An Understanding Of Geriatrics Health And Social Care Essay

An Understanding Of Geriatrics Health And Social Care Essay The role of the radiographer is no different than that of all other health professionals. The whole person must be treated, not just the manifested symptoms of an illness or injury. Medical imaging and therapeutic procedures reflect the impacts of ongoing systemic aging in documentable and visual forms. Adapting procedures to accommodate disabilities and diseases of geriatric patients is a critical responsibility and a challenge based almost exclusively on the radiographers knowledge, abilities, and skills. An understanding of the physiology and pathology of aging, in addition to an awareness of the social, psychological, cognitive, and economics of aging are required to meet the needs of the elderly population. There are conditions typically associated with elderly patients that invariably required adaptations or modifications of routine imaging procedures. The radiographer must be able to differentiate between ages related changes and disease processes. Production of diagnostic ima ges requiring professional decision making to compensate for physiological changes, while maintaining the compliance, safety, and comfort of the patient, is the foundation of the contract between the elderly patient and the radiographer. Physical, Cognitive, and Psychological Effects of Aging The human body undergoes a multiplicity of physiological changes second by second. Little consideration is given regarding these changes unless they are brought on by sudden physical, psychological, or cognitive events. It is important for radiographers to remember that each elderly person we encounter is a unique individual with distinct characteristics. These individuals have experienced a life filled with memories and accomplishments. Young or old, the definition of quality of life is an individual and personal one. Research has shown that health status is an excellent predictor of happiness. Greater social contact, health satisfaction, low vulnerable personality traits, and fewer stressful life events have been linked to successful aging. Self-efficacy can be defined as the level of control one has over ones future. Many elderly people feel there have no control over medical emergencies and fixed incomes. Many have fewer choices about their personal living arrangements. These environmental factors can lead to depression and decreased self-efficacy. An increase in illness will usually parallel a decrease in self-efficacy. A positive attitude is a very important aspect of aging. Many older people have the same negative stereotypes about aging that young people do. For them, feeling down and depressed becomes a common consequence of aging. One of five people older than age 65 in a community will show signs of clinical depression. Yet we, as health care professionals, know that depression can affect both young and old. In general, research has show the majority of elderly people rate their health status largely depends on their successful adaptation to disabilities. Radiographers need to be sensitive to the fact that an elderly person may have had to deal with a number of losses, both social and physical, in a very short period of time. More importantly, they must recognize symptoms resulting from these losses in order to communicate and interact effectively with this patient population. Although, as health care providers, the radiographers contribution to a patients quality of life may be minimal, it is not in significant. It is necessary to remember that each elderly person is unique and deserves respect for his or her own opinions. One of the first questions asked of any patient entering a health care facility for emergency service is, Do you know where you are and what day it is? the health care providers need to know just how alert the patients is. Although memory does decline with age, this is experienced mostly with short-term memory tasks. Long-term memory or subconscious memory tasks show little change over time and with increasing age. There can be a variety of reasons for confuse or disorientation. Medication, psychiatric disturbance, or retirement can confuse the patient. Retirement to some older people means creating a new set of routines and adjusting to them. The majority of elders like structure in their lives and have familiar routines for approaching each day. AGING OF THE ORGAN SYSTEMS Integumentary system disorders The integumentary system is one of the first apparent signs of aging. With age comes flattening of the skin membranes making it vulnerable to abrasions and blisters. The number of melanocytes decrease making ultraviolet light more dangerous and the susceptibility to skin cancer increase. Wrinkling and thinning skin are very noticeable among the elderly. This is attributable to decrease in collagen and elastic in the dermis. There is a gradual loss of functioning sweat glands and skin receptor, which increases the threshold for pain stimuli, making the elderly person vulnerable to heat strokes. With age comes atrophy or thinning of the subcutaneous layer of skin in the face, back of the hands, and soles of the foot conditions in the elderly. The most striking age-related changes to the integumentary system are graying, thinning, and loss of hair. With age, the number of hair follicles decreases and those follicles that remain grow at a slower rate with less concentration of melanin, c ausing the hair to become thin and white. A major problem with aging skin is chronic exposure to sunlight. The benefits of protecting ones skin with sunscreen and protective clothing cannot be over emphasized and will be more evident as one grows older. Nervous system disorders The nervous system is the principle regulatory system. Central nervous system disorders are one of the most common causes of disability in the elderly accounting for almost 50% of disability in those older than age 65. Loss of myelin in axons in some of the nervous system contributes to the decrease in nerve impulse velocity that is noted in aging. Like any other organ system, the nervous system is vulnerable to the effects of atherosclerosis with advancing age. When blood flow to the brain is blocked, brain tissue is damaged. Repeated episodes of cerebral infraction can eventually lead to multi-infract dementia. Changes in the blood flow and oxygenation to the brain slows down the time carry motor and sensory tasks requiring speed, coordination, balance, and fine motor hand movements. This decrease in the function of motor control puts the elderly person at higher risk for falls. Healthy changes in lifestyles can reduce the risk of disease. High blood pressure, for example, is a not ed risk and can be decreased with medication, weight loss, proper nutritional diet, and exercise. Sensory system disorders All of the sensory systems undergo changes with age. Beginning around the age 40, the ability to focus on near objects becomes increasingly difficult. The lens of the eye becomes less pliable, starts to yellow, and becomes cloudy resulting in farsightedness (presbyopia); distorted color perception and cataracts also begin. Changes in the retina affect the ability to adapt to changes in lighting and there are decreased abilities to tolerate glare, making night vision more difficult for the elderly. Hearing impairment is very common in the elderly. The gradual progressive hearing loss of tone discrimination is called presbycusis. Men are affected more often than are women and the degree of loss is more severe for high-frequency sounds. Speech discrimination is problematic when in noisy surroundings such as a room full of talking people. Immune system decline Age takes its toll on the immune system. To be immune to an infection implies protection from that infection. The ability of our body to remain free of infections requires the immune system to distinguish our own healthy cells from invading microorganisms or altered cancer cells. The age-related decline of the immune system functioning makes the elderly more vulnerable to diabetes rises in adulthood. Prevalent among the aged would be influenza, pneumonia, and tuberculosis, meningitis, and urinary tract infections. The three general categories of illness that preferentially afflict the elderly are infections, cancer and autoimmune disease. Genitourinary system disorder Familiar age-related genitourinary (GU) changes are those associated with incontinence. Changes in bladder capacity and muscle structure predispose the elderly to this problem. Along with these structural changes in the GU system the number of nephrons in the kidneys decreases dramatically following the onset of adulthood. This decreased reserve capacity of the kidneys could cause what would otherwise be a regularly prescribed dose of medication to be an overdose in the elderly. The role of the kidneys to maintain the bodys water balance and regulate the concentration according to the bodys need diminishes with age. Acute and chronic renal failure can affect many elderly in their later years. Patient Care of the Elderly and the Radiographer Box 29-3 lists some quick tips for working with elderly. These tips are discussed in the context following the table. BOX 29-3 Tips for working with the elderly patient Take time to educate the patient and his or her family Speak lower and closer Treat the patient with dignity and respect Give the patient time to rest between projections and procedures Avoid adhesive tape: elderly skin is thin and fragile Provide warm blankets in cold examinations room Use table pads and hand rails Always access the patients medical history before contrast media is administered PATIENT AND FAMILY EDUCATION Education about imaging procedures to obtain their confidence and compliance is crucial for all patients, especially for elderly patients. More time with the elderly patient may be necessary to accommodate their decreased ability to rapidly process information. The majority of elderly have been diagnosed with at least one chronic illness. They typically arrive at the clinical imaging environment with a natural anxiety because they are likely to have little knowledge of the procedure or the highly technical modalities employed for their procedures. Moreover, a fear concerning consequences resulting from the examination exacerbates their increased levels of anxiety. Taking time to educate patients and their families or significant caregivers in their support system about the procedures makes for a less stressful experience and improved patient compliance and satisfaction. COMMUNICATION Good communication and listening skills create a connection between the radiographer and his or her patient. Older people are unique and should be treated with dignity and respect. Each elderly person is a wealth of cultural and historical knowledge that in turn becomes a learning experience for the radiographer. If it is evident that they cannot hear or understand verbal directions, it is appropriate to speak lower and closer. Background noise can be disrupting to an older person and should be eliminated if possible when giving precise instructions. Giving instruction individually gives the elder person time to process your request. An empathetic, warm attitude and approach to the geriatric patient will result in a trusting and compliant patient. TRANSPORTATION AND LIFTING Balance and coordination of the elderly patient can be affected by normal aging changes. Their anxiety about falling can be diminished by assistance in and out of a wheelchair, and to and from the examination table. Many elderly have decreased height perception resulting from some degree of vision impairment. Hesitation of the elder person may be as a result of previous falls. Assisting them when there is a need to step up or down throughout the procedure is more than a reassuring gesture. Preventing opportunities for falls is a necessity for the radiographer. The elderly patient will often experience vertigo and dizziness when going from a recumbent position to a sitting position. Giving the patient time to rest between positions will mitigate these disturbing, frightening, and uncomfortable sensations. The use of table handgrips and proper assistance from the radiographer creates. A sense of security will result in a compliant and trusting patient throughout the imaging procedure. JCAHO CRITERIA The Joint Commission on the Accreditation of Healthcare Organizations (JCAHO) is the accrediting and standards-setting body for hospitals, clinics, and other health care organizations in the United States. Employees in institutions accredited by the JCAHO must demonstrate age-based communication competencies, which include the elderly. The standards were adopted as a means of demonstrating competence in meeting the physiological and psychological needs of patients in special populations. These populations include infants, children, adolescents, and the elderly. Standard HR.5 of the Human Resources section of the JCAHO manual states, When appropriate, the hospital considers special needs and behaviors of specific age groups in defining qualifications, duties, and responsibilities of staff members who do not have clinical privileges but who have regular clinical contact with patient (for example radiologic technologist and mental health technicians). The intent of the standard is to ensure age-specific competency in technical and clinical matters but is not limited to equipment and technical performance. Knowledge of age-related changes and disease processes assist all the health care professionals, including those in the radiation sciences, in providing care that meets of the elderly patient. Conclusion The imaging professional will continue to see a change in the health care delivery system with the dramatic shift in the population of elderly persons over the age of 65. This shift in the general population is resulting in an ongoing increase in the number of medical imaging procedures performed on elderly patients. Demographic and social effects of aging determine the way in which the elderly adapt to and view the process of aging. An individuals family size and perceptions of aging, economic resources, gender, race, ethnicity, social class, and the availability and delivery of health care will impact the quality of the aging experience. Biological age will be much more critical than chronological aging when determining the health status of the elderly. Healthier lifestyles and advancement in medical treatment will create a generation of successfully aging adults, which in turn should decrease the negative stereotyping of the elderly person. Attitudes of all health care professiona ls, whether positive or negative, will impact the care provided to the growing elderly population. Education about the mental and physiological alterations associated with aging, along with the cultural, economical, and social influences accompanying aging, enables the radiographer to adapt imaging and therapeutic procedures to the elderly patients disabilities resulting from age related changes. The human body undergoes a multiplicity of physiological changes and failure in all organ systems. The aging experience is affected by heredity, lifestyle choices, physical health, and attitude, making it highly individualized. No one individuals aging process is predictable and is never exactly the same as that of any other individual. Radiologic technologist must use their knowledge, abilities, and skills to adjust imaging procedures to accommodate for disabilities and diseases encountered with geriatric patients. Safety and comfort of the patient is essential in maintaining compliance th roughout imaging procedures. Implementation of skills such as communication, listening, sensitivity, and empathy all lead to patient compliance. The JCAHO, recognizing the importance of age-based communication competencies for the elderly, requires documentation of achievement of these skills by the employees of accredited health care organizations. Knowledge of age-related changes and disease processes will enhance the radiographers ability to provide diagnostic information and treatment in providing care that meets the needs of the increasing elderly patient population.

Music Is More Than Just a Source of Entertainment for People All over the World

Music is more than just a source of entertainment for people all over the world. For many, many centuries music has been used for reasons other than just entertainment. Take our National Anthem†¦Ã¢â‚¬ The Star Spangled Banner† for example. It was written as a patriotic song and, its purpose was to evoke the countries struggles of the past, traditions, and its history. During the 1800’s when slavery was permitted the seemingly innocent spirituals, as the slave songs came to be known, were more than simple hymns of endurance and a belief in a better after life.As sung by slaves and their descendents, the spirituals allowed the slaves to communicate secret messages and information to each other about the Underground Railroad. Music can also be therapeutic, improving our emotional estate, sleep patterns, eating habits, social skills, and behavioral awareness. It’s inspirational, energetic, and lyrically scenic. It can also be memorable, emotional, life experienc ing and many other things for people everywhere. Often music is even a mood setter.It can be calming, relaxing or even anger releasing for many people. From the day that I was brought into this world, if not before, the first words and sounds that my mother spoke to me were in the form of a lullaby. She soothed me to sleep, and taught me my ABC’s. Music has helped me, grow emotionally, physically, and intellectually, while simultaneously entertaining. Music for many, such as myself, is also a source of identity and individuality for all, as most prefer different styles and types of music

Good Learning Essay

What are learning outcomes? Learning outcomes specify what learners’ new behaviours will be after a learning experience. They state the knowledge, skills, and attitudes that the students will gain through your course. Learning outcomes begin with an action verb and describe something observable or measurable. Examples At the end of this course you will be able to: 1. Use change theory to develop family-centred care within the context of nursing practice. 2. Design improved bias circuits using negative feedback. 3. Demonstrate the safe use of welding equipment. Learning outcomes often represent discrete units of instruction in a course but each may have several sub-outcomes. Learning outcomes need not be attained by specific instruction in a lesson—they may be woven throughout the course. For example, they may include such things as use problem solving techniques or work effectively in teams. Why are learning outcomes important? Learning outcomes are the most important section of your course outline—the essence of your course. They are essential because they: †¢ †¢ †¢ †¢ †¢ define the type and depth of learning students are expected to achieve provide an  objective benchmark for formative, summative, and prior learning assessment clearly communicate expectations to learners clearly communicate graduates’ skills to prospective employers* define coherent units of learning that can be further subdivided or modularized for classroom or for other delivery modes. †¢ guide and organize the instructor and the learner. *By reading your listed learning outcomes, an employer or professional in the field should be able to identify what knowledge, skills, and attitudes your students will be able to offer them after taking your course. How do learning outcomes fit into program goals? Learning outcomes for a course should fit within the overall course and program goals. This chart shows how they relate. Program aim and goals Course goals Learning outcomes (Competencies) Sub-outcomes (Learning Tasks) 2 †¢ Instructional Job Aid Write Learning Outcomes How many learning outcomes should there be? There should be as many outcomes as needed to clearly reflect what the students will gain from your course. Follow these rough guidelines when deciding how many you need: †¢ Each major topic in the course should have one to three learning outcomes. †¢ Each 45-hour or three-credit course should have between five and 12 learning outcomes. When you are writing the outcomes, you will use only one action verb per outcome. For example, you would use two learning outcome statements for designing and testing a circuit: 1. Design improved bias circuits using negative feedback. 2. Test bias circuits using negative feedback. Sub-outcomes Each learning outcome may be made more explicit by using several sub-outcomes. For example: Learning Outcome 1: Study productively to meet learning goals. Sub-outcome 1. 1: Identify effective generic and personal study habits. Sub-outcome 1. 2: Describe self-motivation strategies. Sub-outcome 1. 3: Select appropriate study techniques to match your personal style and material. Learning Outcome 2: Manage stress constructively. Sub-outcome 2. 1: Identify potential sources of stress. Sub-outcome 2. 2: Predict generic and personal stress patterns. Sub-outcome 2. 3: Select appropriate stress management techniques to prevent or control stress. Sub-outcome 2. 4: Create a personal stress management plan. Learning Outcome 3: Install electrical wiring safely. Sub-outcome 3. 1: Identify relevant sections of the Canadian Electrical Code. Sub-outcome 3. 2: Describe electrical hazards. Sub-outcome 3. 3: Select appropriate tools and materials. Sub-outcome 3. 4: Identify safety rules about wiring on the job site. Sub-outcome 3. 5: Apply safety rules as you wire a circuit. Instructional Job Aid †¢ 3 Write Learning Outcomes Classifying learning outcomes When specifying learning outcomes, think about what you want students to be able to do on the job as a result of their learning. These things fall into three possible categories (domains): †¢ thinking, knowledge (cognitive domain) †¢ doing, skills (psychomotor domain) †¢ feeling, attitudes (affective domain) Of course, some units of learning may occur in more than one domain  at the same time. Each of these categories has different possible levels of learning. These range from simple recall or observation to the complex evaluation or organization of information. Choosing appropriate action verbs The charts on pages 5 to 7 show samples of the action verbs you could use for learning outcomes in each of these categories and levels. Make sure that the verbs you choose match the level of learning you require. Notice that the action verbs listed represent measurable or observable behaviours. Vague verbs such as know or understand are not easily measurable. Substitute, identify, define, describe, or demonstrate. Some subjective terms such as appreciate and be aware of may sometimes be used for outcomes in the affective domain. As you construct your learning outcomes, use the checklist on the back of this job aid. It will remind you of all the important points about learning outcomes. 4 †¢ Instructional Job Aid Cognitive Domain Evaluation Definition: (thinking, knowledge) Synthesis Definition: Judges the value of material for a given purpose. Analysis Definition: Formulates new structures from existing knowledge and skills. Sample Verbs: Comprehension Definition: ? assess ? conclude ? evaluate ? interpret ? justify ? select ? support Knowledge Definition: Remembers previously learned material. Grasps the meaning of material (lowest level of understanding). Sample Verbs: ? describe ? discuss ? explain ? locate ? paraphrase ? give example ? translate Sample Verbs: ? define ? identify ? label ? list ? name ? recall ? state Understands both the Application content and structure of Sample Verbs: material. ? combine Definition: ? construct Uses learning in new ? design and concrete situations Sample Verbs: ? develop (higher level of ? analyze ? generate understanding). ? categorize ? plan ? compare ? propose ? contrast Sample Verbs: ? differentiate ? apply ? discriminate ? carry out ? outline ? demonstrate ? illustrate ? prepare ? solve ? use Write Learning Outcomes Instructional Job Aid †¢ 5 Based on â€Å"Taxonomy of Educational Objectives†, B. S. Bloom Editor. 1956 6 †¢ Write Learning Outcomes Instructional Job Aid (doing, skills) Adaption Complete Overt Definition: Response Definition: Psychomotor Domain Organization Creates new patterns for specific situations. Mechanism Definition: Performs automatically. Adapts skill sets to meet a problem situation. Sample Verbs: Guided Response Definition: Sample Verbs: Set Definition: Imitates and practices skills, often in discrete steps. Perception Definition: ? adapts ? reorganizes ? alters ? revises ? changes ? designs ? originates ? combines ? composes ? constructs Definition: Sample Verbs: ? copy ? duplicate ? imitate ? manipulate with guidance ? operate under supervision ? practice ? repeat ? try Senses cues that guide motor activity. Is mentally, emotionally, and physically ready to act. Sample Verbs: Sample Verbs: ? detect ? hear ? listen ? observe ? perceive ? recognize ? see ? sense ? smell ? taste ? view ? watch  ? achieve a posture ? assume a body stance ? establish a body position ? place hands, arms, etc. ? position the body ? sit ? stand ? station Performs acts with increasing efficiency, Sample Verbs: confidence, and ? act habitually proficiency. ? advance with assurance ? control Sample Verbs: ? direct ? complete with ? excel confidence ? guide ? conduct ? maintain efficiency ? demonstrate ? manage ? execute ? master ? improve efficiency ? organize ? increase speed ? perfect ? make ? perform ? pace automatically ? produce ? proceed ? show dexterity Based on â€Å"Taxonomy of Educational Objectives†, B. S.  Bloom Editor. 1956 Affective Domain Internalizing Definition: (feeling, attitudes) Organization Definition: Integrates the value into a value system that controls behavior. Valuing Definition: Responding Definition: Responds to stimuli. Attaches value or worth to something. Conceptualizes the value and resolves conflict between it and other values. Sample Verbs: Sample Verbs: Receiving Sample Verbs: Sample Verbs: Definition ? act upon ? advocate ? defend ? exemplify ? influence ? justify behavior ? maintain ? serve ? support Selectively attends to stimuli. Sample Verbs: ? accept ? acknowledge ? be aware ? listen ? notice ? pay attention ? tolerate ? agree to ? answer freely ? assist ? care for ? communicate ? comply ? conform ? consent ? contribute ? cooperate ? follow ? obey ? participate willingly ? read voluntarily ? respond ? visit ? volunteer ? adopt ? assume responsibility ? behave according to ? choose ? commit ? desire ? exhibit loyalty ? express ? initiate ? prefer ? seek ? show concern ? show continual desire to ? use resources to ? adapt ? adjust ? arrange ? balance ? classify ? conceptualize ? formulate ? group ? organize ? rank ? theorize Write Learning Outcomes Instructional Job Aid. †¢ 7 Based on â€Å"Taxonomy of Educational Objectives†, B. S. Bloom Editor. 1956 Checklist for writing learning outcomes Use the following checklist to help you as you write learning outcomes. When writing learning outcomes, I need to: 1. Focus on outcomes, not processes †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ ! 2. Start each outcome with an action verb. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. ! 3. Use only one action verb per learning outcome †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ ! 4. Avoid vague verbs such as know and understand. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. ! 5. Check that the verbs used reflect the level of learning required. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. ! 6. Ensure that outcomes are observable and measurable. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. ! 7. Write the outcomes in terms of what the learner does, not what the instructor does. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ ! 8. Check that the outcomes reflect knowledge, skills, or attitudes required in the workplace. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. ! 9. Include outcomes that are woven into the entire course (such as work effectively in teams). †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. ! 10. Check that there are the appropriate number of outcomes (no more than three per major topic) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ ! 11. List the sub-outcomes for each outcome †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. ! 12. Check that the outcomes fit within program and course goals †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. !  ©1996, revised 2003 Learning Resources Unit †¢ British Columbia Institute of Technology Burnaby, British Columbia, Canada All rights reserved. No part of this publication may be reproduced in any form or by any means without the prior written permission of the Learning Resources Unit, British Columbia Institute of Technology.

Why the Soviet Union Signed a Pact of Non-Agression in 1939

International relations of the 18th century were above all concerned with the balance of power, since no one state felt strong enough to attempt a military conquest of the entire European continent. 1 On the horizon of the 19th century, the development of a rising German enterprise created a cataclysmic downfall of British, French, and American diplomacy. Above all, while under a firm hand by Joseph Stalin, Russia sought expansionist ideals just as much as Adolf Hitler did. The failures of British and French negotiations, under previous attempted containment of Germany with a lackluster Treaty of Versailles, paved the way for Russo-German negotiations that green-lit the eventual invasion of Poland. It was the fundamental dishonesty of†¦show more content†¦9 Since Stalinists were not credited well within the Western populous, Stalin did not abandon the idea of dealing with Germany later due to the West keeping Russia at arms length.10 On the 2nd of May 1935, the Franco-Soviet Treaty of Mutual Assistance was brought to light. It did not have a lot of substance as a treaty, and was put into place in order to consult between each states in time of crisis. Russia hoped that it would be followed, but Pierre Laval, successor to Louis Barthou preferred reparations to the German state would that would curb any chance of conflict through political military action. Laval delayed french politics with Russia until the Spring of 1936. Là ©on Blum was the Prime Minsiter of France, and his government, who were supported by communist deputies were willing to turn political understanding of the German problem into real military consequences. 1936 to 1937 was an energetic time for Russian diplomacy, by attempting to show a strategic campaign within Franc e, that largely failed due to French resistance. Yvon Delbos, Frances foreign affairs minister, didnt favour a Franco-Russo alliance because he thought Stalin would coerce France into a war with Germany, only to progress Stalins communist ideals. British support was more important to France than Russian support, and fear of disappointing Britian was a large influence for a lack of alliance made. In fact,