The Process of Changing a Newborns Diaper

You should not take lightly the changing of a diaper. For it to be done correctly, you need to take the time and do the proper steps. If not done so, your baby could end up with a diaper rash and more seriously, an infection. A clean diapered baby is a happy baby. To start, you need to know the weight of the newborn. With this, you will be able to find which size diapers will be appropriate. Not all newborns wear newborn diapers. You will also need to decide on which brand diaper you will want to use. There are several brands to choose. The name brands are nice because they absorb more and children are less likely to get rashes. Priced less and packaged in greater quantity are generic brands. However, they are less absorbent, which results in frequent changing and greater chance for diaper rash. You will also need a diaper wipes and powder. Again, there are name brand and generic. You will have to make the decision based on, which is better for you and your newborns needs. After you choose the size and brand you need to set up the area in which you will be changing the newborn. It should be soft yet washable. Sometimes things can get a little messy and you will want to be able to disinfect. Put all these supplies at easy access to you where you will be changing the newborn. Make sure supplies are at the foot of the changing area. This will keep little hands from reaching them. All the cellophane should be off the packages. Take the diapers out of the packaging and stack them at a hand’s reach. You should not have to walk away as soon as you start changing the baby. You are ready to change. Start by placing the baby on the changing surface with its head at appropriate end. Undress the baby from waist down. There are tabs on the front of the diaper, lift up on the corners of them and the diaper will be unsecured. You need to check if the baby has had a bowel movement. To do this, just pull diaper carefully down between the legs of the baby. If so, hold both feet of the baby in left hand (for right handed people, right hand for left handed people). You now only have your right hand to work with. You will be holding the baby’s feet in your left hand for rest of the diaper changing. Lift the baby up so that only their butt is off the table. While still holding baby in this position, take your right hand and place it in between the baby’s leg going toward the head. Grab the front of the diaper and pull it back through the legs carefully. You do not want to have to clean more than you have to. Place the front of the diaper down on the changing surface. Do not remove from underneath the baby yet. Babies will go at anytime, so the diaper underneath will grab any surprises. Next, open wipes box and remove one. Place wipe on the baby’s front by where you see the start of the bowel movement. With a front to back motion, wipe the baby’s bottom. Take the dirty wipe and place it in the front of the soiled diaper. You may need to be repeating this step until the wipe does not show any soiling. Be sure to get into all the creases and check the back for soiling. If the baby, however, didn’t have a bowel movement then one wipe should be used to wipe off any urine that is on the baby. Then place the dirty wipe on the soiled diaper. Now you take the soiled diaper out from underneath the baby. You do this by sliding it toward the feet of the baby. Set it aside. Reach over and get a new diaper off the new stack. Place the back of the diaper (the side with tabs) under the baby, making sure that the top of the diaper is in the lower to middle back. To check this, lower baby down to check placement. If not correct, lift the baby back up and adjust placement of diaper. Finally, you can lower the baby down. The baby is now on top of a clean diaper and is ready for powder. Open powder by turning ribbed top until you see the holes are open. With feet in one hand, lift baby’s bottom slightly up. Take caution with this next step. Turn the powder container slowly over baby’s bottom. Softly shake it like a salt shaker. You and the baby will be covered in powder If too much force is used After a light dusting of powder is applied, place the baby down back onto the diaper. Now it is time to secure the diaper onto the baby. This step is usually the most difficult. Do not get frustrated. It takes patients and practice. Take the front of the diaper and lift it up slowly in-between the baby’s legs. Look for the tabs that are secured to the diaper. On either side of the baby Pull up on the corner of the tab and lift to expose the adhesive. Bring the tab over to the front of the diaper. You will see a cute decoration pattern strip that is shiny on the front of diaper. This is where you will secure the tab. You will want to do the first side towards the middle of the strip. Take the opposite side tab and do the same. If you have difficulties reaching the middle with the second tab, you may have to loosen the first one you applied. To get the correct tightness, it might take a few adjustments on the placement of the tabs. Make sure that the tabs are even from the center. This will give you an evenly placed diaper on the baby. The diaper should be snug. If you can see in-between the baby and the diaper, it’s too loose. On the contrary, if the babies skin is wrinkling, it’s too tight. Finally, it’s time to dress the baby from waist down. When this is done, place the baby in a safe place. Wash the changing area with a disinfectant, throw away soiled diaper and wash your hands. Now that wasn’t so bad. Was it? If your lucky, you only have 2 more years of diaper changing. In no time you’ll be able to do it in your sleep.

Business Coursework

Business Coursework Business Coursework Any student attending business courses has to write a business courseworkat some point in their academic career. Actually, business coursework may weight up to 50% of your final grade. Thus, students should be very responsible with regards business coursework writing. You cannot handle such a project overnight, as you have to devote enough time to writing, organizing ideas, researching thoughts of others, and editing your final draft of business coursework. Business is complex study and it includes a lot of themes for discussion. Any them can be interpreted into the topic anyhow related to it, so while choosing the topic you should be sure that you are keen on it and, very important, that you can add something new into the current knowledge on the topic. It is of primary importance to use the most relevant, updated resources for your business coursework writing: Moreover, you should rely on journal and magazine articles, books, and governmental sites only to support your statements. Wikipedia, personal blogs, or forum postings are not treated as reliable sources of information and it will not help you get a good grade. Business coursework should: have a good topic for discussion. It must not be too narrow as well as not too wide, because in the first case you will have to search for the needed material and maybe to pay for the information; while in the second case you will not include all the information into one business coursework.There is a danger of the treading water. Thus, be wise with the choice of sources. be planned in advance. It is not easy to conduct thorough research. You will have to collect material, search for the questions, write an outline and format your paper and many other things to do. If you do not think over the sequence of ideas, the chaos will be the defining feature of your business coursework.Start working. be written according to the required structure. You have heard a lot of times that any written assignment should be done in the following structure: introduction, body parts and conclusion, - but you do not know that introduction should contain the thesis statement, the body parts should have as many paragraphs as many thoughts you want to develop in thebusiness coursework, the conclusion should be written according to the introduction and include your own solutions to the problem. So structure properly. You may avoid all of these painful aspects of business coursework writing process if you rely on professionalism of our writers! We can definitely deliver a well-written coursework on time. Satisfaction with quality guaranteed! Interesting posts: Cause and Effect Essay Argumentative Essay Topics English Essay Writing Thesis Writing Thesis Topics

Texas Carbon Definition

Texas Carbon Definition A Texas carbon is the name given to a  carbon atom  that forms  five  bonds. The name Texas carbon comes from the shape formed by five bonds radiating outwards from the carbon similar to the star in the Texas state flag. Another popular idea is that the saying Everything is bigger in Texas   applies to carbon atoms. Although carbon usually forms 4 chemical bonds, its possible (though rare) for 5 bonds to form. The carbonium ion and superacid methanium (CH5) is a gas that can be produced under low-temperature laboratory conditions. CH4 H → CH5 Other examples of Texas carbon compounds  have been observed. References Synthesis and Characterization of Stable Hypervalent Carbon Compounds (10-C-5) Bearing a 2,6-Bis(p-substituted phenyloxymethyl)benzene LigandKin-ya Akiba  et al.  J. Am. Chem. Soc.,  2005,  127  (16), pp 5893–5901 Planar Pentacoordinate Carbon in CAl5: A Global MinimumYong  Pei,  Wei  An,  Keigo  Ito,  Paul von RagueÃŒ Ã‚  Schleyer  and  Xiao Cheng  Zeng  J. Am. Chem. Soc.,  2008  130  (31), 10394-10400

Reflection Paper Essay Example | Topics and Well Written Essays - 750 words - 2

Reflection Paper - Essay Example Hence, a student can be able to achieve success in some aspects of their life while at school. For example, there are students who will excel in sports, socialization, and other different aspects of development while failing to pose excellent grades in class. In effect, qualifying such students as failures and branding them as such is not appropriate. To me, I think I have been an overall good student this far. However, the adjective ‘good’ is relative since there have been incidences whereby I think I have not done my best to be a good student. In effect, this reflection paper analyses my student life and the adjustments that I can make to turn my failures into successes while make the successes only better to help me achieve a lot in future. Assignments and school projects form the foundation of a student’s life in school. In this case, the assignments and projects ensure that a student is graded and their progress determined depending on the grades they obtaine d. In effect, a student who fails many of their assignments is branded a failure once they fail to post good grades in their examinations while those who posted impressive grades become successful. For me, I value the challenge posed by assignments and projects since they have been important in ensuring that I posted good grades. In this case, I have been able to hand in my assignments and projects on time. However, I am not happy with the approach that I was taking towards completing these assignments. In this case, I used to work on my assignments a few days, or even hours, before the submission deadline. In effect, I do not think that the level of hard work and research I was putting on these assignments helped me produce and realize my full potential. I feel that the grades were not a reflection of the best that I could have done, which effectively means that the grades are far from what I should have achieved. On the other hand, group projects have been influential since I have been able to interact with diverse people and gain self-confidence. However, we did not conduct our group’s projects in an approach that brought the best out of every member. In this case, I feel that I was not a good a student since I did not speak to my colleagues about this issue. Rather, I chose to remain silent instead of asking my group members to change the way we engaged each other since we were not achieving our full potential. Maintaining silence was not reflective of the behavior that a good student should have observed and I regret this approach. In effect, I want to ensure that I adjusted the approach that we used to conduct our group activities so that I can achieve success as a student in the United States. I realized that I relied more on fellow students than I relied on my instructors. In line with this, relying on my fellow students was beneficial since I gained insights that helped me during my studies. However, I think that I should have engaged my instru ctors more than my fellow students in order to obtain informative insights due to the experience that instructors have in comparison to students. I want to adjust this aspect in order to become a successful student in the United States. Overall, I am a good student although there are some aspects of a good student that I have to accomplish. In this regard, I realize that I have not engaged in extra-curricular activities throughout the course of my

He Enron Accounting Scandal Essay Example | Topics and Well Written Essays - 1250 words

He Enron Accounting Scandal - Essay Example Second is misrepresenting the earnings reports that made the executives enjoy investments as they continued to report fraudulent earnings to investors which still attracted others due to the apparent financial gains that were being reported. Third is that the top company executives were involved in embezzlement as they kept on pocketing investment funds from the unsuspecting investors that led to the bankruptcy of the company. Fourth is the company’s idea of mark to market accounting introduced by skilling that made it the first company to use such as complex method to account for its contracts. (Petrick & Scherer, 2004) This meant income could be recorded even without receiving the money and this increased financial earnings. This was fraudulent especially after the Blockbuster video contract that resulted in losses that were treated as profits by the company. Fifth action was poor financial auditing through the use of reckless standards that did not identify mistakes in repo rting leading to the collapse of the company (Thomas, 2002). Risk management measures to avert the events Initially with the appointment of Skilling to the financial department, the CEO let him implement sophisticated risk control system at Enron. Embracing this new idea as a whole without first having to test it was a bad thing for the company (Culp, 2002). As much as ideas were initiated to adequate screening was made as members of the risk assessment group colluded with the management to approve deals. Therefore the first thing to do would have been to establish a flawless risk assessment group that was answerable to the board to avoid the events that led to the company’s collapse (Healy & Palepu, 2003). Secondly the company’s problems seemed to have emerged from the carefree attitude that was the norm for the management. They turned a blind eye to a lot of malpractices that were happening in the company making its situation worse. The company should have enforced a hands on management style instead of the hands off style that let the company run like a runaway train. Together with this the company should have enforced corporate governance ethics in order to eliminate such malpractices or reduce risks of them happening (Culp, 2002). The company should have also laid down the ground rules especially for the fiance department when it comes to reporting of the company’s earnings and other financial results. A simple accounting method should have been used and one that could be easily understood by shareholders and the board of directors so that people are not deceived into believing they have revenues which they do not actually have (Rosen, 2004). Ethical considerations of the laws applicable to the case The laws that applicable to this case specifically look at the issue of fraud and public misinformation. All financial information concerning the operations of any public owned company or any other company for that matter should be disclos ed at the end of a particular period of time following the laid down rules and regulations of financial reporting. The law requires that company be responsible in their conduct and relationship with various stakeholders so that each of the party enjoys the outcomes that are got from operating the business. The laws also require that the management acts in

Franklin Roosevelt Essay Example | Topics and Well Written Essays - 750 words

Franklin Roosevelt - Essay Example He also had a natural charisma that helped him to connect to with all sections of American population. He was a natural orator whose powerful voice stayed the listener’s heart. He also had a sense of patrician responsibility towards the other people. FDR had a very strong character as well as requisite political skills to get his programs enacted and communicate his visions of America. FDR was a strong believer in democratic views that is  the center-left and  social-liberal platform and supported  social  justice and mixed economy.  To elevate the situation in 1930s, he offered various programs that were designed for promotion of economic and social equality of the people all over the country. These programs were specially designed for promotion of consumer protection, various social programs, environmental protection, universal health care, and equal opportunity for all. In 1910, when he entered politics and ran for state Senate from Dutchness County, the local Democratic  Party supported his candidature as the â€Å"paper candidate†. The main reason behind this was that it was  a Republican  seat so the party did not expect a  democratic  win.  However, with his typical strong character and charisma, he ran a tight campaign and won the election.  He used these qualities in his life  time and again  when he was facing adverse times in  his personal  and professional life  (Polenberg, 2000).  After this victory, he went from strength to strength in his political life and used creativity to attain his objective. On  the domestic  front, when he took power for the first time as the President, the country’s economy was in completely ruined due to deficit issues (Polenberg, 2000).  . As soon as he took the office, he enacted many  laws,  which were expressly designed to lift the country out of 1930s depression. Also, he as completely committed to New Deal concept and backed it completely. On  the foreign  front, the world

Rationale for concentrating on teaching of reading strategies

Rationale for concentrating on teaching of reading strategies Becoming a teacher is a complex process of change and development not only in terms of behaviour but also in cognition, affect and knowledge (Calderhead, 1990). Moreover, as a language teacher, the importance of keeping your language skills and classroom methods up to date is essential. Thus, attending an in-service training course may hold a significant key to solving a myriad of obstacles facing teachers development (Day, 1999; Craft, 2000; Sugrue, 2001; Hammadou, 2004; Lee, 2007). Why I chose this format for the workshop? Considering that teachers appear to be allergic to theory, especially when it is delivered in the lecture mode (Kouraogo, 1987, p.173), the workshop is designed as a communicative interaction between the trainer and the teachers who are supposed to act as students in a normal classroom environment. As Kouraogo(1987, p.173) maintains teachers consistently ask for practical tips and ready-made usable materials as soon as they return to their classrooms and it is the trainers intended . to show teachers how ineffective teaching may become if learners are not taught explicitly how to use reading strategies to perform better. While subscribing to Hayes opinion that training/development sessions should value participants existing knowledge, it is the role of the teacher trainer to make these theories explicit during the course (Wright, 1990, p. 92). In practice, this means that sessions should give participants an opportunity to talk about their perceptions of the teaching-learning process, and provide guidance in understanding its theoretical underpinning. What am I aiming at in terms of teacher cognition and their instructional practice? The training programme is based on my belief that an awareness, knowledge and understanding of theoretical aspects of language and language learning theory will enhance the chances for the language teacher to adopt a more effective methodology and promote students effective learning . Similarly, Ellis (1986, p.92) emphasizes the idea that the practice of actual teaching can be improved by making teachers aware of the options open to them and the principles by which they can evaluate these alternatives. I assume that in-service teachers experience a certain level of comfort with the teaching strategies they have previously employed often for many years and see no real reason to alter them (Adams and Chen (1981). Therefore in-service training is a good opportunity to help teachers reflect upon their teaching practices and make them aware of their teaching weaknesses and strengths. Upgrading teachers knowledge on the chosen topic as well as assessing and reviewing their own teaching role in the light of changes in research is another aim of the teacher trainer. Why I chose the topic reading strategies? The main arguments in support of my choosing this topic for the training programme are manifold. Firstly, the scarcity of studies on investigating teachers beliefs in the area of second language reading instruction have indicated an unclear picture of teachers belief construct in teaching reading( Chou, 2008, p.192). However, making the teachers aware of their consequent instructional practices may reshape their knowledge about teaching reading and allingn their practice to the research. The second point is a practical one. The effectiveness of teaching reading is closely related to reading- related strategies and strategy-training. As (Singhal, 2001) suggests research in the area have found that strategy training leads to improved reading performance. Her view is reinforced by Wellingham (2007, p.39) who emphasizes that strategy instruction improves comprehension. Therefore, the teachers role is to maximize the students potential reading ability by helping them use reading strategies so as they become fluent and efficient readers. The third point is determined by the context in which I teach and the target audience of the workshop. The question whether teachers develop reading skills in their classroom may be answered negatively if we consider the result of the questionnaire that I administered to my target audience. As a result, discovering the best methods and techniques for achieving fluent reading with adequate comprehension, and identifying what techniques or processes the learners may use becomes a prerequisite of this workshop. Why I chose these activities? Taking into consideration that participants usually bring a wealth of ideas and experience to in-service sessions( Hayes, p.9) and the fact that it is an awareness raising session, the activities have been chosen to with the above mentioned reasons. Student teachers have a rich store of initial knowledge and beliefs about teaching and learning (Nisbett and Ross, 1980), and these beliefs are mainly shaped by their prior learning experiences (Lortie, 1975). In the present study, student teachers are conceptualised in this way, and thus it aimed to identify sources of their initial beliefs In the first part of the session, participants are briefly introduced to the topic of the Then, they are invited to respond to some given texts and share ideas with their peers. Concept Mapping- Morine-Deshimer (1993), Artiles, Mostert, and Tankersley (1994), and Winitzky and Kauchak (1995). It is the view of Armour-Thomas (1989) that teachers thought processes influence their judgements, decisions and practices. Therefore, attempting to uncover teachers thoughts for elicitation of mental processes in research on teacher thinking are concept mapping. Choosing this method, will enable me to examine participants understanding of the topic and investigate the influences of particular components of a teacher education course on student teachers knowledge (Calderhead,1990). As well as this, it will be useful in revealing gaps, misconceptions, and the degree of sophistication of their conceptualisations. Presentation of the training programme This training programme consists of 6 interrelated theoretical and practical workshops to be attended by EFL/ ESL in-service teachers with a special interest in teaching reading, and who are willing to explore the potential benefits of exploring the reading process in more depth. Acquiring practical and theoretical skills will be taught in interactive and student-centred workshops, focussing on the participants personal input while attending the training session: 1.an introductory session to shed light on the reading process in L1 and L2 including types of reading, different theoretical approaches to teaching reading- 2 hours 2. teaching and using effective reading strategies 2 hours 3. understanding and evaluating reading teaching materials and their aims while focusing on selecting materials to motivate students and to improve their reading skills- 4 hours 4.assessing reading and designing a reading task- 4 hours 5. a practical session which offers each participant the possibility of choosing a certain type of reading and to explore it in more depth in terms of efficient classroom activities or as Clair (1995) ironically emphasizes Give me stuff. Give me a goody bag. You can use this with your fourth grade students who dont speak English. I will use it (p.191). 4 hours 6. evaluation of the workshop and reflective feedback on teachers beliefs- 2 hours Prior to attending the training programme, each teacher answered a questionnaire whose results will be used during the training sessions. In addition, the training programme will be led entirely by one trainer so as any changes in teachers beliefs can be observed and evaluated. At the end of the training programme, each participants will receive an observation sheet containing information about the changes he/she might undergo. Presentation of the workshop about teaching reading strategies The objectives of this two-hour training session are to improve the expertise of in-service EFL teachers in relation to teaching reading strategies and dissipate some of the misunderstandings that hamper effective and efficient classroom practice. Aims of the training session To raise awareness of advantages and disadvantages of different types of reading strategies To help teachers begin to develop competent To highlight the role of reading strategies training in reading comprehension Learning outcomes At the end of this session teachers are expected To distinguish between effective and ineffective reading strategies To select or identify the best reading strategies in order to help the learners gain language knowledge To decide on appropriate ways of encouraging effective reading Workshop outline Task Activity Objective Duration Process Materials Notes Welcome, introduction, session outline To activate learners schemata 5 minutes Powerpoint presentation- 1 slide Exploring experience problem-solving activity To reflect upon the use of reading strategies 5 minutes copies of texts Concept Mapping to examine the structure of student teachers knowledge and to investigate the 20 minutes Participants are asked to brainstorm about reading strategies. After having produced a list of terms (i. e. concepts) they are then asked to arrange them and demonstrate their connections, and on some occasions label what these relationships are. The concept map eventually produced is thought to represent participants understanding of the topic. The doing of the activity and, implicitly the reflection on the process itself hopefully triggered a certain amount of learning. 3-2-1 Strategy 3 things you learned 2 interesting things you discovered 1 question that you still have To review issues from the workshop and to get feedback from the activities 20 minutes Individual response to the task Table format 3-2-1 Awareness raising