Reflection in Sport Coaching

Reflection in Sport Coaching Reflection is defined by Stenhouse 1975 p 144 as a capacity for autonomous professional self-directed through systematic self- study. Discuss how a coach utilises reflective practice to enhance their coaching performance The aim for this essay is to discuss how a coach can use reflective practice to improve his/her coaching. Reflective practice is an idea used in education studies and pedagogy. It was introduced by John Dewey, he defined reflection as active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it, and the further conclusions to which it tends (Dewey, 1910). Dewey recommended that before a coach can achieve effective reflection three personal characteristics been to be in attendance. Open-mindedness- this is the yearning to want to learn more than you already know Wholeheartedness this is the enthusiasm to want to learn more about a specific subject Responsibility- this is to take the accountability of your actions, positive or negative. However, it is also important to understand other definitions of reflection as not all research has reached an agreed definition Jarvis (1992 p180) claims that reflective practice is something more then thoughtful practice. It is that form of practice that seeks to problematise many situations of professional performance so that they can become potential learning situations and so the practitioners can continue to learn, grow and develop in and through practice. Dewey (1910 p39) defines reflection as the active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it, and the further conclusion to which it tends. Reid (1993) in her definition also noted reflection as an active process rather than passive thinking. She states: Reflection is a process of reviewing an experience of practice in order to describe, analyse, evaluate and so inform learning about practice.(p305) McKernan (1996) refers to reflective teaching as not a knowledge-bounded set of competencies which are learned during student teaching, but on the contrary teaching that reflectively supports growth and professionalism through the questioning of  policies, problems and the consequences of actions. This is true in relation to the coach. Pollard (2002) suggests that Reflective teaching is applied in cyclical or spiralling process, in which teachers monitor, evaluate and revise their own practice continually. According to Reid (1993) cited by Ghaye and Lilleyman (1997) reflective practice is: Potentially both a way of learning and a mode of survival and development once formal education ceases. They believe that reflective practice is more than just skillto be used in one particular context but throughout life as well. Reflective practice requires professionals to step back from themselves and the  situation to examine all aspects of the teaching/learning act, including essential  dispositions. It implies that they use an empirical, analytical review of their teaching and  that they employ a moral and ethical framework to guide their analysis and modification  of teaching behaviour. Boise State University (No Date) In 1987 Schon stated that reflection can happen in two ways: reflecting in action and reflecting on action. Reflecting on action occurs after the coaching has taken place, this can be aided with the use of another coach giving advice, or with the use of video. Fitzgerald (1994) defines reflection on action as The retrospective contemplation of practice undertaken in order to uncover the knowledge used in practical situations, by analysing and interpreting the information recalled. Reflecting in action refers to reflection taking place during the activity. It can be said that reflecting on action is engaging in a constant process of rapid feedback and adjustment by which skilful operators can adjust to circumstances and sustain high levels of effectiveness Jackson et al (2004). When reviewing a coaching session there a number of topics to take into consideration. The first and most important aspect of coaching to take into consideration is if the aims and achievements for not only the coaching session but also for the season as a whole. Reflection to see if goals were achieved for the season can only happen once the season has finished. The goals may vary from winning every game, to trying to win one game, if the goals are not reached e.g. the team lost all games then the coach will know that his method of coaching might not have been the most effective to use for the athletes in his team. After a session there can also be a time for reflection, each session should have a clear aim or goal of a specific skill that needs to be improved, if at the end of the session the athletes have become more efficient in that skill then they session can be see as a success. On the other hand however, if the athletes have not improved during the session then reflection needs to take place to see why this is the case. Another way that a coach can use reflection to enhance their coaching performance is to evaluate if there coaching is time and cost effective. It is not good coaching if for example, it takes a whole session to cover a skill that can be covered in five minutes. To evaluate if the session has been cost effective, there are a number of factors to take into consideration. The first of these is have the athletes improved? If they havent then they have paid to gain nothing. However, if the athlete pays very little for a session, where there is only one coach and a high number of children then the expectations of the athletes and parents will drop. Young children i.e. under 7s may be only attending the session as an alternative to babysitting, especially if the cost of coaching is less than that of employing a baby sitter. A coach must make sure that what he/she is teaching is suited to the age group. For example, under 7s would not be capable of learning leg spin in cricket. Also at the other end of the spectrum you would not have the first team practicing basic drills such has hitting a tennis ball off a cone. Sometimes however, this is not that easy to plan for. For example, a group may have very extensive knowledge of one skill e.g. the front food drive, but have no idea how to play a pull shot. A coach can use reflection after the session to see if the performers have improved at the specific skill. A coach can reflect on the use of coaching points, there is no use in using advanced coaching points for athletes who are not experienced e.g. telling a 7 year old to rotate their shoulders vertically when playing the front food drive. The same can be said for experienced athletes, you would not tell them for example to keep their eyes on the ball when catching it as they will already know this. Coaches have to reflect on demonstrations, for the athlete to learn best the demonstrations need to be accurate and performed from many angles. The coach must also make sure that the athlete can see and is not obstructed by another athlete or the coach himself. The coach can also reflect on the safety, this can be a rather easy subject to reflect upon. If there is an injury then the reason for that injury will need to be looked at and reflected upon. Safety could also be reflected upon when thinking about equipment, the equipment that is used may be faulty or broken. All of the above are times when reflection can occur. Feedback from a number of people is very important when reflecting about a session. The athlete that you are coaching will give the coach a lot of feedback; this can range from the improvement they make to their body language. Some more elite athletes will know what works for them so will inform their coach how they learn best. It can be hard to judge how much an athlete has improved from the beginning of a session to the end of one. It is important to distinguish how much if an the athlete has gained so a test like situation could be helpful to ensure that the coach is coaching in a way that is effective. For example, when coaching throwing in cricket, it can be useful to see how far the athlete can throw before any coaching has taken place, so that after the coaching you can see if the athlete can throw the ball any further. Other coaches can help when reflecting about a session, especially if the coach is more experienced and or more qualified. The employer can also help with reflection, if the employer thinks that the athlete is improving then the coach will know that the way he is coaching is effective. But if the employer is not pleased with the improvement then change will have to be made. Parents can also play a large role in the reflective process, the parents may not be happy with the way that a coach is coaching. This may mean that the coach will have to change his coaching method, but only if the parent is knowledgeable. Reflection can also be aided by the use of a video. A video can record the coaching session, and give the coach an incite to what he/she actually does. This can help as it will show demonstrations, body language and what exactly was said. It will also allow the coach to look back on sessions in the past looking to see how his/her coaching methods have changed. McKernan agreed: might use a video recorder to trap teaching performance as evidence or data  to be analysed. More importantly, such a film becomes a critical documentary for  reflecting on practiceresearch can be undertaken by reactive methods such as  observers, questionnaires, interviews, dialogue journals or through such non-reactive  techniques as case studies, field notes, logs, diaries anecdotal records, document  analysis, shadow studies. McKernan (1996) Hanson believed that asking the students to fill in journals after each session would allow the coach to reflect properly. Ive had students make brief journal entries at the end of each sessionit doesnt take much time but reading and responding to the journal entries is time consuming. An approach taken from the values clarification literature is to ask students for one word that represents their behaviour that day. Hellison (1985) Reflection makes the coach test their own behaviour, reminding them to act sensibly in their actions. Reflective evaluation shows areas where population, for example, children, have a bigger social need in addition to their individual sport. When creating training session it is vital to think of the childhood of that child. Reflective practice demands the coach to examine their own behaviour honestly,  reminding them to act responsibly in their actions. Reflective evaluation highlights areas  where the population, for example, children, have a great social need besides their  particular sport. When designing training sessions it is important to consider the childhood of that child. Extreme training sessions may ruin their childhood. Reflective practice is detailed as being essential in increasing coaching effectiveness (Crisfield, 1998; Clifford and Feezell, 1997). Crisfield (1998) considers coaching efficiency to be determined by factors such as knowledge, skills, experience and philosophy. In conclusion Pollard (2002) states the importance of the reflection within coaching. The  process of reflective teaching supports the development and maintenance of professional  expertise. If a coach feels that they have nothing more to work on then they are not using reflection correctly, every coach no matter what level needs to use reflection to become a more competent coach. The importance of reflective coaching is not just about finding and defining the problem. Organising, planning and acting upon it are essential also. There must also be re-evaluation to see if it has solved the problem and continual evaluation resumed. Reflective practice lets the coach value for different styles or methods of coaching. If a coach did not use reflective practice then he/she could not guarantee continual re-evaluation of their work. McKernan (1996) refers to the coaching process as a ladder. To get any higher  performers must extend their ladder by making it longer through reflection and hopefully  improvement, or they and their will be limited to the same level. Adapted from Department of Education for Northern Ireland (1999) cited by  Pollard (2002) this mission statement sums up the truth of the reflective coach: At the  heart of becoming a good teacher is, above all else, being a learner-a life long learner. To learn one has to ask questions of oneself Bibliography Johns C Freshwater D (1998) Transforming nursing through reflective practice. Blackwell Science, London. Reid B (1993) But Were Doing it Already! Exploring a Response to the Concept of Reflective Practice in Order to Improve its Facilitation, Nurse Education Today, 13: 305- 309. McKernan, J. (1996). Curriculum Action Research: A Handbook of Methods and Resources for the Reflective Practitioner. Kogan Page Pollard, A. (2002). Reflective Teaching: Effective and Evidence-informed Professional Practice. Continuum Hellison, D. (1985). Goals and Strategies for Teaching Physical Education. Champaign, IL: Human Kinetics Schà ¶n, D. (1991). Educating the Reflective Practitioner. Oxford: Jossey-Bass Crisfield, P. (1998). Analysing Your Coaching; The Start of Your Journey Towards Coaching Excellence. Leeds: The National Coaching Foundation Crisfield, P., Houlston, D. Simpkin, A. (1996). Coaching Sessions; A Guide to Planning and Goal-Setting. Leeds: The National Coaching Foundation Coaching knowledges, understanding the dynamics of sport performance, Jim Dickenson, 2007 A + C Black Publishers LTD. Jarvis, P. (1992), Reflective Practice and Nursing, Nurse Education Today, Volume 12, pages 23-30. Reed, J. Proctor, S. (1993) Nurse Education a Reflective Approach, Edward Arnold, London. Understanding sports coaching- the social, cultural and pedagogical foundations of coaching practice Tania Cassidy- routledge 2004 Reflective practice and supervision for coaches- Julie hay, the McGraw hill companies- 2007

Classical vs Baroque Era Music

Baroque PeriodMusical texture during the Baroque period was also polyphonic and/or homophonic. Composers used melodic patterns to evoke certain moods. The use of text depiction continued. Rhythmic and melodic patterns are repeated throughout the composition. With the addition of instruments and the development of certain musical techniques such as basso continuo, music during the Baroque period became more intriguing.Composers during this period were more open to experimentation and improvisation. Major and minor scales and chords were used during this time. Baroque music has unity of mood throughout the composition. Rhythm is also more constant. Rhythmic and melodic patterns tend to be repeated, although beats are more pronounced and there are also pitch changes within a composition. Even the dynamics tends to stay the same for most of the piece, but sometimes there is also an alternation of dynamics.Classical PeriodThe themes within a movement of a Classical composition have more c ontrast of mood and it can change either gradually or suddenly. The rhythm is more flexible and there are at times sudden pauses and changes in beats. Music is more melodic and often homophonic. A change in dynamics is gradual. The piano became a popular instrument during this period and composers showcased the instruments’ capabilities. This period also signaled the end of the basso continuo. Instrumental compositions usually had 4 movements and each movement may consist of 1 to 4 themes.SimilaritiesIn both the Baroque and Classical periods, composers were strongly tied to, connected to, and employed by the court of a Royal or Noble family of some sort, or a church. Mozart was employed by the Emperor of Austria, and Bach was employed by several different chapels in his lifetime. These wealthy patrons, establishments or families usually provided  for the composers welfare and lifestyle.Baroque and Classical music both share basic functional harmony that is not very adventur ous in modulation, however, the mid to late Classic period begins to show signs of harmonic exploration to a wider degree. Some Baroque progressions are not commonly found in Classical music, however.Forms of the Baroque laid ground for many periods to come. Techniques and styles were not forgotten as the Classical period came to noticeable rise around the death of Bach. Composers still wrote famous and striking operas, concertos, masses, and sonatas Aspects of Classical era opera are: all of the words are sung, the style of singing must be powerful enough to project the words and music throughout the opera house, words are often not in English, and the plots of operas are usually shortened, because more time is required to express a thought in music than simply speaking.Also, Classical opera requires the suspension of realities that affect any drama. For example, a change of scene most likely means that a large amount of time has passed between these two scenes within the opera. Th e purpose of Classical opera is not to imitate reality, but rather heighten it to a degree that is not bound by logic. It appeals to the imagination of the audienceThe music of an opera consists of recitatives, arias, and choruses. The chorus usually participates on stage from behind the main characters.Several traditions exist about the type of voices and the characters portrayed. The heroine and hero usually a soprano and tenor, and the villain or authority figure is often a bass.Two types of operas were important during the Classical period: opera seria and opera buffa. Opera seria was the traditional tragic opera that often featured stories about ancient Greek and Roman heros and gods. Opera buffa (comic opera) was filled with fun and frivolity. It was written in  vernacular languages, and used humorous dialogue and sometimes included popular tunes.Homophonic texture was mostly used, with only occasional counterpoint. New forms developed for individual movements: sonata-allegr o, theme and variations, rondo, and minuet and trio.Niccolà ² Piccinni, Christoph Willibald Gluck, and Wolfgang Amadeus Mozart were three well known opera composers during the early Classical era. Famous pieces that they wrote included: La buona figliuola, Orfeo ed Euridice, and La finta giardiniera, respectively.

Breast Cancer

Informative Speech Course Title: Public Speaking Course Code: COM 101 Title: Breast Cancer Presented by: Anna Kokkoni Reg. Number: K2005444 Do you know what is the link between Kylie Minogue, Sheryl Crow, Olivia Newton-John? Let me tell you a small story before I answer this question. My aunty Irene five years ago had a really bad pain in her right breast. Everybody use to tell her that it’s nothing. You don’t need to go to a specialist because from stress and nervous. One day she decide and went to the doctor just to be sure that its nothing. But she didn’t receive the answer that she was awaiting.The bad news came. ‘Mrs Irene you have breast cancer’. My aunty has the same as the three ladies mentioned above. I am here to talk you about breast cancer, the risk factors, the anatomy of women breast, self examination of breasts. Breast cancer is the most common cancer in women. It happens when some cells of the breast lose control of multiplication and divide uncontrollably. These cells have the ability to break – Filtration some normal anatomic barriers to breast and disperse the rest of the body Each cancer so that breast cancer is due to a genetic abnormality in a cell.Although the cause is at a level of genes, only 5-10% of breast cancers are inherited from parents. The majority of breast cancers are due to some genetic damage that occurs during life. The risk of a woman developing breast cancer increases with age. So while until the age of 39 years, the risk is just 0. 5% in ages 40-59 years the risk reaches 4% (i. e. 1 in 25 women will develop breast cancer). From age 60 and older, the risk is high as 7% (approximately 1 in 15 women). Other risk factors for breast cancer are: Heredity – the daughters, sisters and mothers of women who developed breast cancer and particularly at a young age ( Breast Cancer Breast Cancer in Women In this essay I will be discussing breast cancer, a very serious issue that affects thousands of women each year. Breast cancer is the most commonly diagnosed cancer among women and is the second leading cause of death in women ages 35 to 54. The majority of breast cancer cases are sporadic, meaning there is no family history of the disease. Only 5% to 10% of women with breast cancer have a family history. Although there is no known cure for breast cancer, by educating yourself about this disease it can help you in early detection.The first step in early detection is self breast exams. These exams should begin when a woman is 18 years old in order to learn what is normal and what is not in the breast. Other important steps in early detection are regular doctor’s exams and mammograms. A mammogram is the best way to detect breast cancer. A woman should have a mammogram when she is 40 years old and then one every two years until she is 50. Once a woman turn s 50 she should have a mammogram once a year because the chances of getting breast cancer greatly increases. In females, breasts are made up of lobules, ducts, and stoma.Lobules are milk producing glands, ducts are the milk passages that connect to the nipple, and stoma is the fatty tissue that surrounds the duct and lobules. Cancer develops when cells become abnormal and start growing out of control, forming a tumor. A tumor can be benign which means it can damage tissue but doesn’t spread to other parts of the body. On the other hand, malignant tumors spread to other parts of the body damaging and destroying healthy tissue. There are many different types of cancer. Ductal carcinoma in situ has the lowest mortality rate.It starts in the milk ducts and is treated before spreading to other breast tissue. This type of cancer is almost always curable. The most common type is called invasive ductal carcinoma. This cancer starts in the milk ducts of the breast, then it breaks thro ugh the duct and attacks the fatty part of the breast. This cancer accounts for up to 80% of all breast cancer. Another type is called invasive lobular carcinoma. This cancer begins in the lobules of the breast where the milk is produced, but it spreads to surrounding tissue or the rest of the body.This cancer accounts for 10% of invasive breast cancers. Signs and symptoms of breast cancer are a lump in the breast, a change in the skin such as abnormal redness or swelling, a change in the nipple, bloody discharge from the nipple and an enlarged lymph node under the arm. When recognizing these signs, it is critical to see a doctor so he/she can give you a breast exam, mammogram, or an ultrasound. Based on those tests results, your doctor may request that you have a biopsy done to obtain a sample of the breast tissue or mass.If the test finds evidence of breast cancer, the kind of treatment will depend upon the size and location of the disease. A treatment of the disease depends on th e type of tumor and how far it has spread in the lymph glands or other organs in the body. Treatment can be local or systemic. Local treatments such as surgery and radiation are used to remove, destroy or control the cancer cells in a specific area in the breast. Systemic treatments such as chemotherapy and hormone therapy are used to destroy or control cancer cells all over the body.Depending upon what the doctor finds, you may have to have one form of treatment or a combination of both. Another option is a mastectomy; where one or both breasts are removed. A mastectomy may be necessary if there is more than one lump in the breast, if the cancer is directly underneath the nipple, if the patient had a previous lumpectomy and the tissue around the cancer is abnormal or if the cancer is too large to remove from the breast to still look normal. Also, some patients that have a larger but operable breast cancer can use medicine.There’s a treatment call adjuvant that uses medicine to attack cancer cells including the ones that have spread. Using this treatment can kill these cells or prevent them from growing for many months and/or years with or without radiation. For many women breasts are a visual symbol of femininity, a focal point of sexuality, and a proud source of nurturing new life. Developing breast cancer can be traumatic not only for a woman’s health but for her self-esteem. That is why it is so important for women to be educated on the early detection signs in order to diagnose the cancer early and minimize any negative effects it may have. Breast Cancer Most signs of breast cancer take place on the breast or somewhere in that sure rounding area. A lump or thickening that feels different from the surrounding tissues in the beer sat. Bloody discharge from the nipple or an inverted nipple, and change in size or shape o f the breast. Peeling, scaling or flaking of the nipple or breast skin, and Redding or pitting o f the skin over your breast (like the skin of an orange). Infections and cysts are more common n when you have developed breast cancer. There's many other signs and symptoms you can ha e with breast cancer, almost too many to name.It really isn't clear what causes breast cancer. It occurs when breast cells begin growing abnormally. Most of the time it starts with cells in the milk producing ducts. D actors do estimate that only 5% to 10% of breast cancers are passed through generations of fame lye. The most common breast cancers are breast cancer gene 1 (BRIAR) and breast cancer gene 2 (BRACE). BRIAR and BRACE are usually fou nd in the cells of the breast and other tissue s, where they elf repair damaged DNA or destroy cells if DNA cannot be repaired.If BRA 1 and BRACE are damaged by a BRA mutation then damaged DNA is not repaired propel y, and that increases the risk for breast cancer. There are number Of tests and diagnosis' for breast cancer. You could get a BRB east exam where your doctor will feel both of your breasts checking for lumps or baboon mealtimes. Mammograms or an Cray of the breast is another way to discover breast can err. You could get a breast ultrasound, that produces sound waves to produce images of structure s deep within the body.A biopsy is a very affective way to discover breast cancer, it's where the y take a sample of breast cells for testing. You could also get an MR., that uses a magnetic and r audio wave to create pictures of the interior of your breast. There's so many established risks to getting breast cancer. Being a woman is a huge one of those established risks. Your r isk of getting breast cancer goes up as you GE t older, 2 of 3 breast cancers are found in women 55 or older. If you have one firefighters fee male relative sister, mother, daughter), then your risk Of getting breast cancer doubles.Afar can Americans, Hispanics, and Asian women are more likely to develop breast cancer. African American women are also more likely to develop more aggressive and advanced stages of breast t cancer, at a very young age. Being heavy set or overweight can also increase your risk of breast cancer development. If you are heavy set or overweight you can decrease your risk o f breast cancer by being active and exercising. If your drink alcohol or smoke you're more likely t 0 get breast anger than someone who doesn't do those things. Breast Cancer Do you know what is breast cancer? Breast cancer is a malignant tumour that develops from cells in the breast. How breast cancer spreads to other parts of the body? The cancer cells grow and divide out of control, invading and damaging nearby tissues and organs. Cancer cells also break away from the original tumour and enter the bloodstream or lymphatic system. This spread of the cancer is called metastasis. Breast cancer may appear as a lump but there are many different types of breast lumps. Most lumps are harmless, or benign. Benign lumps are abnormal, but not life-threatening. Who is at most risk? Men? Female? Or both of them will get breast cancer? The answer is female and male will get breast cancer. However, breast cancer is a female diseases, percentage of men get breast cancer is very low. For example, In Malaysia, the National Cancer Registry reported 56 news cases of male breast cancer in 2002 ; About 1% of cases occur in men (around 300 per year in the UK). For female, the percentage of Malaysian women get breast cancer is 30% in 2002 and 31% in 2003. What are the causes of breast cancer? A woman’s risk of getting breast cancer increases with age. More than 80% of cases occur in women over 50. If you have one close relative such as mother and sister with breast cancer, it will doubles up your risk of getting breast cancer. Most cancer patients may not have a family history of the cancer, nor any exposure to known environment trigger. Women who have received high-dose ionizing radiation to the chest have a relative risk of breast cancer. Besides that, taking alcohol such as more than one glass per day to an increased risk of breast cancer. Taking the contraceptive pill slightly increase the risk too. Taking hormone replacement therapy significantly increases your risk somewhat more, but the health benefits derived from hormone replacement are better overall. What are the symptoms of breast cancer? Early breast cancer can in some cases present a breast pain or a painful lump. Another reported symptom complex of breast cancer is Paget’s disease of the breast. This syndrome presents as eczematoid skin changes at the nipple, and is a late manifestation of an underlying breast cancer. In the simple ways, female should check for these main symptoms such as change in the size or shape of a breast, dimpling of the breast skin, the nipple becoming inverted and swelling or a lump in the armpit. If you found that you unfortunately get breast cancer, what should you do? Don’t forget breast cancer has many types of treatment! The main treatment of breast cancer is surgery. In the most cases, conservative surgery is used, which preserves the shape and the appearance of the breast. For very early breast cancer, only the lump and a small area of tissue around it is removed. For later stage breast cancer, much more tissue is removed but it is replaced with muscle to rebuild the breast. Since breast cancer cells usually spread first to the lymph node in the armpit, the surgeon will usually cut into it to check for any spread. The surgery may followed by a short course of radiotherapy or chemotherapy, depending on the type of tumour and how advanced it is. In the most cases, the patient will given a longer course of hormone therapy like tamoxifen which reduces the risk of the cancer recurring. The other treatments are radiation treatment and mammography. In conclusions, breast cancer is a common cancer and it is the second leading cancer killer in female. So, we must always protect ourselves from breast cancer. For me, I suggest that everyone with a family history of breast cancer should check themselves regularly. Thank you. Breast Cancer Breast Cancer in Women In this essay I will be discussing breast cancer, a very serious issue that affects thousands of women each year. Breast cancer is the most commonly diagnosed cancer among women and is the second leading cause of death in women ages 35 to 54. The majority of breast cancer cases are sporadic, meaning there is no family history of the disease. Only 5% to 10% of women with breast cancer have a family history. Although there is no known cure for breast cancer, by educating yourself about this disease it can help you in early detection.The first step in early detection is self breast exams. These exams should begin when a woman is 18 years old in order to learn what is normal and what is not in the breast. Other important steps in early detection are regular doctor’s exams and mammograms. A mammogram is the best way to detect breast cancer. A woman should have a mammogram when she is 40 years old and then one every two years until she is 50. Once a woman turn s 50 she should have a mammogram once a year because the chances of getting breast cancer greatly increases. In females, breasts are made up of lobules, ducts, and stoma.Lobules are milk producing glands, ducts are the milk passages that connect to the nipple, and stoma is the fatty tissue that surrounds the duct and lobules. Cancer develops when cells become abnormal and start growing out of control, forming a tumor. A tumor can be benign which means it can damage tissue but doesn’t spread to other parts of the body. On the other hand, malignant tumors spread to other parts of the body damaging and destroying healthy tissue. There are many different types of cancer. Ductal carcinoma in situ has the lowest mortality rate.It starts in the milk ducts and is treated before spreading to other breast tissue. This type of cancer is almost always curable. The most common type is called invasive ductal carcinoma. This cancer starts in the milk ducts of the breast, then it breaks thro ugh the duct and attacks the fatty part of the breast. This cancer accounts for up to 80% of all breast cancer. Another type is called invasive lobular carcinoma. This cancer begins in the lobules of the breast where the milk is produced, but it spreads to surrounding tissue or the rest of the body.This cancer accounts for 10% of invasive breast cancers. Signs and symptoms of breast cancer are a lump in the breast, a change in the skin such as abnormal redness or swelling, a change in the nipple, bloody discharge from the nipple and an enlarged lymph node under the arm. When recognizing these signs, it is critical to see a doctor so he/she can give you a breast exam, mammogram, or an ultrasound. Based on those tests results, your doctor may request that you have a biopsy done to obtain a sample of the breast tissue or mass.If the test finds evidence of breast cancer, the kind of treatment will depend upon the size and location of the disease. A treatment of the disease depends on th e type of tumor and how far it has spread in the lymph glands or other organs in the body. Treatment can be local or systemic. Local treatments such as surgery and radiation are used to remove, destroy or control the cancer cells in a specific area in the breast. Systemic treatments such as chemotherapy and hormone therapy are used to destroy or control cancer cells all over the body.Depending upon what the doctor finds, you may have to have one form of treatment or a combination of both. Another option is a mastectomy; where one or both breasts are removed. A mastectomy may be necessary if there is more than one lump in the breast, if the cancer is directly underneath the nipple, if the patient had a previous lumpectomy and the tissue around the cancer is abnormal or if the cancer is too large to remove from the breast to still look normal. Also, some patients that have a larger but operable breast cancer can use medicine.There’s a treatment call adjuvant that uses medicine to attack cancer cells including the ones that have spread. Using this treatment can kill these cells or prevent them from growing for many months and/or years with or without radiation. For many women breasts are a visual symbol of femininity, a focal point of sexuality, and a proud source of nurturing new life. Developing breast cancer can be traumatic not only for a woman’s health but for her self-esteem. That is why it is so important for women to be educated on the early detection signs in order to diagnose the cancer early and minimize any negative effects it may have. Breast Cancer Informative Speech Course Title: Public Speaking Course Code: COM 101 Title: Breast Cancer Presented by: Anna Kokkoni Reg. Number: K2005444 Do you know what is the link between Kylie Minogue, Sheryl Crow, Olivia Newton-John? Let me tell you a small story before I answer this question. My aunty Irene five years ago had a really bad pain in her right breast. Everybody use to tell her that it’s nothing. You don’t need to go to a specialist because from stress and nervous. One day she decide and went to the doctor just to be sure that its nothing. But she didn’t receive the answer that she was awaiting.The bad news came. ‘Mrs Irene you have breast cancer’. My aunty has the same as the three ladies mentioned above. I am here to talk you about breast cancer, the risk factors, the anatomy of women breast, self examination of breasts. Breast cancer is the most common cancer in women. It happens when some cells of the breast lose control of multiplication and divide uncontrollably. These cells have the ability to break – Filtration some normal anatomic barriers to breast and disperse the rest of the body Each cancer so that breast cancer is due to a genetic abnormality in a cell.Although the cause is at a level of genes, only 5-10% of breast cancers are inherited from parents. The majority of breast cancers are due to some genetic damage that occurs during life. The risk of a woman developing breast cancer increases with age. So while until the age of 39 years, the risk is just 0. 5% in ages 40-59 years the risk reaches 4% (i. e. 1 in 25 women will develop breast cancer). From age 60 and older, the risk is high as 7% (approximately 1 in 15 women). Other risk factors for breast cancer are: Heredity – the daughters, sisters and mothers of women who developed breast cancer and particularly at a young age ( Breast Cancer Informative Speech Course Title: Public Speaking Course Code: COM 101 Title: Breast Cancer Presented by: Anna Kokkoni Reg. Number: K2005444 Do you know what is the link between Kylie Minogue, Sheryl Crow, Olivia Newton-John? Let me tell you a small story before I answer this question. My aunty Irene five years ago had a really bad pain in her right breast. Everybody use to tell her that it’s nothing. You don’t need to go to a specialist because from stress and nervous. One day she decide and went to the doctor just to be sure that its nothing. But she didn’t receive the answer that she was awaiting.The bad news came. ‘Mrs Irene you have breast cancer’. My aunty has the same as the three ladies mentioned above. I am here to talk you about breast cancer, the risk factors, the anatomy of women breast, self examination of breasts. Breast cancer is the most common cancer in women. It happens when some cells of the breast lose control of multiplication and divide uncontrollably. These cells have the ability to break – Filtration some normal anatomic barriers to breast and disperse the rest of the body Each cancer so that breast cancer is due to a genetic abnormality in a cell.Although the cause is at a level of genes, only 5-10% of breast cancers are inherited from parents. The majority of breast cancers are due to some genetic damage that occurs during life. The risk of a woman developing breast cancer increases with age. So while until the age of 39 years, the risk is just 0. 5% in ages 40-59 years the risk reaches 4% (i. e. 1 in 25 women will develop breast cancer). From age 60 and older, the risk is high as 7% (approximately 1 in 15 women). Other risk factors for breast cancer are: Heredity – the daughters, sisters and mothers of women who developed breast cancer and particularly at a young age (

Why Do Some Employees But Not Others, Become Victims Of...

Why do some employees but not others, become victims of bullying and workplace harassment? Introduction In today’s competitive world where every single person is trying to be better than his/her peers or subordinates, the instances of workplace aggression leading to workplace bullying and workplace harassment are very common. Work organizations are like any other social setting where scarce resources, competition, time constraints to complete goals, personality of individuals often leads to workplace bullying and workplace harassment. Bullying and harassment are situations where a worker or supervisor is systematically mistreated and victimized by fellow workers or supervisors through repeated negative acts like insulting remarks and ridicule, verbal abuse, offensive teasing, isolation and social exclusion, or the constant degrading of ones’s work and efforts (Einarsen). The literature has shown that employees who are victims of workplace bullying and harassment show more negative well-being (anxiety, depression, irritation, psychosomatic complaints) and tend to be neurot ic and less agreeable, conscientious and extravert. Edelmann and Woodall (1997) found some initial effects of bullying include: a loss of confidence (reported by 44.2 per cent); physical ailments (38.4 per cent); and stress (37.2 per cent). Most long-term effects included physical or psychological ill-health (53.5 per cent), inability to cope (21.5 per cent), and low self-esteem (19.8 per cent). FurthermoreShow MoreRelatedBullying in the Workplace2514 Words   |  11 PagesBullying in the workplace is one of the most significant challenges facing companies today. According to the Waitt Institute for Violence Prevention nearly half (49%) of all workers in the United States have been a victim or witnessed abusive behavior towards an employee (www.workplacebullying.org). 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