2008 - Communication Across the Curriculum (CAC)

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L a n d S u r v e y i n g The opportunities for well-educated geomatics engineers are plentiful in this emerging field, and they are growing all the time. But who will rise to this challenge Most field-crew members are lucky if they finished high school. Most SIT and RPLS have educated themselves little beyond a bachelor’s degree. And all tend to suffer from that modern industrial curse; overspecialization. Ultimately it will not be a question of available opportunities, but available workers with the range of skills needed. Of course, the surveying profession could simply ignore this opportunity and allow others to do the work for them, people like geophysicists, geologists, and (gasp) civil engineers. Certainly these professions have the mathematical skills that will be needed, but surveying is hardly their standard fare they cannot expected to understand the small factors that will have great influences on the project. Only geomatics engineers have the knowledge that can only be gained through real-world experience, and we would be greatly remiss if we allowed others to do our work for us. Bibliography Mars Homestead Foundation. . National Aeronautics and Space Administration/Jet Propulsion Laboratory. . Sandwell, David T. “Exploring the Earth from Mars”; Scripps Institution of Oceanography, Dec 2000. . Smith, David E. et al. “The Global Topography of Mars and Implications for Surface Evolution.” Short, Nicholas M. Sr. et al., “Technical and Historical Perspectives of Remote Sensing.” . Wieczorek, Mark A. “The gravity and topography of the terrestrial planets,” . Waldeck, Carsten. Octomatics. . 6 9 W r i t i n g A c r o s s t h e C u r r i c u l u m
N u r s i n g C l i n i c a l A n a l y s i s RNSG 2362: Clinical Nursing IV. Students in Nursing IV are expected to turn in a weekly clinical log with an assessment of their assigned patient, problem/ need identification, nursing diagnosis, prioritization of problem/need, and the plan of care, including an evaluation of the care delivered and the patient outcomes. Claire was afforded the opportunity to consider the burden placed on patient and family at discharge and the accountability the nurse has with regards to this burden. However, the student must first recognize the burden exists. Claire was asked to investigate what evidence–based practice is available in the area of caregiver burden, and how she might equip herself to recognize and prepare families at discharge. Claire has done an excellent job in reviewing caregiver burden, relating the care she may deliver in terms of the human condition and equipping herself with the tools needed for assessing and planning care. When it was all said and done, her clinical logs were excellent and she needed to “stretch” in a different direction, one that would allow her to grow in her role as a nurse. Carol Girocco A Heavy Burden by Claire Crawford There is only one thing I dread, not to be worthy of my sufferings. – Dostoevski (Frankl, 1959) “Caregiver burden is defined as the effect of stressors on family members who provide care for a physically or mentally ill person” (Gordon, 2004). Twenty-five percent of the American population act as an unpaid caregiver to a chronically ill and dependant loved one (Hogstel, 2006). This number is rising as a result of advanced healthcare technology that allows for the lives of severely ill patients to be prolonged. If the patient does not have the means to pay for long-term healthcare services then the sizable task of providing care for the patient falls to the family. As this number increases a need for adult daycare centers may be acknowledged and accepted as the caregivers must work to support their family and the patient. Each patient and their designated caregiver are of course unique, but there are some issues associated with the care of a loved one that are common to most, if not all. If the patient is elderly, the caregiver is often a child of the patient. This caregiver will likely have other responsibilities that they must tend to such as work, V o l u m e I V : F a l l 2 0 0 8 7 0
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2008 - Communication Across the Curriculum (CAC)

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