Athletics and the Effect on Academics Essay Example for Free

Games and the Effect on Academics Essay The reason for this examination proposition is to decide whether extracurricular exercises, for example, sports has a positive or negative effect on middle school student’s scholastic accomplishment. I will talk about past examination that has been led and their outcomes also articles composed on the subject. I will likewise talk about my exploration strategy and how it will be executed so as to perceive how past examination looks at to my school. This exploration will be led with understudies in the sixth through the eighth grade. As an instructor and a mentor I have thought about whether there is any connection between's understudies scholastic achievement while they were a piece of a games program. I realize that as a previous understudy competitor in middle school and secondary school I was propelled to keep up a specific evaluation level so as to take an interest in a game. I as of late went to my son’s parent meeting for his rookie b-ball group and discovered that as per IHSA rules an understudy can bomb two classes and still take an interest in their game. That is a subject of conversation for some other time yet it sparked my interest to check whether my understudies at the middle school level worked harder to remain qualified during their game season and not all that hard during their off â€season. It ought to be expressed that at my school an understudy needs to keep up a 70% to take an interest and this is kept an eye on a week by week premise. No doubt since the time sports has become some portion of our schools condition there has been a discussion about the impacts of athletic support on scholarly accomplishment. I accept now like never before it has become a progressively significant issue in view of the spending limitations in our country’s schools. The educational committees frequently think that its simple to cut athletic projects since they don't see the worth it has in the scholarly field. It is significant for our directors to know these impacts of games on scholastics before they would choose to cut or hold these athletic projects. This specific examination proposition would concentrate on middle school understudies that are both male and female at J. W. Eater in Rantoul Illinois. Our socioeconomics are about uniformly part between both Caucasian and African American understudies, the African American understudy being slight higher, with a littler percent of Hispanics. It ought to likewise be noticed that there are a high number, near 80%, of these understudies whose families fall beneath the destitution line; in this manner there is a high number of children that are on the free or decreased lunch plan. Notwithstanding the exploration that will be led at Eater Junior High there will likewise be some data from different articles and studies that have been done in research diaries. I feel these articles and studies will give a more clear picture with respect to the beneficial outcome of athletic interest and scholarly accomplishment. I found an article that bolsters the hypothesis that athletic cooperation can help in danger understudies and different understudies who have scholarly issues. Since we have a few in danger understudies due to our socioeconomics in Rantoul this article appear to relate. In this article it expresses that instructors accept that athletic investment diminishes the opportunity of school dropout by around 40%. It contends that extracurricular investment diminishes this opportunity since it allows those in danger understudies to make positive associations with the educational system. Inclusion in these exercises was seen by teachers to help these in danger understudies by keeping up, improving and reinforcing the understudy to class association (Holloway, J. H. 2000). In spite of the fact that we don’t have the dropout issue as state our secondary school, games is an association with the following degree of training and can give inspiration to remain in school. An examination article I found that includes utilizing a survey, as I plan to use with my exploration proposition, measures scholastic accomplishment among competitors and non-competitors on the eighth grade level (Stegman, M. Stephens, L. 2000). Both the competitors and the non-competitors were welcome to take an interest and each was furnished with a poll. The two gatherings additionally allowed the analysts to see their scholarly scores. They found that the outcomes indicated the understudies who partook in sports had the higher scholarly scores versus the individuals who decided not to take an interest in sports. In spite of the fact that the example size wasn’t that enormous the outcomes will in general lean for sports upholding scholastics. Another case I discovered was fascinating in that it inspected more than 25,000 understudies alongside their educators and guardians (Jordan, W. 1999). The research’s creator, Will Jordan, shows how the outcomes call attention to that African American understudies have a higher pace of scholastic accomplishment all in all when they are in associated with extracurricular exercises, for example, sports. The main disadvantage to this examination is that it just includes African Americans, anyway Mr. Jordon takes note of that past exploration showed comparative outcomes for different races that were investigated. Most of its information is gotten from the National Educational Longitudinal Study, and this is utilized to gauge the information against a framework that is as of now set up to choose how powerful extracurricular exercises are to a student’s scholastic achievement. Another case that was directed by Thomas Herbert focuses on the investigation of 8 diverse understudy competitors that had been recognized as skilled in middle school for 120 days (Herbert, T. 1995). As my own child was in the talented program this was likewise an intriguing examination. By watching and utilizing surveys, and taking a gander at their scholastic scores, the end Mr. Herbert came to was that they all had a solid scholarly record alongside positive confidence. Mr. Herbert’s method of reasoning is that they picked up these positive properties through their inclusion in playing serious games. Much the same as in Mr. Jordon’s research, Mr. Herbert’s research additionally had impediments. For this situation these understudies were from the downtown, thusly it would not be a precise case of society in general or in contrast with J. W. Eater. These are three exploration cases that say something favor of sports advancing scholastics. Anyway so as to have the option to direct an examination recommendation that is reasonable you need to take a gander at the two sides and there are a few articles that gives some negative relationships among's scholastics and sports. One such article was composed by Mr. Glenn Cook that depends on his related involvements working with understudy competitors. Mr. Cook proposes that today’s society has set more accentuation on sports than they do scholastics (Cook, G. 2003). He feels in view of this move, understudies are not having the scholarly achievement they would some way or another had if games wasn’t included. He feel that the understudies are not being pushed to accomplish the most from their scholastics since they are being given a â€Å"pass† so to talk on account of the time engaged with their specific game. A Mr. William Bainbridge composes a comparable article taking the position that sports is preventing the scholarly piece of school (Bainbridge, W. 2004). His perspective is that the way of life is so enchanted with any semblance of competitors, for example, Kobe Bryant or Dwight Howard who skip school and go directly to the NBA. He feels this is a hindrance for the child who needs to head off to college and graduate. Despite the fact that I see the focuses in both Mr. Cook and Mr. Bainbridge sentiments, they are only that, a feeling. A genuine examination article that helps bolster their supposition was led by Ms. Leah Bucknavage and a Mr. Honest Worrell where their exploration shows a negative connection among's sports and scholastics (Bucknavage, L. Worrell, F. 2005). The examination demonstrated that a few understudies who took an interest in an intramural game really indicated a decrease in scholastic accomplishment. It ought to be noticed that an impediment to this examination is that it depends on an intramural game instead of a customary games group that requires tryouts so as to make the group and partake which requires additional time and duty. Inside most of exploration I discovered supporting the beneficial outcomes among games and scholastics, it could undoubtedly be contended that games advances scholarly accomplishment in understudies. Through my exploration proposition I would want to find that my outcomes held with business as usual. In my examination proposition I will utilize understudy polls as this appears to a famous technique utilized by other specialist into this point. I would likewise be taking a gander at the student’s reviews in every single branch of knowledge pre and post their cooperation in their game, alongside their ISAT scores from when the began taking an interest as right on time as the sixth grade through their eighth grade profession. I would need to see, at the base, that their evaluations were disregarding and predictable this timeframe. I plan on taking a gander at J. W. Eater middle school on an evaluation by-grade level. The esearch will be done as polls for each evaluation that the understudies should round out themselves. The review instrument utilized in this examination will be intended to decide if the exercises that middle school understudies pick affect their scholastic accomplishment and will be founded on a four point Likert-scale, with 1 importance â€Å"I agree;† 2 significance â€Å"I fairly agree;† 3 importance â€Å"I to some degree disagree;† and 4 significance, â€Å"I disagree;†. An individual information sheet that additionally demand segment information will be incorporated alongside the overview. These segment answers will be accounted for in rates and graphs. The inquiries in the non-segment some portion of the review will by and large be about their mentalities towards school and learning all in all. They will likewise be inquired as to whether they right now play, have played or plan on playing a game in middle school. The poll will check whether there is a connection be

Abraham Maslow’s Hierarchy of Needs Free Essays

string(93) principle hypotheses that helped with clearing the course to what he accepted was self-actualization. Abraham Maslow’s Hierarchy of Needs and the Road to Self-Actualization PSY 330: Theories of Personality January 30th, 2012 Abraham Maslow: Hierarchy of Needs and the Road to Self-Actualization Abraham Maslow was an American scholar that was one of the promoters of humanistic brain science. He accepted that self-completion is â€Å"a circumstance that exists when an individual is acting as per their full potential† (Hergenhahn Olson, 2011). I will show the key ideas of Maslow’s progressive system of necessities of people, examine the approachs of his idea, and address how self-completion has conceptualized on this kind of character advancement. We will compose a custom article test on Abraham Maslow’s Hierarchy of Needs or on the other hand any comparable theme just for you Request Now His commitment to humanistic brain science has helped self improvement devotees, instructors, and business owners the same. Maslow’s chain of command of need was one of the fundamental speculations that helped with clearing the course to what he accepted was self-completion. You read Abraham Maslow’s Hierarchy of Needs in classification Article models Since Positive respect aids the development of inspiration, there are sure fundamental useful needs that human needs, and Humans can satisfy their maximum capacity in a positive way. Who was Abraham H. Maslow? Abraham Maslow was conceived in Brooklyn, New York on April 1, 1908. His folks were foreigners from Russia who were poor and had six other youngsters after Abraham. He invested his energy for the most part without anyone else and got a kick out of the chance to peruse. Being that he was Jewish in a local that was not he felt miserable and forlorn. As a kid he had guardians that were sincerely and loudly damaging towards him and after some time he developed to have solid sentiments of disdain particularly for his mom. He in the long run offered some kind of reparation with his dad, however never did as such with his mom. When Maslow moved from City College of New York to Cornell University in 1927; first experience with Psychology was unexceptional, best case scenario. Maslow’s teacher Edward B. Tichener addressed â€Å"scientific introspection† that he saw as â€Å"cold and exhausting, and made him lose enthusiasm for brain science temporarily† (Hergenhahn Olson, 2011). After a year he returned to City College of New York. He went on to the University of Wisconsin where he got a Bachelor’s Degree in 1930, his Master’s Degree in 1931, and his Doctoral Degree in 1934. While living in Wisconsin, â€Å"Maslow wedded his first cousin and youth darling, Bertha Goodman, and they in the long run had two children† (Hergenhahn Olson, 2011). In the mid 1930’s, Maslow filled in as a Carnegie individual for year and a half under scholar Edward L. Thorndike. Thorndike’s speculations were like the investigations of scholars Pavlov and B. F. Skinner. He estimated â€Å"animal knowledge and applied creature to human instructive experiences† (Indiana. edu, 2012). Thorndike accentuation was on Behaviorism and Psychoanalysis. The sort of individuals he was keen on like Albert Einstein were individuals that had strong proof of them doing whatever they expected to do to accomplish their most noteworthy potential. Maslow saw their imaginative methods of innovativeness as one that should have been considered and inspected. All through the 1940’s and mid 1950’s he kept on reinforcing his enthusiasm with individuals that he viewed as â€Å"self-actualizers, glancing back at history, he considered people, for example, Abraham Lincoln, Jane Adams, Albert Einstein and Albert Schweitzer† (strenghtfoundation. rg). By the late 1950’s, alongside Clark Moustakeas, who was another progressive clinician, set up â€Å"two gatherings that were held in Detroit among therapists who were keen on establishing an expert affiliation devoted to an increasingly significant, progressively humanistic vision† (strenghtfoundation. organization). This was the place the â€Å"Third Force†, Humanistic Psychology started to take structure. Numerous themes were talked about that fell under a similar umbrella on how self-realization is showed and what were the structure squares of one’s creativity. Three years after the gatherings Brandels University supported the presentation of the â€Å"American Association for Humanistic Psychology† (strenghtfoundation. organization). This was the start of one of the historic commitments to Psychology Abraham Maslow has done. Another way that Maslow has added to Psychology by ensuring through social affairs, gatherings, talks, and hypothesis that the matter of humanistic brain science is similarly as significant and should have been instructed as that of Pavlov’s hypothesis of behaviorism and that of Freudian’s therapy hypothesis. As a prophet of human potential, Maslow accepted the acknowledgment of one’s complete potential differently depicted as self-acknowledgment to be a definitive objective of all human kind† (Dhiman, 2007). He did this with broad research and by working with scholar that mutual similar interests, as Carl Rogers. He did his bit on instructing at a college, however immediately discovered that he didn't care for it definitely and had the understudies encourage the class as he observed. The occasions that he lectured the class, he posed inquiries that expand the skylines of how the understudy saw themselves later on. The inquiries were like â€Å"Who needs to be president? â€Å"Or an incredible composer†, and even a desire to be a holy person? † (Dhiman, 2007). I accept this gave the understudies a stage to begin thinking about a more extensive planned for them and make what they expected to construct their inspiration to do and be whatever they can envision to be. This drive or push in their confidence is perhaps the most ideal approaches to feel like they are required and needed. As per a book composed and investigated by R.J Lowry, it was a get together of eight articles that were composed by Maslow and his examination on people and the â€Å"character structure†; one of the articles delineated his â€Å"theory of human inspiration and his idea on the chain of importance of human needs† (Lowry, 1975). Maslow’s Hierarchy of Human needs is one of his most well known speculations. Maslow’s point of convergence on his hypothesis of inspiration was the idea was that people have a lot of requirements. As per our content, the â€Å"hierarchy of human needs is a game plan of the necessities from most minimal to most elevated as far as their potency† (Hergenhahn Olson, 2011). see figure1). Abraham Maslow’s Hierarchy of Needs [pic] Figure 1, Maslow Enhanced 2011. This figure represents the different degrees of Maslow’s Hierarchy of Needs. Maslow’s Hierarchy of Needs was one of the principle hypotheses that helped with clearing the course to what he accepted was self-completion. The most reduced piece of the pyramid is the Biological and Physiological needs. One would feel that essential life needs like â€Å"air, food, drink, cover, warmth, and so forth , would be a fundamental need. How might we as people, have the option to live without it. To Maslow he didn’t take a gander at it that way. As indicated by Maslow, brain research has overemphasized the significance of such needs in deciding the conduct of people in a cutting edge society; a person’s life can't be commanded by hunger or thirst† (Hergenhahn Olson, 2011). He was keen on comprehending what happens when the requirements of the physiological nature have been met. The second level on the pyramid is Safety Needs. Having a sense of security and secure methods such a great amount for some. Having that need constructs a feeling of trust that everything will be okay. It is of extraordinary satisfaction for people that can not stress over damage. Crawling nearer to the top and in reality directly in the center is my top choice, Love Needs and Belongingness. This level joins the need of warmth, connections, family, and so forth. Making an association with an individual as well as gathering is a significant need to certain people. I’ve seen that the absence of this need has left a few people feeling forlorn and not having a feeling of direction. Now and again, these people wound up being discouraged. The fourth level that is nearest to the top and the second most significant level is Esteem Needs. As indicated by the Journal of Asset Management, regard needs are â€Å"the want for accomplishment, certainty to confront the world, autonomy, opportunity, the craving for notoriety and renown, acknowledgment, consideration, and importance† (De Brouwer, 2009). I would imagine that these are the requirements that one needs so as to construct confidence. These requirements incorporate â€Å"respect, acknowledgment, and confidence† (strenghtfoundation. organization). Having this sort of need is significant in any powerful of family, representatives, kinship, and friendship. Feeling approved and a feeling of significance can be seen as extremely significant, it did to Maslow. He instructed that need regarding regard needs â€Å"results in demoralization and sentiments of inferiority† (Hergenhahn Olson, 2011). The last and top level is self-completion. Self-realization â€Å"the most significant level in the progressive system of necessities, which can be arrived at just if the former need levels have been enough satisfied† (Hergenhahn Olson, 2011). This is the place the individual is living and being at their most elevated potential. The level depicts it as arriving at the need of self-awareness and satisfaction. As an understudy, I realize that I am doing whatever there is conceivable to arrive at this need. I did once with my activity. I felt that whatever task or potentially issue that I was given gave me the fundamental apparatuses and assets to assist me with feeling that I was progressing nicely of accomplishing this very need. From that point forward I was laid off with several others. I have yet gotten a new line of work that I

Learning that Matters How a New Generation of Leaders is Making an Impact on Education COLUMBIA UNIVERSITY - SIPA Admissions Blog

Learning that Matters How a New Generation of Leaders is Making an Impact on Education COLUMBIA UNIVERSITY - SIPA Admissions Blog I like to be able to provide information to prospective SIPA students concerning the work of our alumni.   The following is an article on a project developed by 2006 SIPA alumna, Prathima Rodrigues.   The project was actually developed while she was a student at SIPA. “I want to be an accountant when I grow up,” says an eager Samir, as he expertly calculates the amount of profit his team has made selling hats as part of a business simulation activity. Samir is a grade eight student at St. Francis School, Bangalore, India and is part of a group of 25 other kids participating in a pilot workshop for Skills for Kids (SFK). Skills for Kids (SFK) is a program that teaches the concepts of entrepreneurship to young children â€" concepts that are useful in everyday lives but are often not taught in schools as part of formal curricula. The SFK curriculum simplifies these concepts and brings them to the classroom through fun, learner-centric and experiential activities. SFK was founded by SIPA 2006 alumna, Prathima Rodrigues while still at graduate school. During this time, Prathima was awarded the Sasakawa Young Leadership Fellowship Fund (SYLFF) from the Tokyo Foundation which laid the foundation for her initiative. “Receiving the SYLFF fellowship was a great honour for me”, says Prathima. “The Tokyo Foundation encourages fellows to work in international development and start their own initiatives. It was a good opportunity for me to leverage the SYLFF network and the fellowship has certainly helped me create and scale-up my entrepreneurial venture. Also, SIPA gave me a very good foundation for my work. I was able to constantly apply what I learned in the classroom.” Prathima says that formal education in most schools in India for example, does not equip children with relevant skills. Though the demand for these skills is rising, both in tertiary education institutes and in the job market, preparation of youth for work and life is inadequate. Increasingly, firms want to hire young people who not only posses sound technical skills but have good communication and teamwork skills and who are creative and dynamic in the workplace traits that are essential in today’s globalized economy. From a small student led initiative, Skills for Kids has achieved considerable scale in the last few years. Prathima now leads a team of three â€" Badamjav Batsukh (SYLFF Fellow and Officer, Ministry of Education and Science, Mongolia), Sapruddin Perwira (SYLFF Fellow and Director, Project Hope, Indonesia) and Sunil Mathew (Senior Software Engineer, OPNET Technologies, Maryland, USA). “I met most of my team through the SYLFF network. Each team member brings his/her distinct expertise to the table and we are very open to each other’s suggestions”, says Prathima, “all of us are very motivated and do this apart from our regular jobs. We manage to coordinate quite well though we live in four different cities across the globe.” “Activities that focus on life skills and financial skills, enable children to be more productive in the classroom, more self-sufficient and more inclined to contribute to their community’s social and economic development”, says Prathima. “Significant anecdotal and empirical evidence show that if encouraged at an early age, a targeted curriculum, pedagogy and faculty can catalyze the development of this entrepreneurial mindset among young adults. Teaching and learning in developing economies is based on a system of rote learning that in several cases, is alone not sufficient to actively encourage students to think on their own and take on responsibilities; traits that form the core of developing an entrepreneurial mindset.” Skills for Kids follows an integrated model of entrepreneurial and life skills development, that equips secondary school students with a set of marketable skills (See Figure 4). The 18 hours of the Skills for Kids curriculum encompass 8 modules; each module consists of a set of activities that develops both cognitive skills (such as in economics and personal finance) and non-cognitive skills (teamwork and communication) in young people.   The unique aspect of the Skills for Kids model is that it is based on two parallel streams of learning â€" building tangible skills in economics or finance and developing behavioral traits such as decision-making, positive self-esteem and good communication.” says Badamjav. “Each activity follows this bi-channel approach and ensures that students grasp the core theme of each lesson but at the same time develop these traits. The first Skills for Kids pilot was coordinated by Badamjav and implemented in Mongolia followed by a second pilot in India, coordinated by Sunil.   “Many donors and academics come to the camp, to visit the children and on supervision missions. But this is the first time that students are learning a set of extremely useful skills.” says Ms. B. Danya, a senior teacher at the summer camp in Mongolia, where the pilot was held. “I want our teachers to be trained on how to teach this so that many more children can benefit from this program”. The team believes that the children are an integral part of the program and the kids are constantly encouraged to express provide feedback on what they liked or disliked. Fifteen-year-old Tuya from Mongolia says, “The activities were interesting. I learnt a lot about business skills and I had a lot of fun. I do not get to do all this at school. “We were very pleased, with the ingenuity of the students”, says Prathima, “They were able to understand and apply many of these complex concepts. They are so incredibly creative; there is a lot we can learn from them.” Prathima and her team represent a new breed of young change makers â€" individuals who, rather than only talk of what’s wrong, get together and try to make change happen. We are extremely proud of what we have achieved, says Prathima, there is much that young people can do with a little creativity and a lot of hard work. I hope that our work serves as an example to other young people in various parts of the globe and motivates them to make a difference in their communities. Prathima Rodrigues is a SIPA 2006 graduate (MIA, EPD). At present, she works with the World Bank in the Europe and Central Asia region. Her previous work experience includes projects with UNICEF, U NIDO and the Development Gateway Foundation. Prathima also   serves as an advisor to Make a Difference (http://www.makeadiff.in/) and served as a judge for the 2009 Global Social Venture Competition (GSVC).   She has an engineering degree from KREC, Surathkal, India and a master degree from Drexel University, Philadelphia. Prathima is from Mangalore, India and presently resides in Washington D. C. Prathima was recently awarded a Youth Innovation Fund (YIF) grant from the World Bank to pilot Skills for Kids in Kosovo. She can be reached at pr2141 [at] columbia.edu.

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Essay about Jealousy in Shakespeares Othello - 1581 Words

Jealousy in Othello Shakespeare is known for his exceptional ability to compose plays full of deceit, trickery, revenge, and jealousy. The play Othello, evolves around the theme of jealousy. One of Shakespeares most credible characteristics in his writing is his ability to compose a play in which has a story that originates, and strides on lies. As theses lies were unraveled the central theme of his play became distinct, and clearly visible. The central theme was based on the acts that characters had taken based on their jealous feelings. The flaws within all of the characters lied within their blindness to over look Iagos lies. What made each character jealous, was what they perceived as the truth.†¦show more content†¦Iago was subconsciously telling the audience how jealous he was about Cassios promotion. And at the same time Roderigo blatantly expressed his jealousy for Desdemonas love for Othello. These two are the most common types of jealousy and envy that we know and express. O sir content you. I follow him to serve my turn upon him....(lines 38-39) It is as sure as you are Roderigo, Where I the Moor, I would not be Iago. In following him, I follow but myself. Heaven is my judge, not I for love and duty, But seeming so, for my perculiar end; For when my outward action doth demonstrate The native act and figure of my heart In complient extern, tis not long after But I will wear my heart upon my sleeve For daws peck at; I am not what I am. (lines 53-62) Which brings us to who Iago is in this play. Iago, being the cause of this tragedy, is an intricate and complex character, who unraveled the play with his lies. However a person must keep in mind that the direction of Iagos jealousy was not only against sexual love, but against love itself in all manifestations. Iago, being the villain of this tragedy, appeared to have a desire to reach out and destroy the loving, as well as the good in everything. For example, after he unsuccessfully tried to enrage Barbantio with Othello and Desdemonas secret, he began the endless web of lies. As aShow MoreRelatedEssay on Jealousy in Shakespeares Othello649 Words   |  3 PagesJealousy in Othello The tragedy of Othello is the story of jealousy. It is Othellos public insecurity that makes him jealous of Cassio and allows him to believe that Cassio has slept with Desdemona. Also, it is Iagos jealousy of Othello that drives him to destroy both Othello and Desdemona. What is fascinating about Shakespeares Othello is the way in which jealousy between the major characters is sexualized. Perhaps what makes Othello so disturbing is how quickly this sexualized jealousyRead More Jealousy in William Shakespeares Othello Essay1466 Words   |  6 Pages Shakespeare has an exceptional ability to compose plays full of deceit, trickery, murderous revenge, and jealousy. In Othello, one of his most recognized tragedies was consistently evolving around the central theme of jealousy. Jealousy in Othello is what the play was founded on. One of Shakespeares most credible characteristics in his writing is his ability to compose a play in which has a story that originates, and strides on lies. As theses lies were unraveled the central theme of his playRead More Jealousy in William Shakespeares Othello Essay1976 Words   |  8 PagesJealousy in William Shakespeares Othello In the play Othello, jealousy and envy are prominent themes from the beginning to the end. As the play slowly unfolds it is evident that jealousy is the cause of most of the dramatic actions which take place in the duration of the play. It is described as the green - eyed monster. Green representing the colour of envy, and monster shows how destructive and how vicious it can be. This quotation is said by a character namedRead More Shakespeares Othello and Uncontrolled Jealousy Essay1858 Words   |  8 PagesOthello and Uncontrolled Jealousy  Ã‚      Dominating the protagonist in William Shakespeare’s tragedy Othello is the passion of sexual jealousy. Dominating the antagonist is another type of jealousy toward Cassio, and hatred toward the general. Let us look closely at the concept of jealousy as it is revealed in this drama. Lily B. Campbell in Shakespeare’s Tragic Heroes definitively categorizes Othello as a â€Å"study in jealousy†: Othello has suffered less in its modern interpretation thanRead MoreEssay about Jealousy in Shakespeares Othello1450 Words   |  6 PagesJealousy in Shakespeares Othello  Ã‚        Ã‚   Othello features jealousy as the dominant motive for action and therefore just as reflected in real life we bare witness to jealousy influencing the characters of Iago, Brabantio, Roderigo, and Othello. In this essay I shall be attempting to examine this theme in depth drawing comparison between jealousy and the consequential action.   The dominance of jealousy as the chief causative force of action in the drama is very obvious to most critics. InRead MoreEssay about Jealousy in Shakespeares Othello1409 Words   |  6 PagesJealousy in Othello Shakespeare is well for his ability to compose plays full of deceit, revenge, and jealousy. Othello, one of Shakespeare’s most recognized tragedies, was consistently evolving around the central theme of jealousy. As these lies are unraveled the central theme of his play became distinct, and clearly visible. Furthermore the theme of jealousy goes hand in hand with love, as often is the case in real life. Love consumes all those who take part in it, and in Othellos caseRead More Shakespeares Othello: Is Jealousy the Cause? Essays1928 Words   |  8 PagesThe hero in William Shakespeare’s tragedy Othello is guided to murder by his passions. Which passions? Jealousy? Sexual jealousy? In this paper let us look into these questions. In the volume Shakespeare and Tragedy John Bayley denies that jealousy is a major causative factor in the play: The play eludes with ease any attempt to pin it down to a solution: why it happened, what caused it, what weakness in Othello was involved? Even jealousy as such is not the reason. Jealousy is a long-term affairRead More The Role of Jealousy in Shakespeares Othello Essay1373 Words   |  6 PagesThe Role of Jealousy in Shakespeares Othello In the play, Othello, written by William Shakespeare, there is the classic good against evil conflict. Evil, in this case, was represented by jealousy in every bad situation. The antagonist, Iago, was jealous of Othellos power as a general, and of Othellos relationship with the fair Desdemona. Othello is a powerful general, a Moor, who married Desdemona, the daughter of Barbantio, who was a senator. Jealousy begins the book when every bodyRead MoreTheme Of Monstrous Jealousy In William Shakespeares Othello1271 Words   |  6 PagesWilliam Shakespeare’s â€Å"Othello†, illustrates four of themes in the play. One of the themes is extreme jealousy can make a person act like a monster. In the play, Shakespeare uses Othello, Roderigo, and Iago to prove the theme of Monstrous Jealousy by Othello slapping Desdemona in front of the Public of Venusians calling her cruel names and Developing evil schemes to kill Desdemona at night. Iago tells the lie to Othello about Cassio and Desdemona to and convincing Othello to believe in it. RoderigoRead More Othellos Jealousy in William Shakespeares Othello Essay728 Words   |  3 PagesOthellos Jealousy in William Shakespeares Othello In Shakespeares Othello we are introduced into a web of a world entangled with lies, jealousy, and ultimately tragedy. We observe as Iago single handedly destroys the matrimony shared between Othello and the beautiful Desdemona. He does so with a flurry of deceit and trickery, playing upon one of the strongest human emotions, that of jealousy. Iago offers a story of betrayal to his master Othello, which ensnares his soul in a jealous rage

Vulnerable Population in the Workplace Free Essays

Nursing profession is a career with a vast field of different practices with different roles to choose from. This variety makes the nursing field a vulnerable profession for mistakes if not tackled with adequate educational and clinical training. Although there are different specialties for a nurse to choose from to continue their career, it is still necessary for every nurse to have even a little amount of knowledge, or background, of the different scopes of practice of the other specialties of nursing. We will write a custom essay sample on Vulnerable Population in the Workplace or any similar topic only for you Order Now If this can’t be achieved as an individual, teamwork is necessary by sharing the knowledge you have especially in the workplace. Having that knowledge about vulnerable population is an essential tool to be able to work with patients properly. Sharing that knowledge to your workplace is important in order for them to be able to work competently, especially in the field that I work with where we handle different kinds of patients. In this paper, we will see how the knowledge about the vulnerable population is essential in the workplace, which consists of topics essential to this subject such as the Vulnerable Population: Vulnerable People, Cultural Competence and Resilience, and Social Justice in Nursing. Vulnerable Population: Vulnerable People Understanding the definition of being vulnerable is the first step to be able to work competently with this population. According to the American Journal of Managed Care, members of this â€Å"vulnerable population† are those who are at risk for certain health problems. (AJMC, 2006) As the term elaborates, vulnerability is the susceptibility of any group or individual for risks of problems. Home health nurses meet lots of vulnerable patients especially those who have chronic diseases, disabled, and the elderly. Understanding  what their at risk for are essential in order for nurses to plan for prevention interventions. Examples of vulnerable population that home health nurses meet frequently are those who are disabled, have chronic illness, and the elderly. They are also on the top of the list that are high risk for falls, pressure ulcers, pneumonia, DVT, depression, and the list goes on and on. It is important for home health nurses to understand these risks for this vulnerable population to be able to generate prevention interventions. Cultural Competence and Resilience Cultural Competence and Resilience is an important quality that should always be carried by a professional nurse. According to Poole, cultural competence is practiced by nurses not only because it is politically appropriate, but it is also an inner sense that being culturally competent is an essential attitude to be able to build that therapeutic relationship with the patient, which promotes better healing environment. (Poole, 1998) Resilience is the ability of an individual to bounce back from change or difficulty as defined by the Merriam-Webster Online Dictionary (2010). With these two combined, home health nurses can be able to deal with patients with different cultures competently without any difficulty adapting from the great changes that they may experience from different types of patients. Social Justice in Nursing Social Justice is known as the ability to provide fair treatment regardless of age, ethnicity, race, economic status, disability, and gender as defined by the American Association of Colleges of Nursing (2008). When this attitude is applied to nursing, it makes a nurse aware that everyone is equal, and therefore should be treated equal. In home health nursing, this equality is sometimes not seen because of the inability of the patient to pay for the right services that is appropriate to his/her condition. But this is not an excuse for a nurse to neglect the other appropriate care that can be done independently. To show care more than to show how vulnerable they are because of socioeconomic status is more important than having that full coverage of treatment they can get but is not receiving that genuine care that they need for therapeutic relationship and healing. This attitude is important because ever since the nursing profession started, nurses became an advocate to their patients to protect their rights and to  encourage them to exercise that power of their rights. These three important topics are important to understand more deeply in order for the nurse to be able to provide care more effectively especially to those who are included in the vulnerable population. More importantly, knowledge with these topics should be shared to my workplace to expand the knowledge on caring with the vulnerable, especially for home health nurses who most of the time take care of the elderly, disabled, chronically ill, minorities, and the socioeconomically unfortunate. How to cite Vulnerable Population in the Workplace, Papers Vulnerable Population In The Workplace Free Essays One has chosen to focus on the substance abuse patients as the vulnerable population for the project. Frequently one has identified and seen stigmatization, prejudgments, and poor care given to this population in the workplace. Many patients are discharged each day with no plan of care, no education on resources and no instructions for follow up care. We will write a custom essay sample on Vulnerable Population In The Workplace or any similar topic only for you Order Now The outcomes and possibilities for the patient’s recovery have shown to be slim by the frequent return of the patient in the emergency room. The patients return within hours of discharge from the ER and seem to be in the same condition as when they left. One has created an action plan and a teaching brochure for health care providers to help facilitate a better system and care process for this population. The first step of overcoming this issue is to start from the base of it, which are the providers and their beliefs. The focus will be on educating the health care providers to stop stigmatization, develop self-awareness, and learn to be culturally competent and to be the best advocate for the patient. In the emergency room there are frequent patients via ambulance, walk-in’s, which are intoxicated and requesting, detox. Typically when the patient arrives he or she are intoxicated, wheatear it is drugs or alcohol. The patient is registered and triaged. Depending on their condition or level of intoxication, they are either immediately brought in or are placed on a stretcher and wait to be evaluated by a physician. Because of the large population of substance abusers in New York City, these patients tend to have a stigma attached to them. The stigma is the patients will not follow up with his or her detox programs, they will return to the ER with-in hours of discharge, they are seeking food and shelter for the night, and they are not serious in their treatment to recover. Therefore, many of the providers and nurses in the ER tend not to take the patient or his or her care seriously. They often wait to see if the patient will walk out and leave after a few hours of warmth and food. If the patient is in the waiting area and waiting to come in, many charge nurses will continue to skip over the patient to bring in others. If the patient is in the department the providers tend not to pick-up their charts in assumption the patient will just leave to continue his or her addiction. One has created a teaching brochure to help identify three concepts, which may lead and assist in caring for the substance abuse patient. The concepts will help providers to be empathetic, trustworthy, and intelligent to the patient’s backgrounds and beliefs. The brochure speaks of the concepts and reasons it will aid in the patient success in recovery. If these patients are seen as a lost cause and providers do not listen or rectify the problem the population of the substance abuser will grow and increase the death rate and increase dangers to others as well. Substance abuse does not only endanger the patient but the people around him or her. For example, a person who is drinking and driving can hit a pedestrian walking and cause fatal danger to that person. One has learned through lessons in this class how to identify a vulnerable population, how self-awareness cultural competence, and advocacy can help treat these patients and provide the best care needed to have the best outcome. The first step as a provider is to have self –awareness. It is only possible for one to relate to others when they know whom one is and what one will or will not accept from others (Jack, Kristen, Smith, Anne, 2007,para. 1). In the treatment of others it is important for the provider to be aware of their own personal beliefs and identity. To truly understand what one believes in is to have self –awareness. â€Å"Being self-aware enables us to identify our strengths and also those areas that can be developed. If we do not know our good and bad points then we are less likely to be able to help others (Burnard 1992). Nurses can use the self to therapeutic effect when working with patients, for example, when empathizing or advocating (Jack, et al 2007,para. 2). Cultural competence is also important for the health care team to incorporate in accurate care for substance abuse patients. Cultural competence is not only about ethnic background, religion, race, or spirituality. It is also about the environment in which one lives. â€Å" The layers of culturally competent practice do not solely address race and ethnicity. A comprehensive culturally competent practice encompasses issues related to language, migration and acculturation, family history, religious practices, as well as social trust and community attachment† (Mallow Cameron-Kelly, 2006, para. 11). The staff needs to learn the importance of empathy and pre-judgmental thoughts toward the culture of the substance abuse patient. They live and survive in a different environment. To provide care for them is to understand and keep biased opinions out of the treatment. Providers should analyze and try to learn of their culture and struggles they see and handle each day. The third concept implemented in this learning tool would be advocacy. Nurses and doctors are essentially the patient’s voice. Patients relay on the health care provider to help them and guide them through care and also to represent them in the hospital or within the community. The nurse and physician are the main identifiers of the recurring problem. The providers can help to implement new policies or create outpatient programs to keep the patient on a positive track. Identifying the flaws and implementing new systems can help the patient have a better health outcome. â€Å"The knowledge and expertise of a nurse regarding the care and concerns of a patient are vast. Overlay that knowledge and expertise with a sense of community, and the nurse advocate is born. Whether teaching proper car-seat installation to parents, advocating for primary seatbelt laws at the state house, or testifying at a congressional committee hearing, each nurse should be aware of the importance of political advocacy. Health care is in an evolving state, and nursing is at the table; every nurse should be aware and supportive of this advocacy† (Philips, 2012, para. 10). In conclusion one believes substance abuse patients would benefit greatly and outcome goal would improve if he or she were cared for and handled by a provider who was empathetic and knowledgeable to his or her cultural needs, ethnic background, and beliefs, whether they were spiritual or not. Each person or patient is unique and should receive treatment in a way, which suits him or her uniquely. In order for a provider to do so, they should be knowledgeable to self-awareness, cultural competence, and advocacy. Knowing oneself, possessing knowledge of others and motivation to be a trustworthy advocate will help the substance abuse patient feel support and allow him or her to recognize the provider as a trustworthy person. Building trust and creating a stable health climate with the patient will paint a road to recovery for the substance abuse patient. How to cite Vulnerable Population In The Workplace, Papers

Business Policy And Strategy free essay sample

My company is a wellness business. We are into the business as a result of the need for an alternative medicine. We use touch and other therapeutics technique to effect changes in the body for relaxations and healing. What is your company’s strategic intent? The company’s strategic intent is management action plan for competing successfully and operating profitably based on an integrated array of considered choices like action to gain sales and market share with lower prizes based on lower costs, actions to capture emerging market opportunities, and so on What are your company’s financial objectives? Financial objectives of my company, relates to the financial performance targets, that management has establish for the company as follows. †¢ Target to increase annual revenue †¢ Target to increase after tax profit †¢ Target to increase bond and credit rating †¢ Target to have internal cash flow to fund new capital investment. †¢ Target to increase profit margin. We will write a custom essay sample on Business Policy And Strategy or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page What are your company’s strategic objectives? Our company’s strategic of objectives includes. Achieving lower overall cost than rivals. †¢ Overtaking key competitors on products performance or quality customer service. Having broader or deeper technological capabilities than rivals. †¢ Having a wide products line than rivals. †¢ Having a better known or more powerful brand name than rivals. †¢ Having stronger national or global sales and distribution capabilities than rivals. †¢ Consistently getting new or improved products to markets ahead of rivals. †¢ We mean a good percentage of market share. What are the three or four key elements of your company’s strategy? Four of my company’s key strategies are: †¢ How to outcompete rivals. †¢ How to respond to changing economic and markets conditions and capitalize on growth opportunities. How to manage each functional piece of the business for example, RD, supply chain activities, production, sales and marketing , distribution, finance, and human resources. †¢ How to improve the company’s financial and market performance. †¢ Write a vision statement for your company and refer to Table 2. 1 for dos and don’ts. †¢ The vision statement of my company is the management aspiration to stakeholder that will help steer the energies of company personal in a common direction which delineates the company’s strategic course and longtime direction. The dos are: Be graphic, Paint a clear picture of where the company is headed and the market position(s) the company is striving to stake out. †¢ Keep vision statement focused. Be specific enough to provide managers with guidance in making decisions and allocating resources. †¢ Have some wiggle room. †¢ Be sure the journey is visible. †¢ Indicate why the directional path makes good business sense. †¢ Make it memorable. The don’ts are: †¢ Don’t be vague or incomplete. Never skimp on specifics about there the company is headed or how the company intends to prepare for the future. †¢ Don’t dwell on the present. Vision is not about what a company once did or does now; it’s about where we are going. †¢ Don’t use overly broad language †¢ Don’t state the vision in bland or uninspiring terms. †¢ Don’t be genetic. †¢ Don’t rely on superlatives only. †¢ Don’t run on and on. Create a slogan that captures the essence of your strategic vision and helps communicate the visions to company personnel, shareholders and other stakeholders. â€Å"Good health makes all the difference† We offer our customers massage in a relaxed atmosphere for the healing of mind and body. We have a world class trained personal with disciple and dedication to clients.

Andrew Carnegie Was Born In Dunfermline, Scotland In 1835. His Father,

Andrew Carnegie was born in Dunfermline, Scotland in 1835. His father, Will, was a weaver and a follower of Chartism, a popular movement of the British working class that called for the masses to vote and to run for Parliament in order to help improve conditions for workers. The exposure to such political beliefs and his family's poverty made a lasting impression on young Andrew and played a significant role in his life after his family immigrated to the United States in 1848. Andrew Carnegie amassed wealth in the steel industry after immigrating from Scotland as a boy. He came from a poor family and had little formal education. The roots of Carnegie's internal conflicts were planted in Dunfermline, Scotland, where he was born in 1835, the son of a weaver and political radical who instilled in young Andrew the values of political and economic equality. His family's poverty, however, taught Carnegie a different lesson. When the Carnegies emigrated to America in 1848, Carnegie determin ed to bring prosperity to his family. He worked many small jobs which included working for the Pennsylvania Railroad where he first recognized the importance of steel. With this recognition, he resigned and started the Keystone Bridge Company in 1865. He built a steel-rail mill, and bought out a small steel company. By 1888, he had a large plant. Later on he sold his Carnegie Steel Company to J. P. Morgan's U.S. Steel Company after a serious, bloody union strike. He saw himself as a hero of working people, yet he crushed their unions. The richest man in the world, he railed against privilege. A generous philanthropist, he slashed the wages of the workers who made him rich. By this time, Carnegie was an established, successful millionaire. He was a great philanthropist, donating over $350 million dollars to public causes, opening libraries, money for teachers, and funds to support peace. In the end, he gave away about 90% of his own money to various causes. He also preached to others to do the same as in giving money for education and sciences. The problem, however, was that there was such a contrast between the rich and the poor. By this he was referring to the inequalities in rights, hereditary powers, and such things. He also felt we should have a continuum of forward progress, i.e. civilizing, industrializing. Apparently in his time there was a movement to drift back into a time when there was little advance in modernizing and technologically advancing; when "neither master nor servant was as well situated." This proves that the direction the U.S. took until now was, in fact, the right path since the goal was already in progress. He has to argue and prove that through forward motion all of these problems of social difference, that the poor would also advance with the times, thus diminishing the difference slowly but surely. As the rich get richer they bring up the standard and, in effect, the poor with them as the economy grows. The government comes up with a way to run money that is suited to be in the best interest of the most possible people. In the end, you realize that the majority of the wealth made in this new system is going only to a few people. Then it says about the only question that could possibly arise in this type of a situation. Since the wealth inevitably goes to a concentrated amount of people in the best possible set of circumstances, the question is what to do with the money in order to best serve the general public. So what can a man do with the excess wealth he has amassed? His money is not just for "competence," but rather surplus money. There are three solutions that Carnegie gives for this. The first includes leaving one's money to his family or his oldest son, a common practice in western Europe. This is a "misguided affection", and a bad idea according to Carnegie, because one cannot duplicate the styles and strategies of another no matter how hard he tries. A son can make mistakes and lose his fortune or he can lose it "from the fall in the value of land." It has also

Cute Thanksgiving Quotes

Cute Thanksgiving Quotes Thanksgiving Day dates back to the 17th century, when the Pilgrims of Plymouth, along with some Native Americans held a three-day celebration and a grand feast. The Pilgrims had suffered a lot; many died due to the severe cold and starvation. The next year, the Pilgrims reaped a rich harvest, and they decided to share their bounty. The community feast included many kinds of food corn, turkey, venison, fish, pumpkin, peas, onions, plums and nuts. Most of the food served on the first Thanksgiving has now become the staple for Thanksgiving dinner. Turkey took center-stage as the chosen fowl, and pumpkin pie earned its share of the limelight. In this way, Thanksgiving feast became a symbol of American culture. Richard BelzerWhat am I grateful for? Aside from my own great life, you mean? Im just grateful that my wife, and daughter, and dogs are all healthy. W. J. CameronThanksgiving, after all, is a word of action. Robin Williams[when asked about what he was most thankful about]: Being alive. After heart surgery, you dig that part. Breath, family and friends are just amazing. Just to have a second shot is pretty great! John TaylorAnd though I ebb in worth, Ill flow in thanks. Konrad von GesnerBest of all is it to preserve everything in a pure, still heart, and let there be for every pulse a thanksgiving, and for every breath a song. Amanda BradleyCelebrate the happiness that friends are always giving, make every day a holiday and celebrate just living! Wilbur D. Nesbit Forever on Thanksgiving DayThe heart will find the pathway home. Gerald GoodIf you want to turn your life around, try thankfulness. It will change your life mightily. A. W. TozerPerhaps it takes a purer faith to praise God for unrealized blessings than for those we once enjoyed or those we enjoy now. Arthur Guiterman, The First ThanksgivingSo once in every year we throngUpon a day apart,To praise the Lord with feast and songIn thankfulness of heart. Edward Sandford MartinThanksgiving Day comes, by statute, once a year; to the honest man it comes as frequently as the heart of gratitude will allow. Ray Stannard BakerThanksgiving is the holiday of peace, the celebration of work and the simple life... a true folk-festival that speaks the poetry of the turn of the seasons, the beauty of seedtime and harvest, the ripe product of the year - and the deep, deep connection of all these things with God. George Bernard ShawThere is no sincerer love than the love of food. Sir John TempletonHow wonderful it would be if we could help our children and grandchildren to learn thanksgiving at an early age. Thanksgiving opens the doors. It changes a childs personality. A child is resentful, negative, or thankful. Thankful children want to give, they radiate happiness; they draw people. Chinese ProverbWhen eating bamboo sprouts, remember the man who planted them. W. T. PurkiserNot what we say about our blessings, but how we use them, is the true measure of our thanksgiving. Irving BerlinGot no checkbooks, got no banks. Still, Id like to express my thanks - I got the sun in the morning and the moon at night. Robert Casper LintnerThanksgiving was never meant to be shut up in a single day. Todd EnglishTurkey, unlike chicken, has very elegant characteristics. It has more of a cache than chicken. Turkey is a delicacy, so it should be presented in such a way. G. K. ChestertonYou say grace before meals. All right. But I say grace before the concert and the opera, and grace before the play and pantomime, and grace before I open a book, and grace before sketching, painting, swimming, fencing, boxing, walking, playing, dancing and grace before I dip the pen in the ink.

2 different assignments - comparing research methods Essay

2 different assignments - comparing research methods - Essay Example A scholarly article offers the full report, often including charts, graphs, methodology etc., contains valuable reference lists, and describes the research process and methods used, so readers can judge for themselves whether they think the information provided seems relevant and reliable. Because there are various types of research covering diverse subjects, analyzing and critiquing scholarly articles are really challenging. However, an attempt has been made to analyze the style, method of research, and structure of research article, encompassing entirely different subjects, through comparing article by Malinauskas et al (2007) and Rogar (2005). Malinauskas and colleagues conducted a survey of energy drink consumption patterns among college students to ascertain prevalence and frequency of energy drink use for six situations. They hypothesize that although energy drinks are targeted to young consumers, and its popularity is increasing since the 1997 debut of energy drink ‘Red Bull’, there has been little research regarding energy drink consumption patterns among college students in the United States. Advertisements proclaim that â€Å"energy drinks are designed to give the consumer a â€Å"jolt† of energy provided by the combination of stimulants and â€Å"energy boosters† that they provide, including caffeine, herbal extracts such as guarana, ginseng, and ginkgo biloba, B vitamins, amino acids such as taurine, amino acid derivatives such as carnitine, and sugar derivatives including glucuronalactone and ribose† (Malinauskas et al, 2007, p.3). Studies had shown that energy drinks had energi zing effects among 18 to 55 year old participants, and caffeine was found to be the primary constituent responsible for these effects. Although caffeine in energy drinks provide the consumer the desirable effects of improved cognitive

Ethno Nationalist Terrorism Essay Example | Topics and Well Written Essays - 250 words - 1

Ethno Nationalist Terrorism - Essay Example The main Palestine groups employing terrorism as a means of achieving their goals and strategic objectives in the region currently include Hamas, most notably its military wing – Al-Qassam Brigades – and Fatah’s Al-Aqsa Martyrs’ Brigades. The Israeli Government counter-terrorist organizational framework includes the Israeli Police, ISA, Mossad and IDF (Ganor 2005). International human rights organizations, like Amnesty International for instance, blame IDF for a number of war crimes and violations of human rights during their offensives in the Gaza Strip (Amnesty International, 2015). Inasmuch as the primary method of attacks employed by Hamas and other Palestinian militant groups is rocket-firing mainly into Israel, the range of targets is vast, including civilians, army and police personnel as well as infrastructure and build environment. According to IDF, civilian and public buildings, including schools and hospitals are used by Hamas as command centers and/or weapons depots (Amnesty International, 2015). Being aimed at the achievement of the main political goals, these attacks are commonly associated with the Palestinian grievances and discontent (see Oberschall, 2004). A significant attempt at conflict resolution, besides the peace treaties between Israel and Egypt in 1979, and Israel and Jordan in1994, was the so-called Oslo Accord (Gelvin, 2014). Despite the transfer of control over the Gaza Strip and West Bank to autonomous Palestinian rule, thus being considered an unprecedented breakthrough, the Oslo Accord failed to achieve both the fundamental goal of permanently appeasing the region and creating an independent Palestinian state (Selby, 2003). As Oberschall (2004) points out, denying political opportunity, safe bases for terrorist operations, and alleviation of poverty and socio-economic inequities would

The Role Of Theory And Practice Facilitated By Reflection Nursing Essay

The Role Of Theory And Practice Facilitated By Reflection Nursing Essay Question Dewey (1938) stated that all genuine education comes through experience. Certainly, in practice-based professions such as the health care professions, clinical experience should be the basis for learning. To extract learning from experience, we need to create meaning from our experiences as we interact with and react to, them. We cannot allow any experience to be taken for granted; once we do so, actions become routine and habitual, we stop noticing and enter into a rut (Stuart 2007). Critically discuss this quotation by focusing on the complexity of learning in practice, the complexity of supervisory process and the end goal of creating a competent practitioner. Table of Contents Introduction It is in the interest of both the university and the clinical areas to ensure that newly qualified nurses are perfectly competent to take on the responsibilities of their new jobs. The big question is; which area should play the best part in ensuring that this feat is accomplished? Conversely, could it be a perfect balance between the two domains? Considering the changing face of nursing education to keep up with modern times, it is also useful to contemplate the challenges that students and educators, both academic and clinical are faced with. In order to establish if the goal of producing a competent practitioner is reached, it is important to determine what exactly constitutes a competent practitioner. As a final thought the concept of competency shall be pondered to see if it is sufficient to produce competent professionals when todays employers demand high standards and excellency of care. The changing nature of nursing Countless times nursing has been referred to as both an art and a science. Clearly, this is to delineate that it is a combination of both academical knowledge and practice skill. Through the years nursing education has shifted from hospital training (skills) to higher education (academic) namely university baccalaureates, masters and also doctorates (Wilson, 2008). Jarvis (2005) explains that this change is occurring because nursing is undergoing a process of professionalization (professionalism). Another important change is that, whereas the student nurses before were all young recruits nowadays the classroom is a mixture of ages either due to mature students entering nursing or due to continuing education (Jarvis, 2005). These adult learners may thus have different learning needs. The fact that nursing has distanced itself from the medical model, in favour of a holistic, patient centered approach, it has also inevitably changed the way nurse education is planned and delivered nowad ays. Alongside the study of anatomy and physiology, nurse educators had to include the nursing process and humanistic subjects like the concept of care, psychology, sociology and ethics. Meurier, Vincent Parmar (1997) maintain that this process was necessary for nursing to become an autonomous profession that has research underpinning its practice. Evidence based practice became a means of gaining credibility with both clients and other professions. Greater autonomy has been given to nurses locally by the issuing of the nursing warrant. However, autonomy also translates into increased accountability. Patients abroad are now personally suing individual nurses when they are thought to be personally responsible for errors. Never before has it been more important to produce competent, efficient and effective nurses in order to avoid costly litigations and avoidable patient suffering and harm. The emphasis is now on which type of learning is best at producing competent nurses, theoretical, academic or possibly a mixture of both. The great debate One of the main objectives of this assignment is to critically discuss the quote provided. In this quote Dewey is said to put great emphasis on the role that experiences plays in providing a genuine education. Experience is defined in the Longman (2010) dictionary as knowledge or skill that you gain from doing a job or activity. Experience is an important component of practice development (Lyneham, Parkinson Denholm, 2009). However, nursing is not only about doing but also about thinking. In the quote provided, Deweys seems to be subjective when he omits to recognize the role that theory plays in the learning process. However Dewey, in his own book states that the belief that all genuine education comes about through experience does not mean that all experiences are genuinely or equally educative (Dewey, 1998, p. 13). Knowles, Holton III, Swanson, (2005) believed that many Deweys ideas were misinterpreted through the years and emphasised the importance of direct quoting. Hence, to evaluate properly Deweys quote, one must assess it in the whole context not just a short quote. Peplau (1988, p. 13) asserts that the art and science aspects of nursing should always be kept interconnected if not inseparable. This statement suggests that experience and academical knowledge, should complement each other in order to achieve optimal learning. The clinical environment is a rich learning ground full of learning opportunities. On the other hand, this knowledge can be in a tacit f orm and hard to translate into words. Eraut (2004) maintains that when these situations arise, the practitioner needs to find alternate ways of unlocking and sharing this knowledge. Reflection, which is widely taught in nursing curriculae nowadays may be a means of articulating knowledge that is embedded in practice (McBrien, 2006). Thus, this is an example of theory complimenting experiential learning. Furthermore, without nursing developing its own theoretical body of knowledge the quest for professionalization would have been unreachable. In order to advance the nursing profession and provide the tools to increase the body of knowledge, critical thinking and research modules have been added to the nursing curriculae. This enabled nursing to move away from the dominancy of other professions and empowered nurses to be able to make their own competent decisions based on well researched evidence. Clinical experience includes also the practicing of skills, which are primarily learnt through role modelling strategies and perfected through repetition thus increasing competence. Consequently, habitualisation runs the danger of becoming a ritualistic practice when it is taken for granted and done without thought (Stuart, 2007). Heath and Freshwater (2000) regard proficiency in skill, achieved through repetitive practice as positive. They explain that nurses will require less thought whilst performing procedures and their attention may be dedicated to answering the patients questions or observing his behaviour. However, practice without reflection truly risks becoming a rigid, habitualised and ritualistic vicious circle. Experience is not just about performing skills well and in good timing. It is also an opportunity to be faced with different clinical situations and challenges that equip the nurse with the necessary knowledge to deal with similar situations in the future. A report compiled by the Department of Health (1999) entitled Making a difference outlined that many newly qualified nurses lacked the necessary skills to function as confident and competent practitioners in their new professional roles. Therefore, although nurses might possess the academical knowledge to pass their final exams, they lacked the experience to operate confidently on the wards. Another shortfall was that newly qualified nurses were observed to lack the critical thinking skills necessary to function in the increasingly complex clinical environment (Aronson, Rosa, Anfinson Light, 1997). Many argue that this is the result of the shift from hospital based training to university centered education, creating the theory pra ctice gap phenomenon (Evans, 2009). In the following paragraphs, the theory practice gap and means of reducing it shall be discussed. Theory- Practice Gap In the past, nurses had more clinical hours than study hours as part of their nurse education. Furthermore, the students of the past were counted as part of the nursing compliment. This may explain why they found the transition from a student to qualified nurse less problematic. However, this kind of training sucked the students into a circle of ritualistic practice concentrating on efficiency rather than effectiveness. In contrast todays student is provided with all the theoretical knowledge to ensure that practice is guided by evidence thus shifting the balance onto effectiveness. Wilson (2008) explains that teaching should not just be the imparting of facts but that students must learn how to adapt this information to each unique clinical setting. Therefore, it is empirical to bridge the gap between what is known and what is practiced. The gap between theory and practice is not something of the present and will persist through the ages. Haigh (2009) considers this gap to be important as it portrays nursing as a vibrant and dynamic profession (p. 1). Notwithstanding this, the theory practice gap has inspired theorists to introduce learning models in the clinical environment and mostly included the participation of a clinical supervisor (Beinart, 2004 and Lynch, Hancox, Happell, Parker, 2008). Furthermore, no model has managed to eradicate the theory practice gap (Baxter, 2007). Whichever model may be used, the importance of having a clinical supervisor with exceptional qualities must not be overlooked. An advantage of the local nursing scene is that although the Institute of Nursing has now become a faculty, its basis is still within the general hospital. The significance of this is not only that the two domains are not physically separated, but that also academical staff and other resources such as the library are easily accessible. However other measures are also necessary in order to amalgamate theory and practice. The areas of reflection and clinical supervision as a means of reducing the gap shall be discussed in the following paragraphs. Reflection and learning Schà ¶n (1983) in his book regarding the reflective practitioner states that reflective practice enables a person to learn from both his actions and experiences. Jarvis (2005) maintains that the role of a teacher may include facilitating reflective practice for practitioners in order to crystallize the ideas generated in practice. Moreover, Schà ¶n established that nurses reflect upon their actions and through this, knowledge about practice is generated as opposed to just the application of knowledge to practice. Rolfe (1997) supports this statement by asserting that reflective practice is a systematic and thoughtful process that allows nurses going about their daily work to make sense of their practices. Reflection is a means of identifying areas that need improvement. However, reflection should also take place in instances that went well to identify the key principles that contributed to success. Surgerman, Doherty, Garvey and Gass (2000) point out that if reflection is taken awa y from practice, the practitioner might not be able to learn from these experiences. Unfortunately staff shortages and the overcrowding of wards often leave little time for nurses to think (Weaver, Warren Delaney, 2005). However, this should not be an excuse not to engage reflective practice. Reflection on action may be more suitable and should be greatly encouraged amongst supervisees as a means of making sense of practices being undertaken. This form of reflection was also used by Florence Nightingale as a means of generating knowledge from practice and the start of evidence based practice (McDonald, 2001). Another way would be to organise group reflections. The group may include a mixture of supervisors and supervisees in order to facilitate discussion and the sharing of knowledge (Lee, 2009). The process of reflection is also very useful in helping students and qualified staff alike to develop critical thinking skills. Further on, a problem solving attitude may be instilled, which is a valuable tool for the nurses in their career (Jarvis, 2005) thus leading to t he development of a competent practitioner. The generation of ideas from reflection is not sufficient. The greatest challenge is to put these ideas into practice. Clinical supervisors can be an asset in helping students to engage reflective practice whilst helping them articulating and implementing the ideas generated. Clinical supervision Wong and Lee (2000) define the roles of clinical supervision as to help students develop their clinical skills, help to bridge theory and practice and assist students with their socialisation into nursing. McBrien (2006) states that clinical supervision acts as an extension of classroom teaching. In other words, the clinical supervisor works alongside the university to maximize the educational activity gained from the ward experience. In the wards, the supervisor, helps to safely monitor students, whilst they practice what they have learned in the classroom thus bridging the afore mentioned gap. Supervisors may teach supervisees by being good role models, and help novice students acquire knowledge through emulating their behaviour. As supervisees progress the supervisor must then give greater freedom to the student whilst challenging their practices in order to develop their reflective and critical thinking skills. Supervisors must be well prepared and supported (Lynch, Hancox, Happe ll, Parker, 2008). Furthermore, their practices have to be grounded in evidence as supervisees at this stage will healthily challenge what the supervisor is imparting. Supervision takes up different forms in different hands depending on the intent and emphasis of the supervisor (Johns 1996, p.1142). Staff shortages, overcrowding and high patient turnover may result in ward nurses looking at students in an inappropriate manner, especially if supervision was forced on them. Consequently, they may look at students as a burden, an extra duty or a waste of their free time. Moreover, they may view them as an extra pair of hands which can be easily manipulated to do their every bidding. McBrien (2006) warns that faced with such negative attitude student nurses may be inclined to abandon their learning objectives in order to fit in. Furthermore, nurses may be hostile and uncooperative towards their colleagues who are trained clinical supervisors who take on students for supervision in their wards. The clinical supervisor thus has an important role in creating an environment conducive to learning on the wards. This should include measures to make students feel welcome and accepted by the rest of the ward staff in order to safeguard the students self esteem and potential for learning (Franke, Garssen, Huijer Abu-Saad, 1995). Moreover, good relationship is of utmost importance in obtaining the desired goals in the supervisory process. The relationship between the supervisor and the supervisee is the key for successful clinical supervision (Lynch, Hancox, Happell, Parker, 2008 and Sloan, 1999). The above points strongly indicate that clinical supervisors have to be willing and dedicated to undertake the teaching role in the ward. Supervisors must undergo specialised training. However, in order to move a further step, full collaboration with the academic body has to be in place. Sloan (1999) stated that on-going training for supervisors helps them to construct their own supervision models, to develop interpersonal skills and facilitate supervisory support besides others. One training module is not enough to last a life-time, hence update courses and meetings should be held yearly. By this means not only knowledge is updated but also an opportunity for the sharing of ideas is provided. Introducing regular meetings with the academic supervisor ensures not only a bridging of the theory practice gap but also that the desired student goals are made clear and achievable. Unfortunately, the number of nursing students by far outnumbers the amount of clinical supervisors who have been formally trained. This lack of supervisors may be the result of the absence of a good reward system such as monetary or professional. Alternatively, the quality of supervision might deteriorate with its introduction. This can be due to applicants applying for the rewards, rather than a keen interest in supervision. In this event, a rigid vetting process and performance appraisal should be introduced. The concept of collaborative learning has been explored by Jeffries (2005) as a means of compensating for the lack of supervisors. The main advantages were an increased sense of teamwork, student bonding and richer discussions. However, Evans (2009) points out those students who are less eager to participate may hide within these groups thus limiting the development of their potential. Moreover, large groups may contribute to certain students getting away with not performing d uties that they might consider not to their liking (Evans, 2009). An important role that the clinical supervisor must play, which is sometimes overlooked is the development of self awareness. Heath and Freshwater (2000) maintain that the supervisor must help the student to develop an awareness of self, and an acceptance of responsibility for ones own actions. Thus the supervisor must instil the concept of accountability, which greatly contributes to the development of a competent practitioner. Todd Freshwater (1999) assert that through this process the supervisee becomes less dependent on the clinical practitioner because an internal supervisor is developed. Hence, the supervisee develops a professional conscience whilst becoming more capable to assume more responsibility for ones own learning. When this is achieved, the seed of life-long learning is planted ensuring that the supervisee will continue to self direct learning even after graduation. Jarvis (2005) states that if this had to be universal for all students, continuing education programme s could be drastically reduced. Competent practitioners Weaver, Warren and Delaney (2005) explain that nursing care affects a range of health care outcomes namely; mortality, morbidity and costs. For this reason, an emphasis is now being placed on high quality care, avoidance of errors, cost effectiveness and elimination of wastages. A competent practitioner is someone who is able to conduct tasks safely on their own. Moreover, competency is defined by the Nursing Council of New Zealand, (2008, p.12) as, the combination of skills, knowledge, attitudes, values and abilities that underpin effective performance as a nurse. Conversely, Lofmark, Smide, Wikblad, (2006) state that competency must be achieved in all areas and not just in clinical and technical skills. Furthermore, it is difficult to find a person who is competent in all areas. Having stated all this, a doubt arises, whether being a competent practitioner is enough to meet these growing healthcare demands. Nurses are faced daily with items that are out of stock, staff shortages and unexpected and unplanned occurrences. In these situations, knowledge and standard practice are not sufficient to meet healthcare demands. Heath and Freshwater (2000) explain that a nurse that goes beyond the competent phase not only can demonstrate greater technical proficiency but is also able to correct and adapt her actions according to the unfolding situations. Benner (1984) asserts that for competent practice to become proficient, a qualitative change must occur. Benner, Tanner, Chesla, (2009) believe that some nurses may never develop beyond the competent stage. Given the complex clinical situations that every single nurse is faced daily on the wards, this transition should be avidly cultivated. Improvisations and solutions must be effected in order to ensure that patients still receive good quality care. Drawing up on past experiences, knowledge new or old and utilizing reflection and problem solving skills are a means of coming up with new solutions. The clinical supervisor is an invaluable asset in helping the supervisee to make this transition. This can be done by being a role model, providing meaningful experiences that can be utilized in future practice as well as supporting the supervisees in developing their own problem solving skills. A universal responsibility Although an emphasis has been made that the clinical supervisors should be formally trained, every single nurse in the clinical setting should take an interest in the education of student nurses. These same students will in the future become nursing colleagues and further on nursing administrators and lecturers. Making sure that they receive the best possible education is a means of safeguarding the future of nursing. On a more egoistical note, these same students will be the nurses in the wards taking care of us and our loved ones. Therefore, ensuring that they develop their full potential is a guarantee of receiving excellent quality care to the highest standards. Conclusion It has been established that experience and theoretical knowledge both play a pivotal role in the formation of competent practitioners. The phenomenon of the theory practice divide occurs, when academical knowledge is not successfully adapted into the working environment to achieve meaningful practice. In order to bridge these gaps important assets were identified namely clinical supervision, experience and the use of reflection. Clinical supervision is a challenging area of nursing that should involve specific training and utmost dedication. Collaboration with the academical supervisors ensures that the goal of achieving competent practitioners is achieved. However, exceptional practice should be the ultimate goal that should be shared by all clinical practitioners in order to safeguard the future of nursing.

Madurai Essay

Madurai has been a major settlement for two millennia and is one of the oldest continuously inhabited cities in the world with a recorded history from 3rd century BC. [3]Megasthenes visited Madurai during 3rd century BC, with the city referred as â€Å"Methora† in his accounts. [9] The view is contested by some scholars as they believe â€Å"Methora† refers to the north Indian city of Mathura as it was a large and established city in the Mauryan Empire. [15] The city is also mentioned in Kautilya’s (370–283 BC)[16] Arthashastra. Madurai finds mention in the works of Roman historians Pliny the Younger (61 – ca. 12 CE), Ptolemy (ca. 90 – ca. CE 168), those of the Greek geographerStrabo(64/63 BCE – ca. 24 CE). and also in the Periplus of the Erythraean Sea After the Sangam age, most of present day Tamil Nadu, including Madurai, came under the rule of the Kalabhras dynasty, who were ousted by the Pandyas around 590 CE. The Pandyas were outsted from Madurai by the Chola dynasty during the early 9th century. The city remained under control of the Cholas until the early 13th century, when the second Pandyan empire was established with Madurai as its capital. After the death of Kulasekara Pandian (1268–1308 CE), Madurai came under the rule of the Delhi Sultanate. , The Madurai Sultanate, then seceded from Delhi functioned as an independent kingdom till its gradual annexation by the Vijayanagar Empire in 1378 CE. Madurai became independent from Vijayanagar in 1559 CE under the Nayaks. Nayak rule ended in 1736 CE and Madurai was repeatedly captured several times byChanda Sahib (1740 – 1754 CE), ArcotNawab and Muhammed Yusuf Khan (1725 – 1764 CE) in the middle of 18th century. In 1801, Madurai came under the direct control of the British East India Company and was annexed to the Madras Presidency. The British government made donations to the Meenakshi temple and participated in the Hindu festivals during the early part of their rule. The city was devolved as a political and industrial complex through the 19th and 20th centuries to become a district headquarters of a larger Madurai district. With the effect of urbanisation, the temple no longer retained the unitary form, but continued to remain the centre for Hindus. In 1837, under the order of the then collector John Blackburn, the fortifications around the temple were demolished to accommodate the growing population of the city. The moat was drained and the debris was used to construct the new streets – Veli, Marat and Perumaal Mesthiri streets. The city was constituted as a municipality in 1866 CE. The British government faced initial hiccups in land ceiling and tax collection in Madurai and Dindigul districts under the direct administration of the officers of the government. The district at large was resurveyed between 1880 and 1885 CE and settled between 1885 and 1893 CE. The survey showed an under assessment of around 8 per cent in the old survey. Five municipalities were constituted in these two districts and six taluk boards were derived for local administration. Police stations were established with Madurai city as the headquarters of the District Superintendent. It was in Madurai, in 1921, that Gandhi, pre-eminent leader of Indian nationalism in British-ruled India, adopted loin cloth for the first time as his mode of dress after seeing agricultural labourers wearing it. [29] The independence movement in Madurai was led by leaders such as N. M. R. Subbaraman and Mohammad Ismail Sahib.

My Sisters Keeper Essay

In the novel My Sisters Keeper, the author Jodi Picoult brings up the issues of moral ethics and family dynamics. She explores the balance between saving a child’s life and putting another child in danger. Although I think the main theme in the novel would be that you should always live in the present instead of future, and live life it to the fullest. My Sisters Keeper is a moving story about Ana who files a law suit over the rights of her body. Ana was born to provide blood, bone marrow and all sorts of body parts for her sister Kate who has a serious case of Leukaemia. While this book is serious and somewhat negative, I found a positive message between the lines. I think it is about not letting life pass you by and seizing every single day. This is the case when Kate is sick and Sara (the girls’ mother) is so preoccupied with Kate’s medical business that she forgets to just enjoy the time with her family while she still can. The family spends so much time concentrating on Kate’s death and what will happen when she does pass that they miss the time she has left living. Sara also does not realise that she also forgets to spend time with her other children when she is too busy with Kate and her treatments, and makes her eldest, Jese feel left out and abandoned. I believe that the theme of living life in the present and living it to the fullest is very relevant to today’s society, as everyone seems so busy and preoccupied with plans for the future. They are forgetting to live in the moment.

Military Women Should NOT Be Allowed in Combat Positions

Fog covered forests, heat blasted deserts, mortar destroyed landscapes.nbsp; These are just a few of the scenarios encountered on the modern day battlefield.nbsp; The present day warrior needs to be decisive, emotionally stable, physically immovable and a natural born killer.nbsp; Do women fit any of these descriptions?nbsp; Should a woman be permitted to enter into combat situations?nbsp; Some argue that it is a womans right to be fighting along side other men.nbsp; Others agree that by not letting women in ground troops her rights are being taken away. A woman can be anything that she wants but when she tries to prove that she is just as good as a man in combat she could be putting herself in very dangerous situations that could†¦show more content†¦Included in the physical differences is the needed health care related with menstruation and special hygiene needs. As Gertzen noted, this could damage their productivity as soldiers and ruin their young military careers.nbsp; Military women have unique health-care and equipment needs, Taking care of basic hygiene, for example, can be complicatednbsp; for a woman in a war zone.noted Col. Irene Rich in the same article.(2)nbsp; Included in the physical differences is the needed health care related with menstruation and special hygiene needs. nbsp; nbsp;The environment of war includes many variables that the men must overcome and make quick and well educated decisions.nbsp; When worrying about health-care and hygiene during war a soldier cannot make good decisions.nbsp; Col. Rich noted an important point, Women in the Persian Gulf War often traveled in the back of trucks with male soldiers.nbsp; Some of the areas were so littered with land mines that it was unsafe to walk even a few feet from the truck. 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