The Effects that Gun Violence has on The Community and The People - Free Essay Example

Sample details Pages: 9 Words: 2630 Downloads: 4 Date added: 2019/03/20 Category Society Essay Level High school Tags: Gun Violence Essay Did you like this example? Abstract Gun violence has had a highly negative impact in America, and has had an even greater impact on cities, communities, and individuals. The rising violent actions with guns have caused an increase of fear and deaths nationwide. My research shows the effects that gun violence has on the community and the people. Don’t waste time! Our writers will create an original "The Effects that Gun Violence has on The Community and The People" essay for you Create order One does not have to be older in years to be affected by the violence around them nor to detect it. Teens all around California answer the questions: Should stricter gun laws be put into place? Have you or anyone you know every been affected by gun violence? Do you know what steps to take to put stricter gun laws into place?, and had a consensus throughout all of the questions. Gun violence is created when people commit crimes with a use of gun and hurt others. There appears to be a variety of steps one can take for the diminishment of gun violence. Keywords: guns, violence, shots, death, injuries, California, Salinas, America Gun Violence and its Effects In Salinas, California, USA, and all around the world, gun violence has taken a toll on the daily lives of everyday people. Nobody is safe, no matter where he or she goes because gun violence can follow people into the most unsuspecting places. Even in dangerous neighborhoods, schools are thought to be one of the safest places for a person to be, especially during school hours. Every hour on school grounds there seems to be more than 2,000 confrontations that once ended with scratches and bruises that are now resulting in gunshot wounds and even death (Farrington, 1998). Gun violence can lead to drastic changes for individuals and even whole cities at any given time. It can ruin the reputation of some cities; to give an example, in Salinas, many people think the farther one goes into Salinas the higher the chances are for one to get shot (Goode. 2012). The National Steinbeck Center, John Steinbecks House, Natividad Creek Park, and Bankers Casino are some places in Salinas that are a must see, but many people do not get to visit them due to fear of the citys reputation. Economic development can also decrease when a citys reputation is all about violence. Gun violence can lead to the loss of lives resembling jail time or death. A man named Brad Azcona is losing the ability to live his life to a life sentence in prison because he tried to end the life of four people, in which he succeeded in two of those attempts (Ruben, 2018). Gun violence leads to the loss of opportunity, life, money and so much more. It can affect a whole city as much as it can affect one person. Discussion of Research The rapid growth of gun violence leaves drastic numbers that show the negative outcome it leads to. Thousands are killed yearly, be it intentional or not, and this has a grand effect on mental health issues, money problems, and the feeling of safety disappearing in homes and communities. Gun violence can change the way individuals feel and think, and these individuals can make up a community with integrated fears and unnecessary measures that have to be taken to feel somewhat safe. The gun to citizen ratio is also on the rise and the United States has a higher level of personal gun ownership when compared to other developed countries worldwide (Webster, pg. 5). Salinas is a prime example of a city in the need and want for help. The teens in Salinas have grown up with gun violence and want to take actions towards ending it because it has affected them at some point in their lives or they just do not want it to affect them or someone they know. Death Due to Gun Violence Gun violence is one of the top contributors for teen and child injuries and deaths in the United States. The statistics show that this type of violence rarely diminishes, instead it seems to be increasing drastically over the last few years due to guns being used in an unsafe and unethical way. An average of 124,760 people in America are shot in one year, but out of those 124,760 people, only around 89,620 of them survive. Around 17,207 children, aged from zero to 19 years old, are shot in the United States more than half survive and less than a 5th of the children have fatal injuries. Gun violence results in a loss of many lives daily and even greater one yearly in America. These rising stats also show an average of 7 out of 39 children are shot and die daily in the U.S. and the average amount of people shot in one day is around 340 (Brady Campaign, n.d.). Not all gun-related deaths are intentional, to give an example, Azahel Cruz, 6, was getting ready for bed when he was shot and k illed by a stray bullet that entered his East Salinas home in March 2015 (Goode, 2012). Many gun-related deaths are intentional and usually results of gang and domestic violence, suicides, and mental and emotional instabilities. These intentional deaths and injuries can be prevented and lessened if people took appropriate action and preventive measures to stop the deadly firearms from getting into the wrong hands. Effects on Students Many young adults and teens from 8th grade to college from the Monterey Bay county feel that gun violence has affected their lives or the lives of someone they know. In a self-administered survey of 76 teenagers and young adults in California showed that around 40% of the survey takers had experienced or knew someone that experienced gun violence (Appendix A). Almost 90% of the teens and young adults also believe those who want to own a gun should go through more procedures to gain that ability (Appendix B). Many of the teens and young adults want there to be more procedures for becoming a gun owner, but only around 60% of the teens know what steps are needed to make it harder to obtain a gun (Appendix C). There seems to be a various amount of reasons why stricter gun laws are not in place, and according to our survey takers People rather turn a blind eye to it and pretend like it doesnt affect them or doesnt even exist (Appendix D). A poll of 2,000 teens showed 1 in 8 teens have car ried a gun for protection, 1 in 9 have cut classes or stayed at home due to fear of gun violence, 1 in 5 change their friendships to find safer ones, and almost half of them said they had made a change in their daily lives to avoid crime or violence. The teens rather avoid certain places, take different routes, change their friends, and go out of their way to avoid being caught in harms way (Farrington, 1998). Effects on Communities Communities can have culture, exciting sights to see, and anything one can imagine, but none of that matters if the community is feared by people for having a negative fame brought upon it with guns, deaths, and injuries. In 2009, Salinas had 29 homicides and 151 shootings, in 2010, there were 15 homicides, and in 2011 there were 12 homicides and 50 shootings which were an all-time low form the last decade. This lowering stats were a product of the city of Salinas plan to reduce violence in the whole country. The cutting of funds led to this program being cut, but new programs, that were more cost-efficient, were being created to try and reduce violence with the lower budget given (Goode, 2012). Once gun violence has become a daily, people start to lose the fear they once had of it and become desensitized to all of the police sirens and gunshots they hear. Violence, death, and injuries become a norm in the citizens daily lives and once this happens they forget their community ever ha d a problem. Community Stories Salinas is a place where violence can appear as a reoccurring issue for the city. This is why, it has so many bloody landmarks like the memorial of Enrique Sosa, Carlos Robles, and Moises Sanchez (Goode, 2012). The first homicide victim of this year was named, Enrique Sosa, also known as Kiki, who was a freshman at Everett Alvarez High School. He was shot by the inhabitants of a dark SUV on 7 January 2018, around 6:30 pm. The system ShotSpotter that detects gunshots led SPD to the crime scene where the paramedics later arrived and took Sosa to Natividad Medical Center. His gunshot wounds were fatal and he passed later that day in the hospital (Rubin, 2018). In the year of 2015, a 25-year-old man named Brad Azcona murdered two victims with fatal gunshot wounds in the month of September. Azcona shot at a man, who received injuries to his arm, 13 times in which the neighbors houses were struck with the bullets. Later, on 8 September 2015, Azcona shot Moises Sanchez, 18, who was the driver of the vehicle, in the head and Carlos Robles, 16, who was the passenger and left them both with deadly gunshot wounds. Around two weeks after the deaths of Sanchez and Robles, Azcona was caught by surveillance footage trying to steal a mans tablet and pistol-whipping him after refusing to give him the tablet. Azcona was caught on 8 October 2015, after a twelve-hour standoff in a Salinas home against the SPD: He was charged with two counts of 1st degree murder, two counts of attempted murder, assault with a firearm, attempted robbery, negligent discharge of a firearm, and being a felon in possession of a firearm. The jury also found true a special circumstance that Azcona committed multiple murders (Wright, Par 2, 2018). Azcona was sentenced to many life sentences without the possibility of parole, 28 years, and four months in prison. (Wright, 2018) Personal Bias This topic caught my interest because even though I have never seen a gun up close in real life, I lost a long time family friend to gun violence. My friends name was Enrique Sosa and his life was taken away by force with the fatal gunshot wounds given to him at the beginning of this year. Salinas is my hometown, and I grew up in a relatively safe and quiet part of Salinas. There appears to be many places in Salinas that are more dangerous than others, and I wanted to hear the opinion other Salinas residents my age had. My survey revealed that we all had similar opinions and thoughts because we want our hometown to be safe and welcoming unlike it is now. Salinas is known as one of the most dangerous cities in the Monterey Bay Area and its climbing crime rates are no help. Gun violence is a big issue in Salinas just like gang violence is. Gangs use other forms of weapons, but one of the top choices are guns. Many innocent lives are lost yearly and daily due to being in the wrong place at the wrong time. Drive-bys kill many innocent people a year and injure many more. I wanted to research more on this subject to better understand my community and why we have so many issues. The research has opened my eyes to see everything from a different viewpoint. Before my friends death, I had never experienced gun violence, and I thought it was because I lived in a safe part of Salinas, when in reality anything can happen to anyone, no matter who or where you are. Implications for Future This issue has no easy fix, but there are steps one can take to help and put a start to the end of gun violence. There appears to be many precautions schools, businesses, and homeowners can take to prevent it from happening in their own building. Schools and businesses can have metal detectors at the entrances when entering the schools to ensure no weapons enter school grounds, and if a student or staff member shows certain signs such as isolation, family problems, having no ethics, weapon obsessions, standoffish manner, and showing no remorse, then they should be reported and dealt with right away to avoid people getting injured. Homeowners can also take many actions to avoid gun violence. To give an example, they can choose to not own a gun and if they do own a gun make sure everyone in the house knows how and when to appropriately use it and that everyone is mentally and emotionally stable. If there appears to be guns in the house make sure they are secured and not easily accessed by just anyone. Everyone and every place should have security cameras and always have at least two people looking at them to ensure nothing dangerous is going to happen or is happening. In Salinas, we can call our local representatives and tell them to pass legislation in Congress to ban assault weapons from getting onto our streets and we can vote for leaders that support gun regulations. Reflection This research has helped me understand my community in a more profound way. Gun violence affects my whole city, Salinas, and more people than just myself believe more gun laws should be created to keep us safer. I should have focused more on the aspect of solving the issues, the way people feel and think about gun violence, and avoided going down the path of the past stories. The past stories are a place to learn on how to put a stop to gun violence and to see how the community and people were affected, but not everyone related to the stories of the communities because it may have not affected them at all or they might have not even known about them. I also should have learned more in the aspects of creating awareness about gun violence. There are marches, speeches, and posters, but there seems to not be enough rallies about gun violence with intriguing activities for all ages. I should have found a solution to involve all people of all ages and genders, and just because it is a guy thing to talk and deal with guns, it does not mean the women in the communities should not take a stand nor the young adults and teens because they are looked at as unwise. Humans are made to look out for danger, from a young age one can detect where the danger is and where it is coming from. Survey I also surveyed students from 8th grade through college in California, and we all had similar viewpoints towards gun violence in our communities. I should have created another survey in which I sent out the question Would you like to get involved in taking a stand against gun violence? in which I later would send them an email on the laws they should vote on and a great way to get involved with their community and assist in the minimization of gun violence in their communities. The survey was a great success in seeing the opinions of other my age, and even though we are considered young, our communities still profoundly impact our lives and we want and need a say on what happens around us, our friends, and family. Dead-Ends The dead-end paths I went down where focusing on what gun violence is and how many it affected instead of what is causing it. I should have broadened my research to answer What are some solutions everyday people can take to get involved in to minimize the amount of gun violence in their neighborhoods?. I focused more on bring peoples attention to events that have already happened where I should have been talking about future events, so they could get involved and interact with their community and make it a safer one. It is good to hear the past stories to learn from history, but we need to see towards the future to find ways to change the negatives and take action with slow but steady steps.

Substance Abuse, Drug Traffickers And Addicts On How...

In this paper I will be discussing religion, science, substance abuse, drug traffickers and addicts on how religion can help individuals on their addictions, and how clergy members need to have more training on substance abuse. In religion it has been known that the clergy members are not educated as they should be on substance abuse and because of this it becomes a problem (Califano, and Sheehan 8). Then within the health care providers and psychiatrists, the issue with them is that they do not believe that using spirituality and religion will even help and treat people who suffer with drug abuse (Califano, and Sheehan 8). Now there have been studies to prove that in fact that religion and spirituality can aid the treatment and†¦show more content†¦Then the study found that psychiatrists and health care providers refused to use the power of spirituality and religion through their session with their patients (Califano, andSheehan 8). Since this created a problem the Vatican came forward to help in any way possible (Califano, and Sheehan 8). Other studies found that in the United States, people do in fact follow different religious beliefs (Califano, and Sheehan 8). Majority of the people have a belief in a God, and 92% of those people join certain religion groups (Califano, and Sheehan 8). For example, there are different groups of churches, cathedrals, synagogues, Islamic centers and mosques, Hindu and Buddhist temples that are within our states (Califano, and Sheehan 8). Then in the medical field researchers find that the United States have the most advanced medical aid with high developed equipments to be able to work it (Califano, and Sheehan 8). Yet, clergy and physicians, religion, and science are all separated from one another (Califano, and Sheehan 8). Now when medicine and spirituality are separated we don’t allow individuals to receive full possible aid they may need in order to recover and lessen their pain they may be going through (Califano, and Sheehan 8). There is a report called CASA that has extraordinary surveys from clergy and heads of schools of theology of information that includes

From Practical Knowledge To Practical Theory Education Essay Free Essays

string(98) " with justification for actions and for learning activities they choose in order to be effectual\." Several developments and worldwide alterations have begun to transform the nature of the workplaces and occupations in which they are performed ( Nankervis, Compton A ; Baird 2005 ; Seel 2002 ) . These developments include the influences of globalisation and technological developments every bit good as political, economical, and societal alterations that are associated with the amendments of the new industrial systems and competitory markets or what is called ‘Postmodernity ‘ ( Stoll, Fink A ; Earl 2003 ; Hargreaves 1994 ) . Postmodernity is defined as â€Å" a societal status in which economic, political, organisational, and even personal life comes to be organized around really different rules than those of modernness † ( Hargreaves 1994, p. We will write a custom essay sample on From Practical Knowledge To Practical Theory Education Essay or any similar topic only for you Order Now 9 ) . It is characterized by the demand of flexibleness and reactivity as reflected in decentralised decision-making, level organisational constructions, dynamic webs of collaborative reactivity, and increased personal authorization. In instruction, teacher ‘s engagement in the alteration procedure is considered critical, particularly if the alteration is complex and affects assorted educational scenes over a long period of clip ( Hargreaves 1994 ) . Teacher ‘s engagement is to be meaningful and productive when instructors get more than new cognition of teaching method and course of study. Teachers are non merely proficient scholars ; they are societal scholars who play an of import function in society and for society ( Beare 2001 ; Middleton A ; Hill 1996 ) . Schooling in the station modern age trades with personal formation, belief building, developing a universe position, civilization transmittal, and geting the utile cognition and enabling accomplishments ( Beare 2001 ) . Teaching is considered a complex undertaking that involves garnering out a set of specific activities, patterns, and resources in footings of several educational intents ( Sanders A ; McCutcheon 1986 ) . Furthermore, Sanders an d McCutcheon argue that successful instructors should form these multiple factors so that they are effectual in cultivating the acquisition of a peculiar group of students. The cognition which is considered utile for instructors in transporting out this undertaking is practical information organized in the signifier of repertory, thoughts, and schemes that are effectual for them in a specific scene. In the last 2 decennaries, research on instruction has progressively focused on the knowledges that underlie instructors ‘ schoolroom patterns, instead than on their behaviours ( Van Driel, Verloop A ; De Vos 1998 ) . This alteration in focal point was reinforced by developments in cognitive psychological science. These developments were based on the cardinal premise that instructors ‘ knowledges and actions influence each other, and, similarly, those instructors ‘ knowledges and their schoolroom behaviours reciprocally affect each other. These knowledges are referred to instructors ‘ practical cognition that underlies instructors ‘ actions. The term practical cognition is drawn from Fenstermacher, who described it as the cognition of instructors ( Husu 1999 ) . Fenstermacher distinguished this type of cognition from formal cognition, which he described as cognition for instructors. Practical cognition is the cognition that instructors generate as a con sequence of their experiences as instructors and their contemplations on these experiences. This cognition is anchored in schoolroom state of affairss ; it includes all the practical quandary that instructors encounter in transporting out purposeful actions ( Munby, Russell A ; Martin 2001 ) . Teacher ‘s Practical Knowledge Personal cognition is related to the experiences and thoughts that a individual draws upon in order to learn and germinate as a instructor, it relates to adult male ‘s action and behaviour ( Back 2002 ) . Beliefs, values, attitudes, prejudices, and temperament are footings that relate to this personal cognition. Connelly, Clandinin and He ( 1997 ) refer this pre-articulated sense of instruction as personal practical cognition. For personal cognition to develop, instructors need clip and infinite to reflect on past practical experiences that inform their positions on learning. Nevertheless, instruction is a dynamic procedure that is constructed and continuously re-constructed, as instructors frame new experiences into their personal practical cognition on instruction. Practical cognition is at the centre of a instructor ‘s professional pattern ( Munby, Russsell A ; Martin 2001 ) . There are four features of practical cognition. First, practical cognition is clip edge. Second, practical cognition is state of affairs specific and does non interpret easy to other, even in similar fortunes. Third, practical cognition is personally compelling. While information acquired in a professional development seminar might be interesting, it will non do the instructor to change pattern unless the particular job addressed is one that instructor is presently confronting in the schoolroom. Finally, practical cognition is directed toward action. The information is acquired ‘in usage ‘ with the professional giving significance to the new information even as he/she is make up one’s minding the following action to take ( Schon 1987 ) . From a reappraisal of surveies on instructors ‘ practical cognition, the undermentioned features are identified: Practical cognition is personal ; each instructor ‘s practical cognition is to some extent unique, it is defined and adapted to the schoolroom state of affairs, it is based on ( contemplation on ) experience. Practical cognition originates in, and develops through, experiences in instruction, it guides instructors ‘ pattern, and it is connected with the topic that is taught ( Munby, Russsell A ; Martin 2001 ; Schon 1987 ; Connelly, Clandinin A ; He 1997 ; Driel, Verloop A ; De Vos 1998 ) Practical Knowledge as Theory Marland ( 1998 ) argues that practical cognition serves some of the maps of theory. He asserts that practical cognition provides a footing for instructors to depict and explicate what they do in schoolrooms and why. Practical cognition aid instructors to foretell how pupils might respond, to make up one’s mind what is the best response to their reaction, and to bring forth effectual and feasible instruction programs and modify them when necessary or possible. Marland adds that practical cognition serves three standard maps of theory: description, account, and anticipation. Practical theories as Drum sanders and McCutcheon ( 1986 ) point out are markedly different from scientific theories. They lack the conceptual preciseness and generalizability of scientific theories, they have non been formulated in footings of a formal linguistic communication, so, can non be subjected to the same strict logical trials as scientific theories. Practical theories are the conceptual constructions and visions that provide instructors with justification for actions and for learning activities they choose in order to be effectual. You read "From Practical Knowledge To Practical Theory Education Essay" in category "Essay examples" They are considered the rules that guide instructors ‘ grasps, determinations, and actions. Teachers Practical Theories Marland ( 1998 ) argues that practical theories of instructors are impressions about how to learn. These impressions have been crafted by instructors from their ain experiences of learning for the intent of set uping their peculiar work scenes. Practical theories are hence individualized and context-specific. They are inexplicit in beginning and derived from the experience of learning. Drum sanders and McCutcheon ( 1986 ) specify practical theories as â€Å" the conceptual constructions and visions that provide instructors with grounds for moving as they do, and for taking the instruction activities and course of study stuffs they choose in order to be effectual † ( p. 54 ) . Practical theories are considered of import and of value for instructors because they offer their holders guidelines as to what be most effectual in a peculiar educational context. They are prized by instructors who see them as dependable and best ways to continue. For this ground, practical theories could be sometimes immune to alter ( Marland 1998 ) . Fenstermacher ( cited in Husu 1999 ) asserts that justification can take topographic point when logical thinking may demo that action is sensible thing to make, an obvious thing to make, and the lone thing to make under the fortunes. Each one of these is considered a part to the justification of a regulation of pattern. The regulations are justified because they have proven their worth and have hence been approved. Teachers think, both explicitly and implicitly, that their regulations of pattern work. This is why instructors act consequently. They believe that there is a connexion between the regulations of pattern and their intended results ( Husu 1999 ) . Practical theories draw on and incorporate cognition from assorted spheres of practical cognition, such as, cognition of ego, cognition of pupils, cognition direction, cognition of course of study, and cognition of context ( Elbaz 1983, cited in Reading Module 2 ) . Practical theories are considered critical to the success of learning because educational jobs encountered by instructors are normally practical jobs ( Sanders A ; McCutcheon 1986 ) . These jobs can non be solved by merely detecting or contriving new cognition or solution. Drum sanders and McCutcheon ( 1986 ) assert that in order to be effectual in work outing educational jobs, solutions must be put in action to suit in the peculiar fortunes of a specific educational scene. It is of import to detect here that practical theories are non ever consciously held, despite that instructors may frequently explain them. Sometimes, instructors may still move if they are non witting of the grounds for their actions. In this state of affairs, instructors ‘ actions themselves may be the lone manifestation of what Argyris called their ‘theories-in-use ‘ , which are realized by instructors through contemplation on their pattern ( Sanders A ; McCutcheon 1986 ) . Teachers in schoo lrooms use more than one theory, some theories could be known to them and some could be non. Whether or non instructors are witting of their theories of action, all what they enact during their Sessionss is rational in the sense that it is intended to carry through some intent and to bring forth a coveted effect ( Marland A ; Osborne 1990 ) . Every instruction pattern used by instructors is employed rationally because instructors are engaged in knowing and purposive action to make conditions suited and facilitate acquisition ( Sanders A ; McCutcheon 1986 ) . Teachers hold thoughts about what is of import to accomplish and what specific patterns they may utilize to learn in a peculiar state of affairs. All these thoughts as Sanders A ; McCutcheon assert might be incorporated into a individual practical theory of learning in the instructor ‘s head, but more frequently, theories are used together in sets. These theories are developed by instructors over their whole calling by reflecting on what they know of the purposes of instruction, through duologue with, and observation of, other instructors, and by informally detecting their pupils as they talk, write, act, respond, speak, and engage in other activities throughout the twenty-four hours. Schon ( 1987 ) argues that the capacity to develop these meta-structures of cognition can be developed through brooding pattern. Brooding pattern requires that professionals engage in a duologue with themselves and their environments in which they review the jobs that are portion of their day-to-day pattern. The professional, confronted with a surprise job, uses intuition and stored cognition to try solutions, with each effort going progressively closer to an appropriate solution. Throughout this procedure, the professional is forced to oppugn premises about the cognition base, doing a restructuring of schemes of action and apprehensions of the phenomena that occurred. Once the solution is reached, each episode of â€Å" reflecting in action † , causes the professional to change pattern behaviour by adding new information to the shop of professional cognition. This increases the organic structure of adept cognition and makes it less differentiated, leting the professional to r eassign cognition across practical state of affairss. Much of the acquisition that is acquired by instructors in the action context is mostly self-validating and self-confirming. Learning basically occurs in fortunes of hot action where determinations must be made rapidly and instinctively, chances to reflect and do significance of the experience are limited. The significance taken from these experiences tend to be self-validating and self-confirming. Components of Practical Theories Literature on instructors ‘ practical theories depicts most of the constituents of these theories. However, practical theory does non merely consist of constituents but of links among, or inter-relationships among, the constituents. These links or relationships among constituents give the theory its construction or form and find how good it fulfils its map. Footings that are normally appear in the literature in histories of instructors ‘ practical theories are as follows: instructors ‘ values, beliefs, rules, regulations, ends, tactics and schemes, normal desirable provinces and pupil provinces, cues, properties, contextual variables, images, metaphors, and pedagogical content cognition ( Marland 1998, 2007 ; Connelly A ; Clandinin 1988 ; Marland A ; Osborne 1990 ; Connelly, Clandinin A ; He 1997 ) . Marland ( 1998 ) argues that instructors are keenly cognizant of how one constituent influences others. Teachers offer accounts for why they adopt different schemes with different categories at the same twelvemonth degree, why they spend more clip with some groups than with others, how their beliefs about pupil larning affect their pick of rules of instructor behaviour and instruction schemes, and how they use the pupil cues to place that provinces of head of pupils. Marland adds that the constituents of practical theories are non isolated, independent, and free-floating units ; they are linked together in a quite important manner. The constituents within a practical theory must complement and back up each other because a practical theory is a program for action. It is directed at accomplishing some ends. In other words, all constituents in a specific lesson program need to work good together in order for the ends of the lesson to be achieved. It is the links between constituents tha t give coherency and integrity of intent to a practical theory ( Marland 2007 ) . The linkages among constituents of a theory are like linkages among words in a sentence. To ease their communicating with each other, the words have to be presented in a peculiar sequence. This careful sequencing of words would give the set of words a significance. In a similar manner, learning becomes meaningful when instructors can do mention to the interactions among the assorted constituents of their theories ( Reading Module 3 ) . Teachers ‘ Rules Rules are the clear statements used by instructors in schoolrooms to bespeak to pupils what represents appropriate behavior or action ( Marland 2007 ) . Elbaz uses the term, ‘rule of pattern ‘ and defines it as â€Å" a brief, clearly formulated statement of what to make or how to make in a peculiar state of affairs often encountered in pattern † ( Elbaz, cited in Connelly A ; Clandinin 1988, p. 63 ) . Classroom regulations are normally used by instructors to set up forms of behaviour that facilitate a societal order and productive working scenes, guarantee effectual usage of clip, and facilitate bend taking in treatment and purposeful motion by pupils ( Marland 2007 ) . Rules may hold two signifiers, they could be brief statements or drawn-out description of pattern from which a figure of related regulations may be inferred ( Connelly A ; Clandinin 1988 ) . For illustration, when the instructor provinces at the beginning of twelvemonth to the pupils that he/she will listen really carefully to them, promote them to rephrase, and let them to show their feelings, sentiments, and concerns without judging them. This statement expresses a figure of regulations, such as, listen carefully, encourage pupils to rephrase, let express of feelings, do non judge. All these regulations taken together will organize an attack of communicating in the schoolroom that can be expressed in the statement of a rule. They are called as regulations because they make mention to what and how of the state of affairs with the intent being taken for granted ( Connelly A ; Clandinin 1988 ) . Rules may be suggested by the instructor or formulated jointly by the instructor and pup ils. Seeking pupils input in the preparation of regulations will make a democratic ambiance in the schoolroom and will promote pupils engagement, which increases pupils understanding and committedness. Husu ( 1999 ) argues that regulations are normally justified by instructors because they have proven their worth and have hence been approved. Teachers think implicitly and explicitly that the regulations of pattern used in classrooms work efficaciously. And because they work, instructors act consequently. This type of concluding would warrant a connexion between the regulations of pattern and their intended results in schoolrooms. They are justified because they have met the criterions of the smooth practical action held by the instructor. Rules of pattern are socially constructed ; they emerge from old ages of experience in school scenes. It is a manner instructors found to be effectual in work outing debatable state of affairss. They set a strong organisational power to frequently helter-skelter patterns in the schoolroom. Teachers ‘ Metaphors Marland ( 2007 ) argues that instructors sometimes refer to learning as mothering, coaching, or horticulture, each one of these descriptions draws attending to some similarities between learning and other activities. This pulling attending to similarities between two things is what a metaphor does. Analysis of these metaphors about learning reveals much about the ways instructors think about learning and how they conceptualize of import facets of their work and how they believe schoolrooms map best. Teacher ‘s behaviour in schoolrooms is normally consistent with the metaphors used in their negotiations about learning. For this ground, metaphors used by instructors are considered as supplying valuable penetrations into their practical theories. Metaphor is a constituent of personal practical cognition. It can be identified when listening to the instructor ‘s address ( Connelly A ; Clandinin 1988 ) . It gives inventive look to this cognition that makes it possible for a individual to research concealed rational avenues contained in a metaphor ‘s frame ( Connelly, Clandinin A ; He 1997 ) . A individual metaphor can be used to depict how instructors view their work in the schoolroom. It can be used to convey cardinal facets of the instructor ‘s position of instruction and acquisition ( Korthagen A ; Lagerwerf 2001 ) , covering such constituents as ends, tactics, schemes, values, and pupil provinces. Deductions of Teachers ‘ Practical Theories Marland ( 1998 ) argues that a successful alteration in the instruction perspectives requires developing a committedness to follow new values and beliefs. This hard and time-consuming activity is considered critical because values and beliefs are cardinal to instructors ‘ impressions about learning. Valuess and beliefs are considered the cardinal constituents of the moral models that instructors hold, which besides influence their decision-making about learning. This moral model motivates and gives purpose and way to believing about learning. Teacher pedagogues that intend to do the displacement need to value practical cognition about learning that pupil instructors develop within their classs. They besides need to value the procedures such as those built-in in critical thought and contemplation that contribute to the acquisition and alteration of practical cognition and theories. Accepting these values would do instructors pedagogues review their beliefs about pupil instructor s, how they learn to learn, the function of the instructor pedagogue, and the nature of cognition. Alliance with the position that instruction is shaped by the practical theories of instructors requires that teacher instruction aid pupil instructors to develop practical theories that are personally meaningful and relevant to the contexts in which they pattern. This end emphasizes the importance of valuing personal liberty, critical thought, and diverseness of learning manners. This end besides requires careful attending to the schemes used in teacher instruction to guarantee that they are effectual in advancing personal and context-specific practical theories to the pre-service instructors. The schemes selected should be influenced by the nature of the topic for which the instructor pedagogue has duty. Besides make up one’s minding the appropriate schemes, pedagogues should seek to bring on through their classs the provinces of pupils in order to ease end attainment. Students need to be inquiry-oriented and self-evaluative, to take enterprises and to be originative, and to demo readiness to be brooding and unfastened to other possibilities in order to construct their ain practical theories. Furthermore, pedagogues here play an of import function in easing pupils ‘ provinces by honoring enterprise, commending soul-searching, back uping flexibleness and bring forthing options, constructing self-pride of pupils, and promote hazard taking. It is imperative for instructor pedagogues to reflect on the rules which they build into their actions to guarantee that they reflect the values, beliefs, schemes, and pupil provinces that facilitate pupil teacher theory-building. Teacher pedagogues need to guarantee that they know plenty about the pupil instructors they are working with in order to be able to polish other characteristics of their practical theories, such as schemes, rules, pupil provinces and ends, and to personalise these in the involvements of maximising benefits for pupil instructors ( Marland 1998 ) . Decision This paper presented an overview of instructors ‘ practical theories. Practical theories are considered critical to the success of learning because educational jobs encountered by instructors are normally practical jobs ( Sanders A ; McCutcheon 1986 ) . Practical theories are impressions about how to learn, these impressions have been crafted by instructors from their ain experiences of learning for set uping their peculiar work scenes. Practical theory does non merely consist of constituents but of links among, or inter-relationships among, the constituents. These links or relationships among constituents give the theory its construction or form and find how good it fulfils its map. They serve as the background to much of the instructors ‘ decision-making and action, and therefore represent what has been termed the civilization of instruction. Mentions Back, S 2002, ‘The Aristotelean challenge to teacher instruction ‘ , History of Intellectual Culture, vol. 2, no. 1, pp. 1-5. Beare, H 2001, Making the future school, Routledge Falmer, London. Connelly, FM A ; Clandinin, DJ A ; He, Ming Fang 1997, ‘Teachers ‘ personal practical cognition on the professional cognition landscape ‘ , Teaching and Teacher Education, vol. 13, no. 7, pp. 665-74. Connelly, FM A ; Clandinin, DJ 1988, Teachers as course of study contrivers, Teachers College Press, New York. Hargreaves, A 1994, Changing instructors, altering times: instructors ‘ work and civilization in the postmodern age, Cassell, London. Husu, J 1999, ‘How instructors know and know about others? ‘ paper presented at the 9th Biennial Conference on International Study Association on Teachers A ; Teaching ( ISATT ) , Dublin, Ireland, July, 25 pages. Korthagen, FA A ; Lagerwerf, B 2001, ‘Teachers ‘ professional acquisition: how does it work? ‘ , in FA Korthagen ( ed. ) , Associating pattern and theory. The teaching method of realistic instructor instruction, Lawrence Erlbaum Associates, London, pp. 175-206. Marland, P 2007, Learning to learn. A primer for pre-service instructors, Pearson, Gallic Forest, NSW. Marland, PW A ; Osborne, AB 1990, ‘Classroom theory, believing and action ‘ , Teaching and Teacher Education, vol. 6, no. 3, pp. 93-109. Marland, PW 1998, ‘Teachers ‘ practical theories: deductions for pre-service instructor instruction ‘ , Asia-Pacific Journal of Teacher Education A ; Development, vol. 1, no. 2, pp. 15-23. Middleton, M A ; Hill, J 1996, Changing schools: ambitious premises and researching possibilities, Hawker-Brownlow, Melbourne. Munby, H, Russell, T A ; Martin, AK 2001, ‘Teachers ‘ cognition and how it develops ‘ , in V Richardson ( ed. ) , Handbook of research on instruction, 4th edn, American educational Research Association, Washington, pp. 877-904. Nankervis, AR, Compton, RL A ; Baird, M 2005, Human resource direction: schemes and procedures, 5th edn, Thomas Nelson, Melbourne. Drum sanders, CP A ; McCutcheon, G 1986, ‘The development of practical theories of learning ‘ , Journal of Curriculum and Supervision, vol. 2, no. 1, pp. 50-67. Schon, D 1987, Educating the brooding practician, Jossey-Bass, San Francisco. Seel, R 2002, ‘The nature of organisational alteration ‘ , viewed 15 November 2006,. Stoll, L, Fink, D A ; Earl, L 2003, It ‘s about acquisition ( and it ‘s about clip ) . What ‘s in it for schools? , Routledge Falmer, London. Van Driel, JH, Verloop, N A ; De Vos, W 1998, ‘Developing scientific discipline instructors ‘ pedagogical content cognition ‘ , Journal of Research in Science Teaching, vol. 35, no. 6, pp. 673-95. How to cite From Practical Knowledge To Practical Theory Education Essay, Essay examples

I Will Never Regret That I Loved You free essay sample

Will Never Regret That Loved You Smiling whens thinking on you Keep quiet in a sudden while heard your name Crying while thinking on you alone; but keeps smiling while sees u Lifes too touching and perfect would more rather like to be sad for you; or even, depressed Im writing the sadness in the diary that doesnt belongs with me Ill crying while heard that the lyrics is so nearly with my feelings Ill crying while watching parts of touching drama Dreaming on your cruel face, then cry and awake from dreams Keeps smiling silly while thought about our funny arguingThered too many, many Thanks God that I have found you, its a happiness to see you Although I keep saying to give up, but its still unbearable I have spent my youth and left the Loves aside; but still waiting even If I know that It wont ends well Everyday that I love you Is a terrible nightmare Every minute, or even every moment is filled with sweet and pain Pain made cries while sweet memories Is a illusion to console myself B ut I still wont let It go have already defeat already defeat while the moments I felt in love with you said: [ You see, I lose till my hearts emptyReally felt that youre the unfortunate for me; but I m still willing to be hurt by you- Although I knew that I will hurt badly I always pray that Ive never fell In love with you before, or even, Vive never known you But if the Gods giving me a chance to go back to past, Im still choosing to love you-definitely I wonder if you are the One in my life wonder if Vive found the Mr. We will write a custom essay sample on I Will Never Regret That I Loved You or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page . Right with the wrong timing Or met with the wrong person In the right timing My friends feel unfair for me They advise me to give up They said that Im not suppose to be sad for you They say [ What does he so good? Clare it for you declare that you are good enough said [ Its just because Im not good enough, I cant help ] I know whats theyll never know know, youre hardworking enough know, youre very tough Or even, I know that you have too much pressure know that Its a better way if I give up But I Just dont want to give up [ Just because you are just the way you are, the only one of you However sad or hard 1 OFF Is better than if you pain That makes my heart s pain Love, makes me tiny When really fall in love, the limits will be thrown But lifes fulfill with too much regretsThere are too much, too much of people Still cant be together in the end Vive told myself [ Love is ones personal matter But why Im crying for my sadness once and more? Youve told me If were still not success for t his time Youll give up, that means we are really inconsiderable If we really reach the only way to give up And its no way anymore I will leave here [ If theres a chance that can brings me back, Ill still choose to fall in love with you. Though its painful, Im still grateful that I found you. Its my best luck to found you. I will remember that I had deeply love someone before ]I know I have to give up The future is still broad; but you cant give me the happiness I want But Im still unbearable Because I dont know Whether can I find someone that enables me to love him deeply like now in the future Can I love him Just like how I love you now, that deeply and unregenerate All I know that you are a wound in my heart, thatll never recover I cant forget it, Just because that Vive deeply love, hurt and pain I will keep you in my deep hearts core.

street childrenunfinished Essays - Street Children, Childhood

A street child is a young person, under the age of fifteen, who lives and sleeps in the streets, whose family ties are broken and who can't or won't return home. Street children live in the streets without their families. Each child has to learn how to survive alone, since no adult takes responsibility of them. Often they are very young and completely ignored by their families. These children don't like to be called as "street children". They live, or rather struggle to survive, they are usually in the downtown area, near stations and shopping malls, places, which are lit up at night or in garbage dumps, in railway stations or under bridges in most major cities of developing countries around the world. To avoid being caught, street children are the last to go to sleep and the first to get up: that's why they're often worn out, and can be found sleeping during the day. They group together at night. Amongst children in the street, there are; children who work, children from slums, runaways and delinquents. Other children may spend most of their time in the street, but maintain certain link to their families. The distinction between these two categories is not always clear, but it is important. Two separate social groups definitely exist. Some countries even deny the existence of the phenomenon, in order to minimize the problem or simply because the society is sincerely ignorant of this, hidden issue. Frightened of institutions where they are poorly treated, children don't want to be known or recognized. However, this is an inevitable phenomenon that there are lots of children working and living in the streets and it has been a major concern for most of the countries in the world. It is an universal phenomena. In order

This is Why Your Resume Was Rejected [Infographic]

This is Why Your Resume Was Rejected [Infographic] There are many reasons as to why your resume was rejected. The folks over at behiring.com have compiled an infrographic detailing the top reasons why your resume was rejected. Check the reasons out below:

British Defence Policy Essay Example | Topics and Well Written Essays - 1500 words

British Defence Policy - Essay Example The passengers on the fourth plane rose up and fought their oppressors, but the price was fatal. By the time that military responses could be coordinated, the World Trade Center and the Pentagon had already been hit. Paradigm shifts like this were part of the rationale behind the writing of the Defence White Paper entitled "Delivering Security in a Changing World" in 2003. The British government recognized a number of factors that necessitated changes in the ways that government agencies handled domestic security. According to the introduction to the white paper, it was "evident that the successful management of international security problems [would] require ever more integrated planning of military, diplomatic and economic instruments at both national and international levels" (Ministry of Defence 2003, p. 1). In other words, not only would countries have to be able to cooperate in ways that had not yet been possible in meeting the challenges of a common enemy, agencies within the same government would also have to work in concert swiftly to meet the challenges of terrorism, and there are many countries in which this interagency cooperation would prove more of a challenge than finding common g round with other countries. The improvement in military technologies was also a factor, which led those writing the paper to "look at how.new technologies [can] deliver military effects in different ways[including] flexible forces able to configure to generate the right capability in a less predictable and more complex operational environment" (Ministry of Defence 2003, p. 1). The goal of the white paper was to "move away from simplistic platform-centric planning to a fully 'networked enabled capability' able to exploit effects-based planning and operations, using forces which are truly adaptable, capable of even greater levels of precision, and rapidly deployable" (Ministry of Defence 2003, p. 1). Clearly, some paradigm shifts were underway in the restructuring of British security. Although the British government conducted another SDR in 2002, after the 9/11 attacks in the United States, there were other international events and factors that led to the writing of this white paper. The first one mentioned was the large number of small crises that were occurring all over the globe, including Kosovo, Macedonia, Sierra Leone, East Timor, Afghanistan, Congo, and Iraq - all at once. Constructing a military to face two or three theaters, at most, would be outdated in the current security environment. Also, while theaters in past conflicts, such as the Falkland Islands, or even such conflicts that, at the time, seemed protracted (like the Second World War), ended up taking less time to resolve that some of these foreign crises have in the past decade. Also, the structure of NATO has changed, transitioning from a group of large, static forces to smaller response teams that can go outside the NATO territory. Similarly, the creation of the European Security and Defence P olicy (ESDP) has fragmented the size of response teams even further. Also, a strategic partnership with Russia could present a variety of demands, given the instability that, at times, has plagued Russia's infrastructure, particularly their oil pipelines. The spreading of weapons of mass destruction around the world, and particularly the ease with which individuals and small

Strategic Human Resource Search Essay Example | Topics and Well Written Essays - 750 words

Strategic Human Resource Search - Essay Example Most advisors have felt that the hotel should revise the contracts of some of these hotels in order to keep up the reputation of the larger chain. One of the greatest issues and challenges that faced the hotel chain was the sad reports that most of its chains were affected by bed-bugs (Brody 2011). Well, considering the nature of such reports and the impact it had on the organization, it can indeed be realized that the reputation of Marriot was indeed damaged by the reports which unfortunately were given much airplay and address by news agencies across the world. The reports which were mainly reported in 2010 and 2011 came through complaints on the internet where people reported being bitten by bedbugs after boarding in particular chains of the hotel. The issue became publicized to the extent that news agencies like CNN were able to address it in their casts. Sure enough, in the subject of food and hospitality, tidiness and proper care are simply indispensable (Enz 2010). In such a competitive environment where competitors can greatly gain from any tiny mistakes, the reputation of the organization holds everything. Marriot ind eed lost a lot of potential customers and other strategic partners who felt the hotel was not doing enough to address the very fundamental issues. Nevertheless, despite these challenges, the executives at Marriot have indeed tried to address the issues with a lot of concern by instituting several campaigns to build the seemingly shattered reputation of the organization. The challenge has been great but the Hotel has been forced to invest millions of dollars in the bid to improve its image. Much challenge was thrown to the human resources department in tackling the human resources aspect since most of the fault could be linked with lazy employees. On the same account, much research was conducted on the issue to find out

Occupy Wall Street Movement Essay Example | Topics and Well Written Essays - 1250 words - 2

Occupy Wall Street Movement - Essay Example The movements of OWS generally came into existence concerning the moral performance of the individuals and the unequal income distribution within the current socio-economic stature of the US. The moral implications which have been involved in the movement, in relation to OWS relates with the Primacy of Self-Interest and the Democracy progression. The Primacy of Self-Interest states the individual responsibility towards any kind of conduct. It is worth mentioning in this regard that the prevailing moral scenario within the US society indicates that the power of controlling depends largely on the wealthy group of population. In such circumstances, the distinct authorities regarding economic decision making is bestowed upon selected individuals belonging to that particular section; thus, segregating the society in terms of income (University of New Mexico, 2012). One of the notions initialized by the OWS protestors conveys the message that the nation and the economy should be controlled by the actual successor who deserves the right to control, based on their potentialities rather than their wealth. This symbolizes the leaders for the economy should be selected through fair and just elections. Furthermore, with regards to the democratic philosophy of politics, it has been connoted by the protestors that the economy should be democratic in power so that individuals can assist each other to a larger extent. Hence, government should offer active participation in protecting people from social threats.

Diseases Affecting Different Parts of the Body

Diseases Affecting Different Parts of the Body Pnuemonia Pneumonia is an inflammation of the one or both lungs in the lower respiratory tract that involves lung parenchyma including alveoli and supportive structure. It is also called pneumonitis. Causes: it can be caused by a wide variety of etiologic agents including bacteria virus, aspiration, fungi, mycobacterium mode of transmission, clinical manifestation vary depending on the etiologic agents. Pneumonia are classified according to causative organism. They are: Bacterial pneumonia: The most common cause of pneumonia in adults is a bacterium called Streptococcus pneumonia. This form of pneumonia is sometimes called pneumococcal pneumonia. other types of bacteria can cause pneumonia, including: homophiles influenza, staphylococcal aureus, Mycoplasma pneumonia, Chlamydophila pneumonia. Viral pneumonia: Viruses can also cause pneumonia, influenza A most common with the patient of AIDS. Viruses are a common cause of pneumonia in young children. Aspiration pneumonia: The object or substance inhaled causes irritation in the lungs or damages them. This is called aspiration pneumonia. Rarely, pneumonia can be caused by breathing in: vomit, a foreign object, such as a peanut, a harmful substance, such as smoke or a chemical. Fungal pneumonia: It more often affects people whose immune systems are weakened. Fungal pneumonia includes histoplasmosis, coccidioidomycosis and blastomycosis. Sign and symptoms: Sudden onset of high fever. Shaking chills and sweating. Coughing, sneezing, nasal congestion. Shortness of breath Rapid Shallow breathing Hypotension Muscle pain Confusion Headache Weakness, malaise cyanosis Nausea and vomiting Diarrhoea Sharp stabbing chest pains during coughing or deep breath. Cough producing unpleasant sputum, which may be green, rusty or blood stained. Diagnosis: History of the patient. Physical examination (auscultation) Chest x-ray Sputum test for culture Bronchoscope Blood culture Liver function test C T scan Treatment: Bacterial pneumonia treated by antibiotic (Penicillin, Ampicillin). Anti -Inflammatory drugs (ibuprofen, aspirin, and paracetamol). Anti-viral drugs, steroids. Chest physiotherapy Bed rest until infection shows sign of clearing. Given oxygen to improve ventilation. High level of fluid intake. Deep breathing and coughing Prevention measure: Avoiding smoking, alcohol and cold, vaccination (vaccine against influenza), good hygiene. Asthma: Asthma is a respiratory condition marked by wheezing. Asthma affects the airways of the lungs. The airways become narrow and sometime produce more mucus than usual. http://www.hse.gov.uk/asthma/ Causes: Exact cause is unknown Asthma is caused by inflammation in the airway. The inflammation irritates the muscles around the airways, and causes them to squeeze (constrict). This causes narrowing of the airways. It is then more difficult for air to get in and out of the lungs. This leads to wheezing and breathlessness. The inflammation also causes the lining of the airways to make extra mucus which causes cough and further obstruction to airflow. Sign and symptoms: feeling breathless (you may gasp for breath) a tight chest, like a band tightening around  it   wheezing, which  makes  a whistling sound when you breathe coughing particularly at night and early morning attacks triggered by exercise, exposure to allergens and other triggers Sweating, restless Diagnosis: History taking, physical examination, sign and symptoms, spirometry test, peak spirometry flow rate test, airway responsiveness tests, test of airway inflammation, test of allergy Treatment: asthma cannot be cure but some treatments are for rapid relief of symptoms. Such as inhaled steroids, inhaler (puffer), Bronchodilator ( salbutamol , nebulizer), give sodium cromoglycate to prevent attacks, Prevention: The common cold- avoid expose to cold environment, the effects of a cold can last for a long time unless you are given increased treatment. Asthma attacks are often set off by allergies. Common things which people with asthma are allergic to are grass pollen, house dust and animal fur (including your own pets). Exercise- running, particularly in cold weather, can cause an asthma attack. However, exercise-induced asthma can be controlled. People with asthma should not avoid sport and exercise they contribute to overall good health. Irritants -like tobacco smoke, fumes and a dusty atmosphere will often lead to asthma attacks. Emotion anger, anxiety or happiness can bring on an attack of wheezing in some people with asthma. But it is not true that nerves are the underlying cause of asthma. Pollution- especially from traffic, is increasingly recognized as making asthma worse. Diseases of the Digestive System: Peptic ulcer: A peptic ulcer is an area of damage to the lining of either the stomach or the wall of the small bowel. Peptic ulcer named accordingly to their location.eg esophageal ulcer, duodenal ulcer, gastric ulcer. Most common in duodenal ulcer. Causes: Infection from helicobacter pylori. Take non-steroidal anti- inflammatory drugs a long period. E.g. ibuprofen, aspirin. Constant tension and stress is another contributing factor. Excessive secretion of HCL acid in the stomach can also lead to peptic ulcer. Such as caffeine, smoking, alcohol increase HCL secretion. Sign and symptoms: Symptoms may last a few days, weeks, or months. Sometimes symptoms can disappear but reappear months, afterwards, often with no identifiable cause. Sometimes, the patient may even be symptom-less. Other symptoms include: heartburn, a bitter taste in your mouth, feeling sick or vomiting , regurgitating food, gnawing pain in mid epigastrum or back, Weight lost, bleeding, perforation Diagnosis: History taking Physical examination H. pylori test Endoscopy MRI, CT scan, Urea breath test Barium contrast x- ray Blood test Treatment and prevention: Self-help: like, avoid spicy food, alcohol, caffeine, excessive meat, milk and cream consumption. This will reduce pain. Reduce stress, stop smoking, eating regular meals and not missing meals will also neutralize acidity. Avoid steroid drugs and painkiller. Medicine: proton pump inhibitor, such as omeprazol and lansoprazol. H2 blockers, example, ranitidine and cemetidine. Treating H. pylori infection. This is usually a combination of a proton pump inhibitor and two antibiotics. http://hcd2.bupa.co.uk/fact_sheets/html/peptic_ulcer.html Gallstone: Gallstones usually form in the gall bladder from the solid constituents of bile. They can be made of pigment or cholesterol. They vary greatly in size, shape and composition. Gallstones are uncommon in children, but become increasingly prevalent after 40 years age. Causes: Sex: women are twice as likely as men develop gallstone due to excess produce estrogen in pregnancy, hormone replacement therapy to increase cholesterol level and reduce gallbladder movement Family history Weight: overweight increased cholesterol reduces gallbladder emptying. Especially in woman. Diet: diet in a fat and cholesterol and low fiber increase the risk of gallstone. Age: People older than age 60 are more likely to develop gallstones than younger people. As people age, the body tends to secrete more cholesterol into bile. Diabetes: People with diabetes generally have high levels of fatty acids called triglycerides. These fatty acids may increase the risk of gallstones. Cholesterol-lowering drugs: Drugs that lower cholesterol levels in the blood actually increase the amount of cholesterol secreted into bile. In turn, the risk of gallstones increases. Sign and symptoms: steady pain in the right upper abdomen that increases rapidly and lasts from 30 minutes to several hours pain in the back between the shoulder blades pain under the right shoulder nausea and vomiting fever Abdominal bloating, intolerance of fatty foods, belching, gas and indigestion. Diagnosis: Computerized tomography Cholescintigraphy Endoscopic retrograde cholangiopancreatography (ERCP) Magnetic resonance cholangiopancreatography (MRCP) Blood tests Ultrasound Treatment: Surgical: Cholicystectomy Medical: lithotripsy Prevention: Anyone can have gallstones, but middle aged, overweight women are particularly likely to develop the problem. Diseases of endocrine system Goiter: Goiter is an enlargement of the thyroid gland. There are many forms: Simple goiter: is most commonly due to the lack of iodine. The gland is overactive and is enlarged and often visible. Hyperthyroidism: is a disease in which the thyroxin level is too high. Hypothyroidism: is caused due to the lack of thyroxin in blood. Causes: not getting enough iodine in the diet, over production ,unproduction of hormones , family history, age, sex. Sign and symptoms: Neck mass, weakness, breathing difficulties, weight loss, tachycardia, swallowing difficulties, hoarseness, cough, dizziness, palpitation, hyperactivity Diagnosis: Sign and symptoms, history taking, physical examination, ultrasound of thyroid, x- ray, thyroid scan, thyroid stimulating hormone (THS) test, free thyroxin (T4), biopsy Treatment and Prevention: Simple goiter can be treated with thyroid hormone in the form of pill, antithyroid drugs (propylthiouracil, methimazole), suppressive therapy (levothyroxine), thyredectomy , getting enough iodine in the diet. Cushings syndrome: Cushings syndrome is a condition in which the adrenals secrete excess of cortisone. Cushings syndrome is relatively and most commonly affects adult aged 20 to 40. People who are obese, type two diabetes, high blood pressure have an increased risk of developing the disorder. Causes: Body is exposed to an excess of glucocorticoid hormones over a long period of time. The most common cause of this excess is the taking of oral steroid treatment for medical conditions such as rheumatoid arthritis and other inflammatory conditions. Sign and symptoms: Weight gain around the chest and abdomen Red and rounded face (moon face) Look like buffalo hump Thin and weak muscles in the leg and arms Fluid retention in the leg Excessive facial and body hair Euphoria, infertility High blood pressure Purple or pink stretch marks appear on the abdomen, thighs, buttocks, arms and breasts Skin becomes fragile and thin, bruises easily Diagnosis: History taking, physical examination, Blood test, urine test, x-ray, CT scan, MRI Treatment: Cortisol -inhibiting drugs Surgery Radiation Chemotherapy References: BBC (2009), Pneumonia. Available from: http://www.bbc.co.uk/health/physical_health/conditions/pneumonia1.shtml (accessed by 09/11/2010). Endocrine and Metabolic Disease Home (2010), Cushings syndrome, National Endocrine and Metabolic Disease Information Service. Available from: http://endocrine.niddk.nih.gov/pubs/cushings/cushings.htm (Accessed by 11/11/2010). BBC (2008), Cushings syndrome. Available from: http://www.bbc.co.uk/health/physical_health/conditions/cushing1.shtml#what_are_the_symptoms (accessed by 11/11/2010). Wikipedia (2010), Cushings syndrome. Available from: http://en.wikipedia.org/wiki/Cushings_syndrome (Accessed by 11/11/2010). NHS Choices (2010), Pneumonia. Available from: http://www.nhs.uk/conditions/pneumonia/Pages/Introduction.aspx (Accessed by 10/11/2010). Wikipedia (2010), Pneumonia. Available from: http://en.wikipedia.org/wiki/Pneumonia (Accessed by 10/11/2010). BBC (2009), Understanding Asthma. Available from: http://www.bbc.co.uk/health/physical_health/conditions/in_depth/asthma/aboutasthma_index.shtml#environmental_factors (accessed by 10/11/2010). NHS Choices (2010), Asthma. Available from: http://www.nhs.uk/Conditions/Asthma/Pages/Introduction.aspx ( Accessed by 10/11/2010). http://endocrine.niddk.nih.gov/pubs/cushings/cushings.htm http://www.bbc.co.uk/health/physical_health/conditions/cushing1.shtml#what_are_the_symptoms http://en.wikipedia.org/wiki/Cushings_syndrome

Educational Reform in a Pluralistic Society :: Teaching Education

Educational Reform in a Pluralistic Society My personal philosophy of education is that every child has the right to an education. This education should be such that every student has the equal opportunity to succeed and learn at the highest level they are capable. I believe that the purpose of education is to educate people who are well-rounded individuals. By well-rounded, I am referring to graduates who will be able to apply their education to numerous aspects of life. This includes people who are going to college and people who will be entering the work force directly from high school. Every person should have a wide base of knowledge to draw from and add to throughout their life. This type of education allows those who wish to pursue a higher education to draw upon their education in a more intellectual way, and those that choose to work can draw upon their education in a more â€Å"practical† way. Those people who do not pursue education further will still have a knowledge base that allows them to view many aspects of life with an open mind. A second reason I believe that education should be geared toward creating well-rounded individuals is that I think this will greatly improve the state of our nation. A majority of our most productive, happy citizens are those ho have had a wide variety of experiences and have a broad knowledge base. Being able to accept many differences that occur throughout the human race occurs more readily among those with a broad educational background. When deciding what level of government should be responsible for education, I believe that the primary responsibility should rest on the federal government. The role of the federal government should be to regulate the standards of education. This should include monitoring every school in the United States of America to make sure that all students are receiving comparable education. As a result, curriculum standards should be set at a national level. The federal government should keep a establish a national council to decide the standards for each subject area. Representatives from each state would be appointed to monitor their own state’s progress. At the state level, state appointed committees would oversee the progress of the national curriculum. State committees should decide which textbooks will be adopted. By letting states adopt their own textbooks, this keeps some local control. On a local level, each school district would be responsible for deciding how the federal curriculum standards should be implemented. I believe that every school should strive for both excellence and equality in public education.

The Worker Next Door

In the essay â€Å"The Worker Next Door† written by Dr. Chris Chiswick, the author addresses the illegal immigrant problem in America, and gives several questionable reasons how if the flow of illegal immigrants were deterred, jobs would still be filled, and life would go on as usual, or even better. Dr. Chiswick wrote a not too convincing essay, having many places where he could have improved or even left out certain parts of his essay that would have made this writing better, and more realistic to his audience. I spotted a couple areas where the author went on a tangent of barely related areas to illegal immigration. Along with that, it doesn’t really seem like he tried to appeal to ethos too much, but gives some attention to logos and pathos early on in the essay and at the end. The first paragraph of this essay is a rhetorical question that asks how different life would be if illegal immigrants were not in the country doing low-class, low-skilled, and low-wage jobs that most Americans would not do. This question is a good way to start the essay, making the reader think a little, and get more interested in the topic while also revealing the authors purpose; to persuade the reader into thinking that illegal immigration is not necessary for the American economy. This purpose is hinted throughout the course of the essay, but is most obvious in his thesis in paragraph eight. As the essay progresses, it becomes clearer that Chiswick’s audience is the American public who live in states with high illegal immigration, specifically from Mexico, as his title so subtly states. Not so subtle in his essay however, is his claim in the third to last paragraph, where he states that â€Å"Less frequent lawn mowing and washing of hotel sheets and towels would reduce air, noise, and water pollution in the bargain. †. Chiswick can have all the Ph. D. s in the world, but its not going to make illegal immigration from Mexico a realistic strain on pollution in America. While the author may not do too well on appealing to ethos, he does make an attempt to make up for it on logos, when he gives data from the U. S. ensus, saying that 64% of lowskill jobs were done by native born Americans while only 36% were foreign born. The problem that I had with this is that no where in this statistic does it mention illegal aliens, which this essay is supposedly about. If illegal immigration is such a big concern for this man, then why does he have to resort to a barely related statistic to get support from? This leaves us to the last appeal available, pathos. Chiswick used pathos most evidently and strongly in the last paragraph, with a hint of ethos, to give a final attempt in convincing his readers. His entire essay up to this point is about how America would be far better off economically without illegal immigration from Mexico, but then he quickly turns from criticizing and blaming aliens to praising the genius of the American public and economy. If his strong attempt at the use of ethics by showing he knows a little American history does not impress a simple high school student, I can’t imagine what his informed, educated, and mature audience would think. Have you noticed how in this very essay, there doesn’t seem to be a nice flow between topics, and that things may at times, seem fairly irrelevant to the subject at hand? This is how i felt while reading â€Å"The Worker Next Door†. Chiswicks organization is flawed, jumping from claim to claim without any real connection between the two. It might be just me, but I don’t really see the link between suggesting bad hygiene (â€Å" Hotels and motels could reduce the frequency of changing sheets and towels†¦ to every third day†) and how home owners could switch grass species. If Chiswick knew his audience properly, he would know that Americans are generally lazy, and we are getting lazier(CNN). At first, I thought Chiswick was a reasonable guy. He pointed out how places with little to no illegal immigration still had groceries bagged, lawns cut, and hotel sheets changed. But what he failed to point out was that these places are usually small towns out in the middle of nowhere, where the standard of living is lower, and the local economy is stagnant. Not fully thinking his statement through hurt the credibility of his essay, and the ridiculous claim that illegal immigration contributes to our pollution is absurd. Chiswick’s essay could have been much better than this. Someone who has a Ph. D. in economics and is writing a persuasive essay should have many more sources, facts, and realistic examples. The strongest case Chiswick could come up with is that immigration is driving down the living standards for low-skilled workers, as if he were writing his essay to help them out. But these workers aren’t immigrating to a lower standard of living. They’re immigrating to a country that has a much higher standard of living, even for low-income workers.

Understanding a Criminal Battery Charge

Understanding a Criminal Battery Charge Battery is any unlawful offensive physical contact with another person, with or without his or her consent. The contact does not have to be violent for the crime of battery to take place, it can be merely any offensive touching. Unlike the crime of assault, battery requires that actual contact is  made, while assault charges can be brought with only the threat of violence. Basic Elements of Battery There are three basic elements of  battery that are generally consistent among most jurisdictions in the U.S.: The defendant had offensive physical contact with the victim.The defendant is aware that their actions will result in offensive touching.There was no consent from the victim. Different Types of Battery The laws regarding battery vary from state to state, but many jurisdictions have different classifications or degrees of the crime of battery.   Simple Battery Simple battery generally includes all forms of contact that are non-consensual, harmful or insulting. This includes any contact that results in injury or non-injury to the victim. The battery is not criminal unless willful intent to inflict an injury or another unlawful act on the victim exists. For example, if a neighbor becomes angry at another neighbor and purposely throws a rock right at the neighbor resulting in injury and pain, then throwing the rock could result in criminal battery charges. However, if a neighbor is cutting their grass and a rock hits the blade and spins out and hits their neighbor causing injury and pain, then there is no willful intent and there would not be grounds for a charge of criminal battery. Sexual Battery   In some states, sexual battery is any non-consensual touching of the intimate parts of another person, but in other  states,  a sexual battery charge requires actual oral, anal, or vaginal penetration. Family-Violence Battery In an effort to cut down on  domestic violence, many states have passed  family-violence  battery laws, which require that cases of family violence be adjudicated whether the victim decides to press charges or not. Aggravated Battery Aggravated battery is when violence against another person results in serious bodily injury or disfigurement. In some states, aggravated battery can be charged only if the intent to do serious bodily harm can be proven. This includes a loss of a limb, burns resulting in permanent disfigurement, and the loss of sensory functions. Common Defense Strategies in Cases of Criminal Battery No Intent: Common strategies used in criminal battery cases include the most defense which is to prove that there was no intent to cause harm on the part of the defendant. For example, if a man rubbed up against a woman on a crowded subway in a way that the woman felt was sexual in nature, the defense could be that the man did not intend to rub up against the woman and only did so because he was pushed by the crowds. Consent: If consent can be proven, sometimes referred to as mutual combat defense, then the victim may be considered as being equally responsible for any injuries that resulted.   For example, if two men get into an argument in a bar and agree to take it outside to fight it out, then neither man can claim that their injuries were a result of criminal battery if they both agreed to participate in what could be viewed as a fair fight. There may be other criminal charges that apply, but probably not criminal battery. Self-Defense: If a defendant can prove that bodily harm inflicted on the victim was a result of the victim attempting to cause bodily harm to the defendant first and the defendant protected themselves  within what would be considered reasonable, but resulted in the victim being physically harmed, then it is likely that the defendant would be innocent of criminal battery. The key to this defense is that the self-defense was reasonable. For example, if two women were riding on a bus and one woman began harassing the other woman and then began hitting the woman in an effort to steal her purse, and the woman reacted by punching the attacking woman in the nose, causing her nose to break, then the woman that was first attacked used reasonable self-defense  measures and would likely not be found guilty of criminal battery.

Great Wall of China essays

Great Wall of China essays The Great Wall of China is one of the largest building projects ever carried out. It stretches about 1,500 miles from Bo Hai off the Yellow Sea in the East to the Gansu province in the West. It is so large it can be seen from space. A majority of the wall was built between 500-3000 years ago. It is believed to be the largest graveyard in history because bones of the workers that died during construction were utilized along with the material to build the wall. The wall served to mark the boundary between the agricultural civilization of China and the civilization of the nomadic tribes of the north and northwest (www.travelchinaguide.com). "The Great Wall was considered to be a great asset to the first emperor, Chin Shih-Huang-Ti, known the founder of the Chin Dynasty. He and other states of north China joined together and extended the separate walls built by earlier states to serve as a defensive barrier against the nomads, especially the Turkish tribes. It took roughly ten years to complete and long hours of hard labor. Each stone is believed to be equal to one human life lost in its building. The cost of the wall in money and lives may have been a factor in the fall of the Chin Dynasty." (AOL's Academic Assistance Center). Construction of the Great Wall began in 400 BC. The first emperor of China, Chin Shih-Huang-Ti, wanted the wall built to protect his people from Mongolian invaders. He ordered just about one million people to work day and night for ten years to build the wall. The workers were not allowed to rest and those that complained or ran away, were captured and buried alive. The people, who died while working, were buried in the wall because the emperor did not want to waste time giving them proper burials. After ten years of hard labor, the wall was finished. The emperor Chin Shih Huang-Ti believed that his defensive barrier would prevent invasion of the Mongolian tribes. Even though the Great...

Reflection paper Term Example | Topics and Well Written Essays - 1750 words

Reflection - Term Paper Example Among the services offered is diagnosis of various complications. We also carry out therapy after diagnosis of the diseases; additionally the hospital has a pharmaceutical department that offers all types of medications as prescribed by medical professionals. The hospital is also, of late, establishing a research center. The research center will focus on the trending medical complications such as cancer, sexually transmitted diseases and blood sugar level and pressure complications (Armstrong, 2014). The hospital is seeking to partner with other big hospitals to provide a state of art services to children medical complications. Additionally, through the agencies that provide vaccination, the facility is seeking to partner with them so that it can also take part in the vaccination process. The administrators of the hospital usually partner with medical personnel to boost the services offered to the patients and also help in motivating the professionals for better service delivery. Through the partnership and good relationship, the facility has significantly reduced the cost of health services. The human resource department of the facility has set the hospitals goals, and they measure the progress of the hospital by looking at the progress towards the achievement of the goals. The Recruiter ensures that people who are recruited to work in the facility are well qualified and possess the necessary skills. Consequently, the hospital boasts of having the most qualified medical profess ionals in the city. The entire staff is also highly disciplined and upholds respect and transparency of the highest level. Also, the hospital has partnered with other Agencies to provide community-based service delivery. The services offered are a give back to the society, and it includes educating the community on methods to promote health safety and free medical services to the community. The need of the patients facilitates the hospital mission. Working towards facilitating good

Engaging with Vulnerable People Essay Example | Topics and Well Written Essays - 2000 words

Engaging with Vulnerable People - Essay Example I will also investigate through the professional values with reference to the Nursing and Midwifery Council (NMC)’s Code of Professional Conduct with regard to the care provided to Miss. Jaya. This essay will find out whether the staff had given respect while maintaining the patient’s dignity and self-respect. The anti discriminatory practice concerns in the case study are explained in the essay while analyzing how these elements affect providing care. A personal perspective about the issue and lessons obtained from the assignment is added in the conclusion. The Concept of Vulnerability The concept of vulnerability has been widely used to explain a situation in which the physical as well as the mental well-being needed for a normal productive life is impaired and at continuous risk (‘The concept of vulnerability’, n.d.). In simple terms of general usage, vulnerability can be denoted as the state of being exposed to hazards, risks, and stresses. When it come s to health-related vulnerability, poor health grade causes the entry into the condition of vulnerability. The vulnerability in the health care system is affected with the people and society in the form mortality, morbidity, and more commonly in various forms of social deprivation. The concept of vulnerability itself is evident in the perception of health risk, and has always been affecting the public health systems. In each country, the state of vulnerability depends on the level of development and stages of health transition. Even when there are certain patterns, certain population sections of society are highly exposed to the health hazards and poorest quality of life. The group extremely exposed to vulnerability is women, under the categories of women in rural areas, abandoned old women, and teenage mothers. Such identification and categorization of the highly vulnerable group has facilitated the investigators to conceptualize health care as multi-sectored service. The Royal Col lege of Nursing (Cited by Dyson, 2007) suggests that while taking care of the old people, the nurses should realise the multi-ethnic backgrounds of the patient, which can greatly influence the quality of care; assessment and evaluation of care in a rage of acute care setting will help in developing and promoting fair and anti-discriminatory healthcare practice. The strategies must be formulated at the local level as well as the national level, in order to tackle down the vulnerability towards women, especially towards the aged women. At the same time, policy formulation intended to eradicate vulnerability must not end up in creating new forms of vulnerability against the existing ones. Each nurse, regardless of their practise and service is expected to adhere to the NMC codes of conduct as well as to its recommendation and guidelines, in order to promote a safe environment for clients and others. Nurses are ought to preserve the patient’s safety, and this practise can be cons idered to be the base for behaviour and code of conduct. Patients under the care of a nurse, like Miss. Jaya in the case study who was admitted in the ward under the care of nurse, are vulnerable by virtue of illness, injury, and more of dependent nature and undesired incidents. And such incidents create an unequal influence base within the nurse-patient relationship.

Pretty Women Movie Review Example | Topics and Well Written Essays - 500 words

Pretty Women - Movie Review Example Being white, Vivian received help from the hotel manager in getting herself ‘made up’. However, in retrospect, she might not have received the same treatments had she been Black or Asian like Fox and Liu, respectively. On the other hand, should that have been how the story goes whether or not the female role player is white or colored, it would still go that way according to the director’s wants about how things should be. In the real world though, it is most probable that more racist actions and comments could have been flung to the lady if she was of a different race, and the woman could have endured more sufferings than the Vivian played by Roberts. With respect to becoming prostitutes, people usually have the assumption that poverty usually causes someone to engage at such a degrading profession. It could be a common perception which probably is logical considering most of the poor are not able to go to a level of education where they can be competent to get m ore decent jobs.

No definition of a miracle is adequate Essay Example for Free

No definition of a miracle is adequate Essay Many philosophers have attempted to define what exactly constitutes a miracle in a number of ways outlining definitions which contain the criteria for what phenomena can be counted as miraculous. Whether a definition is adequate seems highly subjective but will likely be one that is acceptable by non-Christians as well as Christians who in all probability will want a definition that accepts many of the miracle in the Bible to indeed be miraculous. Mackie’s definition of miracles describing them as events that occur when the world is not left alone and is intruded by something that is not part of the natural order necessitates that miracles are caused by a supernatural entity which may be considered to be God. This appears to suggest that his definition would indeed be adequate for some Christians given that it sets apart miracles from coincidences turning them into occurrences which could provide evidence for their faith. Moreover it allows a more specific idea of what constitutes a miracles disallowing events with an entirely naturalistic explanation maintaining them as unique events. However, Hick likely would criticise Mackie’s arguments for not be adequate given the ambiguity of what the natural order and the laws that govern it are. Hick suggested that laws were generalisations that are formed after events have happened, suggesting that that the natural order couldn’t be intruded upon. Also it may be that what is perceived to be an intrusion by something outside of the natural order is actually just a lack of understanding of the natural order on our part. This means that though an event such as the Moon Landing would have been defined as inadequate centuries ago, today it would not. This undermines the adequacy of the definition given that what it encompasses will change with time. A further issue with the adequacy of Mackie’s definition is that it could be argued to not be sufficiently specific given that it makes no attempt to define what exactly constitutes something distinct from the natural order, and it may in fact not be God. This would undermine its adequacy for Christians who believe that God is responsible for causing miracles and may not accept they are caused by other beings. Swinburne’s definition of a miracle appears to resolve this issue defining miracles as a violation of a law of nature by a god (a very powerful rational being who is not a material object). That said, the requirement for God to intervene in the world poses a number of challenges to Swinburnes’ definition especially given that God’s need to intervene in his creation contradicts the idea that he is an all powerful being if the world requires changes. Additionally philosophers like Wiles would argue that if God has the ability to intervene in the world in order to perform miracles in certain instances then his failure to prevent evil and suffering in the world undermines his characteristic of omni-benevolence. For this reason a definition that requires God’s intervention to cause miracles may be inadequate given the contradictions that would occur if such an event happened. On the other hand, many Christians do accept that God intervenes in the world and if so this definition of miracles may indeed be adequate also determining whether God is responsible for an event may be impossible as it may just be due to limited understanding of events. Additionally, Swinburne’s definition is undermined by Hick’s challenge arguably even more so than Mackies given his explicit use of the term ‘natural laws’ and also would likely be subject to change as understanding changes. Holland’s definition of miracles appears to avoid the contractions associated with Swinburne and Mackie’s explanations not requiring the physical intervention of God suggesting from the outset that it may be more adequate. This is because Holland only requires miracles to be an extraordinary coincidence of a beneficial nature interpreted religiously. The emphasis on interpretation also removes the difficulties associated with determining the cause of the miracle while still encompassing Biblical miracles. However it would likely be criticised for being too subjective given that different people would differ on whether the same event is miraculous. Additionally the Catholic church which usually requires a person to have performed at least two miracles in order to be Canonized as a saint would likely not accept miracles as defined by Holland as they only accept events without naturalistic explanation suggesting the definition is inadequate for how the term miracle is used by some Christian denominations. In conclusion, it seems probable that no definition of miracles is adequate given that although Swinburne and Mackie’s definition of miracles may encompass many of the instances of how miracles are used, they are undermined by the difficulty in determining natural laws and also whether God physically intervened. Likewise while Holland goes some way to avoiding these contradictions in his definition it remains highly subjective and also doesn’t reflect how miracles are used in Christianity. Additionally it will likely also lead to significant differences between what people consider miracles. Moreover, the existence of so many contrasting definitions of miracles suggests that there isn’t a single definition that is adequate given that there is no consensus on what makes an event miraculous so any definition will be subject to significant disagreement. For this reason the statement that no definition of miracle is adequate can be considered to be true.

Accountability and Assessment in Nursing Mentorship

Accountability and Assessment in Nursing Mentorship Introduction The Nursing Midwifery Council (NMC) (2008a, p.23) declares in its Standards to Support Learning and Assessment in Practice that a â€Å"mentor is a mandatory requirement for pre-registration nursing students†. This simply means that student nurses must be guided by nurse mentors. The Royal College of Nursing (2009, p.3) declares that the â€Å"significance of the role of a mentor and the quality of the mentorship offered in practice cannot be over-emphasised†. The NMC (2008a, p.23) defines a mentor as â€Å"a registrant who, following successful completion of an NMC approved mentor preparation programme or comparable preparation that has been accredited by an AEI (approved educational institution) as meeting the NMC mentor requirements has achieved the knowledge, skills and competence required to meet the defined outcomes†. The NMC (2008a, p.13) also provides for eight domains in the framework to support learning and assessment of students in practice. In essenc e, this means that in order to become an effective mentor, a nurse must be able to accomplish these eight domains. These domains are establishing effective working relationships, facilitation of learning, assessment and accountability, evaluation of learning, creating an environment for learning, context of practice, evidence-based practice and leadership (NMC 2008a, p.13). This essay will explore one of the eight domains, specifically the domain of accountability and assessment in mentorship. This will be done in relation to mentoring two first-year adult branch nursing students placed in the Dermatology Department. Before proceeding any further, it is imperative to relate that the NMC (2008b, p.3) declares the need to respect people’s right to confidentiality. In compliance with this, the real identities of the student-mentees will be kept anonymous. Main Body Accountability is essential in the professional practice of nursing (NMC 2010, n.p.). A literature review in defining professional nursing accountability conducted by Krautscheid (2012, p.45) revealed that accountability is usually linked with responsibility particularly the responsibility for one’s own actions and behaviours related to the practice of one’s profession. The professional accountability of a nurse is expressed by no less than the Nursing Midwifery Council in its Code for Standards of Conduct, Performance and Ethics. To be specific, the NMC (2008b, p.2) states that â€Å"as a professional, a nurse is personally accountable for actions and omissions done in practice and must always be able to justify one’s decisions†. The accountability of a nurse as a mentor is also grounded on the same NMC Code. The NMC (2008b, p.5) states that a nurse must facilitate students and others to develop their competence. This specific provision directly requires a nurse playing the role of a mentor to be accountable for the learning of students during practice placements. In the case of the two first year adult branch nursing students, it is safe to declare that a mentor is accountable for the total learning experience of the students while in the placement. To effectively mentor the two students, it is necessary to first establish a positive mentoring relationship with them. This is because a positive mentor-mentee relationship can help make the mentor and the mentee feel more comfortable with each other and this facilitates the smooth interaction and communication between them. Gopee (2011, p.28) supports this when he declared that a mentor and his or her mentee are initially strangers to each other and so they must develop rapport and cultivate a positive working relationship in order for the mentorship to really work. A practice placement is where students begin to apply their knowledge and practice skills in order to achieve the required competence for registration (RCN 2006, p.1). The need for a strong and positive mentoring relationship is crucial especially because clinical placements can be a daunting environment for the students. This is particularly true during the first few days of the placement. A clinical placement can pose a great challenge for students such as during a busy day and the ward or department is understaffed (Levett-Jones and Bourgeois 2011, p.227). It is therefore vital for the mentor to initiate a friendly but professional approach when interacting with the students in order to help them feel at ease in the clinical environment of the placement. One way by which this can be done is for the mentor to conduct an orientation wherein the students are made familiar with the different areas of the Dermatology Department and are introduced to the entire healthcare staff working there. Beskine (2009, cited in Walsh 2010, p.23) state that an â€Å"orientation is the gateway to a successful placement†. Walsh (2010, p.23) suggests that an initial orientation is a vital part of helping a student get off on the right foot and make the most of their placement. Walsh (2010, p.23) further relates that one strategy for the mentor to accomplish this is by sharing with the students information about one’s personal experiences as a student and one’s expectations as a mentor. This strategy can be made formal by providing an information or welcome pack. Typical contents for a welcome pack include a welcome letter encouraging the student to visit the placement prior to that start of the actual placement, the location of the placement, a list of learning opportunities and learning outcomes, the expected roles and responsibilities of the students, a dress code or guidelines on what to wear and the shift hours (Stuart 2013, p.157). It should contain a de scription of the various areas within the ward or department and a list of the names of personnel working within the placement (Bailey-McHale and Hart 2013, p.129). The importance of making the two students feel welcome in the placement is actually a simple but effective means of showing one’s accountability as the mentor for the students. This is because it is clear that a mentor is accountable for the total learning experience of his or her students and the first step to ensure the learning of students begins with making the students familiar and comfortable within the learning environment. This should then be followed by conducting an initial assessment of the learning needs of the students related to the area of the placement. A mentor is responsible for making initial interviews with students to assess their learning needs and to develop a plan on how to address these needs (RCN 2006, p.6). Naturally, the interview will be smooth sailing if the mentor is successful in building a positive mentoring relationship with the students. In interviewing the two students in the Dermatology Department, it is important to take into consideration the preferred learning styles of the students. In essence, this means that along with identifying the learning needs of the students, it is also vital to identify how they can learn best from the placement. The Royal College of Nursing (2006, p.6) states that a mentor’s responsibility includes being approachable, supportive and being aware of how students learn best. There are many theories and models that can be adopted to label the preferred learning styles of students. An example of this that may be use in the two students is the Honey and Mumford learning styles model. The Honey and Mumford model identifies four types of learners namely activists, reflectors, theorists and pragmatists. An activist learner is a hands-on learner and prefers to learn by trial and error (Temple 2012, p.75). A reflector is someone who prefers to be thoroughly informed before acting on a situation (Temple 2012, p.75). A theorist is someone who utilises theories to make sure that a particular u ndertaking makes sense (Temple 2012, p.75). A pragmatist is someone who learns best by observing a demonstration from an expert (Temple 2012, p.75). In the case of the two students placed in the Dermatology Department, both have been identified to be pragmatists and so actual teaching of the skill of bandaging was done through demonstrations which the students carefully observed. A simulation strategy was also used wherein the two students were given the opportunity to practice their bandaging skills onto a mannequin before they were allowed to perform the skill onto real patients while under supervision. In using the demonstration and simulation strategies, it is crucial for a mentor to also take into consideration the internal and external factors that affect student learning. This can be further identified by using the SWOT (strength, weaknesses, opportunities, threats) Analysis. The SWOT Analysis is a useful tool to help mentors identify factors that can either improve or hinder their mentoring skills (Murray and Rosen 2010, p.103). The strengths and weaknesses are the internal factors that affect the efficiency of mentoring while the opportunities and threats are the external factors (Murray and Rosen 2010, p.103). In the case of the two students, one prevailing strength that has been identified is their genuine eagerness to really learn while in the placement. For the mentor, one strength is the mastery of the nursing skills that need to be taught to the students. One weakness of the students was their initial hesitation to interact with the mentor. One weakness of the mentor is the initial uncertainty on how to begin interaction with the students. One opportunity is the presence of diverse learning opportunities in the placement while one prevailing threat is the very hectic schedule of the department which causes frequent interruptions during actual teaching sessions. In teaching the two students about correct bandaging, it is also important to adopt the concept of andragogy. To simply put it, andragogy refers to adult learning which is in contrast to pedagogy which is all about child learning (Walsh 2010, p.82). The concept of andragogy implies that adults prefer to take an active role while children are passive learners and therefore leave everything to the discretion of the teacher or mentor (Kinnell and Hughes 2010, p.60). Base on these premises, teaching the two students who are adult learners will require the mentor to actively seek the students’ input. This means that the mentor should not on his/her own decide on what and how to teach the things which the students need to learn in the placement. The mentor should brainstorm with the students on how the students’ learning needs can be best met. This will allow the students to have a more active role in planning their own learning during placement. There is also the need to consider the current level of aptitude of the students in relation to the skills that will be taught to them. In this case, the Benner’s Skills Acquisition Model will be helpful. Stuart (2013, p.126) states that a student or even a newly qualified nurse will have to pass the five stages of nursing competence as identified in Benner’s Model. The model classifies learners into five stages namely novice, advanced beginner, competent, proficient and expert. It is safe to deduce that the two students being mentored are still under the novice stage; hence, it is vital for the mentor to create teaching strategies that would fit their current level of knowledge and skills. For instance, it would be unfair to teach the students advance skills on four layer compression bandaging without first teaching them the basic principles of bandaging. Blooms Taxonomy should also be adopted by a mentor to enhance teaching sessions. Cannon and Boswell (2012, p.140) state that Bloom’s Taxonomy is an important learning theory as it distinguishes learning into three domains: namely affective, cognitive and psychomotor. Teaching correct bandaging skills naturally involves the cognitive domain since it requires mastery of steps or procedures. It also involves the psychomotor domain because it entails using instruments and tools. It also incorporates the affective domain because it requires positive and encouraging feelings and emotions which help motivate a student to do the procedure correctly. It is also important for a mentor to make the learning objectives SMART. This means that the objectives are specific, measurable, attainable, realistic and time-bounded. In the case of the two students, this has been achieved since the objective involves making the student understand and perform the steps of bandaging. This makes the objective specific. This will be done under supervision with the policy on bandaging as the criteria. This makes it measurable and realistic. The said objective is to be accomplished at the end of the placement. This makes it time-bounded. A mentor’s accountability naturally includes assessing the students’ performance. Aston and Hallam (2011, p.60) relate that assessing students’ learning while they are under one’s mentorship is one of the important role of a nurse mentor. This is grounded on the Nursing Midwifery Council (2008a, p.16) declaring that students must be supported and assessed by mentors. Mentors are responsible for assessing the total performance of students including their knowledge, skills, attitudes and behaviours (NMC 2008a, p.23). It is vital to relate that there are basically two types of assessment namely formative and summative assessment. Formative assessment happens during the course of the placement wherein it is done on a continuous basis to gauge how much progress a student has reached without necessarily grading such progress (Kilgallon and Thompson 2012, p.153). It typically involves the giving of feedback in order for the student to further improve (Kilgallon and Thompson 2012, p.153). This kind of assessment is done in order to prepare the student for the final assessment which is the summative assessment. Summative assessment marks the end of the mentorship and involves the actual grading of the student’s final performance (Kilgallon and Thompson 2012, p.154). It is essential to point out that the giving of feedbacks is an important component of effective student assessment. Kinnell and Hughes (2010, p.96) relate that â€Å"feedback must be constructive and not destructive†. It must highlight the strengths as well as the weaknesses of the student (Kinnell and Hughes 2010, p.96). Kinnell and Hughes (2010, p.96) further relate that it must emphasise areas for improvements and incorporate praises appropriate for the student’s achievements. Constructive feedbacks given by mentors and the clinical staff can help the student grow and develop as a future professional (Levett-Jones and Bourgeois 2011, p.48). One strategy for the effective giving of feedback is to use a strategy called feedback sandwich. This involves sandwiching a negative feedback between two positive feedbacks to avoid hurting the student’s feelings and self-esteem (Elcock and Sharples 2011, n.p.). There are several methods and strategies by which a mentor can effectively assess a student’s competence. The Royal College of Nursing (2009, p.8) states that assessment can be done through direct observation, simulation, objective structured clinical examinations or OSCE, testimony of others, student self-assessment, written portfolio evidence, active participation, interactive reflective discussion, learning contracts, guided study, interviews, patient comments, peer evaluation, collection of data, case studies and team mentorships. In the case of the two students, one was assessed through direct observation and questioning while the other was assessed through direct observation and through written reflection. This was in consideration of the fact that one student has a prior degree in English literature, while the other one was awaiting a dyslexia test; hence, it would be unfair for both of them to be assessed through written reflection. In assessing student performance, the mentor’s accountability includes making sure that all the possible opportunities for learning has been exhausted and that the students have been given ample time to master the skills that will be assessed from them. This is because it would be unfair for the students to be assessed for skills which were never taught to them or where they were never given a chance to improve on it. This points to the accountability of the mentor to the students he or she is mentoring. There is also the accountability of the mentor towards the general public. This accountability signifies that ultimately the mentor’s role in guiding students is to ensure that future generations of nurses are truly competent to serve the general healthcare consumers. This suggests that if after giving opportunities to improve, the student has failed to show competence, then the mentor must not hesitate to give a failing mark. On the other hand, a study conducted by Duf fy (2004, n.p.) revealed that failing students is a difficult thing to do for majority of mentors and this is because it raises emotional issues for the mentor. The emotional dilemma of failing a study is carried by mentors and sometimes this emotional stress overcomes the need to practice a fair and objective mentoring. It is logical to assume that sometimes the decision to either pass or fail students is influenced by the personal sentiments of the mentor towards the students. This is something that should be avoided because it threatens the very essence of why there is a need to assess students under mentorship. A good mentor is someone who knows when to empathise with students and when to detach themselves in order to objectively assess a student’s performance; therefore, it is important for a mentor to learn when to empathise and when to be objective. In essence, this means that in assessing the final performance of the two students in the Dermatology Department, it is i mportant for the mentor to be objective and set aside any personal friendly relations which he or she may have established during the course of the mentorship. Conclusion Accountability and assessment in mentorship in this case involves the responsibility of the mentor to ensure the learning of the two students in the Dermatology Department. Being accountable for their learning starts with establishing a positive mentoring relationship with them. This can be accomplished by using a friendly but professional approach. An orientation can help the mentor inform the students on what to expect from the placement. It is important to assess the students’ learning needs and learning styles by using different theories and models. This is important in order to maximise their learning in the placement. Using demonstration and simulation are only two of the many teaching strategies that may be used to effectively mentor students and the choice of strategy depends on the kind of learner a student is. Assessment is another important role of a mentor. This can either be formative or summative assessment. Assessment should be fair and objective. A mentorâ€⠄¢s personal friendship built during the course of the mentoring relationship should never hinder objective assessment of students’ performance. References Aston, L. and Hallam, P. (2011). Successful mentoring in nursing. Exeter: Learning Matters Ltd. Bailey-McHale, J. and Hart, D.M. (2013). Mastering mentorship: A practical guide for mentors of nursing, health and social care students. London: SAGE Publications Ltd. Cannon, S. and Boswell, C. (2012). Evidence-based teaching in nursing. London: Jones Bartlett Learning International. Duffy, K. (2003). Failing students: A qualitative study of factors that influence the decisions regarding assessment of students’ competence in practice. [online]. Available from: http://www.nmc-uk.org/documents/Archived%20Publications/1Research%20papers/Kathleen_Duffy_Failing_Students2003.pdf [Accessed on 12 October 2014]. Elcock, K. and Sharples, K. (2011). A nurse’s survival guide to mentoring. [online]. Available from: http://books.google.com.ph/books?id=t6na8wOS5X4Cpg=PT131dq=feedback+sandwich+mentoring+nursinghl=ensa=Xei=bjY6VPSCHs-ruQSjloH4Bwved=0CBwQ6AEwAA#v=onepageq=feedback%20sandwich%20mentoring%20nursingf=false [Accessed 12 October 2014]. Gopee, N. (2011). Mentoring and supervision in healthcare. 2nd ed. London: SAGE Publications Ltd. Kilgallon, K. and Thompson, J. (Eds.) (2012). Mentoring in nursing and healthcare: A practical approach. Chichester: John Wiley Sons, Ltd. Kinnell, D. and Hughes, P. (2010). Mentoring nursing and healthcare students. London: SAGE Publications Ltd. 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