Alan Greenspan Essay Example | Topics and Well Written Essays - 1000 words

Alan Greenspan - Essay Example Both had different ideologies as Greenspan advocated for the deregulation of the financial markets and born propagated for the government regulation. The main source of conflict arose as a result of the Over the counter OTC derivatives that were private contracts between major players on the Wall Street on particular bets. Born cited a high likelihood of fraud taking place. But based on Greenspan he believed that the market would identify the frauds and corrects itself. These sentiments were in line with his core principles of a free market. The assumptions of a free market commonly no government intervention, free flow of information of information, the actions of an individual have no effect on the market and finally, there are no barriers to entry and exit the market. This was the principles that Greenspan stood by up to his retirement but later confessed that the philosophy had major drawbacks. The hedge fund long-term capital management was characterized by large banks secretly investing large amounts of money on the over the counter derivatives at the Wall Street. The hedge fund was additionally invested by a majority of the in the know investors. These dealings were shrouded in secrecy and the government didn’t have any clue about them. They were as a result of the wall stock brokers setting complex mathematical formula that guaranteed the investors of a significant return on their investment. Finally, there was a meltdown as the Wall Street brokers were unable to handle the situation causing a collapse.

Sherlock Holmes Coursework Essay Example for Free

Sherlock Holmes Coursework Essay The story also used gothic language quite frequently its the vilest murder-trap on the whole of riverside. The Adventure of the Speckled Band also uses formal language a few like my dear fellow or I am all attention. It also uses old fashioned language like farintosh and alas. It uses more short gothic sentences than the The Man with the Twisted Lip like terrible fate and blue smoke curling up from the chimney It also uses long gothic sentences like the building was of grey lichen-blotched stone with a high central portion and two curled wings. Old fashioned, formal language was used in the story because it was common in those days. Gothic language was used in the story to give a dark and miserable tone. In the Stories, the weather and the settings reflect and enhance the mood of the story; Sir Arthur Conan Doyle does this by having positive weather when the crime is solved and having negative weather when the crime is being committed. He also shows a contrast in the good and bad settings. This is called pathetic fallacy. Conan Doyle uses this in The Man with the Twisted Lip quite a lot like in Dr. Watsons home. I had left my armchair and my cheery sitting-room behind me this shows us a positive view of Dr. Watsons home which is in the West End of London. On the East End Conan Doyle uses negative comments like through the gloom and black shadows this shows that the East End is a dangerous place. The opium den which is in the East End is considered to be the vilest murder trap on the whole of river side. The weather is also bad there a dull wrack drifted slowly across the sky this reflects on the place. The Cedars is a nice place which Conan Doyle has described in a positive way. A large villa which stood within its own ground and winding gravel-drive which led to the dining-room. This shows that Kent is a good, well mannered and rich place to live. In The Adventure of the Speckled Band Sherlock Holmes and Dr. Watson are sharing rooms in a lovely house with a clock on the mantelpiece. Dr. Roylott owns a big two-hundred year old house and a few acres of ground. They described the house as very grand. It is very old, and only one wing is now inhabited. The bedroom in this wing is on the ground floor, the sitting rooms being in the central block of building. He also keeps exotic Indian animals like a cheetah and a baboon. They also add gothic descriptions in the story like the building was of grey, lichen-blotched stone, with a high central portion and two curving wings like the claws of a crab thrown out on each side Conan Doyle also uses pathetic fallacy in the story it was a wild night. The wind was howling outside and the rain was beating and splashing against the windows. This tells us that something bad is going to happen. He also uses more complicated pathetic fallacy which is less noticeable for example it was a perfect day with a bright sun and a few fleecy clouds in the heavens the trees and wayside hedges were just throwing out their first green shoots, and the air was filled with a pleasant smell of moist earth. This strikes Watson as strange; it also suggests that Holmes secretly knows the answer. The weather in Sherlock Holmes stories vary due to the events happening, for example, if Holmes is about to solve a mystery, the weather is sunny and warm, but if the crime is being committed, the weather is dull, stormy and rainy. Conan Doyle uses false clues in the story to mislead the readers; he also uses them to add interest to the story and to make Sherlock Holmes look cleverer than he is. Some of the false clues in The Man with the Twisted Lip are the idea of Neville St. Clair and Hugh Boone being separate characters. They are in fact the same person. The coat on the mud flat and the blood on the window sill are more false clues Mrs St Clairs eye witness account is inaccurate as it describes St. Clair as being pulled back forcibly from the window when he actually jumped away from it. In The Adventure of the Speckled Band some of the false clues were the gypsies; this was because they thought that gypsies are the people with the speckled band. The wandering gypsies, and he would give these vagabond leave to encamp upon few acres of bramble-covered land which represents the family estate. Another false clue is the animals he kept, which are the cheetah and the baboon, keeping them in the house tells us that they could have killed Julia Stoner. But there is a cheetah and a baboon. Conan Doyle uses false clues in the story to make it more interesting, he also uses it to make Sherlock Holmes seem cleverer. The ending both stories do have their similarities, in The Man with the Twisted Lip the crime is solved by Holmes washing Hugh Boones face and discovering that it is Neville St. Clair. In The Adventure of the Speckled Band it ends by Holmes beating a snake which is known as the speckled band, which made the snake turn back and bite the first person it saw, which was Dr. Roylott. Arguably they both end in a denouement, which values them similar. Even though there are a few differences in the story, they have a lot in common. In the opening of the story, they both start off with a distressed woman who needs Holmes and Watsons help. The characters do have a few differences, but overall they are quite similar, especially Sherlock Holmes. All of the women in the story except Mrs Watson are similar; they are all weak, fragile and prone to fainting, but Mrs Watson is strong wise and older. In both stories, they all use a fair amount of formal, old fashioned and gothic language. The settings are also similar, as they both use pathetic fallacy quite a lot. The clues are different as they dont base on the same idea. The endings are quite similar, in The Man with the Twisted Lip Sherlock Holmes solves the crime by cleaning Hugh Boones face and discovering that it is Neville St. Clair. In The Adventure of the Speckled Band Holmes beats a snake (the speckled band) while it was approaching Holmes, this made the snake turn back and bite the first person it saw, which was Dr. Roylott. They both end in a denouement which makes them similar. Overall, looking at my essay, I think that the Sherlock Holmes stories do have a pattern to them. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Arthur Conan Doyle section.

Portfolio of Learning Outcomes through Self Assessment

Portfolio of Learning Outcomes through Self Assessment This portfolio provides evidence of achieving learning outcomes. To provide this evidence I attended tutorials envisaging interactive methods and student cantered teaching strategies (Hinchcliff 2004), self-directed learning, group work and discussion. I also did further reading, utilizing library facilities, the cinnahl, Athens and other web sites available. To make this learning achievement possible I engaged in mentee / student relationship with the support and guidance of an approved mentor (NMC 2000). I chose this module due my interest in teaching. Since qualification, I have worked in specialist areas and have been actively involved in associate mentorship. I feel this module will be beneficial in my professional development and within the clinical areas, I choose to work. I have written this portfolio in first person (Webb 1992), as it is a reflective account, of experiences, thoughts and feelings, learning through critical analysis and evaluation. This kind of reflection enables us to take account of what has happened and to make sense of the outcome (Boud and Miller 1996). Many models of reflection may be used, Ghaye and Lilyman (2000) refer to structured models leading learners through stages and questions useful as a guide and others are flexible taking into account the reflective process and can start at different points then there is the focused model giving meaning to events improving practice. I have used an adaptation of the Reflective Cycle Model (Gibbs 1988) as it is simple and easy to interpret. Learning Outcomes 1. Assist students to identify current learning needs. ___ Self-assessment of current practice and identification of learning need(s) in relation to this outcome. Current practice: à ¢Ã¢â€š ¬Ã‚ ¢ Knowledgeable of student nurse curriculum. à ¢Ã¢â€š ¬Ã‚ ¢ Have a willingness and commitment to teach. My learning needs: à ¢Ã¢â€š ¬Ã‚ ¢ Gain an understanding of the FDA programme. à ¢Ã¢â€š ¬Ã‚ ¢ Review and critically analyze literature. à ¢Ã¢â€š ¬Ã‚ ¢ Critical reflection. Learning Outcome 1. Assist students to identify current learning needs. _____ Examples of evidence that could be provided by the end of the module to show how this outcome has been achieved. Produce evidence of placement learning opportunities suitable to meet the needs of specific students. Give at least one example of how you have helped the student to identify his/her learning needs, set goals and develop action plan for learning. ___________ Summary of Evidence for summative assessment of what you have achieved during the module. Cross- reference as appropriate. à ¢Ã¢â€š ¬Ã‚ ¢ I obtained copies of Sandras job description and FDA Mentor Pack. à ¢Ã¢â€š ¬Ã‚ ¢ Reviewed literature. à ¢Ã¢â€š ¬Ã‚ ¢ Critical reflection. Description The vascular surgical ward I work encounters many Nursing, Medical, Foundation Degree Studies, National Vocational Qualification students and newly qualified nurses all needing support. I have been asked by Sandra a 2nd year FDA student to be her mentor to take on this role effectively I attended a meeting with Sandra and her Practice trainer. Through discussion, we were able to complete a negotiated learning contract documenting the learning and achievements Sandra had gained, outlining what her current learning needs were to devise an agreed action plan. Feelings I take my role seriously, committing myself in assisting and supporting junior colleagues and students. I am genuinely interested in their stage and level of learning and enjoy having an active role in their learning experience. Analysis I agree with Hincliffe (2004) that learning is seen as a change in behaviour that is brought about to enable enhanced care for patients/clients, an event from experience and practice causing relative permanent change in students behaviour. Curzon (1990) enhances this view considering learning as modification of behaviour through activities and experiences so that knowledge, skills, attitudes and process of adjustment to the learners environment is changed. Quinn (1995), Welsh and Swann (2004), and Nicklin and Kenworthey (1995) all have similar descriptions. A successful teacher has knowledge of different learning theories and learning processes using them as framework to base teaching maximizing opportunities of learning (McKenna 1995, Nicklin and Kenworthey 1995). Raynor and Riding (1997) and Snelgrove (2004) refer growing need for teachers to understand the learning process to facilitate individualized learning reducing academic failure. There are many different theories of learning mentioned within the literature (Hincliffe 2004, McKenna 1995 a/b/c, Nicklin and Kenworthey 1995, Welsh and Swann 2004), no single theory has all the answers, some theories view humans as extensions of the animal species, whereas others see humans as separate, distinct, with intellectual characteristics of their own (Nicklin and Kenworthey 1995). Early theories of behaviourism such as Pavlov, Watson, Thorndike and Skinner used animals whose behaviour resulted from a stimulus. Much of the literature suggests that such learning is limited and has no real place in nursing education (Hincliffe 2004, McKenna 1995(c), Nicklin and Kenworthey 1995, Quinn 1995) yet I believe there are still situations where these theories are relevant but learning is limited. Curzon (1997) believes human behaviour is very different from that of animals questioning validity of behaviourism theories. Supporters acknowledge refinement of these works could shape intellectual development cognitivity being how we acquire information and what we need to know emotional responses learned in part by classical conditioning (Woolfork and Nicolick 1980). Lovell (1987) refers to emotional responses being positive or negative relating to Pavlovs theory. Repetition is useful in practice which relates to Thorndikes theory of trial and error (McKenna 1995a), but knowledge of the skill learnt is crucial. As teachers, we constantly use Skinners theory of positive and negative reinforcement, through praise and by giving information and cues prior to the task performed and by practising a skill repeatedly over till competent in practice (McKenna 1995a). Cognitive theories refer to meaningful approaches of learning, recognizing students knowledge, experience and stages of development. I believe that as a mentor it is my responsibility to establish these factors early in the student relationship (Andrew and Wallis 1999, Forrest 2004, Phillips et al 1994). I agree learning is a purposive process concerning perception, organization and insight. The learner actively seeks new information and uses past experience to gain understanding (Child 1986, Quinn 1995). Insightful learning occurs from modified experience or knowledge gaining new insight (Child 1986), the student relating to previous knowledge and experience to solve new problems. Experimental learning leads on from cognivitism; Allan and Jolley (1987) refer to learners becoming independent of their teachers eventually setting their own objectives initiating their learning using available resources and self-assessment. Burnard (1987) describes this as involving personal experience and reflection making sense of events transforming knowledge and meaning from them. I think Allan and Jolley (1987) are correct in saying that this type of learning is effective in demonstration and practice. Allan and Jolley (1987) also state that increased activity and involvement leads to increased learning. The Humanistic view is related to feelings and experience, including Maslow (1971) humanist approach cited in Wickliffe (2004), McKenna (1995c), Nicklin and Kenworthey (1995), Quinn (1995) and many more. The aim is to assist self-actualisation fulfilling maximum potential, this links closely to Knowles (1978) and Rogers (1983) works frequently cited within the literature (Burnard 1987, Mckenna 1995(c), Nicklin and Kenworthey 1995, Welsh and Swann 2000). I believe student centred approaches allow students to take active involvement in their learning enabling them to take ownership for it (Allan and Jolley 1987). Kauffman (2003) sees Knowles (1978) theory of andrology as a useful tool rather than a theory. Knowles acknowledges adult learners having vast ranges of experience, which they use as a basis for new learning, learning occurring through efforts made by the individual. Student and teachers need to treat each other as equals to allow student centred learning students taking responsibility and ownership of it (Bennett 2002, Hutchinson 2003 and Mckenna 1995(c). I agree that a partnership based on cooperation and interaction brings about mutual learning due to openness and trust (Atkins and Murphy 1995). I also agree with Ewan and White (1996) that it is important to know the students individual characteristics and needs being aware of the students current knowledge, competence and stage of training (Wickliffe 2004). A learning contract is a valuable tool (Calhoun et al 2000), utilizing optimum learning. It is a formal written agreement between the student and mentor specifying what needs to be done to achieve the students learning outcomes. Regular formative discussion enables skills and us to get to know each other allowing me to establish the students stage of training, previous experience. Regular discussions are necessary as part of the learning process (Cahill 1996) as through discussion we can identify strengths, weaknesses and any problems encountered by the student, measuring the level of competence revising our initial plan to achieve the rest of the students outcomes which utilises the student centred approach. Action Plan I need to hold frequent discussions with Sandra to monitoring her progress effectively promoting active involvement and ownership. I am aware that an effective mentor/student relationship enhances the level of learning accomplished to make this possible we need to have significant contact involving us to arrange our off-duty to make sure we frequently work together. Learning Outcomes 2. Develop self-awareness in order to be a role model. __________ Self-assessment of current practice and identifications of learning need(s) in relation to this outcome. à ¢Ã¢â€š ¬Ã‚ ¢ Acknowledge that self-awareness is important. I am knowledgeable. à ¢Ã¢â€š ¬Ã‚ ¢ It is my professional responsibility to provide best care. à ¢Ã¢â€š ¬Ã‚ ¢ It is my responsibility to be good role model. My Learning Needs à ¢Ã¢â€š ¬Ã‚ ¢ Gain greater awareness of how others view me. à ¢Ã¢â€š ¬Ã‚ ¢ Further reading. à ¢Ã¢â€š ¬Ã‚ ¢ Become self aware through reflection. Learning Outcome 2. Develop self-awareness in order to be a role model. _____________ Example of Evidence Recognize the impact of own professional behaviour and actions on students learning. _____________ Summary of Evidence summative assessment of what you have achieved during the module Cross-reference as appropriate. à ¢Ã¢â€š ¬Ã‚ ¢ Understand others views gaining insight of how Im seen. à ¢Ã¢â€š ¬Ã‚ ¢ Now familiar with the terms self-awareness and role model. à ¢Ã¢â€š ¬Ã‚ ¢ Critically reflected, becoming increasingly self aware of my actions. Description As an E grade, I have a responsibility for junior colleagues and student nurses and am involved in their learning and teaching. I am competent and skilled trying to act in a professional manner at all times. Feedback from my colleagues and students shows Im respected and liked but at times of stress, I can come across as harsh and abrupt not tolerating fools gladly. Feelings I am proud of my achievements and think I am a good role model but am aware that I can be abrupt on occasions. . Analysis The former U.K.C.C (2000) standards for preparation of teachers of nursing and midwifery state clearly that as nurse I must be a good role model enabling me to build effective relationships with patients and clients and contributing to an environment in which effective practice is maintained ensuring safe and effective care through assessment and management. Nursing relies on clinical staff to support and teach rationale being the student learns from an expert in a safe, supportive and educationally adjusted environment (Andrews and Wallis 1999). As a senior nurse students and junior colleagues see me as a role model. Students see a good mentor as someone who teachers, guides and assesses having a genuine interest in student learning (Andrews and Chilton 2000, Gray and Smith 2000, Neary 2000). Good role models are knowledgeable and skilful professionals who are respected and trusted. Taylor (1997) suggests novices copy or imitate professionals modelling themselves on nurses with varying standards of practice, observation being an important part of their learning. Spouse (2001) small longitudinal study utilised various data collection methods that found evidence of students observing and relating to actions and behaviours they believed as good. My actions evidenced by tone of voice, comments made and enthusiasm and interest shown have an impact on learning, inappropriate behaviour is noticed and at worst copied because the learner see it as acceptable to do so. Findings of this study would be more valid and a claim made stronger if repeated on a grander scale literature supports these findings. Banduras (1977) theory of social learning and vicarious conditioning (cited by Mckenna 1995) involves this observation of behaviours and consequences of this to the learner this theory differs from others, as learning is instant therefore role modelling can be highly effective and positive or destructive. Self-awareness is being aware of what is taking place in oneself learning experience and self-concept changing over time as we see ourselves in many different roles influenced by others and the media (Quinn 1995). Reflection of events and actions increases self-awareness giving insight of behaviour and response enabling us to examine relationships with others in the practical and social setting. Haddock and Bassett (1997) suggest that use this in self-management and improvement. To be a self-aware practitioners we need to reflect on the way we come across to others implementing required changes (Stuart 2003). Self is as all thoughts, feelings and experiences of an individual, arising from biological and environmental influence. It is the way individuals see and feel about themselves (Quinn 1995). The major resource that a helper brings to the relationship is himself, the more complete his understanding of himself, the greater his capacity for self awareness and more effective he will be as a counsellor Nicklin and Kenworthey pg 120. Self-awareness also implies to individuals being aware of their limits of knowledge and ability reflected by the individual partaking in further training or seeking help from experienced colleagues. Quinn (1995) and Burnard (1990) refer to two main ways we can be self aware, introspection and feedback from others. Introspection is looking within oneself and attempts to recognize own feelings and reactions, this is not easy and can cause feelings of discomfort and fright but allows identification of our emotions good and bad assessing their impact. Palmer (2001) states a highly developed sense of self worth comes about within a person who can identify his/her emotions, learning to manage and contain them when inappropriate. Being self-aware give insight of what we can change. Feedback is a way of seeing how others see us, ability to give and receive constructive feedback is a skill; being told how you are perceived is hard but thought provoking. Crewe (2004) relates to research of the Duval and Auckland theory (1972), based on two distinct forms of conscious attention, attention focusing outwards towards the environment or inward towards oneself. The person receives and perceives feedback from the environment regarding their behaviours and attitudes. Perception of approval from others can increase confidence and self-esteem while perception of disdain or negative evaluation can have the opposite effect. Objective self-awareness is an individual being aware of the personal characteristics that distinguish them from the majority; the focus is exclusively on the self. Conclusion/ Action Plan I was not fully aware of my impact on others. It is critical for me to be conscious of my level of patience taking great care not to react negatively in times of stress, or when students or colleague fail to progress (Borgess and Smith 2004) as this can cause great harm to the learner. Learning Outcomes 3/6/7 Develop, maintain, and evaluate an environment for learning in your area of practice. Self-assessment of current practice and identification of learning need(s) in relation to this outcome. Current Practice à ¢Ã¢â€š ¬Ã‚ ¢ Have interest and commitment in teaching. à ¢Ã¢â€š ¬Ã‚ ¢ Im friendly and approachable supporting students in their learning. à ¢Ã¢â€š ¬Ã‚ ¢ Orientate students to environment. à ¢Ã¢â€š ¬Ã‚ ¢ Participate in assessment with formative feedback. My Needs à ¢Ã¢â€š ¬Ã‚ ¢ Increase awareness of what contributes to a good and bad learning environment. à ¢Ã¢â€š ¬Ã‚ ¢ Be involved in educational placement audit. Learning Outcome 3/6/7. Develop, maintain and evaluate an environment for learning in your area of practice. Examples of Evidence à ¢Ã¢â€š ¬Ã‚ ¢ Produces evidence of placement learning opportunities/resources suitable for meeting needs of specific students. à ¢Ã¢â€š ¬Ã‚ ¢ Give examples of how you create and sustain an environment for learning. Summary of Evidence for summative assessment of what you have achieved during the module. Cross-reference as appropriate. à ¢Ã¢â€š ¬Ã‚ ¢ Greater awareness of what contributes to a good learning environment. à ¢Ã¢â€š ¬Ã‚ ¢ I try to maintain adequate supervision and liaise with colleagues regarding my students progress. à ¢Ã¢â€š ¬Ã‚ ¢ Attend courses and study days for my personal development. à ¢Ã¢â€š ¬Ã‚ ¢ Students always have a designated Mentor. à ¢Ã¢â€š ¬Ã‚ ¢ There is a ward philosophy of care. à ¢Ã¢â€š ¬Ã‚ ¢ Students have access to the internet, journals, pt notes and policies/procedures. à ¢Ã¢â€š ¬Ã‚ ¢ Students attend spokes placements attached to the ward area, and have opportunities to spend time in theatre watching relevant procedures. Description Patients are admitted onto my ward from electoral and urgency lists or via A+E for vascular assessment, procedures or surgery. Wound care and management is a large part of our role as well as patient education and discharge planning. Feelings I feel this ward environment offers a lot of learning opportunities to students and new staff but has high patient demands, reduced staffing and skill mix due to high levels of sickness effecting team spirit and morale, which has a huge impact on our ability to teach, directly affecting the learning of students and junior colleagues. Analysis Finding a description of a clinical learning environment is not easy due to a complexity of numerous factors involved. Quinn (1995) uses holistic description, a broad definition referring to all factors influencing quality and effectiveness of a learning environment, Chan (2001) description is similar relating to the learning environment as a multidimensional entity with interactive networks of forces that can affect the learners learning outcomes. Literature cites numerous studies concerning social support for students and nursing staff. These studies include Fretwell (1982) and (1985), Lewin and Leach (1982), Ogier (1982) and Orton (1981) conclusively identify quality relationships between trained staff and students and support being crucial in creating a positive learning environment (Cahill 1996, Chan 2001, Saarikoski and Leino-Kilpi 2002). All studies conclude that an important determinant of an effective learning environment is the managers organisational and leadership style. Highly structured wards with rigid task allocation and hierarchical systems unlikely to meet the learning needs of students and staff (Chan 2001). It identified throughout the studies that team spirit, humanistic approach to students learning and teaching and learning support are influential factors of an effective ward setting. The frequent references to these studies show that their findings are seen as valid even though all were small sized. I believe team spirit comes from working as a team, best achieved through encouragement of the ward manager (Welsh and Swann 2002) giving a sense of group pride and self-esteem for all staff. We need to make students feel part of this team so that they feel accepted having a sense of belonging (Chan 2001, Quinn 1995 and Spencer 2003). A team approach with an appropriate leadership style on the part of the manager creates fertile ground for the development of an appropriate learning climate. (Welsh and Swann 2002 pg 117) Studies carried out post Project 2000 explored more in depth themes and perceptive related to the clinical learning environment and clinical supervision (Wilson and Barnett et al 1995) the meaning of nursing care and the teaching activities of nurses explored also. Saarikowski and Leino-Kilpi (2002) felt these studies demonstrated transition of individualised supervision and the role of the mentor. I agree with Lambert and Glacken (2004) that ward managers are no longer able to dedicate time to teaching due to managerial demands, therefore nurses now have this overall responsibility for teaching. Mentorship is favoured in facilitating learning (Chow and Suen 2001). Watson (2000) acknowledges that mentors need education and training to function effectively in this demanding role with preparation mentors are able to create opportunities for students identifying experiences that meet individual learning needs. Studies by Cahill (1996), Darling (1984), Earnshaw (1995), Hart and Rotem (1994) (cited by Chan 2001) and Spouse (2001) are again small sized but all use similar methods of valid and reliable data collection. The common theme throughout these studies is personal characteristics of the mentor, which include approachability, interpersonal skills, interest learning and teaching and supervision and support. These studies relate to students perspectives of the learning environment and mentorship, most of the findings viewing mentorship in a positive light and find it beneficial in reducing the theory practice gap for students. Staff attitudes and behaviour, the need of the student to belong and level of mentor contact highlighted throughout. Mentors need to make time for the student so that they can practice, develop and learn to be a nurse (Spouse 2002). Phillips et al study (1994) was of a larger scale, carried out throughout Wales commissioned by the D.O.H., a two-year research project concerned with the implications and impact of mentorship. This had qualitative and quantitative methodology information gathered through questionnaires, diary accounts, interviews and observation again the key elements of mentorship surrounded mentor/student relationships. Evidence of teaching, organisation of experiences consolidated with feedback and discussion that aided and enhanced the students experience. Significant mentor contact seen to directly affect activities students are involved in, this contact essential for building rapport needed in a good working relationship. Mentor presence provides emotional support to students allowing gentle introduction into the different and a difficult experience that exist and is crucial to students well being and learning potential, reducing anxiety (Jowett et al 1992). Feeling useful and part of a team are other important aspects. Chan (2001) and Welsh and Swann (2002) relate to this but feel that the students role needs to be understood acknowledged and clarified to prevent them being used as a pair of hands. Studies that concern nurses perspective of the learning environment and mentorship (Andrews 1993, Atkins and Williams 1995 and Rogers and Lawton 1995) highlight barriers of effective mentorship due to lack of time, inadequate planning and role conflict. Lambert and Glacken (2004) also view inadequate staffing, poor skill mix, lack of support and training of staff and poor management structure as barriers that reduce learning potential. Phillips et al study (1994) reflects the findings of Jowett et al (1992) which I agree that in clinical area where demands for care are high and resources stretched it is difficult to give adequate support and supervision to the junior student. When I am in charge of the ward, I am less involved in direct care of patients and have difficulty working closely with the student. Action Plan I need to liaise with my colleagues closely to make them aware of my students learning needs so that constant supervision and constructive support and feedback is ongoing when I am not available or am engaged in ward coordination. This will enable my student to be increasingly involved in the nursing team learning skills appropriate to their training preventing them feeling neglected, used or ignored. ________________ Learning Outcomes 4. Create and develop opportunities for students to learn, utilising evidence-based practice. _________________ Self-assessment of current practice and identification of learning need(s) in relation to this outcome. Current Practice. à ¢Ã¢â€š ¬Ã‚ ¢ Awareness of constant changes within nursing and medicine that initiates change. à ¢Ã¢â€š ¬Ã‚ ¢ I am familiar of protocols, standards and procedures regarding nursing intervention based on evidence-based practice. à ¢Ã¢â€š ¬Ã‚ ¢ I back up my teaching with evidence based on experience or acknowledged research. à ¢Ã¢â€š ¬Ã‚ ¢ Attend attending Pain Nurse Link meetings and wound care sessions providing me with current evidence for practice. Needs. à ¢Ã¢â€š ¬Ã‚ ¢ To develop skills of critical analyse, systematic review and evaluation of research. à ¢Ã¢â€š ¬Ã‚ ¢ Review literature increasing my awareness of this topic. Learning Outcomes 4. Create and develop opportunities for students learning of utilising evidence-based practice. _____________ Examples of Evidence à ¢Ã¢â€š ¬Ã‚ ¢ Produce evidence of the ability to meet own learning needs in relation to the facilitation of learning. à ¢Ã¢â€š ¬Ã‚ ¢ Give Examples of how you have identified and facilitated individuals or groups to learn. _____________ à ¢Ã¢â€š ¬Ã‚ ¢ Reviewed and critically analysed the literature. à ¢Ã¢â€š ¬Ã‚ ¢ I am increasingly aware of the importance of evidence-based practice. Description I have gained a great deal of experience throughout my career, which I use within my clinical practice and teaching. My knowledge has developed through practice, study sessions relevant to my area, advice of specialist nurses, reading journals and following clinical guidelines, standards and protocols that I encourage students to read. Students invited to attend relevant wound care updates and to spend time with many of our specialist nurses. Feelings I already base most of my practice on evidence but need to participate in literature reviews and develop skills to analyse and scrutinise research findings. Analysis I believe evidence-based nursing is a process in which nurses base clinical decisions using the best available evidence (The University of Minnesota 2005). The Editorial (1997) defines evidence-based practice as giving quantitative and qualitative meaning to a cause, course, diagnosis, treatment and economics of health problems managed by us nurses including quality assurance and continuing professional development which maintains and enhancing knowledge, expertise and competence to give best care (cited by Hincliffe 2002 pg 11). Curzio (1997) views it as the bridge between theory and practice agreed by White (1997) agrees with this suggesting it links personal intuition research and practice providing nurses with greater knowledge to base their care, our clinical decision-making and teaching must be based on evidence, expertise and highly importantly patients preference as referred to by Hincliffe (2002). The aims of evidence-based practice/nursing ensuring patients receive up to date care based on up to date knowledge. As we develop skill inquiry, we become more knowledgeable in our profession that improves standards of care (Hincliffe 2002). I agree with Welsh and Swann (2002) that there is a need for well-informed nurses using initiative, effective communication and clinical reasoning skills so that informed decisions are made through critical analysis of evidence available especially due to the constant changes within the NHS. The government introduced a framework of clinical governance in an attempt to achieve national clinical effectiveness within the NHS to guarantee quality services for patients and clients a key component being evidence-based practice. Behi (2000) states clinical governance requires every professional to use evidence-based practice. The New NHS: Modern, Dependable (D.O.H 1997), The Drive for Clinical Effectiveness (D.O.H 1996) and A First Class Service: Quality in the NHS (D.O.H 1998) shows quality improvements at the forefront of the NHS agenda. The NHS National Service Knowledge and Skills Framework (Hincliffe 2002 McSherry and Haddock 1999 and Welsh and Swann 2002) development tool promoting effectiveness through quality, staff and service development linking current and future research activity. The National Institute for Clinical Excellence (N.I.C.E) is responsible for assessment of technologies and for producing guidelines and the Commission for Health Improvement (C.H.I.M.P) monitors quality of services at a local level and ensure organisations are fulfilling their responsibility for clinical governance Health Care Organisations accountable for quality of services they provide, Chief Executives carry ultimate responsibility. The government also provides funding essential for research activity. Spector (2004) refers to evidence-based practice as being rigorous and time-consuming involving selection of all research done in an area, analysis and synthesis developing integrative reviews termed within the literature as a systematic or meta-analysis reviews (Renfrew 1997, University of Minnesota 2005). Completed reviews are available to taking some of the pressure of us; the Cochrane database has a wide range of these. Behi (2000) and Mcsherry and Haddock (1999) relate to clinical practice standards and guidelines produced by the N.M.C, R.C.N and local Health Authorities systematic review, recommendations and policy statements based on best evidence agreed by experts. There are also systematic reviews published in research journals and by the National Clearing House. Clinical appraisal is crucial in ensuring practice is evidenced based involving asking a clinical question related to practice and finding the research and literature to answer it, appraising evidence and deciding on its relevance and validity before applying findings to practice and evaluating effectiveness (Behi 2000 and McSherry and Haddock 1999). Castledeine (2003) refers to this as a three-stage process producing the

Finding Freedom with a Dodge Truck and Love with a Zales Diamond Essay

Finding Freedom with a Dodge Truck and Love with a Zales Diamond Television commercials, although usually ignored and generally disliked by the public, are more influential than most people think. Their concepts are subconsciously absorbed and whether or not viewers realize it, they leave an impact on their minds. Marie Winn quotes an English instructor in her essay, â€Å"Television Addiction,† as saying ‘I find television almost irresistible. When the set is on, I cannot ignore it. I can’t turn it off’ (506). Advertisers know that people become addicted to television shows and because of this, they are forced to watch the commercials as well. These repetitious commercials get the consumers influenced by what they see. For example, Dodge promoters use a ram as their mascot which is reflected in their motto â€Å"Grab Life by the Horns,† and it is shown at the end of all their commercials. They want you to seize the freedom in life that you have while making a Dodge car a part of it. Another example of an abstrac t idea promoted in a commercial is the Zales diamond advertisement where a man expresses his love for his girlfriend by not only unrestrainedly shouting it out loudly, but also by presenting her with a beautiful diamond ring. While these commercials induce people to buy their products, they also evoke certain emotions, more specifically the ideas of freedom and love. Dave Barry states in his essay, â€Å"Red, White, and Beer,† â€Å"Lately I’ve been feeling very patriotic, especially during commercials† (519). So, commercials have the power to make consumers feel particular emotions. For instance, the Dodge car promoters use an outdoor setting in their commercial to advertise their trucks. The area is a vast, wide open plain with no... ...tisement for it, because of its visual representation. In conclusion, advertisers have the job of not only tempting viewers to buy a product, but also the power to make them feel emotions through visually showing different situations. â€Å"Dodge† wants you to break away from the norm and embrace freedom while â€Å"Zales† encourages spontaneity in love. In order to fulfill these emotions, the viewers are induced to purchase the product, therefore accomplishing the task of the advertisers. Works Cited Barry, Dave â€Å"Red, White, and Beer† The McGraw-Hill Reader 8th ed. Ed. Gilbert H. Muller New York: McGraw Hill, 2003, 519-521 Dove, Rita â€Å"Loose Ends† The McGraw-Hill Reader 8th ed. Ed. Gilbert H. Muller New York: McGraw Hill, 2003, 503-505 Winn, Marie â€Å"Television Addiction† The McGraw-Hill Reader 8th ed. Ed. Gilbert H. Muller New York: McGraw Hill, 2003, 505-507

High-Risk Family Assessment and Health Promotion Essay

High-Risk Families A high-risk family is a family unit that is at an increased risk for emotional, intellectual, or developmental problem because of the type of environment or circumstances that is occurring within the family unit. Adults and children that are involved in these high-risk family units are at a higher risk to develop problems, both physically and emotionally. There are many indicators for early detection of risk factors: neighborhood environment, poverty, poor kept homes, characteristics of adults present in the home, marital problems, and child neglect. There are many programs and interventions that can be implemented to try to change the negative effects and ensure a positive outcome within the family unit. History of Teen Pregnancy According to Furstenberg, Brooks-Gunn & Chase-Lansdale (1989), in an article titled Teenaged Pregnancy and Childbearing, teen pregnancy did not become prevalent until the 1960s. Two changes occurred contributing to the increase in teenage pregnancies: 1.) an increase in sexual activity of young girls and 2.) a decrease in the number of teenage marriages. By the 1980s over half of white females and three-fourths of black females were sexually active by the age of 18 (Furstenberg, Brooks-Gunn & Chase-Lansdale, 1989). Contraception was not regularly used when having sexual relations, and many of these females became pregnant during their teen years. Furstenberg, Brooks-Gunn & Chase-Lansdale (1989), also continue to say that compared to the number of unmarried teenage females in 1950 the females of 1980s were two-thirds white and almost 97% black single females. Also, 40% of these teenage pregnancies would end with abortion, and that the younger teenagers would have more abortions. A pre gnant teenager has many decisions to make regarding her future: 1.) future schooling 2.) relationship with the  baby’s father 3.) family’s support 4.) peer’s support. Summary of the Health Profile of a Pregnant Teen The risk of some teenagers getting pregnant is high in some circumstances. There are many life situations that place teenage girls at a risk of becoming pregnant. These may include poor school performance, sexual abuse, poverty, being raised by a single parent household, having a mother who was an teenager mother, or having a sister who has become pregnant at a young age. According to Saewyc, Magee & Pettingell, (2004) the risk of a teenager getting pregnant is increased if that teenager has been sexually abused. The pregnancy is because they have been sexually abused they have a feeling of powerlessness which can lead to impairment when it comes to using a contraceptive (Saewyc, Magee & Pettingell, 2004). Also, if the teenager has been sexually abused then they may have a higher chance of substance abuse and running away from home (Saewyc, Magee & Pettingell, 2004). Substance abuse can lead the risk for multiple partners, unprotected sex, and turning to sex work in order to support their habit. Many teenagers feel that they are under pressure to have sexual relations. Peer pressure, bullying, and teasing by friends can lead to sexual intercourse at a much earlier age. Also, being allowed to date at an early age can lead to pregnancy, especially if the individual they are sleeping with refuses to use contraception. There are many social and cultural changes that have occurred regarding dating. Getting to know a person over a long period, or courting, is no longer part of dating. Couples now move onto physical relationships much quicker, and sex is part of the relationship. Poor education and low achievement levels in school can lead to unwanted pregnancies. Teenagers who drop out of school are more likely to become pregnant and not complete their education. Teens that get pregnant tend to come from more disadvantaged families than those who do not become pregnant. Being of lower income contributes to a low hope of possible financial success which usually leads to choices of short-term contentment, having a  baby while they are young and unmarried. Orem’s Self-Care Model Dorothea Orem published the Concepts of Nursing in 1971 and the sixth publication in 2001. According to Sitzman & Eichelberger, (2011), â€Å"Orem’s Self-Care Model describes a structure where the nurse assists the client, as needed, to maintain an adequate level of self-care. The degree of nursing care and interventions depend on the degree to which the client is able (or unable) to meet self-care needs† (p. 96). Orem’s general theory is in three parts: 1.) theory of self-care 2.) theory of self-care deficit 3.) theory of nursing system (Chitty, 2005, p. 283). The theory of self-care focuses on patient’s self-care capacities. The theory of self-care deficits specifies when nursing care is needed. Orem identifies five methods of helping: 1.) acting for and doing for others 2.) guiding others 3.) supporting others 4.) providing an environment promoting personal development in relations to meeting future demands 5.) teaching another (Orem, 2001 as cited in M asters, 2011, p. 183). The theory of nursing system describes the responsibilities and roles of the nurse and patient, the reason for the nurse-patient relationship, and the types of interventions needed to be provided to meet the patient’s needs. The theoretical framework of Orem’s theory as it relates to the metaparadigm for nursing is based on the person, a nurse, environment, and health. Nursing is the ability to assist patients to provide and manage self-care to improve and maintain human function at some level. Health is not only taking care of the body but is also how a person performs with daily activities of living and progressing toward higher levels of functioning. Environment includes four features: 1.) physical 2.) chemical 3.) biological 4.) social (Orem, 2001 as cited in Masters, 2011, p. 183). The environment has an impact on the individual’s health and well-being. Finally, persons are human beings who are different from other living beings. Human beings can reflect, symbolize, and use symbols. The person is a patient whom the nurse cares for. Orem’s theory can be applied to all three levels of prevention: primary, secondary, and tertiary. Every person needing nursing care has requirements at the primary level of prevention. Secondary prevention is required after the onset of illness and is directed toward reducing complications and disability. Tertiary care is appropriate when functioning is limited. Dorothea Orem’s  theory provides a widespread foundation to the nursing practice and is specific to when nursing care is needed. Orem’s theory can be applied can be applied to various age groups including teenage mothers of newborns. The self-care deficit theory of nursing is useful with teenage mothers of newborns. The theory will focus on the strengths and/or weaknesses of the individual. Methods of help and interventions include teaching, guiding, and providing for and/or maintaining direction in an environment that supports personal development. Healthy People 2020 Objectives According to Healthy People 2020 goals are to improve pregnancy planning and spacing, and prevent unintended pregnancy. Reducing pregnancies among adolescent females aged 15 to 17 years, reducing the number of pregnancies conceived within 18 months of a previous birth, increasing the number of both males and females who have never had sexual intercourse, increasing the number of sexually active persons who use condoms to both effectively prevent pregnancy and provide barrier protection against disease, and increase the number of adolescents who received formal instruction on reproductive health topics before they are 18 years old are all applicable objectives related to teenage pregnancy (â€Å"Family planning,†). There are many nursing interventions that are applicable for prevention of teen pregnancies. Nursing education that includes teaching about contraception, abstinence, and having schools administer condoms through the health office. Interventions can also include designing and presenting programs that includes parent-teen communication with their parent(s), while promoting abstinence and the proper use of contraception. According to Furstenberg, Brooks-Gunn & Chase-Lansdale (1989) there have been efforts made to prevent teen pregnancies. According to the Panel on Adolescent Pregnancy and Childbearing primary prevention, delaying sexual activity, and using contraception is where all efforts should be focused on for prevention (Furstenberg, Brooks-Gunn & Chase-Lansdale, 1989). Primary prevention programs include: 1.) educating teens about sexuality and contraception 2.) changing attitudes about early sexual involvement and 3) providing contraceptives and family planning (Furstenberg, Brooks-Gunn & Chase-Lansdale, 1989). Role of the Advanced Practice Nurse as a Case Manager Advanced Practice Nurses have the education, training, and skills to perform many of the primary-care duties performed by physicians. Advanced Practice Nurse Case Manager carries out advanced practice functions and develops functions that help to achieve the best results for the client through valuable interactions with clients. The Advanced Practice Nurse will manage and coordinate care for the pregnant teenagers and their families, provide health education, teach self-care behaviors, and offer psychosocial counseling and support, assess the efficacy of the health care system, and assist and monitor improvement ideas of the health care system. Conclusion Teenage pregnancy has been a major problem facing our children since the 1950s. Teen parents are less likely to finish school, more likely to live in poverty, more likely to have babies with low-birth weights and more likely to have children who become teenage mothers themselves. The goals of the health educator should include changing the behavior, providing counseling services, primary and preventative health care, and family educations. For the future, all teens should be aware of the risks involved of sexual intercourse and be educated on the ways to prevent pregnancies. Reference Chitty, K. K. (2005). Professional nursing, concepts & challenges. W B Saunders Co. Family planning. (n.d.). Retrieved from http://www.healthypeople.gov/2020/topicsobjectives2020/overview.aspx?topicId=13 Furstenberg, F. F., Jr., Brooks-Gunn, J., & Chase-Lansdale, L. (1989). Teenaged pregnancy and childbearing. American Psychologist, 44(2), 313-320. doi:http://dx.doi.org/10.1037/0003-066X.44.2.313 Masters, K. (2011). Nursing theories, a framework for professional practice. Sudbury, MA: Jones & Bartlett Publishers. Saewyc, E. M., Magee, L. L., & Pettingell, S. E. (2004). Teenage pregnancy and associated risk behaviors among sexually abused adolescents. Perspectives on Sexual and Reproductive Health, 36(3), Retrieved from https://www.guttmacher.org/pubs/journals/3609804.html Sitzman, K., & Eichelberger, L. W. (2011). Understanding the work of nurse theorists, a creative beginning (2nd ed.). Sudbury, MA: Jones & Bartlett Learning.

Medication in the History of Mental Disorder Essays

Medication in the History of Mental Disorder Essays Medication in the History of Mental Disorder Paper Medication in the History of Mental Disorder Paper Cornelius L. E. Katona, and David Taylor. Use of Drugs in Psychiatry: The Evidence from Psychopharmacology. 5th ed. London: RCPsych Publications, 2002. Diller, L. H. (2006). The Last Normal Child: Essays on the Intersection of Kids, Culture, and Psychiatric Drugs. Santa Barbara: Greenwood Publishing Group. Shorter, Edward. A History of Psychiatry: From the Era of the Asylum to the Age of Prozac. 2nd ed. Hoboken: John Wiley and Sons, 1997. Sperry, Len, and Prosen, Harry. â€Å"Contemporary Ethical Dilemmas in Psychology: Cosmetic Psychopharmacology and Managed Care. † American Journal of Psychotherapy 52 (1998): 54-63. Thompson, Marie L. Mental Illness. Santa Barbara: Greenwood Publishing Group, 2007. Wright, Robert. â€Å"The Coverage of Happiness. † The New Republic (1994): 24-29.

Writing Thesis Papers

Writing Thesis Papers Writing Thesis Papers Writing Thesis PapersThis article is written with the purpose to assist you with thesis papers writing. So, lets start exploring the world of successful thesis writing! While it may appear very difficult to write a good thesis paper, you should just start writing a thesis and eventually you may even enjoy the process of researching and writing. Of course, if you have enough time for these tasks. If you have no time to read long manuals on thesis papers writing, this short guide is written just for you!Thesis Papers OutlineThesis outline includes key chapters and subheadings you play to cover in the process of thesis papers writing. Outline may include some notes and remarks youll add in the process of researching. It is a good idea to write objectives for each chapter and to list potential sources as well.Thesis Papers OrganizationSuccessful thesis papers writing depends on your ability to organize your time effectively. Of course, you have to write many other papers for your clas ses, to work, and to find time for your friends. Therefore, time management is essential for thesis writing process. One of the most effective ways to organize your time is to make up a timetable for writing. Every time the draft is written, you may ask your advisor for feedback to incorporate necessary changes in a timely manner. Keep in mind that you should write something daily; even if you add only a couple of sentences or find a useful source, you need to integrate new ideas immediately. In addition, thesis papers should be written in a clear and logical manner. You need to include references to scientific and academic literature to support your ideas. Nevertheless, you should not try to create a simple literature review. All of your ideas should flow logically. Keep in mind that your task is to create an argument, not to offer an overview, even if critical, of the existing information on your topic. Thesis Papers ChaptersTitle Page and AbstractIntroductionLiterature ReviewMeth odologyTheoretical FrameworkResults and DiscussionsConclusionsSuggestionsReferencesAppendicesIf you have no time to devote to thesis papers writing, do not hesitate to order professional services at our site! We can write the best custom thesis papers for you! Give yourself an opportunity to get an A+ on your assignment without any efforts!

Blakes Use of Poetry as an Attack on the Hypocrisy of Church and the Wider Establishment That Maintains Poverty Essays

Blakes Use of Poetry as an Attack on the Hypocrisy of Church and the Wider Establishment That Maintains Poverty Essays Blakes Use of Poetry as an Attack on the Hypocrisy of Church and the Wider Establishment That Maintains Poverty Paper Blakes Use of Poetry as an Attack on the Hypocrisy of Church and the Wider Establishment That Maintains Poverty Paper Romanticism was an early and artistic way of looking at things which ended with the Victorian age. Romantic’s supported freedom of thought, movement and life style and were against oppression of any kind. They saw children as the future and were against child labor and the snatching up of childhood. They also felt that all people should have rights and should be respected. William Blake was no exception to this ideology. Being born in a time of expanding industrial revolution, Blake viewed industrialization as a curse for enslaving people, and allowing their masters to treat them badly. He also had strong views on seeing children as innocent. This caused him to hate child labor and show disgust to the world he was living in. It is no wonder then, that Blake preached his romantic views in his poetry and paintings. In 1789, William Blake had his first book, Songs of Innocence, published. Five years later, he added Songs of Experience to be included in publishing the two books as one whole piece of literature. Each book is a collection of poems that conveys Blake’s theory about innocence which states that, when one is born into the world, he or she is free from sin; but after the corruption of the world taints one’s soul, he or she becomes a sinner. Blake was also a devout Christian and stressed The Old Testament over The New Testament. Blake recognized the great inequalities of society and wanted to expose them. He saw the inappropriateness of the Church and lack of moral standing, this is in relation to mistreatment of the vulnerable in society, such as chimney sweepers and orphans. William Blake, jaded as he was, was a genius and used his poetry to portray his philosophy on life. The use of children is a prominent theme in a number of Blake’s poems. In his two â€Å"Chimney Sweeper† poems, one from Songs of Innocence and one from Songs of Experience, Blake show how the 18th Century church called upon children to passively accept their lot and pray to God. From a careful reading of these two â€Å"Chimney Sweeper† poems, it is apparent that Blake sees the world through the eyes of a child, and embraces the innocence of the young. Particularly awful, in Blake’s eyes, is the way the church gets the children to accept their victimization. It is especially important to note that, in Blake’s society and in Blake’s time, there was no separation between the church and state. The church provided the religious justification for state and corporate exploitation of the poor. Thus, one can clearly see that these two â€Å"Chimney Sweeper† poems addresses the hardships that children faced which made them destined to the life of a chimney sweeper during the 18th century in London. The poems also refer to the sufferings of ALL child laborers, and can be considered as an attack on the Establishment that maintained poverty. Further, the poems reflect Blake’s political stance; he is actually attacking what he considers injustice, evil, and suffering in the world. In â€Å"The Chimney Sweeper† poem from Songs of Innocence, we are introduced to a little boy who is being sold into hardship by his father after his mother died. He was poor, uneducated, and could not even speak when he was forced to sweep chimneys and sleep in soot. Similarly, in â€Å"The Chimney Sweeper† poem from Songs of Experience, we are introduced to a boy who is facing hardship because his parents are unable to see his pain, since they are busy praying for themselves in church. The similarities shared between these two poems are ingenious when combined with the differences. For example, Blake uses the word â€Å"weep† in each of the poems to illustrate immaturity. The speaker in each poem is very young; but the speaker in the Songs of Innocence version is too young to pronounce the word â€Å"sweep† (hence â€Å"’weep†), and in the Songs of Experience version, the speaker is actually weeping. The Chimney Sweeper† from Songs of Innocence also includes a dream in which an angel frees the orphans from their misery, whereas in the Songs of Experience version, the speaker is a young man who has relentlessly been left in his misery while his parents are at church praying. Blakes attack on the church is clearly represented by the angel figure in the â€Å"Chimney Sweeper† from Songs of Innocence. As deceptive as the church can be, the angel exemplifies the false promise of afterlife bliss. The angel claims that only if the sweeper is â€Å"a good boy† (19) he will be content and â€Å"never want of joy†. (20) Blake shows his indignation of this concept through the use of irony; â€Å"So if all do their duty they need not fear harm† (24) indicating that children should be cherished not abused, their innocence should be preserved, not exploited. Again, Blake is urging people to fight against injustice and to right some of the wrongs of society. Therefore, their injust plight should not be treated as a way to earn a pleasant afterlife. Their treatment should be viewed as abhorrent and discontinued. As is evident here, Blake always stood up for the poor and oppressed against the establishment of his time. Blake also, emphasizes an ironic connection between both naive and mischievous children with the use of heavenly, joyful images versus dark, morbid images. For example, in The Chimney Sweeper, from the Songs of Innocence, Blake describes a boy with hair that even â€Å"the soot cannot spoil† (8) as having a dream that his friends were locked inside the chimney, but â€Å"an Angel who had a bright key, / pen’d the coffins set them all free† (13-14). However, from the Songs of Experience counterpart, Blake does not capture the purity and whiteness of youth, but portrays a child as â€Å"A little black thing among the snow. † (1) It is quite sad that the chimney sweeper is not even attributed the characteristics of a child, and is just referred to as a â€Å"little black thing† (1) , showing its diminutive stance not only in stature but also in society. Class distinction is depicted in both â€Å"Chimney Sweepers† poems. As the speaker in â€Å"The Chimney Sweeper† from Songs of Innocence describes his lifestyle, we can see clearly â€Å"That thousand of sweepers, Dick, Joe, Ned, Jack† (11) are a bunch of young boys who are poor and of the same social class. Likewise, the sweeper from Songs of Experience is a poor boy, who has no family to reply on and no financial support. This puts him at a disadvantage, leaving him no choice, but to sweep chimneys â€Å"And Smil’d among the winter’s snow† (6) while he â€Å"sing the notes of woe. † (8) Blake uses these boys to illustrate how they are at a disadvantage because of their poor condition. They have no money, and no power, leaving them with no social stature as well. They are forced to work, even if it is not desirable, and they cannot complain because there is no alternative for the poor, as the saying goes: Money talks, everything else walks. More ideas about the exploitation of children by the society is evident in â€Å"The Chimney Sweeper† poem of Songs of Innocence where, the child in this poem seems to have accepted his fate and is not motivated to change his own suffering. However the child is motivated to help minimize the suffering of others, â€Å"Hush Tom, never mind it. (7) The use of the soft soothing ‘hush’ creates an image of the chimney sweeper as being old and wise beyond his years and gives him a protective, fatherly quality despite his age. Again, Blake draws our attention to the ideas of child labor, as he is motivated by seeing their suffering in the increasingly industrial world he lived in. It is worthy to note that children believe everything that is said to them, thus the child in this poem actually thinks that what he is told to do, will cause him no need to â€Å"fear harm. (24) Similarly, â€Å"The Chimney Sweeper† in Songs of Experience develops the same situation as â€Å" The Chimney Sweeper† from Songs of Innocence collection, but it is from a different perspective. In this poem, there are clearly three different views of the sweeps situation; his own; his parents and an observer. From reading this poem it is clear that the young sweeper feels exploited that his parents are self justifying, seeking only to pacify their own consciences and that the observer feels both pity and outrage. In the very manner that Blake explores issues of child exploitation and selling in the â€Å"The Chimney Sweeper† of Songs of Innocence, â€Å"The Chimney Sweeper† of Songs of Experience does the same, but puts more emphasis on the responsibility of the parents in putting their child in such a position of vulnerability. Through the eyes of children, Blake does not convey parents as a part of a family that raises their children with love and care, but as a group of individuals who mindlessly partake in their religious devotion by â€Å"going up to church to pray† (4). Parents here want to save their own souls, but don’t care about the damning of their child to a short life of misery. Within this poem is an example of people who are obviously not motivated by human suffering, as the child’s parents ignore the feelings of their child, â€Å"and because I am happy and dance and sing/ they think they have done me no injury. † (9-10) Here, Blake has characterized the child through typical infantile verbs â€Å"dance and sing† (9) although, this is contrasted by the feelings of the child which are masked by its actions. A point is also made by Blake about the role of the church in such social issues and, how organized religion plays a major role in the actions of people. Blake shows us how the organized church encourages parents to act upon the evident suffering of their child and the children around them in society, when they allow the parents to come inside its building to pray when they should be protecting their child from all harm. Finally Blake is emphasizing to the reader once more those who are responsible for the childs pain and sorrows. Blake also laments on how religion can be so powerful to motivate an individual to bear difficulties. In â€Å"The Chimney Sweeper† poem from Songs of Innocence, the boy believes in a â€Å"God for his father† (20) who observes and counts every singles act. He has faith which is spoiled by the institution of capitalism, which works as a repressive ideology to motivate the boy to be a passive good worker. The boy should only be concerned with doing his duty and nothing else. This is hidden from the boy, as he can just see the shinning bright â€Å"Sun† (16) and â€Å"the angel who had a bright key† (13) in his dream. The boy does what the angel has asked; to be a good worker, therefore, he will â€Å"never want joy. † (20) Having nothing else in life, the boy keeps his faith, but this dream keeps him away from the awareness of his socioeconomic oppression and, in turn guarantees the future of beneficial oppressors. Furthermore, Blake goes on to make yet another, contrast between innocence and experience when the chimney sweeper of Songs of Experience says, â€Å"they clothe me in the clothes of death† (7) indicating that when the child is naked, he is innocent, and since they clothed him they are forcing him into experience. However, the church does not care about the young boys, since they make themselves a â€Å"heaven† (12) out of the â€Å"misery† (12) of these little boys. In conclusion, it is evident that living in a world without media and technological advances, William Blake was able to use his poetry as a powerful tool for social comment. This is particularly evident in his two same name poems: â€Å"The Chimney Sweeper. † Like all of the poems in Songs of Innocence and Songs of Experience, Blake was able to use these two poems to attack the hypocrisy of the Church and of the wider Establishment that maintained poverty. He was very successful in bringing the world before his readers as raw and unmasked. By depicting the awful condition and future of the boys in both poems, Blake was able to condemn the capitalist society of his time. He was also able to show us the misuse of power in religious beliefs and activities. Throughout his poems, it is clear that the church is the oppressor that invites capitalism to society. These poems can be read in today’s light where oppression is very much present. Once and for all, Blake was inviting society to take a stand against the degradation of our land and our people. A timeless invitation indeed! : Blake, William. â€Å"The Chimney Sweeper. † English Romantic Writers. Ed. David Perkins. New York: Harcourt Brace Jovanovich Publishers, 1967. 54. Print. Blake, William. â€Å"The Chimney Sweeper. † English Romantic Writers. Ed. David Perkins. New York: Harcourt Brace Jovanovich Publishers, 1967. 65. Print. Ellis, John Edwin and Yeats, W. B. eds. , The Works of William Blake, Poetic, Symbolic, and Critical, 3 vols. (London: B. Quaritch, 1893)

A proposal for conducting a business research Example | Topics and Well Written Essays - 750 words

A for conducting a business - Research Proposal Example Majority of organizations that operate in this industry are mostly concerned with their marketing strategies in order to establish their physical evidence and make it look convincing in front of their customers (Wong & Kwan, 2001). Nonetheless, what they fail to recognize is that the market is becoming sensitive both in terms of quality and price at the same time (Collier & Gregory, 1995). Therefore, organizations, in particular hotels, have to make sure that that they keep control over the price that they charge and at the same time maintain a superior quality of service (Kandampully & Suhartanto, 2000). This is precisely because the pricing strategy and its complementation with the quality of service provided by hotels is a key determinant of the extent to which customers is satisfied (Yelkur & DaCosta, 2001). The satisfaction index of customers in turn becomes a fundamental determinant of the hotel’s success and sustainability. The price factor is considered to be one of the strongest weapons in the arsenal of hotel managers as far as implementing a proper strategy based on this factor in order to increase market share is concerned (Whitla, Walters & Davies, 2007). This is precisely because this variable is intrinsically flexible, can be quickly modified and have a direct association with profitability. According to a survey conducted by Srinivasan, Popkowski Leszczyc & Bass (2000), price was regarded extremely important by nearly 72% of the respondents and was ranked third amongst the fundamental factors of marketing. According to the comments made by Chen and McMillan (1992), the likelihood for matching response is much higher for in case of price reductions, be it an aggressive pricing strategy or deterring pricing strategy. Nevertheless the impact of both these strategies is still contentious. It is with regards to this fact that the

5-Year Plans and Its Role in Russian History between 1924 and 1945 Essay

5-Year Plans and Its Role in Russian History between 1924 and 1945 - Essay Example A third Five Year Plan was also launched in 1938 to double the 1937 levels, however, this came to a premature end in 1941 when the Soviet Union entered the Second World War and the focus changed from industrialization and national growth to weapon production to support the Soviet military. In effect, the three Five Year plans brought holistic and comprehensive changes to Stalin's Russia which moved the former backward agrarian country to the class of dominant world powers. This paper examines important elements and components of the three Five Year Plans and their impact on Russian history between 1924 and 1945. Background The Five Year Plans of Stalin was a move from the backward peasantry that existed under the Tsarist regime to a modern industrialized nation under the new Communist regime (Sladkovski, 1966). The overthrow of the Tsarist regime in 1917 and the Russian Civil War led to the complete collapse of Russia's already backward systems. In 1921 when the Bolshevik consolidate d power, Lenin introduced War Communism where communes were filled with the concept of a proletariat state where the working class and commoners were to work for the betterment of the society without a bourgeois class who were seen as rich business owners who exploited the commoners. In his vision, the society was to remain classless and everyone was to work for the betterment of the society without being exploited, according to the Marxist theories. Lenin introduced the New Economic Policy to stimulate economic activity in trade, manufacture, and agriculture (Bonnell, 1999). The New Economic Policy of Lenin blended Capitalism with Socialism (Life Magazine, 1943). It permitted peasants to sell surplus foods on the open market (Life Magazine, 1943). After the death of Lenin in 1924, Stalin took over and one of the things he did was to abolish the New Economic Policy. Stalin's Motivation and Vision When Stalin took over power, he took drastic steps to reorganize the Soviet economy and social order. In doing this, Stalin built on some elements of Lenin's ideas and this include 1. A single party state 2. Single official ideology 3. Manipulation of legality and 4. Promoting state's economic dominance (Service, 2005). The plans were meant to consolidate important elements of the Soviet Union in order to attain the following ends. Stalin, therefore, used all the opportunities and power at his disposal to do so by launching the Five-Year Plans which created a framework within which the country strove to attain the four ends that were identified from the era of Lenin. By the era of 1929 and 1930, the Soviet Union was heavily reliant on technology from the United States and Germany (Jacobson, 1994). Russia needed structures to become self-dependent. In doing this, there was the need for the country to have the right structures. One of them was to be able to manufacture its own inputs in areas like steel production and in primary research.

Academic Journals Exercise of Social Goegraphy Essay

Academic Journals Exercise of Social Goegraphy - Essay Example e articles published during the past few years in the selected journal will be reviewed and methodological approaches of the journal will be discussed in the paper. ACME: An International E-Journal for Critical Geographies is the journal that will be analyzed and scrutinized in this paper. (ACME, 2009) In specific, social, spatial, and political analyses are welcomed and encouraged in the abovementioned journal; however, a significant importance has been given to the critical and radical approaches for such analyses. As the name suggests, different geographies have been analyzed in this journal critically with its relation with social sciences. Some of the social-scientific aspects, such as feminist, Marxist, anarchist, post-structuralism, and a number of other perspectives have been used by the authors to provide an understanding of such socialist aspects in terms of geography. It is believed that the abovementioned perspectives play a crucial role in the development of geographies, and thus, different political structures, such as nationalist, liberalism, fascism, etc. have been investigated and challenged in a critical and radical manner. One of the major reasons of choosing this journal is its international perspective and scope that allows contribution from academic, as well as, non-academic providers and contributors. Besides this, articles have been published in English, Spanish, German, Italian, and French in the journal that provides an overview of its diversity. Journal includes review essays, as well as, a variety of empirical based research articles that have critically analyzed socialist issues with respect to geography by debates, literature reviews, and poetry as well. Until now, ACME: An International E-Journal for Critical Geographies has published fifteen volumes since its first volume in the year 2002. Since its first volume, different topics, such as critical cartographies, sexuality and gender, mediated places, class struggles and geography,

Strategic Marketing Management Planning and Control Assignment

Strategic Marketing Management Planning and Control - Assignment Example For this, the Asian Star Corporation has to make a strategic marketing plan at the corporate level. Strategic planning refers to the process of maintaining and developing a strategic fit between the capabilities and goals of an organization and its varying opportunities in the market. The Asian Star Corporation should find the game plan for its growth and survival in the long run provided with its specific objectives, opportunities, resources, and situation. This should be the focus of its strategic planning. The stages for rest of the planning in the firm are set by the strategic planning. The annual plans, strategic and long-range plans are usually prepared by the companies. The long-range and annual plans deal with the current businesses of the company and the way to keep its continual operation whereas the strategic plan constitutes an adaptation of firm to take benefit of opportunities in its rapidly changing environment (Aaker, 2001). The Asian Star Corporation at its corporate level should start the process of its strategic planning by defining its overall mission and purpo se. The mission should then be turned into detailed supporting objectives guiding the whole company. Next, it should be decided that what portfolio of products and businesses is best for the company. Each product and business, in turn, should develop detailed marketing and other departmental plans to support the companywide plan (Drummond, Ensor and Ashford, 2001, pp.4-5). A mission statement is a statement of purpose of organization stating what it wants to accomplish in the larger environment. So the Asian Star Corporation should develop its formal mission statement stating details like what is its current business and what should be its future business, who is its customer and what do consumers value. A clear and well-defined mission statement can give better financial and organizational performance to Asian Star Corporation.

Translation review 5 Essay Example | Topics and Well Written Essays - 1000 words

Translation review 5 - Essay Example A collective noun is a noun, which denotes a group of entities, and can be distinguished "from other nouns by a distinct patter of number contrast." It is therefore a single collective entity. It usually allows a flexible choice of pronoun as this can be either singular or plural depending on the perception of individuality within the group. As far as translation is concerned, the choice reflects a nuance in meaning relating to gender. English not only has a wider range of collective nouns than Arabic, it also "gives the speaker many such choices to express his attitude to the content of his message". And, as with translation in general, there are variations in the scope of meaning of words between languages. In Arabic, collective nouns "can be treated as singular depending on their form, and they can be treated as plural depending on their meaning" such as in sa’ara and sa’aru’ respectively. So pluralization of collectives is possible in both languages though the range of collectives is greater in English. Using examples of collective nouns, this study tests a group of 20 college students in backtranslating and presents the results with analysis. The hypothesis is that "testees are going to use the item group as the equivalent for most of the collective nouns of English." The findings showed that "most of the students faced problems in finding the exact equivalents for some of the nouns." The grammatical mistakes showed that "Arabic is richer in its grammatical system than English." The article addresses an issue in translation theory that has hitherto received little attention. It makes a thorough exploration of the issue of backtranslating by means of a test on sets of collective nouns. The number of testees is not much of an issue because in back translating we are concerned not with the quantity but the quality of the translation and the semantic precision. The topic is a good illustration of some of the difficulties of translating

Research Article Presentation Speech or Example | Topics and Well Written Essays - 1250 words

Research Article - Speech or Presentation Example Additionally, the research has a number of strengths in the research data collection and computation. The research uses the cluster sampling technique known for its cost effectiveness in the identification of the research participants. An effective selection of the research participants gives an effective representation of the research target audience thus authenticating the claims of the new information. The cluster sampling techniques groups similar respondents together thereby making them easily accessible to the researcher. Additionally, the research employs the three different data collection techniques a feature that pools together the strengths of the three techniques thus making the research more effective. The use of a sample representation gains its validity from the impossibility of investigating every member of the public targeted by the research, the researcher therefore defines the research title and formulates a scope of the study. With these, he or she therefore devis es ways of accessing the respondents and using their responses to allude to the rest of similar population. Additionally, the research uses graphical presentation of its finding. This does not only make the research more presentable but also makes the interpretation of the research. ...This develops the information need that the researcher therefore seeks to satisfy by conducting the research. Through the elaborative background, the researcher provides a link between Neurogenic Bowel in spinal cord injuries and the quality of life that such member of the society lead. This descriptive introduction gains relevance for the research and the different methodologies that the researcher uses in developing his arguments in the conclusion. The research had a number of weaknesses too key among which included cluster sampling methodology. Despite being cost effective, the sampling technology hastily generalizes the respondents a feature that makes the research less relevant to the target popu lation. Additionally, the use of the three data gathering techniques is also redundant and makes the research repetitive thus time consuming. The use of questionnaires is largely similar to the use of interview in most cases, the researcher employs the two concurrently which makes the research process more costly and more repetitive. However, the descriptive research methodology that the researcher employs has a number of weaknesses all of which influence the effectiveness of the research findings thus the efficacy of the conclusion statement. This research structure is normally more theoretical in the description of the effects of the research variables in which case are the Neurogenic Bowel in spinal cord injuries and the quality of life. Both of the concepts in this research that constitute the variables are abstract and the researcher does not interpret these into effective mathematically computable variables. The failure by the researcher to achieve this makes the research proc ess less legitimate, the researcher

Strategic Marketing Management Planning and Control Assignment

Strategic Marketing Management Planning and Control - Assignment Example For this, the Asian Star Corporation has to make a strategic marketing plan at the corporate level. Strategic planning refers to the process of maintaining and developing a strategic fit between the capabilities and goals of an organization and its varying opportunities in the market. The Asian Star Corporation should find the game plan for its growth and survival in the long run provided with its specific objectives, opportunities, resources, and situation. This should be the focus of its strategic planning. The stages for rest of the planning in the firm are set by the strategic planning. The annual plans, strategic and long-range plans are usually prepared by the companies. The long-range and annual plans deal with the current businesses of the company and the way to keep its continual operation whereas the strategic plan constitutes an adaptation of firm to take benefit of opportunities in its rapidly changing environment (Aaker, 2001). The Asian Star Corporation at its corporate level should start the process of its strategic planning by defining its overall mission and purpo se. The mission should then be turned into detailed supporting objectives guiding the whole company. Next, it should be decided that what portfolio of products and businesses is best for the company. Each product and business, in turn, should develop detailed marketing and other departmental plans to support the companywide plan (Drummond, Ensor and Ashford, 2001, pp.4-5). A mission statement is a statement of purpose of organization stating what it wants to accomplish in the larger environment. So the Asian Star Corporation should develop its formal mission statement stating details like what is its current business and what should be its future business, who is its customer and what do consumers value. A clear and well-defined mission statement can give better financial and organizational performance to Asian Star Corporation.

Research Article Presentation Speech or Example | Topics and Well Written Essays - 1250 words

Research Article - Speech or Presentation Example Additionally, the research has a number of strengths in the research data collection and computation. The research uses the cluster sampling technique known for its cost effectiveness in the identification of the research participants. An effective selection of the research participants gives an effective representation of the research target audience thus authenticating the claims of the new information. The cluster sampling techniques groups similar respondents together thereby making them easily accessible to the researcher. Additionally, the research employs the three different data collection techniques a feature that pools together the strengths of the three techniques thus making the research more effective. The use of a sample representation gains its validity from the impossibility of investigating every member of the public targeted by the research, the researcher therefore defines the research title and formulates a scope of the study. With these, he or she therefore devis es ways of accessing the respondents and using their responses to allude to the rest of similar population. Additionally, the research uses graphical presentation of its finding. This does not only make the research more presentable but also makes the interpretation of the research. ...This develops the information need that the researcher therefore seeks to satisfy by conducting the research. Through the elaborative background, the researcher provides a link between Neurogenic Bowel in spinal cord injuries and the quality of life that such member of the society lead. This descriptive introduction gains relevance for the research and the different methodologies that the researcher uses in developing his arguments in the conclusion. The research had a number of weaknesses too key among which included cluster sampling methodology. Despite being cost effective, the sampling technology hastily generalizes the respondents a feature that makes the research less relevant to the target popu lation. Additionally, the use of the three data gathering techniques is also redundant and makes the research repetitive thus time consuming. The use of questionnaires is largely similar to the use of interview in most cases, the researcher employs the two concurrently which makes the research process more costly and more repetitive. However, the descriptive research methodology that the researcher employs has a number of weaknesses all of which influence the effectiveness of the research findings thus the efficacy of the conclusion statement. This research structure is normally more theoretical in the description of the effects of the research variables in which case are the Neurogenic Bowel in spinal cord injuries and the quality of life. Both of the concepts in this research that constitute the variables are abstract and the researcher does not interpret these into effective mathematically computable variables. The failure by the researcher to achieve this makes the research proc ess less legitimate, the researcher

Its Time to End Pet Misery Year 11 Draft Essay Example for Free

Its Time to End Pet Misery Year 11 Draft Essay In the opinion piece ‘Let’s End Pet Misery’, featured in the Herald Sun on the 21st of July 2009, writer Susie O’Brien responds to the issue of animal cruelty in Victoria. In an outraged tone, the writer pleads with pet lovers and everyone else alike to support a new bill that aims to make animal desexing compulsory, reducing the rates of unwanted offspring and acts of animal cruelty committed against these animals. The writer begins her argument with the use of alliteration paired with a cliche. â€Å"A single stroke of the pen can save †¦ pets from a short life of misery. † The alliteration of the two words ‘single’ and ‘stroke’ draws more focus to the cliche; ‘a single stroke of a pen’. This emphasises how easily the problem could be solved, angering the reader due to the little that has been done to solve the problem. This technique also works to instil guilt within the reader, making it more likely for them to take action in assisting the cause, thereby supporting the writer’s contention to support the compulsory desexing of pets. One technique the writer uses is a frightening statistic that has been juxtaposed in a larger text. â€Å"In Victoria alone, 300 dogs are put down every day. That’s †¦ more than 100,000 a year. † This unbelievably shocking statistic is a perfect technique to support the writer’s contention. It is able to appeal to the fear and concern of pet lovers and all other citizens alike. This statistic works very well to draw the reader’s attention, due to its intelligent position just below the heading, and works to ‘recruit’ more people to the cause, as most would be unable to stop reading after being confronted with such a statistic. Additionally, it would inspire more people to support the writer’s contention and take action to stop all this death. One of the writer’s strongest persuasive technique is the use of a widely known anecdote paired with strong, emotive language. â€Å"In a devastating attack, someone †¦ hacked off his ears and tail and then left him to die in pain. † Through the use of the well-known story about Buckley, an eight week old Victorian puppy, the writer’s argument is strengthened in the eyes of many readers, as a majority of them would have heard of the story, and resented the horrific act of animal cruelty. Her argument is again reinforced by several instances of colourful language. Phrases like ‘hacked off’ and ‘die in pain’ don’t exaggerate the malevolence of the crime, but instead work to give the reader a clearer image of the vile act. This then makes the reader feel more strongly about the issue, making it more likely they do something about it. The strong use of visual media paired with the article is successful in giving the story an even greater effect; working as the figurative ‘icing’ on the argument. The largest image; that revealing the extent of Buckley’s shocking injuries, is a perfect accompaniment to the text, giving the reader a true idea of the result of his terrible wounds. Additionally, the images of pets behind bars, with their innocent eyes, and somewhat fearful expression makes the reader compare them to prisoners whom have been wrongly accused; forced to live a life of confinement for another’s crimes. These elements make readers wish to take action; ending the injustice, and is effective in supporting the writer’s contention. The opinion piece, â€Å"Let’s End Pet Misery,† is effective in persuading readers to support the author’s pledge to introduce a law making the desexing of pets compulsory. Whilst using a highly angered tone, the writer uses alliteration in conjunction with a cliche to give readers a greater idea of how appalling the government’s inaction is. The writer also shocks her readers through the use of an alarming statistic, revealing the true magnitude of the deaths of unwanted animals. Furthermore, the use of a terrifying anecdote used together with colourful language, as well as the images in the piece alert readers to the severity of the situation and appeal to one’s empathy, ultimately encouraging us to share an equally outraged view.

Reflection Report On Experience In A Hospital

Reflection Report On Experience In A Hospital During the final term of my Diagnostic Radiography degree, I attended clinical placement for a total of 11 weeks to gain experience and practice my imaging techniques in various imaging departments. The placement module provided me with a learning experience in a hospital environment and helped to broaden my clinical skills in a variety of clinical environments. I was formally assessed by a member of the clinical staff on 2 different imaging procedures, a mobile chest x-ray and a CT head scan, as part of the degree evaluation process. I kept a reflective diary from the first day of my placement to help me record my feelings and thoughts on the examinations I was asked to perform, the varying patients I examined, the outcomes of these examinations and any problems or achievements I felt important in my time there. The most significant reflection, however, was in respect to my clinical staged assessments. I will be using this diary as a means to help me reflect on my experiences on thi s placement and on how I have developed both professionally and personally. What is reflection and why does reflection help me in my learning? Reflection is a process of gradual self-awareness, critical appraisal of the social world and how it transforms your thinking. Johns and Freshwater (2005) state that reflection is an active process that will enable me and other health care professionals to gain a deeper understanding of any experience with patients. One definition that is appropriate for student radiographers is Reflection in the context of learning is a generic term for those intellectual and affective activities in which individuals engage to explore their experiences in order to lead to new understandings and appreciations (Boud et al, 1985). The use of a reflective journal during my final placement helped me with my reflective development as it would have been difficult for me to remember all the numerous thoughts and feelings I experienced over an 11 week period. Kennison (2002) sees the reflective clinical journal as a method in which a learner may write about clinical learning experiences and reflect on them. He considers this as a beneficial tool of reflection which not only improves the learners writing skills but also essentially helps to reflect on their practice, explore reactions, discover relationships and connect new meanings to past experiences. On the other hand Newell (1992) states that any reflective practice is reliant on memory and interpretation of events selective memory is a particular problem especially following a negative event. I can relate to this as I did find that a balance was required when recalling certain events, I was inclined to remember more negative situations than positive ones, these negative feelings and thoughts of particular events stayed with me longer and had a bigger impact on me. If I am to approach this account of my clinical placement reflectively I must choose an appropriate model for reflection. Johns (2002) found that there are several models have been developed to guide the process of reflection. The first model I will use to aid my analysis and to explore my feelings is the Gibbs (1988) reflective cycle. This model has 6 stopping points which are Description, Feelings, Evaluation, Analysis, Conclusion and Action Plan. I feel this cycle allows analysis to make sense of the experience, it takes into account a sequence of feelings and emotions which play a part in a particular event and leads you to a conclusion where you can reflect upon the experience and what steps you would take if the situation happened again. This model can also be used through different levels of reflection from novice to advanced. The second model I am employing is Boud et al (1985). This model helps reflect before, during and after an action and will be ideal to explore my feeli ngs and experiences through the whole of my placement. Boud et al (1985) identify reflection as a generic term for those intellectual and affective activities in which individuals engage to explore their experiences in order to lead to new understandings and appreciations. This reflective model is therefore appropriate for radiographers and other health professionals to adopt in critical reflection exercises. Boud et al, (1985) Schon, (1995) state that the development of the abilities to be reflective and critically reflective in practice can be perfected through active, repeated, guided practice. Model of reflection (Boud et al 1985 from Johns 1995) Stage 1: Return to experience Describe the experience, recollect what happened Notice what happened/ how you felt/ what you did Stage 2: Attend to feelings Acknowledge negative feelings but dont let them form a barrier Work with positive outcomes Stage 3: Re-evaluate the experience Connect ideas and feelings of the experience to those you had on reflection Consider options and choices Stage 4: Learning How do I feel about this experience? Could I have dealt with it better? What have I learnt from this experience? Starting at the beginning of the Gibbs (1988) cycle and Boud et al (1985) framework, I am asked to describe the two different clinical staged assessments that I completed and my recollection of thoughts and feelings before, during and after the process. My timetable actually dictated that I would perform my mobile chest x-ray assessment first. This was due to me spending the majority of my first few weeks on placement in the General Department where I would be performing this type of procedure regularly on ward patients. I thought it best to be assessed during the third week after I had performed the examination many times and would be feeling confident. At the start of the second week of my placement I felt confident that I would be ready for this assessment in week 3 and was looking forward to my 2 timetabled days in the Accident and Emergency (AE) Department prior to working in the General Department again. On the first morning in AE the radiographer in charge asked if I had any staged assessments to be evaluated on, I advised her that I had a mobile chest x-ray to do but I was happy to do this in the General Department the next week once I had gained more practice. Unexpectedly, the radiographer suggested that she would assess m e that morning and that I should carry out the examination on the next patient that required a chest x-ray in resuscitation. My first instinct was to put this off and decline, as in my mind I had planned to be assessed on a ward patient the following week. I also felt panicked as I did not have much practice using the mobile x-ray machine in the resuscitation area at this point and the surprise of the request took away some of my confidence. This was a test of my mental strength and as a future health care worker I would have to get used to making quick decisions and rising to challenges on a daily basis. My response was to agree, which surprised myself, I accepted that I was going to be assessed that day. I did not have my assessment sheet and criteria to hand but I managed to find another student who had the information and photocopied it. The morning passed very quickly and I was worried every time a request card was passed through to the viewing area from the AE staff as I thought it would my turn to carry out my assessment. When the request eventually arrived it was to image a 64 year old male that ha d breathing problems and a history of Chronic Obstructive Pulmonary Disorder (COPD), he was sitting upright on a trolley in the resuscitation area of Accident Emergency. A chest x-ray was required and so I checked the request card and the patients history on the hospital information system (HIS) system to check for any previous history and corresponding images, I washed my hands, collected a cassette and proceeded to take the mobile unit into the required area. The radiographer accompanied me and asked the patient for his consent and his co-operation to have a student perform the x-ray, the patient agreed. She then observed the whole procedure to evaluate my performance. The chest x-ray procedure was carried out routinely as an erect, antero-posterior view, the patient was very co-operative and aware of the situation around him which made it easier for him to understand and carry out the breathing instructions I was giving him. The resulting image showed prominence of hilar vasculature and was an acceptable diagnostic image. I received an excellent assessment mark from the radiographer and although I was relieved that it was over I still felt pleased with myself that I had carried out the mobile x-ray to a high level. I am thankful however that I kept my reflective diary on this occasion as everything happened so quickly and not to the plan that I anticipated that I benefit from reading my emotional conflicts that I experienced at a later date. This feeling is reinforced by Schà ¶n (1987) who argued that reflection is not a simple process and that practitioners need coaching and require the use of reflective diaries as tools for dealing with practic e problems. The second assessment on the other hand was not as stressful as the above experience and I feel I coped with the anticipation of this assessment better. I was timetabled for a week in the CT Department and so I knew that I would definitely be assessed then on a CT head scan. After discussion with the radiographer in charge it was agreed that we would wait until the Friday to be assessed to ensure that I had plenty practice in carrying out CT head examinations. On the day of the assessment I decided to be assessed on the first patient to attend for a CT head examination. I did not feel as nervous as the first assessment as the arrangements had been made at the start of the week and I knew when I was being assessed. I was also confident in my ability to use the CT scanner and my positioning skills. The first patient to arrive for a CT head scan was a 69 year old female who presented with a history of persistent headaches and dizziness. On checking her identification I found that the la dy was hard of hearing and I had to make sure to explain the procedure slowly, clearly and slightly louder than usual. I instantly became concerned that the patient would not hear the instructions given immediately prior to the examination, e.g. that she should remain very still and not move her head which is very important in achieving a clear and diagnostic head scan. This was a scenario that again I had not predicted. Radiographers, medical students, and nurses alike are constantly faced with unique and ambiguous problems in the clinical setting, where they are required to stop, think, and problem solve in the middle of activities or procedures they are carrying out and is a challenging part of the job. I proceeded to explain to the patient prior to positioning her in the CT scanner what the examination would entail as she would be lying in a supine position with her head resting on a head support which would further obscure her hearing. She acknowledged my instructions and I felt happy to continue with the examination. The patient was positioned head first into the scanner no intravenous contrast was necessary and the patient raised on the table so the lasers were at the level of the orbitomeatal line. I then carried out the appropriate CT head protocol on the computer system, the scout was carried out to make sure the patient was in the correct position and the x-ray beam was set at an angle along the base of the skull to prevent unnecessary radiation of the patients orbits, the slice thickness was selected between 5mm and 10 mm and the CT examination was started. Everything went smoothly and the patient was not found to have any significant pathology showing on the scan. The radi ographer in charge was pleased with my technique and anatomy knowledge and gave me a good mark for my assessment. Boud et al (1985) suggest that In reflective practice, it is necessary to gain an appropriate balance between the analysis of knowledge and thoughts, and the analysis of feelings. It is also important to focus on positive feelings as well as trying to deal with negative feelings, in order for the process to be constructive. Bulman Schutz. As I follow Gibbs (1988) cycle to explore my emotions and feelings I am aware that this step in Boud et als (1985) framework becomes appropriate. He advises to acknowledge negative feelings but also to not let them develop a barrier. I did experience negative feelings, more so in the first staged assessment. This has been an emotion that has surfaced from the start of my training and continued until this point, although the fear factor has reduced significantly. I sometimes do let my nerves get the better of me but as I have come through this degree my worrying has lessened and my confidence has grown. Wondrack (2001) acknowledges that fear and fee lings of guilt often accompany emotions which spring from a lack of confidence in how to resolve situations. On reflecting in past modules I have highlighted my nervousness and so I do not find it a barrier but a test of my determination now. With regards to my first staged assessment I was nervous and anxious as I was put on the spot and not as fully prepared mentally as I would have liked. I think I coped as well as I did due to the fact that I have been learning how to adapt to changing circumstances since my first year placement. I know that I can deal with what is thrown at me now and ask questions if I am in any doubt of my actions. My general clinical placements have all required for me to think on my feet, in the case of the patient who was hard of hearing, the main problem was communication. Schà ¶n (1993, 1987 cited Moon 2001, p. 3) focuses on reflection in professional knowledge and its development. He identified two types of reflection which are reflection in action and reflection on action.   Schà ¶n proposes that these types of reflections are used in unique situations, where the practitioner is unable to apply theories or techniques previously learnt through formal education (Moon 2001).   It would therefore seem that reflection in action and reflection on action are highly beneficial to the healthcare environment as practitioners are working with individuals who are more often than not, text book examples.   Reflection is a fundamental part of my radiography practice and future career, as all patients are unique this means that every time I image a patient I may have to approach it differently as I will need to consider the individual needs of the patient.   The outcomes of both my staged assessments were very good and a positive result did come after my initial negative feelings. Following both the reflective frameworks, I began to analyse what made me feel the way I did. As I considered the pros and cons as suggested by Gibbs (1988) I found that it was reasonable to feel the way I did and that it is all part of being a student. Every other student that I had spoken to felt nervous when both completing the staged assessments and facing new situations with patients. It was to be expected in the lead up to potentially becoming a radiographer. The cons were that I showed my weakness to the radiographer and maybe came across as less confident as I should have, the pros were that I used these feelings to push myself forward and it made me want to do my best to prove that I was capable of producing good diagnostic images. Reflection is more than just thinking about something, it should be an active process, which should result in learning, changing behaviours, perspectives or practices (Boud et al, 1985). By reflecting I have certainly changed my perspectives and behaviours on clinical placement. I am a more positive student and person due to the challenging situations and people that I have encountered. Where I previously became flustered I now take a deep breath and think through the situation and take my time. I have the knowledge to back up my skills and vice versa now so it is my application of these tools that can move me forward. Gibbs (1988) cycle concludes by asking what could I have done differently, both staged assessments were not extreme cases and I was lucky to examine co-operative patients. I would not have done anything differently in the practical aspect. Experience will help me to become more confident in my own skills and capabilities and will help me in adapting to change quickly. This is where I prefer Boud et als (1985) framework as it encourages you to reflect on how you feel about the experience and what you have learned. Gibbs (1988) is slightly more negative and asks what would you change and do differently. I was unable to turn my nerves and emotions off and on but I could learn to control them and make them work for me. From following both Boud et al (1985) and Gibbs (1988) models of reflection I have analysed the situation in detail in a logical order. These experiences have been immensely helpful in evaluating my emotional reactions and professional limitations in the clinical setting. Therefore, my diary has been an essential tool in my development. According to Maggs Biley (2000) evaluating practice through reflection can bring advantages. The challenge is to recognize and use these advantages, together with the knowledge they generate.