Ethical Issues Involved in End-of-Life Decision-Making Essay

End-of-life decision-making entails looking into ethical, cultural, as well as, legal concerns. All of the aforementioned has to be carefully considered if one has to decide to end his or her own life. This paper will look into the ethical, cultural, and legal issues that go along with end-of-life decision-making. It also intends to state what therapist can contribute in his or her participation in the discussion of end-of-life decision making together with his or her colleagues, as well as, patients & their families. Ethical Issues Involved in End-of-Life Decision-Making There are ethical indispensable issues involved in end-of-life decision-making and some are the following: First of all is the issue on utilitarianism, since this is said to be the â€Å"foundation of morals† then it is linked to the end-of-life decision-making as well (Ebenstein & Ebenstein 1991, p. 580). Here, it is said that â€Å"actions are right in proportion as they tend to promote happiness, wrong as they tend to produce the reverse of happiness† (Ebenstein & Ebenstein 1991, p. 580). â€Å"Happiness† here is regarded as the â€Å"absence of pain† and â€Å"unhappiness† is the presence of the aforementioned (Germino 1972, p. 240). It is an issue because happiness is not all that matters in ending a life (Ebenstein & Ebenstein 1991, p. 580). In addition to that, how can one be sure that the absence of pain, which is death in this case, will lead to happiness of the person chiefly involved in the end-of-life decision-making (Ebenstein & Ebenstein 1991, p. 580)? The same is true with the family of main person involved, will they be experience happiness if the patient opts to end his or her life voluntarily instead of waiting for his or her ‘natural’ death to take place (Ebenstein & Ebenstein 1991, p. 580)? Second is the issue related with the Kantian model or what is technically referred to as the â€Å"deontological theory† (Bennagen, 2000, p. 50). This states that a person has to fulfill a certain responsibility or duty as a part of his objective (Bennagen, 2000, p. 50). This statement now seems to be irrational since the concrete definition of a responsibility or duty is not provided (Bennagen, 2000, p. 50). For example, is it the person’s responsibility to subject himself or herself to death (Bennagen, 2000, p. 50). It may be his or her right to choose to live or die but if asked if it is his or her responsibility remains a big question (Bennagen, 2000, p. 50). Last but not least, there are some health care providers who are extremely conscious about â€Å"how much money is spent on patients and how effectively it is spent† (Hinman, 2000, p. 9). Some individuals feel that the amount of money spent on terminally ill patients is not really worth it (Hinman, 2000, p. 9). This is highly unethical; it is as if one is saying that money is far more important than actually trying to save a life (Hinman, 2000, p. 9). Cultural Issues Involved in End of Life Decision-Making Furthermore, there are several cultural issues involved in end-of-life decision-making as well and some are the following: First of all, there are some members of a cultural minority that prefers to be spoken to directly with regards to the disease that they are going through (Searight et. al. , 2005, p. 516). Although, there are also some who do not (Searight et. al. , 2005, p. 516. ). In fact some immediate family members request that they be the ones to be spoken to only since they believe that informing the patient will only make the patient feel worse and will eventually negatively affect him or her (Searight et. al. , 2005, p. 516. ). The same is true when it comes to making decisions with regards to the medications/treatment that the patient will undergo; some family members prefer that they be the ones to be in charge about this instead of the doctor and/or the patient (Searight et. al. , 2005, p. 516. ). Second, patients who belong to a cultural group sometimes opt â€Å"not to be directly informed† about the disease he or she is going through especially if it’s a life-threatening one (Searight et. al. , 2005, p. 516. ). Third, some patients also would prefer to carry out certain religious activities and spiritual traditions so as to assist in their medical treatment, and eventually, their healing as well (Searight et. al. , 2005, p. 516. ). Last but not least, some patients take into consideration their beliefs and outlook when it comes to the â€Å"medical experts, suffering, as well as, the afterlife† (Searight et. al. , 2005, p. 516. ). Legal Issues Involved in End-of-Life Decision-Making There are also certain legal concerns when it comes to end-of-life decision-making: Most of the States disallows physician-assisted suicide; for example in New York, it is unlawful â€Å"under the general homicide laws† (Legal Status of Assisted/Euthanasia in the United States, n. d. , n. p. ). The same is true in Virginia wherein â€Å"there is no law that actually covers physician-assisted suicide but there is a statute which imposes civil sanctions on persons assisting in a suicide† (Legal Status of Assisted/Euthanasia in the United States, n. d. , n. p. ). My Participation as a Therapist in the Discussion of End-of-Life Decision-Making along with Colleagues There are several things that I may contribute as a therapist to my colleagues. I can share with them my knowledge with regards to how to communicate with patients of diverse culture (Searight et. al. , 2005, p. 521. ). I can request them to â€Å"demonstrate an interest to the patient’s cultural heritage† for them to be able to give the patient â€Å"culturally-sensitive care† (Searight et. al. , 2005, p. 521. ). In addition to that, I will also let them know that it is important to give the patient â€Å"autonomy† especially when it comes to â€Å"non-disclosure of medical information and family-centered decision-making† because through the aforementioned, the patient will eventually feel that their â€Å"cultural norms are being respected† (Searight et. al. , 2005, p. 521. ). My Participation as a Therapist in the Discussion of End-of-Life Decision-Making along Patients and their Families Finally, I may also be of great assistance to patients and their families with regards to their discussion of end-of-life decision-making through the following: 1) I will respect it if the â€Å"patient prefers that his or her family members be the recipients of diagnostic and treatment information†; 2) I will make sure first who is the member of the family who’s appointed to make treatment decisions before speaking to him or her or giving them an advice with regards to the medical procedures or treatment; and 3) I will help them find another therapist/physician in case they are uncomfortable with the current one and especially if their therapist/physician â€Å"belong to the different ethnic background† (Searight et. al. , 2005, p. 521. ). As a therapist, I will try to advise them the best I can while considering their cultural background, incorporating my ethical/moral standards, and making sure that I will abide by the laws as well. References Bennagen, P. (2000). Social Economic and Political Thought. Q. C. : UP Press. Ebenstein, W. and Ebenstein, A. 1991, Great Political Thinkers: Plato to the President.Harcourt Brace, Forth Worth. Germino, D. 1972, Machiavelli to Marx: Modern Western Political Thought. University of Chicago Press, Chicago. Hinman, L. M. (2000). Ethical Issues in End of Life Decisions: A Guide to Understanding Differences. Retrieved April 28, 2008 from http://ethics. sandiego. edu/presentations/sharp/index_files/v3_document. htm Legal Status of Assisted/Euthanasia in the United States. (n. d. ). Retrieved April 28, 2008 from http://www. nightingalealliance. org/pdf/state_grid. pdf Searight, H. R. & Gafford, J. (2005). Cultural Diversity at the End of Life: Issues and Guidelines for Family Physicians. American Family Physician, 71(3), 515 – 522.

Leadership Through Followership: Examining the Life of Edith Cavell

Leadership through Followership: Examining the Life of Edith Cavell During her final hours in the clutches of the German forces during the First World War, Edith Louisa Cavell summarized her life’s work with the famous quote, â€Å"I realize that patriotism is not enough; I must have no hatred or bitterness towards anyone. † These words capture not only the spirit of who Edith Cavell was and what she stood for; they embody the very essence of what it means to be a nurse. Theorists and scholars alike have stated that the core component of the nursing profession is caring. To Edith Cavell, caring knew no boundaries, and thus, neither did her nursing expertise. While it is correct to view Edith Cavell and her heroic actions during her life through the lens of leadership, one would be remiss should they choose to ignore the contributions she made to nursing and her country by being an exemplary follower. This essay will briefly explore the life of Edith Cavell and demonstrate how her actions and personal characteristics contributed to her ability to be an effective follower and thus, a visionary leader. Background Edith Louisa Cavell was born on December 4th, 1865, in Swardeston parish in the county of Norfolk in Eastern England. She was raised in a household comprised of strict Anglican beliefs enforced by her father, Reverend Frederick Cavell. It has been written that no books were allowed in the house except for the bible. Her devout religious faith would prove to be the guiding force behind her charity during her life. She began to train as a nurse in 1900 at the age of twenty at the London Hospital. Seven years later, she was recruited to become the matron of Berkendael Medical Institute in Brussels, Belgium. Not impressed with the current state of nursing in Belgium at the time, she sought to improve standards and regulate certain elements of practice by becoming an influential nurse educator. After the eruption of the First World War in 1914, Cavell vacated her again-home of England and returned to Belgium to resume her position as matron of the Berkendael Medical Institute, which had been converted by the Red Cross into a military hospital allowing the treatment of both German and Allied soldiers (Duffy, 2011). Despite Belgium’s declared neutrality, the country was promptly invaded and occupied by strict German forces. Cavell, knowing the inherent dangers of war, retained her post and continued to treat the sick and wounded. Knowing that many British soldiers were now trapped in German-occupied Belgium, her efforts were soon directed at assisting surrounded these British soldier’s in their return to England. Cavell was subsequently responsible for the safe removal of over 200 Allied soldiers from Belgium between 1914 and 1915. She provided shelter in safe houses, as well as false identification papers and guides out of the country. Unfortunately, she came under suspicion by the German military. This was not helped by her outspoken views on the perceived injustice of the German occupation (Tejvan, 2010). Cavell was apprehended by German authorities and eventually succumbed to interrogations. She was charged with treason and sentenced to death. Worldwide condemnation of the verdict (and the fact that she treated German and Allied soldiers indiscriminately) did little to detour the German military’s decision. Wearing a nursing uniform, Edith Cavell was executed by firing squad on the morning of Oct. 2, 1915. Global outrage ensued shortly thereafter. American and British mourners were particularly sensitive towards Cavell’s unjust execution; it ignited anti-German sentiment from both Americans and the British, serving as the catalyst for worldwide press coverage sympathetic towards the United States and Britain’s forthcoming war effort (Fee & Roth, 2010, pp. 1865-1866). Followership Behaviour The concepts of leadership and followership are deeply intertwined (Grayson & Speckhart). Edith Cavell’s traits as a follower allowed her to be an effective leader. The term follower is open to subjective interpretation, yet one particularly helpful definition is â€Å"[an individual] that follows the teachings and/or opinions of another† (Merriam-Webster, 2011). Grossman and Valiga have further expanded on the word ‘follower’ and have coined the term â€Å"effective follower† (2009, p. 41). In contrast to the above definition, the effective follower â€Å"functions independently, thinks critically about ideas that are proposed or directions that are suggested, and [is] actively involved† (Grossman & Valiga, 2009, p. 1). They further suggest that effective followers have six common characteristics also possessed by effective leaders: assertiveness, determination, courage, an ability to act as a change agent, openness to new ideas and willingness to challenge ideas, and a willingness to serve (2009, p. 44). Edith Cavell displayed all of the above traits at one point or another during her lifetime which suggests she was an effective follower, and therefore, an effective leader. Edith Cavell was assertive, determined, and courageous. In defiance of the Red Cross’s code of non-military involvement (2011) as well as German military code of conduct, she continued to smuggle British men out of occupied Belgium despite knowing in full that a sentence of death by court martial was the penalty. Upon capture and interrogation by the German military, she confessed in full to her alleged crimes of treason, a testament to not only her courageous nature but her rigid abidance to her values. She continued to serve her country despite knowing it could possibly end in her demise. On a less dramatic note, she was a proponent of increasing the value placed on not only nurses but women in general. Doing this during a time when women’s issues were considered less important than men’s required ample courage. This is also consistent with the following point. Edith Cavell demonstrated effective followership behaviour (thus effective leadership behaviour) by being open to new ideas, possessing a willingness to challenge ideas, and acting as a change agent (Grossman & Valiga, p. 44). Her willingness to challenge ideas was demonstrated by her public protest of the German occupation of Belgium and distain of German treatment of Allied soldiers. She acted as a change agent by inventing ways to smuggle Allied soldiers out of the country. Cavell also demonstrated these three behaviours during her stint as matron for the Berkendael Medical Institute. As described previously, she was unimpressed with what were current nursing standards in Brussels. For example, she instituted the practice of follow-up home visits for patients following discharge (Ryder, 1975). Cavell hypothesized that this would prevent readmissions, which indeed it did. It can also be said that Cavell was a foreword thinker on her views on gender. She was once quoted as saying, â€Å"The old idea that it is a disgrace for women to work is still held in Belgium and women of good birth and education still they think lose [status] by earning their own living†, suggesting that even in the early portion of the 20th century, Edith Cavell believed the notion of women being excluded from the workforce was antiquated. Lastly, Cavell possessed a â€Å"willingness to serve† (Grossman & Valiga, 2009, p. 4). Grossman and Valiga suggest that loyalty is one trait commonly held by effective followers (2009, p. 44-45). Cavell was loyal and ‘served’ in two ways. First, she was extremely religious. As mentioned prior, she was raised in a strict Anglican household under the supervision of her pastor father, and thus was loyal to the teachings of Christianity. There exist two key elements inherently rooted in any religion: followership and caring. If one abides by the definition of followership stated prior then individuals practicing a religion, as was Edith Cavell, are followers. One of the core messages common to all biblical scripture, regardless of the chosen religion, is one of caring for other people and creating nurturing environments. Cavell’s selflessness was ultimately spurred on by her unwavering commitment and loyalty to the teachings of her religion. To demonstrate her faith, it has been said that during the two weeks she spent in solitary confinement prior to her execution the only books she requested were the Holy Bible and The Imitation of Christ, a medieval volume of meditations that emphasizes self-abnegation and suffering (Shaddox, 1999, p. ). Second, she had a willingness to serve her country. In addition to being a devout Christian, Cavell was a dedicated patriot. She possessed a love and devotion for Great Britain rivalled by few. This was demonstrated by her loyalty to her fatherland even in the face of formidable danger. It is interesting to note that this sense of patriotism was seemingly abandoned during her final hours of imprisonment by the German military, in which she uttered the famous quote mentioned at the beginning of this essay. Implications for Nursing The life of Edith Cavell impacted the nursing profession in a number of ways. On a superficial level, multiple hospitals and schools have been named in her honour (see Appendix). She was also in influential in the early creation of professional nursing journals. During her stint as matron in Brussels, she was credited with the launch of L'infirmiere, which documented proper nursing standards and practices (Tejvan, 2010). It can be said, however, that her greatest contribution may not have come in life, but in death. While execution by firing squad lays in the extreme, she continues to serve as a symbol to nurses and non-nurse’s alike as to the level of personal sacrifice and emotional dedication many nurses put into the profession every day. This was presumably never her original intention, but through martyrdom Edith Cavell will forever live as an inspiration to all nurses in the annals of nursing history. Conclusion Edith Cavell is an important figure in nursing history. Her ability to lead was preceded by her ability to demonstrate effective followership skills. Her patriotism and devout faith, both of which are rooted in the concept of followership, provided the foundation for many of her life’s endeavours. Ultimately, though, it was her loyalty to her fellow person which proved to be the true motivation behind her actions. Nurses everywhere can proudly use Edith Cavell as a role model for their nursing endeavours, and will hopefully use her story for inspiration to care without borders.

Evaluate strategies which may be used by businesses Essay

Evaluate strategies which may be used by businesses and governments to improve the competitiveness of a country’s goods and services. Competitiveness is the ability of a firm or a nation to offer goods and services that meet the quality standards of the local people and world markets at prices that are competitive and provide adequate returns on the resources employed or consumed in producing them. Governments have an important role for improving the competitiveness of their country’s goods and services. Governments are able to change regulations and taxes according to what they believe about their country’s state of economy. For example, a government may decide to decrease the corporation tax in order to improve the competitiveness of a country’s goods and services. A decrease in the corporation tax will encourage new firms to set up and existing firms to invest. Corporation tax is a levy placed on the profit of a firm with different rates used for different levels or profits. They are taxes against profits earned by businesses during a given taxable period. If there is a decrease in the corporation tax, it means that firms will have an increased retained profit since less money goes to the government revenue. This will allow firms to use this money to improve competitiveness. More spending on investment will be possible which will increase productivity. If the firms invest on capital goods such as machinery that will benefit the firm by producing at lower cost, then the firm might able to set lower prices in order to improve price-competitiveness. For example the UK government reduced the headline corporation tax rate from 30% to 28% in 2007 Budget. Reducing corporation tax increased the retained profits for UK firms that can plough back into investment projects. This should help to boost the UK capital stock. It should also help the UK to keep attracting foreign direct investment which improves the competitiveness furthermore since British firms may gain from the advanced technology and innovation of foreign multinationals. (Technology transfer) However, if the government decreases corporation tax, there might be some firms that decide to save the retained profits instead of spending on investment. This might be because there is a period of recession and firms might find it risky to invest. In addition many firms have chosen not to reinvest as they have been more concerned with making short term profits rather than investing in the future. If firms choose to save rather than invest their retained profits, a decrease in the corporation tax wouldn’t improve competitiveness. Another measure to improve competitiveness is to increase government spending on education and training. If the government can improve the quality of teaching in schools and universities and encourage more people to go to university, then this should lead to increase in productivity of the workforce in the future. Greater productivity will lead to greater efficiency in firms which will in turn lead to lower average costs of production. This may improve the price competitiveness of UK goods and services. In addition it would improve the non price competitiveness since a more educated workforce is likely to be able to be more creative and innovative. Greater innovation should lead to better quality products and the creation of patents, copyrights, brands etc. However, increased spending on education and training by the government does not always lead to increased global competitiveness. It will depend greatly on exactly how the money is spent. For example expenditure for improving school buildings or Ofsted inspections may not necessarily improve the effectiveness of the teachers and the quality of education. On the other hand spending on training teachers and advancing their professional development, might be a more effective means of improving educational standards in the future and increasing productivity. However even in this case the effects are not likely materialise until the longer term. Another way in which the government can improve the non price competitiveness and price competitiveness in international markets is to encourage innovation and research. Tax allowances have been made available to businesses spending on innovation and research. However, there has also been a variety of programmes which enable some businesses to gain grants for research and development R & D and to set up knowledge transfer networks and universities. Such measures are likely to be more successful than tax cats since firms are given incentives to research and development through receiving tax concessions and from making connection to universities where they have the opportunity to learn about the latest scientific and technological advancements. On the other hand businesses, are able to introduce a variety of measures to improve the competitiveness of the goods and services. These include increasing the level of investment on new technology, on staff training, on ICT, etc . One way by which businesses might improve the competitiveness of their goods or services is by increasing the spending on R & D. By increasing the spending on R & D, businesses will most probably benefit from product and process innovation. If a business manages to create a unique and different product than the rest products in the market, it would be able to compete much more easily since consumers will prefer to buy the most innovated and technological updated products. For example Steve Job’s firm, Apple spent $758 million on R&D during the first fiscal quarter of 2012. If we take Apple as an example which is one of the most profitable companies, we clearly see that it has benefited from the heavy spending on R & D. It has come up with products such as the iPhone where the sales reached the number of 98,144,000 in the first three quadrants of 2012. However, some businesses prefer not to spend on R & D because they do not think about the longer term. Also there are other firms that fail to spend on R & D. For example the procedure of R & D may result in no innovative products or procedures that will improve competitiveness and therefore. Another way, by which businesses might improve competitiveness, is by improving productivity. Productivity is the output per worker. There are different ways by which productivity can be improved. For example if the firms increase the wages, workers might be motivated to work harder. Also, training can improve the knowledge and skills of staff. Improved recruitment and selection may have the same effect which will increase productivity in the short term. If the business increases spending on training, workers will be more educated and informed about their job. This will increase the productivity since they will be able to produce more output at the same working hours and wages. If the productivity is increased, it means that more output will be produced at relatively the same costs. This will allow the firm to get bigger in size, lower the running and operational costs, increase income and gain a greater share of the market. This will increase both price and non-price competitiveness. However productivity doesn’t always improve competitiveness. For example if training isn’t done effectively, and workers do not give attention or really care about the job, then they won’t improve their knowledge and skills, training will not improve productivity, and therefore productivity will not improve competitiveness. In addition, productivity might not improve competitiveness because in the case of increasing the wages in relation of the output the worker producers, there are workers that wouldn’t be motivated by an increase in their salary and therefore will not produce a greater output. Productivity can be used as a measure to improve competitiveness only if it is used correctly and it can increase both price and non-price competitiveness. It can improve price competitiveness by allowing the businesses to set lower prices and improve non-price competitiveness by expanding as a firm and increasing its popularity.

Team Leader Assignment Example | Topics and Well Written Essays - 1250 words

Team Leader - Assignment Example One of my team experiences involved a multidimensional approach to social behavior change for prevention and management of Chlamydia trachomatis infection among adolescents in a locality. The team needed to identify underlying risk factors among the target population and develop a behavior change strategy for prevention and management. Even though involved nurses had a level of multidimensional skills and experience such as in psychology, research, and education, specialized professionals were incorporated to spearhead these interests. The multidimensional team that was also diverse in demographic factors such as age, gender, and race was organized in groups, each with specific tasks, but open forums for progress evaluation ensured input of every team member in each of the involved activities. Of special interest was difference in rationale among the non-nurse professionals and the role that the difference played on the team’s success and on team members. Analysis of the team, using Team Performance Survey (Thompson, et al., 2009), identify a high-level effectiveness of the team. Group leaders briefed the team on progress and plans but every team members participated in deliberations, questioning validity of reports by each group, or introducing a new idea. The team leader also ensured an inclusive participation by being specific in eliciting responses and new ideas. Members also explained their opinions in cases of conflicts and even external information sources were used resolve differences in opinions. Difference in professional backgrounds and even specialization among nurses formed most of the differences, but this also played a critical role in resolving differences in opinion through multiple strategies such as brainstorming, illustrations, and both primary and secondary research. Besides being open to confrontations in

Globalization of Financial Markets Essay Example | Topics and Well Written Essays - 750 words

Globalization of Financial Markets - Essay Example The impact on the stock markets themselves is difficult to predict, and could change investments and trading styles in ways that cannot be suggested from this naà ¯ve point (Sabri, 2006). For example, moving all stock exchanges from the physical to the electronic will create what is essentially one grouped exchange, meaning that any differences in the exchanges and their consequences will be eliminated (Sabri, 2006). Additionally, there may be consequences for the NASDAQ because of this conglomeration, as lower performing exchanges are incorporated into the more resilient. It is difficult to say whether this will improve the poorer performers or decrease the impact of the vital markets, but it is evident that there will be a distinct change in market performance (Arshanapalli & Doukas, 2003). The globalization of financial markets will also have inevitable consequences for the way that corporations themselves do business. If financial markets were truly globalized, there would be a need for many corporations to offer a 24-hour trading system to match the state of the exchanges, and thus many would require a greater financial output and labour input (Sachs, 1998). The globalization of financial markets could also lead to a greater amount of competition in many markets, with Eastern companies utilizing cheaper labour sources to provide cheaper services. This could cause corporations a number of problems, and introduce a need to investigate how to further improve profit margins to become competitive on a global scale. (Lahiri, Perez-Nordtvedt & Renn, 2008). Another element for business that is often discussed in the literature is a change in mind set. Along with more physical changes, an increase in globalization will require a number of changes in interaction with foreign m arkets, and understanding differences in financial systems worldwide. Lahiri, Perez-Nordtvedt & Renn (2008) suggest that there are a number of different elements that are required for the success of a corporation in the global market, including an increased appreciation of communication and cooperation, readiness to deal with temporal and cultural differences, and realizing sources of unexpected competition. These all come from an increased diversity in the market and a number of difficulties that come from dealing with previously unknown customers and investors. In conclusion, there are a number of ways in which financial markets are going to need to

The effects of fluency, vocabulary, and language development on Research Paper

The effects of fluency, vocabulary, and language development on comprehension - Research Paper Example In addition, different factors such as phonemic awareness, alphabetic understanding, fluency, genre consideration, vocabulary and language development affects comprehension. Effects of fluency on comprehension Fluency refers to the speed, accuracy and expressions that an individual applies while reading a text. It also involves the application of varied skills while reading a text. It is vital to conduct an accurate assessment that will analyze readers’ speed, accuracy and expression. Fluency is fundamental in literature because it influences comprehension. Lack of fluency affects an individual’s performance because an individual usually applies cognitive skills while trying to identify words. It also influences students’ comprehension because when the material and volume of work in school increases, the students who are not fluent face many barriers when trying to keep up with schoolwork (Nagy, 2008). Students who are not fluent also have trouble comprehending t exts. Furthermore, they usually shun oral and silent reading because they do not want to fail. This affects their comprehension. Fluency is vital in comprehension because it connects with decoding and reading of comprehension. Therefore, fluency acts as a connector between decoding and comprehension; furthermore, it highlights the capability of an individual to decode varied words from a given text. If an individual moves quickly and accurately through the words in a given text, then the individual’s decoding skills are perfect. This implies that the person can comprehend the text easily. Finally, it is important for students to practice fluency in their reading because it enables them to increase their reading speed and comprehension skills; thus, improving their performances (Nagy, 2008). Effects of vocabulary on comprehension Vocabulary refers to the study of different concepts including the meaning of words as each word has a different meaning. It also determines the appl ication of the words, the root words, analogies, prefixes and suffixes. There is a very strong relationship between vocabulary and comprehension (Wagner, Andrea & Kendra, 2007). This is because; vocabulary acts as a predictor of reading capabilities of an individual. An individual who is knowledgeable about vocabulary has an advantage when it comes to comprehension (Wagner, Andrea & Kendra, 2007). Vocabulary knowledge is also essential to students because it helps them in decoding, which facilitates comprehension. In addition, vocabulary knowledge is fundamental to learners because it allows them to comprehend their first and second language. This is because students with less information concerning vocabulary are unable to comprehend the given texts. Inadequate knowledge on the vocabulary affects the performance of students in their test passage and questions because they encounter problems while trying to comprehend the texts. Therefore, it is important for students to vocabulary because it helps them in determining the meaning of varied words; thus, increasing their comprehension level. Vocabulary is important to children because its absence leads to comprehension problems especially when they find new words in a given text. Therefore, knowledge on vocabulary is beneficial as it helps a

COMMUNICATING RISK-POST KATRINA BY PETE CALI Assignment

COMMUNICATING RISK-POST KATRINA BY PETE CALI - Assignment Example The 1978 map below shows the impact of the growth population on the sypress swamp areas are more land was reclaimed to pave way for resettlement implying that the city was barely protected from any hurricane flooding. The encroachment and growth of the population behind the hurricane protection system indicates the level of confidence the people had in the engineering projects to protect them from floods. The Katrina had devastating effects in the city of New Orleans. Firstly, ninety-five percent of homes in New Orleans East were flooded while 10,000 homes in the Greater New Orleans area were destroyed. Secondly, the Katrina destroyed vital infrastructure such as roads, sewerage, gas and water pumping stations, hospitals and public transportation. Thirdly, the Katrina destroyed approximately 160 miles of flood protection levees and floodwalls at the London Avenue Canal, the Inner Harbor Navigation Canal and the 17th Street Canal. According to Pete Cali, the Katrina caused 50 breaches in the hurricane protection system. Forty-six of these breaches were caused by overtopping that caused excessive scour at the floodwall base or levee toe and four were caused by floodwall failures due to water loads within the design conditions. Cali argues that these failures were imbedded in three engineering mistakes namely: insufficient levee height, the use of substandard soil in the construction of the levee and inadequate definition of possible failure mechanisms. Despite the devastating impact of the Katrina on the city of New Orleans, it is imperative to note that the heart of the City, especially the French Quarter, the Garden District and the Saint Charles Avenue were spared from severe damage. However, the damage can still be felt in the Ninth Ward and the New Orleans East whose water supply and sewerage system is yet to be repaired and the housing facilities are barely enough to accommodate half the pre-Katrina population. Due to the limitations in the tax revenue,

MGT302 - Org. Behavior and Teamwork Essay Example | Topics and Well Written Essays - 750 words

MGT302 - Org. Behavior and Teamwork - Essay Example Here in the case of assembling a team of members from two places like rural Beaverton and urban New Yorkers, these forms of issues are very likely to occur. Here there will be issues and challenges in understanding each other and this is not only in terms of the language but also in terms of finesse with which it is used. The native speakers tend to be more experienced and fluent with the language and also are able to converse much more naturally as compared to people who have learnt the language in class. Apart from the language a common issue is the difference in style of working and also the work habits. There are a number of different norms for every culture and each country follows their own rules and regulations in terms of the work day, breaks, and also acceptable times of work. For instance, in China, the country is literally closed on Chinese New Year. Hence similarly every individual in the teams will have a different incentive based on the country they originate from (Roem bke). Also in terms of the timelines, it is crucial to note that different cultures have a different perspective and importance to meeting of timelines. In some cultures the timeline is not as much as an issue as the accuracy in terms of the quality. Hence in a multicultural team, this can cause major drifts among the team members and can also put a lot of strain on the group as a whole. This can lead t communication breakdowns and also lead to conflicts remaining unresolved among the team members as well (Halverson and Tirmiz). Hence here use of computers proves to be very beneficial as it helps reduce the communication breakdowns and also helps in keeping the discussions clear and straight forward. In addition, in many ways the multicultural team could be a bonus in that each segment of the team brings a different viewpoint to the puzzle of marketing a shoe in Brazil. Completion of tasks is also an important element of the business and hence it is important that all tasks are brok en up and sent out to the appropriate individuals and also fixed deadlines are set for the tasks. This will help get the work accomplished effectively without creating a drift within the company. Using a virtual work team can prove to also be difficult as there is a difference in terms of the time spent by every individual in the trying to get to know each other when all these are done virtually. In a few manners the virtual work environment can prove to be challenging however it helps in reducing the issues of personality conflicts (Ubell). However in the virtual teams there is the issue of possible pre – judging that is possible based on the individual’s nationality or accent. Another possible drawback of the virtual teams can be the lack of synergy among the team members. This however can be resolved by means of brainstorming and also by assignment of tasks to the strengths of each individual. Also here there is also a number of opportunities present despite the dif ferences. Hence it is important to accept the differences and capitalise on the opportunities (Kottolli). The main benefits of the virtual teams are that these teams can be developed irrespective of where the members of the team are. Also, the team has a clear mission and also clear expectations from the others within the team. Here this allows better communication, creative thinking, innovation and also collaboration among the members. With the increase in the globalisation and the increase in t

Probation and Parole- More Than a Way of Getting Criminals out of Research Paper

Probation and Parole- More Than a Way of Getting Criminals out of Prison - Research Paper Example In recent years there has been a problem in the United States of the prison population rapidly growing, which has been causing financial problems as well as issues with finding the space to incarcerate the criminals . As a consequence, there has been a trend towards probation and parole as methods of getting criminals out of prison earlier and back in society. In addition to reducing prison population, it is thought that this may also help the individuals to successfully rehabilitate into society, reducing their rate of recidivism. Although studies indicate that the success of probation and parole may be limited, the process nevertheless appears to be effective for some individuals, and there are processes that can be undertaken to increase this effectiveness. Prevalence of Probation/Parole Parole and probation are widely used as means of justice, and these are often considered to be community corrections. Probation is part of the sentence that is initially handed from the judge when following a trial. It can occur in addition to or instead of time in prison. Parole occurs when an inmate is conditionally released from prison after serving all or a part of his sentence. In both cases the individual is under a set of conditions, such as they are not allowed t associate with certain individuals, cannot commit crimes or visit certain locations. If the individual breaks these conditions, then they are subject to imprisonment. In many cases the offender’s attendance to these conditions is determined by their supervision by a parole or probation officer. The number of individuals under community correction at any given time is high, much higher than that of the prison population. For example, in 2003, there were around 2.1 million adults incarcerated, but approximately 4.8 million undergoing either parole or probation . These numbers were not unique to that year, but instead represent the general trend . There is no unified system for probation and parole acros s states. Instead each state has their own guidelines and laws surrounding the circumstances in which criminals are eligible, the length, restrictions that are placed on the individual and other factors . Because of this, the manner in which individual supervisors treat those they are in charge of differs significantly between different people, cities and states . The recent changes in sentencing laws have resulted in an increase in the number of people who are receiving community corrections . It is likely that any solution to the problem of high numbers of incarcerated inmates will result in increases to the number of people under probation and parole . This will result in an increased workload for those involved in supervision of offenders. The power of officers has increased significantly in recent times. Currently many parole and probation officers are able to carry weapons, as well as administer drug tests to determine whether the offender is remaining drug free . Effectivenes s One of the key roles of probation and parole is to reduce the rate of criminals reoffending. This is an important issue, as more than two thirds of released prisoners have been found to reoffend within three years of their release . Studies have shown that while probation and parole can be effective as a method of sentencing for many individuals, the rate of recidivism remains very high . One factor that limits the effectiveness of probation is the fact that a large number of people on probation and par

The title of the film was Amistad and the film was released in 1997 Essay Example for Free

The title of the film was Amistad and the film was released in 1997 Essay The title of the film was â€Å"Amistad† and the film was released in 1997 on the territory of the United States of America. The historical period, portrayed in the film, is the year of 1839. It was the year when a terrible rebellion took place on board the Spanish ship La Amistad, which transported salves. It was the time when the slavery was abolished in the North and the South of the United States of America was discontented for they desperately â€Å"needed† slaves to work for them. American courts still decide whether the black person is free according to the place he comes from. The trial over the rebels from La Amistad asks the main question: †Are these rebels slaves or free people? †. The â€Å"free giving† North and the â€Å"enslaving† South were already opposing each other and their relations were rather problematic. The incident became a scandal as it truly reflected the conflict of that time. According to the American laws back then only Africans could be considered free people. The story takes place in the time-gap before the Civil War, which lasted from 1861 till 1865. â€Å"Amistad† is a true story about the slaves that try to go back to their motherland – Sierra Leone. La Amistad† is the name of a Spanish vessel with 53 African slaves on board the ship. The whole story is told be spokesman for the slaves named Joseph Cinque. The film describes the story of a ship approaching the American shore, where trading slaves is illegal. On the way to America the slaves manage to release themselves and kill the whole crew of â€Å"La Amistad† except two crewmembers they leave alive to navigate the vessel. Nevertheless, as they have no idea what direction they need to sail the slaves find themselves near the seaside of New England. The vessel arrested by the coast guards and the rebels get to the court of Connecticut. The Court considers the slaves to be premises and for that reason the lawyer that defends the slaves is a specialist on questions of premises. He is an ambitious young lawyer named Roger Baldwin. The defendants are accused of murder but for them the case is the fight where they have to prove that they are free people and not anyone’s property. Baldwin’s way to defend is very skimpy from the beginning, as he does not seem to feel the problem completely. He does not seem to understand that it goes not about property but about personal freedom of the Amistad slaves in the first place. When Baldwin gets the support of America’s ex-president John Quincy Adams the things change. Adams teaches Baldwin how to feel the case and emotionally deliver it to the court. Adams makes a fifteen-minute speech in Court and put a â€Å"human face on the dispute† showing that the slaves who organized the rebels were free people who were forced to leave their native land, were seized and therefore had to protect themselves just as any other person would have done. Steven Spielberg directed the film and the main motivation of the author was showing that every single person, not depending on the color of skin has the right to be free. In other words each person is born free and nobody can take this freedom away from him. According to Spielberg own words the film tell the viewer about: â€Å"how these Africans are hopelessly caught in the quagmire of the American justice system[1]. This motivation is easily seen through the opposition of the slavery and justice. Spielberg reveals it through a true story to let the spectator understand that this will always remain a problem, even in the contemporary world. The film definitely does give the viewer more insight on the historical period of the 1839, as it in the first places tells about the story was forgotten even by the contemporary African-American representatives [2]. The majority of people do not realize how deep was the problem and the film shows that even twenty years before the Civil War slavery prospered and black Africans did not have many opportunities to defend themselves. It reflects the system of justice of those days where a person that could not speak English was put in Court without even realizing what was going on and without any possibility to explain anything or provide a disclaimer. The valued and the attitudes of the period which is portrayed in the film are primitive – a salve is someone’s property and should be treated as a property. Trial over a slave was a trial where the judge needed to decide â€Å"Whom does this â€Å"thing† belongs to†. The film also reflects the values of the time it was made in. In the first place it is still the problem of racism that is raised even nowadays. It shows the roots, the reasons of the insult that has drawn an invisible line between white and black people. Another attitude seem in the film is the attitude towards court. What the movie says is that the Court has to be independent from anything. As true justice cannot be bought every person needs to be sure that if he not guilty– he will never be convicted. The film is made in accordance with the values of that time; nevertheless the â€Å"waft† of present-day values is rather observable in it. For instance the fat that the defendants were in chains inside the courtroom seem to reflect that a person is not guilty until proved to be innocent and but on the contrary innocent, until proved to be guilty. The characters are not more important than the event, but they harmoniously fit into it. For instance the character of Anthony Hopkins John Quincy Adams shows that the most important thing is to see the human face of the situation, to feel the situation, to emotionally outlive the suffering of other people. This is something that the event itself does not say. It is a human interpretation of the situation and this makes the personage of John Quincy Adams very important to the film, but hardly more important than the La Amistad rebel and the subsequent court. Conclusion: The interpretation of the main characters relates to the most prominent value of the American nation – freedom. This outstanding value is immortal and is something that unites the values of both of the times. The film’s ideology is clear: no human being can be a property of another person; nothing can be called just until it depends on any factors except objectivity; each human being is free from the very moment he was born to the world. Each person can choose and not to be dictated what to do or say. People have the power to choose for themselves and express their will – in other words no discrimination can be made based on the racial differences. The film is a satisfactory historical source. It actually shares the whole story, which is unknown to the majority of the audience, including African-Americans. The strength is that it showed everything very realistic, especially the recollections of the slave, giving the audience the idea of what these people experienced being slaves. The weakness is that it is maybe a little too much concentrated on the characters, than on the event itself. Some things are ignored such as the reaction of public or what in fact people did think about the whole deal. This film can definitely an additional source to study American History, but should not be the only one.

In Nursing, Communication Is Essential

In Nursing, Communication Is Essential Communication involves the exchange of messages and is a process which all individuals participate in. Whether it is through spoken word, written word, non-verbal means or even silence, messages are constantly being exchanged between individuals or groups of people (Bach Grant 2009). All behaviour has a message and communication is a process which individuals cannot avoid being involved with (Ellis et al 1995). In nursing practice, communication is essential, and good communication skills are paramount in the development of a therapeutic nurse/patient relationship. This aim of this essay is to discuss the importance of communication in nursing, demonstrating how effective communication facilitates a therapeutic nurse/patient relationship. This will be achieved by providing a definition of communication, making reference to models of communication and explaining how different types of communication skills can be used in practise. In order to engage in meaningful communication and develop effective communication skills, nurses must engage in the process of reflecting on how communication skills are utilised in practise. Reflection allows the nurse opportunity to gain a deeper insight into personal strengths and weaknesses and to address any areas of concern in order to improve future practise (Taylor 2001). A further aim will be to reflect on how communication skills have been utilised within nursing practise. Various models of reflection will be examined, and a reflective account of a personal experience which occurred during placement will be provided using a model. This reflective account will involve a description the incident, an analysis of thoughts and feelings and an evaluation of what has occurred. Finally, the reflective account will include an action plan for a similar situation, which may arise, in the future. Communication involves information being sent, received and decoded between two or more people (Balzer-Riley 2008) and involves the use of a number of communication skills; which in a nursing context generally focuses on listening and giving information to patients (Weller 2002). This process of sending and receiving messages has been described as both simple and complex (Rosengren 2000 in McCabe 2006, p.4). It is a process which is continually utilised by nurses to convey and receive information from the patient, co-workers, others they come into contact with and the patients family. Models of Communication. The Linear Model is the simplest form of communication and involves messages being sent and received by two or more people (McCabe 2006). Whilst this model demonstrates how communication occurs in its simplest form, it fails to consider other factors impacting on the process. Communication in nursing practice can be complicated, involving the conveyance of large amounts of information, for example, when providing patients with information relating to their care and treatment or when offering health promotion advice. In contrast, the Circular Transactional Model is a two way approach, acknowledging other factors, which influence communication such as feedback and validation (McCabe 2006). Elements of this model are also contained in Hargie and Dickinsons (2004) A Skill Model of Interpersonal Communication which suggests that successful communication is focused, purposeful and identifies the following skills; person centred context, goal, mediating process, response, feedback and perception. It also considers other aspects of the individual and the influence these may have on their approach to the process of communication (McCabe 2006). For communication to be effective it is important for the nurse to recognise key components, and intrinsic and extrinsic factors, which may affect the process (McCabe 2006). They must consider factors such as past personal experiences, personal perceptions, timing and the setting in which communication occurs. Physical, physiological, psychological and semantic noise may also influence the message, resulting in misinterpreted by the receiver (McCabe 2006). Communication skills. Communication consists of verbal and non-verbal. Verbal communication relates to the spoken word and can be conducted face-to-face or over the telephone (Docherty McCallum 2009). Nurses continually communicate with patients; verbal communication allows the nurse opportunity to give information to the patient about their care or treatment, to reassure the patient and to listen and respond to any concerns the patient may have (NMC 2008). Effective communication is beneficial to the patient in terms of their satisfaction and understanding, of care and treatment they have been given (Arnold Boggs 2007), while at the same time optimising the outcomes or care and/or treatment for the patient (Kennedy- Sheldon 2009). Questioning allows the nurse to gather further information and open or closed questions can be used. Closed questions usually require a yes or no response and are used to gather the necessary information, whereas open questions allow the patient, opportunity to play an active role and to discuss and agree options relating to their care as set out in the Healthcare Standards for Wales document (2005). Probing questions can be used to explore the patients problems further thus allowing the nurse to treat the patient as an individual and develop a care plan specific to their individual needs (NMC 2008). It is vital that the nurse communicates effectively, sharing information with the patient about their health in an understandable way to ensure the patient is fully informed about their care and treatment and that consent is gained prior to this occurring (NMC 2008). The nurse should also listen to the patient and respond to their concerns and preferences about their care and well-being (NMC 2008). In nursing, listening is an essential skill and incorporates attending and listening (Burnard Gill 2007). Attending; fully focusing on the other person and being aware of what they are trying to communicate and listening; the process of hearing what is being said by another person are the most important aspects of being a nurse (Burnard 1997). Non-verbal communication is a major factor in communication, involving exchange of messages without words. It relates to emotional states and attitudes and the conveyance of messages through body language; body language has seven elements; gesture, facial expressions, gaze, posture, body space and proximity, touch and dress (Ellis et al 1995). Each of these elements can reinforce the spoken word and add meaning to the message; it isnt about what you say or how you say it but it also relates to what your body is doing while you are speaking (Oberg 2003). Patients often read cues from the nurses non-verbal behaviour, which can indicate interest or disinterest. Attentiveness and attention to the patient can be achieved through SOLER: S sit squarely, O Open posture, L learn towards the patient, E eye contact, R relax (Egan 2002). There must be congruency between verbal and non verbal messages for effective communication to be achieved. Non-verbal communication can contradict the spoken word and the ability to recognise these non-verbal cues is vitally important in nursing practice (McCabe 2006), for example, a patient may verbally communicate that they are not in pain, but their non-verbal communication such as facial expression may indicate otherwise. It is also important for the nurse to be aware of the congruency of their verbal and non-verbal communication. Any discrepancies between the two will have a direct influence on the message they are giving to patients, and may jeopardise the nurse/patient relationship. Other factors may affect communication in a negative way, endangering the process, and nurses must be aware of internal and external barriers (Schubert 2003). Lack of interest, poor listening skills, culture and the personal attitude are internal factors, which may affect the process. External barriers such as the physical environment, temperature, the use of jargon and/or technical words can also negatively influence the process (Schubert 2003). Reflection. To fully assess the development of communication skills the nurse can make use of reflection to gain a better insight and understanding of their skills (Siviter 2008). Reflection can also be used to apply theoretical knowledge to practice, thus bridging the gap between theory and practice (Burns Bulman 2000) and allows us opportunity, to develop a better insight and awareness of our actions both conscious and unconscious in the situation. Reflecting on events that take place in practice, allows opportunity not only to think about what we do, but also to consider why we do things. This helps us to learn from the experience and improve our future nursing practice (Siviter 2008). Reflection can be described as either reflection in action; occurring during the event, or reflection on action; which happens after the event has occurred (Taylor 2001) and is guided by a model, which serves as a framework within, which the nurse is able to work. It is usually a written process, and the use o f a reflective model uses questions to provide a structure and guide for the process (Siviter 2008). Reflective Models. There are numerous reflective models that may be utilised by the nursing professional, for example, Gibbs Reflective Cycle (1988), Johns Model of Structured Reflection (1994) and Driscolls Model of Reflection (2002). Gibbs model (Appendix I) has a cyclical approach, consisting of six stages per cycle that guide the user through a series of questions, providing a structure for reflection on an experience. The first stage of the process is a descriptive account of the situation; what happened? Followed by an analysis of thoughts and feelings in the second stage; what were your thoughts and feelings? The third and fourth stages involve an evaluation of the situation, what was good and/or bad about the experience and an analysis allowing us to make sense of the situation. The last two stages are the conclusion of the situation, what else could have been done and finally an action plan to prepare for similar situations, which may arise in the future (Gibbs 1988). Similarly to Gibbs Reflective Cycle, Johns Model of Structured Reflection (Appendix II) and Driscolls (Appendix III) model of reflection promote learning through reflection. They have similar structures, which guide the user through the reflective process. Johns Model incorporates four stages; description, reflection, alternative actions and learning (Johns 1994) and Discolls model has three stages: a return to the situation, understanding the context and modifying future outcome (Discoll 2002). The three models described all have similarities in that the user is guided through the reflective process by describing the event, analysing their thoughts, feelings and actions and making plans for future practice. Considering the models of reflection described, the next component of this essay will make use of the Gibbs Reflective Cycle (1998) to provide a reflective account of a situation which I experienced during clinical placement in a community setting. Reflective Account. As part of this placement, I assisted my mentor, a health visitor, in the provision of a baby club for parents with babies and pre-school children, which takes place on a weekly basis and involves routine checks, such as baby-weighing, in addition to opportunity, for parents to socialise and opportunity for health visitors to provide information relating to the care and health of babies and children. During the second week of this placement, I was asked to assist in the delivery of a forthcoming health promotion session relating to dental health. I have chosen this event as a basis for my reflective account as I feel that health promotion is an important area to consider. It enables individuals to play a pivotal role in their own health (Webster and Finch 2002 in Scriven 2005) and is a means by which positive health can be promoted and enhanced alongside the prevention of illness (Downie et al 2000). It gives clients the knowledge to make informed decisions about their health and prevention of illness and is an area in which the nurse or healthcare professional plays a key role (WHO 1989). Description of the event. The event occurred during a weekly session at baby club that takes place in a community centre. My mentor (Health Visitor) and I were present along with a group of ten mothers and their babies. As this event took place during a group session, I will maintain confidentiality (NMC 2008) by not referring to any one individual. Consent was gained from all clients prior to the session commencing, in line with the NMC Code of Conduct (2008) and the environment was checked to ensure it was appropriate and safe for the session to take place. The aim of the session was to promote good dental health and oral hygiene amongst children and babies. Standard 1 of the Standards of Care for Health Visitors (RCN 1989) is to promote health, and the session aimed to provide clients with relevant, up-to-date information, thus allowing them to make informed choices about the future care of their childrens teeth. Chairs were set out in a semi-circle with a number of play mats and various baby toys placed in the centre. This allowed parents opportunity to interact in the session, to listen to the information and ask questions while at the same time being in close enough proximity to their children to respond to their needs. The Health Visitor and I sat at the front of the semi circle facing the group. I reintroduced myself to the group and gave a brief explanation of my role and the part I would play in the session. This was important; some of the clients were meeting me for the first time, and it is during this initial contact that jud gements are made about future interactions, and the service being provided. Positive initial interaction can provide a good foundation for a future beneficial relationship (Scriven 2005). The session was broken down into two parts: information giving, focusing on the promotion of dental health and prevention of illness in the form of tooth decay (Robotham and Frost 2005). Secondly, information relating to tooth brushing was given along with a demonstration undertaken by myself that showed the clients good oral hygiene could be achieved through effective tooth brushing. A question and answer session followed which allowed us to clarify any issues raised. Feelings and thoughts. In the week, preceding the session it was important for me to consider a systematic approach to the planning of the session. The first stage was to gather relevant, up-to-date information relating to the subject and plan how it could be incorporated in the session. The NMC Standards of Proficiency (2004a) states that nurses must engage in a continual process of learning and that evidence-based practice should be used (Bach and Grant 2009). The plan was discussed with my mentor and advice was sought about any adjustments which may be necessary. Prior to the session, I was apprehensive about delivering a health promotion session to clients (patients). I as I felt out of my depth as a first year student and my anxiety was exacerbated further as this was my first placement. However, support and encouragement from my mentor and other health visitors in the team helped me to relax. I was given the opportunity to discuss the topic with my mentor and was relieved when I was able to respond to any questions asked in an appropriate manner and that my knowledge had been increased through the research I had undertaken, thus boosting my confidence. Evaluation. Despite my initial reservation about my knowledge of the subject and apprehension at delivering a health promotion session, I feel that my mentors decision to include me in the delivery of the session benefitted me greatly in the development of my knowledge and self confidence. During the session, I feel that I communicated well verbally with clients and that my non-verbal communication was appropriate and corresponded to what I was saying. The clients were focused on the session and seemed genuinely interested, nodding when they understood and showed attentiveness by making regular eye contact. Feedback from clients after the session also allowed me to reflect on my communication; one of the clients stated afterwards that she had gained a lot from the session particularly the demonstration relating to tooth brushing and was now more aware of the importance of early oral hygiene to prevent problems later in the childs life. Analysis. Dental Health is a key Health Promotion target in Wales and is the most prevalent form of disease amongst children in Wales. Many of the participants were unaware of when and how childrens teeth should be cared for and the importance of ensuring good oral hygiene from an early age. The aim of the session was to provide information to parents as a means of promoting good oral hygiene and prevention of tooth decay in babies and young children. In order for the aim to be achieved, communication was a key element. Effective communication in a group can only be achieved if there is trust, participation, co-operation and collaboration among its members and the belief that they as a group are able to perform effectively as a group (Balzer-Riley 2008). The information was provided in a way that was easily understandable, a demonstration of how teeth should be brushed was given, and time was allowed for the clients time to ask questions. Communication and listening skills allowed us to discov er what knowledge the clients already had, and enabled us to adjust the information to meet the needs of the clients. Throughout the session, I was aware of my non-verbal communication and attempted to show attentiveness to individuals in the group, using the principles of SOLER I made the necessary adjustments. At times, this proved difficult as trying to lean towards the clients and maintain eye contact with each individual was not possible in a group situation. My anxiety about delivering the session was also an area which I had some concerns with. Nervousness can have an influence on how a message is delivered, and I was constantly aware of my verbal communication, particularly my paralanguage. I have a tendency to speak at an accelerated rate when I am nervous, and was aware that this may influence the way in which the message was being received. It is important to be aware of paralanguage in which the meaning of a word or phrase can change depending on tone, pitch or the rate at which the word(s) is spoken. Paralanguage may also include vocal sounds which may accompany speech and which can add meaning to the words being spoken (Hartley 1999). Throughout the session, I was aware of my verbal and non-verbal communication, and I tried to ensure that it corresponded to the information being given; I was also aware of non-verbal communication of the participants and made appropriate adjustments to my delivery when needed Conclusion. After the session had finished, I was given an opportunity to discuss it with my mentor. I was able to articulate what I felt had gone well, what hadnt gone quite as well and what could be improved. I noted that I was very nervous about delivering the session despite having the knowledge and understanding of the subject and felt that this may have been noticed by the participants. However, feedback from my mentor allowed me to realise that my nervousness was not apparent in my delivery. By undertaking this reflection, I have been able to question the experience and analyse my actions and behaviour, as a means of developing my knowledge for future practice Action plan. This session has helped with my learning and personal development and I now feel more confident in my ability to deliver health promotion activities in a group setting. I am, however, aware that speaking in a group setting is not an area I am very comfortable with but further practice will help alleviate this. I am confident that I will be able to use the knowledge gained on the subject of dental health in my future placements. In the future, I will repeat the process of thorough research, as it is best practice to keep knowledge up-to-date in order to provide care based on evidence (NMC 2008). Summary. In summary, communication is a complex process and an essential skill which the nurse must be aware of in every aspect, of care and treatment they give to patients. A full awareness of not only the spoken word, but also the influence non-verbal communication has on the messages being communicated, is essential in the development of a therapeutic relationship between nurse and patient. The process of reflecting upon practice is also an essential element of knowledge development. After consideration of a number of reflective frameworks, the use of Gibbs Reflective Cycle as a structure for creating a reflective account has proven to be beneficial in the exploration of personal thoughts and feelings in relation to a specified event and I recognise the importance of reflection as a learning tool that can enhance knowledge and practice.

Tasks And Skills Of A Quantity Surveyor Construction Essay

Tasks And Skills Of A Quantity Surveyor Construction Essay The construction industry is global and extends across all real estate and infrastructure markets. As the construction projects grow in complexity and size, it is immediately clear that many quantity surveyors have diversified into providing project and building management services. Quantity surveyor (QS) is the recognized cost managers of construction as well as accountant of the building profession. The term Quantity Surveyor derives from the role taken in quantifying the various items of labour, material and plant that it takes to construct a given project. Quantity surveyor is the specialist in the financial and contractual aspects of construction projects. QS is involved at all stages of the project and is usually appointed by the architect or engineer who has designed the construction. The QSs traditional independent role on the team comprising client, architect, engineer, QS and contractor has given him a reputation and appreciation for fairness. This, combined with his expert ise in drafting and interpretation of contract documents, enables him to settle issues, avoid disputes and ensure the effective progress of a project. MAJOR TASKS OF A QUANTITY SURVEYOR Allocating work to subcontractors The QS has to interact with the site employees and employees from subcontracting organisations. The QS distribute the works to subcontractor firm. Valuing completed work and arranging payments is also one of the tasks of the QS. Once the works done, QS has to approve payments made to suppliers, employees and subcontractors. Managing costs on site and dealing with cost reconciliation A quantity surveyor is able to manage costs on a wide variety of new building projects and structures such as residential developments, sports stadiums, shopping complexes, roads and bridges, schools, hospitals, offices and factories. The QS controls cost before, during and after construction. Costs are managed from the feasibility stage of a project and continued to do so right through to tendering and construction. When a building project is complete, QS may be involved in preparing tax depreciation schedules, estimating replacement costs for insurance purposes and, if necessary, mediation and arbitration. analysing outcomes and writing detailed progress reports; Advising on the cost The QS provides cost advice for a project at inception, during construction and for any unplanned changes that occur. The QS also provides estimation during the initial stages of the process of construction procurement for the project initiators such as developers. The QS has to advise from time to time on cost management, or value management. The QS plays important role during the design phase. The QS throughout the design and construction process is required to advise the client on any cost implications that may arise. Such advice will be necessary irrespective of the procurement method used for contractor selection or tendering purposes. However, the advice will be especially crucial during the projectà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s inception. During this time major decisions are taken affecting the size of the project and the quality of the works, if only in outline form. The cost advice given must therefore be as reliable as possible, so that clients can proceed with the gre atest amount of confidence. In addition, the QS provides post-occupancy advice, facilities management services and life cycle costing advice. Preparing tender and contract documents A bill of quantities (BOQ) is a document detailing the materials, parts, and labour required to construct, maintain, or repair a structure or device. Preparation of bills of quantity for work in progress and the final accounts is also done by QS. The technique of measuring quantities from drawings, sketches and specifications prepared by architects and engineers, in order to prepare tender/contract documents, is known in the industry as taking off. The quantities of work taken off typically are used to prepare bills of quantities, which usually are prepared in accordance with a published standard method of measurement (SMM) as agreed to by the QS profession and representatives of the construction industry. Many larger QS firms have their own in-house methods of measurement and most bills of quantities prepared today are in an abbreviated format from the one required by the SMM. Emphasizing contracts management The QS also emphasizes contracts management. Trained to draft, interpret and administer complex contracts, QS who operates in the broader field of project management often adopt other titles such as Contracts manager or Construction surveyor. A number of QS work in procurement in the oil gas industry, process and power industries, and civil engineering. Their preferred title, in countries where the QS profession is less known, is Contracts engineer. The QS analyses tenders, prepare and analyze cost data and perform contract administration including evaluate interim payments to contractors, charge variations and claims and settle contract accounts. The role of a contractors QS will extend further than the day to day running of building projects and will cover such other areas as sub-contract formation, forecasting of costs and values of the project, cash flow forecasts and the collation of the operation and maintenance manuals of the project (OM manuals). The skills required by a Quantity Surveyor Being a good Quantity Surveyor, there are numerous skills required in preparing and ensuring good quality of documents for construction projects. As a professional Quantity Surveyor, knowledge in Mathematics, Information Technology(IT), Economic, Human Resource, Science, Business, Global Politics, Global General Knowledge, Geography and etc are crucial. Information technology continues to develop at an exponential rate. Virtually everyone involved in the construction industry now has extensive access to this technology. A qualified QS should be computer literate, that is, familiar with the common uses or applications of computers. Good IT and numeracy skills, together with the ability to analyse the content of complicated documents are important to be a Quantity Surveyor. The QS is able to learn sophisticated design and costing IT packages when the QS uses the computer effectively. In addition, the QS should be proficient in Mathematics. This is a bonus point when the QS is managing the cost of the construction. A well-trained QS understands both of construction techniques and technology. The QS also needs knowledge of construction law, health and safety issues, building methods and time scales, and the costs of materials. Detailed knowledge of past and current building and construction technology, business and legal matters is essential for the QS. Besides, a sound knowledge of building construction is also vital for the QS. These knowledges are required to ensure that the project is undergone smoothly. Moreover, good communications skill is necessary to express your opinions verbally as well as on paper. The ability to write clear and precise reports and to relate complex information simply to a diverse range of people are also done by the QS. Hence, the language skills are one of the skills required b a successful QS. The QS are advisable to master English. Majority of the contracts are written in English. The QS is unable to understand the contracts well due to poor language skills. Other languages such as local language in respective area are also advisable for a QS to smoothen QSà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s work during communicating with the clients. The QS is always involved in a construction team, which included architects, civil engineers, mechanical electrical engineers, quantity surveyor and etc. Good negotiating skills are important, as is initiative to make decisions. The QS has to negotiate with a wide variety of people, which means that the QS would have to listen to the opinions of others as well as giving your own point of view. Therefore, the QS must works well in a team which may require the QS to motivate and lead people on site. As a quantity surveyor, a logical and methodical person is needed in problem solving. With logical thinking, the QS uses reasoning consistently to come to a conclusion which is seem sensible. The attitude of the QS must be optimistic all the time once the project begins. The QS shows the willingness of doing jobs throughout the whole process. Passion and dedication should place in the heart of the QS in order to achieve high quality of works. Creative and innovative during solving the obstacles are crucial to the QS. Accuracy when preparing the bills of quantities is vital for the QS. A little difference in calculations will affect the whole presentation of works. Thus, the QS is always careful with the calculations to avoid any careless mistakes. CONCLUSION In conclusion, the existence of Quantity Surveyor is getting more important in the construction field. Quantity Surveyor is involved in a construction project from inception to completion and even demolition in some instances. Besides acts as the financial overseer of a particular project, QS translate the plans into detailed costs. Quantity Surveyor helps to minimize the time scales, the costs of a project and enhance value for money, while still achieving the required standards and quality. A professional Quantity Surveyor is equipped with the strong language, technical and communication skills. Strong base in Mathematics and English helps in speeding up the work as well as reducing the time scale. The QS must be flexible to any kind of work conditions such as site and office.

How Lomax and Fellow Prisoners are Treated Essay -- Prison Alan Lomax

How Lomax and Fellow Prisoners are Treated In this essay I will be looking at ways in which Lomax conveys how he and his fellow prisoners are treated here in this passage from the book. To show evidence of this I will select quotes which show choices of form, style, vocabulary and narrative viewpoint. Overall I aim to highlight the ways in which the attitudes and values are conveyed to the reader. Lomax Perfectly describes his transition from a P.O.W camp to Outram Gail. 'What our captors were in fact doing was consigning us to a lower circle of hell'. This extremely poignant statement shows use of imagery in a way that stands out to the reader. He uses 'lower circle of hell', which is a simile to emphasize the absurdity of prisoners being sent to Gail. Lomax goes on to describe the horrible neglect that prisoners of Outram road were experiencing. 'This was a place in which the living were turned into ghosts, starved, diseased creatures wasted down to their skeletal outlines'. Like the first quote this is Lomax being very graphic, morbid about what he has witn...

CArloos Santana :: essays research papers

Carlos Santana Ryan Conroy All the world knows the special magic of Carlos Santana. Since 1966, he has led the group that bears his name, selling over 30 million albums and performing before an estimated 13 million people. In every performance, Carlos shares with his audience a personal communication that crosses all boundaries and differences. Carlos was introduced to traditional music by his father, Jose. An accomplished mariachi violinist and experienced musician, he taught Carlos the basics of music theory and gave him an understanding of the value of a note. Although Carlos' excitement for music would be sparked by his first experience, he quickly discovered the limits of its traditional form and wanted more. Carlos wanted to play the kind of music that was filling the radio waves and making people dance. Tijuana, 1955 the drastic change of moving from the small, quiet town of Autlan to the humming, thriving boom town of Tijuana brought a renewed hope and opportunity for a new life. Both for Carlos and his family. The eight-year old Carlos quickly left the violin for the guitar, studying and emulating the sounds of B.B. King, T-Bone Walker and John Lee Hooker. Soon he was being asked to join local bands like the T.J.'s, where he added a unique touch and feel to his own renditions of all the great songs of the 1950's. As he continued to play with different bands along the busy Tijuana Strip, he not Page Two only started to perfect his style and sound, but actually started bringing home enough money to really help his family. His future looked promising. In 1960, Carlos' family moved to San Francisco while Carlos stayed in Tijuana for another year to make extra money until his family was settled. However, he soon found himself amid the multicultural atmosphere of San Francisco, with all of its diverse musical styles. It was here that Carlos would find what he had been searching for, as if destiny had brought him to the right place at the right time. For the next five years, Carlos continued to evolve his own unique style of music that would later identify him as one of the most distinctive, innovative musicians of our time. In 1966, the music of Carlos Santana exploded on the streets of San Francisco with the debut performance of the Santana Blues Band. For the next two years, the Santana Blues Band was overwelmed by a wave of popularity that would take them from San Francisco's Fillmore West, to that historical performance in 1969 before 500,000 at the Woodstock Festival in New York.

Linguistics and their realationship to Teaching Essay

Abstract This paper is an attempt to analyze the relationship between linguistics and language teaching. Linguistics is a science and teaching while technical is also an art yet they are closely related to each other in the case of language teaching. The foreign language teachers need to include ‘selection’, ‘grading’ and ‘presentation’ as their main steps. Linguistics plays an important role in the whole process of teaching by helping to facilitate a teacher’s understanding of the workings and systems of the language they teach. Applied Linguistics is really about the melding of these 2 actions. The Relationship between Linguistics and Language Teaching. Linguistics is defined as the scientific study of language. Linguistics is then divided into several branches which study different accepts of its use. Descriptive linguistics, historical and comparative linguistics, which it is based on methodology. Synchronic and Diachronic linguistics, which it is based on the aspect of changes over time. Phonetics, phonology, morphology, syntax and semantics, which is based on a language as a system. Sociolinguistics this is related to or combined with the disciplines of linguistics and sociology. Its interest is in the relationship between language and society. It works to explains why people Use different speech in different social contexts. It’s area of study is the social functions of language to convey social meaning. The social relationships in a community, and the way people signal aspects of their social identity through their language (Jenet Holmes, 2001). Sociolinguistics also is concerned with the interaction of language and settings. (Carol M. Eastman, 1975; 113). The other expert defines it as the study that is concerned with investigating the relationship between language and society with the goal of a better  understanding of the structure of language and of how languages function in communication ( Ronald Wardhaugh, 1986 : 12) Psycholinguistics relates to the combined disciplines of psychology and linguistics. Psychology is defined as the systematic study of human experience and behavior or as the science that studies the behavior of men and other animals. Knight and Hilgert in Abu Ahmadi,(1992). It covers language development. (Lim Kiat Boey). The other definition of psycholinguistics is that it is the study of human language-to-language comprehension, language production, and language acquisition (E. M. Hatch). The research done on the relationship between linguistic theory and language teaching can be traced back to the late 19th century. Its relationship has been discussed and debated for many years and researched extensively. Since this time different research proposed by different scholars has been disputable and found to be largely inconclusive. In the 1960s it was decided that there needed to be a reassessment. The conclusion that was formed went in two two main directions of thought with differing points of view. One viewpoint was that linguistics is not as relevant as it was first thought to be, and its importance was overrated. Such linguists as Lamendella (1969) and Johnson (1967) expressed their disagreement to regard linguistics as the basis of a strategy of learning. Lamendella (1969) thought that it was a mistake to look to transformational grammar or any other theory of linguistic description to provide the theoretical basis for second language pedagogy. What is needed in the field of language teaching are not applied linguists but rather applied psychologists. The other point of view was to recognize that the general contribution of linguistics was important. This came though with a proviso that teaching language was not to be bound to only follow one theory alone. The idea being that different linguistic theories can offer different perspectives on language, and they can all be treated as equivalent resources useful for teaching. Levenson (1979 ) once said, ‘no one school of linguistic analysis has a monopoly of truth in the description of the phenomena of speech†¦traditional school grammar, TG grammar, †¦all these and more can be shown to have their own particular relevance to the language teaching situation. By1960 the United States, reached its peak of the influence of structural linguistics upon language Teaching. Structural linguistics stressed the importance of language as a system and investigates the place that linguistic units such as sounds, words and sentences have within this system. This then associated with behaviorism provided the principal theoretical basis of the audio lingual theory. This then influenced language teaching materials, techniques and the teachers educations. Behaviorism led to theories, which explained how an external event, causes a change in the behavior, without any kind of mental interaction. It also stressed the importance of repetition and practice in learning a second language, this I think is a vital factor in learning a foreign language. If we look at the audio-lingual method, it emphasizes: (1) The teaching of speaking and listening before reading and writing; (2) The use of dialogues and drills; (3) The avoidance of the use of the mother tongue in the classroom. Audio-lingual method regards speaking and listening as the basic skills, this is in line with today’s English teaching situation. The Mentalist Approach In the 1960s Chomsky formulated the mentalist approach. The hypothesis was considered that human behavior is much more complex than animal behavior. Chomsky, felt that we are born with a Language Acquisition Device (LAD), which enables a child to make a hypotheses about the structures of a language in general, and also the structure of the language being learned more importantly. By the end of the sixties’, there were new developments in teaching language starting to occur. The TG theory had a big impact resulting in a change in teaching methods. It was opposed to the empiricist theory, that is, teaching audio linguistics, linguistically structuralism and psychologically behaviorism. TG theory. 1 It stresses mental activity. 2 It postulates that all human beings have an innate ability to learn a language. 3 That it is an inborn instinctual ability and not practice that made human beings obtain the rules of a language and understand and can produce countless numbers of sentences. The Natural Method was successfully used in various language schools in the USA and Europe in the late 19th and the early 20th century. In the post-World War I decades, the direct method was adopted into English language teaching (ELT) this laid a solid intellectual and practical foundation for developing ELT as an autonomous profession. Some linguists, like Diller (1970), openly declared his preference for the cognitive position; while others, like Chastain (1976) and Rivers (1981:25-27) held that the two theories were complementary and served different types of learners or teachers or represented different phases of the language learning process. Applied Linguists brought about the situational approach and the notional/functional method. It is based on a broader framework for the description of language use called communicative competence proposed by Hymes, This brought about the communicative approach to language teaching came into being. In 1970s, a group of scholars including Oller (1970) and Widdowson (1978), were linguists but at also closely in touch with teaching practice. They gave language teaching and language pedagogy the linguistic direction they regarded as necessary. Since they were in touch with language teaching practice and linguistic so had a two-way view of the problem, they placed emphasis on real language and its communication and use. To take Oller’s interest in pragmatics as an example. Oller (1970:507) claimed that pragmatics has implications for language teaching; it defines the goal of teaching a language as prompting the students not merely to manipulate meaningless sound sequences, but to send and receive messages in the language. The students in China start English when they are in primary school. In the past, more attention was paid to the grammar, the result was very disappointing: Now the emphases is on speaking and listening. The audio-lingual method is now used in the classroom. In China, more people need to learn English in order to have the ability to communicate with foreigners. In this case, speaking and listening is much more important than being able to read and write. They are not expected to have a high level of English and their aim is simple, they need to communicate with a foreigner so they can understand their words and express themselves well. This is based on simple daily conversation. A market sale and business or being able to work in the tourism industries. Basic conversation and understanding can be very helpful in everyday conversation exchanges. The Audio-lingual method stressed the repetition and it theorizes that a language is learnt through the formation of habits. To speak English fluently, without constant practice, is impossible. So in our English teaching, we must help our students speak and listen well. Expressing ourselves properly is not always an easy thing, especially if it’s an emotionally charged topic. Even an English major may sometimes find it problematic to express exactly what they mean so it is understood by the other person in a way that is understood by all. When I go to Cambodia I find the generally that the population though not taught English in school has good English conversation capacity. They may not read or write but I feel if they had the opportunity to learn now they have grasped the basic language that they would with more ease. There is a need for them to talk and sell to foreigners so they have had a need and incentive to learn and the fact that their using it every day also helps. Though there are of course talented students I find in Thailand the communication level is not good as a lot of emphases is but on reading, writing and grammar, that many times, is not really understood or comprehended. Thai students learn form primary but they do not always have a reason to speak out of the classroom. One lesson a week in speaking and 3 of grammar I find makes the students scared to use the language. I teach with Thailand teachers and due to a some general pronunciation problems the students are confused about the sounds of the words and how to string them together. Confidence helps a lot just talking even if it is wrong. I always attempt to inspire confidence as I feel it is very important for speech. In my opinion, linguistics and language teaching relationship is a dual one. There are some theories of linguistics that can be applied to language teaching, i. e.  linguistics guides in development of language teaching theory. On the other hand, a language teaching theory expresses or implies answers to questions about the nature of language. It is necessary for a language teacher has some knowledge about, the systems of languages. A teacher should understand how the language works and expresses meaning and the structures that are used in the language being taught. A teacher needs to know how to make the phonic sounds and the mechanics to produce these sounds. This helps with pronunciation problems that students will encounter. By studying linguistics a teacher will have a deeper insight into the nature of language and the language the student speaks as they’re first language. If we agree that the use of a language is a matter of habits and practice, then a teacher needs to implant the habit of using it for communication until it becomes second nature. Conclusion Linguistic theory is continually developing and teaching theories are constantly changing as is the language itself. This alone demands a permanent study of languages and the relationships between linguistic theory and language teaching methods. There are many techniques and theories but no one concept or technique can take in the Different needs student may have and the differing ways people learn. This is a science in its self. There can be many differences in understanding between the L1 and L2 language from different cultural understandings and different sounds that may be new to the learner. There are many ways a culture will express its self along with idiosyncrasies and local knowledge of the everyday life in the culture. They say when you understand humor you start to know a language. If one could take every student as an individual and teach them the best way they learnt one would be assured of good results. Knowing the basic individual attributes the child had can enable to teacher to create classes designed for their individual needs. This is a luxury that tutors can give their students but in the classroom one dose not have so much control. A practical framework designed to suit the most students and the context that is the most appropriate. The Relationship of Linguistic Materials for the Second Language Teacher. Because of political, economic and also technical changes, English has become widely taught as an official business language worldwide, also as a second language to immigrants in English-speaking countries to gain entry and work, and as a foreign language in many non-English-speaking countries. This is also largely due to the computer so there is a universal language for coding and business. There are many theories on different ways to teach and different scholarly thoughts on the best process. I feel that this depends on the type of English you are teaching. Since there are many different needs a student may have. In China the emphases is on communication with foreigners on a daily basis like selling them something in a market or doing business. In other countries such as Thailand the emphases is put on Grammar and writing and reading and only a small part into communication. So while there are still many theories on the best way to teach I feel in my knowledge so far that it is best to learn as many ways as possible and how they work in the different environments. Applied Linguistics is really about the melding of these two actions but not the scope of this essay. One of the most fantastic Linguistic help I think the corpus is one of the best ways to get relevant vocabulary for your students. This is helpful for Syllabus and curriculum planning and for all areas of language teaching. References Chastain, K. (1976). Developing Second-Language Skills: Theory to Practice. Chicago: Rand McNally. Diller, K. C. (1970). ‘Linguistic theories of language acquisition’ in Hester 1970:1-32. Johnson, M. (1967). Definitions and models in curriculum theory. Educational Theory, 17:127-40. Lamendella, J. T. (1969). On the irrelevance of transformational grammar to second language pedagogy. Language Learning, 19:255-70. Levenson, E. A. (1979). Second language lexical acquisition: issues and problems. Interlanguage Studies Bulletin, 4:147-60. Oller, J. W. (1970). Transformational theory and pragmatics. Modern Language Journal, 54:504-507. Rivers, W. M. (1981). Teaching Foreign-Language Skills. Second edition. Chicago and London: University of Chicago Press. Widdowson, H. G.. (1978). Teaching Language as Communication. Oxford: Oxford University Press. .†? Zeki Hamawand, Z. Morphology in English: Word formation in cognitive grammar. continuum. Publishing. ( Zeki Hamawand, Z. (2011).