Music Essay Example | Topics and Well Written Essays - 500 words - 11

Music - Essay Example The first of these feelings that I have when listening to my favorite music is a complete and total immersion; similar to jumping into a pool. The music seems to float around me, engaging each of my senses to heights that would otherwise not be realized within the course of an average day without music. This heightened sensitivity allows my brain to focus in on the individual components of the music that derive the most empathy, joy, sadness, courage, or whatever other emotions the composer is trying to portray. However, beyond enlivening the senses, music for me serves as a tool. Naturally, depending upon the type of music that I listen to, it can ultimately be used in a way not dissimilar to a drug. For instance, when I am having difficulty sleeping, I can easily find a piece or a series of pieces of music that reflect a very calming and soothing tone; thereby helping me to get to sleep. When I need a level of focus or would like to bring out key attributes of determination or courage, I can turn to music as a way to instill such emotions. In short, music and the feelings it inspires can act as a type of stimulus to achieve the given mood that I am in search of or to induce feelings that would otherwise not come to me in a natural way. Finally, as a function of the other two ways in which music affects me, the third way is an ultimate end in and of itself. Music for me provides an escape, a type of imaginative portrait that can be painted in any number of ten thousand different ways. Even though I may have heard the song, track, or album before, the fact of the matter is that the imagery that it engages me with as a function of the aforementioned emotion and mood alteration is something that can only be described to a fellow music lover. Whereas one can read a book and have the same thought process, look at a piece of art and evoke the same images or memories, when I listen to music, there is

Half Caste, by John Agard Essay Example for Free

Half Caste, by John Agard Essay Poetry is used by writers world wide to express them. Many of these poems are very negative and show it in the use, and misuse, of language. Other poems are more positive. Poets often use their work to express difficult situations. Half Caste is a good example of this because it portrays the writer in a negative situation that the writer expresses his opinions about. Unrelated incidents is a similar type of poem with a varying, but overall alike problem. The poem Not my business is a more literal poem. The poem is similar because it shows the poet in a difficult situation but the way the poet expresses himself is completely different. In Half Caste, by John Agard, the difficult situation is one of prejudice. The writer is expressing his dislike of the prejudice he suffers because he is of mixed race or, in his words, half caste. The word half-caste is shown to be the culprit in this poem and the entire poem ridicules the word and those who use it. The writer uses various strategies to achieve this goal. In the first paragraph the writer immediately draws the readers attention with an apology, excuse me, he says. This draws the readers attention because it is a very abrupt way of starting a poem and the reader continues to read to see what he is fact sorry for. Immediately, Agard shows that he was in fact being sarcastic. He uses the ridiculous imagery of a man standing on one leg to show the stupidity of the word half-caste. Agard continues to be ridiculous like this throughout the poem. Agard doesnt confine himself to ridiculous imagery though, he uses imagery of famous western icons to prove his point, yu mean when Picasso mix red an green is a half caste canvas. This is effective because to create a good painting an artist will probably have to mix colours, Agards point is that paintings with mixed colours are any worse so why should he be. He uses similar imagery using British weather and Tchaikovsky to prove the same point. The constant use of such imagery shows the reader the difficult situation rather than describing it, in Half Caste the writer uses it to show why e hates prejudice and by doing so tells the reader the prejudice he suffers. . Not my business also uses imagery, but the imagery is not as subtle and more literal. The poems starts with imagery of brutality beat him soft like clay. The imagery is very violent and suggests constant repetitive beating. The few words say masses; soft like clay suggests broken bones and tenderness. The imagery is very violent and portrays a very violent regime or lifestyle. This instantly shows the difficult situation in which the writer is in. Later in the poem more imagery is used. The constant repetition of savouring mouth and the personification of objects hungry hand and bewildered lawn create imagery of consumption. These constant images of consumption and brutality lets Osundare express his situation fully and more interestingly than if it had been written in prose. John Agard also uses a Jamaican dialect in Half Caste. In the entire poem he uses no punctuation, and spells everything phonetically according to the dialect. This deliberate misuse of the English language is an obvious rebellion to English standards. He writes in English but in a Jamaican dialect showing his problem of being Half Caste. This simple use of dialect says many things about his views on his stereotyping. He is rebelling against people who want him only to act English and people who are prejudiced against him. The use of dialect says that if English people discriminate against him then he will discriminate against the English language. Unrelated Incidents also uses dialect to show a difficult situation, this time the dialect is Scottish and its use is obvious. By using a Scottish dialect the writer instantly shows the difference between him scruff and the BBC accent he is opposed to. The difference in dialect shows the prejudice Leonard claims to suffer. The prejudice is not one of a different culture but one inside Britain. He is saying by using dialect that no one trusts him, or other Glaswegians because of their accent and their home. He says this in the poem as well by saying if a toktaboot thi trooth lik want to yoo scruff yi widny thingk it wuz troo.

Management of Pupil Behaviour Essay -- Education School Behavior Stude

Management of Pupil Behaviour In this report I intend to focus on the different strategies of quieting down and calming the class. Managing the behaviour of the classroom has always been a problem for the class teacher. When given the responsibility of 30 children, all individual, all different, it is a hard task to try and also keep your class peaceful and co-operative. The Elton report stated that ‘Primary schools had to deal with many incidents of minor disruptive behaviour e.g. shouting out, pushing, running in school, name calling, defiance.’ (Elton Report 1989) Because of these incidentds of disruptive behaviour it is important that teachers have in place their own methods of calming the class, or in some cases of repremanding them. The different methods of claming or repremanding the class are often debated amongst theorists. Johnstone, M is of the opinion ‘A lost temper is often needed in order for the pupils to realise the consequence of their actions’(Johnstone1992) Johnstone believes that a teacher needs from time to time to loose his/her temper in order for the class to notice that when they are disruptive the teacher gets angry and unpleasent. Wilson and Cowell do not agree with this belief. ‘It is essential for teachers to remain in control of themselves at all times, so that they may be a source of security for the pupils. They can be excited or enthusiastic or funny, or all sorts of things, but they must feel secure.’ (Wilson & Cowell 1990) As we can s... Management of Pupil Behaviour Essay -- Education School Behavior Stude Management of Pupil Behaviour In this report I intend to focus on the different strategies of quieting down and calming the class. Managing the behaviour of the classroom has always been a problem for the class teacher. When given the responsibility of 30 children, all individual, all different, it is a hard task to try and also keep your class peaceful and co-operative. The Elton report stated that ‘Primary schools had to deal with many incidents of minor disruptive behaviour e.g. shouting out, pushing, running in school, name calling, defiance.’ (Elton Report 1989) Because of these incidentds of disruptive behaviour it is important that teachers have in place their own methods of calming the class, or in some cases of repremanding them. The different methods of claming or repremanding the class are often debated amongst theorists. Johnstone, M is of the opinion ‘A lost temper is often needed in order for the pupils to realise the consequence of their actions’(Johnstone1992) Johnstone believes that a teacher needs from time to time to loose his/her temper in order for the class to notice that when they are disruptive the teacher gets angry and unpleasent. Wilson and Cowell do not agree with this belief. ‘It is essential for teachers to remain in control of themselves at all times, so that they may be a source of security for the pupils. They can be excited or enthusiastic or funny, or all sorts of things, but they must feel secure.’ (Wilson & Cowell 1990) As we can s...

Motivational Cues of Students with Single Parents Essay

Discussing school issues and attending school function has a positive effect on the children’s academic achievement(Jeynes, 2005) but the need to search for a greener pasture has become one of the main issues between family members. To provide quality life for the family, one or both parents fly abroad to work and leave their kids. On their resiliency on parental absence, children of overseas Filipino workers do understand that the idea of readily available work, amenities and bigger income offered in other countries pull certain group of parents to migrate. Thus children with migrant parents view this as an opportunity for better education and they have the means to enroll in private schools (Bielza-Valdez, 2011). Few researches have shown that students who live in one parent households are disadvantaged in many counts. In Asia, the Philippines is the major supplier of labor migrants to over 100 countries and the leading female migrant sending countries along with Indonesia. More than 8 million (10%) out of the 85 million Filipinos were working or living abroad, while over 72% of total migrants from Philippines were women workers. Many of these women work as domestic helpers, nurses, caregivers, and entertainers. With this huge number of Filipino migrants (and still more) living the country temporarily (or permanently), a more pressing concern is with regards to children left behind. Though there is no systematic data on the number of children left behind, it is estimated to be 9 million or 27% of the total youth. The perceived social costs of migration have been always been part of the reasons why various sectors of Filipino society are ambivalent about overseas employment. Aside from the myriad problems migrants encounter abroad, concerns over the stability of families have received much attention. In the 1970s, when male migrants dominated labor migration, the absence of fathers was seen as weakening Filipino families. In the 1980s, women became part of labor migration. As the feminization of migration persisted, the anxieties magnified because mothers, who are considered as the â€Å"light of the home,† are not around for their families. As the foundation of Philippine society, there are fears that threats to the family redound to threats to the nation’s social fabric as a whole. Our parents portray a very big role in our achievement-most especially in academics. Parental effort is consistently associated with higher levels of achievement, and the magnitude of the effect of parental effort is substantial (Conway, 2008). The children of single parent families are more likely to be impoverished, to break the law, to abuse drugs, to do poorly in school, to become pregnant before the age of twenty, and to have emotional and behavioural problems. A common desire for all parents is to see that their child is happy, healthy, and successful. School provides an array of opportunities for children to be successful starting at a young age. Academic success can lead to feelings of competency, self-worth, and high self-esteem (Slavin, 2000). In addition to its positive effects on a child’s emotions, early academic success is related to success throughout a child’s academic career (Turner & Johnson, 2003). However, students who do not perform well in early years may develop poor academic self-concepts and, as a result, perform poorly in later years (Marsh & Yeung, 1997).

Mass Media Impact on Adolescence Essay

People cannot deny the fact that media has been playing a powerful and influential role in the society. All the people are affected by the messages that are being shown on media sources and unconsciously change the values and beliefs that have been presented in the society. Undeniably, media contributes to the messages that develop the environments of the adolescents. Even parents agree that media has a great impact on the lives of adolescents but this opinion always leads to negative perception of adults toward media because of the influence that media conveys to the young generation. The information that is released by the mass media is willingly absorbed by the people. Adolescents are often targeted by this information because of their ability to conform easily to what media has exposed to the society. The vulnerability of adolescents in absorbing the knowledge and information that media has provided for them often leads to both negative and positive impacts not only on the adolescents themselves but also on the community. Because the young adults are the active consumers of the messages that are being portrayed in media sources like television, radio, newspapers and magazines, they have been the target of the information showed on media. Sexuality on Mass Media The sexual contents in media can affect the people not only the adolescents; however adults have been expressing their concern for the young people because of their early exposure to sexual messages. According to surveys, the average teenage viewer sees hundreds of sexual behavior on television a week with portrayals of four times as many sexual activities between married and unmarried couples. Moreover, most of the movies that are being shown on cable networks and videos on music channels contain sexual messages. Some researches also suggest that the sexual messages that are being portrayed on media sources are presented in positive aspects with little discussion of the consequences and potential risks (Gruber and Grube). Media has been influential in transferring information to the viewers. In fact, media is used by the young adults to get information about sexuality. Moreover, teenagers view the people showed by the media as the role models of sexy body and aspire to have the same body size and figure as what they have seen on television or magazine (Brown). Advertisements are created in order to persuade the target consumers to buy a certain product; however the audiences tend to buy not only the product that is being endorsed by the media but also the subliminal content of the advertisement. In other words, media is able to influence the emotional and psychological aspect of the society on the messages that are being conveyed on a certain media source. One television shows for teenagers portrays sexually active individuals openly talking about sexual experiences. The advertising poster of one milk brand shows a half naked woman while being bathed by the product. Physical flirting, kissing, and intercourse are often depicted and implied by the media to which adolescents are greatly exposed as they become matured individuals (Brown et. al). Media and Adolescents The people absorb the messages that media portrays to the society. Apparently, media has been an influential source of information for the people because it is the most accessible way of learning about any aspects in a person’s life. Since adolescents are the active consumers of the information that are being showed by the media, the messages that media offers to the society are largely absorbed by the young cluster of the society. Therefore, media has a great impact on the development of the youth and the construction of the society. Heavy exposure of adolescents to sexual messages of media helps the youth in developing beliefs and perceptions. Since this cluster of the society is extremely exposed to the messages that are being conveyed by the mass media, the effects of the information that media shows to the society will be easily absorbed by the youth. Media frequently shows images with sexual content to the society which young generation takes the largest part of the viewing population. In this aspect, information from media may promote sexual initiation and illusion to the young people. Adolescence is the stage of developing sexual exploration which can be triggered by many factors that are present in the society. In this period, the teenager becomes aware of the sexual behaviors that should be considered appropriate for his or her age. However, despite the idea that many young adults still prefer not to be engaged to sexual activities in a very young age, many teenagers are being affected by the factors of the society that change their views toward sex. In other words, adolescents are easily influenced by the perceptions of other people and conform in the cultural norms (Collins et. al). Teenagers easily follow what they can see on the society by imitating what they have seen others are doing and desiring to be fit on the society. Since media has been portraying sexual images without negative consequences to the teenagers, these people on the complicated stage of life would adopt the behaviors that are portrayed to them. Even though teenagers are aware that what media showed are all products of imagination and created only to attract viewers’ attention, the young adults would still perceive the message as reality and believe to the information that media had provided for them. Although some messages on media shows sexual risks, many teenagers tend to engage to sexual activities because of the media’s lack of emphasis to the consequences that it may bring to the young adults. Surprisingly, the media sources even portray safe sex messages and less discouragement to the viewers. However, most researches show that the programs that teenagers have sexual content. Some of the films and television programs portray characters believing in the idea that having sex would keep the romance alive in the relationship. The others talk about sexual experiences which conveyed encouragement to youth to be engaged to sexual activities. Although most of the media sources depict sex as common, some show patience to wait for the proper time and risk sexual consequences, such as unplanned pregnancies and sexually transmitted diseases. However, those programs still evoke sexual behaviors to viewers despite their resistance to sexual activities. In turn, these scenes mold social perspectives and affect the behavior of the young adults. Sexuality on Media and Consequences to Adolescents One of the impacts of sexuality towards media has been discussed even at the introduction of this study; however several problems still exist that adolescents and society may encounter because of the images portrayed on media sources. Aside from imitating and conforming to the messages that the young adults have learned through media, bigger problems may occur in society because of the constant exposure of images and frequently portraying of subliminal messages. In other words, short exposure of sexual images would bring a lifetime of societal problems. Since adolescence is the period in which a person strives hard to fit in the society, this stage is associated with conflicts and complicated aspects to young adults. Young adults conform to society and imitate the actions that adults do which becomes a constructed reality for them. Sexual content on media leaves a mark to young viewers and construct a new perspectives toward sex. In this aspect, a teenager engages in sexual activities at an early age then tends to pursue intercourse once committed to an intimate relationship. In other words, the young adults may continue to engage in sexual activities once they get involved in relationships with different persons. This idea does not show societal problems in terms of polygamy but poses a rather alarming problem. The risk of having sexually transmitted disease for constant shifting of partners can be one of the bigger problems that may be encountered by the society. Aside from this problem, unplanned and unwanted pregnancy often occurs in the society. A growing number of young people who became parents at a very young age are one of the problems that the society is facing today. Some teenagers are being strong enough to face the consequence of engaging to sexual activities by pursuing the pregnancy and accepting the responsibility of early parenthood. However, some prefer to escape the conflict of unwanted pregnancy and engage in abortion, which leads to another societal problem. If these problems would be viewed in a broader aspect, the adolescents’ sexuality results in an immature way of parenting that would lead to domestic violence to divorces and separation. Apparently, these problems have different factors to look back to; but the causes are oftentimes neglected focusing on the bigger or less important ones. Media is being used by the young adults for daily entertainment which makes them active consumers because of more time that are being spent on media rather than other activities. Moreover, adolescents use media to gain information regarding common issues in developing to become independent individuals and use the information learned in their daily lives. Although media has a purpose for sowing certain messages, adolescents use the messages acquired from media in different manner and purpose (Levesque). Undeniably, media has a great impact on the sexuality of adolescents. The influence of media can be considered as positive because of its ability to teach the youth about sex education and leaving them the choice to conform or negative for showing too much sexuality making youth exposed to unrealistic aspects of the society and giving them courage to conform to the media’s constructed reality. The sexual images that are being shown to young adults are not only a source of information but can predict and picture the future of the world through the social perspectives and sexual behaviors that are being constructed for the young adults. Works Cited Brown, Jane. February 2002. â€Å"Mass Media Influences on Sexuality – Statistical Data Included. † Health Care Industry. 12 December 2008 . Brown, Jane Steele, Jeanne & Walsh Childers. Sexual Teens, Sexual Media: Investigating Media’s Influnce on Adolescent Sexuality. New Jersey: Lawrence Earlbaum Associates, 2002. Collins, Rebecca, Phd. Elliot, Marc, PhD. Berry, Sandra, MA. Kanouse, David, PhD. Hunter, Sarah,PhD. & Miu, Angela,MS. Watching Sex on Television Predicts Adolescent Initiation of Sexual Behavior. Pediatrics. 3 September 2004: 280-289. Gruber, Enid & Grube, Joel. 2000. â€Å"Adolescent Sexuality and the Media. † PubMed Central. 12 December 2008 . Levesque, Roger. Sexuality Education: What Adolescents’ Rights Require. New York: Nova Publisher, 2003.

The Populist movement essays

The Populist movement essays The Failed Populist Movement of the 1890's Populism is best defined as the philosophy or movement that promotes the interests of the common people. The blue-collar workers, farmers, miners and other laborers headed the peoples' party. This philosophy or movements' flawed view of "producer" Ideology encouraged the failure of populism. Historian, Michael Kazin narrows the views of the populist down to: a language whose speakers conceive of ordinary people as a noble assemblage not bounded narrowly by class, view their elite opponents as self-serving and undemocratic, and seek to mobilize the former against the latter.... The Populist movement would ultimately cancel itself out because of views on the monopolizing wealth of many and equal rights for all including women and blacks. The idea that the populist government should have control of the railroads and banks. Progress and Proverty and Looking Backward were the idea that the elite people of society should be stopped from monopolizing finances in the nation and share the wealth. The financial views of the populist were demands of unlimited coinage both silver and gold, at the ratio of 16 to1. Also wanting the amount of circulation increased to $50 per person. This, in turn, would increase the rise of deflation. The populist also demanded a graduated income tax. Populist "producer" ideology led them to believe that if they could control the wealth and prosperity of the country that it would benefit all. There would be no social classes; everyone would be financially equal. Creditors and the wealthy would now have no binding over those who were in debt because of deflation. Credit and available money would contract. The general price level would fall causing recession. Railroads, telephones, and telegraphs were vital for communication and travel in the nation. Populist demanded the government to own and operate these systems like the postal system. Regulating all travel and comm...

Example Admission Essay Ethical Dilmma You Have Faced

Example Admission Essay Ethical Dilmma You Have Faced Free Online Research Papers Example Admission Essay Ethical Dilmma You Have Faced Evaluate a significant experience, achievement, risk you have taken, or ethical dilemma you have faced and its impact on you. â€Å"No,† my father said. â€Å"I wont give you money so that you can donate it to this organization of yours.† To my disbelief, I came to the realization that the two children the school was helping to support through World Vision would not receive anything from me this year. With those words, my grandiose schemes of creating a world without poverty seemed to come to an end, and I realized for the first time that when idealism meets reality, reality hardly ever backs away. I was 14 back then, and as hopeless an idealist as any fourteen year old adolescent can be. Reading the works of Marx and Engels and various other visionaries, I was immersed in the world of utopian societies, where there is no distinction between rich and poor and where everyone would live in harmony with each other. At school, my friends knew me as the staunch socialist, vaunting the merits of a world without poverty to any fellow student caring to listen. When the school announced that it would be supporting two poor children from Africa in cooperation with World Vision, it was the perfect opportunity for me to express my dedication to the socialist cause. The thought that I will not be able to donate anything shattered my self-protective bubble. How will I explain to my friends that I, who have been talking so vehemently about eradicating poverty, will not donate any money to help poor children in Africa? This event made me realize that between saying something and actually doing it, there is a huge difference. Since then, I have participated in many community services and worked to help people who are far closer to me. Instead of donating my parents money, I resorted to my own skills in order to help the less fortunate. For example, every Sunday the Taoist Tai-Chi Society that I am member of prepares food for the poor people of Montreal, and I have been very active in this endeavor, cleaning and cutting vegetables after finishing my practices. I have also helped my community in various ways such as cleaning the streets of Montreals crowded Chinatown and organizing various fund-raising events with my fellow students for the World Vision program in our school. Finally, I will be going to Nicaragua on December 29th for a month in order to undertake what I consider the crowning achievement of my efforts to help people around the world: build a pre-school for the village of Niquinohomo. I have finally found a way to bring idealism and reality together. Research Papers on Example Admission Essay "Ethical Dilmma You Have Faced"Moral and Ethical Issues in Hiring New EmployeesStandardized TestingTrailblazing by Eric AndersonPersonal Experience with Teen PregnancyHip-Hop is ArtRelationship between Media Coverage and Social andTwilight of the UAW19 Century Society: A Deeply Divided EraInfluences of Socio-Economic Status of Married MalesMarketing of Lifeboy Soap A Unilever Product

7 Facts about a Career in Logistics

7 Facts about a Career in Logistics A typical logistics career means working in supply chain management- making sure materials and products make their way from vendor to merchant in a timely and efficient fashion, while minimizing costs along the way. If that sounds like a match for your skills of organization and multi-tasking, read on for some helpful tips from Elizabeth Xu from the Rasmussen College blog. 1. Logistics jobs are growing faster than the national average.Any growth is good, but if you’re hoping to break into the logistics career path, knowing that it’s growing twice as fast as all the other occupations out there should be especially encouraging!2. There aren’t enough candidates to fill logistics positions.With great growth comes great opportunities, and behind-the-scenes work like coordinating logistics is great example. Currently there is greater demand than readily available employees. Take advantage of a shortage of qualified candidates to get your foot in the door!According to F ortune.com, logistics companies will be looking to fill 1.4 million jobs in the next 3 years. Start polishing your resume today!3. Education is the keyYou can get by associate’s degree for some positions, but 70% of employers prefer candidates who’ve secured their bachelor’s degree as the field becomes more demanding and complex thanks to globalization, technology, and a rapidly expanding industry. Consider degrees in business, communications, and any project management certifications available to you as an undergrad.4. Work locations can varyIt helps to be flexible if you’re looking for a career in logistics- you may find yourself dashing from factories to offices or on the road performing industry research. Know what your options are and be ready to hustle to be the right fit for the job.5. It’s a high-pressure jobAs a logistics officer you may be the last line of defense when it comes to explaining why a shipment was late or a delivery mis-sched uled.   Can you stay calm and collected when the heat is on and your clients need answers? Be reliable and accountable, and you can find your way to  a promotion  up the ladder and out of the more stressful entry-level positions.6. SCM (Supply Chain Management) understanding is crucialWhile logistics are an essential cog in the machine, it’s even more important to understand how you contribute to the big picture. The American Production and Inventory Control Society (APICS) offers courses and training to help you understand your role and how the other moving parts work together.7. It’s been dubbed a â€Å"Best Business Job† by U.S. News and World Report!Logistics has been ranked number 26 on their list of 100 Best Jobs for its median salary ($73,400), job prospects, and stress level. Best cities to work in logistics included Washington D.C. and San Jose, California.If you’re ready for a complex, rewarding, and intense career path, logistics just mig ht be the dream job for you!7 Things You Need to Know About a Career in LogisticsRead More at www.rasmussen.edu

HISTORY High School Essay Example | Topics and Well Written Essays - 500 words

HISTORY High School - Essay Example They want that government should rule and should limit the liberty of assets. They were actually the "anti-federalist". Moreover, Hamilton wants to introduce the taxation system to gain money from each state to repay the country debt but according to Jefferson this will be unfair with those states that have paid their debt. The Hamilton appeal the urban groups (industrialist) within the society whereas, Jefferson appeal the rural groups (agrarians) within the society. According to Jefferson the Hamilton general policies will corrupt the economy of the country whereas according to Hamilton Jefferson policies are unable to grow the economy. Native American resist this intrusion into their lands by small wars and stop trading with white Americans and they also stop supplying the food stuff that they grew in their fields. More over small fights resist the white American to expand and rule the Native Americans. The efforts of the Tenskwatawa and Tecumseh play an important role as their efforts safe the lives of many Americans and they keep showing different techniques for the country. Moreover, they improve the morale of the Indians. They try to save different areas to minimize the death of people.

Five Paragraph Essays Essay Example | Topics and Well Written Essays - 2500 words

Five Paragraph Essays - Essay Example Extracurricular activities are usually considered to be sports activities. Although the extracurricular activities of sports can enhance and balance academics, extracurricular activities include many others. Projects that fall under the category of extracurricular activities include photography, volunteerism, assisting the needy, newspaper staff, etc. These activities are actual skills that will be used in jobs and in real life. They provide the life skills participation that is necessary for future jobs. Extracurricular activities include a broad range of activities which provide skills that will be used in real life and future jobs. Extracurricular activities allow hands-on experience which better prepares for future work success than academic achievement. Listening and being tested is not as effective as participating. Doing is more effective as it engages mind, body, and spirit. All-level participation ensures better preparation. Extracurricular activities provide problem-solving and facing rewards and consequences of real life situations which in turn better prepares for future occupational success. It is apparent that parents’ work life affects a child as childcare impacts his/her development. The National Development Institute of Child Health and Human Development found a direct relationship between the time with a childcare provider and the negative actions of a child. Studies have shown that non-maternal care leads to stress. Stress causes behavioral problems. Children who spend most of their time in childcare are three times more likely to behave negatively. A child experiences stress the longer he/she is under childcare which could lead the young to aggression and disobedience. (The Negative Effects of Childcare, 2003). The amount of time under childcare can result in negative behavior. Studies reveal that the quality of childcare does not matter regarding a child's behavior. What matters is

Cause and Effect Essay Example | Topics and Well Written Essays - 500 words

Cause and Effect - Essay Example In middle- and upper-class families, parents often encourage their children to be successful; indeed, many parents become too involved in their teenagers’ lives, pushing them to overachieve and not allowing them to live or accomplish life on their own. This not only causes stress in these teenagers’ lives, but it also causes them to often feel like they are falling short of their parents’ expectations. They begin to feel that they are not good enough, which leads to the teenager feeling depressed. When the teenager is unsuccessful in making their parents happy, they tend to take it out on themselves, often by telling themselves that they are worthless or helpless. Another way in which parents can cause depression in their teenagers is if they are going through a divorce, or are otherwise constantly fighting with one another, which puts undue stress on the younger members of their family. In many cases, especially after a divorce, teenagers feel as though they are at fault for the actions of their parents. Unfortunately, in many cases, these fears are not put to rest. During the teenage years, people are concerned with how others view them, which effects the way they view themselves. Pressure is put upon teenagers to act a certain way, aim for certain goals, look a specific way, et cetera.

International society and system Essay Example | Topics and Well Written Essays - 2750 words

International society and system - Essay Example This argument creates the terminology international system and international society. In a general explanation, a system refers to a way of lie dictated by laws, policies and mandatory requirements from a ruling body. On the other hand, a society refers to the cluster of persons or bodies which have together directed by the similar goal and objective. In relating to the international state of affairs, an international system is a routine created under specific international laws. In addition, these laws are creation of international leaders such as the United States of the United Kingdom. An international society refers to the ability of countries around the globe to share common wants and dislikes. The need to embrace certain laws and policies is created then countries have a voluntary urge to embrace the policies. In addition, an international society may also refer to the ability of countries to share peaceful relationships without factors such as development and power coming into play. Disregard of under developed countries have made it difficult to transition to a complete international society system. From this definition, one may point out that the two terms differ significantly. However, the most fundamental form international arrangement is determined by the suitability of it achieving international objectives. In this situation, it is obvious that an international society is most fundamental. This is because the globe is transitioning from the international system.

Good Night, and Good Luck, directed by George Clooney, from 2005. film Essay

Good Night, and Good Luck, directed by George Clooney, from 2005. film analysis - Essay Example This is not as appealing as it would be to watch such events as they occur. The photography as done in black and white seems to indicate that the film is in fact, black and white. It means that Murrow is white for his right actions and McCarthy is black due to his wrongful doings. McCarthy continues to do wrong with the film for accusing communists (innocent people) for their beliefs, as he does not have sufficient proof (Clooney & Heslov 39). The news crew and Murrow are right for standing up against McCarthy as nobody else shows the viewers why his actions are wrong. Photographic styles of black and white appear to make the theme of the movie. It made the audience more alert to the immediate environment within the movie. This is because black and white appears relatively boring and dull, the movie’s theme really stands out. Irrespective of the film focusing on the conflict between historical figures, Senator Joseph McCarthy, and journalist extraordinaire Edward Murrow and the roles been played by actors under a dramatic script, the film does not fully fit as a documentary. The question brings to light various cinematographic elements of Clooneys film. Clooney, having directed and co-written the film chooses to depict the film in a manner that mimics direct cinema methodologies such as in other documentaries exhibited between the1950s and 1960s (Clooney & Heslov 35). First, the camera used in the film is hand-held and follows the action to plan the way the director takes black and white shots. It appears to capture all aspects of reality while they happen. The line is so blurry for an effective distinguisher between nonfiction and fiction. Sen. McCarthy is presented by himself through digital restoration of clips about him. Past this technique, the film also includes various dramatic structures that are similar to those of a documentary. With love stories taking over, the

International society and system Essay Example | Topics and Well Written Essays - 2750 words

International society and system - Essay Example This argument creates the terminology international system and international society. In a general explanation, a system refers to a way of lie dictated by laws, policies and mandatory requirements from a ruling body. On the other hand, a society refers to the cluster of persons or bodies which have together directed by the similar goal and objective. In relating to the international state of affairs, an international system is a routine created under specific international laws. In addition, these laws are creation of international leaders such as the United States of the United Kingdom. An international society refers to the ability of countries around the globe to share common wants and dislikes. The need to embrace certain laws and policies is created then countries have a voluntary urge to embrace the policies. In addition, an international society may also refer to the ability of countries to share peaceful relationships without factors such as development and power coming into play. Disregard of under developed countries have made it difficult to transition to a complete international society system. From this definition, one may point out that the two terms differ significantly. However, the most fundamental form international arrangement is determined by the suitability of it achieving international objectives. In this situation, it is obvious that an international society is most fundamental. This is because the globe is transitioning from the international system.

SWOT analysis for water sport industry Essay Example | Topics and Well Written Essays - 750 words

SWOT analysis for water sport industry - Essay Example There are six subsidiaries under the group, short summaries of which are given below:- 2) Cape Tribulation Resort & Spa: The Resorts in the World Heritage renowned Daintree Rainforest comprise properties known as Coconut Beach Resort and Ferntree Rainforest Lodge with a combined strength of 120 rooms of three to four star categories. The hotel offers are Cuba diving, snorkelling, sea kayaking, 4WD trips, horse rides, rainforest walks and crocodile cruises etc. 3) Club Crocodile Airlie Beach: This is a three and half star hotel situated at the gateway to the Whitsundays with 160 rooms set around a large central lagoon with attractive features and a ocean/pool view from all the rooms with best price offers for national & international visitors. 4) Hides Hotel Cairns: Hides Hotel Cairns is a 19th century building located in the heart of the tourist district in Cairns. Carefully restored in 1997, it now consists of 105 rooms, with all modern & comfort facilities while retaining its colonial charm. 5) Fern tree Rainforest Lodge: The lodge is located near Cape Tribulations beach. Here you can bushwalk, horse-ride, kayak, snorkel, fish in the estuaries or you can freely walk out into Australias most beautiful settings. 6) Sunlover Reef Cruises, Cairns : This was established in the year 1991 located at north eastern coast of Australia had since then entertained more than 1 million guests showing them Coral reefs and the Marian life of one of the exquisite natural assets on Earth, the Great Barrier Reef. (Cape tribulation resort & spa – cape tribulation). STRENGTHS: All the resorts are located at places showered with natural beauty such as the Great Barrier Reef, which is attractive and gives pleasure and refreshment to the visitors. The resorts offer affordable prices and complete range of holidays from budget accommodation to luxury living as well as

Humanistic and Psychodynamic Essay Example for Free

Humanistic and Psychodynamic Essay Abraham Harold Maslow- Humanistic Approach Humanistic is the psychology study of how the human works as a whole. This studies the uniqueness of the person through their behaviour. Rather than just observing the humans behaviour, humanistic psychologists try to study the humans behaviour first person rather than just observing. Meaning they try to understand the situation and the emotional feelings the person is going through for them to have that specific type of behaviour, they try to understand the behaviour of the person by looking at it from their perspective. Humanistic is a way of thinking and is an ability to solve our own personal problems. This meaning to focus on our own perspectives, experiences, thoughts, self-image and feelings to understand an individual. People can be capable of self-development and their own self-improvement. We have our own choices on what we choose to do and how we chose to take out this option. We chose how we want to behave and whether it’s right or wrong i.e. breaking the law. An individual chosen whether they want to break the law, knowing full well of the consequences. This is called free will; we have the right to choose what we want to do and how we want to behave. The court of law follows this principle because you know whether you have done right or wrong and there is no one to blame, except yourself, because you chose to behave that way. Abraham Harold Maslow was the first psychologist to create the ‘human hierarchy of needs’ which explains the different level that an individual has to move from throughout life. This hierarchy changes from one level to another and each level has its own specific needs. Most psychologist before Maslow had been concerned with the abnormal and the ill, he convinced and persuaded people to start acknowledging people’s basic needs before addressing them as having higher needs or being ill. Firstly on Maslow’s hierarchy he started with the basic needs of a person such as food, water, sleep etc. then lead to the physical needs of an individual. The highest needs of an individual are ‘self-actualization’ which is realising who you are as an individual and knowing your own moti vations. Not many people get to the self-actualization for many reasons, being that they didn’t get through the different levels of the hierarchy or because they think that they can skip the rest of the  levels, thinking that they know their own self-fulfilment etc. These hierarchies have five different levels of needs. Maslow’s level of human needs started with physiological which is basic survival, understanding the function of the living organism. Which is what an individual needs, their basic needs i.e. water, sleep, breathing and sex. Then safety which is basic need again and feeling secure. For example, freedom from danger, risks or injuries whether at employment, home or doing everyday activities. Love and belonging is the next need which is the emotional level/need. Meaning to understand what love is and what it feels like to belong, dependent on being part of a family or understanding what it is like to love through friendship or sexual relationships. Esteem is the fo urth need, which is respect and recognition. Understanding what your personal goals are in life and what you can achieve throughout life dependent on yourself respect and respect for one another. The final level is self-actualization which is what makes you who you are as an individual, realise your own potentials in life. Also, realising your own self-fulfilment and person growth from peak experiences. Everyone as an own personal desire to move up the hierarchy table towards self-actualization, although their progress is often disruptive by failing to meet the low level needs. As an example if someone doesn’t show love or feel loved then they won’t be able to succeed through the love and belonging section, if they’re brought up in an abusive home this would affect the low level safety so they would be decreasing in the levels. Only remarkable people are most likely to reach the highest level, self-actualization. Maslow’s theory was the best type of motivation for an individual, he proposed he hierar chy of needs in his paper â€Å"a theory of Human Motivation†. Hans J Eysenck and Otto Gross approach to Psychodynamic Hans is a psychologist famous for his work on intelligence and personality. Eysenck claims that Freudian theories can be falsified, also Gross claims that Freud’s theories are scientific but have been proven wrong so which he say is simply â€Å"bad science†. Psychoanalyst tends to only accept YAVIS patients for treatment, YAVIS means young, attractive, verbal, intelligent and successful. This is because YAVIS patients are more likely to recover rather than mentally unstable patients. When the criticism of frauds approach happened was because Gross and Freud were in a disagreement on the  subjects of repression, sublimation and perversion. The meaning of repression is to control and resist what you would want. Sublimation is doing things in an acceptable and respectful manner and perversion is far from normal for example being abnormal. They disagreed on Freud’s theory because they believe that the patients should be capable of feelings and having their freedom also they shouldn’t be forced to do something that they do not want to do. Both psychologists argued that Freud got too involved and attached with his patients because Freud was there 7 days a week. Sigmund Freud, Psychodynamic Approach to Psychology Freud was the founder of psychodynamic approach to psychology; this is because he created a new approach to understanding how the human works and the human individual personality. Freud’ theory was the conscious and unconscious mind, he believed that behaviour and personality derives from the constant and unique interaction of conflicting psychological forces that operate at three different levels of awareness. The three different levels are conscious mind, preconscious mind and unconscious mind. Conscious mind includes everything that we are aware, every single moment. Preconscious mind represents ordinary memory. Unconscious mind reservoirs our feelings, thoughts, urge and memories that are outside out conscious awareness. The theory of the conscious and unconscious mind is done to show our feelings, motives and decisions which are actually influenced by previous/past experiences, which are stored in the pre-conscious and instincts from the unconscious. Freud later made a structural model of the mind which was called ID, EGO and SUPEREGO. The ID, EGO and SUPEREGO link to the conscious, pre-conscious and unconscious mind. ID is the unconscious, EGO is the conscious and SUPEREGO is the pre-conscious and unconscious mind. Although these are not physical areas within the brain they’re the process of important mental functions. Explanation of each stage is; ID is driven by pleasure principles which strive us for immediate needs and desires, meaning that the person would be wanting things. Although the ID will try to resolve the tension created by pleasure. EGO and SUPEREGO, EGO is something that is developed through ID in the early stages of life, EGO is the component of your personality that deals with reality whereas SUPEREGO is developed a little later as it controls your guilt. For example, if someone wanted a  new pair of shoes ID would kick in because the desire to have them shoes would rise, whereas EGO would have to face reality and realise that you might not have the money to get the shoes then SUPEREGO controls the guilt so then you would start regretting buying the shoes if for instants a family relatives birthday was coming up and now you don’t have the money. EGO works on a reality principle meaning that it wants to please the ID but in a socially and realistic way, which some people deem as unacceptable. The reality principle contemplates the positive and negatives of an action depending on what it decides, it will either act upon the decision or completely abandon it. SUPEREGO is the basic rules and standards for good behaviour. The behaviours included would be those approved by parents and those in authority. The SUPEREGO goal is to improve and civilize our behaviour; it tries to supress all the unacceptable urges that come from the ID. Fraud’ theory claims that the key to a healthy personality is a balance between the ID, EGO and SUPEREGO. Carl Ransom Rogers, Self-Actualization Again, the humanistic approach is how we look at an individual as a whole observing their behaviour and personality. Rogers was a psychotherapist, which is someone who treats people with mental disorders through psychology rather than medical means. After years of work, Rogers compiled the Self-actualization theory which is the realisation of fulfilment of one’s talents and potentials. Rogers says that people have two basic needs which are positive regard and self-worth. Positive regard is a sense of acceptance from other people and self-worth is feeling adequate. Our feelings of self-worth are important both to psychological health and we can achieve goals and ambitions in life to achieve self-actualization. Rogers’s theory is that the individual is responsible for their own happiness and should not look towards others for it. He believed that a person is born with the desire to be and achieve the best they possibly can. Rogers’s overall theory is about feeling good and mentally healthy therefore meaning a person is cable of resolving their own problems without looking towards others. His therapy was ineffective to those who were unconfident, unhappy and had a lack of self-esteem. So he studied on clients opposite to this, clients who were confident, happy and have a high level of self-esteem. His theory was known as ‘Rogerian Counselling’ which was only effective on healthy minded  people which means it did not work on mental and physically damaged clients this only increased emotional problems such as depression, also the theory was more successful on children and young people. The theory key was communication, if the client wasn’t fully communicating with Rogers it would not work, this proved the therapy ineffective to people with phobias. In conclusion Rogers theory of self-actualization teaches people to become self-sufficient upon their own actions rather than seeking it from other people. This proved that people naturally desire to be accepted regardless of what they do, however the majority of people will only accept them dependent on whether or not they want to. Rogers self-actualization tries to help people understand their full potential and what they can achieve, also seek happiness for themselves without looking towards others for it. His theory helps people become more happier about themselves rather than looking for acceptance and happiness from others.

Reflective Report On Clinical Education In Practice Nursing Essay

Reflective Report On Clinical Education In Practice Nursing Essay This assignment will critically reflect and analyse clinical supervision of third year dental students during their infield placement of Dental Public Health in a school environment, a module within Preventive Dentistry. Clinical supervision of dental surgery assistants during their short clinical placement at the Periodontology Section will also be delved into. The preparation, planning, implementation and evaluation of the supervised sessions will be incorporated, as also the rationale for the choice of particular learning, teaching and assessment strategies. Finally, I will conclude by outlining areas of personal and professional growth, identifying strengths and challenges and putting forward an action plan for my future professional development as a clinical supervisor. Dental public health placement of third year dental students. Description I was assigned direct supervision of ten 3rd year dental students by the Faculty of Dental Surgery for four, weekly sessions at schools of my choice. The objectives were to expose the students to public dental health within a school environment and develop some of the skills necessary to convey dental health education to children of different age groups. Their competence level in communication skills were to be assessed and a report sent to the consultant dental surgeon in public health. Preparation Heidenreich et al (2000) suggests priming students for activities by debriefing them prior to engagement. In view of this, and also bearing in mind that I had never even met these ten dental students, I organised a 45 minute discussion session in our department lecture room. I specifically asked them to prepare a plan of how they propose to organise such an activity of delivering dental talks to children of different age groups. I also suggested that they write down any fears and queries they might have. My intensions were two fold. I needed to familiarize myself with the students- who they were, how they process thoughts and ideas, their feelings and apprehensions towards public speaking and an overview of their knowledge, perceptions and communication skills. I also wanted to use a constructive paradigm as discussed by McMillan (2011), where the knowledge is not transmitted by direct instruction and imposed on the students, but rather were they are actively involved in shaping their own learning experience. When describing androgogy (adult learning), Knowles (1984), states that adults learn best when learning is self-directed. They learn because they chose to do so and thus are more motivated and more reflective. Therefore transformation of knowledge acquired is more permanent. These students were academically mature 21-24 year olds, with their own individual experiences and personal perceptions. I intended to promote a deep learning approach by stimulating their genuine desire to engage in this learning task and to appreciate its value, integrate the experience in the students own biography (Jarvis, 2005). Implementation and evaluation The discussion forum proved to satisfy all its purposes. The students came well prepared, so, after the introductions, I clearly conveyed the learning objectives of the placement as dictated by the faculty and the assessment criteria. However, I wanted to establish what they feel should be the outcome of this placement, what they expect to learn and what kind of feedback they think is most helpful for them. So, we discussed and negotiated these issues first. McGrath et al (2005) propose that in order to promote understanding the supervisor should guide students in contextualizing their theoretical knowledge, bridging the potential divide that exists between the theory they learnt in the lectures and what they actually need to use in practice. The in-depth knowledge studied had to now be broken down into blocks, simplified and used according to the scenario presented. The language by which we speak to young children to convey a message cannot be full of scientific jargon. All the students were actively involved in this open discussion. The two foreigners in the group had to be encouraged and prompted a little but they integrated eventually. As an empirical study by Sweet et al (2008) suggests, when the students worked together and talked about and criticised each others planned activities they learnt in a way that changed their perspectives. I was practically a non-participant observer except when some misconceptions had to be clarified and some fears and queries needed to be addressed. Throughout the discussion I had one of the students create a concept map identifying the salient points. This was used at the end of the session when I summarized their thoughts and together we established how we were going to work on the four placement days. The students felt more comfortable if they observed me giving the first dental talk, then we decided that they are to be grouped in pairs to give talks on the first day and progress in giving individual talks in t he 3 sessions after that. On the day, the sessions went as planned with only a few hiccups. After the students observed me delivering the initial talk I had 20 minutes to give feedback and to answer any questions. This proved to be vital. Most of the students needed reassurance and encouragement. In retrospect, the decision to work in pairs was very sound since this eased some anxieties. At the end of the day we regrouped and I gave feedback to each student individually. Kilminster et al (2007) propose that the supervisor should prioritise and balance the negative and positive feedback. They also suggest that brief and targeted feedback with reinforcement of correct behaviours is very important. I followed this line of thought during the short briefing after the session, pointing out their strengths and commenting on how what they could improve. The students comments suggested that they enjoyed this learning experience. As the students progressed through the rest of the placement they gained confidence and their communication skills improved. There was one student in particular who did not wish to give a talk to the 6year old children. He felt he could not cope with their short concentration span and restlessness and he was afraid that he was incapable of going down to such a simple level of explanation. I had a chat with him were we clarified some negative ideas and attempted to dispel them in view of the wider ramifications that can impact his performance even in a clinical setting in the future. After all, eventually, he will not be having a choice of who he is to treat. At the end, he did deliver this talk, but I suggested that he could make use of a cartoon to capture the childrens attention, and to his surprise he actually managed and enjoyed it. . Hattie and Timperley (2007) state that asking students for an appraisal of their own performance before giving feedback has the potential to develop self-assessment and self-reflective skills which are pre-requisites for becoming competent, independent practitioners. The students were, therefore, asked to write a short reflective account of their experience, after which I gave online feedback. I was not allocated any additional time to have another discussion with the students, which I would have preferred. This formative assessment had to be followed by a summative assessment which was interwoven with the learning process, so the students had the opportunity to demonstrate their competencies in communication skills in a variety of contexts within the school dental education program. First year student dental surgery assistants Description Dental assistants are given five, weekly sessions to learn some basic yet essential skills after attending lectures on the topics. When these students are given the clinical placement, they are simply ushered into the periodontal clinics with barely any introductions let alone learning objectives. I decided that this placement was going to be slightly different. Preparation I took the initiative and asked their coordinator what these students need to learn and what skills need to be mastered in this placement. I also asked for a rough overview of their theoretical knowledge. Jarvis (1999: 46-47) situates learning under the umbrella of practice when he summarises practical knowledge as being practical, dynamic integrated knowledge that has been legitimised in practice, through a combination of process knowledge and content knowledge. Hence, although the dental assistants would have been taught about the theory, they will still need to learn how to implement and practice these skills in a clinical context. I planned the five sessions so as to have some sequence in their learning, from simple to more complex, and not to overload these students with more information than they can process (Heinderlich et al, 2000). I had to keep in mind that these were 16-18 year olds with an average academic level. Implementation and evaluation I felt that my primary role with these novice students was to encourage them to first reflect on what they know and understand, then demonstrate the skills; finally they can perform the skills themselves. A lot of learning in our work context takes the form of experiential learning. Kolb (1984) states that students learn best when experiences are put into practice after observing and analysing possible outcomes, reflecting and assimilating the concepts and coming up with their own possible solutions. In view of this, it was up to me to create the necessary opportunities for the students to meet, observe, interact and consult with people who have more expertise. I made the necessary arrangements to allocate students to reliable clinicians. Bandura (1977) claims that affable and motivated role models compel replication of good practice. Students not only observe the carrying out of the skills but also learn prioritisation, time management, problem solving and how to build relationships with patients and other staff members. The actual practical part came later, since I needed to make sure that the students will perform safe practices. Ultimately I was responsible. I organized a meeting before the start of the placement. I tried to help the students set appropriate learning objectives and establish some ground rules. The students were passive, so I used simple open ended questions to make them feel comfortable. I needed to form a professional relationship of trust and of mutual respect with these students so that eventually they would have the confidence to ask questions, reflect on the practices observed, discuss openly and finally together we could amalgamate all they learn. Questioning also helped me establish their individual baseline knowledge which we linked to the skills they were about to practice. Their academic level varied. Some students could be challenged further with more thought-provoking questions, while others needed more repetition and guidance. I was informed that they use reflective journals throughout their course. So, I exploited this and suggested to the students to write a SWOT analysis. I offered that if they wished to go through it with me I would oblige and offer any assistance on issues which crop up. This was a way to encourage students reflect and think on their own learning process. . I also gave some tips on basic survival skills they need in the challenging setting of a clinic. I explained that empathic and ethical behaviour with the clients is imperative During the actual clinical placement, I made time for short discussions within the clinic itself. Here, I formed an outline of the students individual values, attitudes and beliefs and gained insight to the students preferred mode of taking in information. Some were visual learners, others auditory and others learn best through hands-on approaches. Some students were self-directed and learnt on their own, while others were more passive and need to be encouraged and guided. This directed my teaching style and interaction with individual students. During this time the students themselves had the opportunity to identify any difficulties and analyse the procedures they had seen. I think these short discussions provided a positive learning environment where the students felt unthreatened and free to address their own learning inconsistencies. I also found that after a patient procedure is completed, a few Socratic questions helped develop the students problem solving skills and verbalise their understanding or misunderstanding of concepts (Heidenreich et al, 2000). Some students were asked to look up further on the some of the issues presented and offer their views on a later date. When the observation part of the session was over, the students actively participated in the hands-on practice of the skills. It is through practice that students continuously build a body of knowledge about their own practice, through reflecting, doing, thinking and learning (Jarvis 1992). Although, psychomotor skills varied from one student to another not necessarily in line with the knowledge they had, all of them were given the same opportunity to practice skills in the clinic. Some were more enthusiastic than others, asked questions, used every opportunity to practice and even went further and looked up additional information. Eraut et al (2004) maintain that central to all learning is the confidence and commitment to try out skills and to be proactive in seeking learning opportunities and therefore, the ultimate control over learning rests with the student. My main goal was to gradually and systematically withdraw to a watchful distance while the students carried out the proced ures assigned, safely without jeopardising the health of the clients. Self-assessment I have embarked on a steep learning curve. Although I have supervised dental, dental hygiene and dental assistants students for more than a decade, I must admit that this was the first supervision experience that had true meaning and value I could truly explain the reasons for my actions and decisions and planned the supervision sessions while envisaging outcomes. Subconsciously, I continuously referred to the theories and strategies of teaching and learning sometimes even unintentionally. Today, I can identify problems and loopholes within the systems currently employed to teach the various professions within the dental team. We can give so much more to empower the students to face the challenges of a clinic and to support them in their journey of becoming competent professionals. However, faculty, management, supervisors and clinicians alike need to work together, change and adapt current protocols and be open to innovations. A competency based approach might be a way forward. Competency frameworks are building blocks of a transparent process with hopefully, an end product of a competent graduate. This approach can be used to establish common ground of qualifications in the increasingly mobile European health care work force (Adam, 2004). Reflecting on my role in all this, I realise that I have many hurdles to surpass. With perseverance, commitment, negotiation and continued education I hope I can bring about some changes. However, I need to become more self-aware, since I believe that this empowers me to believe in what I am doing and to be more assertive. I intend to work for a more systematically coordinated, constructive, student-friendly, objective system of clinical supervision within the dental team. Conclusion Learning can be accidental, but teaching definitely cannot. Supervisors need to make use of the various teaching strategies and techniques and adjust them to the student learning needs to reach the ultimate objective of helping in the formation of competent practitioners.

Hitlers Rise to Power :: World War II History

Hitler's Rise to Power Adolf hitler was born in brannau, austria on the 20th of april 1889. His parents belonged to the settled middle class and his father led a thrifty but successful life. At aged 18, hitler moved to vienna where he settled for five years. He described that period of time as the worst years of his life. As a struggling artist, he tried to gain entry into the vienna academy of fine arts but was refused admission. It was in vienna that hitler was influenced by lanz von libenfels and developed very strong nationalist and anti-semitic views. In may 1913, he left for munich. During ww1 in august 1914, he enlisted in the army. he fought on the western front for 4yrs and was awarded the iron cross for bravery. he remained in the army and was given the job of spying on newly developing political parties. One such party was the german workers party founded by anton drexler in 1919. hitler was so impressed at the first meeting by what he saw and heard that he decided to join the organisation. by 1920, he was leader of this party and changed the name to the national socialist workers party, commonly known as the nazi party. The nazis forme their own small army called the SA(sturm abteilung). they were easily recognised by the brown coloured shirts they wore. the SA were used to protect the nazis at any meetings or conferences that were held. hitler made the swastika the emblem of this party. early recruits included ernst rohm, rudolf hess, heinrich himmler and josef goebbels. With the weimar government facing economic and ploitical crisis in 1923, hitler decided to make a bid for power. this came in the form a the munich putsch. On 8th november 1923, nazi's took over a beer hall in munich. many people were killed. hitler was arrested two days later and was sentenced to 5yrs in landsberg castle. he only served 9months of this sentence. while in prison, hitler wrote his famous book 'mein kampf'- my struggle. this book was a long boring insight into the mind of hitler and his anti-semitic views. During his time in prison the nazi party had disintegrated , and its members had become divided. hitler had to spend the next 4yrs rebuilding the party and giving it a solid organisational base. Hitler believed in a true german race devoid of impurity which could be achieved by the elimination of all inferior races.

Why Communication Is Important in a School Setting

How communication supports positive relationships. Communication is the process of establishing meaningful relationships among human beings. Part of communication is used to share information, thoughts and feelings between each other. Effective communication ensures whether the transmitted contents are received and understood by someone in the way they were intended. Also the common goal of effective communication includes creating a general perception, changing behaviours and acquiring correct information. Many people think that communication is easy.It is not just about talking. There are many other things involved with effective communication such as gesture, proper body language, expressions and listening. Communication should not only be mistaken for information sharing only. Effective communication is important in developing positive relationships with children, young people and adults in all walks of life and at any age whether it be with relatives, friends, neighbours, collea gues, associates or even total strangers. Also, effective language skills are essential for children to access the curriculum.Effective communication in a school is capable to facilitate talent, creative thinking, a change in attitude etc. It is extremely important that pupils learn the value of team work and co-operation from the early stages of their lives. A school is a place where the pupils learn that they have to communicate with other fellow pupils to get work done. It is in the school that the students learn that their ideas, opinions and efforts are valued and that they are active members of the society. Effective communicators must be able to look at things from different perspectives.This enables you to see things from a different view point, helping to build trust and show respect for another person’s feelings on a situation. It also shows that you are interested in what someone has to say and will listen without judgement to both sides of a story. If someone feel s they can come and talk with ease and without barriers self-esteem is greatly improved and can lead to more positive relationships with children, staff and parents. Principles of relationship building. Maintaining a good line of communication in school is important for students, arents and the staff. There are several reasons why it is important for school staff to communicate well with each other Good lines of communication. In schools the Head-teachers , teachers, support staff and pupils must all be consistently involved in the process of effective communication. Effective communication has everything to do with constructing a positive school environment. The principles of relationship building with children, young people and adults can be put down to the dispositions and attitudes of the people that the relationship is between.Relationships of any kind are best built on a foundation of trust and mutual respect if it is to develop into a healthy one. A calm disposition is requir ed especially when dealing with behavioural issues conflicts or disagreements. It is important to be open and approachable so that whenever you interact with someone, they feel at ease, valued and secure. Teamwork plays a big part in showing that whatever the problem everyone understands that there are mutually agreed lines of communication whether it be with children, staff or parents. Positive relationships are built not made and everyone has something different they can contribute.A school is a learning-rich environment, and every member of the school is expected to communicate effectively and contribute to building relationships and show good interpersonal skills. Good communication is also important because it helps to build positive relationships. When clear expectations and boundaries are established and you make your point as plainly and as simply as possible then that leaves no room for interpretation and this creates a positive learning or working environment. In an enviro nment such as this, healthy relationships can be nurtured between anybody.

Market Research Report on Packaged Fruit Juices & Drinks in India Essay

Fruit beverages in India have come a long way since their first forms to find their permanent place in Indian households. Today you will find yourself bewildered with the choices available if you wish to drink a fruit beverage. Innumerable and eclectic flavors combined with several variants (juices, drinks or nectars), is a testament to the fruit beverage industry transformation. In the view of the rising future potential of the industry, Niir Project Consultancy Services has released a new research report titled â€Å"Market Research Report on Packaged Fruit Juices & Drinks in India (Present & Future Potential, Market Insights, Growth Drivers, Opportunities, Industry Size, Porter’s 5 Forces, Demand Analysis & Forecasts upto 2017)†. The report aims at providing a thorough understanding and analysis of the industry by deeply exploring the present status as well as the future prospects of the fruit beverage sector in India in the wake of evolving market dynamics. The report establishes the study by covering data points like growth drivers for the industry, opportunities, present scenario, demand supply estimation & analysis, porters 5 force analysis and key player information. The report begins with a brief on global status of the fruit beverage industry and then shares information on the current status of the industry on the domestic front. The report discusses the overview of the sector along with its classification and structure and then further proceeds to analyze the growth drivers and opportunities for the industry. Rising per capita incomes of the Indians, bulging middle class, surging modern trade and growing urbanization will be the macro economic factors that will contribute to its growth. Escalating health consciousness among Indians has lured them towards fruit beverages and the players have left no stone unturned in capturing this sudden rush of demand. Although the fruit beverage industry is dominated by the loose beverage segment, the share of packaged fruit beverages is gradually rising and eating away the other share. The report then discusses the demand-supply scenario of packaged fruit beverages in India by analyzing various aspects. The demand for packaged fruit beverages is captured by studying the consumption volumes and the industry revenues while the supply side involves scrutiny of estimated fruit processing units in the country along with the fruit production statistics of India. The data discussed above is supported by graphical representations wherever necessary along with the key forecasts. Moving forward, the report analyzes the attractiveness of the sector by evaluating the status of porters 5 forces prevalent in the sector. The sector is said to be most attractive when the 5 forces are their weakest and the report explicates the forces methodically to simplify the analysis. For more information kindly visit: http://www. marketreportsonindia. com/food-beverages-market-research-reports-11581/market-research-report-packaged-fruit-juices-drinks-india. html Related Links: http://www. marketreportsonindia. com/market-research-report/food-beverages. html About MarketReportsonIndia Market Report on India is a portal where you can access thousands of reports on India startingfrom Aeronautics to Zinc (A-Z). We provide you with reports which will help you gain a better understanding of the Sectors, Companies, New Products and Latest trends. Contact Us Market Reports on India Contact No: India: +91. 22. 27810772, 27810773 Toll Free US: 1-866-279-8368 mail: info@marketreportsonindia. com Website: http://www. marketreportsonindia. com Twitter: https://twitter. com/ReportsonIndia.

Being a Girl

Being Girl: A Sociological Memoir My first memory of kindergarten was this: dozens of tiny, petrified 5-year-olds being dropped off at their first day of school, and dozens of exhausted, overworked mothers consoling their weeping sons and daughters. I remember it vividly because, despite the terror and chaos, a single thought pervaded my mind, the thought that â€Å"these moms are not as pretty as my mom. † I wasn’t entirely biased, either. By North American standards of beauty, I was correct. Here was my mother, a rail-thin, blonde-haired, blue-eyed statuesque stunner, among a sea of frumpy women with visible wrinkles and tangles of black hair.And here I was, the daughter of this perfect specimen, the proud owner of a mother who was more â€Å"feminine†, more â€Å"womanly†, and therefore, I naively deduced, â€Å"a better mother†. In fact, although my vocabulary was fairly limited at the time, I believed her to be the epitome of all mothers. She l ooked, I told her that morning, â€Å"like a mom was supposed to look. † In interviewing my mother, she said that this was my â€Å"first brush with what it meant to be a girl. † Throughout kindergarten, I was labeled â€Å"weird†. I dug for worms, collected Pokemon cards (which was deemed a â€Å"boyish† activity), and none of my friends were girls.My teacher, a young woman who had just recently graduated from university, was often concerned for me, and thought that my lack of female friends would be detrimental to my developing of social skills, so she would often encourage the popular girls in the class to include me in their recess activities. They did as they were told, and despite my hesitation, I jumped rope with them at recess, while still managing to play with the boys for short periods of time. Finally, one day, the girls gave me an ultimatum: â€Å"us† or â€Å"them†.If I wanted to be an â€Å"official† member of their â₠¬Å"club† (This was serious business; they had membership cards made out of construction paper), I had to give up the toy trucks and the rambunctious boys. With the encouragement of my teacher, I severed ties with the boys. Although I missed them, I quickly learned that being a girl was â€Å"better† anyways. Apparently, girls were allowed to wear makeup and dresses and boys had cooties and never took baths and didn’t I like being clean? I suppose I liked being clean, but what I really liked was being accepted by this particular group of popular girls.I suppressed my love of all things â€Å"dirty†, all things that were labeled â€Å"boy†, and developed a superficial affinity for all things typically â€Å"girly†, in an attempt to fit comfortably into this group. I skipped rope at recess, I choreographed dances, and I received a ballerina outfit from my parents at Christmas that I absolutely adored. Being a girl was not very hard. It came with a list of instructions. Do this, talk like this, wear this, and you are a girl. It was less of an innate instinct than it was a learned act. I wasn’t born with an eyelash curler in hand, rather, it was handed down to me by a girl older than myself.The torch of femininity was passed down from generation to generation until it finally landed in my dirt-stained lap. In 9th grade, in a fit of rebellion against my mother, who I fought with often around this time, I cut my hair short. Not just â€Å"short†, I cut my hair boy short, a look my mother wasn’t too fond of, which, naturally, made me covet and admire it more, because nothing is as satisfying as a mother’s disapproval when you are a rebellious teenager. When I returned to school the Monday following my haircut, however, I didn’t get the positive reaction I had anticipated.No, the minute I walked into my first period class, the official â€Å"bully† of the grade, a tall, unattractive fell ow, asked me if I had become a â€Å"dyke†, and insisted on calling me â€Å"dykey† for the remainder of the day. The strange behavior of my classmates didn’t stop there. Girls I only casually talked to began avoiding me, which I learned while interviewing a friend from that time was because they were â€Å"convinced I was trying to hit on them†. Boys treated me differently as well. According to this same friend, it was because they believed I was gay.Not â€Å"lesbian†, because, for them, the word â€Å"lesbian† conjured up images of attractive girls drunkenly kissing at a house party, but gay. Gay as in homosexual, gay as in â€Å"fag†. I didn’t understand why a simple haircut had drastically changed my classmate’s opinions of me. Sure, I dressed a bit â€Å"boyish†, as I wasn’t fond of dresses and found skirts to be uncomfortable, but that was all a matter of taste, not sexuality. Wasn’t it? Besid es, I wasn’t gay. I had a boyfriend at the time. I quickly learned that being â€Å"gay† had little to do with who you liked, and more to do with what you did.The â€Å"last straw†, the event that acted as a catalyst, the one that prompted me to conform to what it meant to be a â€Å"girl†, occurred the day I accompanied my sister to our high school’s uniform shop to buy her a blazer. My hair was still cropped short at the time. I wore long, baggy jeans, no makeup, and an oversized band t-shirt. Upon walking up to the cash register, the lady behind the counter turned to my sister and blurted out, innocently, â€Å"Oh, is this your brother? † I was too embarrassed to correct her, and instead gazed at her awkwardly until she realized her mistake.After a moment of tense silence, it dawned on her. â€Å"Oh! haha, silly me, I meant sister,† she swallowed nervously, embarrassed. I honestly didn’t really mind being confused for a boy, but this lady was intent on defending my womanly honor. â€Å"I’m really, really sorry. You know, when I was young, I had short hair for while, and tons of people thought I was a boy. It was so embarrassing. † Surprisingly, her short anecdote did not make me feel better. According to her, being confused for a boy was this terribly embarrassing ordeal that she carried with her all her life.She apologized profusely for the mixup, and continued to do so throughout the school year, whenever I happened to stop by the uniform shop. Through her, I learned that not adhering to strict gender rules on how one should dress caused embarrassment and humiliation, and I therefore should’ve been profoundly humiliated when the mixup occurred. When future incidents similar to this one occurred (I was confused for a boy a second time in a restaurant a few months later), I knew that I should be ashamed of myself. I had utterly failed at being feminine, so much so that I might as w ell have been a boy.Oh the horror. The fear of â€Å"not being girly enough† grew more intense with every snide remark and homophobic slur, and I soon found myself staying home on weekends, retreating to my room, my fortress, playing video games while my peers downed copious amounts of alcohol and partied, for the few months it took my hair, the symbol of my femininity, the only thing that differentiated me from a boy, to grow back. Once it did, I was quickly re-accepted into my group of peers. I was a girl, I looked like a girl, and I acted like a girl, and this seemed to please them. I â€Å"knew my place†, so to speak.Gender Roles and Sexuality While gender has both biological and neurological components, my personal experiences with gender have allowed me to see gender as more of a social construct. In terms of gender, I’m a believer in behaviorism, the psychology that emphasizes socialization over biology in creating gender identity. In my experiences, for the most part, gender was not a naturally occurring phenomenon, it was taught. My experiences mostly relate to feminist postmodernism, which, out of all the categories of feminism in relation to gender, emphasizes the influence of social constructs the most.Queer Theory, a methodology within postmodernism that was introduced by Professor Judith Butler in her book Gender Trouble, also relates to my experiences. The theory states that gender identity is not created by biology, but by â€Å"gender performance. † She argues that individuals are not distinctly â€Å"male† or â€Å"female†. Male and female were opposites on a spectrum, and most people fell somewhere in the middle of the spectrum, but â€Å"acted† more male or female depending on the situation. Growing up, I displayed different characteristics that were specific to both males and females.I was quiet, a characteristic usually attributed to girls, and I was â€Å"tough†: I occasionally pick ed fights, a characteristic usually attributed to boys. Butler’s theory that people act exclusively male or female to conform to gender expectation is completely relatable. In order to be a â€Å"girl†, I had to give up my â€Å"other half†. In my above narrative, I mentioned that, to be part of the popular girl’s posse, I had to sever ties with the boys. In this situation, I was either a â€Å"girl† or a â€Å"boy†, and I had to choose which one I wanted to be.I ultimately chose girl, although I would have much preferred if I could maintain both my male and female characteristics and qualities. Queer Theory also states that gender â€Å"performances† are restricted by sanctions (Steckley, Letts 360). We avoid acting out (or performing) in ways that conflict with gender norms because we want to avoid negative sanctions. In my experiences, negative sanctions imposed by my peers (including overt forms of bullying, being labelled a †Å"dyke†, and being rejected) fostered in me a deep-seated fear of ostracism, and I learned to conform to gender norms and roles in order to gain acceptance among my lassmates. I believe the â€Å"ideology of fag† perfectly sums up my aforementioned experiences. The ideology of fag is a set of beliefs which dictates that â€Å"if you violate a gender role, you must be gay† (Stekley, Letts 360). Prior to my ostracism, the word â€Å"gay†, to me, was a neutral word. It simply referred to homosexuality. However, in high school, â€Å"gay† became an accusation, a threat. Being a â€Å"lesbo† or a â€Å"dyke† was something immoral. It was an insult hurled at me with the utmost contempt.It became the most powerful sanction, the one that I believe played the biggest role in my gender socialization. My classmates made it clear that a â€Å"dyke† was something that I didn’t want to be, and therefore, to eliminate any traces of lesb ian-ness, I had to â€Å"become† a girl. If I was gay because I violated gender roles, because I dressed like boys and enjoyed activities that boys typically enjoyed, then all I needed to do to not be gay was to stop violating these gender roles.Gayness, in essence, was in no way related to who you were sexually attracted to; it referred to the violation of gender norms. Acting aggressive, initiating fights and being obnoxious â€Å"meant† that a girl was a lesbian. A passive, nurturing, sensitive boy was gay. This relates to Ann Oakley’s concept of gender and gender roles. Gender roles are â€Å"sets of expectations concerning behavior and attitudes that relate to being male or female† (Steckley, Letts 354). Gender roles, their enforcement, and the severity of the consequences doled out to those who reject them differ across cultures and societies.In my classroom, in my pseudo-society, there was no room for androgyny. Gender roles were rigidly enforced, and anyone who strayed from them was ridiculed and marginalized. Boys who did not assert themselves, or boys who ventured into the category of subordinate masculinity, as opposed to complicit or hegemonic, were routinely beaten, demeaned and humiliated until they â€Å"manned up†, hid their homosexuality (in most cases, however, they were not gay, simply â€Å"too sensitive†) and participated in complicit masculine practices.Girls who did not act typically feminine, sensitive and unabashedly â€Å"girlish† were marginalized as well, and although they did not suffer to the same extent that the marginalized boys did, and were not subjected to beatings, they nevertheless were severely pressured into assuming a â€Å"traditional† female gender role. Today, my hair is longer. It is blonde at times, brown at times, it is often black, but it is never short. My uniform consists of tights, shorts and skirts.I have worn pants approximately 3 times this semester, an d on each occasion it was because I was running late. I never leave the house without at least some form of makeup. I justify my sudden change in taste by reassuring myself that I have simply â€Å"grown up†. I’ve navigated away from my boyish nature in the same way that I navigated away from cartoons and cheeseburgers: It followed the natural order of things. However, despite my reassurances, the real reason behind my change is not becoming â€Å"more mature†.The truth is, I’m scared. I’ve been socialized into this gender role and I know that scrutiny is awaiting me if I ever choose to leave it. I fear breaking gender norms and being subjected to negative sanctions in the same way I fear dark alleys at night. It is a rational fear, in that it protects me from being ostracized and it satisfies a very basic human need: the need to be accepted. Work Cited Steckley, J. , and Kirby Letts, G. (2010). Elements of Sociology. Oxford University Press Canada .

George Orwel's Biography and the Question about Orwel's Political Essay

George Orwel's Biography and the Question about Orwel's Political Development - Essay Example He came from a poor family, but attended an expensive school because he was bright and could easily earn a scholarship. The Principal at St Cyprian School took him into the school at substantially reduced fees with an aim of bringing credit to the school (Orwell 3). His education at St Cyprian helped him attain a scholarship to study at Wellington College and later on at Eton College. He could not afford university fees so he joined the India imperial police force as portrayed in his essays ‘Shooting an Elephant’, and ‘Hanging’. Orwell clearly shows his displeasure in working with colonial Britain. He considered imperialism to be a terrible thing and clearly stated that he was in support of the Burmese and all against their oppressors (Orwell 148). He later moved to Paris as depicted in ’How the poor die’ where he went to hospital after falling ill. Orwell recounts his experiences in a public hospital, in Paris. In the ward, the staff mistreate d the patients and handled them carelessly. The death of numero 57 makes him wonder how lucky it would be if someone dies a natural death. He further states that perhaps it would be better dying violently and not due to old age. In the essay, he argues that a person only stays alive by a virtue of the fear of death (Orwell 133). Orwell later moved to Spain with his wife when the civil war broke out. He fought for the Spanish government against Francisco Franco’s Nationalist uprising. He got shot in the throat while on fighting on the front at Huesca in Aragon. Many of Orwell's friends got arrested, shot, or just disappeared when the communists partly gained control and tried to purge the POUM. Orwell and his wife managed to escape alive in 1937. His work experience in Burma as a police officer and the war in Spain contributed a lot to his political philosophy against totalitarianism. Every line of serious work he wrote since then was for democratic socialism and directly or i ndirectly, against totalitarianism (Orwell 31). Orwell believed that the common man would win the battle against oppression someday, but he hoped that victory would come soon. Orwell later died of tuberculosis after marrying his second wife Sonia who promoted his works after his death. Question2 Revision refers to viewing the ideas from a critical and clear perspective. It is a process of rethinking the draft which facilitates for reconsideration of presented arguments. It facilitates for two essential issues which are unity and coherence in the work. On the other hand, proofreading or editing is a more strict check on spelling, language and sentence structures. This is to ensure that the paragraphs are logic. Proofreading comes last after the revision as it involves correcting all errors that may have been ignored before. Question 3 Doyle Blackburn’s propensity for violence is evident at the beginning of the comic, but he appears to have softened his violent nature at the en d of the comic. Doyle’s connection to the drug world and his violent nature tend to control his daily activities as he is seen getting into fights. Doyle impresses Lily’s (his girlfriend) boss in the way he handled a stubborn client. Lily’s boss says â€Å"I like the way you handled the situation. Sometimes these deadbeats have to be shown just who they are dealing with†. Doyle’s character here is seen as spontaneous and protective. His violent nature also disrupts his relationship with Lily. Lily

Leadership and Management Assignment Example | Topics and Well Written Essays - 1500 words

Leadership and Management - Assignment Example Along with nursing services, there are qualified social workers, with one being assigned to each patient, spiritual care services that are an option should the patient request them, volunteer services who are usually trained by hospice and use their time being companions and developing relationships with the patient and there is also bereavement support. This support will follow a family for thirteen months with phone calls and offers of support groups though they primarily provide support by allowing the family to talk about their lost loved one with one outside of the family circle and it also lets them know that the patient is well remembered by the staff at BHPCC. BHPCC can provide and does provide additional services as needed by the patient. Physical therapy, occupational therapy, speech therapy and swallowing studies and nutritional therapy designed to ensure the patient is getting the maximum amount of nutrients, often this will be quite creative when a patient does not want to eat. High protein shakes, ensures, and other high impact alternatives will be used to ensure that while the patient is exercising his or her right to refuse food they can usually be talked into one of these choices without feeling they’ve lost the ability to make the choice. BHPCC partnered with Van Dyke Hospice offer the client many other possible services and have situational arrangement should the client need. Some of those programs are Bethany Baptist Faith Program, separate special care programs for both dementia and cardiac and also pulmonary special care programs. Another very import program is the palliative care and support for family members and caregivers. The Nursing Supervisor is responsible for supervising all medical employees. Other business functions within the organizations have their own hierarchy of supervision, such as in payroll, staffing and front desk operations. Staff consists of registered and licensed practical nurses. There are also support staf f such as aids and respiratory. Support staff such as the nursing aids spends the most time with the patient and it is often up to them to notice changes in function or cognition within the patient and report this to the patient’s assigned nurse. The nurse will then contact the doctor after their own assessment with any finding so that the doctor can determine if a visit is needed or medication change. Because the unit is a hospice unit and palliative care their can and usually is a high level of stress. Families are usually upset, patients are often angry, confused or in denial. Health care workers must carefully balance the primary needs of the patient with the needs that the family will also have for support and information about the patient’s condition. The model of care was one of a team method with the RN serving in a democratic way as team leader. Morning meetings are conducted daily and nurses are to present any cases they may have questions on or that need the team leaders input. These cases can be anything from patients complaints and how to better deal with them, to family requests and if we are able to meet them. Many times, Mary, the team leader would ask the Nurse their own opinion in the matter because the nurse has much