The Charismatic Leadership Style Essay Example for Free

The Charismatic Leadership Style Essay The Charismatic Leadership Style I have decided to compose my diary article on an administration style known as a Ccharismatic Leader. Its hard to recognize the qualities that make a pioneer charming, however they absolutely remember the capacity to convey for an exceptionally amazing enthusiastic level, and likely incorporate some character attributes. I don't accept that appealling initiative is fundamental to be a successful pioneer yet it can improve the authority venture. The Charismatic Leader accumulates devotees through dependent on their character and appeal, as opposed to any type of outer force or authority. Having these attributes can be a very incredible approach to pick up and lead others. They can likewise make their supporters (conventional individuals) do some quite remarkable things. Charming pioneers can detect the hole that exists between what an association and culture of individuals and engage them to meet up as one. By overcoming this issue the pioneer can make a dream of a future express that everybody accepts will be superior to the present one. The appealling pioneer regularly imparts their vision utilizing allegories and stories in manners that everybody can comprehend the vision. Their adherents consider the to be as one that has the capacity to picture the future with lucidity. Their supporters are additionally ready to perceive how they fit into this future state and trust it will be superior to today. Magnetic pioneers do these things continually in enormous and little manners. Magnetic Leaders are visionaries. They center around changing circumstances, not simply keeping up. They will show extraordinary trust in their devotees. They are extremely powerful and utilize non-verbal communication just as verbal language. Numerous legislators utilize an alluring style, as they have to assemble an enormous number of adherents. The individual who I believe is an extraordinary alluring pioneer is Barack Obama. I have tuned in to a great deal of his discourses and he has the ability to inspire and enable individuals with his words, his declaration and his account of beating numerous preliminaries and impediments. Barack Obama is frequently contrasted with John F. Kennedy, who is ostensibly the most alluring President of the United States. â€Å"Todays condition accentuates authoritative learning and supporter strengthening conditions that advance common regard and exchange. Be that as it may, even in this condition heads can, here and there accidentally, order inconspicuous maltreatment. By and large remembered for the normal meaning of intensity are the thoughts of reliance and control: a pioneers capacity to decide devotees conduct stems at any rate to some degree from the adherents reliance on the pioneer. This, thusly, depends on pioneers authority over the different parts of hierarchical life influencing devotees or saw varying by adherents, for example, material assets and authoritative headway.

Free Essays on Culture Bound Syndrome

All through my perusing, the most intriguing disorder/Illness was the Culture-Bound Syndrome. The DSM perceives this condition recommending that one’s culture and social situations have a significant impact on the improvement of strange conduct. I totally concur with the conclusion of this disorder having seen a type of it all through my pre-adulthood. At the point when I was a young person, I went to a center school called Chestnut Street School. I found the fixation not exclusively to fit in, however the fixation among young ladies of my age was to want to â€Å"prove† themselves. Chestnut Street was viewed as an intense school. As the earth (being the results of low to center classed salary) was less â€Å"I need that pair of Abercrombie jeans† it was a greater amount of â€Å"I need to substantiate myself for respect†. At the point when I was fourteen years of age, my family moved to Ludlow (a high center to upper pay class town). My considerations and convictions that I was raised to know changed an emotional 360 degrees. Rather than the â€Å"I must substantiate myself for regard disposition, it changed to â€Å"I must have that new Abercrombie tee†. Or on the other hand, I will successfully be in the well known group. Obviously my not experiencing childhood in this condition profited my (since I am thinking back. I think the disarray of the â€Å"two worlds† carried me to act naturally. I wanted to be mainstream †nor could my family manage the cost of the most recent, most costly garments. So the â€Å"Ludlow Syndrome† never fully got with me. Recalling now †what was my way of life? Being educated, at that point removed from the â€Å"Chestnut Syndrome†. I didn’t have that fixation either. To finish up my encounters, my two universes let me locate the genuine me. I had the option to separate myself from a portion of the individuals influenced by the way of life disorder. Not exclusively did a portion of the secondary school understudies have this ailment in a serious way, yet I likewise imagine that it isn't just gained from their cultur... Free Essays on Culture Bound Syndrome Free Essays on Culture Bound Syndrome All through my perusing, the most intriguing condition/Illness was the Culture-Bound Syndrome. The DSM perceives this condition proposing that one’s culture and social situations have a significant effect on the improvement of anomalous conduct. I totally concur with the conclusion of this disorder having seen a type of it all through my youthfulness. At the point when I was an adolescent, I went to a center school called Chestnut Street School. I found the fixation not exclusively to fit in, yet the fixation among young ladies of my age was to want to â€Å"prove† themselves. Chestnut Street was viewed as an intense school. As the earth (being the results of low to center classed salary) was less â€Å"I need that pair of Abercrombie jeans† it was a greater amount of â€Å"I need to substantiate myself for respect†. At the point when I was fourteen years of age, my family moved to Ludlow (a high center to upper salary class town). My musings and convictions that I was raised to know changed an emotional 360 degrees. Rather than the â€Å"I must substantiate myself for regard disposition, it changed to â€Å"I must have that new Abercrombie tee†. Or on the other hand, I will successfully be in the well known group. Obviously my not experiencing childhood in this condition profited my (since I am thinking back. I think the disarray of the â€Å"two worlds† carried me to act naturally. I wanted to be famous †nor could my family bear the cost of the most recent, most costly garments. So the â€Å"Ludlow Syndrome† never entirely got with me. Recalling now †what was my way of life? Being educated, at that point removed from the â€Å"Chestnut Syndrome†. I didn’t have that fixation either. To finish up my encounters, my two universes let me locate the genuine me. I had the option to separate myself from a portion of the individuals influenced by the way of life condition. Not exclusively did a portion of the secondary school understudies have this sickness in an extreme way, yet I additionally believe that it isn't just gained from their cultur...

3 Books to Fight Political Loneliness

3 Books to Fight Political Loneliness This is a guest post from Zoe Strickland. Zoe is a writer, editor, and caffeine-addict living in Oregon. She likes wine, pop culture, space, and tattoos. She’s one of those ‘loud feminists’ and wouldn’t have it any other way. Follow her on Twitter  @zoealea. It’s no denying that the current political state is a crapshoot. You can’t go on social media without seeing posts upon posts about the void of politics. Like many people, I’ve coped with this by sinking into a couch with a mug of coffee, and reading. While I love the escape, it’s also important to face what’s going on, and to connect with the different points of view of people and how they’ve been affected by the administration. We all know that books give us the reassurance that we’re not doing this thing alone, so I’ve begun to explore books that were put together and published after this last November’s election. Think of it as a sort of quest of literary hope. These are my findings: Pantsuit Nation edited by Libby Chamberlain Pantsuit Nation is a book that collects the reasons and stories behind people who voted for Hillary Clinton. I picked this book up without really reading the description. My brain flagged it as a feminist political read, and I immediately checked it out of the library. Regardless of whether or not you agree with Clinton, Pantsuit Nation is a fantastic read. It is a book that’s less about the politics, and more about the stories of everyday people and what makes them tick. Radical Hope: Love and Dissent in Dangerous Times edited by Carolina de Robertis Radical Hope is just what the title leads you to think it is. It’s a collection of essays by people who are trying to find hope in a world where it may be difficult to find it. The essays are written in the form of letters to people in the past, present, and future. Some contributors write to their ancestors and relatives, and some write to historical figures. Radical Hope is emotional, it’s real, and it’s a great book to keep you company. Our Stories, Our Voices edited by Amy Reed This book hasn’t actually come out yet: Our Stories, Our Voices is slated for a Summer 2018 release, and contains essays by YA writers. The essays are described as ones that explore, “diverse experiences of injustice, empowerment, and growing up female in America” with the goal of offering “hope and solidarity to young readers.” Though it doesn’t come out for another year, Our Stories, Our Voices is bound to be exceptional. These books are more than just political collections; they’re pieces of literature that may just help you feel like you aren’t alone. Sign up for True Story to receive nonfiction news, new releases, and must-read forthcoming titles. Thank you for signing up! Keep an eye on your inbox.

Technology into the Classroom Essay Online For Free - Free Essay Example

Sample details Pages: 9 Words: 2841 Downloads: 1 Date added: 2017/06/26 Category Education Essay Type Analytical essay Level High school Did you like this example? What are the advantages and disadvantages of incorporating technology into the classroom with a specific focus on non-ICT lessons? The use of Information Communication Technology (ICT) in education has been described as engaging, enabling and transformative (Clark et al. 2009; Prensky, 2010). ICT can improve both personalisation and collaboration, providing tools and experiences that can aid social and independent learning (OHara, 2008; Selwyn et al. Don’t waste time! Our writers will create an original "Technology into the Classroom Essay Online For Free" essay for you Create order 2010). Throughout non-ICT subjects, technology can help to create an enabling environment, founded on communication and interaction (OHara, 2008, p.29). ICT can also structure childrens understanding of curriculum content in non-ICT lessons, while helping them to develop knowledge of processes that will be of significant use in their future lives (DfES, 2006). However, only one in four schools are succeeding in employing ICT to enhance learning across the curriculum, which suggests that there are barriers to the effective use of ICT in non-ICT lessons (BECTA, 2009). While developing practical skills with technology is essential, children will also need to cultivate a reflective, metacognitive awareness (Flavell, 1979, p.908) of their own creative and safe engagement with ICT in order to use it effectively in non-ICT lessons (Sharples et al. 2009). This concept has been defined as e-confidence and is a key concern for teachers when planning learning experiences involving ICT (QCA/N AACE, 2007). A framework of possibilities for using ICT throughout the curriculum has been developed by the National College of School Leadership (Blows, 2009). This matrix involves a progressive scale of e-words, which describe the increasing effectiveness of ICT as a tool to transform learning and develop childrens higher-order thinking skills (Blows, 2009; Bloom, 1956). The ICT and Learning matrix can be seen in Fig.1: Fig.1 ICT and Learning: e-words matrix (Blows, 2009) By referencing this matrix against other educational theories, it will be argued that embedding technology into non-ICT has the potential to extend and empower learners (Blows, 2009). However, the key point is that ICT needs to be used to support, challenge and   empower learners, rather than simply being exchanged for traditional teaching methods in order to meet national agendas (Blows, 2009). Blows (2009, no page numbers) emphasises the importance of using ICT to enhance learning, rather th an simply exchange it with traditional resources. Furthermore, Prensky (2010) recognises the limitations of using technology just for the sake of it. For example, using an iPAD or SMARTboard as a dynamic, problem-solving device for group work in mathematics or geography would be beneficial to supporting cognitive development (Adey, 1992). However using these technologies as basic presentation tools, or only to display multimedia content would be a less effective use of the resources. Tondeur et al. (2006, p.963) assert that schools concentrate too much on teaching the practical use of ICT programs, rather than using technology to improve learning, collaboration and cognition. ICT is still seen as separate from other subjects and needs to be embedded into non-ICT subjects more organically (Tondeur et al., 2006). However, this should not be at the detriment of traditional skills, for example map reading and measuring in geography. Conole (2007, p.82) recognises three fundamental sh ifts in education since the beginning of the twenty-first century: from a focus on information to communication, [à ¢Ã¢â€š ¬Ã‚ ¦] from a passive to more interactive engagement, and [à ¢Ã¢â€š ¬Ã‚ ¦.] from a focus on individual learners to more socially situative learning. The implication is that technology must be harnessed to extend learners, rather than passively replacing previous resources (Blows, 2009). By successfully integrating technology into non-ICT subjects, ICT can create collaborative experiences that are both engaging and more effective than was previously possible (OHara, 2008). For example, students can use the internet to research and share knowledge, and use creative computer programs in collaboration with other social groups. However, a disadvantage of using ICT is that it can hinder students cognitive and problem-solving by providing too much support (OHara, 2008). An interactive database in science is beneficial to learning, but should not over-simplify l earning as this would be to the detriment of student progression and understanding. In contrast, the new Computing Programmes of Study (DfE, 2013) suggest that students need practical skills in computing before ICT can be used to enhance non-ICT subjects. ICT can be advantageous in non-ICT subjects as long as it balances practical application with collaborative and creative learning. Technology can be employed in non-ICT lessons to support children in creating material for specific purposes and audiences, using various modes of communication (Bearne, 2003). An example of this could be setting up a class blog in Literacy or Art lessons with which pupils could display and discuss their work and learning, using photos and sound files to create their own multimodal blog-site. Richardson (2009, p.27) argues that blogs are a truly constructivist tool for learning and can therefore be employed by teachers to engage and structure learning. It has been suggested that while formal writing can be described as independent monologue, blogging should be regarded as a conversation (Selwyn et al. 2010, p.30). ICT allows childrens work to be dynamically shared with parents and family on a regular basis, resulting in the continuation of learning outside of school and improved links to the community. However, while ICT can provide a supportive learning framework or resource, this relies on the teacher to guide children through progressive stages of learning (Wood et al. 1976). The use of ICT in non-ICT lessons relies on the presence and planning of a skilled teacher who recognises how to harness technology to improve learning, rather than just replace, for example, existing literacy practices. When embedding ICT into non-ICT lessons, the teacher should act as a facilitator and enabler, using technology as a tool to increase learning possibilities for a group of children working at different attainment levels (Prensky, 2010). Technology can enhance learning by connecting th e elements of exploration, contribution and completion (Richardson, 2009). An example is the proposal that video games can engage reluctant learners (DfES, 2005). Young pupils may have become disengaged by a digital divide between their home use of ICT, and the ICT that they have access to in school. Therefore, using games as a learning resource in Mathematics or Geography could create links between home interests and school classroom cultures (Sutherland-Smith et al. 2003, p.31). Using ICT to connect curriculum areas has the potential to increase social participation in schools and reengage disenfranchised learners (Clark et al. 2009). An example of this concept is the video game Wild Earth: African Safari on Nintendo Wii; in which the player is a photojournalist touring the Serengeti National Park, taking photos of indigenous animals. This game could be used to actively demonstrate a different part of the world to young learners, which would be impossible without ICT. Children could subsequently create paintings, drama or simply discuss what they have seen to improve collaboration and cognition (Hong et al. 2009). ICT can therefore enhance cultural understanding and critical thinking in non-ICT subjects (Hague and Payton, 2010). However, the teachers selection of game, or other ICT resource, must be relevant to the learning experience and support the achievement of learning objectives, so that technology is not simply replacing traditional resources (Learning and Teaching Scotland, 2010). Structured by their interactions with ICT, children can develop communication skills that will prepare them for the future. However, it could be argued that ICT is never a substitute for real experiences. It should instead be viewed as a tool for improving non ICT-lessons. This example demonstrates that ICT offers teachers a set of virtual tools that can enhance learning in non-ICT lessons (Simpson and Toyn, 2012, p.1). However, students will need to be taught how to use these tools effectively so that they can employ them in non-ICT subjects. ICT in other subjects requires additional training and instruction, which may detract from general teaching and learning time (Simpson and Toyn, 2012). Using technology in non-ICT lessons is all about balance, with the teacher needing to balance ICT with traditional and transitional learning skills in order to support progression. ICT can enhance (Blows, 2009) learning experiences in non-ICT lessons by structuring the development of skills and understanding. However, Prensky (2010, p.72) proposes that there is a difference between a learning experience being relevant to children and being real. Rather than providing passing allusions to childrens interests, teachers must use ICT to find ways to help children connect with real issues. ICT must be employed in authentic and purposeful contexts (Loveless, 2003, p.102) to empower learners (Blows, 2009) so that they can achieve a greater understanding of a to pic in non-ICT lessons. An example is using video-conferencing technology to create links between the classroom and other areas, and broaden the landscape for learning. A teacher could set up a conversation with a school in a different location, with a contrasting community but similar issues. Classes could ask each other questions and describe their school and community environments. This would support the development of speaking and listening skills, alongside personal [and] social development (DfCSF, 2008, p.13). By linking learning to other places and communities, ICT can create a wider community of practice in non-ICT lessons, where young children recognise that education and learning are not isolated to their school location (Wenger, 1999, p.4). Technology can therefore have a positive and transformative effect (Wheeler and Winter, 2005) by allowing children to develop personal reflection during purposeful social participation (Richardson, 2009). However, young people ne ed to recognise how to utilise technology to support their ongoing learning. Hague and Payton (2010, p.8) argue that education systems need to help young people to understand and benefit from their engagement with digital technology and digital cultures.   ICT supports and extends (Blows, 2009) both independent and social progression, but young people need to recognise how to use technology as a tool to expand their learning in non-ICT lessons. An appraisal of advantages and disadvantages of using ICT in non-ICT lessons needs to investigate potential problems and highlight areas of concern. Critics argue that early computer use can affect young childrens vision and physical development, leading to a possible deficit in the advancement of their motor skills (AfC, 2000). Furthermore, technology can often fail to work, which could disrupt lessons and demotivate learners in non-ICT lessons (OHara, 2008). Practitioners also need to be knowledgeable enough to successfully integr ate ICTs into teaching and learning, and this is reliant on available budgets for high quality training (OHara, 2008). A lack of expertise can be a limiting factor that can negate the potential of ICT to improve learning across the curriculum (Beetham, 2007, p.32). Similarly, students may have different skill-levels with ICT, so the teacher needs to incorporate this into lesson planning in the same way that they would differentiate by ability in core subjects (Hague and Payton, 2010). Perhaps the most debated area of concern of using ICT across the curriculum is that of e-safety (Sharples et al. 2009). The integration of ICT into non-ICT lessons must be supported by a comprehensive school e-safety policy (Byron, 2008). The supposed moral panic (Bennett et al. 2008, p.775) associated with childrens use of ICT, particularly the internet, can create pedagogical difficulties for teachers. A balance must be achieved between encouraging pupils to participate in creative, collaborative activities in non-ICT subjects, while also protecting them from risk (Sharples et al. 2009). Prensky (2009) asserts that adults should not simply instruct young learners about the risks associated with using ICT. Children must also develop digital wisdom in order to understand safe practice and an awareness of their identity as users of technology (Prensky, 2009, p.11). The topic of e-safety shows that incorporating technology into non-ICT lessons has simultaneous advantages and disadvantages that need to be diligently managed by the school, the teachers, and by the students themselves. The use of technology in non-ICT lessons can engage learners and enhance learning experiences (Wheeler and Winter, 2005). However, the integration of ICT into classroom practice requires balance so that it does not detract from physical and social development (AfC, 2000). ICT can be embedded into learning activities to improve collaborative learning (DfES, 2006), yet it also supports the personali sation of activity and assessment. Activities involving ICT should negotiate a balance between creativity and safety, in order to adhere to the schools e-safety policy (Sharples et al. 2009). Children need to develop practical skills in ICT, alongside a social and cognitive awareness that will help them to succeed in a technology-driven society. An essential part of using ICT in non-ICT lessons is that young children are gradually encouraged to recognise the difference between information and knowledge (Nutt, 2010). ICT provides new means to investigate and retrieve information (BECTA, 2009) and empowers learners (Blows, 2009) with new modes of communication (Bearne, 2003). However, these benefits would prove irrelevant without the transformation of information and digital discourse into knowledge and understanding. Technology can have huge advantages for learning in non-ICT lessons, while the disadvantages and barriers can be managed by educators. However, ultimately, it is not what ICTs children are using across the curriculum, but what they are using them for that really matters for the future. References Adey, P. (1992) The CASE results: implications for science teaching. International Journal of Science Education. 14 (2) pp.137-146. AfC (2000) Fools Gold: a critical look at computers in childhood. [Online]. Available at: https://www.allianceforchildhood.org/fools_gold (Accessed: 6th Oct 2015). Bearne, E. (2003) Rethinking literacy: communication, representation and text. Reading, Literacy and Language. 37 (3) pp.98-103. BECTA (2009) Bectas Contribution to the Rose Review. [Online]. Available at: https://clc2.uniservity.com/GroupDownloadFile.asp?GroupId=20115174ResourceId=2892751 (Accessed: 7th Oct 2015). Beetham, H. (2007) An Approach to Learning Activity Design, in Beetham, H. and Sharpe, R. (eds.) Rethinking Pedagogy for a Digital Age. Abingdon: Routledge, pp.26-40. Bennett, S., Maton, K. and Kervin, L. (2008) The digital natives debate: A critical review of the evidence. British Journal of Educational Technology. 39 (5) pp.775-786. Bloom, B.S. (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals, in Bloom, B.S. (ed.) Taxonomy of Education Objectives, Handbook 1: Cognitive Domain. New York: McKay, pp.201-207. Blows, M. (2009) E-words for ICT and classroom creativity. National College of School Leadership. [Online]. Available at: https://future.ncsl.org.uk/ShowResource.aspx?ID=812 (Accessed: 7th Oct 2015). Byron, T. (2008) Safer Children in a Digital World: the Report of the Byron Review. Nottingham: DCSF Publications. Clark, W., Logan, K., Luckin, R., Mee, A. and Oliver, M. (2009) Beyond Web 2.0: mapping the technology landscapes of young learners. Journal of Computer Assisted Learning. 25 (1) pp.56-69. Conole, G. (2007) Describing learning activities à ¢Ã¢â€š ¬Ã¢â‚¬Å" tools and resources to guide practice, in Beetham, H. and Sharpe, R. (eds.) Rethinking Pedagogy for a Digital Age. Abingdon: Routledge, pp.81-91. DfCSF (2008) Statutory Framework for the Early Years Foundation Stage. Nottingham: DfCSF Publications. DfE (2013) Computing programmes of study: key stages 1 and 2. DfE. [Online]. Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239033/PRIMARY_national_curriculum_-_Computing.pdf (Accessed: 6th Oct 2015). DfES (2005) Harnessing Technology: Transforming Learning and Childrens Services. Nottingham: DfES Publications. DfES (2006) 2020 Vision: Report of the Teaching and Learning in 2020 Review Group. Nottingham: DfES Publications. Flavell, J. (1979) Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist. 34 (10) pp.906-911. Hague, C. and Payton, S. (2010) Digital Literacy Across the Curriculum. Bristol: Futurelab. Hong, J-C., Cheng, C-L., Hwang, M-Y., Lee, C-K. and Chang, H-Y. (2009) Assessing the educational values of digital games. Journal of Computer Assisted Learning. 25 (5) pp.423-437. Learning and Teaching Scotland (2010) About Game Based Learning: w hat children learn. [Online]. Available at: https://www.ltscotland.org.uk/usingglowandict/gamesbasedlearning/about/understanding.asp (Accessed: 6th Oct 2015). Loveless, A. (2003) Role of ICT. 2nd edn. London: Continuum. Nutt, J. (2010) Professional Educators and the evolving role of ICT in schools: Perspective Report. [Online]. Available at: https://www.cfbt.com/evidenceforeducation/our_research/evidence_for_schools/school_improvement/the_role_of_ict_in_schools.aspx (Accessed: 7th Oct 2015). OHara, M. (2008) Young children, learning and ICT: a case study in the UK maintained sector. Technology, Pedagogy and Education. 17 (1) pp.29-40. Prensky, M. (2009). H. sapiens digital: From digital immigrants and digital natives to digital wisdom. Innovate 5 (3) pp.1-9. [Online]. Available at: https://www.innovateonline.info/index.php?view=articleid=705 (Accessed: 6 Oct 2015). Prensky, M. (2010) Teaching Digital Natives: Partnering for Real Learning. London: SAGE. QCA/NAACE (2 007) E-Learning: What is it, why it is important and how it will develop? [Online]. Available at: https://www.shambles.net/elearning/publications/elearning_naace_aug07.pdf (Accessed: 6th Oct 2015). Richardson, W. (2009) Blogs, Wikis, Podcasts and other Powerful Web Tools for Classrooms. 2nd edn. London: SAGE. Selwyn, N., Potter, J. and Cranmer, S. (2010) Primary Schools and ICT: Learning from Pupil Perspectives. London: Continuum. Sharples, M., Graber, R., Harrison, C. and Logan, K. (2009) E-Safety and Web 2.0 for children aged 11-16. Journal of Computer-Assisted Learning. 25 (1) pp.70-84. Simpson, D. and Toyn, M. (2012) Primary ICT Across the Curriculum. 2nd edn. London: SAGE. Sutherland-Smith, W., Snyder, I., and Angus, L. (2003) The Digital Divide: differences in computer use between home and school in low socio-economic households. Educational Studies in Language and Literature. 3 (1-2) pp.5-19. Tondeur, J., Van Braak, J. and Valcke, M. (2006) Curricula and the use of ICT in Education: Two Worlds Apart? British Journal of Educational Technology. 38 (6) pp.962-976. Wenger, E. (1999) Communities of Practice à ¢Ã¢â€š ¬Ã¢â‚¬Å" Learning, Meaning and Identity. Cambridge: Cambridge University Press. Wheeler, S. and Winter, A. (2005) ICT à ¢Ã¢â€š ¬Ã¢â‚¬Å" Winning Hearts and Minds, in Wheeler, S. (ed.) Transforming Primary ICT. Exeter: Learning Matters, pp.7-25. Wood, D., Bruner, J. and Ross, G. (1976) The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry. 17 (2) pp.89-100.

Stanhope and Raleighs Relationship in Journeys End by...

Stanhope and Raleighs Relationship in Journeys End Intro In this essay, I will attempt to discuss the changes and development in the ongoing and differing relationship between Raleigh and Stanhope. I will pay particular attention to character movement and speech, sound, lighting and audience reaction. Robert Cedric Sherriff was born on June 6, 1896, in Hampton Wick, England. After attending grammar school at Kingston on Thames, Sherriff worked in his fathers insurance business until he entered the army to serve as captain in the 9th East Surrey Regiment in World War I. He was wounded at Passchendaele. Sherriff was an English playwright and screenwriter is best known for his World War I play Journeys End, an account†¦show more content†¦During the attack, Raleigh is hit in the back with shrapnel. Here we see a much more gentle Stanhope, almost weeping as he lovingly cares for the dieing Raleigh. This is why the relationship between Stanhope and Raleigh is so intriguing, with this sudden change of emotion in Stanhope. Socio-historical World War One lasted through the years 1914 – 1918. It involved two alliances – The Triple Entente (Britain, France and Russia) and The Triple Alliance (Germany, Austria-Hungary and Italy). With every great super-power in Europe all becoming more and more politically hostile with each other, and arming themselves more and more, World War One was a time bomb waiting to explode. When Austria-Hungary Archduke Franz Ferdinand was on an official visit to the recently claimed Serbia, a collective of people opposing Austria’s presence in Serbia assassinated him. Austria-Hungary, being distraught, blamed Serbia, who denied all knowledge, whom, seeked help from Russia. Austria-Hungary eventually, invaded Russia with the help of Germany to begin what would be known as the last â€Å"Great-War†. Much of the fighting in World War One was done on small areas of land, sometimes as small as 75 yards or so across, with trenches on either side. Men would live in these trenches for months on end, mostly ending their stay with being told to â€Å"Go over the top†. This was usually greeted with heavyShow MoreRelated Journeys End by R.C. Sheriff Essay2400 Words   |  10 Pages Journeys End by R.C. Sheriff R. C. Sherriff created characters that aid the audiences understanding of war through their emotions and dialogue. Each character generates an intensive atmosphere and prompts differing emotions and thoughts from the audience, expressing different feelings and reactions towards war, which all aggregate to the same thing, the fear that they are all going to die sooner than later. The play was written to make people contemplate the futility of war. World

Unforgettable Memories of A Weekend in New York Free Essays

Mum handed my sister and me our passports and boarding tickets, hugged us tightly for what seemed like five minutes, and waved goodbye to us as trickled down her cheeks. It sounds strange to say this but I couldn’t stop smiling, and neither could Sarah, my 19-year-old sister who was my guardian for the weekend. She was such a laugh, and always had something funny to say about everything. We will write a custom essay sample on Unforgettable Memories of A Weekend in New York or any similar topic only for you Order Now I knew it was going to be a fun and unforgettable weekend. The plane was due to depart from Heathrow to New York at one that Friday afternoon of the 13th October. As we sat laughing a joking the departures lounge our flight number was displayed on the huge television screen, and next to it the word ‘Boarding’ flashed. It was time to leave. We picked up hand luggage and headed towards gate number 13. ‘Typical! ‘ I said to myself in my head, ‘Out of all 50 gates I we have to board through the unluckiest number of them all! ‘ Still, I’m not a very superstitious person; I’m just not that keen on flying. Anyway, I didn’t let onto my sister about my nerves, she’d only make me feel worse! We had been sat on the plane for about 3 hours, and only four to go.  Like read about memories? Read also  Flashbulb memory! Everyone sat around us had been drinking and so they were all merry and laughing and joking about, that made me feel slightly more relaxed but I still couldn’t wait to get off the plane. I sat in my seat and watched the film ‘Almost Famous’ I was amazed by size of the television and how they fitted in the seat, my sister just laughed at me and told me I needed to get out more. Before I knew it, it was time to land. I fastened my seatbelt and began to feel slightly nauseous as the plane began to descend. We finally landed and after around 10 minutes we were allowed to get up and head to the doors. As I stepped off the plane the ice cold air hit me and I wrapped my arms around myself to help stay warm. The pilot had said as we landed that it was around -20C but I hadn’t realised how cold that was. We caught a yellow taxi to our ‘motel’ and got straight into bed. We had a long day ahead. I woke up at 8 and we walked to a local cafeteria for a bagel and cup of coffee. I was amazed at everything the surroundings, everything was so different from back home. ‘First stop, the Empire State Building, get a good view of the whole place ok? ‘ I replied to my sister with a nod and a laugh as we looked around to see everyone staring. I don’t think everyone in the cafeteria was that impressed that she managed to spit out half her bagel as she asked me that question, but I found it amusing and we fell about laughing together. We caught a taxi to the building and entered a lift which took us halfway up the building, we then had to swap to another lift because the building is so tall that having only one lift would cause the cables to snap. Being told this by the guide didn’t exactly help with my fear of heights. Finally, we reached the top and the view was just breathtaking. I had never seen anything like it. I stood there speechless for about thirty minutes, and looked out over the city for miles. I t was a surreal experience and views that imprinted my mind. Next up, we had to catch a ferry to Statton Island to see the world-famous Statue of Liberty. I took pictures but I knew the photos wouldn’t show the astounding statue that stood for me. We caught a ferry back to the mainland and walked around Time Square. It held a resemblance to Piccadilly Circus, but was somewhat more exciting. We both looked like typical tourists with our huge bags, maps and cameras but everyone around was friendly and helped us with directions. It was getting late in the afternoon and we had been shopping for an hour or so and ended up in a nail bar. We sat there giggling together as we slurped our chocolate milkshakes and had our nails painted. By 9. 30pm we were both shattered but my sister said there was one last thing we had to do. I had no idea where we were going and all I can remember is it is somewhere off Fifth Avenue but we soon arrived at a huge outside ice rink. I was so excited I couldn’t wait to try skating. We skated for about an hour, it was even colder being on the ice but we both managed to skate round at least once without falling over each other. We laughed so much and everyone around us laughed at us too but we didn’t care. After that we headed back to the hotel. I collapsed onto the bed still dressed in my clothes and was out like a light. I slept like a log and didn’t wake until the alarm went off at 7 that morning. We headed to the same cafeteria again for our morning bagel and coffee. Soon after that we hit the shops for some serious shopping. The selection of clothes and gadgets was never ending, each shop we entered I had to buy something. After a good few hours shopping we visited St Patricks’s Cathedral, it was a big tourist attraction -there were a lot of English and Irish people around there, but it wasn’t really that appealing to us so we didn’t stay long. The last place we had left to visit was Ground Zero, we felt that as we were in New York we had to go and pay our respects. The area was devastating and very emotional. The memorial listed all the names of those who had died in the tragedy and I found it really upsetting and felt homesick, even though I had only been away two days. My sister hugged me and said to me ‘Let it make you realise what you’ve got and don’t take it for granted. This is why you have to live life to the full and take every opportunity that comes along. Its not every day you get taken for a weekend shopping in New York is it? † she then smiled at me and gave me a kiss on the cheek. She was always capable of putting a smile back on my face, no matter how I felt. My sister had always been known as a joker and so to hear her say something like this really meant a lot. We got back to the hotel mid-afternoon and packed up our bags. Our flight departed at 6 that evening and we were on our way home. We landed at Heathrow at 1 in the morning. I had slept for most of the plane and car journey home. I walked in the front of the door of my house and inhaled deeply, it smelt of home, and I smiled to myself. The holiday was really fun and it had taught me a lot, it brought me closer to my sister and the advice she gave me at ground zero will stay with me forever, and the new experiences will stay with me forever too. I hope to return back there in the near future, to relive my happy memories. How to cite Unforgettable Memories of A Weekend in New York, Papers

UFO Seeing Essays - Unidentified Flying Objects,

UFO Seeing We once believed that Earth is the only planet in the Universe that supports life. Today there is overwhelming evidence that not only suggests, but supports the very real possibility that we may share the Universe with other intelligent beings. I. Things in the Sky A. The First Documented Sighting B. The Fever Spreads 1. Pilot Encounters 2. The Lights in the Sky II. Dents in the Earth III. Unexplained Phenomenon A. The Writing on the Wall B. Geodes IV. What About Religion? A. The Christian Bible B. The Ancient Greeks C. The American Indian V. Conclusion We are not Alone. On June 24th, 1947 while searching for the remains of a downed Marine C-46 transport, lost somewhere in the Mount Ranier area, a young Idahoan businessman named Kenneth Arnold spotted something that would change his life forever. Just north of his position flying at an altitude of 9,500 feet and an unprecedented airspeed of 1,700 mph he spotted nine circular aircraft flying in formation. According to his estimate the aircraft were approximately the size of a DC-4 airliner ( Jackson 4). This account was the first sighting to ever receive a great deal of media attention. This sighting gave birth to the phrase "flying Saucer" coined by a reporter named Bill Begrette. Although not the first UFO sighting in history, Kenneth Arnolds account is considered to be the first documented UFO sighting. The following day Mr. Arnold discovered that in addition to his sighting there were several others in the Mount Ranier area that same day (Jackson 6). When most of think of UFO sightings we picture an unemployed, half- crazed, alcoholic hick living in a trailer park in the middle small town USA. Often times this description, although a little exaggerated, seems to fit fairly well. In the past when the average person spotted a UFO they were quickly discounted as a kook or con-artist in search of either attention or monetary reward. It wasn't until more reputable figures in our society began to come forward that we that we started looking at this issue a little more seriously. An article written 1957, entitled " Strange lights over Grenada" written by Aime' Michel describes just such an account: At 10:35 p.m. on September the 4th, 1957 Cpt Ferreira ordered his wing to abandon a planned exercise and execute a 50 degree turn to port. Ferreira was attempting to get a closer look at what he described as brilliant, pulsating light hanging low over the horizon. When the turn was completed he noticed that the object had turned too. It was still directly over his left. There was absolutely no doubt that the orange light was shadowing the F-84s. For another 10 minutes, it followed the jets without changing direction or appearance. The pilots watched as four small yellow discs broke away from the large red object and took up a formation on either side of it. All at once the large luminous disc shot vertically upward while the smaller discs shot straight towards the F-84s. In an instant the flat disc sped overhead in a hazy blur and vanished. When Cpt Ferriera was questioned by Portuguese Air Force Investigators he was quoted as saying"Please don't come out with the old explanation that we were being chased by the planet Venus, weather balloons, or freak atmospheric conditions. What we saw up there was real and intelligently controlled. And it scared the hell out of us. (32) This is only one of literally hundreds of pilot accounts that have been documented and cross verified by other sources. To date the Portuguese Government has taken no official position as to what the luminous discs were. The United States has had more than it's fair share of unexplained aerial objects. In February of 1960 the N.A.A.D.S. (North American Air Defense System) spotted a satellite of unknown origin orbiting the Earth. They knew that it sn't a Soviet satellite because it was orbiting perpendicular to trajectory produced by a Soviet launch. It also had a mass estimated at 15 metric tons, no evidence of booster rockets and traveled at speed three times faster than any known satellite. The satellite orbited for two weeks and disappeared without a trace. Before its disappearance, the object which appeared to give off a red glow, was photographed over New York several times (Jackson 19). Lights in the sky aren't the only evidence that suggests we may have cosmic company. In the book "A History of UFO Crashes", the author Kevin D. Randal gives detailed

The HFE Act Essay Example

The HFE Act Essay Example The HFE Act Essay The HFE Act Essay The HFEA are very specific with regard to in vitro gametes, providing strong counter argument against any such fears. The HFE Act 2008 (amendment) states, The derivation of in-vitro derived gametes for research does not require a licence from the HFEA. However, a licence would be required if researchers wished to use in vitro derived gametes to create an embryo to test whether they were capable of fertilisation. Anybody wishing to create embryos for research using in vitro derived gametes would require a licence from the HFEA (hfea.gov.uk). The Act continues, Under the HFE Act (as amended), in vitro derived gametes are allowed for research but not treatment (hfea.gov.uk). In addition, the HFEA have also recognised the importance of predicting any potential domino effects that may occur at a genetic level as a direct result of the production of artificial sperm. The HFEA have been concentrating on horizon-scanning work and is continuing to monitor the progress of scientific research in this area (hgc.gov.uk). The recognition that equal measure must be applied through the horizon-scanning project in order to shield the natural selection process from the manufacture of artificial gametes is a very important step; something that the HFEA strongly support in defence of their controls on todays scientific studies. In response to the amendments of 2008 Dr David King, Director of Human Genetics Alert, responded, The new Human Fertilisation and Embryology Act is definitely a step in the wrong direction, although none of the changes it makes are, in themselves, disastrous; the most worrying aspect is the opening of the door to research on Human Genetic Modification (hgalert.org). Conclusion There can be no doubt that the 21st century is witnessing a laboratory driven scientific revolution with a myriad of developmental studies being undertaken globally; rooted firmly in this core are studies into human genetics and recombinant DNA techniques (hgc.gov.uk). Even though these steps are on the whole encouraging, many challenges still remain. Among those challenges is public opinion; even though there have been many changes in public attitude to genetic advances, those opinions surrounding the creation of life are still sensitive. Although it is true that we all share a common goal and that the aim of any genetic testing is to strengthen the human race against the future, there are strong links to suggest that a lack of genetic variability and random mutation in a population often holds catastrophic consequences. Clearly there are still many options we must to consider and debate in order to agree how to progress, however, progress we must and undeniably this must involve genetic studies. Perhaps the question we should be asking is just because we have developed the technology with which to continue studies of this nature, should we really consider moving forward with the studies without the ability of guaranteeing all potential outcomes. References Macrae, F. (2009) Daily Mail [online]. London, UK. Available from : -dailymail.co.uk/health/article-1198132/Ethical-storm-flares-British-scientists-create-artificial-sperm-human-stem-cells.html [Accessed 6th December 2009]. Hanlon, M. (2009) Daily Mail [online]. London, UK. Available from : -dailymail.co.uk/debate/article-1198202/MICHAEL-HANLON-Are-brink-society-need-men.html [Accessed 6th December 2009] Templeton, S-K. (2009) The Times [online]. London, UK. Available from :Â  timesonline.co.uk/tol/news/science/article6689486.ece [Accessed 6th December 2009]. Human Fertilisation and Embryology Authority (2009) Backgrounds and Briefings: In Vitro Derived Gametes [online]. London, UK. Available from : Â  hfea.gov.uk/1403.html [Accessed 6th December 2009].

Emergency Lesson Plans for Elementary Teachers

Emergency Lesson Plans for Elementary Teachers There are going to be times when you will be absent from school due to unforeseen circumstances. To ensure your classroom continues to run smoothly, you should plan ahead by creating emergency lesson plans. These plans will provide the substitute teacher with what should be covered throughout the day. Its a good idea to keep these lesson plans in the main office or mark where they are located somewhere in your substitute folder. Here are a few ideas that you can add to your emergency plan folder: Reading/Writing Provide a list of writing prompts and have the students use their creative writing skills to develop a story based on the prompt they chose.Provide the substitute with a few books to read to the students and have him/her choose any of the following activities for the students to complete:Write a paragraph telling what character was your favorite.Write a paragraph telling what your favorite part of the story was.Discuss a book that was similar to the one that you just heard.Make a bookmark and include the name of the book, the author, the main character and a picture of an important event that happened in the story.Write an extension of the story.Write a new ending to the story.Write what you think will happen next in the story.Write spelling words in ABC order.Have students answer questions from textbooks that you normally would not have the students answer.Provide a copy of the book Harold and the Purple Crayon by Crockett Johnson and have the students use the ready strategy Sketch- to-Stretch to re-tell the story. Have students use the letters in their spelling words to make sentences. For example, if they had the spelling word Storm they would use the letters to write the sentence, Sally tasted only red MMs. Games/Art Play bingo with spelling words. Have students fold paper into squares and write one spelling word on each square.Play the game Around the World with addition, subtraction, multiplication, division, spelling words or states.Play Spelling Relay. Separate students into teams (boys vs girls, rows) then call out a spelling word and the first team to write it correctly on the front board gets a point for their team.Play the Dictionary Game. Make sure you have enough dictionaries for all students or at least for teams of two. Then hand out a worksheet with at least 10 words on it for the students to find their meaning and write a sentence about it.Have students draw a map of their classroom and provide a key for it.Make a poster of your favorite book. Include the title, author, main character and main idea of the story. Quick Tips Make lessons that are simple and easy to do. You never know the expertise of the teacher that will be in your classroom.Make sure plans cover ALL subjects. Your best bet is to have these lessons be review lessons because the substitute will have no idea where you are in your curriculum, and you will not know when the emergency will occur.Include a few easy worksheets or Scholastic News magazines that the students can read and discuss together as a class.Prepare a theme for the day folder and place related activities in the folder. Ideas for themes are space, sports, bugs, etc.Allow the substitute to offer the students an extra 15 minutes of free time at the end of the day if the students behaved appropriately.

Compare and contrast positivism and classicism and outline thier role Essay

Compare and contrast positivism and classicism and outline thier role as an explanation for criminal behaviour in Ireland - Essay Example Finally, role of both theories in determining criminal behavior in Ireland is studied. Classical and positivist school of thought are basic part of early criminological development. Cesare Beccaria proposed Classical perspective which was inspired by â€Å"On Crimes and Punishment† in 1764. He was concerned about reforming the brutal ways of punishment for bad deeds prevailed throughout Europe. He was a man of law who believed in philosophical and procedure based punishment that can provide moral support for criminal justice. According to Classical school of thought, man is a rational being who is blessed with free will. This knowledge and sense of choice enables man to judge the good or bad and its consequences for everyone including himself. Man is fully capable to understand and avoid crime considering the logical consequence of crime as punishment (O’Mahony, 2002, p.221). O’Mahony(2002) states the principles as: people should be treated equally before the law and punished only in accordance with the law; that punishment should be based on the act rather than the class of person who commits the act; the punishment should be based on a pleasure/pain reckoning so that the pain of punishment will always outweigh the pleasure to be gained from crime; and, perhaps most importantly ,that punishment should be commensurate with the seriousness of the offence and, though a prompt and effective deterrent, should be kept to the minimum†¦Most importantly, since man acts on the basis of his rational, self-regarding, cost/benefit analysis of the situation, he can be swayed to avoid crime, if he sees that it carries a high risk of appropriately severe punishment.(p.221) According to Joyce (2006), this school of thought developed from the enlightenment movements in Europe and expressed through liberalism, they believed in having society as a contract

The Reform of the Banking System Essay Example | Topics and Well Written Essays - 2500 words

The Reform of the Banking System - Essay Example led because there is a prevalence of risk about their existence that in the future again their performance might lead to economic and financial crisis. According to the President of the Dallas Federal Reserve Bank, Richard Fisher, the pseudo-banks and the large banks are difficult to manage due to their big size that creates problem in its supervision. The President is of the view that the costs that these banks impose are more than the advantages that people or society receives from their existence. The financial institutions which were considered â€Å"too big to fall† intensified the crisis in the past few years and had resulted in the fall of potential output and most importantly employment. Moreover, it is better to have several manageable units rather than one big unmanageable unit (Nutting, 2010). 1.2 Banks should not be broken up According to the Confederation of British Industry (CBI), the banks should not be broken up because the splitting policy could harm the role of the UK at the control of global finance. The present public anger should be tackled which is over the bankers’ larger bonuses by ensuring that the banks in the UK can still attract and employ top talents. The Independent Commission on Banking (ICB) was set up in Britain during the year 2010, whose responsibility was to analyse the probable shaking up of the industry after the credit crisis occurred and it found that top lenders such as Lloyds and Royal Bank of Scotland are in need of taxpayer bailout. It is believed by the CBI that breaking up the banks would be a mistake and they need to develop a strong system of banking that would help the economic growth as a whole. The views of the CBI are supportive if observed from the side that during the global financial crisis, many universal banks... This essay approves that the rules of the regulatory bodies regarding the penalties against the banks that violate the standards should be presented in stringent form to the bankers. The policy can be set in which the bankers get paid only for the returns on five to ten years of investment by the people. This will make the bankers to concentrate on the amount of risk when it develops and sells products. This paper makes a conclusion that Financial Crisis Responsibility Fee is incorporated by the government to earn the bailout cost. This is an earning of the government through tax that primarily performs two things. One is that it modifies the behaviour of the banks and the other is that it generates revenue for the government which can be used for reimbursing the taxpayers for bailout cost in the economy’s financial system. The tax would affect the bank behaviour in the sense that tax is more precisely termed as a payment of interest. In this case, it is paid after the occurrence of the disaster rather than before the occurrence. It can also be termed as a loan to the banking industry if the cost of the bailout is paid in full by the banks. They are only charged for certain direct and indirect costs such as the package of stimulus for helping the ruined economy. This arrangement would provide an assurance to the government that in case of occurrence of any financial crisis in the future where the government has to bail the banks out, the banks will not be able to escape payment of certain costs.

Florence Nightingale Theory Case Study

Florence Nightingale Theory Case Study Clinical Application of Florence Nightingale Theory (Paper) Amber Hussain Overview of Theory Everything in this world that has been created by God has some meaning attached to it and has to perform some role in this world. Similarly[M1] Florence Nightingale developed modern nursing based on her life experiences. She was the pioneer who gave the concept of nursing education and was considered as the first nursing theorist. It was a Crimean war where serving as nurse and observing dead patients forced her to develop an environmental theory. Her first theory was termed as â€Å"environmental theory† and was published in 1860. The theory describes the relationship of people with their environment. According to her, disease is a reparative process, which is not always the cause of sufferings but nurses ought to modify the environment for nature to act upon[M2]. Selanders (2010) comments that â€Å"The principle of environmental alteration has served as a framework for research studies† (P.88). Nightingales’ environmental theory reflects a great consideration in providing holistic approach to the patients by inculcating four major metaparadigms which consist of individual, environment, health and Nursing. All four concepts are interlinked with each other. An individual is a human being who is effected by the environment and acted upon by a nurse. Environment is a way which a nurse can manipulate for natural laws to act in order to make the human body healthy or vice versa. Health is viewed as a holistic level of wellness which is maintained by the customized environmental factors and facilitated by the nurses to maintain it. In the same way, for Florence, nursing is a separate entity in the field of medicine and the vital role of a nurse is to keep the patient in an environment where they remain healthy and where the maximum healing takes place. â€Å"The nurse is responsible for maintaining the environment in such a manner as to maintain the health of the patient† (Selanders, 2010, p.87) These environmental alterations are represented as the canons of Florence Nightingale environmental theory which are classified into 13 sub concepts. These canons includes ventilation and warming, health of houses, noise, light, nutrition, bed bedding, personal cleanliness, variety ,taking food, petty management, chattering hopes and observation of the sick. She believed that this is the responsibility of nurse to alter the environment in a manner that it can help the patient to have a better recovery. She emphasized that air a person breaths should be clean, odor free and room temperature should be moderate. Houses should be clean and well-constructed. A good sunlight and calm surroundings should also be considered as they create tangible effects on body. Patient and a nurse should practice hand hygiene as a Personal cleaning. Bed should be dry, wrinkle free and placed at the lowest portion. Individual should be preferred to eat small frequent meals without any distractions. Patien t should be provided hopes and all his concerns should be listened and addressed. Lastly, nurse should keenly observe patient and his environment. All these will help to provide patients with patient centered care. Clinical Scenario This theory can be applicable in different clinical scenarios with different context but I can best relate it to a clinical scenario related to my life experience, which stunned me during my student life. It was one of the government hospitals where I was assigned in a pediatric ward with 4 years old patient suffering from pneumonia. Next to my assigned bead was a 3years old baby boy who came with the complaint of dehydration. Child was on intravenous fluids and antibiotics. While nurse was taking history from the mother, I realized that he belongs to a poor family and has recurrent history of cough since after his birth. Child was recovering well and was advised to discharge. Few hours before his discharge, he developed small red scaly spots on the back which within 3-4 hrs increased in size and spread to the extremities. Mother shared the concern with nurse, to which she said that these are just heat rashes which can probably be due to hot weather. In order to provide comfort to baby, mother started applying heat powder on child’s whole body butbaby became restless due to itching and burning of rashes. After few hours, the rashes appeared on whole body including chest and face due to which child was presented with respiratory distress. Mother started hue and cry due to which the nurse and doctors arrived. Nurse started to perform vital signs and she observed that baby’s respiration and pulse were high. Doctor diagnosed these as anaphylact ic reaction which were a result of urticarian rashes. The child was kept on triple regimen therapy including prednisolone and was suggested for allergy test and Complete Blood Count (CBC). Laboratory diagnosis reveled that WBCs was high and baby was reported as severely allergic to dust. After this incident, I was stressed up as a baby who was about to discharge, suddenly developed allergy which converted to anaphylaxis. I did a root cause analysis and identified the following possible reasons: i) baby was not bathed since 3 days, ii) there was no bedding changed and iii) the room was full of dust heaps, eatables and wet clothes. After realizing its root cause, I changed bedding and gave bath to the child. I also taught mother the importance of giving regular bath, its proper techniques and also emphasized on personal hygiene. Analysis of Clinical Scenario by Applying Florence Nightingale Theory Keeping all the views into considerations, the above case I experienced is now to be related to the theory of Florence Nightingale. In Nightingales four metaparadigm, Individual is a 3 years old baby who required proper environment. Dehydration is a disease due to which patient was admitted. Unchanged bedding, dirty area and lack of patient care are the environmental factors due to which the baby suffered from anaphylaxis and also other patient, staff and relatives were at risk. The nurse is the one who was assigned with baby, and did not pay attention on the environment. If a nurse having skills and knowledge, could have altered the baby’s environment, then baby would have not suffered with sever anaphylactic reaction. According to Florence Nightingale (1996) â€Å"If a patient is cold, if a patient is feverish, if a patient is faint, if he is sick after taking food, if he has a bed-sore, it is generally the fault not of the disease, but of the nursing† (p. 6). By taking environmental theory into account, the major canons which suits in above clinical scenario are ventilation and warming, health of houses, bed bedding, personal cleanliness and observation of the sick. Ventilation and warmth is the most important concept without which other concepts are nothing. The area where baby was present was dirty and full of the foul smell due to the presence of food and damp cloths. The damp cloth which dries in patient room can go into the air where patient is present. The eatables which were present without cover/lid, the moisture of that evaporates in patient area and can spoil the air. The nurse and mother were so insensitive that they were unable to recognize that patient is being treated in an unhygienic environment. â€Å"The more that is known about your child’s environmental exposures and experiences, the more accurately one can predict the risk of immune dysfunction and immune-related disease† (Dietert, Rodney Janice, 2010, p.15). However, Nightingales strongly emphasized on the presence of fresh and clean air as well as avoidance of foul smell and fumigations. It is the air we breathe which purifies the blood. This impure air if provided with untidy room can be a disaster for the patient as he can develop numerous diseases. Nightingale explains the above factor in her concept Health[M3] of houses. The room in which the baby was admitted was full of dust and there was no one, including a nurse who noticed and rectified this factor. Therefore, dust heap was the source of environmental impurity and patient’s allergic factor. This factor was coupled with the allocation of beds in the room. The beds were so congested that there was no such corner where outer atmosphere find its way for providing clean and fresh air. The patient care was further compromised by the bedding that was available for the patient. It is well explained in the cannon bed and bedding. The nurse was aware of the fact that the b edding that is offered to patient hasn’t changed since few days. The child, who was already sick and was depositing his exhaled sick breath and body’s unsafe flora into the bed, had exaggerated his sickness due to the unchanged and old wrinkle full bedding provided to him. According to Nightingale, the large amount of moisture of exhaled air goes into bedding which contains organic matter and is noxious for health. Beita (2013) also emphasized that â€Å"It’s a chore, but washing all bedding weekly in hot water is a sure way to get rid of dust mites† Personal cleaning, be one of the important canon is also nicely related to the baby’s health. Baby has not bathed since 3 days which made him more prone to infection and allergies. Nightingale in her theory intensely advised nurses to pay attention to patients’ personal hygiene. She also gave consideration to sponging methods, usage of soft water and hand washing. Last but not the least, observation of the sick is also a very essential canon to be integrated with the case. In this scenario nurse did not had a sound observation and she neglected patient care. Even, when mother of the baby made her realize that baby is having rashes, she ignored and gave falsify reason of having heat rashes. She did not observe that the environmental factors has became a cause of patient sufferings. While, according to Florence Nightingale, The most important practical lesson that can be given to nurses is to teach them what to observe—how to observe—what symptoms indicate improvement—what the reverse—which are of importance—which are of none—which are the evidence of neglect—and of what kind of neglect. Due to all these environmental factors the baby in this scenario ended up with anaphylactic reaction which could have been prevented if all above measures would have taken care. Let us consider the impact of local context which affect the critical incident of the case. Primarily, the age of baby (3years old), his present complaint (dehydration) and his history of recurrent cough made him susceptible to acquire infection and allergies. â€Å"Children, because of their smaller bodies are more vulnerable to the impacts of bad indoor air† (Beita, 2013). Secondly unidentified allergies were present during his admission which badly effected baby’s health. Then the misperception of the nurse that the red spots are heat rashes due to warm weather, ended baby with anaphylaxis. Also, the nurse’s lack of knowledge regarding environmental influence and her busy schedule, compromised baby’s hygiene care, which leads baby to severe life threatening condition The impact of this scenario is not only on the individual baby, but it can also be on all the patients admitting to the particular ward/ hospital, due to unfavorable environment. It is also evident in the scenario that client belong to the poor family, which contributes to the economic burden to the family and consequently on the community. Hypothesis Derived from Theory to Test Nursing Interventions If Government will invest more in the infrastructure of hospitals, it will decrease the chances †¦ If nursing training is being provided up to the mark in every nursing institution, then patient recovery would be fast If infection control educations have been done continuously in media, then it will decrease chances of infection allergies If hospitals would develop their policies and procedures, then it will reduce nosocomial and other infections If signs of specific allergies/ infections have been posted in hospital as a guide for nurses, they would easily rectify the problem and patient complication would be less. Summarization To summarize, integrating Nightingale’s theory in the clinical scenario, has increased my knowledge regarding this particular theory and it helped me to view nursing as discipline. This assignment has basically given me theoretical concepts for understanding my own experienced observation, in a more meaningful way. I have never thought about this unpleased clinical scenario but through this assignment and integration of theory I did analysis of my observation which pointed out to specific outcomes. Also it helps me to make connections while considering options for interventions. For this theory I now realize that though this theory was developed in early century, however its implication is still consistent with modern era and many health care professionals are consistently following it in some way or the other. I will also apply this theory whenever and wherever it would be pertinent, as it helps to prevent from many diseases and infections. References: Beita,B.(2013). Home breathable home. The Environmental Magazine. 24 (3): 28-9 Dietert, Rodney R., Janice. (2010). Strategies for protecting your childs immune system:  Tools for parents and parents -to-be. Singapore: W.S: Hackensack Nightingale, F. (1992). Notes on Nursing: what it is and what it is not. Philadelphia PA: J.B.  Lippincott Company Selanders, L.C. (2010). The Power of Environmental Adaptation: Florence Nightingales  Original Theory for Nursing Practice. Journal of Holistic Nursing.28 (1), 81-88. The Power of Environmental Adaptation: Florence Nightingales Original Theory for Nursing Practice 2010 Louise C. Selanders, EdD, RN, FAAN  Journal of Holistic Nursing American Holistic Nurses Association Volume 28 Number 1 March 2010 81-88  © 2010 AHNA 10.1177/0898010109360257 http://jhn.sagepub.com Becker, E. (2001, August 27). Prairie farmers reap conservations rewards. The New York Times. Retrieved from http://www.nytimes.com Strunk, W., Jr., White, E. B. (1979). The guide to everything and then some more stuff. New York, NY: Macmillan. Gregory, G., Parry, T. (2006). Designing brain-compatible learning (3rd ed.). Thousand Oaks, CA: Corwin. The interactions between the body and environmental factors generally follow very simple rules. Some exposures are useful and may play a critical role in promoting good health. Others are problematic and can damage the health of our children. Title:Strategies for Protecting Your Childs Immune System : Tools for Parents and Parents -to-be Author:Dietert, Rodney R., Dietert, JaniceDate:2010 Source:E: The Environmental MagazineDate:May 1,2013. Home breathable home by beita belli The general definition of environment is anything that, through manipulation, assists in putting the individual in the best possible condition for nature to act. Therefore, the environment has internal and external components . (P.8) Journal of Holistic Nursing The Power of Environmental Adaptation: Florence Nightingales Original Theory for Nursing Practice 2010 Louise C. Selanders, EdD, RN, FAAN Journal of Holistic Nursing American Holistic Nurses Association Volume 28 Number 1 March 2010 81-88  © 2010 AHNA 10.1177/0898010109360257 http://jhn.sagepub.com [M1]Helen keller [M2]Did not understand [M3]Connectivity is missing

Continuity & Change Over Time Essay

During the time period between 600 and 1750, economic and social continuities and changes impacted Western Europe immensely. One particular economic alteration was the decline of feudal manoralism, prevalent in the early medieval era, as a result of the restoration of commerce following the Crusades. Another major change was the socioeconomic impact of the Age of Exploration circa 1500, which would establish European Hegemony. While economic transforma-tions occurred throughout Western Europe, the influence of the Roman Catholic Church was continuous despite fluctuations in its authority. After the fall of the Roman Empire in 476 CE, Western Europe became divided into the Germanic Kingdoms that characterized the Middle Ages. Trade languished during this time as a result of the constant warfare (feuds) and political instability that ensued after the fall of Rome. For this reason, self-sufficient manors managed by local warlords developed. Rigid social stratification defined the period with a hierarchy comprised of Kings, Noblemen, Knights and peasantry. Socially, living conditions were unfavorable, and the Black Plague ran rampant devastating the European populace circa 1350. Between 1100 and 1300, Western Europeans embarked upon a series of religious quests against Muslims, known as the Crusades. European soldiers fighting in the Middle East were intrigued by foreign goods and the Muslim preservation of long forgotten Greco-Roman ideals. Amazed at such riches and ideas, they returned home to introduce and expose Western Europeans to what they had discovered. As a result, commerce was resumed and interregional trade networks were created to obtain foreign â€Å"luxury† goods that were at increased demand. Fortunately the war had forged European contacts with the Middle East via the Mediterranean Sea, which allowed for merchandise to be acquired from lands as far as China without extended voyages. As trade once again began to flourish, Europe saw the decline of manoralism. This was due to the rise in the merchant class which challenged the power of the Aristocracy, thereby weakening their influence.  Increased business in port cities caused urbanization in several areas in addition to an emerging middle class. Burgeoning trade and economic prosperity allowed for the resurgence of Greco-Roman intelligence and culture in what is known as the Renaissance, which spanned from the fourteenth to the seventeenth century. In the midst of the Renaissance, world trade was prosperous and vast. Nations established personal control through the commercial contacts that they established. In an effort to shorten certain trading routes and obtain a more surmountable amount of natural resources, many nations entered the Age of Exploration circa 1500. Christopher Columbus, in an effort to discover a more efficient route from Western Europe to India, accidently unearthed the Americas in 1492. His discovery led many other European nations to pursue imperialistic endeavors in what had become known as the New World. Two Spanish conquistadors, Cortez and Pizarro, made a profound impact on the areas they conquered in the New World. In Mexico, the native Aztecs were overpowered by Cortez’ forces. A majority fell ill from susceptibility to European diseases, while the rest were placed into coercive labor systems. Similar fates were bestowed upon the Incas subjected to Pizarro’s control. The Spanish created these colonies as a source of raw materials and cheap labor to support their expanding economic endeavors. To assert control over the native populations, the encomienda and mita systems were utilized. These systems, originally devised as a means of converting natives to Christianity, were in reality, inhumane, harsh organizations that devastated local populations. Through coercive labor systems and colonization, European nations were able to lay the foundation they needed to attain hegemony during this time period. Between 600 and 1750, the Roman Catholic Church continued to play a constant role in Western Europe. During the feudal period, the church developed its strong authority due to the decentralized political nature of Western Europe. In this instance Christianity acted as a unifying force amongst the several divided kingdoms of the age. Upon entry into the Crusades in 1095, the Church’s influence was at its peak as European soldiers rallied in opposition to Muslim forces encroaching on Byzantine territory. Those who  fought returned from the conflict to spark interests in worldly luxury products and thought laying foundation for the European golden age or Renaissance. Intellectual movements spurred by Renaissance thought led many to question the morality of the Catholic Church, specifically in regards to the sale of indulgences. Martin Luther, a Catholic monk, witnessed firsthand the lavish way in which clergy were allowed to live due to their increased secular power. He strongly disapproved of their practices and pursued reform through his 95 theses. The Church’s failure to comply with his proposals resulted in his decision to begin the Protestant Reformation. This division in the Catholic Church combined with an increase in monarchal authority temporarily decreased the church’s influence. Circa 1500, the Age of Exploration transmitted material goods as well as cultural and spiritual ideals. The Spanish conquistadors who conquered regions of Latin America instilled upon the natives their Roman Catholic faith thus replacing their polytheistic worship. What at first was evidence of religious exploitation, as seen in the coercive labor systems established, was transformed into a force of social stability that dominated everyday life. The spread of Christianity to the New World once again established the Catholic Church as a religious authority with substantial influence. Economic and social patterns between 600 and 1750 were transformed due to several changes and continuities throughout Western European society. The European decline in feudalism was impacted immensely by the resurgence in commercial activities following the Crusades. The prosperity that ensued from increased world contacts laid the foundation for eager explorers to trail their ambitions during the Age of Exploration. Their discoveries and conquests would then establish European Hegemony at the expense of many aboriginal people subjected to coercive labor. Throughout this time the Roman Catholic Church continually held a place in society despite fluctuations in their authority and support.

Thunder rides a black horse - 1100 Words

Thunder Rides a Black Horse Introduction to Anthropology 01 This report is based on the book Thunder Rides a Black Horse written by Claire R. Farrer. This book is written in context of an indian group called the Mescalero Apache Indians. Their reservation and ceremonial grounds are based in the south-central part of New Mexico. The author is very familiar with this tribe as she claims to be like family with some of the members. She writes this book based on her visit to join in on one of their big traditions. It is called the puberty ceremonials. These ceremonies are where the young girls of the tribe are traditionally accepted as women into their society. The Mescalero Apache Indians still†¦show more content†¦When the last song is sung the girls all raise their hand with a painted sun on it and if the timing is right the sun will illuminate from the tips of the mountains and strike their upraised hands. As they did in the first day the girls are to give blessings. The first song they sing has to do with infancy, second is childhood , then adulthood and finally one about old age. After the last song is sung the girls start to do their runs around the baskets which are placed further away to symbolize the girls movements into adulthood and need to be reminded that they can’t rely on their parents anymore. After the final run the girls are now women. There are a lot of important people who play major roles during the ceremonial times. The main actors in the ceremony are obviously the girls who are being transformed into women. Then the godmothers are a big part of the ceremony. They are mostly there to bring the girls from place to place and help them out. Also they are there to praise and give them certain blessings. The women before the ceremony usually are responsible for preparing the ritual foods. The girls puberty ceremonial is a huge tradition that transforms the young girls into mature Apache women. They do this ceremony because it has been the way their ancestors ritually accepted girls change into women in their society. The anthropologist main role is to observe and record what is going on. She practices participant-observation because she lives among themShow MoreRelatedThunder rides a black horse, by Claire Farrer1551 Words   |  7 PagesI feel that what Claire Farrer means by living in the mythic present is that although most Indian culture is perceived long to have been different, it is in fact very live and active today. I will give specific examples from her book, Thunder Rides a Black Horse, to support my arguments of what the mythic present actually means and list many examples of events that could be considered to be in the mythic present. First I will define the mythic present in the terms that Claire Farrer actuallyRead MoreMacbeth: A Foreshadowing Essay905 Words   |  4 Pagesif you ask me. 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The buffalo that they killed with these horses would often be used food, clothing, shelter, and religious purposes within the tribe. Some of the different things from the buffalo would also go towards trade for more horses and supplies so that they could continue to kill buffalo and provide for the tribes and nation. Buffalo also provided a market withinRead MoreNorse Mythology2497 Words   |  10 PagesAlfheimr, world of the elves, - Svartalfaheim, world of black elves – Vanaheimr, world of the vanir – Muspellheim, world of fire – Jotunheimr, the world of mesomorph (jotnar) – Niflheim, world of those who die from sickness or age and Hel controls it. All of these worlds are connected by Yggdrasil. Two types of elves live in heaven. Light elves live in Alfheimr, they are the bright colors and very cute. Dark Elves live in the ground, and they are black and are bad creatures. 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The faint glimmerings of the western sky at twilight are here menacing: it is the hour when the traveller hastens to reach safety in his inn, and when Banquo rides homeward t meet his assassins; the hour when light thickens, when nights black agents to their prey do rouse, whenRead More Shakespeares Macbeth - Deep Darkness Essay example2747 Words   |  11 Pageswitches represented the darkness of   black mag ic:    Much of the approach and detail was carried over, particularly the clash between religious purity and black magic. Purity was embodied by Duncan, very infirm (in 1974 he was blind), dressed in white and accompanied by church organ music, set against the black magic of the witches, who even chanted Double, double to the Dies Irae. (283)    The Tragedy of Macbeth opens in a desert place with thunder and lightning (typical accompaniment

My Experience At The Industrial Revolution Debate - 838 Words

The unit that was the most significant for me in Language Arts this term was the Shakespeare term. I love to perform, so showcasing my abilities was a major plus in this term. I also love to analyze old literature, so I got to work on that as well. In Social Studies this term, the project that was most significant for me was the Industrial Revolution debate. I performed poorly on the last debate, so I saw this one as an opportunity to do better. I did slightly better on this one. My greatest challenge in LA this term were probably the annotations on The House On Mango Street. I did them pretty well in the end, but they took me about an hour per page, and sometimes we had over four pages to read and annotate. In Social Studies, my greatest challenge was probably the causal loop diagrams because it took me a while to understand them. As a speaker this term I feel I ve progressed a little bit more in classroom participation- things like reading out loud and participating in discussions. I ve also slightly improved at public speaking. The first selection I ve decided to share with you is my Fredrick Douglass Journal Entry 1. I feel as if analyzing literature is one of my strong spots, so I am proud of the work I have done on this assignment. The reason why I chose this assignment is because I believe it shows of my knowledge and skill in this field. We had been reading the Narrative of The Life of Frederick Douglass for a while now, and we had begun our first literaryShow MoreRelatedMan-vs-Machine: Who Wll Win the War? Essay1058 Words   |  5 PagesMachine has been a debatable topic for centuries. So, when did it all start? One started to question the expansion of technological development after the Industrial Revolution in England. The great revolution of machines started with the Watt Steam Engine which clearly revolutionized transportation and factory production. Machines continue to experience development and media appraise till our current day. 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In my personal opinion I feel like Brewer is using definition B â€Å"A rule of conduct enforced by a controlling authority†. He was trying to make the point of all our wealth is going to be in the hands of the rich upper class. Zinn includes that the quotationRead MoreThe Legacy Of The Antebellum Period1494 Words   |  6 PagesSouth was not Christianity but rather a sick, twisted form of it. He supports his claim with personal experiences and examples: â€Å"The man who wields the blood-clotted cowskin during the week†¦ and claims to be a minister of†¦Jesus. The man who robs me of my earnings at the end of each meets me as a class-leader on Sunday morning, to show me the way of life, and the path to salvation. He who sells my sister, for purposes of prostitution, stands forth as the pious advocate of purity.† These examples were