Sunday, October 6, 2019
Leadership and Employee Morale Essay Example | Topics and Well Written Essays - 500 words
Leadership and Employee Morale - Essay Example While it may not help the company in the long term, the short-term benefit will be that the company will experience growth. Once the company starts to pick up, the company needs to come up with values that mean something to the corporate culture of the company. This could best be done by including employees’ thoughts in this process. If employees are the force behind the company’s values, then they are more likely to adhere to them. Once the values of the Leadership today have been formed, the leadership can then start planning where the company wants to go in the long term. This can be done by the company looking back at its past and planning for the future by getting thoughts from the outside (Kouzes and Posner 15). The relationship between the leadership and the employees will be central to the implementation of these plans. Because the workers are the driving force of the company, they should be able to dictate where they want to take it. The best type of working re lationship is one where there is a 50/50 splitâ€â€the leadership works in conjunction with the employees to work out what is best for the company in the long term. Trust will be essential to this kind of relationship, because â€Å"trust is the social glue that holds individuals and groups together†(Kouzes and Posner 15). The best types of leaders know that to gain the trust of their employees, they first have to give trust. Part of this could be by giving mid-level managers more freedom when dealing with their clients. This kind of trust is reciprocal because employees will feel empowered in their work efforts. The management of Leadership Today needs to be innovative because the company has been losing shares to its competitors. The solution to this problem will be to come up with new ways to capture the target market. Great leaders are able to create whole new markets by providing services that have
Saturday, October 5, 2019
Prometheus Bound Essay Example | Topics and Well Written Essays - 1250 words
Prometheus Bound - Essay Example As a punishment for this rebellion, the powerful Zeus commanded Hephaestus, the blacksmith of the gods, to bind Prometheus deep in a gorge, in a mountain. Accompanying Hephaestus in this god-given mandate were Kratos and Bia, representing Power and force respectively. After Prometheus is chained in the gorge, he laments about the excessive punishment that Zeus has commanded for him. The Oceanids, the daughters of the Oceanus, the sea God, arrives and start consoling Prometheus. Shortly, Oceanus arrives and offers to go to Zeus to plead with him so as to forgive Prometheus for the rebellion. But Prometheus warned Oceanus that such an action would make Zeus wrath to turn to him, Oceanus. Towards the end of the play, Zeus strikes Prometheus with terrible sufferings, organ devouring eagle that perpetually devours his regenerating liver. In this play, Prometheus is the personification of reason and justice/truth; Prometheus defies the unjust mistreatment of human beings and fights for the common good of human beings. In the process he is cruelly punished by the cruel and tyrannical Zeus. In the face of the power of Zeus, Prometheus is utterly powerless. This fact shows that in the face of tyrannical power, reason is helpless. But despite the cruel punishment, Prometheus did not give up, but continued fighting for the good of human beings. In this play, language is used skilfully to develop the theme of the play. To begin with, in asking Hephaestus to execute his god given mandate to bind Prometheus, Kratos describes Prometheus as a malefactor. As a faithful servant of Zeus, Kratos used this strong term to show the seriousness of Prometheus crime; according to Zeus, Prometheus crime was a very serious crime. Kratos also describes Prometheus as a traitor, this also emphasises the seriousness of Prometheus crime according to the god Zeus. In describing his sufferings after he was bound to the gorge,
Friday, October 4, 2019
President Reagan’s Diplomacy Essay Example for Free
President Reagan’s Diplomacy Essay Ronald Reagan is ranked highly as amongst the greatest presidents the United States has ever seen. His achievements silenced critics who had earlier decried his lack of administrative experience during the race to the Whitehouse. His prowess and masterly of effective foreign policy has left scholars and analysts baffled.            Ronald Reagan was born in 1911 and served as the president of the United States in a delicate period between 1981 and 1989. It is termed as a rather delicate period as it was the climax of the cold war. During this period too, the public’s confidence in the presidency and its ability to unify and inspire Americans had been shattered by the Richard Nixon’s tenure in office. Ronald Reagan came on to the public limelight by capturing the attention of the media as a Hollywood star. He emerged from the entertainment industry having cut for himself an insurmountable personal profile. His popularity was from the conservative wing that saw him as representing conservative traditional values. His leadership in the workers unions and rather strong sentiments against communism plunged him into politics. His charisma played well with the public who were inspired by his calls for a free enterprise system. He ran for governor in 1966 winning with a landslide. He ran for presidential nomination in 1968 on a Republican ticket but lost, he also lost to Gerald Ford in 1976. He successfully ran for president in 1980, be coming the 40th president of the United States. His tenure in office had notable achievements in both foreign and domestic policies, though still riddled with controversies and scandals; the hall mark of his presidency was his prowess in diplomacy.            President Ronald Reagan was an avowed anti communist, his rhetoric’s and campaigns against communism had led to the rise in his popularity with people seeing him a president who would restore a sense of patriotism and reassert the position of the United States in the global scene. By the time be assumed office dà ©tente was in place. Reagan exhibited rather a radical shift from his predecessors; his views on dà ©tente and the reigning foreign policy of isolationism and appeasement were in the negative. He had an inner drive to cripple communism on the mere ground that it was repressive and immoral. His diplomacy was driven by the need to achieve this (John P. D., 2007).            The hallmark of Reagan diplomacy was in thawing the relationship with the Soviet Union through his close interaction with the then General Secretary Mikhail Gorbachev. This is rather ironic considering Reagan was committed to undermining the Soviets interests and influence in the world. His denouncement of dà ©tente policy was seen as having aggravated the already sour relations with the Soviet, this however was not to be as the end would justify him. Shifting form dà ©tente, Reagan immediately ordered a massive military build up and running any stalled military program that would have demonstrated the undeniable military might of the United States; it is the Strategic Defense Initiative Program (SDI) that would remain controversial and box the Soviet Union to a corner readying it for open diplomacy. The Strategic Defense Initiate was a controversial project that was supposed to step up the United States military defense in its ability to defend itself against any ground or space missile attacks. The program was dubbed â€Å"Star Wars†and was led by Reagan’s belief that with such a program in place the United States would fend it self off any nuclear attacks. Russia was quite apprehensive of this program and these concerns were certainty voiced by the then Russian leader Yuri Andropov.            Before the coming of Mikhail Gorbachev into power President Reagan’s attitude to the USSR was rather lacking in any hint of diplomacy. His policy towards USSR and its cahoots was one of open hostility and filled with imperialistic tendencies. Many Analysts referred to him as a warmonger. He had rather harsh words for USSR referring to it as an evil empire. A shift in policy and attitude was however witnessed as the USSR began also to shift towards the ideas of free market under Gorbachev, moves that would bring the cold war to a close. In achieving this, Reagan did not apply diplomacy solely; rather it was a multifaceted approach that included even arms building. Reagan was optimistic that the Soviet Union would not match the United States in an all out arms race. True to his words, the economic crisis that later faced USSR impeded on its ability to compete in the race. USSR was going through a tough time in its economic backyard as a result of both its own undoing and the overbearing influence of the United States (Paul Kengor, 2006).            One outstanding fact that comes up is the willingness of Ronald Reagan to meet with the leader of an enemy faction. Many had scoffed at such as an idea but Reagan was particularly interested in meeting Gorbachev, who was coming up as more accommodating to the western values than his predecessors. He was also younger than the earlier leaders and had initiated reforms towards free enterprise to cope with the economic crisis facing the nation. Reagan’s strategy had been to strengthen the military so that he could have an elevated position in the diplomatic talks (Michael S., Gale W., and Lila F., 1987)            His skills emerge clearly as the talks were not held during the usual summit sessions only but also after. According to Edwin Meese, an attorney general during Reagan’s tenure, Reagan waited to â€Å"establish a personal relationship and to break what he viewed as the barriers of mistrust that divided our countries.†(http://www.heritage.org/Press/Commentary/ed061404c.cfm) When finally Reagan and Gorbachev met, a cordial relationship was founded and would blossom signifying the start of the end of the cold war and history took a new shape. The first meeting between the two leaders came in November 1985, in Geneva; it was later to be followed by a series of meetings in Washington and Moscow. In these meetings, these two most powerful leaders then did not exhibit arrogance and bitterness rather they displayed tact and skills. What he was able to achieve silenced critics. It is Margaret Thatcher who puts his achievements in diplomacy more accurately when she said that Reagan â€Å"won the cold war without firing a shot†(LaFeber, Walter, 2002)            In 1987 for example, President Reagan and Gorbachev were able to negotiate their way to the destruction of all intermediate range nuclear missiles as well as agreeing on the need for inspections.            The whole diplomatic turnaround of President Ronald Reagan is though full of contradictions. He came into office on a bedrock of demonization of communism having referred to it as an â€Å"evil empire†discouraging any diplomatic ties between the two nations, as Michael s. et al. (1987) notes his administration could not offer to â€Å"review the official cultural exchange programs, denied visa to many would be Soviet visitors and increased restrictions on the movement and activities of the Soviets it did allow to visit.†This changed however in 1985 (Matlock, Jack, 2004).            One key fact that emerges in the analysis of Reagans diplomatic skills is how he had a well mapped out strategy of combining negotiations with military strength. The congress stepped up military spending; this though could not happen after 1984 as congress declined further increases halting the military buildup initiatives. Negotiations with the soviets after that become quite inevitable.            Reagans diplomatic skills stemmed from his earlier positions he held. He had refined his charismatic skills as an entertainer and media personality. He was also the president of the Screen Actors’ Guild and had toned up his negotiating skills especially as he sought to strike better deals for those he represented.            Carnes Lord and Helle C. (2007) in their article Public Diplomacy and the Cold War: Lessons Learnt, notes how the public diplomacy was re-invigorated under the presidency of Ronald Reagan. Prior to Reagan’s regime, few presidents had perfected the institutionalization of public diplomacy as an effective tool of winning the cold war. Canes and Helle note that â€Å"reagan placed renewed emphasis on psychological operations and public diplomacy†in tandem with his military build up. Reagan gave impetus to the public diplomacy with an intention of publicizing the ideological flaws of the Soviet Union. Skeptics were expecting little from this strategy but it is hailed for having hastened the end of cold war. Public diplomacy according to these two scholars is the multifaceted approach of promoting a countries ideals and superior attitudes to both within its citizenry and across the borders.            In addition to personal diplomacy, Ronald Reagan had perfected the art of public diplomacy having brought together a think tank comprising of competent propagandists and foreign policy makers. He combined aptly both propaganda and diplomacy hoping to win public and international support. Reagan formed what came to be known as â€Å"project truth†and â€Å"project democracy†. This was a combination of both domestic and international policies aimed at winning the support of the citizen at the domestic level as well as at the international front.            Despite the fact that Ronald reagan is hailed for having brought diplomacy to a new level by agreeing earlier in his governor days to meet with the USSR leaders, his administration was not without a number of diplomatic breaches and scandals that would taint his established image. For example he failed to initiate diplomacy in negotiating with the air controller workers in 1968 instead he relieved them of their duties. Reagan went against his political advisors opinion and sacked all the striking workers presenting to the public another face of his administration.            His diplomatic skills also failed to see him wriggle his way out of the Iran Contra Affair. Iran Contra Affair is a scandal that involved top level government officials who oversaw the selling of weapons with an intention of funding insurgents. The International Court of Justice highly criticized Reagan’s administration for participating in the covert operations. Reagan pleaded ignorance claiming that the scandal was going on without his consent. A commission was set up to investigate the ongoing. They could not find a direct link to Reagan’s involvement, but he was highly criticized for his hands off style of staff management. He was also criticized for his handling of the affairs and of his intention to attack other countries driven by his sheer hate for communism. The Iran-Contra Affair became the biggest scandal of the 1980s. This scandal would lead to a number of his high profile staff being charged and convicted.            President Ronald Reagan had a special interest in the countries Latin Central America not only due to its proximity but also due to the encroachment of communism in the region. This was the reason the Iran Contra Affairs scandal got there in the first place. Reagan’s representatives claimed that the help accorded to the insurgents was to stop the flow of weapons to the wrong hands in Nicaragua. The handling of the Iran Contra Affair not only put Reagan on a bad spotlight but also his diplomacy team. His public diplomacy efforts were seen as aiming at misrepresenting information especially in regard to the Iran Contra Affair, with an intention of influencing the opinion of the public. Reporters and congress members were in constant attack from his diplomacy team. Carla Binion (1990) notes this team â€Å"did not limit their attacks to out of step members of congress, they also attacked journalists who wrote anti contra stories† This however is how President Reagan worked, he believed in diplomacy and strength. The diplomacy that he helped built stands up to today and has helped the United States stand where it is today. His diplomatic strategies in Latin America and central Europe have been consistently followed almost three decades later.  His regime though was largely criticized for selective application of diplomacy. His administration infringed on the sovereign rights of nations especially in the third world especially those with despotic leaders and leaning towards the east. His diplomatic tact was not seen when it came to the small and non strategic states. A bit of diplomacy was seen in some of the Latin American countries though most of them tasted the wrath of the United States military which assisted topple some of third world regimes. In spite of these flaws in his administration, his charisma and negotiating skills helped elevate his profile compared to that of those in power during the cold war era, the likes of Jimmy carter and Lyndon Johnson. When Ronald Reagan won the presidential elections in the early 1980s not many would have thought he would make great strides in both domestic and foreign policy. By the time his tenure came into completion, he had made a name for himself mostly due to his prowess in both personal and public diplomacy. He came to power at the height of cold war. His first move was to make it clear that his administration would not pursue Dà ©tente and isolationism rather it would go on a military build up. With such a policy in place, the US relations with USSR became more strained. His diplomatic skills would be demonstrated when he was able to negotiate the scaling down of nuclear weapons and missiles in the historic summit meeting with the then USSR leader Mikhail Gorbachev. These negotiations would put an end to a war that had been ranging on for years highlighting his diplomatic skills to the world.  References Paul Kengor, 2006. The Crusader: Ronald Reagan and the Fall of Communism. New York: Regan Books, an imprint of HarperCollins publishers. John Patrick Diggings, 2007. Ronald Reagan: Fate, Freedom, and the Making of History (New York: W.W. Norton Company. Michael Shuman, Gale Warner, and Lila Forest, 1987. Citizen diplomacy: what it is, how it began, and where he it is going. Retrieved on 13/ 04/ 2007 from http://www.context.org/ICLIB/IC15/Shuman.htm Carnes Lord and Helle C. 2007. Public Diplomacy and the Cold War: Lessons Learnt. HarperCollins publishers Carla Binion. George H. W. Bushs many lies. Retrieved on 13/ 04/ 2007 from http://www.onlinejournal.com/archive/01-20-00_Binion-Pt_4.pdf. LaFeber, Walter, 2002. America, Russia, and the Cold War, 1945–1971. New York: Wiley. Matlock, Jack, 2004. Reagan and Gorbachev: How the Cold War Ended. New York: Random House. Edwin Mesee, June 2004. The Personal Diplomacy of Reagan. Heritage foundation. Retrieved on 13/ 04/ 2007 from http://www.heritage.org/Press/Commentary/ed061404c.cfm
Thursday, October 3, 2019
Preparation for Nursing Mentorship
Preparation for Nursing Mentorship Name: W. Effah Domain 2 of the NMC (2008) Standards for learning and assessment in practice asks mentors to ‘Facilitate learning for a range of students, within a particular area of practice where appropriate, encouraging self-management of learning opportunities and providing support to maximise individual potential.’ Supervision and supporting the learning of student nurses in clinical placement has been the professional obligation and central constituent of Nursing and Midwifery Council (NMC) registered nurses. In this essay many issues are broached, due to the limitations of space and are treated comprehensively. It is anticipated that the reader will appreciate the magnitude of the effort of NMC registered nurses to facilitate the learning of a range of students in clinical practice. The brief of the essay will use the critical and systematic approach to consider how mentors facilitate the learning of a range of students in clinical practice in selecting appropriate learning opportunities to meet individual needs. In addition, it will consider how students can be supported to critically reflect upon their learning experiences in order to enhance future learning. With the relevant literature, it will appraise the learning needs of students and the provision of a wide range of support to maximize the individual potential. The challenges of mentoring students in clinical environment will be also analysed. Finally, all the relevant evidences will be compared and contrasted and own suggestions made with examples in practice where appropriate. The NMC (2008) describes a mentor as a facilitator, an assessor and a supervisor of students in clinical practice. To Stenfors-Hayes T. et al(2011), a mentor is anyone who shares what it means to be a nurse, who can answer questions and give advice and finally one who listens and stimulates reflection. However, from a review of Chandan and Watts(2012) a mentor goes far beyond the description above and not only advises and assesses, but in addition guides and ultimately acts as role model. Due to the wide range of students and the level of knowledge, mentors play an important role in supporting students to learn from the experiences they meet during their clinical placement. Consequently, it is for mentors to select the appropriate learning opportunities that are available and can be utilised by a range of students.(NMC2008) According to Levett-Jones and Bourgeois(2012) it is significant for mentors to know what level the student is early on in the placement to enable them know their level of competence. Hence, Clarke at al( 2002) suggested that, students should be allowed and encouraged to self-evaluate their competence prior to placement. Walsh(2010) added that regardless of the stage or year a student is, they may vary extremely in their levels of competence. In practice there were two students, one straight out of school and another student with care work experience. It is noted that the level of understanding in clinical practice was different. In order to enhance their knowledge two different approaches are needed to mentor them. This was stressed by Walsh(2010)that, the understanding of the students’ level of competence is more vital as they advance in the course of their training as mentors can allocate them to perform more tasks. An important skill for students is self-confidence and students who lack self-confidences as learners hardly discover success. The lack of self-confidence may be due to the lack the opportunities to develop self-direction. (Myers and Anderson,2012). Cash(2011) added that some students are over confident and have flight idea regarding their own levels of competence and a mentor should be wary of that. The role of the mentor is to Garvey et al(2009), the facilitating learners to develop their self confidence, independence and maturity. This is supported by Rogers’ 10 principles of adult learning (1983) cited in Jaques and Salmon(2007), that mentors can facilitate in the learning when they let students participate responsibly in the learning process actively thereby enabling them to build self-confidence. In addition self-initiated learning, independence, creativity, self-reliance, self-criticism and self-evaluation are very important in facilitating the learning of the students. NMC(2008) stated that a conducive learning environment with the appropriate professional and inter professionals, can be valued in a practical way to enhance and support the learning outcomes for students. From the classic surveys in the 1980’s, a dominant factor of the learning environment is the qualified staff as well as the role of a ward manager. Not only do they provide a good learning structure and have an important effect on learning environment but can serve as role-models for clinical practice.(Quinn, 2007) However, Stuart(2007) stated that due to the frequent interactions and activities, the clinical environment is regularly noisy which makes the clinical environment unpredictable and unstable. Stuart(2013) added that most learners will perceive the clinical area as a fear-provoking area which may limit their learning. A study by Phillips(2007) stated that the term â€Å"scary†, â€Å"frightening†, â€Å"terrified†and â€Å"anxious†were used to describe their early days in practice placement. Wilkes (2006) argued that, the abilities, qualities and attitudes of individual mentors are more essential than the learning environment whilst, Quinn (2007) emphasised that students are responsible for their own learning outcomes from an environment and they are not there just to observe. Finally, learners learn in different ways. Individuals will have a dominant learning style, either visual, auditory or kinesthetic. In addition to the dominant learning style, there is often a preferred mix of different learning styles. Research shows that an average of 60-72% of adults are visual learners, 12-18% are auditory learners 18-30% kinaesthetic. It is therefore the role of the mentors to identify the dominant learning style of the students. (Britton , 2010). As 60% of adult learners have preference for visual learning, it means that mentors can support them with flip charts and things they can see. In order to enhance future learning of students in clinical practice, the NMC (2008) standards for learning and assessment require mentors to support students to reflect upon their learning experiences. Howatson-Jones(2013), stressed that it is important for the novice practitioner to develop an understanding of their role and support the learning of new skills by reflection. To do so reflection can occur within the experience or by looking back at the experience. In addition OCarrol and Park(2007), mentioned that, nurses as well students can reflect in different ways at different times. When working with a service user, students can reflect to their mentors on what is happening between them (reflection-in-action). It is also possible to reflect on the same interaction after what has happened (reflection-on-action). For the Gibbs(1988) reflective cycle is to describe what happened, feelings, evaluation, description and action plan. On 5 cue questions, John (1995) cycle enables students to break down their practice and critically reflect on the process and outcomes.(Driscoll,2007) Driscoll’s â€Å"What? model (2000) structured reflection describes the event, an analysis of the event, proposed actions following the event, actioning the new learning from that experience in clinical practice and experience practice environment.(Driscoll,2007) For Walsh(2010), it is important for nurses to adopt the â€Å"action research model†that was originally developed by Kurst Lewin(1946). It is cycle of activities with ongoing evaluation and improvement. The key stages are for nurses to reflect upon what is happening, explain what is happening, carry out a literature research, plan a change, implement it, observe, evaluate its results, amend the plan and repeat the cycle. Hinchliff et al(2008) emphasised that, the core of professional nursing practice is reflection and is a skill that may develop with experience like clinical skills, which needs to be practised and learned. To them critical reflection is looking at the individual clinical practice. It considers how the individual will act in an event and evaluate his performance against what the real situation would have been. Johns(2000) added that the practitioner can see critical reflection as a window where he can focus on his lived experience which can help him to deal with, identify and work to resolve the contradictions in his practice involving what is desirable and actual clinical practice. White et al(2006) is of the view that critical reflection is a process by which practitioners identify the assumptions central to their practice, locate the historical and cultural source of these assumptions, question the meaning of the assumptions and develop alternative ways of acting. On the other hand Hinchliff et al(2008), is of the view that, critical reflection is cognitive, emotional and experiential of assumptions embedded in actions or experience. It is a review and re-evaluation of events and reworking of concepts and practice, based on this evaluation. Subsequently, Driscoll(2007) reinforces this, by emphasising that, critical reflection provides a mechanism for mentors to support and guide students and gives the opportunity to stimulate new ideas and thinking. Therefore the role of the mentor is to provide support for the students to reflect on their practice and to give constructive feed back.(Howatson-Jones, 2013). As advocated by Levett–Jones et al(2009) students on clinical placement are encouraged by the writer and other professionals to critically reflect on their experiences. Students are supported to critically reflect on their practice using any of the reflective models that best suits them and provided with a constructive feedback on their performance. This enhances their personal and clinical development in the delivery of high quality care. According to Walsh(2010), mentors that implement reflection in their practice will be a source of inspiration for student nurses. Furthermore, feedback is part of a valuable learning and is so essential not only for students in practice but also other professionals. It helps the students by offering them a comprehensible direction on how to improve their practice.(Howatson-Jones, 2013) Hinchliff et al(2008) argued that a challenge to critical reflection is that, it is always difficult to analyse ones own event and would benefit from another’s expertise or viewpoint. So it is important for nurses to support students on placement and to critically reflect. OCarrol and Park(2007), is of the view that listening, empathy, assertiveness and managing change are additional skills that are essential for reflection. One of the disadvantages of reflection according to Walsh(2010) is the doubling of staff time and that mentors and students may reflect differently since they are not one and the same person. Furthermore, as mentors assume the role of the expert in demonstrating skills, there is a risk of feeling uncomfortable, thinking their weaknesses may be exposed. However, Howatson-Jones(2013 ), without critical reflection, nurses cannot not deliver high quality care and is a source of inspiration for students in their future clinical practice. Furthermore, when reflection takes place it enables not only the development of knowledge by the student nurses beginning clinical practice but also its articulation by qualified nurses.(Elder et al, 2011) As set by the NMC(2008) code of conduct nurses have a professional duty to facilitate students and others to develop their competence. However, Stuart(2013) stressed that clinical practice assessment is challenging and time consuming and carries with and the burden of responsibility and answerable. In addition, they face the demand of the day-to-day clinical workload with the additional role and obligation as a mentor. Furthermore, some mentors feel not recognised and rewarded for taking additional roles. (Bray and Nettleton, 2007). In Walsh(2010) opinion, mentoring is by no means a one-way-traffic. It brings with it increased professional role, being updated by and learning from the student, developing teaching skills, adding to personal profile and increased self-esteem. Mentors are hesitant to fail students due to the fear of more documentation, the university overturning the fail and dealing with disputes.(Stuart, 2013). Abbot(2009) emphasised that the relationship formed between the mentor and the student may affect the ability to conduct an objective assessment and fail a student. Kinnell and Hughes(2010) added that, the relationship between the student and the mentor to be successful depends on each respecting and understanding the other. For Casey and Clark(2011) the relationship should be a professional one and that there should be clear boundaries from the start of the placement. Mentors, for this purpose, should distinguish their association from that of a friend. By doing this, there would be balance which would give the mentor the opportunity to carry out appropriate evaluation and feedback. Furthermore, mentors should be given support by ward managers and other professionals in mentoring students.(O’Driscoll et al, 2010). This essay has attempted to explore how mentors can facilitate the learning for a range of students, within the writers practice area. In doing so, it is realised that the benefits of mentoring for the mentor, the mentee and the NHS organisation in offering an exceptional opportunities for nurses to influence and build up the practitioners of the future cannot be overemphasized. It is also established that the learning environment is crucial in maximizing the learning of students. Additionally, it is important that students reflect upon their learning experiences in other to recognise their strengths and any areas that need further development. The writer is of the view that the relationship that develops between the mentor in facilitating the learning of a range of students can sometimes become complex. From the writers own experience, it is therefore necessary that the mentor by offering support should set out the ground rules initially and should be objective and disciplined. Ultimately, mentors should exercise caution when establishing relationship with students otherwise the final assessment can be subjective. Word count 2167 Reference: Abbott H. (2009) The experiences and challenges of mentorship in clinical practice in pre-registration education, Technic: The Journal of Operating Department Practice, 5 pp.9-13. Bray, L. and Nettleton, P. (2007) ‘Assessor or mentor? Role confusion in professional education’. Nurse Education Today 27(8), pp. 848–855. Britton, J. J. (2010) Effective group coaching: Tried and tested tools and resources for optimum couching results. Ontario: John Wily Sons. 4. Burton, R., Ormrod, G. and Holland, K. (2011) Nursing: transition to professional practice. Oxford: Oxford University Press. Casey, D. C. and Clark, L. (2011) ‘Roles and responsibilities of the student nurse mentor: an update’ British Journal of Nursing 20 (15) pp.933-937 6. Cash, R. M. (2011) Advancing differentiation: Thinking and learning for the 21st Century. Minneapolis: Free Spirit Publishing Chandan, M. and Watts, C. (2012). Mentoring and pre-registration nurse education. The Willis Commission, Technical Paper 4. London. RCN. [Online]. Available at: http://www.williscommission.org.uk/_data/assets/pdf_file/0009/479934/Mentoring_and_pre-registration_nurse_education.pdf (Accessed 17 March 2014). Clarke, D., Davies, J., and McNee. P.(2002). The case for a children’s nursing skills laboratory. Padiatric Nursing, 14(7), pp.36-39. Cook, M. and Hyrkà ¤s, K. (2010) â€Å"Interprofessional and team working Issue†. Journal of Nursing Management Volume 18, Issue 3 April 2010. Oxford: John Wiley Sons Ltd Creed F. and Spiers C. (2010) Care of the acutely Ill adult: an essential guide for nurses. Oxford : Oxford University Press. 11. Driscoll, J.(2007) Practising clinical supervision: A reflective approach for healthcare professionals. 2nd edn. Oxford: Balliere Tindal Publishers. Garvey, R., Stokes, P. and Megginson, D.(2009) Coaching and mentoring: theory and practice. London: Sage Publications. Jaques, D. and Salmon, G.(2007). Learning in groups: A handbook for face-to-face and online environments. 4th edn. Oxon: Routledge Kinnell, D. and Hughes, P.( 2010) Mentoring nursing and healthcare students. London: Sage Publications. Levett-Jones, T. and Lathlean, J.(2009)†The Ascent to Competence Conceptual Framework: an outcome of a study of belongingness†. Journal of Clinical Nursing 18. pp. 2870–2879. Levett-Jones, T., and Bourgeois, S.(2009) The clinical placement: A nursing survival guide. 2nd edn. Oxford: Balliere Tindal Publishers. McKenzie, K. (2004) Mentoring: it’s a two-way street. RCM-Midwives Journal. 7 (12), 526-528. Midgley, K. (2006) Pre-registration student nurses’ perception of the hospital learning environment during clinical placements. Nurse Education Today, 26 (4), 338-345. Moscaritolo, L.M. (2009) Interventional strategies to decrease nursing student anxiety in the clinical learning environment. The Journal of Nursing Education. 48 (1). pp.17-23. Myers, S. and Anderson, C.(2012) Dimensions in mentoring: A continuum of practice from beginning teachers to teacher leaders. Rotterdam: Sense Publishers Nursing and Midwifery Council (2008) Standards to support learning and assessment in practice: NMC Standards for mentors, practice teachers and teachers. 2nd edn. London: Nursing and Midwifery Council. O’Driscoll, M.F., Allan, H.T. and Smith, P.A. (2010) ‘Still looking for leadership – Who is responsible for student nurses’ learning in practice?’ Nurse Education Today 30 pp. 212–217. Ousey, K. (2009) ‘Socialization of student nurses: the role of the mentor’, Learning in Health and Social Care, 8, pp.175-184. Phillips, B. (2007) Nursing care and understanding the experiences of others: a Gadamerian perspective. Nursing Inquiry 2007 14(1), 89–94 Price, B. (2007) Developing skills for practice. (Course study guide). Milton Keynes :The Open University Quinn F. M., and Hughes, S. J. (2007) Quinns principles and practice of nurse education: 5th edn. Andover: Nelson Thornes Limited. Rogers, C.(1983), (cited in Jaques, D. and Salmon, G., 2007) Freedom to learn for the 80. New York: Merrill Wright Stenfors-Hayes, T., Hult, H., and Dahlgren, L. O.(2011) â€Å"What does it mean to be a mentor in medical education?†Medical Teacher 2011, Vol. 33, No. 8 , pp. e423-e428 Stuart, C. C.(2013) Mentoring, learning and assessment in clinical Practice. 3rd edn. London: Churchill Livingstone Stuart, C.C. (2007) Assessment, supervision and support in clinical practice: A guide for nurses, midwives and other health professionals. 2nd edn. London: Churchill Livingstone. 31. Walsh, D. (2010) The nurse mentors handbook: supporting students in clinical practice. Maidenhead: Open University Press Wilkes, Z. (2006)The student-mentor relationship: a review of the literature. Nursing Stand 20 (37): 42–7
Wednesday, October 2, 2019
The Metamorphosis- Critical Essay -- essays research papers
Frank Kafka is considered one of the most influential writers of all time. Helmut Richter would agree with this statement. Richter agreed that Kafka was a very prominent figure in world literature and was amazed by his mechanics and word usage. I feel that his essay is supportive of Kafka’s writing, but also leaves out many important details in its brevity. Richter did not include Kafka’s flaws and tendencies in his essay. Helmut Richter analyzed the plot of The Metamorphosis in his essay. He depicts the main plot of the story to be Gregor’s failure at his work, which leads to his death. The climax of the story starts off early in the book. When Gregor wakes up one morning, he realizes that he has turned into a giant insect. Gregor was a salesman and his job required that he was very determined in his work. Kafka proves to us that Gregor did not do a good job as a salesman by transforming into a bug: a strong work force. Kafka’s use of this metaphor stresses the poor work that Gregor does as a salesman. Many people would argue that Kafka reflects his personal life in The Metamorphosis. These people would describe it as an autobiographical work. Kafka’s parents were very similar to that of Gregor. He was born into a wealthy family and his father was an overbearing man. His mother was a very nice woman, as Gregor’s was in the novel, but she often took the side of his father. The striking resemblance of the families is that of Gregor’s sister. Kafka’s sister, like Gregor’s si...
Music in the Information Age :: mp3 digital music
The idea that music is information tends to turn people's heads. The art of information stands as the largest growing field in both business and society. How does the age-old art of music fit into this category? Can music even be considered information? The rising popularity of mp3's proves that people value music as a source of information. Hundreds of groups are advertising their band on the web at mp3.com, from popular music groups to those struggling to make a name in society. The web sites serve as a vehicle for bands to display their message to the public in an uncensored atmosphere. This atmosphere cannot be presented solely through record labels because the labels monitor what the public sees. Music speaks to the public through its words and sound. Musicians use the web as a source to present the information their music holds. Music as a form of information implies that music has the ability to influence those people who listen. The record label gives the public a chance to purchase compact discs and tapes, to attend music concerts and to acquire paraphernalia to support the band. However, record labels restrict a band's ability to present a true, unveiled, and strong message. The labels keep a music group in a position where the group will attract the highest number of "customers" or "followers." As a result, the web opens a field of free advertising for these label connected groups. One of the biggest users of the web is Public Enemy, an old rap group who holds strong views. Their web site draws attention to different issues of politics and racial equality, issues that would be difficult to present with a record label dictating the ultimate end product for a band. Public Enemy, themselves, states on their site (www.public-enemy.com) that their next tour is "More than a tour, this is a campaign." The acce ss to a huge source of information, the internet, allows the group to present true reasons for their performances. These reasons can get lost in the process of marketing, but Public Enemy grasps onto the meaning of their music, to address political issues that surround society. Their ability to advertise would seriously decrease without the use of the web. It remains the strongest and quickest vehicle for bands to release the image desired by their music to the greatest number of people. As a result of the freedom of music and its message, the road of communication widens.
Tuesday, October 1, 2019
Crime Reporting
William P Obptande Check Point Crime Reporting and Rates Response Write a 200- to 300-word response in which you address the following questions: What is the purpose of major crime-reporting programs? What makes a successful crime-reporting program in the United States? Programs generally report little detailed information about program expenditures and results. Consequently, it is difficult to hold programs accountable for performance. There is also a lack of information about which programs are effective in reducing crime, due to the small number of programs that are evaluated for effectiveness. In addition, even when information is available, it is not consistently used to modify program design and funding. There is a lack of coordination among the multiple state departments that administer crime prevention programs which results in duplication of effort and inefficiencies. Develop standardized review criteria which can be used to determine funding allocations for new and existing crime prevention programs. Require and fund well-designed impact evaluations that increase knowledge about the types of crime prevention programs which are effective, and therefore should be funded. Establish a state crime prevention office within an existing entity or new organization to develop a strategic plan to coordinate statewide crime prevention activities. How do crime rates relate to arrest rates and clearance rates? Is there a way to improve the correlation between crime rates, arrest rates, and clearance rates in the effort to combat criminal activity? *  Clearance rate is calculated by dividing the number of crimes that are â€Å"cleared†e. g. due to a charge being laid) by the total number of crimes recorded. These are used by various criminal justice groups as a measure of crimes solved by the police. Clearance rates can be very problematic for measuring the performance of police services and for comparing various police services. This is because a police force may employ a very different way of measuring clearance rates. For example, each police force may have a different method of recording when a â€Å"crime†has occurred and different criteria for determining when a crime has been â€Å"cleared. One police force may appear to have a much better clearance rate simply because of its calculation methodology. In System Conflict Theory, it is argued that clearance rates cause the police to focus on appearing to solve crimes (generating high clearance rate scores) rather than actually solving crimes. Further focus on clearance rates may result in effort being expended to attribute crimes (correctly or incorrectly) to a criminal, which may not result in retribution, compensation, re habilitation or deterrence.
Subscribe to:
Posts (Atom)