Fight Club Essay

In the movie â€Å"Fight Club† is about the narrator, Jack’s, fantasy of an alternate reality, his personal shadow. Tyler Durden represents Jack’s unconscious collective shadow. Jack, the protagonist, has a meaningless, boring and empty life, and suffers from insomnia. Jack tries to lend color to his insignificant life by purchasing new commodities like his furniture which are the fetish items of the narrator and they provide him with more meaningful existence. Jack has a dull life and he could not find any time for his hobbies due to his busy business life. He has no girlfriend or even a close friend. He does nothing to have fun and he suppresses all his instincts for pleasure in his unconscious. Although he is not happy about his life, every morning he wakes up, goes to work and travels frequently. He suffers from insomnia because he is suppressing his shadow. Later, he finds the idea of participating in cancer and disease support groups. Jack lacks the courage to confront his shadow. Instead, Jack indentifies with her persona, the role the world expects him to play. As the movie progresses Jack gradually begins to become aware of his shadow, and how it motivates his behavior. It is only by doing so that he begins the process of self-realization. One criticism that will be made is that the movie depicts a superficial and incomplete process of self-realization. â€Å"Jung considers the confrontation with the shadow, with one’s own evil, to be of the great psychological value. Understanding something about one’s shadow side is the beginning of self-knowledge. Without the realization of the shadow all real further psychological progress is blocked† (34). As I mentioned before, Tyler Durden is the collective unconscious side of Jack. In other words, Tyler represents the shadow of the narrator in â€Å"political confrontation†. Jack projects onto Tyler, the enemy side, which we view as hopelessly corrupt, sadistic, vindictive, and inhuman. â€Å"The collective shadow, viewed as a component of the collective unconscious, is the archetype of collective evil and can be represented by such archetypal images as the Devil, the Enemy, the Bad Guys, and the Evil Empire† (33-4). Tyler slowly begins to take control away from the narrator. The narrator gets pleasure from Tyler’s crazy, uncontrolled behaviors because Tyler does the things that the narrator imagines doing unconsciously, but was unable to do because of ociety pressure, which encouraged repressing his desires. Jung states, â€Å"Your shadow, the imperfect being in you that follows after and does everything which you are loath to do, all the things you are too cowardly or too decent to do† (35). The narrator gets pleasure from these anarchistic behaviors. Tyler also destroys the narrator’s house in order to prevent him from continuing his virtual life. Then, Tyler initiates a reaction like Jung’s shadow conception, full of violence and sexuality. He manifests his violence and forms an underground boxing club called Fight Club. Hopeless people like Bob who has testicular cancer and many other people who are not happy about their lives, which are full of suppressed emotions and societal pressures, join Fight Club. Tyler also satisfies his sexual instincts with Marla whereas the narrator fails to do so. Tyler becomes a cult hero and he even manages to get paid without ever going to work because of the shadow’s charisma, self-confidence and revolutionary aspect. However, after a while we start to realize the negative effects of the shadow. The shadow, Tyler Durden, takes control completely and he gets out of balance. Fight Club becomes an anarchistic group and Tyler prepares a big plan (Project Mayhem) for destroying all the banks, financial sector buildings. Tyler is thus transformed into a public enemy who wants to destroy the capitalist system. In the movie, Tyler says, â€Å"It is only when you have lost everything, you are free to do anything†. He wants to live in a primitive society in which everyone has nothing and everyone is equal. This feeling comes to his mind because of the influence of the shadow archetype. As Jung mentioned, archetypes are characteristics that reflect our primitive nature. Tyler rants, â€Å"You are not your job, you are not your money in your bank account†. The shadow becomes very destructive, violent and dangerous as Tyler clearly becomes a monster who threatens society. Tyler sees society and the capitalist system as his enemies. Tyler shows us exactly all the aspects of Jung’s shadow concept: violence, sexuality, self-confidence, charisma, courage, madness and a lack of balance. What makes Tyler so strong is the narrator’s error in repressing his shadow for such a long time. After a period, the narrator understands that his conscious mind was taken over for a while and he begins to fight Tyler. He gets rid of Tyler in the last scene by shooting himself and thus by metaphorically reducing the influence of the shadow, Tyler in his mind. The narrator thus achieves a new psychical balance and gets rid of his shadow Tyler Durden. Jung explains, â€Å"Consequently, the murder of the hero represents the need for change, for a ‘revaluation of earlier values,’ at midlife. The shadow figures of savage and dwarf represents the murderous energy as well as the insight, the shadow wisdom, needed to kill the hero and to transcend a youthful heroic attitude toward life†.

Internet Based Home Control System Essay

We viewed development as a process of change and a continuous learning.. Technological and institutional change or capabilities are at the heart of this process. Technology is much more than an ingredient in development strategies; it is a conditioning element of their viability. As technology rapidly changes, it sets the condition that generates development opportunities. Development becomes one of the learning that benefit from such changing opportunities. While learning is within a single technological revolution, a new technological revolution would constitute major discontinuities and shifts in the direction of change, providing new opportunities for learning and catching up. Technology is at the heart of the innovative process, and it has become a tool for amplifying brainpower. It further brings about changes within and among institutions and accelerates the rate of innovation. Steve Ballmer[1], CEO of Microsoft’s Corporation stressed that the number one benefit of technology is that it empowers people to do what they want to do, letting people be creative and productive Thus, through new technology, a little creativity, and a lot of thinking, we have begun to produce home appliances control system that makes anything possible for the people especially elderly and handicapped to live by themselves and meet their potentials. The recent drive in the Information and Communication Technology (ICT) industry toward new wireless communication devices and systems and their utilization in addressing a wide variety of real-world problems have resulted in several new areas of active research and wireless home automation being one such hot topic. Home appliances control system designates an emerging practice of increased automation of household appliances and fixtures in residential dwellings, particularly through electronic means. This allows impracticable, overly expensive or simply not possible things in recent past decades to be implemented. Home Automation Technology is a relatively new field and the home automation products available currently in the market are expensive, and not everybody can afford these devices. However, looking at the increasing popularity of home automation, most manufacturing companies are trying to develop products that will be affordable to the middle class customers. Hence, the proponents through this study design and develop a system of controlling home appliances remotely via the Internet. With this project, a user can control his home appliances across country away from home. Background of the Study Home appliances and lighting are major source of electricity consumption. Commercial public sector buildings and residential houses account for 95% of the electricity used for home appliances. There are common problems that home owners encountered in relation with home appliances system. One of this is due to some negligence like leaving the lights ON that result to having greater power consumption. This additional power consumption that can be wasted varies directly to our electric bills. Another problem is that those busy home owners who arrive at home late at night; they want to have immediate access to turn on the lights to have preventive measures against robbery and crimes.[2] For effective management and protection of homes, operational monitoring of home appliances conditions is a necessary tool. Fixed control system contributes significantly in monitoring the entire home appliances network. The past decade has seen significant advancement in the field of consumer electronics. Various â€Å"intelligent† appliances such as cellular phones, air-conditioners, home security devices, home theaters, etc. are set to realize the concept of a smart home. They have given rise to a personal area network in home environment, where all these appliances can be interconnected and monitored using a single controller. Busy families and individuals with physical limitation represent an attractive market for home automation and networking. Thus, a unifying solution started with the emergence of the first home automation product known as the Model 1503 which was introduced in 1988 and was meant for fire and burglar protection, home lighting and appliance control.[3] Moreover, a technology called X-10 was developed by Jeff Denenholz,[4] which allows your computer and your appliances to communicate over the existing power lines in your home. Among the many possibilities that this technology provides is the possibility for a fully automated and responsive home. One of the basic systems on the market is made by iControl and is easy to install and expandable. The system uses the 802.11 wireless protocol to transmit signals from the various devices to a control box which is connected to the internet. Some of the devices the company offers specifically for elderly care include: cameras, window/door sensors, motion sensors, water sensors, freeze sensors, panic pendants/wristwatches, smoke detectors, carbon monoxide detectors, lamp modules, and thermostats. All of the devices are connected wirelessly to the control box which then allows the devices to be monitored and controlled using the company’s website. The system is perfect for the elderly because it is easy to use and it allows family members to monitor the house to ensure that their relative is safe, it is portable and can easily be installed in an existing home. Another key project is ongoing at The University of Florida. They have built a 500 square foot smart house that is designed assist and to provide medical care to users. The house implements devices including a microwave that recognizes entrees and automatically determines how long to cook them and devices to track the individuals location within the home. The house also uses devices to detect water on the floor and a camera that allows the person to view who is at the door and let them in using a cell phone. The smart house at the University of Florida relies on a centralized computer network to deliver electronically coordinated assistance. However, the aforementioned projects pose problems on the implementation of such systems. The major drawbacks of these systems are that it requires the use of several costly technologies to operate. The concept of a smart home requires a user to have internet access available as well as router to install the control box. Thus, the introduction of home automation in the 1970’s failed to improve the lifestyle of users because determining the economic benefits of home automation technologies is difficult. The cost of implementing smart home technology must be justified by the effects brought about by their installation. There is a need for home automation technologies to be cost-effective and easy to install and flexible with many network infrastructures and appliances. Therefore, the study Microcontroller-based Home Appliances Control System via Internet aims at developing a module for home appliance and control system combining embedded system and web technology. The goal of this project is to design a system that communicates with the web in controlling the user’s home.. This approach will provide an easy way to operate and is cost effective approach to benefit the elderly and those with disabilities to function as normal as possible. Statement of the Problem The main problem of this study is to design and develop a prototype of a microcontroller-based home appliances control system using the internet that will demonstrate power automation of home appliances. The proposed system is web-based in nature which will replace physical control and provide automation with regard to the home appliances.

Find two Peer-Viewed Articles Essay Example | Topics and Well Written Essays - 250 words

Find two Peer-Viewed Articles - Essay Example IJCC determination is to lay emphasis on all features of cyber/internet crime, Controlling Cyber space, Practices of Cyber Crime, the effect of Cybercrimes in the typical world, ,Cyber-terrorism, Cyber Victims, the existing global viewpoints of Cyber Crime, development of cyber safety strategies, invasion of investigations, Cyber offender conducts, security of information that is online among other aspects of cybercrime. The UK Defence Assessment in 2010 made it vivid on the actual anxieties that Britain may perhaps be facing a new threat from cyber-terrorists. Indeed, radical groups and other groups are progressively using cyberspace for terrorist dedications, this has resulted to big role that the Internet has in the terrorist activities, and terrorists are capable of playing the character of aggressive performers who are prepared to do mass bloodshed and damage of properties via the help technological resources. This hazard has steered too many inquiries for instance, the meaning of the term cyber-terrorism? This viewed article scrutinizes the instance for â€Å"two schools of thought†. It achieves that the present situation of terrorism offers more sustenance for the Weimann point of view, that things may perhaps change in case terrorists are provided more applicable training and expertise in

Building a Personal Learning Network Essay Example | Topics and Well Written Essays - 500 words

Building a Personal Learning Network - Essay Example Accessing the social networks through the e-mail, twitter feeds blogs and linked-in is one of the best ways for a learner to share his interests with others (Grantham, 2012). To foster new connections in these social sites there are many ways that learners can consider. Question1: Text you might include in a professional profile, which you could use on a social media site (like Twitter, or LinkedIn) to identify yourself and your interests for those who might be interested in following you or joining your PLN The text a person may use in a professional profile on social sites may be informative, controversial or inappropriate. The best texts to use would be to include text which is informative on a learner’s professional profile. For example, posting texts containing personal updates, religious or political views and cat pictures among other forms of updates that are not related to learning is strongly discouraged. To establish stronger relationships with other people included in the PLN, it would be wise to use words that are inspirational or informative. Texts such as â€Å"learner’s guide to successful studying† or â€Å"ways of succeeding in school† are some of the examples that one can use in their professional profiles. Another way to create new connections would be to give texts that explain what twitter is or Linked-in to the people the learner interacts with in their professional pages. Explaining the benefits of using the social sites would attract more people to create a learning network. For example, using texts such as â€Å"social profiles like Linked-in not only connect learners to other professionals, but it is also a useful tool in business† is useful. Question 3: For each person or group, give a brief (1-2 paragraphs) rationale for why you would include the person or group in your PLN. Then, give a 1- to 2-paragraph description of the process by which

In what sense does modernisation and post-modernity present a Essay

In what sense does modernisation and post-modernity present a challenge for identity and the self - Essay Example There is a great demarcation in identity constructs when comparing the post-modern era to the pre-modern era. The biggest difference is that the post-modern era has been marked with a great deal more impersonality then the pre-modern era. Whereas, in the pre-modern era, an individual could derive a sense of self and identity from their close connections – their neighbors, their churches, their family – in the post-modern era, this changed. Moreover, the role of the man has changed with the advent of the changes that have occurred in the post-modern era. Where he was the sole breadwinner in the pre-modern era, and this is where he derived his identity, in the post-modern era, the man has become less of a breadwinner and thus, according to some views, he became more of a consumer.Therefore, the male identity has changed substantially in this era. The following explains the broad nature of identity, then explains how individuals, in general, have been affected by the post- modern changes, then, finally, how men in particular have been affected by these changes. The nature of identity Identity is a dynamic social product, residing in psychological processes, which cannot be understood except in relation to its social context and historical perspective. (Breakwell, 1986, p. 9). It is a process that is developed over a person's entire life span.. Identity grows across time, but there is a nature of time that must be considered. Inner time is a duration, and is in tune with each person's cognitive rhythms. Martin (1987) references this time thusly - inner time is the realm of subjective consciousness of the individual. As we know from experience, the two may seem inconsistent, as when we talk of time flying or passing slowly. (Martin, 1987, p.199) This concept of time refers to our inner states. Intersubjective time is measured by face-to-face social interactions, by sharing experiences with others, thus moving through time conjointly. By sharing experien ces with others, the interactants come close to achieving a consensual appreciate of their conjoint movement through time. (Breakwell, 1986, p. 21). Biographical time refers to large chunks of time that are meaningful in one's life eras, such as adolescence, childhood, college years, married life, etc. There are also social and personal aspects to an identity. All humans have a division between self-identity and the performance of oneself that he puts out into the world, in specific social contexts (Giddens, 1991, p. 58). The personal identity, or real self, differs from one individual to another - some individuals' real self comes out when they act impulsively, other's real self is manifested when acting out social obligations. (Breakwell, 1986, p. 16). The real self may be looked at as being a person’s root core of who they are, and who they would be if there were not the influences of various social dynamics and constraints. (Tracy & Trethewey, 2005, p. 173). Another way o f looking at this concept is the private self, the self that known only to the individual, and the public self, the self that is known to others. These two aspects of identity both act in concert with one another and conflict with each other. Most individuals unconsciously deem one aspect more important than the other, and the favored aspect is the one that controls their behavior. (Brewer & Hewstone, 2004, p. 185). There is some theory that one's personal identity is only exposed when making moral decisions, as this exposes values, which are the cornerstone of presuppositions about the self. (Breakwell, 1986, p. 17). According to Anthony Giddens (1991), identity is a reflexive project. The premise of reflexive awareness is that an individual knows what they are doing, and why they are doing it. Humans monitor their circumstances, and are able to discursively explain why they are engaging in a certain behaviour. Discursive practices use reason or argument to explain something, as op posed to emotions and intuition. Practical consciousness is the

Psychology Mental illness Assignment Example | Topics and Well Written Essays - 4500 words

Psychology Mental illness - Assignment Example It has been the endeavour of all nations and societies to get rid of all kinds of abnormalities. Why they exist nobody knows. It has also been observed that some kind of abnormalities tend to be restricted to a particular region of the world. Abnormalities are normally associated with a kind of behaviour that is out of ordinary though not necessarily dysfunctional. Its causes are generally attributed to an out-of-ordinary working of certain areas of the brain. It still hasn’t been ascertained as to what leads to dysfunctional behaviour of certain areas of the brain. Sometimes it could be because of brain damage which usually happens when the person meets with an accident or something like that and at other times affliction of certain regions of the brain could be the result of some other medical condition that the person may be suffering from. There are some cultures that attribute a certain abnormality to the handiwork of the ‘devil’ within that person. Such supe rstitious beliefs have even led to the incarceration of many abnormal people! It’s important that society be considerate and encourage such individuals to consult a medical practitioner. There is no general consensus as to what abnormality actually constitutes. Perceptions vary depending upon the nation or culture under consideration. Abnormal people tend to display odd behaviour. There is cause for concern when this kind of odd behaviour is socially unacceptable; but at the same time, â€Å"new research in individuals with schizotypal personalities - people characterized by odd behavior and language but who are not psychotic or schizophrenic - offers the first neurological evidence these individuals are more creative than normal or fully schizophrenic people, and rely more heavily on the right sides of their brains than the general population to access their creativity.† This was stated on the basis of a study conducted by two Vanderbilt psychologists Brad Folley and Sohee Park. (â€Å"Odd behavior and creativity may go hand-in-hand†, Machine Design, pg 77) ). The latter kind of abnormality is usually considered by society as an inherent trait of individuals who are high-performing and highly creative. It’s the former kind that usually warrants treatment and medication. For example, a child who refuses to mix up with people, instead choosing to shut himself in his room would be considered abnormal. There is a high probability of him getting castigated by society which in turn can lead to depression and other complications as well. Yet another example of abnormal behaviour is one where a teenaged boy indulges in explicit talk about his sexual fantasies and tending to neglect his studies altogether. Surely these kind of individuals need to be counselled. In most cases abnormal behaviour can be the result of some kind of inner turmoil that an individual might be facing. One problem with the diagnosis of mental disorders is â€Å"the prevalence of diagnoses by gender, sex bias in diagnosis, the problematic impact of particular diagnoses on women, and the relationship of diagnosis to socialization and social conditions.† (Gender and Diagnosis: Struggles and Suggestions for Counselors, JCD, pg 12) Feminists have stated that â€Å"diagnoses like nymphomania, hysteria, neurasthenia, erotomania, kleptomania, and masochism have served to enforce conformity to norms of female domesticity, subordination, and subservience to men’

Estate Planning (Australia) Case Study Example | Topics and Well Written Essays - 500 words

Estate Planning (Australia) - Case Study Example Margaret deemed acquisition date and cost base is the original date and cost that applied to the assets. Any capital gain tax liability on the principle residence is subjected to 50% individual CGT discount. All the contents of the principle residence are inherited by Margaret. Since the assets were under joint tenancy, therefore the principle of survivorship applies. Margaret deemed acquisition date and cost base will be the original date and cost that applied to the assets. The contents are treated as personal use; since they are valued above $10,000 therefore they are not exempted from CGT and any capital losses are ignored. Since the investment property is held as tenant in common the principle of survivorship does not apply. In case of Gary’s death the property is inherited by Margaret as there is no will therefore his spouse that is Margaret becomes the sole beneficiary. CGT rules apply where all capital gains and losses are taxed. The property was acquired post-CGT therefore its acquisition date and cost base are same as the original. In the case of subsequent disposal by his wife, the capital gain will be deemed as the day contracts were exchanged. The bank account was held as a joint tenancy, this makes Margaret the sole beneficiary as she inherits the account and the money. She takes full control of the account and she can continue transacting through it unless she decides to close it. Since all assets under joint tenancy are assumed be tenancy in common, therefore CGT rules apply. Since the shares are held as joint tenancy between Gary and his wife, his death entitles transfer of the shares to his wife because there is no will. For the shares that were acquired before 19 September 1989 (pre-CGT), they are deemed acquired for the market value of the shares on the date of death. For the shares acquired after 19

From the business idea (will upload the file), create a hybrid of Assignment

From the business idea (will upload the file), create a hybrid of ideas or compile a new idea then, document how the business mo - Assignment Example What makes the company success The sinner party company being a brand new service within the area of location, many people above eighteen years would be attracted to the services offered by the company. Many of the customers would be looking for a bar with lighting and logo placement which would help in overcoming the competitions by the other companies. Additionally, the Sinner Party Company has been strategically placed where the population is high hence more customers. The process layout of the company is very convenient to the customers hence their attraction to the company (Anderson, Narus & Van Rossum, 2006 pp. 90). Target customer The Sinner Party Company has no discrimination to customers. The company targets all kinds of customers at all age above 18 which is authorized by the law. The customer consideration by the company is the ability to make the payment of the services provided by the company. Additionally, they consider the customers attitudes and their behaviors during the party. For instance, the customers should be able to adhere to the company’s rules and regulations where they should not carry anything illegal to the party station (Winer, 2001n.p). In that case, the sinner party company gets attached well to their customer hence good relationship. The company’s relationship to the customers is pleasing and strong. For instant, the company offers the customers with two options; to provide private bar service for the customers at their own homes, to provide the customer with both the destination and the private bar services (Payne & Frow, 2005 pp. 168). Additionally, the company places the parties near to the customers where they are able to access the places at the right time. They also have the freedom offered by the company to choose the product they would wish to have during their function. In that case, the company’s relationship to the customers is strong enough (Payne & Frow, 2005 pp. 170). Macro environment The Sinn er Party Company has been net working economically, politically, socially, and technologically. Due to their social relationship with the Sydney people, they have been allowed to use the offices and the suburbs for their functioning. On the other hand, politically, Sinner Party has strictly adhered to the laws (Kirschbaum, 2005). They do not allow any customer who might bring illegal things in their company. In that case, the company has flourished without any government complains. On the side of economic, the sinner party company is a government revenue generating company. They consider the customers ability to make the payment according their charges. In that case, they make adjustments of their charges to equalize each customer and make everyone fit in to their rank (Kirschbaum, 2005). Due to the technology advancement in the company, the operations have been ease. The record keeping has become computerized where the company is able to record more than one thousand customers with their dates of functioning. Additionally, company has been able to bank their money hence safety. The sinner party company operates both daytime and night. In that case, the advancement of the technology has highly benefited the company. They have employed security maintainers who have been using technological tools to keep and ensure the customers safe both during the two sessions. Distribution channel The use of

Module 9 Essay Example | Topics and Well Written Essays - 750 words

Module 9 - Essay Example The plants often used in these designs are stylized versions of the acanthus, with emphasis on the leafy forms, the vine, and the twining stems. It is claimed that arabesque is used for its theological significance, but there are no documents validating this, probably because of the ancient origins of the design. The intricacy of the arabesque reflects the Islamic world view: the repetitive, mathematically precise patterns of foliage and geometric designs signify infinity that extends beyond the visible material world. Its infinite patterns symbolize the perfect nature of the creation of the one God (Arabesque, 2007). The mathematical and exacting complexity of the design creates a visual appeal that may be read within the context of the philosophical, theological and political discourses on God’s nature and that of the universe (Campo, 2009). There are some writers, however, who are convinced that since the Arabesque style preceded Islam, its value in Islamic architecture and art are little more than ornamental, with little implication on the Islamic world view (Brill, 1987). References Arabesque (23 January 2007) ‘The meaning of Arabesque’. Retrieved 15 October 2012 from http://arabesqueflair.blogspot.com/2007/01/arabesque-is-element-of-islamic-art.html Brill, E.J. (1987) Brill’s First Encyclopaedia of Islam, 1913-1936. ... wiki/File:Sheikh_Lotf_Allah_Mosque.jpg Video Review: Arabic Architecture Part 1 https://www.youtube.com/watch?v=AGZAuMJqYag The video on Arabic Architecture did not have any narrative, but provided a unique experience with breathtaking sites and exotic music. The video showed scenes of Islamic mosques and their surrounding courtyards, characterized by domes and minarets. The arabesque inlays in the panels and ceilings complemented the repeating arches that capture a geometric exactness that conveyed infinite perfection. The majesty of the architecture was well highlighted in the grand structures and rich artwork. More surprisingly, however, the same exotic architecture was shown in the common areas such as sidewalks where vendors sell their wares and pedestrians hurry about their business. In these places, the colors may be a bit more worn, nevertheless the hint of grandeur remains in the form of arches and arabesque designs in the ceilings and posts. Many of the mosques and palatial structures are reportedly from as early as the 8th century, a testament to the longevity and universality of the artwork as well as the durability of the structure. However, included in the video are pictures of the more modern buildings such as Malaysia’s Petronas Twin Towers. Looking every inch the modern high rise building that it is, the cross-sectional design of the towers make use of the geometric patterns used in the more ancient Islamic architectural works. In many of the buildings, a clear continuity with the surrounding natural environment helps to enhance the beauty of the buildings at night as well as during the day. Locating the structure over or close to a body of water allows for the reflection to extend the image and underscore the repetitiveness and continuity of the

The Marketing Mix Promotion Strategies Case Study

The Marketing Mix Promotion Strategies - Case Study Example This strategic plan saturated the market making it more difficult for newer entrants to gain a step hold in the huge market. This move was also aimed at rivaling the sporting wears giant Nike. The acquisition was done in order to make the company more viable for consumers where they can create a synergy between both the companies so that they can challenge the rival. However, the acquisition led to mixed responses from the consumers resulting in a share value decline as well. Just before the Olympics fever gained momentum, Adidas took the initiative to launch another promotional campaign where they have highlighted their products and the ambassadors. This massive promotional campaign was launched in Europe and one could see huge structures of either Adidas shoes being loaded on a truck, or football players standing in a circle. All these initiatives were highlighting the presence of the brand in the forefront of such a major even in sporting history, whereby players are supporting their attire etc. The combination of the two big brands present in the shoe industry can termed to be a positive sign for the company. They can combine their efforts; match their strengths together in order to create a new level of a brand. However, there are threats of brand cannibalization which led to the main slump in prices when the merger news was spread around.

Plot Summary Essay Example for Free

Plot Summary Essay The play is set in the Dublin slums or tenements in the years of the Iris Civil War 1922 and 1923. The whole play centers on the Boyle family. Juno Boyle is married to Boyle who calls himself Captain Boyle. Boyle is a useless and irresponsible drunkard who shuns the reality of work at every stage in the play, and spends his time in the pub drinking with his friend Joxer Daly. The Boyles have two children Johnny and Mary. Johnny is a sickly individual who has been involved in the Republican movement but he ended up betraying a comrade by the name of Tancred. Johnny spends his days locked up in the house fearful of his life. His mother Juno is a selfless character who is concerned all the time about other people. Juno’s daughter Mary is deeply concerned about appearances. She is a shallow character who seems to judge people and things from the outside. When we meet her at the beginning of the play, we learn she is on strike because of the dismissal of a young girl called Jenny Claffey. Yet we are told from Juno how Mary never had a good word to say about Jenny Claffey in her whole life. The family are told that they will inherit money from a distant relative who has died. Bentham is the solicitor who informs them of this fact. He begins to have a relationship with Mary and she becomes pregnant. Bentham shortly after this abandons her. The Boyles begin to borrow money and accumulate a great deal of debts. The legacy never materializes, and the Boyles are forced to return the borrowed goods. Johnny is dragged off to be shot for the betrayal of Tancred. Juno finally realizes that Boyle will never take on his responsibilities as father and breadwinner and so she leaves him and sets up home with Mary. Themes/Issues Poverty This theme dominates the play at every level. The whole play highlights the cruel irony that while many people were fighting for ideals and principles there were others who were suffering from the debilitating effects of the poverty. Because of the negative effects generated by poverty escapism assumes a major and dramatic element in the lives of characters. Mary’s tragic situation occurs because of poverty. When it becomes clear that the Boyles will not inherit any legacy, Bentham disappears forever abandoning Mary alone to have her baby. Jerry Devine standards of what are essential features in a husband are set out in terms of money. At one stage he tells Mary how the job is worth 3 50. Juno who is the only character rooted in the harsh practical everyday world of necessity realizes that money, hard work, and responsible social commitment are stronger and more realistic values in this world than principles and ideals. Her pragmatic stance on how principles won’t pay butchers is in striking contrast to the incessant evasion from reality inherent in all of the other characters. Religion The theme of Religion is also a dominant feature in the play. The play is set against a strong Catholic background. O Casey makes frequent use of images of Our Lady and the votive light to project an air of realism and authenticity in the play. There are also a variety of different religions, and attitudes expressed throughout the play. One of O Casey’s chief mottos in the play seems to show the co- existence of strong religious convictions, together with a sincere and humane commitment to one’s fellowman. Juno’s faith is sincere, authentic, and traditional. She believes on Johnny’s death that God can do nothing against the stupidity of men, that her husband should be praying novenas for a job, and that what Ireland needs is more piety. On the other hand, Bentham espouses a religion by the name of Theosophy. This is projected as vague and abstract and certainly seems to be compatible with his own shallow commitment to people. Reality and Fantasy The play dramatizes the conflict between the dream world and the world of reality and shows what happens when a character is stripped of his illusions and forced to face reality. Boyle the ‘poseur’ or Paycock struts throughout the world of the play on a false and imaginary sense of his own self- importance. His whole life and career consist in fabricating dreams of his gallant years as a captain fighting heroic feats and sailing the oceans of the world. The news of the legacy provides another outlet to Boyle’s habitual evasion of reality, he sees himself as a potential investor on the Stock Exchange. His whole life is a lie. His pains, which are invented for the sake of shirking and avoiding work, become real to him. His refuses to face up to the truth and reality about Bentham and the deception surrounding the news of the will. When reality invades at the conclusion of the play in the form of Mary’s pregnancy and the actual removal of his material possessions, Boyle is unable to cope. His final entrance dramatized in a drunken fragmentary soliloquy is tragic. His habitual escape into fantasy is pathetically expressed through his drunken pose – ‘ Commandant Kelly died†¦. in them arms†¦.. Tell me Volunteer Bullies says he that I died for Ireland’. Mary who represents the younger generation also falls victim to illusion. On her first appearance in the play, she is shown to be on strike for a principle. The oppressive and stifling atmosphere generated by the tenement life forces her to seek escape through Bentham. For her he represents another way of life and values outside the restricting and debilitating atmosphere within the two- roomed tenement. She falls victim to the subtle deception of Bentham’ middle-class gentility. She is blinded by external appearances and ends up a tragic victim of Bentham’s hypocrisy and selfishness At the conclusion of the play, she is forced to return to the reality of the slum life with Juno in spite of all her attempts to escape through learning and books. Answer Juno and the Paycock is a play that was written by Sean OCasey. It is one of the most often performed and highly regarded plays in Ireland. Juno and the Paycock was first staged at the Abbey Theatre, Dublin in 1924. Juno and the Paycock: Tragoi-comedy. Tragi-comedy is a kind of writing in which comedy is hovering on the brinks of tragedy. OCasey’s â€Å"Juno and the Paycock† is a tragi-comedy although, on the whole, it is a serious and somber play having much destruction and violence. But there are a number of comic elements in the play which would not fit into the pattern of a tragedy. On the other hand, as the comic elements do not outweigh the tragic ones, it would be inappropriate to label the play as a comedy. It means there is a co-existence in the play of tragic and comic elements and so, the best course is to treat it as a tragi-comedy. Trade Union. JUNO AND THE PAYCOCK Sean O Casey ACT 1 (in a labour family house, not very well furnished) Johnny and Mary Boyle are siblings and members of a Trade Union. Mary is 22 and Johnny is her younger brother. He was injured at the hip by a bullet and at the arm by a bomb: he is an activist. One of Mary’s friend, Jennie Claffey has been fired so Mary wants to demonstrate (Union Trade). Mrs Boyle doesn’t support those behaviours on the part of her Children. Mrs Tancred son was killed during a an armed fight. The Boyle family is poor and Mrs Boyle borrows money. She doesn’t want her husband to come at home with his friend, Joxer, and to spoil all the coal and the food. Johnny is crippled and relies much on others. Jerry Devine has found a Job for the Captain (Juno’s Husband), but the latter pretends the pain is his legs prevents him from working. Jerry Devine is in Love with Mary, but she hangs out with another guy. Jerry Devine saw them together. Jerry devine is a very polite and a very correct guy. Juno makes Joxer go and goes to work. Then Joxer comes again. He is much afraid of Juno. He and the Captain have a conversation. The captain doesn’t want to work. He doesn’t like clergymen. Then Joxer has a quick leave as Juno comes back with Mary and Mr Bentham (the other guy Mary sees). He is 25 and seems to be rich. He has great news for the captain. Benthan says Ellison of Santry, a relative of John Boyle the captain) is dead and he will receive half of his belongings. Then John Boyle get angry with Jox. Things now goes well between he and his wife though. ACT 2 (two days later + the pace is full of belongings and adornments of all sorts) Boyle is friend again with Jox and spend is money joyfully. As he is rich, he seem to have changed views about clergyman. Father Farell (the one proposing him the job in particular). Charles and Mary seem to appreciate each other much. Boyle and the former are having a conversation. As Bentham speaks about spirits Johnny sees the phantom of Robbie Tancred in the left room. The captain is sometimes called Jack. Mrs madigan (a woman to whom the captain owes a few pounds) comes in. They sing. Then Mrs Tancred is heard in the street, going to the burial of her son. Nugent (tailor + he talked with the captain about his job and the Father) comes and asks them to shut the gramophone down. They all go out except John, to see the burial procession. The mobilizer comes and asks John to take part in a meeting of the militia. ACT 3 (two months later+ same setting) Bentham hasn’t been seen for a month. He has given up on Mary. Mrs Boyle brings her to the doctor’s. The captain has borrowed much money to all his neighbours but it seems he won’t get it. Nugent, the tailor comes and takes back a suit he had made for Jack. Mrs Madigan, who wants to be repaid, comes and takes the gramophone for which the captain hasn’t paid yet. The captain and Joxer quarrel about the rumours and the girls come back from the doctror’s. Marry is pregnant, Bentham is the father. Bentham also misinterpreted the will and the Captain won’t have his share. People come to remove the furniture that hasn’t been paid for. Two irregulars (from the militia) take hold of Johnny (called Sean) to take him by force. He is accused of having killed Tancred. One hour later the house is completely empty. Johnny was killed. Two policemen come for Mrs Boyle to check up the corpse. The girls will live together and take care of the baby. Until Mary drops they will live at Juno’s sister. Joxer and Boyle come back completely drunk. Boyle says the whole world is in a state of crisis.

The History Of Reflection Theory

The History Of Reflection Theory In scientific terms reflection is seen as light, heat or sound striking a surface to give off a reflection. Reflection is also seen as philosophical understanding of how one can gain knowledge through experience and use different approaches to the same scenario (Johns and Freshwater 2009 and Chambers et al 2012). The novel idea of reflection rose from a theorist John Dewey (1859-1952); his proposed view on reflection is described as persistent, active thinking and taking into consideration the supporting evidence that forms knowledge to the given situation. This theorist suggests that the person uses their mind and emotions to facilitate reflection (Bulman and Schutz 2008). This suggests that Dewey describes reflective individuals has being open-minded, responsible and wholehearted (Vachon and Leblanc 2011). Deweys perception of reflection was a platform for many authors to elaborate on in terms of understanding reflective practice. Johns and Freshwater (2005) propose that health professionals should find the meaning of reflection through description rather than definition because to define reflection is to suggest the author has authority over its meaning. This in turn allows reflections models and frameworks to be used intuitively giving a more holistic approach, it can be subjective and purpose driven (Johns and Freshwater 2005). Mann et al (2007) describes Schons (1983) view that reflection can happen in two ways: reflecting upon activities whilst they are happening called reflection in action (present reflection) and reflecting upon activities once they have happened (reflecting on the past). Rolfe et al assert that reflection is the engine that facilitates superficial learning into finding a deeper understanding that enables the practitioner to transform what is known to knowledge in action. Reflection Model and frameworks The reflection framework developed by Schon and Argyris (1992) involves three elements: (1) knowing-in-action (2) reflection-in-action and (3) reflection-on-practice (Ghaye and Lillyman 2010). Ghaye and Lillyman (2010) have extrapolated Schons work to include knowing-in-action; they propose that practitioners customise and tailor their own knowledge or theories to the situation presented. Knowing in action is described further by Carper (1978) who identifies five approaches to knowing in action; empirical, personal, ethical and aesthetic knowing ( Newton and McKenna 2009). Reflection-in-action by Schon and Argyris (1992) has been adapted from Schon (1983) it is to do with reflecting in the moment without disturbing care. It involves thinking on your feet Ghaye and Lillyman (2010) propose that whilst this may be a complex process it is by far the most effective when clarifying that needs of patients are being met. It is the way in which practitioners compose themselves to handle and resolve difficult situations when being faced with them (Schon 1992). This could entail thinking of what needs to be said to patients whilst talking to them already. Gustafsson and Fagerberg (2004) state that Schon (1983) believes reflection-in-action allows nurses to display a combined range of skills abstract knowledge and clinical experience. This type of reflection is difficult to master as is challenge our knowing-in-action and is used by professional practitioners that have acquired technical skills over a number of years Rolfe et al (2011) and Ghaye and Lillyman (201 0). Mann et al (2007) state that professional practitioners are able to reflect-in-action because they have the knowledge to do interpretive orientation monitoring, assessing and changing patient care on a continual basis. Mann et al (2007) also state that student nurses are limited to reflection in action because their experiences are not authentic and the role is supervised throughout thus students actions are questioned and changed if necessary to suit patient care. This is why critical reflection is important learning tool for students and can be facilitated by mentors, clinical supervisors. Schon (1992) reflection-on-action is reflecting back on events taken place. The reflector can examine and analyse the events step by step either within self, discussion with another practitioner or within groups (Ghaye and Lillyman 2010). Greenwood (1998) take on reflection on action as cognitive post-mortem this is where the practitioner goes back to review actions that were made during the events. Greenwood (1998) argues that reflection before action is not deemed important for this type of reflection and to be unable to reflect before action is considered erroneous as patient care and outcomes become influenced by these factors. It is already known that Dewey was the first advocate of learning by reflection, Rolfe et al (2011) summarise Deweys (1938) model of reflective learning as experiencing through observing and reflecting on current or past events which leads to gaining new or enhancing knowledge. In modern healthcare however Gibbs (1988) model of reflection see appendix 1 is widely used which is an adaptation of Deweys (1938) original model. Gibbs (1988) model asks the practitioner to paint a picture of the event describe what happened and attach emotions and thoughts to the event. Gibbs then prompts the practitioner to weight what was good or bad about the experience. The third aspect of the model is technical this part asks the practitioner to analyse the situation in the hope to uncover either new findings or confirm the current situation. The fourth aspect is about understanding and finding out what else could the practitioner have done to change the previous outcome of the situation being started and lastly the practitioner is prompted to write an action plan in case the same or similar scenario can take it our (McKinnon 2004). Although Gibbs model appears cyclical it is not clear as to how the action plan which concludes the reflection process is linked back to description (Rolfe et al 2011). Gibbs model of reflection give the practitioner simple and general cue questions which allows the practitioner room to expand their thoughts on also it the most widely used reflection model for student nurses (Bulman and Schutz 2009) in contrast Rolfe et al 2011 state that Gibbs model has a generic and unspecific feel therefore some reflective practitioners find Gibbs model to vague. Holms and Stephenson (1994 see also Rolfe et al 2011) see appendix 2 shared similar assertions to Gibbs model and therefore they proposed another reflection framework consisting of better designed cue questions. Stephenson framework is aimed towards more on action rather than theorising outcomes. Rolfe et al (2011) suggest that Stephenson and Holms framework mirrors Deweys initial interpretation of learning by thinking. However neither Gibbs model or Stephenson framework encompass a clear guideline to how knowledge can be linked to practice apart from asking the practitioners to think about what they would if they encountered a similar situation again. The framework set out by Johns (2004) is an adaptation of many frameworks and models by many authors (Johns and Freshwater 2005). John and Freshwater (2005) encompassed not only the different aspects of reflection such in-action and on-action but also mindful practice. Benner et al (1996) explains that mindful practice is seen as clinical judgement which is practitioners possessing the ability to see what is happening as it happening in a clinical environment that allows the practitioner to engage ethically with the situation. Johns (1995) framework also included reflexivity which asks the practitioner to revisit the situation and asks interpersonal questions that allow the practitioner to link previous experiences to the current situation. Johns and Freshwater (2005) see appendix 3 have managed to articulate a model of reflection which is structured and concise this model also impacts clinical supervision and can be used for mentoring purposes. Taylor (2006) see appendix 4 illustrates its model of reflection by using the words REFLECT as mnemonic device where each letter is represents a process of how reflection can take place. Tacit knowledge is displayed in this type of reflection, it is knowledge that practitioners are unaware of possessing and only comes to light when reflecting about the decisions they have made either during or after the event Schon (1987). There is a sense of liberation attached to Taylors reflection as it also caused the practitioner to be accepting of news ideas and not to be confined to constraints Taylor (2006) uses a critical friend to encourage reflection. Taylor (2006) understands that changes in awareness is a sure possibility because new insights can arise through reflection this occurs by linking emotions and feelings furthermore it requests the practitioner to ask themselves what have they learnt from their experience. Taylor model of reflection is laid out in manner that demands structure d critical reflection and requires a facilitator or critical friend to see the process through this could be a disadvantage because it can be a demanding procedure, not very empowering to challenge top ranking staff and a facilitator may not be available (Rolfe et al 2011). Kolb (1984) see appendix 5 see also Rolfe et al (2011) model of reflection is directed towards experimental learning, Kolb model is set out such that it asks the practitioner to look beyond describing and observing past events but also to theorise on the reflective events to determine if new approaches can be addressed or implemented. Kolbs classic model of experimental learning consists of four components; experience, observation/reflection, generalization and conceptualisation and active experimentation (Stonehouse 2011). When compared to Gibbs model this model is truly cyclical and reflexive because Kolb sets out to generate a hypothesis to test the clinical setting hence the practitioner is allowed to renew reflecting on the newly modified experience (Rolfe et al 2011). Reflective Practice Reflective practice is seen has using reflective techniques to improve, maintain changes in clinical procedures and influence guidelines to encourage greater safety of patients in all areas of health organisations (Bulman and Schutz 2008). Duffy (2007) states reflective practice must clearly be demonstrated by the practitioner for personal and professional development in nursing and other allied health professions. Price (2004) states that nursing practices can be transformed by facilitating insight and reason by practitioners, Price (2004) also understands that workforces may also be doubtful of the wisdom behind changes to particular strategies for example changes to multidisciplinary team meetings held usually midweek could be changed to a day closer to the weekend and therefore the workforce may be doubtful of referrals being received on time to their relevant partners. Burns and Bulman (2000) and Johns (2000) assert that reflective practice whilst it is patient centred all addresses the untidiness and confusion of the clinical environment. Benner et al (1996) adds functioning of the practice environment is not as clear cut as a science textbook. Johns (2005) states that learning though reflection leads to enlightenment finding out who we are, empowerment having courage to redefine who we are and emancipation given freedom to make changes to achieve desirable effects. It is the role of clinical supervisors, preceptors and mentors to encourage and implement reflection and critical thinking within their practice environment (Price 2004). Reed (2008) state that mentors are able to support less experienced or new employees by sharing their experience with them and providing a higher level of knowledge and understanding of different work practices. Duffy (2007) uses Williams (2001) to suggest problem based learning provides stimulus for student nurses to develop their critical reflection skills. Continuing Professional Development Health care organisations in the United Kingdom have undergone and still continue to undergo changes to how it is regulated (Rolfe et al 2011). The emphasis is largely associated with increasing patient safety and risk reduction (Rolfe et al 2011, Mantzoukas 2008). Evidence-based studies have taught the NHS and regulatory bodies how to change practices and procedures to create better outcomes for patients, they have also encompassed further development for staff to promote a better use of resources through clinical professional development (CPD) (Bulman and Schutz 2009). The Healthcare Professionals Council (2012) and The Nursing Midwifery Council (2006) state that nurses and midwives must provide evidence and maintain competency levels to remain in employment as nurses and midwives every three years after registering. The NMC does not determine the nature or types of continuing professional development programs to undertake, it is the responsibility of the practitioner and organisation to do this (Gould et al 2006, Munro 2008). Munro (2008) claims self regulation is vital to professional development and is achieved by maintaining a portfolio constructed of professional and personal achievements and certificates of attendance to mandatory competency trainings. Leblanc and Vachon (2011) agree that continuing education programmes such as diabetic training, pressure sore management training and infection control training as well as MSc postgraduate courses such as tissue viability or nursing prescribing courses add to a professional competency portfolio . Critical Incident Analysis Reflective practice is deployed when undertaking critical incident analysis (CIA). Critical incidents can be either a surprise event (ref) or series of events that could trigger reflection (Hanning 2001). The analysis process enables the practitioner to pause and contemplate on the situation and to establish meaning to the situation. Critical thinking can be viewed as either negative or positive experiences (Price 2004) and therefore some practitioners have exhibited discomfort associated with critical incident analysis because the process can challenge what they thought they knew as best practice can have undesirable effects and evoke anger, grief, frustration and sadness (Rich and Parker 1995 see also Vachon and LeBlanc 2011). Critical incident events could be viewed as drug errors, nosocomial cross-infection or helping a patient achieve a comfortable, dignified death, closing of wards. However not all incidents have to be as grave as these. CIA can also be viewed as a significant incident where it does not pose immediate threat, however it causes the practitioner to reflect upon the situation in systematic manner (Ghaye and Lillyman 2010). Communication skills Non-verbal and verbal skills are used to demonstrate communication which is the sending and received of messages (McCabe 2004). In nursing communication is not only about transmitting information, nurse-patient relationship involves in the transmitting feelings and nurses need to be able to display the appropriate behaviour or manner to demonstrate that their feelings have been recognised (Sheppard 1993 cited in McCabe 2004). Attending behaviour is described by Stein-Parbury (2009) as being ready to listen, maintain good positioning, open body language, eye contact and facial expression these are all are signs of an outward physical manifestation which when a nurse displays is demonstrative of their genuine interest to know and understand their patient. Department of Health (2000) states that good communication between health providers and patients is essential for establishing high quality care. The most important attribute deemed by patients practitioner should have is the willingn ess to listen to and explain patients concerns (Moore 2009). According to the NMC (2010) the role of nurses is to use their clinical judgment in the provision of care which would enable patients to improve, maintain or recover their health, to cope with health problems, and to achieve the best possible quality of life, whatever their disease or disability, until death. This is where reflection and critical incident plays a role in good communication and evolving our interpersonal skills. Discussing a patients condition and advising them on the therapy available ot giving medication are example of reflection-in-action. Reflection in action causes the practitioner to slow down and think of how to approach the patient, they may assess the situation and decided to leave out medical jargon, and use simplified speech, (Kraszewski and McEwen 2010). There are no specific models to use for these examples it is more about how the practitioner relates to the patient to convey their message is important. An example of reflection-on-action that enables practitioners to reflect on their communication skills is breaking-bad news. Bad-news has a variety of meanings attached to it ultimately it may leave the patient with fewer life choices (DHSSPS 2003). Guidelines are available to facilitate breaking of bad news. Guidelines are set out to help the practitioner conduct themselves in an empathetic manner it enables them to ensure the privacy and dignity of the patient have been maintained (DoH 2003). Unable to convey the message appropriately to patients and their families it leaves an indelible mark on the nurse-patient relationship (DHSSPS 2003). Breaking bad news is exhausting, emotionally draining and difficult task for practitioners (OLeary 2010). Because of this it is best for staff to able to reflect upon the situation soon after the event with clinical supervisors, mentor or education facilitators (DHSSPS 2003). Conclusion From this study it can be confirmed that reflection has been widely sourced since John Deweys initial introduction. The models and frameworks of reflection all ask the practitioner to paint the picture of what happened in the clinical setting and asks the practitioner cue questions to make them relate their feeling and emotions experienced during, or after reflecting. Reflective models that end with action plans do not appear truly cyclical and models that form new hypothesis and allow experimentation to test the hypotheses are reflexive and cyclical. Some of the frameworks ask the practitioner to challenge social conflict within their organisations. Becoming proficient in reflection helps practitioners nurse gain a greater edge for understanding patient care they can use this asset to becoming mentors and clinical supervisors. Reflective practice can be challenging and some may find it difficult if all we do is analyse what went wrong this is why it is also important to reflect on what was good in practice. Nurses need to provide evidence of continuing professional development they need to be able to withstand rigours checks to make sure the sustain their registration by the NMC using reflective practice within their clinical environment sets them up for achieving this. Reflective practice using either critical incident analysis or emancipatory reflection aids in learning about communication. Reflective practice can open doors to gaining new knowledge and does not only identify problems encountered but helps nurses to share good experiences. It can positively affect job satisfaction and achievement. Reflection does not have to be a lengthy or exhaustive process allowing room for student nurses or allied health to attempt reflection whilst studying as it this reflective experience that would enrich their knowledge of personal knowing and helps them to link this with patient care. There are different strategies students and practitioner can use to facilitate reflective practice these include keeping journal log, seeking feedback from mentors and clinical supervisors, having a critical friend, making anecdotal notes having group discussion. Attending MDT meetings and going on ward rounds may also facilitate reflection as the patients are discussed at length from when they first came to the health setting and to what has happened to them since.

Teachers’ Practices for Written Feedback in Nursing

Teachers’ Practices for Written Feedback in Nursing LITERATURE REVIEW AND ANALYSIS PAPER1 Factors Influencing Teachers’ practices to provide written feedback to nursing students Introduction/Background The process of evaluation is significant to acquire information to judge students’ learning, to define proficiency in practice and to derive a judgment about students. Evaluation fulfills two major roles: it is formative and summative (Oermann Gaberson, 2013, p. 9). With formative evaluation, teacher evaluates students’ learning and performance, and provides them definite feedback about the knowledge and expertise which still needs to be modified and enhanced. It is usually considered as diagnostic and many researchers (Bienstock et al., 2007; Corcoran, Halverson, Schindler, 2014) found it helpful in students’ learning and improvement in their career. On the other hand, summative evaluation is end-of-instruction evaluation designed to determine what the student has learnt. It was usually occurred at the end of the learning process. There are a number of strategies which has used to evaluate students’ learning and skills. The most common tool used to enha nce students’ learning is feedback system. Feedback is â€Å"an interface between teachers’ pedagogical goals; students’ learning needs; and institutional and governmental education policies, which structure and regulate practices and procedures† (Bailey Garner, 2010). Numerous ways are used to give feedback for example; written, verbal, peer, audio, online, student to faculty, faculty to student, structured feedback, unstructured feedback, face to face feedback, and so on. In fact, feedback is given to students from faculty for their improvements and making them aware about their progress and informing them about their strength and areas for improvements. In my teaching and academic career, I have observed that, there is a great diversity in teachers’ practices of providing feedback to their students. Some teachers follow the strict principles of feedback while others do not. I want to explore â€Å"what are the factors which influence on teache rs’ practices to provide feedback to their students† and â€Å"what are the perceptions of students about their feedback which they receive from their faculty or teachers†. Purpose/Aim of the paper This paper aims to; Analyze existing literature on teachers’ practices for written feedback as well as challenges for teachers to provide written feedback to their students. Appraise students’ perceptions/expectations from written feedback on their assignments. Identify the gaps between what is known and what is not known through literature. Significance of the topic It is well recognized that feedback is an essential constituent of academic discipline which offers consideration and improvement in learning as well as in teaching in any discipline (Corcoran, Halverson, Schindler., 2014; Giles, Gilbert, McNeill, 2014; Horeman et al., 2013; Matzie et al., 2009; Rogers et al., 2012). Eminence feedback plays an important role in learning and teaching part whether it is provided or received. There are a few studies conducted on feedback in nursing academia to explore different aspects of feedback in order to improve learning and teaching in nursing education. Literature search strategy In order to explore the studies conducted on â€Å"teachers’ practices about feedback on written assignments†, an ample search was conducted through a number of Databases, including PubMed, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Google scholar, and Science direct. Different key terms were used to search the existing data on the selected topic. The terms used in searching databases were â€Å"written assignment†, teacher’s practices† teacher’s feedback†. â€Å"Written feedback† was the inclusion criteria in searching literature but the studies conducted other than â€Å"nursing discipline† were also included. Most of the studies conducted in developed countries e.g. Canada, USA, U.K, England, Norway, and Australia. There are some studies conducted in Asian countries, China, Hong Kong, Taiwan, and in Pakistan but unpublished. The detailed flow diagram for search strategy is following; (Flow diagram for literature selection) In addition, substantial assistance was also taken from librarian in order to access some online articles, which were quite relevant to the topic. Furthermore, reference lists in all including studies were explored and secondary sources which were quite relevant to the chosen topic were searched manually for reading and including literature as a primary source. Moreover, two unpublished theses of Iqbal (2013) â€Å"Teachers’ accounts of their perceptions and practices of providing written feedback to nursing students on their assignments† and Khowaja’s (2011) â€Å"students’ perceptions and their responses to written feedback in nursing degree program in Karachi† have been issued from library in order to review and include necessary and important information in this paper. I have also attended seminar which was conducted by one of senior student on a relatively similar topic (feedback to improve learning) to get additional information in order to au gment my paper. Literature review Literature review has organized according to four different themes. Importance/Usefulness of written feedback Characteristics of effective feedback Challenges for teachers and students in feedback Discrepancy in teachers and students’ perception about feedback 1. Importance/Usefulness of written feedback Feedback is given to students from faculty for their improvements and making them aware about their progress and informing them about their strength and areas for improvement (Bourgualt, Mundy Joshua, 2013; Corcoran et al., 2014; Giles, Gilbert, McNeill, 2014; Horeman et al., 2013; Khowaja, 2011; Rogers et al., 2012). On the contrary, MacLellan (2001) argued that the most common purpose of the students and the staff for feedback is to grade or rank the achievement. Braend et al. (2010) directed a study on Fifth year medical students at the University of Oslo and recommended that most of the students considered triangulation feedback from teachers and patients valuable but time-consuming. Rogers, et al. (2012) had conducted an interventional study to focus student-centred approach for improving feedback in medical education in the clinical settings. The satisfaction rate was significantly higher in the group receiving feedback with instructions rather than the group receiving compli ments without any instructions (p. 23). No doubt, feedback plays an important role in students’ learning and improvements, but it is also a fact, that feedback in the form of evaluation is also used for the purpose of ranking the students’ achievements. Although one author argued with other researchers’ findings but according to second author feedback was considered useful in another context (to grade achievement). Furthermore, some of the studies had conducted in comparison of different feedback channels to the students. Besides that, instructions for the students are very useful in clinical settings. 2. Characteristics of effective feedback Quality feedback should be within time limit, explicit, productive and should be based upon non-judgmental attitude (Bienstock et al., 2007, p. 508). Newton, Wallace, and McKimm (2012) conducted interventional study changing from a free-text feedback form to a simple structured feedback proforma focusing the areas of improvement in students’ performance which has increased in both the quantity and quality of feedback. In addition, Maclellan (2001) also inquired about student’s understanding of feedback and concluded that learning occurs when students really perceive feedback as an enabling and helping tool for improvement rather than being judgemental about their achievements. Moreover, it was concluded that teachers should openly discuss with the students how they can integrate this feedback in their upcoming papers (Hyland, 2003, p. 228). In addition, There should be a balance between strength and areas for improvements while providing feedback to students to make it useful for them (Hyland, F., Hyland, K., 2001). There is a great importance of technology in enhancing feedback for the students in their practical tasks as feedback is recorded for students so they can reflect upon themselves and can review their weakness and strengthening areas (Corrigan Hardham, 2011). Bourgualt, Mundy and Joshua (2013) conducted a pilot study by using audio feedback on student nurses’ written assignments and concluded that instructors’ focus was on the provision of positive/constructive feedback as the instructors were high alert before giving feedback and they had also highlighted the important areas to share with the students for their improvement (p.44). The excellence of feedback depends upon many components which should be kept in consideration to make it effective. Except these features, effective feedback depends upon the form in which it is used whether in a simple form or some kind of structured form. Different studies concluded different aspects of quality feedback but the focus of most of the studies was to keep balance between students’ strength and areas for improvements and feedback should be simple and easy for the students to interpret so that they could incorporate the feedback into their next assignments. Moreover, teachers should incorporate advanced technology to make feedback effective and keep in consideration of students’ belief or understanding about feedback while providing feed back to them. 3. Challenges for teachers and students Language and vocabulary is a big challenge for the teachers in providing feedback to students and for the students in understanding and interpreting the meaning of feedback (Bailey Garner, 2010; Weaver, 2006). Schartel (2012) determined that numerous medical educators have limited knowledge about theoretical models of feedback and also dearth of skills in providing feedback (p.77). Harvey, Radomski and OConnor (2013) conducted a study on medical students for clinical supervision and concluded that only 16% written feedback statements focused on the forward learning objectives for the students. From the above mentioned studies’ findings, it can be analyzed that the focus of the studies was on the language, knowledge and vocabulary of the teachers which they used in providing feedback to the students. In this context, students often valued feedback but tutors comments would be more useful for them. Furthermore, sometime tutors do not provide detailed feedback to the students because of some contributing factors, sometime, personal, or institutional. Teachers should get proper training for feedback and should be trained in giving feedback. 4. Discrepancy in teachers own practices and students’ perception about feedback I have experienced in my academic career being a student and being a teacher that teachers have different perceptions and different opinions on the purpose for providing feedback to the students and teachers do not know how their students would take their feedback and how it would be helpful for them. There is also ample evidence from literature to support that there is a great controversy between teacher’s perception about providing feedback and student’s expectation and interpretations of those written comments (Carless, 2006; Garner Bailey 2010; Goldstein, 2004; Jensen et al, (2012). Moreover, Weaver 2006) concluded that students need support from faculty to understand feedback what they mean to it. He also determined a number of themes about feedback which are solely awkward for the students like comments too broad or unclear, lack of direction, intensive negative comments Moreover, these findings also supported by Bailey and Garner (2010) by suggesting that teache rs are not very sure about the purpose of providing feedback to their students. (p. 187). Another similar kind of study has been done in order to explore the gap between faculty and the residents for receiving and giving feedback. Jensen, et al. (2012) concluded that residents/students satisfaction for the feedback was significantly lower than the satisfaction level of the faculty for giving feedback (p.248). In addition, Parboteeah and Anwar (2009) suggested that teachers considered feedback more useful rather than students in many contexts. On the contrary, Montgomery and Baker (2007) conducted research by triangulation design between students and faculty and they recommended that there is a well synchronization between students’ perception about feedback and teacher’s self-assessment in giving feedback to their students (p. 82). All the studies conducted on the above mentioned theme, concluded that there is a great diversity among teachers and students in the process of feedback, but there is only one study (Montgomery Baker, 2007) revealed synchronization among students and faculty about feedback. Gap in literature: There is enough evidence from existing literature about students’ perceptions regarding feedback and teacher’s expectation from students. Literature also available on a discrepancy in teachers’ actual practices in providing feedback to students and what they believe to provide. There is a need to explore the factors influence teachers’ practices to provide feedback which they really want to provide and what is the extent of those factors in Pakistani Nursing context. Restatement of problem and its significance/implication for nursing: Despite of importance of feedback in educational system, only one study has conducted in Pakistani context on â€Å"teachers’ practices about feedback†, which is unpublished yet. But none of the study conducted on â€Å"what factors influence on teachers’ practices for written feedback† and â€Å"what is the extent of pre-determined factors affecting teachers’ practices in providing written feedback to students†. This study probably would add new knowledge to the existing phenomena of written feedback and new interventions could be designed based on the study findings to improve or enhance the teachers’ practices for providing written feedback to their students ultimately to boost learning and teaching practices in nursing education. Conclusion: To conclude, Feedback is not only important from student’s perspective but it is also significant from faculty and educational objectives. There are many studies conducted on the given phenomena but all the studies conducted in developed countries and some of them in Asian countries. Almost all the studies are designed qualitatively, some mixed methods, but none of the study designed quantitative. There is a need to explore the extent of predetermined factors influencing teachers’ practices in providing feedback which they really want to give to their students, so that according to study findings, interventions could be designed to improve teachers’ practices in nursing education.

Political Correctness Essay -- essays research papers

Political Correctness Political correctness is a political ideology, nothing more. I believe political correctness is a political ideology and it cannot be correct unless it is linked to genuine transformation. First, I will examine the origins of political correctness to try to get a clear understanding of what this movement is. Second, I will show you that political correctness is political and how it became a political ideology. Lastly, I shall discuss why this ideology does not work. Political correctness is cultural Marxism. Marx, as cited in Introduction to Social Science course guide, believed that if people were left to work on their own they would be more efficient. He had an ideological belief that laborers could actually want to work hard without being forced to. Political correctness as noted by Lind (www.university.org) is just Marxism converted from economic into cultural terms. This is how far back one has to look in order to understand how political correctness came about. Political correctness goes back further than just twenty years ago as Cameron (1995) stated. I believe it started even before the nineteen sixties. As Lind noted it probably can be traced back to World War one. Lind noted the Marxist theory that when the First World War came the working class would over throw the bourgeoisie government. However, this did not happen. In 1923 as Lind further notes, a â€Å"think-tank† was established in Germany and took on the role of translating Marxism from economic into cultural terms, which created political correctness, as we know it today. An institute for Marxism was formed however the people who started this institute decided it was better not to openly identify it as a Marxist institute. The last thing political correctness wants is for people to figure out it is a form of Marxism. As Cameron stated, † The people who are characterized as adherents of the ‘political correctness movement’ strenuously deny that any such movement exist†. So instead, they decided to name it The Institute for Social Research. And so the question of â€Å"Critical theory â€Å"began. This theory is simply about criticizing. As Lind states, it calls for â€Å"the most destructive criticism possible, in every possible way, designed to bring current order down†. How does this â€Å"critical theory† get to the rest of the world? Well, in 1933, the Nazis come into power and not surp... ...e that? That is how political correctness is. It does not work unless people’s ideas change. In conclusion, it is clear that Political correctness dates back to World War one and was formed by ideological beliefs. Political Correctness’s true meaning has been forgotten. It has become a political movement, which limits thoughts. Ideologies are political beliefs and Political correctness is exactly that. An ideology, which cannot be correct unless attitudes change. Political correctness is therefore political and genuine transformation needs to take place before it can ever be correct. References:  · Cameron D. (1995)’Civility and its discontents: language and political correctness†Ã¢â‚¬â„¢ in Verbal Hygiene London, Routledge, 116-211  · Clark I (1997)†Writing about Diversity†, 369-404  · Freud B, Hughes H, Moore D,†Introduction to Social Science Course Guide 2†, University of Natal, 1-48  · Mackenzie I (1994)†Introduction’ on Eccleshall R et al Political Ideologies: an introduction London Routledge  · Molyneux J. (1993)†The ‘politically correct’ controversy† in International Socialism, Socialist Workers Party, 45-71  · Orwell G, (1948) â€Å"The Principles of Newspeak† An appendix to 1984

Personal Paper :: essays research papers

The Writing Process GENERAL STEPS IN THE WRITING PROCESS 1.  Ã‚  Ã‚  Ã‚  Ã‚  Prewriting and Planning Good planning and preparation are the keys to good writing. a.  Ã‚  Ã‚  Ã‚  Ã‚  Thinking The first thing that writers should learn about writing is that it starts with thinking. Those who learn to write well know that a good deal of thinking needs to take place before any writing happens. Many people who have trouble writing have trouble because they don't know how to get started. A writer needs to start by thinking about the topic. Usually, in professional life or college, the topic is given, at least in a general way. For example, you may be assigned to write a marketing proposal for next year, or write a position paper on how the new Eurodollar will impact international exchange rates. Start by just thinking about the topic. Let your mind center on it. What do you already know about the topic? What don't you know? What do you need to know? b.  Ã‚  Ã‚  Ã‚  Ã‚  Gathering Information Begin brainstorming and perhaps jotting down information and ideas. Let your mind flow with the topic. Don't concern yourself with what the information or ideas are; just write down anything related to the topic that occurs to you. If it helps you to make mind maps, use other graphics, or make lists, do so. Brainstorm until you can't think of anything else to jot down. Be as specific as possible with any details. After you've finished brainstorming, look back at the information and ideas you've thought of and written down. Review the material to see if anything else occurs to you. Think about what other information you might need to gather. What else do you need to know? What questions might someone have about your information? Make a note or two about where you think you could find the information you still need. If you need to go to other sources, such as the library or databases, to get information and do some research, then do so. Make copies, mark them up, highlight passages, etc. When you've gathered all the information you think you'll need, stop and check. You need a lot of information and details to work with, of course, but check to see that you have the most basic information: the 5Ws+H. Do you have all the information for your topic regarding who, what, where, when, why, and how? Do you have names and specific details? If you discover you are missing any information or necessary details, go back to your sources and get them.

Farewell to Arms books :: essays papers

Farewell to Arms books 13.Henry has been taken to the American hospital in Milan where Miss Gage, a young nurse takes care of him. The head nurse forbid Henry to drink wine but he disobeys, and pays some Italians to bring him wine with the newspapers. Titles : Arrival at the hospital in Milan, first days at the hospital, encounter with Miss Gage & Miss Van Campen. 14.Arrival of Miss Barkley(Catherine), at the American hospital and the revelation of their love for each other. Henry learns by Miss Gage that Miss Barkley has come to work at the hospital. A barber comes to shave Henry but he mistakes him with an Austrian soldier and he threatens to cut his throat. Henry realises that he’s in love with Catherine and they spent their first night together. 15. Dr Valentini,. Henry is visited by doctors who remove some of the shrapnel from his leg. The doctors seem incompetent, and tell Henry he will have to wait six months for an operation if he wants to keep his leg. He cannot stand the thought of spending six months in bed, and asks for another opinion; the house doctor says he will send for Dr. Valentini. He’s a skilled doctor. When Dr. Valentini comes, he says he will perform the operation in the morning. 16. Preparation for the operation Catherine spends the night in Henry's room. Catherine prepares him for the operation, and warns him not to talk about their affair while under the anaesthetic. 17. After the operation, Henry is very sick. As he recovers, three other patients come to the hospital--a boy from Georgia with malaria, a boy from New York with malaria and jaundice, and a boy who tried to unscrew the fuse cap from an explosive shell for a souvenir. Henry develops an appreciation for Helen Ferguson, who helps him pass notes to Catherine while she is on duty. Catherine continues to stay with Henry every night, but Henry and Miss Gage finally convince her to take three nights off of night duty--Miss Van Campen has commented that Henry always sleeps till noon. 18. That summer Henri learns to walk on crutches, and he and Catherine enjoy Milan. They befriend the headwaiter at a restaurant called the Gran Italia, and Catherine continues to see Henry every night. They discuss marriage, but Catherine remains opposed to the idea for the time being. They pretend to be married instead.

Air Jordan Essay

Air Jordan is a brand of shoes and athletic clothing designed, owned, and produced by Michael Jordan for Nike’s Jordan Brand subsidiary. The shoes, informally referred to in the plural as Air Jordan’s or simply J’s, were first released for public consumption in 1985 after Michael Jordan wore them in 1984 as a rookie; thereafter, new designs were released annually. Since its introduction into the sports shoe market, the Air Jordan evolved to the original basketball shoes to models for different uses, including I-XXIII). Air Jordan currently sponsors 19 active NBA players, including Chris Paul, Ray Allen, and Carmelo Anthony. They also endorse Nike Air Jordan products. Air Jordan 1 Air Jordan I, first Nike sneakers for Michael Jordan.  The Air Jordan 1 was designed by Peter Moore. The Air Jordan 1 was first released in 1985, in a red and black colorway to match the uniform of the Chicago Bulls, the team for which Michael Jordan played. This red and black color-way was later outlawed by NBA Commissioner David Stern for not having any white on them. Michael Jordan would wear the shoes anyway, and each time he stepped on the court with the Air Jordan 1 he would be fined five thousand dollars. Air Jordan 2 The success of the Air Jordan 1 encouraged Nike to release the New Air Jordan in 1986 for the new basketball season. Designed by Peter Moore and Bruce Kilgore, the original Air Jordan II was unique in that it was made in Italy giving the shoe a luxury feel. The Air Jordan II was originally retailed at $64.99. Air Jordan 3 The Air Jordan III was designed by Tinker Hatfield. By that time Michael Jordan was ready to leave Nike, but the Jordan III changed his mind. It was the first Air Jordan to feature a visible air unit on the heel, the new Jumpman logo, an elephant print trim and tumble leather to give it a luxury look. The Air Jordan III was also famous for the humorous ads depicting Spike Lee as Mars Blackmon, the character he played in his film ‘She’s Gotta Have It’. This campaign was known as the â€Å"Mars and Mike† ad campaign, which was one of Nike’s most successful advertisement campaigns. Air Jordan 4 In 1989 The Jordan IV shoe was released into the public, designed by Tinker  Hatfield. It was the first Jordan shoe released on the global market. Spike Lee, the director and actor helped in the ads for Jordan IV. Spike Lee had featured the Air Jordan IV in his movie Do The Right Thing. The Air Jordan Bordeaux â€Å"Spiz’ike IV† were specifically made for Spike Lee in order to pay respect for advertising the Jordan Cement 4’s. Air Jordan 5 The Air Jordan V was released on February 1990, designed by Tinker Hatfield again. Some elements were carried over from the Air Jordan IV, but overall they were a completely new look. Some of its new features were a reflective tongue, translucent rubber soles and lace locks. Hatfield is believed to have drawn inspiration for the Air Jordan V from World War II fighter planes, which was most notably visible in the shark teeth shapes on the midsole. Air Jordan 6 The Air Jordan VI had a new design by Tinker Hatfield and released in 1991. Later that year the Bulls defeated the Lakers in the 1991 NBA Finals, with Jordan named as the most valuable player. That was also the first NBA Championship won by Jordan and the Bulls. The Jordan VI was also seen in the film White Men Can’t Jump, which was produced in 1991 and released one year later. Air Jordan 7 Air Jordan VII sneakers specially released for 1992 Barcelona Olympics. The Air Jordan VII was released in 1992 with a new design by Tinker Hatfield. This shoe introduced the huarache technology which allowed the shoes to better conform to the user’s foot. A few things were no longer featured on the new model, such as the visible air sole, the Nike Air logo, and the yellowing soles. This was the first Air-Jordan in the line that did not have any distinctive â€Å"Nike Air† on the outer portions of the shoe. When Jordan went to compete at the 1992 Barcelona Olympics to play for the US Men’s Basketball Team (also known as the â€Å"Dream Team†), Nike released a special Olympic color combo of the Air Jordan VII model which had Jordan’s Olympic jersey number, 9 even though most of the jordans that were made, especially the Air Jordan VII had a â€Å"23† on the back. Air Jordan 8 The Air Jordan VIII was released to coincide with the 1992–1993 NBA season.  The eighth model of the Air Jordan was noticeably heavier than its predecessors. This shoe had a lot more detail than most of the earlier Air Jordan’s such as two crossover straps on each shoe and a Jumpman. Thus the Air Jordan VIII model became known as the â€Å"Punisher† because of the advanced basketball ankle support and enhanced traction. This shoe contains a full length air sole, polyurethane midsole, polycarbonate shank plate, and two crossover straps (for added support and more custom fit). Air Jordan 9 Originally released in November 1993, the Air Jordan IX model was the first model released after Michael Jordan’s retirement. Jordan never played a full season of NBA Basketball wearing these shoes. This model was inspired by baseball cleats that Jordan wore when playing minor-league baseball. Air Jordan 10 This was released in 1995, It was the first Air Jordan to feature a lightweight phylon midsole. The shoe also featured all of Michael Jordan’s accomplishments on the outsole of the shoe. Air Jordan 11 This model was designed by Tinker Hatfield. When the shoe launched, Michael Jordan (retired from basketball by then) was trying in minor baseball leagues. Hatfield designed the sneaker waiting for Jordan to comeback and hoping he would play in them. The ballistic mesh upper of the sneaker was meant to give the Air Jordan XI lighter and more durable than the past sneakers. Further changes came with the use of a carbon fiber spring plate in the clear out sole, giving the shoe better torque when turning on the court. The highlight and arguably most well-known aspect of the shoe is the patent leather mudguard. Patent leather was lightweight, when compared to genuine leather, and also tended not to stretch as much – a property to help keep the foot within the bounds of the shoe bed during direction changes on the court. The patent leather gave the XI a â€Å"formal† look. When this shoe released, some wore this model with business suits instead of dress shoes. Air jordan 12 The Air Jordan XII was inspired by Nisshoki (the Japanese flag), and a 19th-century women dress boot. However, featuring gold-plated steel lace  loops, embossed lizard skin pattern and zoom air, this model set a new direction in style and technology in shoe design. Though not as light weight as previous models, the construction and firmness of the shoe is widely considered to be the most durable and sturdy shoes from the Air Jordan line. Air Jordan 13 in 1997 Air Jordan XIII’s were released into the public . This model was known for its cushioning along the feet, designed by Hatfield. The Black Panther was the inspiration for the Air Jordan XIII, the sole resembles the pads on a panther’s paw. But also the panther is the hologram on the back of the shoe which imitates a panther’s eyes in the dark when light is shined at them. Air Jordan 14 The Air Jordan XIV was originally released from 1998 to 1999. The Air Jordan XIV co-styled by the famous Tinker Hatfield and Mark Smith was made race ready and equipped with the Jordan Jumpman insignia on a Ferrari shaped badge. In addition, these shoes include breathable air ducts on the outer sole. Air Jordan 15 The Air Jordan XVs were released in 1999–2000. Reggie Miller wore it during the 2000 NBA Finals. This was the first shoe after Jordan’s retirement. The design of the XV’s originated from the aircraft prototype X-15, which was developed by NASA during the 1950s. The sides of the XV were made from woven kevlar fibre. Air jordan 16 Air Jordan XVIs, designed by Nike’s Senior Footwear Designer Wilson Smith, were released in 2001. Unique to the Air Jordan XVI was a gaiter/shroud that covered the shoe and could be removed to give the shoe a new look. Not only was this for fashion purposes, it also had a thermal functionality. Air jordan 17 This pair of Jordan’s come equipped with Keefer, which held the shoes and a compact disc containing the Air Jordan XVII song. The retail price of the shoe was US$200. The defining functional design element of the Air Jordan XVII model, which was later replicated on the Air Jordan XXIII model, was  the reinforced mid-sole which provided a sturdy and stable chassis for the shoe. Air jordan 18 The Air Jordan XVIII shoe was released in 2003, and was the shoe for Jordan’s last season, in which he played for the Washington Wizards. The shoe was designed by Air Jordan Senior Footwear Designer, Tate Kuerbis, The inspiration for the design came from a number of things; sleek racing lines of the auto world, carbon fibre-based monocoque of F1 race cars, race car driving shoes (rubber heel wrap) and Fine Italian dress shoes (bold stitching on the soles). Air Jordan 19 Released in 2004, this is the first Jordan release after his third, and final, retirement which came after the 2002–2003 NBA season. The design was inspired by the Black Mamba snake, The Air Jordan XIX used innovative materials. The upper section of shoe was developed in collaboration with the global materials consultancy Material ConneXion, who sourced Nike a sleeving normally used in architectural applications for protecting PVC pipes from bursting. Air Jordan 20 The Air Jordan XX was also inspired by bicycling shoes. The strap was placed in the center of the shoe over the laces. It also helped to create a tighter fit and increased support.

Bshs 402

syllabus Syllabus BSHS/402 CASE focal point Course hold bug out time 10/30/2012 Course End Date 12/3/2012 P select bulls eye a feign of this program for adept reference. Whenever there is a indecision active what appointees be due, please re fraction this syllabus is considered the ruling document. Copyright Copyright 2009 by University of phoenix. every(prenominal) rights reserved. University of Phoenix is a registered stigmatise of Apollo Group, Inc. in the fall in States and/or different supposeries.Microsoft, Windows, and Windows NT are registered trade attach of Microsoft Corporation in the United States and/or other calculateries. any other comp either and product names are trademarks or registered trademarks of their respective companies. Use of these marks is non intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix editorial standards and enforces. Course Description This flux covers principles , practices, and issues in chemise circumspection. The diagnosis and interposition of developmental, psychological, and psychiatric roblems and treatment resources in the lease stay onrictive and most cost in effect(p) settings allow be examined. Course Topics & ampere Objectives hebdomad unmatchable side oversight Overview, Clientele, and suffice Models go steady the basic comment and action of the bailiwick oversight feed and process. tie the concepts of content worry as they check to the exacts of heterogeneous fussy existences. diagnose the comp integritynts of an integrated delivery sit around of contingency management. workhebdomad Two executing of the consequence guidance Process advert the parting and practice framework of miscue management. range the differences and similarities of end management in the fraternity setting and in the managed portion out environment. hebdomad deuce-ace issue counseling Skills Interpersonal and In formation Gathering Skills, goal Setting, Intervention, and Evaluation Demonstrate the interpersonal skills inevitable to build rapport in the advance(prenominal) stages of reason management. escort the integration of judgment to bother identification and goal setting. take care the connection surrounded by intervention intend and resource utilization. hebdomad Four circumstance management Skills Counseling, Therapy, and tie-uping of Clients to serve analyze the personal dowry interventions that washbasin prevail positive effects on behavioral patterns of vulnerable lymph nodes. Understand the object lesson music directors role in growth semi stately and unceremonial wedages to benefit the client. hebdomad five-spot Case Management Skills Re opinion, gist Monitoring, Advocacy, and commonplace Case Management Problems Understand the correlational statistics of reassessment, monitoring, and outcome evaluation to the taproom of upcoming problems.Co urse clobbers Rothman, J. , amp Sager, J. S. (1998). Case management Integrating individual and community practice (2nd ed. ). Boston Allyn and Bacon. All electronic materials are available on your student ne bothrk site. orchestrate Values for Course identifications ASSIGNMENTS Points individualist (75%) All weeks affair and handling Questions 200 calendar week Two private engagement particular(a) Populations Paper 150 workweek Three individual Assignment Textbook prove 200 hebdomad Five single(a) Assignment final examination Examination 200 eruditeness aggroup (25%) Week Two development aggroup Charter 25 Week ThreeCase conductor reference Questions 25 Week Fourattainment aggroup Assignment casual Networks Paper 100 Week Five acquisition squad up up Assignment Case Manager questions demonstration 100 Total 100 WeekOne Case Management Overview, Clientele, and Practice Models Understand the basic definition and application of the fortune management funct ion and process. Delineate the concepts of case management as they apply to the needs of unlike surplus populations. reveal the components of an integrated delivery model of case management. Course Assignments 1. representings realise the Appendix and Ch. 1, 2, amp 10 of Case Management. Read this weeks electronic harbor Readings. 2. encyclopaedism squad instruction manual appraise the Week One objectives and discourse insights and questions you may have. typeset for the Case Manager Interviews government agency Point Presentation. ? Create a plan for how the case manager converses provide be selected and conducted and adding any new ideas. ? Discuss the airfields that for each one of you wishes to pursue, who to relate, and how to contact likely interviewees. ? Start your deal right off to find a case manager to interview for your LT project. Each student is take to interview a case manager.You whoremaster non interview some(a)one where you work and you gutter non interview you consume case manager if you have one. Your case managers must have either a BA or MA degree. ? Start thinking virtually questions you will pick out your case manager. Working with your team members, starting time discussing possible questions you will ask the case managers during the interview. Information obtained from these interviews will combined and synthesized into a source Point presentation in Week Five about how case managers function in the real world. face online for articles on case management for redundant needs populations. Each person can choose their own population to print on for the Week Two fussy Population paper this is an exercise to jock each team learn about various special populations. ? Divide the various disability populations and conduct an online search for articles on each students proper(postnominal) population. ? Review the articles found and focus on the similarities and differences in services to the various po pulations. transport a group discussion in which you review the similarities and differences in case management practices between special needs populations. 3. news Questions in that location is a difference in goals that are set by the client, and goals that a provider may wish for the client to achieve. Compare client-driven goals and provider- hark backn goals. As weve learned from this weeks reading, there are numerous different forms of advocacy. Discuss the role of advocacy in case management. What are some examples of ways we as case managers can appropriately advocate for our clients? each week Reminders discourse Questions discourse question responses will notcount towards the variant fraternity requirement. unaccompanied Posts to the briny forum will count towards participation. All Week esteem to accede in the stratum discussions 4 out of 7 geezerhood during the week. compendious of Week 1 Deliverables Assignment respective(prenominal) or culture te am up Location cod affaire singular master(prenominal) ongoing 4 long time per week Bio respective(prenominal) Chat Room Tuesday Check-In undivided briny Wednesday news Question (DQ) 1 item-by-item Main Wednesday DQ 2 Individual Main FridayCheck-In to the culture police squad Learning squad Learning group Monday WeekTwo Implementation of the Case Management Process learn the role and practice framework of case management. Identify the differences and similarities of case management in the community setting and in the managed care environment. Course Assignments 1. Readings Read Ch. 3 amp 4 of Case Management. Read this weeks electronic Reserve Readings. 2. Learning squad Instructions Prepare for the Textbook prove in Week Three by reviewing Ch. 4 of Case Management as a group. Create and show the Learning team Charter to the Learning Team forum. There is a Learning Team Charter located in the Materials Forum that should be utilization for this exercise. D iversity Issues crop o Form dyads or triads and discuss with your teammate(s) your differences in sex, race, culture, politics, and religion. After you have completed your discussion, talk to eachother about what you found hard to discuss, what you found easy, and whether or not what you experienced relates to your work with clients.Discuss your experiences with the rest of the Learning Team. 3. Individual Assignment exceptional Populations Paper Resource University of Phoenix Material Criteria for Preparing Individual Paper on special Populations (It will say that it is due Week Four, but it is due Week Two) Review the material gathered on your chosen special population for the Week One Learning Team discussion. The materials should entangle at least(prenominal) two erudite sources. carry by dint of a 3- to 5-page paper in which you apologize the following ?What populations have you reviewed and which one have you selected? ? How and why have you selected this popula tion? How was this area of interest formed? ? What do you fuck off to the field of helping that would benefit this circumstantial population? ? How would you use case management to help this population? ? What limitations and strengths do you transport to this chosen field? How would you use the strengths and subdue the limitations? Are there likely to be multicultural issues to be guideed as you work with this population? How would you hook those? ? What local anesthetic resources did you find in your Internet search for this population? Format your paper fit to APA standard. This is a scholarly paper, requiring at least two scholarly sources, and citations of all knowledge that is not common knowledge. Additionally, it should NOT be written in first person. Be creative 4. countersign Questions Discuss the grandness of boundaries for both the client and practitioner in case management.Describe the role played by managed care in case management. Weekly Reminders Discussion Questions Discussion question responses will not count towards the class participation requirement. unless Posts to the Main forum will count towards participation. Participation All Week Remember to participate in the class discussions 4 out of 7 days during the week. Summary of Week 2 Deliverables Assignment Individual or Learning Team Location callable Participation Individual Main on-going 4 days per week LT Charter Learning Team Assignments link TuesdayDQ 3 Individual Main Wednesday DQ 4 Individual Main Friday specific Populations Paper Individual Assignments tie beam sunlight WeekThree Case Management Skills Interpersonal and Information Gathering Skills, design Setting, Intervention, and Evaluation * Demonstrate the interpersonal skills undeniable to build rapport in the betimes stages of case management. * Understand the integration of assessment to problem identification and goal setting. * Examine the connection between intervention planning and resource utili zation. Course Assignments . Readings Read Ch. 5 amp 6 of Case Management. Read this weeks Electronic Reserve Readings. 5. Individual Assignment Textbook prove The Quiz will be post prior to Day 1 of Week Three. Complete the quiz on Ch. 14 of Case Management. 6. Learning Team Instructions Discuss progress world made toward locating appropriate interviewees for the case management interviews, including any difficulties anyone is facing or experiencing, and solve problems as a team to pass the difficulties. Working as a team, prepare 12 interview questions (2 questions for each principle) in which the following are show ? Assessment and reassessment ? Establishing a blood ? Fostering client participation and authority ? Monitoring ? Advocacy ? Evaluation (system used to prevent problems in the future) These twelve questions are the core that each team member will be asking the case managers and presenting in full for the Case Managers Interview PPT. They should be submitted in the assignment link by the due date indicated. 7. Discussion QuestionsUsing a case composition provided by your instructor as an example, address one of the following two questions List the components of an using up interview. In other invents, what do you need to find out? List the components of assessment. Describe how you would assess the seriousness of each problem and the steps you might take to address them. Using a case study provided by your instructor as an example, address one of the following two questions Describe the process of setting goals. Describe formal and informal support systems and how you might use them for your case study.Weekly Reminders Discussion Questions Discussion question responses will notcount towards the class participation requirement. Only Posts to the Main forum will count towards participation. Participation All Week Remember to participate in the class discussions 4 out of 7 days during the week. Summary of Week 3 Deliverables Assig nment Individual or Learning Team Location Due Participation Individual Main Ongoing 4 days per week DQ 5 Individual Main Wednesday DQ 6 Individual Main Friday Textbook Quiz Individual Assignments Link SundayCase Manager Interview Questions Learning Team Assignments Link Monday WeekFour Case Management Skills Counseling, Therapy, and Linking of Clients to Services * Examine the personal helping interventions that can have positive effects on behavioral patterns of vulnerable clients. * Understand the case managers role in developing formal and informal linkages to benefit the client. Course Assignments 8. Readings Read Ch. 7 & 9 of Case Management. Read this weeks Electronic Reserve Readings. 9. Learning Team Instructions Review textbook material as a group from Weeks One through Four in preparation for the final examination Examination in Week Five. stick around preparing for the completion of the Case Manager Interviews Power Point Presentation due in Week Five. 10. Lear ning Team Assignment Informal Networks paper ? Write a 4- to 5-page paper using the following criteria query As a team, find two peer reviewed articles or other scholarly sources (not including the textbook) in the UOP Library related to informal support networks. Every member of the team needs to read the articles. Use entropy from the articles, your personal experiences if you so choose (1-2 paragraphs just now of personal experiences in the paper not 1-2 paragraphs of personal experiences for each member of the Learning Team), and ideas from the group discussion about the special population in your article. Be accepted to read and follow the rubric affix in your Materials forum. ? Be sure to give a description of the special population served in the article. Include information on the race, age, economic status, culture, and family structure of the special population. buckle under your Informal Social Network assignment through the Assignment Link. * 11. Discussion Ques tions pardon the difference between counseling and therapy. What do case managers do? * Explain the differences between empowering and enabling clients and give examples of each. * Weekly Reminders Discussion Questions Discussion question responses will not count towards the class participation requirement. Only Posts to the Main forum will count towards participation. Participation All Week Remember to participate in the class discussions 4 out of 7 days during the week. Summary of Week 4 DeliverablesAssignment Individual or Learning Team Location Due Participation Individual Main Ongoing 4 days per week DQ 7 Individual Main Wednesday DQ 8 Individual Main Friday Informal Networks Paper Learning Team Assignments Link Monday WeekFive Case Management Skills Reassessment, Outcome Monitoring, and Advocacy, and General Case Management Problems * Understand the correlation of reassessment, monitoring, and outcome evaluation to the prevention of future problems. Course Assignments 13. Readings Read Ch. 8 of Case Management. Review Ch. 19 of Case Management. Read this weeks Electronic Reserve Readings. 14. Individual Assignment last(a) Examination Complete the Final Examination. 15. Learning Team Assignment Case Manager Interviews Power Point Presentation Submit the information compiled by the teams research and interviews on case managers in a Power Point luxate Presentation through the Assignment Link. There are NO maximum or minimum number of slides required. A word doc (. doc or docx) copy of all speakers notes is necessary and should be entered into the assignment link separately. chastening to do so will issuance in a loss of points. 16.Discussion Questions In case management, the term monitoring has a specific meaning. Describe its definition and habit within this context. Be sure to include the role of client involvement in your discussion. * During monitoring and reassessment, clients may encounter various obstructions. Describe one such ba rrier and what you as the case manager might do to help your client overcome it. Weekly Reminders Final Week Requirements Discussion question responses and participationwill be required during the final week of the course. Discussion question responses will not count towards the class participation requirementOnly Posts to the Main forum will count towards participation. Participation All Week Remember to participate in the class discussions 4 out of 7 days during the week. Summary of Week 5 Deliverables Assignment Individual or Learning Team Location Due Participation Individual Main Ongoing 4 days per week DQ 9 Individual Main Wednesday DQ 10 Individual Main Friday Final Exam Individual Assignments Link Sunday Learning Team Evaluations Individual Individual Monday Case Manager Interviews Power Point Presentation Learning Team Assignments Link Monday