Promote Equality and Inclusion

Promoting Equality And Inclusion I am writing this booklet to inform all members of staff, adult carers, children and young people about supporting understanding and to raise awareness of equality, diversity and inclusion. Equality and inclusion are moral and legal obligations. As a practitioner you have a role in ensuring that in all aspects of your work every personas given opportunities to thrive and prevent any barriers that may stop them from reaching their full potential. Equality and inclusion are moral and legal obligations.As a practitioner you have a role in ensuring that in all aspects of your work every personas given opportunities to thrive and prevent any barriers that may stop them from reaching their full potential. Diversity. Diversity means difference. People are different in values such as race, religion, beliefs, disability, sex and values. Even though people are different this doesn’t mean they are excluded from society, everyone has similarities such as c ommon interests. ‘Diversity refers to the differences in values, attitudes, cultures, beliefs, skills and life experience of each individual in any group of people. ’(Meggit, C. 011, Page 27) Equality ‘Equality is about creating a fairer society, where everyone can participate and has the opportunity to fulfill their potential’ (London deanery, 2012). Equality does not mean that everyone has to be treated the same. People have different needs and ambitions, every person should have equality of opportunity. Promoting equality should remove discrimination in all of the areas of bullying, harassment or victimization. Inclusion ‘Inclusion is a term used to describe the process of ensuring the equality of learning opportunities for all children and young people, whatever their disabilities or disadvantages. (Meggit, C. 2011, page 27). Children and young people should be able to have the opportunity to do well. This is the opposite to discrimination. Discri mination Discrimination is not treating people equally based on personal characteristics, such as race and colour. Discrimination is usually based on prejudice and stereotypes. A prejudice is a pre-conceived opinion or in favour of something. It is prejudging someone knowing little about them but jumping conclusions because of a characteristic such as their appearance. A stereotype is a person or thing that conforms to an unjustifiably fixed, usually standardised, mental picture.The most common stereotypes are: sex and gender, racial origins, cultural or social background, disability and age. There are two types of discrimination : direct discrimination- This is when a child is treated less favourably than others for example being bullied is direct. ‘Indirect discrimination-this is when a condition is applied that will unfairly affect a particular group of children or young people’. (Meggitt,C (2011) p. 29) Potential effects of discrimination Discrimination prevents chi ldren and young people from developing a feeling of self-worth or self-esteem.Being discriminated against can last the whole child’s life. This means that they may not be able to fulfill their full potential maybe in school and in life they will find it hard to form relationships with others such as teachers and friends this is down to the lack of confidence they have from the discrimination and also lack of self-esteem and self-worth. They will eventually believe the stereotype or label they have being given from the discrimination against them and behave in accordance to others expectations and accordingly to the stereotype.The child or young person may feel like they are to blame for their unfair treatment and so withdraw themselves; this may lead to aggression and will prevent children and young people from interacting cooperatively with other children and young people. H ow inclusive practice promotes equality and supports diversity ‘Inclusive practice is term used within education of ensuring equality of learning opportunities for all children and young people whatever their disabilities or disadvantages. ’ (Meggit,C,2011, page 30).We have a diverse population and some of this diversity brings with it a range of social and educational issues that practitioners will need to recognise, understand and work with. All practitioners must work in a way that supports equality of opportunity and promotes diversity and inclusion. This means breaking down barriers that prevent children and young people from fulfilling their full potential. You must challenge all discrimination and follow the laws and policies set in your workplace.Differentiate all activities set to enable all children take part and achieve this is promoting equality, also promote all positive attitudes towards diversity by making sure all that the materials, toys, books and displays reflect the diverse society that we live in. Practitioners Bibliography London deanery available at http://www. faculty. londondeanery. ac. uk/e-learning/diversity-equal-opportunities-and-human-rights/what-is-equality-and-diversity (accessed on the 4th October 2012) Meggit,C. Kamen,T. Bruce,K. Grenier,J. (2011)children and young people’s workforce. 1st edition. London;Hodder Education.

Creativity or Conformity? Building Cultures of Creativity in Higher Education Essay

Permission is granted to reproduce copies of these works for purposes relevant to the above conference, provided that the author(s), source and copyright notice are included on each copy. For other uses, including extended quotation, please contact the author(s). Abstract Whatever else it may be, creativity is intriguing; this view appears to be shared by the literature on the subject and by popular culture. While there is little agreement about the exact nature, processes and products of creativity, there seems to be a fascination both with its complexity and the sheer impossibility of providing clear explanations for it. This paper does not attempt to generate yet another explanation, but instead offers a framework for exploring creativity in the context of teaching and teacher education. The nature of creativity in teaching is usually evidenced by its products: innovative curriculum design or original students’ work. The focus of this paper, however, is on developing opportunities for teachers to understand, explore and express their identities as creative practitioners. These opportunities are offered in the form of â€Å"creative reflection†, a framework of creative methodologies for engaging teachers individually and collectively in identifying and expanding their creativity practices. The notion of creative reflection challenges the action-reflection dichotomy of reflective practice and extends reflection beyond cognitive, retrospective models to encompass the exploration of possibility through play, image-making, writing, action methods and storytelling. The paper offers examples of and reflections on these methods from the author’s use of creative methodologies in a teacher education programme at Queen’s University Belfast. Creative Reflection, Creative Practice: Expressing the Inexpressible The concept and practices of creative reflection have been developed in a teacher education programme at Queen’s University Belfast to enhance the model of reflective practice on which the programme is based. Creative reflection is a framework of creative methodologies whereby teachers explore their practice and the liminal spaces between action and reflection. This work is a response to the need in teacher education for â€Å"the development of more complex models of reflection, related to purpose, which take greater cognisance of existing knowledge from other disciplines, particularly those aspects of psychology concerned with cognitive processes including problem-finding, insight, wisdom, creativity† Leitch and Day (2000: 186-187). Creativity itself is an elusive concept; the literature on the subject incorporates a range of perspectives and dichotomies, raising a number of questions. Those pertinent to this paper include: – is creativity a cognitive process, or is it socially constructed? – is creativity to do with outcomes, or with processes and qualities such as fluency, imagination and originality? – what are the conditions which support the development of creativity? – what is the nature of creativity in education, and does it have a place in teacher education? One of the assumptions on which this paper is based is that teachers are creative; by extension, teacher education should therefore provide them with opportunities to identify themselves as creative and to enhance their creativity. Craft (2001: 48) suggests that teachers are highly creative: Certainly some of the characteristics of high creators (childlike qualities, feeling under siege, being on the edge, high energy and productivity) which Gardner identifies in Creating Minds (1993), also emerged as a characteristic of ‘ordinary’ educators in one of my research projects (Craft, 1996a; Craft and Lyons, 1996). Craft’s allusion to productivity is complemented by Eisner’s exploration of the processes, the â€Å"artistry† and the â€Å"craft† involved in teaching (2002). Both facets of creativity, product and process, are incorporated into the framework for creative reflection. Details follow as to how participants engage in process activities as well as in deliberation on the outcomes of these processes. The process of creativity, mysterious as it is, has long been a source of fascination and speculation. Helmholtz’s classical model, developed in 1826, includes the stages of saturation, exploration and incubation; Poincare added to these the aspect of verification (Balzac, 2006). The four-phase model developed for this study incorporates and elaborates on these stages: Model for Creative Reflection Phase 1: Preparation This aspect of creative reflection recognises that the creative process involves uncertainty and possibility and that participants need preparation to access that state of receptivity, or Keatsian Negative Capability, which Keats defines as â€Å"when a man is capable of being in uncertainties, mysteries, doubts, without any irritable reaching after fact and reason† (Buxton Foreman, 1895). In this phase of creative reflection, threshold activities are offered to enhance possibility and to free the imagination. One of the most successful of these threshold activities has been the invitation to participants to select images and quotations on a relevant theme: teaching, learning or creativity itself. This activity is based on the notion of â€Å"stepping stones† into a liminal world of exploration, as in Progoff’s system for entering the â€Å"twilight world† of process meditation (Progoff, 1980). While participants are in the process of choosing images and quotations which engage them, music is played in the background to enhance relaxation and stimulate intuitive rather than rational decision-making. The activity is conducted without discussion to encourage focus and a connection with the unconscious. Another threshold activity is that of visualisation: for example, individuals are asked to imagine their learning about their practice as a journey and to articulate this in the form of images or writing. The sharing of the results is part of the process of synthesis described in the final phase of this model. Threshold activities are directed at the group as a whole as well as at individuals: for example, participants are asked to imagine an ideal space for teaching and learning and to suggest in turn something which they might like to include in this space. Offerings range from comfortable chairs to the location of this space at the seaside and the presence of flowers and music centres. This activity generates ideas about inclusiveness and introduces into the discussion metaphors and symbols which enhance the learning process. The idea of bringing an ideal situation or world into the realms of possibility through group visualisation is based on the process of reflective meditation in psychosynthesis (Ferrucci, 1982; Assagioli, 1999). Phase 2: Play This phase is based on the assumptions that a good deal of learning happens through play, that play is an essential aspect of cultural development (Huizinga, 1970), and that a group can create meaning, possibility and new insights through the processes of play. Play is also important because it has the potential to free participants from external concerns so that they may enter the state of â€Å"flow†. According to Csikszentmihalyi (1991, 1997) this is an optimum state in which the person is fully focused and immersed in what he or she is doing, usually with a successful outcome. The activities in this phase are conducted quickly; their purpose is to generate energy, enjoyment of the group process and a range of new ideas. The processes involved provide opportunities for divergent thinking; they include mind mapping, creative thinking and brainstorming. The brainstorming methods in this model of the creative reflection are informed by Kelley and Littmann’s (2002) methods for enhancing fluency of ideas and innovation within the context of team-building. Phase 3: Exploration This aspect of creative reflection is active, with the purpose of creating a product. The processes involved may include creative writing, storytelling, or the use of art materials, or action methods based on psychodrama to concretize the experience (Moreno, 1994). The exploration phase may be individual or collective: it may take place in pairs or small groups. In one particular activity, an individual selects one of his or her identities as a teacher from a list; this list includes the more obvious identities such as mentor, helper and instructor, as well as more metaphorical ones as foot soldier, sower or bridge. The individual then elaborates this identity through writing and art, imagining in detail, for example, what this identity might look like, its voice, its tools and how it engages in relationship. The image below depicts the process of exploration on both individual and group levels. Participants, given the task of expressing their understandings of themselves as reflective practitioners, arranged together the quotations, images and artefacts which they had chosen as individuals to express this notion. The circle of people made from tissue paper was created as a collective piece for the final image; this suggests that the group product extended beyond that of a loose arrangement of individual ideas to a creative collaboration of knowledge and understanding. [pic] Phase 4 Synthesis In the final phase of creative reflection, which is akin to the verification tage of the Helmholtz/Poincare model, participants present and reflect on their ideas, stories and collective images. In this phase, which is adapted from McNiff’s process of â€Å"dialoguing with the image†, participants engage with and reflect on the artefact engendered by the creative process (McNiff, 1992). Through this process, the experience and learning are synthesised into new understandin gs, or the identification of new questions which might be raised about professional practice. The image below represents the world of reflective practice as created by a group of practitioners through the use of props. pic] Discussion about this image revealed that each of the scarves, which are circumscribing and containing the world of reflective practice, represents a strength owned by one of the practitioners, while the Russian dolls and the teddy bear on the edge of the circle symbolise those learners who exclude themselves from learning. The act of dialoguing with the image engendered ideas amongst the participants for engaging those who are currently on the outside and who have not yet found a satisfactory means of expression. In many ways, the process of writing this paper has been a struggle to express that which is inexpressible; it is challenging to articulate the complexity of the spaces between reflection and practice, as well as the complexity of creativity itself. It is hoped that further research will indicate whether the processes of creative reflection can take sufficient cognisance of these complexities to support teachers in recognising and expressing their creativity. References Assagioli, R. (1999) The Act of Will: A Guide to Self-Actualization and Self-Realization, Knaphill, David Platts Publishing Company Balzac, F. (2006) ‘Exploring the Brain’s Role in Creativity’,Neuropsychiatry Reviews, Vol. 7, no. 5, May 2006. http://www. neuropsychiatryreviews. com/may06/einstein. html Accessed 14/11/2006 Buxton Foreman, H. (1895, Complete revised edition) The Letters of John Keats, London : Reeves & Turner Craft, A. (2001)’ â€Å"Little c Creativity†Ã¢â‚¬â„¢, Craft, A. Jeffrey, B, and Leibling, M. (eds. ), Creativity in Education, London and New York, Continuum, pp 45-61 Craft, A. (1996a) ‘Nourishing educator creativity: a holistic approach to CPD’, British Journal of In-Service Education, 22 (3), 309-322. Craft, A. and Lyons, T. (1996) Nourishing the Educator, Milton Keynes: The Open University Seminar Network Occasional Paper Series Csikszentmihalyi, M. (1997) Creativity. Flow and the Psychology of Discovery and Invention. New York, HarperPerennial. Csikszentmihalyi, M. (1991) Flow: the psychology of optimal experience. New York : HarperPerennial Eisner (2002) ’From episteme to phronesis to artistry in the study and improvement of teaching’, Teaching and Teacher Education, Volume 18,  Number 4, May 2002, pp. 375-385 Ferrucci, P. 1982) What we may be: techniques for psychological and spiritual growth. New York: Jeremy P. Tarcher/Putnam Gardner, H. (1997) Extraordinary minds: portraits of exceptional individuals and an examination of our extraordinariness New York : BasicBooks Huizinga, J. (1970) Homo Ludens: a study of the play element in culture, London : Maurice Temple Smith Kelley, T and Littman, J. (2002) The Ten Faces of Innovation: Ideo’s Strategies for Be ating the Devil’s Advocate & Driving Creativity Throughout Your Organization London: Profile Leitch, R. and Day, C. (2000) ‘Action research and reflective practice: towards a holistic view’, Educational Action Research, Vol 8, 1 pp179-193. McNiff, S. (1992) Art as medicine: creating a therapy of the imagination Boston, MA. : London: Shambhala Moreno, J. L. (1994, Fourth Edition) Psychodrama and Group Psychotherapy, Mental Health Resources. Progoff, I (1980) The Practice of Process Meditation: The Intensive Journal Way to Spiritual Experience, New York: Dialogue House Library.

Solving the Foreclosure Crisis - 1332 Words

The images of the foreclosure crisis are startling: families forced out of their homes, bank executives begging Congress for bailouts, government officials scrambling to put the nation’s financial system back together. Such disarray, however, arises from a very simple moment – when a hopeful family sits down with a loan officer at their local bank. In that moment, the collective fates of the family, the bank and national financial system are sealed. For better or worse, the outcome of the meeting determines the fates of all involved. The family can embark on a path of either independence and homeownership or ruin and dislocation. The bank can either invest in the community or partake in its unraveling. The national financial system can†¦show more content†¦Alternatively, a borrower educated in the procedures and perils of mortgages may be more likely to take out a reasonable home loan and successfully avoid foreclosure. By incentivizing borrowers to take this c ourse, regardless of their income level, society will benefit from lower foreclosure rates across the socioeconomic spectrum. A second component for borrowers is a web site that helps borrowers calculate key aspects of the mortgage transaction. It would request information very similar to that requested by a loan officer at a bank such as household income and expenses, current debt burden, employment status and credit history as well as information about the home in which they are interested, including price, minimum down payment and location. Then it would provide users with an interactive timeline, allowing users to project futures based on potential changes in employment or income, changes in family composition, and changes in interest rates or home value. Based on all this information, the website could offer rough estimates of the viability of the home purchase, when the mortgage would be paid off and what circumstances might result in foreclosure. This website would not be intended to replace consumer education programs but could provide a more accessible alternative. The Lenders To avoid offering potentially dangerous mortgages, lenders need to be bound by socially optimal incentives. Short of changing the lawsShow MoreRelatedSolving the Foreclosure Crisis 1107 Words   |  5 PagesSolving the foreclosure crisis is not an easy quest. In order to solve the crisis, it will take everyone getting involved. The banks and other lenders need to be willing to work with people who have been in their homes and need to have their loans restructured or refinanced. There should not be any more QUICK FIXES. Too many of the lending institutions are trying to put a bandage on an open wound. Instead of working with the homeowners, they are willing to put the residents out of the homes and thinkRead MoreSolving the Foreclosure Crisis 972 Words   |  4 PagesIn order to solve the foreclosure crisis, first we must identify and examine the reasons why people are going into foreclosure. The unstable economy which has led to the loss of thousands of jobs is the most obvious reason that people are foreclosing their homes. Without a stable and sufficient source of income, it is virtually impossible to pay back mortgage lenders. The first step we should take to solve the foreclosure crises is to create more jobs so that people can pay their mortgages on timeRead MoreSolving The Foreclosure Crisis Essay985 Words   |  4 PagesHome foreclosures have been a hot topic in recent months as the economy has been in a serious downfall with a very slow recovery process. There are many different philosophies and many people truly feel that we can recover from this. We can alter the foreclosure status by giving serious consideration to the economic times and the types of mortgages that are available. Buyers must become more educated on the additional costs when getting a mortgage such as taxes, insurance, etc. The governmentRead MoreSolving the Foreclosure Crisis 1156 Words   |  5 Pagesâ€Å"Foreclosure filings were reported on 336,173 U.S. propert ies in June, the fourth straight monthly total exceeding 300,000†¦Ã¢â‚¬  Brooklyn, NY – December 30, 2009 Foreclosures continue to rise drastically across the United States due to the recession, and have effected, and continue to affect thousands of families and individuals every day. One aspect we must take into consideration is that most people are not informed of what foreclosure means, or the process, even those who are homeowners.Read MoreSolving The Foreclosure Crisis1012 Words   |  5 PagesThe current foreclosure crisis is affecting everyone in this nation. If people are not experiencing the crisis firsthand, they hear about it through family, friends, and their other social networks. Nonetheless, it is impossible to escape because the media is constantly showing coverage about it. People are becoming more aware and seeing how expansive the impact is through television, internet, print, and radio. Americans are quickly realizing the impact the foreclosure crisis is having on theRead MoreSolving the Foreclosure Crisis 979 Words    |  4 PagesOne way to solve the foreclosure crisis is to actually foreclose on every homeowner’s home loan, including the homeowners in bankruptcy, pre-foreclosure and post-foreclosure. The credit report of these homeowners should read as a recession in 2009 and it should not lower their credit scores. The banks should then match the previous interest rates to the interest rates of today and appraise each home and property at the value that it was assigned by its local tax assessor. By doing this it willRead MoreSolving the Foreclosure Crisis 1578 Words   |  7 Pagespotential loss breaks down as follows: Loss from sales price: $200,000.00 5% Commission: $10,000.00 3% closing cost credit: $6,000.00 Repair credits: $1,000.00 Foreclosure fees: $50,000.00 Total loss $267,000.00 Case number one: For those whose income has not had any major variations from the time they initiated their mortgage, but are finding themselves unable to continue their payments because of anRead MoreSolving the Foreclosure Crisis Essay1092 Words   |  5 PagesThe foreclosure crisis was one of the harbingers of the coming economic recession. This was the issue that shifted the focus of the 2008 presidential election from the Iraq War to the economy. As one can imagine, many individuals and families are currently hurting as a result of this foreclosure crisis. High unemployment rates and lack of job creation leave very few options for already struggling homeowners. Because the housing industry composes such a large part of the American economy and affectsRead MoreEssay on Solving the Foreclosure Crisis 969 Words   |  4 PagesThe current foreclosure crisis that our nation is experiencing has become a great hardship on many people in America. People that have lost their jobs due to cut backs, people with families for whom they need to provide shelter, people who are otherwise very responsible but have been put in a position from which they cannot escape, these are the people that are suffering. Normally if one could not afford to make payments on their mortgage, there would be ways for them to refinance their mortgageRead MoreThe Solving The Foreclosure Crisis933 Words   |  4 Pages The foreclosure crisis, which tragically happened several years ago, stole away the homes from countless Americans and left them high and dry. These Americans were not even neglecting to pay for their mortgage on purpose; the economy took a drastic downfall and took all of those unshielded Americans with it. Now, these Americans are left with many questions that are unanswered – until now. They still have the chance to improve their credit, test out their dream home, and thrive in the current reasonable

Comparing Matrix Paper On Nursing Research - 1339 Words

Comparison Matrix Paper Nursing research is quite unique in that it explores practices that are current and methods to improve those practices. With the goal of providing excellent and quality patient care outcomes, nursing research is dependent on the questions that are being asked. Therefore, it is imperative prior to beginning any type of research to decide the best format to acquire the answers to the questions proposed. As such, there are two methods that classify research and how it is done, qualitative and quantitative. Thus, contingent on the investigators will ultimately determine the type of research that is used, compared, and concluded to obtain the results that provide the best answers to the posed questions and the†¦show more content†¦6. Who were the complaints reported to and how were those concerns addressed if the concerns were addressed? (Lists of complaints were provided). Article 3- Doctoral Students’ Perceptions of Barriers to Reading Empirical Literature: A Mixed Analysis (Benge, Onwuegbuzie, Mallette Burgess, 2010). What is the comprehensive level of reading and vocabulary understanding within doctoral students in comparison to national standards? 7. What are the barriers and the incidences that doctoral students face when attempting to evaluate empirical articles? 8. What is the interpretative relationship between comprehension of empirical articles related to the barriers for doctoral students and how do the students address those issues? Understanding that each study was different and evaluated alternative choices of assessments the qualitative analysis demonstrated that each empirical article validated the preferred methods that were chosen by the investigators. Hence, the investigators could obtain the results that proved their hypothesis that offered an overview of the associations related to the samples selected. Thus, the questions in each article provided the beginning of a study that suggested improvements to current practice which could potentially lead to changes secondary to evidenced based practice. Evidenced based practice, which is the goal of ongoing research in nursing and along the relative to GCU’s doctoral journey inShow MoreRelatedUsing Data Analysis For Mixed Methods2029 Words   |  9 PagesCreswell (2007) suggested number of essential considerations should be in account when conducting mixed methods data analysis: 1. The analysis strategy should be used in order to answer the research qu estion(s) being asked. The questions are different according to the research design as discussed earlier in this paper. 2. Data analysis approach will relate to either concurrent data analysis (Triangulation and embedded designs) or sequential data analysis (Explanatory, exploratory, and embedded designs)Read MoreThe Application Of Evidence Based Practice1388 Words   |  6 Pages The application of Evidence Based Practice (EBP) requires doctors, nurses and other healthcare staff to be proficient in conducting quality research of peer reviewed academic literature (Introduction to Evidence-Based Practice, 2016). This process enables them to obtain appropriate and relevant evidence to support medical decisions. For example, to support the medical management of preterm births within the Aboriginal and Torres Strait Islander community (â€Å"Health of Australia s Aboriginal Peoples†Read MoreThe Nursing Concept Of Suffering2420 Words   |  10 PagesIntroduction â€Å"Caring in nursing has been seen as the essence of nursing, as the tradition of nursing, and as a process of interaction and communication in nursingâ€Å" (Locsin, 1995.) The act of caring has always had a big association in the profession of nursing. The profession of caring in nursing encompasses many different components that develop a therapeutic nurse-client relationship. Some of these components are: communication, comfort, listening, patience, accountability and honesty (Potter Read MoreQuestions On The Practice At A Semester II Level2085 Words   |  9 PagesIntroduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..3 Analysis and Synthesis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 Implications to the practice at a semester II level†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...6 Impact on the nursing care and or health care†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.8 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.10 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..11 Appendix A: Matrix Table†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..3 Current review of VTE prophylaxis INTRODUCTION Throughout the surgery, numerous complications arise despiteRead MoreKnowledge Based Theory of the Firm3972 Words   |  16 Pagesvertically-arranged organizational structures. This is followed by descriptions of several alternate organizational structures including those arranged by product, function, and geographical or product markets. Next is a discussion of combination structures, or matrix organizations. The discussion concludes by addressing emerging and potential future organizational structures. ORGANIZATIONAL STRUCTURE DURING THE TWENTIETH CENTURY Understanding the historical context from which some of today s organizationalRead MoreSwots: Strategic Management and Swot Analysis10122 Words   |  41 Pagesthe research paper While SWOT is a pervasive, accepted concept in strategic management, the tool itself has not been subjected to analysis. The purpose of this paper is to review the last decade of SWOTs usage in the academic literature and categorize the levels and types of applications for further analysis and extension as well as to aid subsequent theory building. Methodology For the past decade from June 1, 1999 through June 30, 2009, the authors searched peer-reviewed academic research includedRead MoreSwots: Strategic Management and Swot Analysis10111 Words   |  41 Pagesthe research paper While SWOT is a pervasive, accepted concept in strategic management, the tool itself has not been subjected to analysis. The purpose of this paper is to review the last decade of SWOTs usage in the academic literature and categorize the levels and types of applications for further analysis and extension as well as to aid subsequent theory building. Methodology For the past decade from June 1, 1999 through June 30, 2009, the authors searched peer-reviewed academic research includedRead MoreIllegal Immigrants And Health Care Access6465 Words   |  26 Pagesgetting deported at any time or getting separated from family. The fear of being deported and separate from their love ones are also part of the fears and barriers that immigrants face that enable them from accessing health care. Consulting Previous Research â€Å"Health care is concerned with the individual’s care and treatment, while public health consists with health and well-being of populations.† Immigrants in general are people who migrate across national borders or foreign country for the purposeRead MoreDefinition of Business Research6895 Words   |  28 PagesDefinition of Business Research Business research is an important management activity that helps companies determine which products will be most profitable for companies to produce. Several steps are necessary when conducting business research; each step must be thoroughly reviewed to ensure that the best decision is made for the company. * Product Analysis Product analysis is the first step of business research. 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I Am The Oldest Out Of 4 Siblings - 2210 Words

My Craziotic Family Well I am the oldest out of 4 siblings. I have 2 younger sisters and a younger brother. My younger brother’s name is Matt and he is 13 years old. My two younger sister’s names are Nevaeh and Gracie. Nevaeh is six years old. Gracie is five years old. I have a lot of aunts and uncles. My dad’s family is a lot bigger than my mom’s family. But the sad part is that I don’t even know half of my dad’s side of the family. He says â€Å"it’s a good thing that I don’t know most of his side of the family.† My mom’s side of the family gets together on holidays and we have a family dinner and on christmas we set around the tree on christmas eve and open up presents. The last time most of my dad’s family got together was like 5 years ago. It was a fun day but most of my dad’s family got drunk and was going crazy. So that’s why my dad doesn’t want me to know most of his family. Of course I was nine at the time, but i’ve never seen anybody that crazy before. It was like a wild zoo. But they’re still family and I will always love them. I’m happy that I have the family that I do. My Love-Baseball I never knew that I could be so in love with a sport. But when it comes to baseball, I would marry baseball if it were a person. That’s how much I love baseball. I have played baseball ever since I was seven. I started playing competitive traveling baseball when I was nine. I have played for multiple teams. I have played with Red Ravens for four years. I have played withShow MoreRelatedA Short Note On Cause And Effect Essay1266 Words   |  6 Pagesassassinate me when I was a newborn. She crept into my room and shoved a lemon slice into my mouth. It split my lip, and startled me awake. When my mother heard the commotion, she quickly came into the room and separated us, saving my life. Even though this event happened before I could even remember it, I still make sure to bring it up every argument between Jennifer and I. Why am I so petty? After reading the article on Frank Sulloway’s research, I realized I am petty because I was a laterborn. AsRead MoreMy Family And My Father886 Words   |  4 Pages My parents were both born and raised in Veracruz, Mexico by Oaxaca. My father, Tomas, grew up in a very poor family. He was the oldest out of nine siblings. My father’s families were Mexican Indians. They spoke dialect. My mother, Emilia, came from a wealthy family. My mother’s parents didn’t approve of her marrying my father because of his background. My mother disobeyed her parents and married my father at the age of 18. My father was 24. My parents lived his parents until he got his ownRead MoreI’Ve Lived In The Same House My Entire Life, In Gardena1345 Words   |  6 Pagesentire life, in Gardena CA. I still live at home will I attend El Camino. I’m the youngest of 6 kids, and there was only 1 boy. 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This lobby which had once looked so foreign to me is now just those familiar cream-colored tile walls with a door to my hall on one end and a door to the Law School parking lot on the other. I reminisce on when I first arrived here at Boston College. I expectedRead MoreCognitive Observation1488 Words   |  6 Pages Finished 1.10pm Number of Children Present: 4 Number of Adults Present: 2(including myself) Ages of children observed: 2:6 years 2:8 years 3 years 6.5 years Aim Rationale of observation: My aim while carrying out this observation was to observe a group of children, specifically the 2nd youngest child, aged 2yrs 8 months and his cognitive response to an activity involving numeracy. 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Teenage Street Race free essay sample

I glanced over at the speedometer. One hundred miles per hour. Not bad, but we could do better. As we approached a higher speed, I kept my eyes on the radar, mounted on the middle of the windshield. We maintained 115 miles per hour for five minutes. As I stared out the passenger side window, I expected to see another car falling quickly behind us. But without looking back, a BMW sped past. And being two teenage boys, we were not going to let him get away. My friend’s foot was on the floor. A 1997 Sebring was no match for a BMW. Surprisingly, we stayed twenty feet behind the car. As we raced around a slight turn in the highway, my body went numb, like thousands of dull needles softly poking me. The radar blared. We were speechless. We looked in the mirrors, praying for the impossible. As we saw the undercover Chevy Impala police car rip through the median and onto our side of the highway, I could already hear both of our parents yelling. We will write a custom essay sample on Teenage Street Race or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This time, a different set of lights glared at us. The blue and red was all we could see. â€Å"Would you like me to give you a ticket for going 108 or for street racing?† the officer asked. I had no answer for him. My hands trembled as the officer collected my friend’s license, and mine five minutes later. My friend had to pay off a 450 dollar ticket and find a chauffeur for fifteen days while his license was suspended. Looking back on that day, no matter how much fun I thought it was, I know it was not worth it. And although I didn’t receive a ticket, I learned to slow down and think—whether on the road or in life.

Scarlet and Black Reflection free essay sample

After seeing what type of life he has lived, the priesthood may look appealing to many. He is constantly helping people and getting in and out of trouble. The situations he finds himself in may not necessarily be because he is a priest, but rather because of the type of person he is. Fr. O’Flaherty’s drive and desire to help people makes him a saint to many people. Many priests probably would not have gone to the extent that Fr. O’Flaherty went to in helping the soldiers. He was close to death many times, but continued to fight for freedom. Some parts of this film, to me, seemed over done in the idea that Fr. O’Flaherty was some type of superhero. There is no doubt in my mind that he was an awesome person and helped many people, but do I believe that he fought evil ninja priests? Not necessarily. We will write a custom essay sample on Scarlet and Black Reflection or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The spousal meaning of the body is defined as the ability of the human body, in its masculinity or femininity, to express and realize our call to a communion of persons through self-giving love. Fr. O’Flaherty lives out the spousal meaning of the body by giving himself to the Allied soldiers. The priesthood calls priests to serve the people and to try and live like Jesus did. Fr. O’Flaherty lives out this call in a greater way than most priests would. In his masculinity he is able to take matters into his own hands and protect as many people as possible. Fr. O’Flaherty was a real father figure to many people in the film and also many people who were not shown in the film. He was a prominent father figure to Francesca and her daughters because, much like a father, he was concerned for their well-being and watched out for them. Fr. O’Flaherty was also known for personally taking care of children whose parent had been killed in the war. So he was very much so a father figure to all people he encountered. Priesthood is solely as masculine call because of the very fact that priests are called to be like Jesus. Jesus was a very strong leader so the people left to be priests must be strong and masculine too. Priests are also called to live â€Å"in persona Christi. † This literally means â€Å"in the person of Christ,† and it is the act through which a priest pronounces the words of the sacramental rite. Men must do this through Jesus, so it would not be possible for a woman to become Jesus. Women marry Jesus when they become nuns, but priests marry the church, which is considered, as a whole, to be feminine. Overall I think this movie was very good in demonstrating how the church has had an affect on the world throughout history. They do not simply just sit back and pray for things to turn out right, but some members of the church (aka Fr. O’Flaherty) took action. Fr. O’Flaherty is not a prototypical hero, but I think almost every priest would want to live the type of life he did.