Jane Austen s Clueless - 1949 Words

In Emma, the character Jane Austen presents in the novel is the type of person who likes to meddle in other people’s lives. In the film Clueless, Cher is an impersonation of Emma’s character. She also manipulates the situation, meddles in people’s lives because she feels she can manage them better than they can. In this particular adaptation of Emma, Emma is portrayed through the character Cher. Cher is also a meddler in other people’s lives. This sets the film up for an interesting and developing plot. Cher Horowitz illuminates Emma Woodhouse because they both exist in that precarious realm where lovable threatens to tip over into loathsome, but doesn’t. In the process of narrowly avoiding awfulness, both of these princesses give us†¦show more content†¦The ensuing disconnect between Emma’s perception and the reality of her surroundings forms the crux of Austen’s novel. Just as Cher convinces herself that Elton loves Tai and Christian loves her, everything that Emma imagines is occurring in her small village turns out to be wrong, and she manipulates people and events with disastrous results. Emma suffers little limitation as she goes to the Cole’s party, to the ball at the Crown, and to the excursion at Box Hill, provided all was safe at Hartfield. The fact that this represents Emma s change of response to her father rather than being a change in Mr. Woodhouse himself is made clear by details which would have felt inconceivable in book three, for instance, we casually hear that Emma had replaced the small uncomfortable table at Hartfield with a modern round table sometime in the unspecified past. Emma can make the reader sympathize with her. She is the only person in the novel who actually decides to make over another character in her own image, but she’s not alone in being constrained by ego. And so it was with Jane Austen as person and novelist. To establish a connection between her art and classicism viewed as measure and balance is al- most to belabor the obvious. Nor is it necessary to prove a direct relationship of study and influence. It is enough to see that Jane intuitively understood the rules,

Juvenile Delinquency Is Affected By The Family...

Abstract Studies of crime seek to explore how crime and delinquency are distributed through many variables such as family circumstances, activities, and gender. This literature review aims to analyze juvenile delinquency through these variables from research done in three specific articles. It was found that some of these variables have a direct affect on the amount of juvenile delinquency while others need further research for a conclusive answer to be found. Although theses are not all of the factors affecting juvenile delinquency, it is a representative compilation of research supporting my hypothesis. Hypothesis This study hypothesizes that juvenile delinquency is directly affected by the family circumstances, activities, and gender of the individual. The hypothesis will either be rejected or accepted by the research conducted. Glossary of Terms Juvenile- a young person, in the eyes of the law usually considered a juvenile until the age of 18. Juvenile Delinquency- The habitual committing of criminal acts or offenses by a young person, especially one below the age at which ordinary criminal prosecution is possible. Variable- An element, feature, or factor that is liable to change. Not consistent or having a fixed pattern. Independent Variable- A variable (often denoted by x) whose variation does not depend on that of another. Dependent Variable- A variable (often denoted by y) whose value depends on that of another. Crime- An action or omission thatShow MoreRelatedJuvenile Delinquency : The United States1458 Words   |  6 Pages Juvenile Delinquency in the United States We live in a world where there is a great deal of investment allotted to our children and our culture tend to be overprotective of our youth. Rightfully so, our younger citizens are considered the building blocks of our nation and the carriers of our legacy in the future. But in spite of stringent laws that seem to protect our youth, other factors such as race, poverty, and environment are catalysts for delinquent youth behavior. Juvenile crime isRead MoreIt can be nearly impossible to narrow down the causes of delinquency in youth as the factors do2000 Words   |  8 PagesIt can be nearly impossible to narrow down the causes of delinquency in youth as the factors do vary from adolescent to adolescent. There has been extensive research into family factors and how they relate to delinquency. Researchers have looked in several theories and models to specific attributes of gender, socioeconomic status, race, and the family structure itself. Definitions †¢ Juvenile delinquency: conduct by a juvenile characterized by antisocial behavior that is beyond parental control andRead MoreThe Theory Of General Strain Theory Essay1831 Words   |  8 Pagessource, such as anything that changes in the individual’s life that causes strain. 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Juvenile crime is mentioned as far back as ancient Sumeria and Hammurabi, where laws concerning juvenile offenders first appear in writtenRead MoreThe social learning theory proposed by Albert Bandura has become one of the most influential2500 Words   |  10 Pagesthere is a novel aspect to the situation, the learner is far more likely to give his full attention to learning. Retention is the ability to store and remember information and this is also an important part of the learning process. Retention can be affected by a number of factors, but the ability to pull up information later and act on it is vital to observational learning. Once the learner pays attention to the model and retains the information, it is time to actually perform the behaviour observedRead MoreThe Social Aspect And Environment1830 Words   |  8 Pagesraces, religion and gender. 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Assessment and its important part of education process Free Essays

Recently, research workers have progressively recognised the importance of formative appraisal in bettering kids ‘s advancement and attainment ( Bone, 1999 ; Wiliam et al. , 2004 ) . Although groundss provided in this work suggest that policies have underestimated the complexness of this sort of assessment- and that some instructors find it hard to do- the benefits of formative appraisal can far outweigh the disadvantages. We will write a custom essay sample on Assessment and its important part of education process or any similar topic only for you Order Now Appraisal has become a really of import portion of instruction procedure and it has advanced well over the past old ages ( Johnston et al. , 2009 ; Hall and Burk, 2004 ) and, as our instruction system becomes more course of study focused, the accent moves progressively to how instructors teach and how kids are taught ( Butt, 2010 ) . In this position, acquisition is concerned with the building of apprehension, accomplishments and attitudes ( Johnston, 1996 ; Pritchard, 2005 ) . In other words, it is concerned with the type of larning pupils become involved with. In add-on, why and how we assess students has an tremendous impact on their educational experience and accordingly on how and what they learn ( Wynne, 2007 ) . In the visible radiation of these, this work aims to specify what appraisal is, puting peculiar focal point in the formative appraisal. It will besides critically analyze how formative appraisal may back up students ‘ acquisition, back uping the analysis with theories on kid development and kids ‘s acquisition, every bit good as observations and grounds from school experiences. Appraisal ‘ The appraisal of kids has to function a assortment of intent, but it is chiefly to inform determinations made by the instructor about what work a kid is capable of pull offing ‘ . Hayes ( 2006 ) Assessment means different things in different contexts and it is besides carried out for different intents ( Arthur et al. , 2006 ) . During my preliminary fond regard I noticed that instructors were measuring all the clip and some of those appraisals were traveling on besides during learning. For illustration, while learning, instructors picked up information about kids ‘s cognition through eavesdropping ( where in group treatment, the instructor would stand by a tabular array, but listening to the other table treatment alternatively ) or oppugning and they besides assessed the degree of apprehension of the category through a speedy quiz or game at the beginning or terminal of the lesson. Those appraisals have helped instructors to see what works and what does non in footings of pupil acquisition. However, they normally used this information to measure their ain lesson and/or the degree of cognition and apprehension of the category, instead than to do formal appraisals which could be fed back to students ( Preliminary Attachment, 2010 ) . From reflecting in illustrations from theory and pattern, it is possible to state that appraisal in instruction involves doing opinions about students ‘ attainments ( Alexander, 2010 ; Preliminary Attachment, 2010 ) . In other words, it involves instructors make up one’s minding on how they will roll up information, what information is relevant, how they will come to a opinion and so how to describe and notice a judgement to those who want to cognize how students are accomplishing ( Arthur et al. , 2006 ; Aldgate et al. , 2006 ; Hayes, 2006 ; Hughes, 2008 ) . In add-on, appraisal is frequently divided into summational and formative classs for the intent of sing different aims for appraisal patterns ( Pollard et al. , 2005 ; Arthur, et al. , 2006 ; Butt, 2010 ) . Yet, argument continues over whether and how summational and formative appraisal should be distinguished ( Threlfall, 2005 ; Wynne, 2005 ) . In its summational function, the intent of appraisal is to judge students ‘ quality and features, summarizing these in a clear and widely acceptable format. Summational appraisal is besides known as appraisal of acquisition ( Threlfall, 2005 ; Arthur et al. , 2006 ) and grounds for this type of appraisal may come from formal testing of what has been learnt, taking to bring forth Markss or classs which may be used for different intents, such as studies of assorted types ( Pollard et al. , 2008 ) . Furthermore, surveies indicate that summational appraisal can hold a negative impact on pupils ‘ motive for larning, as instead than adv ancing ‘intrinsic ‘ motivation- in which they perform because they are interested and engaged with the work, summational appraisal is believed to advance ‘extrinsic ‘ motive, in which pupils merely react to the promise of some sort of wages ( Crooks, 1988 ; Sansome and Harackiewicz, 2000 ; Wynne, 2001 ) . On the other manus, appraisal besides has a formative map. In this function, appraisal is closely linked with pupils ‘ acquisition procedures, naming pupils ‘ strengths and failings, assisting pupils to develop self-awareness ; supplying feedback on countries of larning necessitating farther work ; assisting to steer them in their surveies and by and large actuating them and advancing the coveted acquisition result ( Pollard et al. , 2008 ; Alexander, 2010 ) . FORMATIVE ASSESSMENT AND PUPILS ‘ Learning ‘Assessment for acquisition is any appraisal for which the first precedence in its design and pattern is to function the intent of advancing students ‘ acquisition. It therefore differs from appraisal designed chiefly to function the intents of answerability, or of superior, or of attesting competency ‘ . ( Black et al. , 2002, p.7 ) Furthermore, harmonizing to researches, some of the cardinal elements of formative appraisal include the designation by instructors and pupils of larning ends, purposes or results and standards for accomplishment ; conversations, with feedback, between instructors and pupils that build on what is known and what is to be learned ; active engagement of pupils in their ain acquisition and besides instructors reacting to identified larning demands and strengths by modifying and/or accommodating instruction schemes, stuffs and attacks ( Stiggins, 1992 ; Stiggins and Conklin, 1992 ; Fontana and Fernandes, 1994 ; Fredrickson and White, 1997 ; Black and Wiliam, 1998a ; Shepard, 2000 ; Boston, 2002 ; Guskey, 2003 ; Liang and Creasy, 2004 ) . In the visible radiation of these, instructors can utilize the information of where pupils are holding problem and how they are come oning, to do necessary accommodations, such as re-teaching and seeking alternate instructional attacks. These activities c an take to improved students success. Harmonizing to Pryor and Crossouard ( 2005, p. 2 ) formative appraisal occupies a ‘curious and somewhat self-contradictory ‘ place within educational theory. Although may be argued that formative appraisal has ever been a cardinal portion of educational pattern it was merely in the late sixtiess and seventiess that the term was invented ( Black and Wiliam, 2003 ) . Furthermore, as a consequence of a turning international dissatisfaction with current signifiers of appraisal, formative appraisal was one of a figure of thoughts that attracted the attending of educational research workers ( Bloom et al. , 1971 ) . Since the beginning of the 1990s it has enjoyed considerable attending, particularly in schools, under the rubric of Assessment for Learning, following Caroline Gipps ‘s differentiation from appraisal of acquisition ( Gipps, 1994 ) . Part of this involvement has involved a acknowledgment that dominant signifiers of summational appraisal did non hold a good tan trum with constructivist larning theories, whereas formative appraisal seemed to offer distinguishable possibilities. Since so a significant figure of surveies, peculiarly in the UK, at all degrees of instruction have attempted to aline formative appraisal with modern-day psychological theories of acquisition ( Gipps et al.,1995 ; Boud 1995 ; Black et al. , 2002 ; Hall and Burke 2003 ) and others have besides taken history of sociological positions ( Torrance and Pryor 1998 ; Filer and Pollard 2000 ; Ecclestone 2002 ) . In add-on, in order to incorporate formative appraisal into schoolroom pattern, a scope of appraisal schemes and techniques are presently in topographic point taking to better students ‘ acquisition. Some of those schemes, which I have had the chance to detect and critically analyse during my preliminary fond regard, are: feedback, self- appraisal and schoolroom treatment. Feedback ‘Unless pupils are able to utilize the feedback to bring forth improved work, neither they nor those giving the feedback will cognize that it has been effectual ‘ . ( Boud, 2000, p.158 ) Black and Wiliam ( 1998a ) research on whether formative appraisal raises academic criterions in the schoolroom, shows that attempts to beef up formative appraisal can bring forth important acquisition additions ( Black and Wiliam, 1998b ) and their analysis of these surveies has shown that feedback resulted in positive benefits on acquisition and accomplishment across all content countries, cognition and accomplishment types and degrees of instruction ( Black and Wiliam, 1998a ) . Furthermore, when feedback is given as portion of formative appraisal, it helps to steer students through the actions they need to accomplish their end, doing them cognizant of any gaps existent between their current cognition, understanding or accomplishment and their coveted end ( Ramaprasad, 1983 ; Sadler, 1989 ) . Besides, it is taken for granted by constructivist theory that supplying information or feedback to pupils in an ongoing mode, such as that which formative appraisal should supply, will bring forth positive consequences ( Shepard, 2000 ) . Yet, during my preliminary fond regard, I have observed a twelvemonth 2 instructor giving pupils feedback information on their work. The scheme in topographic point was called ‘two stars and a wish ‘ , where the instructor collected students ‘ work and compared their public presentation to the acquisition ends, foregrounding two good points about their work and one point necessitating betterment. The instructor gave students their work back, bespeaking students to set their initials below the feedback to show that they have understood what needed to be improved. However, I have observed that some students, who put their initials below the feedback, found the feedback hard to understand, particularly when the acquisition ends had non been assimilated in first topographic point. For illustration, a peculiar student had the feedback: ‘Make certain you use two adjectives in your sentence to depict people and topographic points ‘ ( Preliminary Attachment, 2010 ) . This feedback given by the instructor was non sufficient to assist this peculiar student to shut the spread, as he did non to the full understand what adjectives were in first topographic point and was still unable to use this cognition in his hereafter work. Black and Wiliam ( 1998a ) farther elaborate on this communicating issue when they discuss the links between the manner a feedback message is received and what pupils do w ith that message. Besides, Hayes ( 2006 ) argues that in offering feedback, instructors must utilize remarks which guarantee that students understand their significance. He besides suggests that, ideally, kids should be given clip to believe and react to the instructor ‘s remark and be involved in the appraisal procedure, instead than inactive receivers, as these give them a sense of ownership in their acquisition. This position is shared by Piaget, who is concerned with the cognition and apprehension and the manner which new information is dealt with by immature scholars ( Sullivan, 1969 ) . Furthermore, the larning theory of Piaget and Inhelder ( McCarthy Gallagher and Reid, 2002 ) , which is the first effort to garner together constructs and research surveies of Piaget ‘s cognitive theory that direct relates to larning theories, besides suggest that the growing in cognition is frequently sparkled by a feedback procedure that consequences from oppugning, contradictions and accordingly reorganization. This manner, it is important that any theoretical account of feedback must take history of the manner pupils make sense of, and usage, feedback information, as suggested by Black and Wiliam ( 1998a ) . On the other manus, another observation on instructor ‘s feedback, evidenced during my preliminary fond regard, in a twelvemonth 6 category, had a more positive result. The instructor sat beside the student while giving him feedback and she explained to the student what needed improving, clear uping any misconceptions. Besides, when written feedback was given, kids were encouraged to react with a written remark of their ain. It was observed that this scheme has helped kids to make full the spreads and advancement in their acquisition, as the feedback to pupils was focused on accomplishment and had identified the following stairss in acquisition, in ways that students could understand and move upon ( Preliminary Attachment, 2010 ) . This is supported by Duschl and Gitomer ( 1997 ) , who argue that aggregations of pupil work may besides be used formatively if pupils every bit good as instructors annotate their remarks and continually detect their advancement. These show that the most helpful type of feedback on prep and trials are the 1s which instructors provide students with specific remarks sing to mistakes, offering specific suggestions for betterment and besides promoting students to concentrate their attending on their undertaking, instead than merely being concerned if their replies are right ( Bangert-Drowns et al.,1991 ; Elawar and Corno, 1985 ; Irons, 2007 ) . SELF- ASSESSMENT ‘It is clear that self-esteem, so cardinal to success both in school and in life more by and large, harmonizing to recent research, is all excessively frequently eroded by the experience of negative ratings. ( Weeden et al. , 2002, p. 152 ) Learners can besides play an of import function in formative appraisal through self-evaluation. This position is supported by experimental research surveies which have shown that when pupils understand the acquisition aims and assessment standards and are given chances to reflect on their work, they normally show greater betterment when comparing with those who do non ( Fontana and Fernandes, 1994 ; Frederikson and White, 1997 ) . In add-on, surveies show that public presentation additions were besides witnessed among pupils with larning disablements who are taught to utilize self-monitoring schemes related to their apprehension of reading and composing undertakings ( McCurdy and Shapiro, 1992 ; Sawyer et al. , 1992 ) . During my preliminary fond regard, twelvemonth 6 students were encouraged to measure their work by composing a remark saying if they found their work easily, mean or difficult. Students were besides encouraged to put marks for themselves and observe what aspects needed betterment. In this juncture, students demonstrated to be actively engaged with their self-assessment and were able to build their cognition and set challenges for themselves in order to accomplish their ends ( Preliminary Attachment, 2010 ) . Piaget suggests that kids should be free to work in different ways and learn through active geographic expedition and personal find ( Sullivan, 1969 ) and from a constructivist point of position, acquisition is non a inactive procedure and so, battle must be at the start of the procedure of acquisition ( Pritchard, 2005 ) . In other words, pupils learn most efficaciously when they actively construct their ain cognition, understanding and accomplishments based on their ain explora tory activities and contemplation. In add-on to this, active battle is an index that existent acquisition takes topographic point and cognizing that they can get by with troubles makes students seek challenges and get the better of farther jobs ( Clark, 2008 ) . Besides, Vygotsky ‘s Zone of Proximal Development ( Vygotsky, 1978 ; Smidt, 2006 ) shows that students learn best when they have a somewhat hard undertaking which they have to work at and which leads them to a province of ‘flow ‘ . Claxton ( 2002 ) suggests that ‘flow ‘ describes how engaged a individual is in an activity, the degree of soaking up and how engaged they are in their acquisition. However, in the same school, twelvemonth 1 students were asked to measure their work by seting their work in the several trays: smiley face if the work was easy, impersonal face if the work was all right and sad face if the work was difficult. While standing beside the trays, detecting the students while they assessed their work, I notice a kid stating: ‘I found this work hard, but I do n’t wish sad faces! ‘ The kid them put her work in the tray with a smiley face ( Preliminary Attachment, 2010 ) . Over the last decennary there has been an increasing involvement in schemes that encourage pupils to take a more active function in the direction of their ain acquisition ( Falkchikov, 1995 ; Hyland, 2000 ) . Black and Wiliam ( 1998a, p.54 ) make the statement that ‘a pupil who automatically follows the diagnostic prescription of a instructor without apprehension of its intent will non larn ‘ , while Sadler ( 1989 ) argues that the intent of formative appraisal should be to fit pupils bit by bit with the appraising accomplishments that their instructors ‘ possess. On the other manus, the fact that the pupil found the work hard, yet placed it inside the smiley face tray, can be related to the kid ‘s self-esteem. Clark ( 2008 ) argues that kids love to be praised for their intelligence and endowment, but if this is the norm, the minute they encounter an obstruction, their assurance beads. If success means that they are clever, than, failure can merely intend the y are non. In the visible radiation of this, students can non work with the message that they can accomplish their marks by seting things right when they are clouded by overtones about ability, competition and comparing with others ( Black and Wiliam, 1998b ; Miller and Lavin, 2007 ) . Studies show ( Elliot and Dwenck, 1988 ; Dwenck, 1989 ) that schemes based on public presentation ends, such as smiley faces, adversely affects public presentation and they tend to take students to impute trouble to low ability and go disquieted when faced with trouble or failure ( Clark, 2008 ) . Miller and Lavin ( 2007, p.6 ) argue that there is limited research grounds which shows that formative appraisal will non needfully hold good effects on self-pride. However, they suggest that there is a demand to look into contexts where instructors are doing usage of formative appraisal as an built-in portion of their daily instruction, such as: ‘in busy primary schoolrooms, over longer periods of clip and utilizing a scope of different schemes and techniques presently endorsed as ‘good pattern ‘ , in order to happen out whether formative appraisal procedures might impact kids to different grades or in different ways. CLASSROOM DISCUSSION ‘What a kid can make in co-operation today, he will be able to make entirely tomorrow ‘ . ( Vygotsky, 1962 ) Since the end of formative appraisal is to give instructors an apprehension of what pupils know, or do n’t cognize, and utilize this information to do antiphonal alterations in instruction and acquisition, schemes such as schoolroom treatment and instructor observation have an of import topographic point alongside analysis of trials and prep ( Spendlove, 2009 ) . Furthermore, the usage of oppugning and schoolroom treatment as chances to better students understanding and increase their cognition is besides encouraged by Black and Wiliam ( 1998b ) . However, they caution that instructors need to guarantee that thoughtful and brooding inquiries are asked, instead than simple and factual 1s, and pupils must be given equal clip to react. During my preliminary fond regard I had the chance to detect two categories where the instructors had in topographic point a scheme called think-pair-share, where the instructors gave the category a subject and asked kids to discourse their thought in brace or in groups of four. If in groups, students had to take one representative to portion the thought with the category. The instructors took into history kids ‘s old cognition of the topic and built on it to scaffold kids ‘s acquisition. Sing to cognitive development, the treatment was really productive and led to higher quality authorship, a higher degree of speech production and hearing and it has besides increased students assurance in their ability to lend. However, although some instructors in the school acknowledged that treatment and scaffold duologue have a great cognitive potency, they found this scheme really hard, as it demanded much on instructors ‘ accomplishments and capable cognition ( Preliminary At tachment, 2010 ) . Spendlove ( 2009 ) argues that although the think-pair-share scheme requires readying from the instructor, when used efficaciously, it engages the whole category in thought, speech production and listening through treatment and sharing co-operative acquisition with equals. In add-on, Torrance and Pryor ( 1998, p. 131 ) suggest that a focal point group appraisal can bring forth a great trade of information about kids ‘s cognition accomplishments and understanding piece at the same clip contribute to the procedure of making apprehension. Every kid is alone ( DfES, 2004 ) , develops in different gait ( DCSF, 2008 ) and has his/her ain storage of cognition ( Fisher, 1995 ) . Children can make a batch of speaking when given clip and infinite by a instructor prepared to listen and detect ( Robson, 2006 ) . Such talk provides grounds of kids ‘s advancement to day of the month but besides scaffolds the acquisition of the group as they interrogate each other about the nature of th e undertaking and collaborate to carry through it ( Hill and Hill, 1996 ; Shepard, 2005 ) . Furthermore, for Vygotsky, societal interaction has a critical function in a kid ‘s instruction ( Vygotsky 1962 ; 1978 ; Daniels, 1996 ) . Besides, Bruner states that ‘making sense is a societal procedure ‘ ( Bruner and Haste, 1987 ) .This means that we become who we are through take parting in the communities around us and our acquisition is reconstructed through battle with others ( Lave and Wenger, 1991 ; Kehily, 2005 ; Smidt, 2006 ) . This is because, with others, we can make more and achieve more than we can make on our ain. Furthermore, Shepard ( 2000 ) links this type of schoolroom appraisal with the constructivist motion, which suggests that larning is an active procedure, constructing on old cognition, experience, accomplishments and involvements. So, since acquisition is extremely individualized, constructivism recognises that learning must be adaptative to the context, affecting complex decision-making, and necessitating that a instructor draws upon a scope of techniques ( Giebelhaus and Bowman, 2002 ) . Besides, Fisher ( 1995 ) argues that kids should be provided with challenges that extend their cognitive potency. For Vygotsky ( 1978 ) , this possible ( Zone of Proximal Development ) exists non merely in the kid ‘s head, but it besides lies in the accomplishments, thoughts, experiences and from the kid ‘s societal interaction with his/her equals. Decision ‘When instructors ‘ schoolroom appraisals become an built-in portion of the instructional procedure and a cardinal ingredient in their attempts to assist pupils larn, the benefits of appraisal for both pupils and instructors will be unbounded ‘ . Guskey, ( 2003, p. 11 ) Evidence from researches clearly indicates that good, well-developed and effectual formative appraisal does hold a powerful impact on pupil acquisition and can be a critical constituent in our attempts to better instruction ( Assessment Reform Group, 1999 ; Guskey, 2003 ) . Further, formative appraisal changes the rhythm ‘s consequence where students attribute hapless public presentation a deficiency of ability, which discourages them to put in their hereafter acquisition. It besides supports the outlook that all can larn to high degrees ( Ames, 1992 ; Vispoel and Austin, 1995 ) . Yet, some instructors argue that measuring pupils for the intent of informing future planning and instruction can non be easy accommodated alongside measuring students for the intent of class/school answerability. This is because, in order to describe classs and meet answerability, instructors by and large need to take portion in or set about some summational appraisal. This manner, the intent of summ ational appraisal remains rather different from the intent of formative appraisal in monitoring and bettering advancement ( Herman et al. , 1992 ) . In add-on, groundss in this work suggest that considerable sweetenings in pupil accomplishment are possible when instructors use assessment, daily, to set their instruction to run into their pupils ‘ acquisition demands. However, it is besides clear that doing such alterations is much more than merely adding a few modus operandis to one ‘s normal pattern. It involves a alteration of focal point from what the instructor is seting into the procedure and to what the scholar is acquiring out of it. Besides, the extremist nature of the alterations means that instructors need extra support for detecting and/or developing formative appraisal tools, which non merely inform pupils and instructors about advancement, but provide aid on where the spreads are and how to continue. Furthermore, it is important that instructors acknowledge that every kid is alone ( DfES, 2004 ; Aldgate et al. , 2006 ; DCSF, 2008 ) and that development is a procedure which involves interaction between the turning kid and his/her societal environment ( Vygotsky, 1978 ) . So, if acquisition is to take topographic point, it is indispensable that instructors take kid development and larning theories earnestly and use this cognition in their appraisal and intercessions ( Department of Health et al. , 2000 ) . 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Education And Optimal The Dynamic Taxation -Myassignmenthelp.Com

Question: Discuss About The Education And Optimal The Dynamic Taxation? Answer: Introducation Expenditures which are in relation to work are treated as taxable income of taxpayers with respect to the specific year of assessment and the year ended 2017. There are three elements which are considered for the purpose of identifying the income (Wilkins 2015). They include spouses income as salary and wages, superannuation compensation which is done by the employer in relation to a sacrificed value of salary and compensation resulting out of medical expenses. The three elements are treated as taxable income as spouses salary can be accessed by the husband. In addition expenses resulting out of medical treatment and superannuation are also taken into account for assessing the income which assessable. The income from employment is regarded as the primary source of income which is derived by the person in a specific period so that the present position can be boosted (Vann 2016.). Capital gains According to the provisions of taxation ruling of 95/35 any sort of capital gain which is made in relation to the ruling is going to be treated as a capital gain tax. The provisions are particularly in relation to consequences of CGT towards the compensation amount receipt (James 2016). In addition with respect to these provisions any kind of compensation which the tax payer has received totally in relation to tax payer s compensation or sale of underlying assets it is going to be treated as those considerations which are received for disposing the asset (Findeisen and Sachs 2016) The compensation which the tax payer has received with respect to any money arising out of various options such as revenue collected from court proceedings, sale of underlying assets or the sale of property or dissected assets is going to be treated as compensation. In addition as depicted from the situation in hand it can be said that the share transfer on the part of the tax payer which arises when the shareholder dies is going to be considered as the assets real owner. As stated by Becker, Reimer and Rust (2015), the shares which have been held in five organizations which are MYR, COH, BHP,TLS and CBA whose sale price along with present market value as stated by the tax payer in case of death has been used to determine the sale proceeds. According to the case of Inspector of Taxes v. Bensons Hosiery (Holdings) Pty ltd it had been provided by the court that any form of legally enforceable rights can be used to account the asset in relation to the CGT legislation as per Bankman et al, (2017) Capital Gai The wear and tear in relation to the obsoleteness of an assent is represented by depreciation in case the in the individual tax payers books of accounts non-current transaction is recorded. TheCapital gainsof instant write off method is done by the individuals for the purpose of ascertaining the overall deprecation which have been subtracted from the overall tax liabilities which took place during the year. References Bankman, J., Shaviro, D.N., Stark, K.J. and Kleinbard, E.D., 2017.Federal Income Taxation. Wolters Kluwer Law Business. Becker, J., Reimer, E. and Rust, A., 2015.Klaus Vogel on Double Taxation Conventions. Kluwer Law International. Findeisen, S. and Sachs, D., 2016. Education and optimal dynamic taxation: The role of income-contingent student loans.Journal of Public Economics,138, pp.1-21. James, S.R., 2016. The International Conference on Tax Administration. Vann, R., 2016. Hybrid Entities in Australia: Resource Capital Fund III LP Case. Wilkins, R., 2015. Measuring income inequality in Australia.Australian Economic Review,48(1), pp.93-102.

Thomas More Essays (831 words) - Anglican Saints, Anti-Protestantism

Thomas More At the last debating whereof he made such arguments and reasons there against, that the King's demands were thereby overthrown. So that one of the King's privy chamber, named Mr. Tyler, being present thereat, brought word to the King out of the Parliament house, that a beardless boy had disappointed all his purposes. Whereupon the King conceiving great indignation towards him could not be satisfied until he had some way revenged it. And forasmuch as he nothing having, nothing could lose, his grace devised a causeless quarrel against his Father, keeping him in the Tower until he had paid him an hundred pounds fine. Shortly hereupon it fortuned that this Sir Thomas More coming in a suit to Dr. Fox, Bishop of Winchester, one of the King's privy council, they called him aside, and pretending great favour towards him, promised him that if he would be ruled by him, he would not fail but into the King's favour again to restore him, meaning, as it was after conjectured, to cause him thereby to confess his offence against the King, whereby his Highness might with better colour have occasion to revenge his displeasure against him. But when he came from the Bishop, he fell in communication with one Mr. Witford, his familiar friend, then chaplain to that Bishop and after a Father of Sion, and showed him what the Bishop had said unto him, desiring to have his advice therein, who for the passion of God prayed him in no wise to follow his counsel "for my Lord my Master (quoth he) to serve the King's turn will not stick to agree to his own father's death." So Sir Thomas More returned to the Bishop no more when Sir Thomas More had remained in the Tower a little more than a month, my wife, longing to see her father, by her earnest suit at length gat leave to go to him. At whose coming (after the seven psalms and litany said, which whensoever she came to him, ere he fell in talk of any worldly matters, he used accustomably to say with her) among other communication he said unto her, prolific letter writer Since More was a practising lawyer and politician for most of his adult life he was allowed to correspond with his eldest daughter Margaret Roper (who was also allowed to visit him in prison) Within two weeks of More's death (6 July 1535), an eye-witness account of More's final trial and execution written , for a different view of the relationships between the various accounts of More's execution.] More served Henry faithfully in some of the most trying times the English court has ever known, and when he refused to attend Anne Boleyn's coronation ceremony he knew what was in store. He was later requested to take an oath acknowledging Henry the supreme head of the Church in England, and when he (as a loyal Roman Catholic) refused he was tried and convicted of treason. This essay has indicated that the humanists were concerned with developing a noble style in their oral and written communication. They were also concerned with their style of behavior. They valued witty behavior, and especially a witty jest ; and they immensely admired a quality of polished urbanity when it was manifest in difficult situations. One way of summing this up would be to say that the humanists admired a man who never "lost his cool." According to William Roper, More's son-in-law and biographer, Sir Thomas More even quipped at the time of his death. To one of his attendants at the foot of the shaky scaffold More said, "I pray you, Master Lieutenant, see me safe up, and for my coming down let me shift for myself." And when the executioner begged his pardon, More embraced him and said to him "pluck up thy spirits, man, and be not afraid to do thine office." Finally, as he was laying his head upon the block, he begged the executioner stay until he had removed his beard, saying that it had never committed any treason. The execution of More in 1535 shocked and dismayed humanists throughout Europe. Their hopes blasted by nationalism, religious faction and royal pride, it became impossible for men like More and Erasmus, to prevail. The succeeding generation of humanists tended, like Francis Petrarch earlier, to be more cautious, more deferential to established power and doctrine. Sir Thomas More considered becoming a Carthusian monk, but chose instead the active life of law and public service. After

The Goliad Massacre of the Texas Revolution

The Goliad Massacre of the Texas Revolution In the wake of the Texan defeat at the Battle of the Alamo on March 6, 1836, General Sam Houston ordered Colonel James Fannin to abandon his post at Goliad and march his command to Victoria. Moving slowly, Fannin did not depart until March 19. This delay allowed the lead elements of General Josà © de Urreas command to arrive in the area. A mixed force of cavalry and infantry, this unit numbered around 340 men. Moving to attack, it engaged Fannins 300-man column on an open prairie near Coleto Creek and prevented the Texans from reaching the safety of a nearby timber grove. Forming a square with artillery at the corners, Fannins men repulsed three Mexican assaults on March 19. During the night, Urreas force swelled to around 1,000 men and his artillery arrived on the field. Though the Texans worked to fortify their position during the night, Fannin and his officers doubted their ability to sustain another day of fighting. The next morning, after Mexican artillery opened fire on their position, the Texans approached Urrea regarding negotiating a surrender. In meeting with the Mexican leader, Fannin asked that his men be treated as prisoners of war according to the usages of civilized nations and paroled to the United States. Unable to grant these terms due to directives from the Mexican Congress and General Antonio Lopez de Santa Anna and unwilling to mount a costly assault against Fannins position, he instead asked that the Texans become prisoners of war at the disposal of the Supreme Mexican Government. To support this request, Urrea stated that he was unaware of any instance where a prisoner of war who had trusted the Mexican government had lost their life. He also offered to contact Santa Anna for permission to accept the terms requested by Fannin. Confident that he would receive approval, Urrea told Fannin that he expected to receive a response within eight days. With his command surrounded, Fannin agreed to Urreas offer. Surrendering, the Texans were marched back to Goliad and housed at Presidio La Bahà ­a. Over the next few days, Fannins men were joined by other Texan prisoners that had been captured after the Battle of Refugio. In accord with his agreement with Fannin, Urrea wrote to Santa Anna and informed him of the surrender and recommended clemency for the prisoners. He failed to mention the terms sought by Fannin. Mexican POW Policy In late 1835, as he prepared to move north to subdue the rebelling Texans, Santa Anna grew concerned about the possibility of their receiving support from sources within the United States. In an effort to deter American citizens from taking up arms in Texas, he asked the Mexican Congress to take action. Responding, it passed a resolution on December 30 which stated, Foreigners landing on the coast of the Republic or invading its territory by land, armed, and with the intent of attacking our country, will be deemed pirates and dealt with as such, being citizens of no nation presently at war with the Republic and fighting under no recognized flag. As the punishment for piracy was immediate execution, this resolution effectively directed the Mexican Army to take no prisoners. Complying with this directive, Santa Annas main army took no prisoners as it moved north to San Antonio. Marching north from Matamoros, Urrea, who lacked his superiors thirst for blood, preferred to take a more lenient approach with his prisoners. After capturing Texans at San Patricio and Agua Dulce in February and early March, he sidestepped execution orders from Santa Anna and sent them back to Matamoros. On March 15, Urrea again compromised when he ordered Captain Amos King and fourteen of his men to be shot after the Battle of Refugio, but allowed colonists and native Mexicans to go free. Marching to Their Death On March 23, Santa Anna replied to Urreas letter regarding Fannin and the other captured Texans. In this communication, he directly ordered Urrea to execute the prisoners which he dubbed perfidious foreigners. This order was repeated in a letter on March 24. Concerned about Urreas willingness to comply, Santa Anna also dispatched a note to Colonel Josà © Nicols de la Portilla, commanding at Goliad, ordering him to shoot the prisoners. Received on March 26, it was followed two hours later by a conflicting letter from Urrea telling him to treat the prisoners with consideration and to use them to rebuild the town. Though a noble gesture by Urrea, the general was aware that Portilla lacked sufficient men to guard the Texans during such an endeavor. Weighing both orders during the night, Portilla concluded that he was required to act on Santa Annas directive. As a result, he ordered that the prisoners be formed into three groups the following morning. Escorted by Mexican troops led by Captain Pedro Balderas, Captain Antonio Ramà ­rez, and Agustà ­n Alcà ©rrica, the Texans, still believing they were to be paroled, were marched to locations on the Bexar, Victoria, and San Patricio Roads. At each location, the prisoners were halted and then shot by their escorts. The overwhelming majority were killed instantly, while many of the survivors were chased down and executed. Those Texans who were too wounded to march out with their comrades were executed at the Presidio under the direction of Captain Carolino Huerta. The last to be killed was Fannin who was shot in the Presidio courtyard. Aftermath Of the prisoners at Goliad, 342 were killed while 28 successfully escaped the firing squads. An additional 20 were saved for use as doctors, interpreters, and orderlies through the intercession of Francita Alvarez (The Angel of Goliad). Following the executions, the bodies of the prisoners were burned and left to the elements. In June 1836, the remains were buried with military honors by forces led by General Thomas J. Rusk which advanced through the area after the Texan victory at San Jacinto. Though the executions at Goliad were carried out in accordance with Mexican law, the massacre had a dramatic influence abroad. Whereas Santa Anna and the Mexicans had previously been seen as cunning and dangerous, the Goliad Massacre and the Fall of the Alamo led them to be branded as cruel and inhuman. As a result, support for the Texans was greatly bolstered in the United States as well as overseas in Britain and France. Driving north and east, Santa Anna was defeated and captured at San Jacinto in April 1836 paving the way for Texas independence. Though peace existed for nearly a decade, conflict came to the region again in 1846 following the annexation of Texas by the United States. In May of that year, the Mexican-American War began and saw Brigadier General Zachary Taylor win quick victories at Palo Alto and Resaca de la Palma. Selected Sources Texas State Historical Association: Goliad MassacreFannins Fight the Massacre at La BahiaTexas State Library Archives Commission: Goliad Massacre

Investigate and analyse the financial system of South Korea, Its level Essay

Investigate and analyse the financial system of South Korea, Its level of development,The efficiency of its financial markets,an - Essay Example South Korea established a central bank in 1950 that was given the mandate of regulating all the other banks in the country, printing and circulation of the currency in South Korea as well as making laws and regulations that would govern other financial institutions in the country. The minor banks in South Korea had a function of extending credit services to businesses and other medium and long term investment projects (pg 48). Today, the financial system of South Korea has grown and continues to improve remarkably over the years. South Korea is located in the north-eastern Asia and it is bordered by the Yellow sea to the west and Democratic Republic of Korea to the north. South Korea has four distinct seasons and in 2011, the population was estimated to be 48.75 million people with the annual growth rate in population estimated to be 0.23%. South Korea is characterized by low birth rate and high life expectancy at an average of 82 years for women and 75 years for men but the literacy levels are high with compulsory schooling for the first 9 years. This has greatly been affecting the economy of South Korea because most of the population is made up of the old people. The major religions in South Korea are Christianity, Buddhhism, Shamanism, Confucianism and Chondogyo. Politically, South Korea has a well organized government by the president, the parliament and the judiciary. Power was well laid out in the constitution that was appealed in 1987 (Kim & Black, 2004). South Korea has had a well performing investment sector especially in agriculture and other medium and long-term investments. This sector has been an integral part of the economy of South Korea and the banks even offered loans that would be channeled towards these businesses. They contributed to the growth of South Korea’s GDP that has improved though it had staggered for some time due to hard economic times that South Korea went through for some time (Lau, 1996). The depository sector of the fin ancial system has also been improved over the years where unlike the times when banks were solely owned by the government, the people have been allowed the freedom to have shares in the banking sector and the banks have started offering depository services for their customers (Lee, 2004). This has strengthened the financial system of South Korea and has ensured that there is constant growth in the sector. In the recent years, South Korea’s financial system moved from the government ownership to more widespread powers where people were allowed to participate directly through the purchase of shares. This was contributed to by the increases reforms and strategies that were geared towards attainment of stability in the financial markets. Over the past 10 years, The GDP of South Korea has experience fluctuations in GDP with a 9% growth in 2009 and 6.1% being recorded in 2010. This was due to changes in economic situations globally and changes in the level of exports in the country over the years. South Korea’s financial system has improved significantly and it has even gone ahead to sign business agreements with North Korea that are aimed at improving the exports in the country hence ensuring the country a growth in the GDP and Foreign Direct Investment (FDI) (Zahid,1995). The growth of the financial institutions in South Korea have been so much affected by the aging population, strict labor laws, poor management of the institutions, underdevelopment of the

Homework Assignment Example | Topics and Well Written Essays - 250 words - 25

Homework - Assignment Example Parametric cost estimation works for cost estimation because it is more accurate as compared to analogous cost estimation (Pinto 2010). Considering every unit is billed accordingly, a good project manager should have a rough idea of how long the project will take, if the project is billed with time, or how many people will undertake a certain project and how much each is paid, and therefore, depending on how close the estimation is, the accuracy presented by parametric estimation makes it very efficient, unlike analogous cost estimation. Bottom-up budgeting is very time consuming and takes away control of the top-level management (Pinto 2010). This may eventually lead to straying for the initial project goals. It is however very detailed covering a large chunk of the project details. Ultimately, Top-down budgeting is preferred as it gives control to the top management of the company, thus project goals are more often than not, met. Since it also draws on historical project cost, it takes much less time as compared to Bottom-up budgeting. It however can result in misunderstandings between the top, mid-level and lower-level management as it results in a zero-sum game, since managers would benefit from the loss of some of their

Environmental Influences Paper Essay Example | Topics and Well Written Essays - 750 words

Environmental Influences Paper - Essay Example This is the reason why understanding the demographics is of critical importance for an organization. According to the July 2008 estimates, the population of Germany is approximately 82,315,548. (Central Intelligence Agency, 2008) The total population figure has also been falling recently. For a company that produces or supplies necessary goods like food, clothing or shelter, this factor is very important because the higher the population, the higher will the demand and customer base for their products. Since the population in Germany is one of the largest in the world, this country would positively affect marketing. The male and female proportion in the population also affects marketing of gender specific goods. Besides this the age structure will also affect the marketing of goods. For example, a company that wishes to introduce health care facilities for the old population of the country would need to know if there is a need in the country. At present, the age structure if Germany is such that the most of the population lies between the ages of 0-60. (Federal Statistical Office, 2007) This is ideal for any type of company except for those who target older population. However, in Germany, the birth and death rates are decreasing, which increases the threat of aging population. This may also affect the marketing in the country. Social and cultural factors influence the consumer's behavior to a g... For example, in Germany, most spoken language is German and no other language is preferred (German Culture, 2008). This factor may affect the approach that organizations use in order to market their goods and services. The social structure also determines the marketing strategy in a country. For example, a company producing luxury goods needs to know the size of their potential customer base. The social structure in the country they are operating in will influence this. If the country has a low percentage of people in high class society, this country might not be the most ideal place for this company to launch this product. Germany is a modern and a cosmopolitan country and majority of the population lies in middle class. This may considered by companies while marketing their products. Political and Legal The Political and Legal factors of a country determine the marketing to a great extent. The company needs to know if there are any regulations set on production and marketing of any type of goods. For example, in Muslim countries such as Pakistan, alcoholic drinks are not allowed to be marketed. These factors affect the marketing of goods and services in a country. Also there are laws set by government and consumer protection agencies regarding the methods advertising. These will also affect the marketing strategy of an organization. There are no such legal or political factors in Germany that will greatly influence marketing there. The political conditions are stable and there are no such legal requirements that hinder marketing in any manner. Production and marketing of all types of goods and services is promoted there. Economic The economic conditions influence the marketing in the

Skills Development for Child Nursing Course

Skills Development for Child Nursing Course Provide an in-depth reflective account that demonstrates how learning, during the three years of the child nursing course, has been achieved in relation to two areas of your practice which has informed and enhanced your development towards qualification as a Childrens Nurse. Introduction Reflection is a vital component of the development of nursing competence and reflexive nursing practice. Although reflection functions on many levels, including the personal level, in allowing student nurses to review experiences and incorporate them into their internal schema, one of the most important levels of reflection is the process of asking questions about practice, and through asking those questions learning about the self in practice, and the role of the nurse (Bowden, 2003). Reflection is an important aspect of developing competence in practice, as well as developing practice itself (Durgahee, 1998; Gustafsson and Fagerberg, 2004). Some authors view the ability of the nurse to reflect on practice and in practice as a fundamental component of providing truly holistic and client centred care (Gustafsson and Fagerberg, 2004), while others view reflection as a self-limited, flawed and biased practice which is of little or no use to developing nursing professionalism (Jones, 19 95). I believe that reflection, if properly used and structured, provides powerful insight into the self, into practice, and into the ways in which competence and practice develop over time and through experiential learning. Therefore, I have concluded that to make reflection effective and useful, it is important to use a reflective model, such as that of Gibbs (1988), which I have chosen for this essay. Although there are limitations to Gibbs’ (1988) model, particularly in applying it to the requirements of this essay, it provides clear guidance and useful questions to ask about the experiences that contribute to the reflective process. I have adapted this cycle to suit the processes and analyses of this essay, and so, while two cycles of reflection are outlined below, the conclusions are developed collectively. For the purposes of this essay, the final stage of the cycle is to be found within the Appendix (see Appendix 1), and thus the Action Plan is adapted to become the P ersonal Development Plan. The purpose of this essay is to engage in an in-depth, detailed process of reflection on two areas of practice and learning that have been important to me through my studies in the three year child nursing course. Using a reflective cycle to guide and direct the reflective process, I will explore the process of professional development, towards competence and expertise, in relation to Benner’s (1984) stages of development, examining the nature of competence in each designated area of practice. The first chosen area of practice is the skill of managing an intravenous infusion, because the use of intravenous infusions and the provision of intravenous medications is an important component of many clinical paediatric nursing scenarios, and the management of intravenous access and infusions is particularly problematic when nursing children. The other area of practice and nursing professionalism chosen is communication, with a particular focus on the development of communication skills with staff, in relation to the nursing handover within the acute hospital environment, and the development of communication skills with patients, using the example of providing health education and promotion for a patient with Type 1 diabetes. I have chosen to focus on specific examples of communication skills in practice because these relate strongly to my own experiences, and also allow for a deeper and more critical analysis of practice and my own development. This will also allow for a more co ncrete development of a personal development plan to encompass identified development needs and actions to achieve these during the first six months of practice as a Registered Children’s Nurse. The focus on critical analysis allows for the development of a skill of great value for my professional practice, deconstructing practice and reviewing it in the the light of other knowledge (Burns and Bulman, 2000). However, because of the complex nature of practice, and the reflective processes which question feelings and thoughts as well as actions, the reflective process is complex (Wilkinson, 1999). Thus, although there are two issues being reflected upon, they are drawn together in one discursive thread which signposts the learning and development, the acquisition of professional understanding, which signifies the transition from novice to competent practitioner. Discussion 1. Clinical Skill Development: Intravenous Infusion and Medication Management in Children’s Nursing Practice. Description: What Happened. During the three years of nurse training, the development of the skill of managing intravenous infusions, either of hydration solutions or of medications, was one which I developed almost from the beginning, when it was taught as a clinical skill in the university setting. The typical approach to teaching clinical skills was to provide the students with a lecture on the relevant theory, complemented by a practical skills session to apply the knowledge in a simulated environment, utilising mannequins. Every acute ward area of my clinical practice involved the care of patients with intravenous infusions, which included caring for children while the intravenous cannula was inserted, and then monitoring and care of the intravenous cannula site, and of the infusion itself. This skill was therefore not only a basic skill for nursing competence throughout my training, but also an important opportunity to promote health, prevent infection, and was fundamental to other aspects of care and tre atment. Over the three years, I first learned how to set up an intravenous infusion, safely and in a sterile manner, how to check the infusion, and how to check the infusion rate manually (ie, without the use of an infusion pump, although infusion pumps are standard best practice in children’s nursing). During clinical practice, I learned how to support a child during the cannula insertion, monitor the site, check the infusion and infusion rate, set up and check different types of infusion pumps, and how to change the IV line (which must be changed regularly). I also learned complementary skills such as drug and dosage calculations for infusions, and fluid balance calculations, both of which required numeracy skills Feelings: what were you thinking and feeling? Throughout my training, management of intravenous infusions was stressful, but in particular, the associated aspects of care were challenging. Supporting children who have intravenous infusions is problematic, particularly as the experience is often painful and distressing for them. Carrying out drug calculations was terrifying at the beginning of my training, and even by the end, despite increased competence and confidence, I would still have more than one colleague check calculations and dosage rates, and check infusion rates on pumps, to ensure I had made the correct calculations. I felt very lacking in confidence in this area. I also felt that while I focused on safety aspects of IVI use, including risk management and prevention of infection via the IV site, other colleagues did not seem to pay so much attention to this aspect of care. Evaluation: What was good and bad about the experience? It was good that I identified important aspects of this clinical skill, and the complexities of practice surrounding it. What was not so good was the lack of transparency in colleague’s practice, particularly in my earlier clinical placements. Analysis: What sense can you make of the situation? I became aware during my reflection on this element of my learning that it was very much something which became assimilated into the almost intuitive elements of nursing competence (Benner, 1984). This was because apart from the elements of the process which had been identified as distressing for the child, such as cannula insertion and removal, managing the IVI had become ‘second nature’, and checking the line, site and rate of the pump were activities that the qualified nurse carried out without any overt signifying of the action, as part of her interactions around the patient/bedside. Thus, making this overt was almost counter-intuitive. Certainly, it appeared to me that many staff did not record these observations every time they were made, and that they did not always communicate these observations to others, including me, as a student. As a student, a learner, I was required to take more time over such observations, to note their significance, and to evaluate their place within my nursing work. I was required to develop specific skills around the use of IV infusions and the management of whatever medication or fluid was being infused. This was a protracted learning process, which developed throughout the three years. I learned the importance of this for my practice. â€Å"Possible complications associated with short peripheral venous access include infiltration of infused fluids (nonvesicants) into the surrounding tissue, extravasation of vesicant medications or blood into the surrounding tissue, and phlebitis† (Hinkle and Hadaway, 2006 p 122). The clinical skill here also, therefore, included the component of determining when such complications had occurred. I also had to learn to observe for infusion reactions, which could range from mild to severe (Hinkle and Hadaway, 2006). Competency can be viewed as behaviours which are achieved or approved of in relation to the completion of a task, and competency is described in relation to that task (Gonczi, 1993). However, developing competence in IVI management is much more than simple task proficiency, and this may be true of much of professional competence in nursing (Preston and Walker, 1993). Not only does it appear that no single clinical requirement can be reduced to single task, but also, competence in that task may be affected by other contextual factors, including the presence of others, and how their contribution or lack of it can affect performance of clinical actions (Ashworth and Saxton, 1990). If we view competence as the ability to manage any situation holistically, making use of collaboration with colleagues (Meretoja et al, 2002), then even this process of reflecting on a clinical skill is very limiting, because the skill alone does not signify the whole of the learning process associated with th at area of practice throughout my training. One of the important elements of learning around this particular skill, however, was the gradual recognition of my own competence, which was signified most clearly when I no longer become ‘overt’ about assessing the IVI and monitoring it, but carried out this activity as part of my practice, almost automatically. Here, the skill had many facets, but this kind of ease was never achieved with the drug/dosage/infusion rate calculations. Numeracy competence is important for nurses, and nurses are required to demonstrate acceptable levels of numeracy in order to qualify (Bath et al, 1993). However, this was an area I struggled with, not because I had ever considered I had difficulties with numeracy, but because applying numeracy to clinical situations seemed to make drug calculations much harder. Over time, I found that if I visualised the calculations myself first, and wrote them out longhand, then checked them with a calculator, I usually reached the right conclusion, which showed that my own learning style influenced my ability to come to the right answer(Bath et al, 1993; Galligan, 2001). Hinchliff (2004) descrives Bloom’s (1972) learning domains, and this learning experience, throughout the three years, involved all three areas: cognitive, psychomotor, and affective. In relation to the cognitive domain, I learned knowledge to underpin practice, consolidated this knowledge over time. In relation to psychomotor skills, these were about the practical ability to carry out necessary procedures and actions, including running fluids through an IV line, identifying, choosing, priming and setting up the correct line for the correct infusion pump, and the skills around removal of the cannula and dressing of the cannula after insertion, along with changing an IV bag. The affective domain refers to the attitude formation, which can be seen above to be about a positive attitude but an internalisation of much of the knowledge and practice to the point that aspects of these procedures became almost innate. It became apparent that this clinical skill could not be viewed in isolation, and also incorporated a great deal of discussion with the family and the patient, and in the case of most children, informing them of the need to take care of the IV line, and educating them about infection control, thus engaging them in their own care and in their own health promotion (Long et al, 2008). Prevention of trauma to the IV cannula or site, and ensuring maintenance of patency of the cannula and line, are important in minimising the amount of times the cannula needs to be resited, which is desirable because of how distressing this procedure is for most babies and children (Thomas, 2007). I became aware of this after viewing resiting of cannulae in a number of patients, most often due to either traumatic accidental removal. 2. Professional Skill Development: Communication in Practice: The Nursing Handover. What Happened During the three years of training, communication was identified as a professional skill, and it soon became apparent that this skill formed the basis of the majority of nursing actions and roles. Because of the complexity of communication in nursing practice, during this reflection I chose to focus on one aspect, that of providing handover for a designated patient, or group of patients, under my care, to the nurse taking over care. Engaging in this activity was a significant aspect of my development. Initially, in the first clinical placements, I observed this taking place, but did not really understand all the components of the process. Over time, I was encouraged by mentors to provide the handover report myself, and I found this demanded communication and information processing skills perhaps unique to the process and to the situation. I discovered that I needed to know the terminology and abbreviations used, the format of the report, and to remember the patient information and pr ovide a comprehensive report that did not omit important elements of care. During the initial experiences of this, I did miss out elements of care, but was always supported by a mentor who could augment my limited report and ensure patient needs were communicated. However, by the end of my clinical experiences I was expected to provide reports myself, and I did so, but became increasingly aware of the limitations of this form of communication, and of how it had become ritualised in practice (Strange, 1996). Understanding the nature of this element of communication became an important element of my learning, perhaps because I had found it so difficulty initially Feelings: what were you thinking and feeling? During successive experiences of handover, I came to a growing realisation that the format and nature of the handover report was not only extremely ritualised (Strange, 1996), but also constituted a unique form of communication, with certain expected behaviours and standardised formats. However, I started to feel, quite early on, that information was not necessarily being fully communicated, and I found myself increasingly frustrated with the process, because instead of providing a comprehensive report, it was more a kind of focused tick list of tasks, which did not really relate to my concept of holistic approaches to nursing care. I found myself learning how to give a ‘proper’ handover but wishing I could give a ‘good’ handover. Evaluation: What was good and bad about the experience? The good aspects of this experience were the fact that I was able to identify what was happening, and able to realise that I was frustrated with the process of handover, and the way it had become habitual. This prompted me to explore the evidence base surrounding this important aspect of nursing communication, which then enhanced my understanding. However, to cite what was bad about the experience, I must focus on the limitations of the process, because it made me feel that the handovers were, quite often, inadequate, and very limited, reducing patients to a list of problems and actions. Having said this, it also became apparent that handovers conducted at the patient’s bedside were an entirely different entity, and that communicating at the bedside included the patient and their family in the handover, and made them much more holistic and comprehensive. But it may not be appropriate to do this in all situations. Analysis: What sense can you make of the situation? Developing professional skills is part of the complex acquisition of nursing competence, and this process can be viewed as an apprenticeship of sorts (Benner, 1984). Much of the professional competence that is assessed during nurse training is related to the standards set out by the Nursing and Midwifery Council (NMC, 2004), and are realised through a process of learning, negotiation and assessment which predominantly occurs through clinical practice. While a lot of this learning is directed and planned, development is through experiential processes, as in this case, in the development of the required verbal communication skills for providing ‘handover’ report. This emerged as a significant area of practice for me, particularly in relation to responsibility and autonomy after the transition from student nurse to staff nurse, because of the different expectations of the latter role. While in relation to performance, clinical skill and professional skill, the senior studen t nurse and the newly qualified staff nurse are similar, in relation to role and responsibility, and expectation, there is a sudden shift and competence takes on new meaning for the newly qualified nurse (Wade, 1999). Thus, I can see that my concerns about the nursing handover, and my ability to provide an appropriate, comprehensive report, were very clearly linked to this notion of responsibility, because a poor handover could impact on patient care (Sexton et al, 2004). The nursing handover report is a process which involved the communication of key information about patients on the ward, care plans, actions and imminent needs, and about the stage of their care journey (McKenna, 1997). It usually occurs as a communication between nurses at the point of shift change (McKenna, 1997), but it can also take place when a patient is transferred from one clinical area to another. According to Hopkinson (2003) the nursing handover is an important and significant activity in the hospital setting, relating to the proper management of care and the provision of continuity of care (Kerr, 2002). Although handovers have the same basic function, I have observed that they can vary from ward to ward, but that within each location, they seem to have a certain format or shape. While in some areas tape recorded handovers are used, in others, the staff provide a handover at each bedside. More commonly, handover occurs in a designated room (to ensure confidentiality), and may then in some circumstances be followed by a ward round to introduce the next shift to the patients and their family. It is important to include the family in this communication, because most sick children are accompanied by a parent or carer during their stay in hospital, for a large proportion of the time. The nurse may either hand over the care of one patient, a group of patients, or the entire ward, if they have been the nurse in charge of the ward for that shift. This requires that the nurse providing the report must have a thorough and comprehensive knowledge of the patients, their needs and diagnoses, trea tments, and any pending results or procedures. Not only is it a process of communicating this information, it is also the time when colleagues might ask questions about care, and therefore also serves to demonstrate what the nurse has achieved, or not achieved, during the preceding time period, and tests the nurse’s knowledge of the patients. Yet some evidence suggests that handovers are limited and undermined by forumulaic approaches to providing the information, by incomplete communication, use of cryptic terminology, jargon and abbreviation, and can require that nurses have ‘socialized knowledge’ in order to understand them (Payne et al, 2000). Thus, it can be difficult for the student, or even the newly qualified staff nurse, to fully understand this communication because they perhaps are not fully socialised into the clinical area. Terminology and units of language may acquire different significance in specific areas of practice (Payne et al, 2000). Another identified limitation is the tendency to prioritise biomedical and physical aspects of care, reducing the patient to their disease and its treatment (Payne et al, 2000). The handover forms the initial part of the process of care planning for the nursing staff taking over care, although this is supplemented by a thorough examination of the patient records, and discussion with the patient and family. Having observed and participated in such processes, it is understandable that this communicative act developed some significance for me in relation to professional development, particularly in relation to future practice as a qualified staff nurse. Competence takes on new meaning at this transition (Amos, 2001; Ashworth and Saxton, 1990), because it signifies the point when I have to become responsible and accountable for my own actions, with no one else to cover any inadequacies or mistakes (Gerrish, 2000). Because it is viewed as a fundamental component of good quality nursing care (Pothier et al, 2005), ‘getting it right’ is understandably important. Handover can be viewed as a communicative act from a number of perspectives. It provides a forum for discussion, debate and questioning, as well as expressing one’s views and feelings about a particular case or cases (Hopkinson, 2002), which to me suggests that it is more than simply the presenting of information, but is also a form of self-expression for the nurse. However, it’s main purpose is to provide the information that nurses will then use to formulate their plans for care and their prioritisation of their workload for that shift (Hopkinson, 2002). For example, in one handover a colleague did not inform staff that a chest X-ray had been carried out, which meant that the next shift ordered another chest-X ray with resultant delays and confusion. Providing a good quality handover may be more significant than ever in the current clinical paediatric nursing environment, where every aspect of healthcare appears to have become more complex, requiring more multiprofessional input and collaboration, and in which patients are subject to complex and multifactorial assessments (Pothier et al, 2005). There is some evidence to suggest, however, that important patient information can be lost during the shift handover (Pothier et al, 2005), which reinforces my own conclusions about this communication. This may not, however, be due to simple acts of omission, but also due to the culture of ward areas and the ways in which nurses behave and exercise power, albeit a small degree of power, over the information they possess (Hardey et al, 2000). Some research suggests that the handover process is where tensions an institutionally-derived conflicts and drivers for nurses can become evident (Parker et al, 1992). It would seem that it is more tha n a simple process of dialogic communication (Kerr, 2002), but also serves a range of other functions, including social and protective functions (Strange, 1996). To me, this knowledge and understanding of the deeper and wider aspects of communication, of what is being communicated, how and why, during this process, signifies the journey of learning and development as a student nurse. Initially, I was the novice, viewing this process as a mere interchange of key information. Gradually, however, I developed an intuitive knowledge of the handover and its communicative role, intuition based on experience and on the processing of a range of cues and sources of information (Benner, 1984), leading to a degree of awareness that the handover signified more than simply an exchange of facts. It demonstrates competence in communication, but in adherence to cultural roles and expectations, and the ability to mange the competing demands and tensions of the nursing role (Kerr, 2002). Thus it empha sises a shared valued system amongst the nurses within the given context (Lally, 1999), which in some ways can demonstrate competence and acceptance, of me by qualified colleagues, signifying I have achieved nurse status, but also which can mean an enforced compliance with local behaviours and expectations which may be at odds with my own philosophy and principles of professionalism. Therefore, I realised that the communication skills of the nursing handover are both verbal and personal, involving managing myself, managing information, and managing the work environment and my colleagues (Lathlean and Corner, 1991). Achieving competence in the effective verbal communication skills associated with the handover is problematic, because from all that I have learned through my education, and my exposure to the ideals of professional nursing, the handover should be a detailed, comprehensive communication delivered without jargon or abbreviations, and which is inclusive of the patient and their carers. However, the conventions of the handover in different areas may oppose this. This is an area of development identified as important for my personal development plan. Conclusions The first conclusion I draw from this reflection is that it is impossible to see any area of nursing competence, or any clinical skill, as a discrete entity or area of practice. Every skill and professional role is inextricably linked with others, with aspects of practice, with other skills, demonstrating the complexity of practice and of the learning and development processes which lead me towards expertise and confidence, as well as basic competence. As I have demonstrated above, managing an intravenous infusion involved a range of skills and actions, including numeracy calculations, risk management and prevention, health promotion, patient support and education, care planning, and communication. Thus, it becomes evident that what may be identified as a discrete clinical skill intersects with multiple areas of practice and competence. This perhaps reflects holistic models of nursing, because it demonstrates that the nurse cannot deconstruct practice to such an extent as to make it fully task oriented, due to these intersections and the interconnectivity of different tasks. It would appear, from my reflections, that the ideals of ‘holism’ which are expounded in relation to nursing ideologies and philosophies can be viewed on the ‘micro’ level in practice, as well as the ‘macro’ level of the nursing philosophy. Every part of clinical practice is an element of a complex, yet connected, ’whole’, and therefore, competence in every part of practice is important in order to provide optimal standards of care in every respect. This is an important realisation for me, and one which I believe to be appropriate for this stage of my development. It might be that coming to this realisation earlier on in my professional development journey would have been too overwhelming. Coming to this realisation now, when I can signpost my own learning, development and competence, is more motivating than challenging, because it underl ines my commitment to providing the best possible care that I can, which in turn must be based on ongoing professional development, diligence and a focus on the patient’s needs. The second conclusion I draw from my reflective processes is that while a reflective cycle can guide reflection, it cannot provide the answers to the questions that are raised. The value of reflection lies in the ability to take those questions, answer them honestly, and to seek out the knowledge and information required to explore those answers in relation to practice as well as in relation to the self. As with my previous point, the process of professional development has led me to understand my role as one aspect of a greater whole, a complex network of professionals and roles, where roles and activities may overlap, but where the competence of each individual contributes to the whole, and where, if one component is missing, or lacking in some way, the whole is affected. If my communication skills are insufficient, this affects the work of others, their ability to meet patients’s needs, which impacts, sometimes significantly, on patient wellbeing and the patient experience. For children, who are perhaps the most vulnerable patient group, the impact is likely to be greatest. Therefore, reflection is no mere academic exercise, it is the means by which I can remind myself of my place within this network, and value my contributions whilst also appreciating the responsibility of my future position. Again, this is a motivation to provide excellence in practice, to ensure the continued quality of the whole. While the development of nursing expertise is viewed as a foundation to professionalism (Hodkinson and Issit, 2004), I would argue that expertise is still poorly defined because in nursing it is very complex, and the intersections of various domains of practice are blurred, such that, for example, clinical skills are inseparable from other skills. Personal effectiveness in the nursing role may be more important in terms of professional development (Hodkinson and Isset, 2004). There are implications of this, however, for my role as a newly qualified staff nurse, because the change in expectations (on my own part and on others’), may lead to challenging transitions and some degree of reality shock (Evans, 2001). My reflections here have identified the fact that the socio-occupational integration into my qualified role is probably the most problematic (Evans, 2001). However, it is apparent that having engaged in a good degree of reflective practice throughout my training, I have developed the skills to be able to analyse and reflect upon experiences and situations, and to take this reflection further, by applying theory and evidence to my own practice. This requires not only a great degree of professionalism, but a commitment to ongoing professional development, preparing myself for the transition (Yonge, 2002), and continuing to view my working life as a continual process of learning and development. References Agnew, T (2005) Words of wisdom. Nursing Standard 20(6),pp24-26 Amos, D. (2001) An evaluation of staff nurse role transition. Nursing Standard 16 (3) 36-41 Andrews, M., Gidman, J. and Humphreys, A. (1998) Reflection: does it enhance professional nursing practice?. British Journal of Nursing 7(7) 413-7. Ashworth, P. and Saxton, J. (1990).On competence. Journal of Further and Higher Education, 14, 3-25. Bath, J.B., Blais, K. (1993). Learning style as a predictor of drug dosage calculation ability. Nursing Educator 18(1), 33-36. Beaney, A.M., Black, A., Dobson, C.R. et al (2005) Development and application of a ris

Thomas Mores Utopia Essay -- European History

Throughout Thomas More's Utopia, he is able to successfully criticize many of the political, social, and economic ways of the time. His critique of feudalism and capitalism would eventually come back to haunt him, but would remain etched in stone forever. On July 6, 1535, by demand of King Henry VIII, More was beheaded for treason. His last words stood as his ultimate feeling about royalty in the 15th and 16th centuries, "The King's good servant, but God's first." Throughout his life, More spoke his beliefs about feudalism, capitalism, and his ideals of Utopia; More was a thinker, good friend of Erasmus, and although many critics take Utopia as a blueprint for society, in many instances he encourages thought, a critical part of the renaissance that does not necessarily conform to society's own beliefs. Before any conclusions can be made about More's writings, one must know of his disagreements with both King Henry VII and Henry VIII, even following his faithfulness. More was a statesman, a scholar, a writer, and at one time, a Monk. Many of his ideals, including his socialistic ones followed behind Pythagoras, Plato, but a true influence in his life was Desiderius Erasmus. Beginning in 1499, Erasmus visited England, beginning a friendship and intellectual correspondence, translating Latin works, among other things. Erasmus' Praise of Folly, written in 1509 is dedicated to More. One of his first proposals in Parliament was to minimize appropriation for Henry VII; as one could understand, he did not take kindly to More's suggestion. More's father was imprisoned and later released after a fine was paid. Later, after Henry VIII had taken the crown and Thomas had become Speaker of the House of Commons, More, stood bes... ...s for the readers to make their own assumptions of his writings. Uncountable interpretations and assumptions of his works have been made, but he himself will never explain to us what his intent was. People theorize that Utopia represents More's "blueprint for society," or More's ideas for a socialistic world, or even as a satire of European society, but there is reasonable evidence to say that he only wanted to encourage thought, thought for improvement, whether it be socialism, movement in classes, change in professions, or anything else of the hundreds of differences between Utopia, and 15th century Europe. www.newadvent.org/cathen/14689c.htm">http://www.newadvent.org/cathen/14689c.htm More, Thomas, Utopia, p.41. The Penguin Book, Author's Translation by Paul Turner More, Thomas, Utopia, p.42. The Penguin Book, Author's Translation by Paul Turner