The Great Gatsby Research Gatsby Is Considered a Christ...

A Christ figure is depicted as a visionary character who is symbolic to Jesus Christ and suggests towards the beginning of the novel, the reader learns more about Gatsby’s early life and can see how he to Biblical stories. In F. Scott Fitzgerald’s The Great Gatsby, the intriguing and mysterious character Jay Gatsby is undoubtedly represented as a Christ figure. Fitzgerald uses strikingly similar characteristics between Gatsby and Jesus, resulting images to the Bible and Gatsby’s ultimate death echoing that of Jesus’ crucifixion to relate Gatsby to Christ. Jay Gatsby, displays various qualities and characteristics of Jesus Christ that relates to Jesus (Dilworth). He rows out to Dan Cody only to let him know that he has anchored â€Å"over the†¦show more content†¦There are many cases however, that overpower his opinion. The first being the prominent resemblance between Gatsby’s death to Jesus’. Fitzgerald evidently portrays the well known passage of Jesus carrying and struggling with his cross on his own on the way to Golgotha, where he later dies. After Gatsby announces, like Jesus, the account of his death is â€Å"God’s Truth†, he depicts Jesus’ crucifixion by showing and describing how Gatsby too struggled when he carried his air mattress to his pool on his own (Christensen 154). Gatsby relates to Christ in another sense when he takes fault for Myrtle’s death and as a result dies for Daisy (Dilworth). Daisy is ultimately responsible for Myrtle’s death even if it was uninten tionally.Because it was an accident her action isn’t considered a sin, but her not confessing to it is not only a sin, but also a crime (Dilworth). Carraway asks Gatsby if Daisy was indeed driving, and he replies, â€Å"Yes,...but of course I’ll say I was†(Dilworth). Gatsby dies for Daisy’s sins just like Jesus dies for sins that are not his own. Gatsby is most definitely portrayed as a Christ figure. Whether it was intentional or not, the made up name Jay Gatz chooses for his new self, literally translates to â€Å"God’s Boy†(Wood). There is no question that the character Jay Gatsby is tied to Jesus Christ in a plethora of ways. F. Scott Fitzgerald evidently patternsShow MoreRelatedStudy Guide Literary Terms7657 Words   |  31 PagesSong of J. Alfred Prufrock alludes (refers) to the biblical figure John the Baptist in the line Though I have seen my head (grown slightly bald) brought in upon a platter, . . . In the New Testament, John the Baptists head was presented to King Herod on a platter 5. ambiguity-A statement which can contain two or more meanings. For example, when the oracle at Delphi told Croesus that if he waged war on Cyrus he would destroy a great empire, Croesus thought the oracle meant his enemys empire

Research About Aging Workforce - 1124 Words

Contents 1. Introduction 2. Advantages of an aging workforce 2.1 Knowledge 2.2 Experience 3. Problems of an aging workforce 1. High health care costs and pension benefits 2. Lost of experience, corporate knowledge and business relations 4. Strategies which can be implemented 1. Mentoring and teaming 2. Redesigning retirement package 5. Conclusion 1. Introduction Baby boomers, people born between the years 1946 to 1964, in United States alone there was an increase in population by 78 million during this period. (United States Census Bureau). Then, they were the baby boomers and now they are known as a†¦show more content†¦Lost of experience, corporate knowledge and business relations As the aging workforce retires from the work scene, their experience, corporate knowledge and important business relationships forged over the years will be lost. Businesses are made, forged and thrive by many years of networking and excellent public relations, losing the people who made it happen all those years, will be a great blow to many industries and organizations. Re connecting with those lost business relationships, retraining the current employees to the level of competency and building up the corporate knowledge would drain the companies’ and organizations’ resources thus possibly reducing their profits or even start running into losses. When many experienced mechanics left Delta Air Lines Inc. in the mid – 1990s, the company was able to reduce compensation costs in the short term but the remaining less experienced employees took much longer to diagnose and repair airplanes. The results : flights delays and cancellations, unhappy customers and over all increase in Delta’s cost per seat.(Salvatore P, Rob C, Thomas H D, 2006) 4. Strategies which can be implemented 3. Mentoring and teaming The aging workforce is a great asset based on their experience, expertise, knowledge and skills learnt over the years. Tapping on these reserves would be a great gainShow MoreRelatedThe Alliance For Healthcare Reform1371 Words   |  6 PagesBackground The debate continues as to whether or not America is really experiencing a healthcare workforce shortage. This debate continues to rage as commercial areas experience an overflow of healthcare professionals with the option to offer per diem employment to job seekers in these areas. However, rural areas continue to suffer from a lack of professional healthcare workers; specifically, those who specialize in specialist areas. The Alliance for Healthcare Reform (2011) has highlighted the followingRead MoreThe Treasure Trove Of The Aging Workforce Essay953 Words   |  4 Pages The Treasure Trove of the Aging Workforce Tajh T. Stegall Southern New Hampshire University Human Behavior in Organization 19 February 2015 Abstract: â€Å"The Treasure Trove of the Aging Workforce† is simply stating how individuals in today’s workforce are working past the previous established retirement age of 70. Most of the older individuals are in a fast-growing segment of older workers, averaging over the age of 55. Treasure Trove of the Aging Workforce explains how these individuals areRead MoreJapan And Australia On Population Aging1384 Words   |  6 PagesPopulation Aging As time goes on, more and more countries come into population aging period. Population aging means the ratio of 65 years or above is over 7%, or the ratio of 60 years old or above is over 10%. Japan has the most serious aging problem in the world, and as predicted, after several decades there will be no Japanese populations without taking response measures. Australia also faces with the population aging problem during recent several years. Aging willRead MoreAge-Related Diversity Issues at the Workplace1683 Words   |  7 Pagesï » ¿Workplace Diversity Issues Age-Related Introduction Study #1 Older people are not retiring as the traditional age of 65 as they once did. According to a research paper published by the U.S. Bureau of Labor Statistics (BLS) between 1977 and 2007, the number of employed workers over the age of 65 †¦increased 101 percent (BLS). For men 65 or older still at work, the increase (between 1977 and 2007) reflects a 75% rise; as for women, the number of those 65 and older rose by an impressives147 percentRead MoreElements If a Marketing Pln1064 Words   |  5 Pagestechnology a driving factor, but so is people aging and working longer. Aging is one thing that cannot be stopped. Because of this Clarity will always have a market to sell to, it is just a matter of knowing how to market to them and developing the right product. Changes in Purchasing Patterns Being in a market that is driven by technology, Clarity has to be sure to keep an eye on the purchasing patterns of the market. For the longest time there was no concern about losing the landline. However, in moreRead MoreChallenges Facing The Health Care Industry1626 Words   |  7 PagesThe purpose of this research is to explore the top challenges facing the health care industry. These challenges were examined to identify the impact that the patient, their families, and providers are faced with under the new ACA reform. This research briefly analyze the causes of health care cost increased, the shortage of healthcare workforce related to demographic changes of aging population and professional providers responsibilities to practice within the code of ethics. A solution is recommendedRead MoreThe Graying Of Our Population879 Words   |  4 Pagesfaces a huge challenge as the number of Baby Boomers reaching retirement age will double by 2030. According to the Eldercare Workfor ce Alliance [EWA] (2014), the first Baby Boomers turned 65 years old in 2011 and by 2029, all Baby Boomers will be at least 65. The group, totaling nearly 70 million people, will have an enormous impact on the U.S. health care system. The aging population will create many new obstacles for the healthcare industry because as people age they are more likely to developRead MoreRecommendations. The Skills Of An Aging Workforce Can Be1011 Words   |  5 PagesRecommendations The skills of an aging workforce can be useful if a policy is implemented so that a select group of especially skilled senior or retired workers is assigned to train employees for leadership positions. This training will provide the right skills that younger employees lack and develop positive working relations with senior staff in the organization. As a result, older workers will not feel compelled to retire early or leave their jobs because of poor working relationships or unsatisfactoryRead MoreSummary . The Public Health Workforce Consists Of A Large1312 Words   |  6 PagesSummary The public health workforce consists of a large number of professionals who provide significant contributions to the public health sector. The majority of public health workers consists of nurses, whereas the other percentage of workers are made up of various professions such as social workers, allied health professionals, physicians, and pharmacists. Structures such as the Triple Aim help to improve the quality of services and patient care. Additionally, the ACA has made health careRead MoreNursing Shortage And Its Effects On Health Care Policy877 Words   |  4 PagesStatistic, the projected increased of registered nurse employments by year 2018 is estimated to grow more than five hundred thousands of new registered nurses positions and about an increase in size in workforce by 22 percent (Carol Huston, 2014, p. 71). Nursing shortage arises when organizations want more nursing personnel in the workforce at the current market than they can get. Supply and demands aspects of incr easing numbers of populations are driving the shortage as well. The demands means the amounts

Autobiographical History of Learning Essay Example For Students

Autobiographical History of Learning Essay This is an autobiographical outlook at my personal achievements. The people who had a huge influence in making me the women that I have become today. The many who influenced my career and the path that I have chosen. It is also a reflection of my strengths and weaknesses. I have divided this biography into the following: childhood, adolescence, my first experience in the world of work, building my career as a trainer in the IT field, learning about industry as a freelance trainer, and rethinking my career. Childhood â€Å"There is no such thing as a ‘self-made’ man. We are made up of thousands of others. Everyone who has ever done a kind deed for us, or spoken one word of encouragement to us, has entered into the make-up of our character and of our thoughts, as well as our success† George Matthew Adams Being the youngest of three siblings I ended up living alone with my father from an early age. I remember my mother taking me to pre- school on my first day, but sadly my parents divorced and soon after my mother was no longer a part of my everyday life. My father was an Accounts inspector and worked for a very reputable furniture company at the time. Although he was a collar and tie guy, he was a very hands – on person. He was also extremely good at appraising people especially me. Some mornings before school he would have me make some entries on his work documents example; entering dates and together we would add up numbers and I would enter the totals. This made me a confident little girl who developed a love for numbers and puzzles. I remember when he would do little jobs I was always his assistant, from hanging doors, to painting, to even fixing his car he always had me around learning. Looking back I realize not only did he groom me for the business world, but for life in general. He was extremely strict but a loving and devoted father. The disadvantages of growing up without my other siblings taught me to be a loner and independent. Adolescence â€Å"Know thyself. Chilo (BC 560) My high school years came and went within the blink of an eye. When I was thirteen life decided to throw me a curveball. My Father decided to remarry and I was shipped off to live with my mother and three other siblings ages 27, 19and 16 . This was an terrifying experience to say the least, however the advantage of living with my mother was that she taught me marketing at an early age. Weekends starting Friday afternoons I would go door to door selling spices and toddlers garments. I would also scrub, wash and polish neighbor’s floors and do other house hold duties for pocket money. She always said nothing in life is free. My mother was an excellent cook and you don’t need to look very far to know where I got my culinary skills from. And I’m sure my beloved mother tried her best to make me happy , and to fill that emptiness I felt inside of me. However at the age of fifteen all that hurt, confusion and anger was extremely overwhelming and led me to run away from home. I quickly learned that life was no bed of roses and being on my own and at the mercy of other people was not the life I had pictured for myself. Running away was not going to make it better. My father was the centre of my universe and even though I loved my mother, my father and I shared a much deeper bond. At the age of sixteen I returned home. I can still hear my father saying to me: Do you want to end your life at the age of eighteen? Whatever happened to I want to see the world? When all my friends were just starting to enjoy their lives, I fell pregnant with my eldest daughter. I’ll never forget the look of sadness, disappointment and regret in my father’s eyes. Although his main concern for me at that time was, what the impact of having a child at that age would have on my future. For him it was as if all the hopes, dreams, and potential he knew I had seemed to have vanished. I only realized that many years later, being a parent of two teenage daughters. The lesson I have learned was the importance of being able to Adapt to change and that our beliefs and perceptions about what is right or possible prevent us from exploring new solutions. King Lear Assignment EssayI had a contract with two major IT service providers Mcot and Smart source centre. What was funny was the fact that these two companies were based in Johannesburg so I never got to meet my employees at all. Everything was done via the internet or telephone, as well as electronic mail. I trained at Transnet, Edcon-group, and banks. These were just a few of the corporate companies I have trained at. The training consisted of me showing them how to do end user up until stress management. If I thought working in a textile or clothing factory was a challenge I couldn’t have been more wrong. Being a trainer in the corporate world this was a real challenge. At the college I had half hour sessions four days a week. I now had to teach everything I’ve learnt in one or two sessions at the most leaving me little time to bond with my students. My target group also differed. I was now dealing with freshman; school leavers, working class, middle class as well as the upper classes. I also did training with a few executives. I was now in the big leagues the movers and the shakers. I developed many skills, communication skills, social skills dealing with corporate executive officers of major companies. Who would have thought that this girl who wanted to end her life and who ran away from home had gotten this far in life which brings me to the next chapter in my life going solo. Rethinking my Career After two years as an independent IT contractor, I decided it was time to open up my own training centre and start helping my community. This was not going to be an easy task not only would I have to register my business but because it involved IT I would have to get me computers too. I decided to sit and plan what it all would entail. First I had to acquire office space to present my classes. Then follow this up with students who were going to need contracts, install computers, do my own administration. I would have to get advertising, see clients which meant I would have to get a driver’s license and eventually get a car. I would have to then work out my overheads. This would include petrol phone bills stationary and rental. The longer the list became the more I realized what I am getting myself into. I found myself as a single parent with two kids starting a business. How was I going to juggle my time between my work and family? Was I taking on too much of a responsibility trying to uplift a community be that as it may my life revolved around taking on challenges, helping other people to empower themselves and help them to grow as individuals. Conclusion Being from an impoverished community where abuse, HIV, gangsterism and drugs are rife, what better way to give back than providing them with life skills. If I could teach a group of executives, why not the youth of the community, psychologically and mentally by helping them to gain knowledge and become independent just like I did at their age. All this could not have happened had I not had this love for people. Looking back over the years at my careers it seems as though I have always been helping other’s to make sense of things. Throughout my life I have always built on skills that I acquired and moved on to the next level. I have always been interested in human behavior, and my next goal is to pursue a career in the psychology field. The decision to pursue a degree in psychology began just before the birth of my last child. I can clearly remember that overwhelming emotion as if it was yesterday, when I became driven by something new. Things started to fall into place, and I declared myself ready to live a more meaningful and purposeful life.

Scholarship Boy Essay Research Paper Scholarship Boy free essay sample

Scholarship Boy Essay, Research Paper Scholarship Boy You re a pretty lucky child to hold received this scholarship to that private school in Virginia. Mrs. Casas spoke to me in her really serious tone of voice, which caused my chocolate-brown eyes to concentrate profoundly on her intense expression. Esther Casas was a member of the I Have a Dream Foundation, and the adult female who made it possible for me to be admitted to VES by giving the school good word about my work ethic and possible that I carried within my little frame. Yeah, I m a pretty lucky. I responded with a flicker in my immature voice because I was excited and felt lucky. Excited I was, because it was my first clip go toing a boarding school, and everything seemed so cryptic to me that I could non wait another second of clip to be present in Virginia, a topographic point that I knew nil approximately but merely that it was located in the eastern portion of the US. We will write a custom essay sample on Scholarship Boy Essay Research Paper Scholarship Boy or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page When the clip came to eventually get down this great new experience, I was overcome with felicity that the enigma would be solved by a twosome of hours of winging above the endless cragged land. When I arrived on this campus, I found it rather surprisingly quiet and peaceable. My journey to this beautiful green campus had started four old ages antecedently in Mrs. Brown s 6th class home room category at Markham Junior High. Mrs. Brown was asked by the I Have a Dream disposal to pick 10 names of pupils in her category who she thought were good all around pupils and besides who seemed interested in go oning their instruction. Mrs. Brown felt that I had the demands to measure up for the lucky 10 who would shortly go Dreamers. Bing a Dreamer was one of the best things that could go on to me while I was seeking to turn up in a community of force and offense. While other childs were out hanging at the corners, the IHAD would pick up a group of us in a spotless, long white new wave with ma rkers on the side that read I Have A Dream Foundation, Los Angeles in large black letters. This new wave would weave is manner through the crowded smoggy streets to a topographic point where our instruction would be expanded. This topographic point was a big room located inside a Great Western bank. The room indoors contained computing machines, books, coachs, and other helpful beginnings that would dispute our heads and increase our cognition. The IHAD non merely tried to increase our instruction, but the foundation besides manage to take us on trips to topographic points that I had neer seen earlier such as the Big Bear mountains in California or to operas such as the Carmen. The feeling that I got from this plan was that they were seeking to open up the universe for me in many ways so that I would hold a wider position about things in life. Since the first twenty-four hours at VES everything happened the manner a new pupil would desire his first twelvemonth to be. During this twe lvemonth I maintained a steady norm of 83 % ; I had a batch of friends ; the instructors were all polite and helpful when needed, and I had a large function in athletic as a member of the varsity association football squad, j.v. hoops squad, and the path Te am where I broke a school record in the 800-meter relay. I felt good about my achievements my first twelvemonth and there were no complains from any of the instructors or disposal because I was populating up to the outlooks they had for a scholarship male child. About the half manner into my sophomore, the scholarship male child began to take different determinations and rapidly drew the attending of some module members who looked upon him as person with a bad, violent, and negative attitude. This all happened when I and a few other pupils got into a large bash with other pupils from E.C. Glass, and I decided to draw out a knife. I pulled out the knife to protect my friends and me from the oppositions, savages who were acquiring ready to contend our bantam group of four because we were from a prep school. The school did non see my actions as a signifier of protection for our group ; alternatively they saw it as a delinquent reaction in me. I had violated the school regulations and was suspended for a twenty-four hours of deadening categories. I had let their outlooks down ; I wasn t to the full fulfilling their hopes. You can make better than this. Mr. Mundy, my adviser, spoke to me in his deep powerful voice as he handed me my agenda for th e undermentioned trimester. Passing me the light piece of paper, Mr. Mundy walked away go forthing me entirely in a universe of enigmas that had to be discovered. I though to myself standing in the blocks of dirty clay below my cold pess, an 80 % norm is non the best class in the school but is non near to the worst. I felt that my classs were reasonably nice, but Mr. Mundy did non accept that fact and left me with no room to speak. He turned his dorsum on me. Since the embarrassment with Mr. Mundy, I began to believe that being at a private school on a scholarship wasn t the best thing, and decidedly non the lucky state of affairs that Mrs. Casas had told me and I had thought. It seemed as if all eyes were on me, the scholarship male child from Watts, watching every individual measure and action I made to do certain that I didn t cross the boundaries that they didn t expect me to traverse. Then the ideas of other pupils began to twirl around my busy head. If it had been another pupi l perpetrating a minor discourtesy or acquiring bad classs, he wouldn T hold had to worry every bit much because he came to this school with no outlooks from instructors, but merely from parents and friends. It felt as though I carried a heavy load on my dorsum to make good because it was expected of me. It was non merely that I wanted to make good or that my household expected this of me. I knew the whole clip that I was working hard for myself and cipher else, but I felt as though excessively much flawlessness was required of me because I was a different type of pupil. To this twenty-four hours I still find myself believing that instructors expect more out of me because I came here in particular fortunes and with really high vitamin E outlooks for my hereafter that I felt had to carry through. In world I do everything for my ain will and because of my love for my household and friends but cipher else.

Facilitating Learning And Assessment In Practice The WritePass Journal

Facilitating Learning And Assessment In Practice Introduction Facilitating Learning And Assessment In Practice IntroductionNursing StandardsFacilitating Learning and AssessmentReflective CommentaryConclusionReferences AppendicesRelated Introduction I am a registered nurse based in a ward that manages spinal and orthopaedic conditions among patients. Currently, I am finalising my training as a qualified mentor. This paper presents a reflective account of my experiences in facilitating, teaching, and assessing student learning during their learning practice. It also highlights the learning outcomes drawn from the experience. Due to ethical considerations of any academic publication, which demands confidentiality, and anonymity of the persons that were actively involved in my encounter, this paper omitted names or used pseudonyms in the development of the account (Polit Beck, 2008). Practice-based learning provides the students with needed experience, which is an essential aspect of skill development that enhances their ability to effectively interact with clients as well as their families by developing the student’s communication, interpersonal, psychomotor, and technical skills (Myall et al., 2008). Practice-based learning is also an effective opportunity that allows the learners to link theory and practice, which are vital in the learner’s professional development (Zachary, 2011). Furthermore, practice-based learning is essential in a nursing career due to its vocational nature as well as its role in determining the learner’s clinical competency and hence protecting the public from instances of incompetency in nursing practice (NMC, 2008). Through demanding and instilling high standards of professionalism during assessments, practice-based learning makes sure that nursing students are able to effectively practice before they are registere d as nurses (Myall et al., 2008). This demonstration of my eligibility to assess and supervise nursing students in practice coupled with successful completion of this training will allow me to be an effective mentor in nursing (Price, 2007). Therefore, I will be able to actively participate in the development of future nurses that will meet the needs of patients, which are increasing in diversity and complexity (Polit Beck, 2008). Nursing Standards In order to promote adherence to specific attributes that support assessment and learning in practice, the nursing standards offers specific guidelines that must be met by teachers, practice teachers and mentors (NMC, 2008). Specifically, the fixed requirements cover standards, frameworks, and information on the approaches for assessment in nursing practice. There standards are defined by eight domains including: leadership, evidence-based practice, context of practice, creating a learning environment, learning evaluation, assessment and accountability, learning facilitation, and establishment of valuable working relationships (NMC, 2009). Linking these domains to my own practice, I hold high regard for leadership and formation of useful working relationships. Establishment of good working relationships is essential in nursing as a nurse works together with the patients family in ensuring the best nursing care is provided for the patient (Polit Beck, 2008; Appendix 1) enhancing the standards of care. Good working relationship is also important in minimizing the negative student experiences building on the student’s competency in practice (NMC, 2008). Consideration of the imperativeness of family-centred approach to nursing care and the promotion of good working relationships demands effective leadership. To be specific, leadership in my case involves influencing others, improving nursing care, and role modelling (NMC, 2009). This demands application of a situational approach to leadership when handling different leadership situations at work. In my work setting, leadership is broad ranging from handling the pat ient’s family issues, which requires participative leadership, or directing a practicing student, which demands assertiveness. However, it is imperative for a nurse to act in the best interest of the patient (Price, 2007) which can best be achieved through autocratic approach to leadership. Consequently, establishment of effective leadership and relationships require knowledge, skill, and experience and are vital in the provision of high-quality nursing care (Myall et al., 2008). There are several professional challenges that I encountered during the assessment   which emanated from the complexities related to staffing levels and hastiness in the ward that negatively influence the quality of practice assessment (Polit Beck, 2008). The sustained pressure from clinical commitments and the limited time availability affects the process of student supervision and assessment during practice-based learning (NMC, 2009). More so, there may be inconsistency in achievement, which affects the process of student assessment with regard to their fitness to practice (NMC, 2008). In other cases, some students in practice-based learning do not conform to the existing support systems for instances of failure limiting their learning and effectiveness of the assessment. In addition, the supervisor may be reluctant to fail an incompetent learner due to perception that he process is too complex or general poor assessment, this also posed a challenge in my practice. The existing nursing standards that guide learning and assessment of students in practice offer frameworks for nursing mentors. However, the document is limited, as it does not consider all competence assessment aspects (Myall et al., 2008). Therefore, some forms of assessment are subjective as much as the framework for assessment is provided due to the intrinsic nature of the nursing profession and the variations in nursing skill-set to be assessed. It is challenging to establish a comprehensive assessment of competency especially due to learners’ spontaneous action to utilise their skills, knowledge, and attitude from an emotional intelligence perspective (Bradshaw Merriman, 2008). These issues are enhanced in situations where a mentor fails to fail instances of incompetency among learners (Myall et al., 2008). These problems are resolved through the use of sign-off mentors that offer final evaluation of the students before being accredited to be effective to service as pro fessional nurses at the end of nursing training program (NMC, 2009). Consequently, more support to the nursing standards is needed to promote effectiveness of learning assessment for practice-based learning. This support is provided various nursing documents such as nursing guides, which offer strategies and support for practitioners in the nursing profession. Facilitating Learning and Assessment This is an important approach for assessing skills, knowledge and attitudes among nursing students (Price, 2007) and is complex in nature with the focus of promoting objectivity in the assessments (Bradshaw Merriman, 2008). The ensure the diversity of the nursing settings are accommodated during the assessments, there are several assessment approaches that can be used in student mentorship programs including mini clinical assessment exercise, direct observation, case-based discussion, and mini peer assessments (Myall et al., 2008). Mini clinical assessment exercise offers an overview of student performance of key clinical skills. This assessment approach works both in routine patient encounter as well as ward environment. Direct observation of procedural skills involves observing a nursing student which conducting a clinical procedure where the observer provides necessary feedback at the end of the procedure. A good example of a clinical procedure that can be observed is preparation of a dressing trolley by a student. Case-based discussion, on the other hand, involves an interview aimed at exploring judgment and behaviour such as asking the student to list what he/she observed during a specific patient care program. Finally, mini peer assessments encompass a team of qualified professionals that offer feedback on the performance of an individual. The process of selecting the method of assessment should consider its cost effectiveness, educational impact, acceptability, validity, and reliability (Bradshaw Merriman, 2008). Assessing a student’s craft knowledge helps the student to reflect and develop based on experiential learning (NMC, 2009). Effective assessment should focus on developing insights into a students craft and formal knowledge in order to understand the students ability to assess risks and utilise learned knowledge in meeting practice requirements (Price, 2007). There are four vital areas that cover student assessment, namely motivation, performance, skill, and knowledge. Even though continuous assessment is known to promote effective positioning of a student’s performance, it has limitations with regard to reliability and validity. Therefore, successful implementation of student assessment require coordination between service providers and educators to ensure the assessment approach is appropriate in terms of its summative and formative perspectives which are imperative in promoting a working linkage between theory and practice (Myall et al, 2008). Mentorship program in clinical setting is complex due to the pressure emanating from the need of sustained student assessment in front of the patients and their family as well as other professionals, which may raise anxiety among the students as well as assessors, which may negatively impact on the assessment process (Bradshaw Merriman, 2008). Anxiety may be caused by a variety of reasons including curriculum changes, which may undermine the assessor’s competency, the student’s readin ess during assessment, and the assessors feeling of competency with regard to the assessment process. This portfolio outlines an assessment of the competency of a nursing student with regard to the appropriate use of pain assessment tools. I considered this to be vital in the profession of nursing due to the importance of pain assessment skills in nursing care as it is classified as the fifth vital sign in nursing (Murray et al., 2008). Considering the requirement that nursing students should actively participate in vital signs, developing this competency is vital for patient safety (Price, 2007). Further, I considered this assessment to be a direct observation of a procedural skill where I was available during the whole process while offering feedbacks and assessments on the process (NMC, 2009). To ensure the assessment was a success, I developed a plan that included a criterion for implementing the process as well as questions that were used for testing the levels of understanding exhibited by the learner. Furthermore, the assessment plan was developed with the consideration for th e student’s level of practical and theoretical learning (Myall et al., 2008). The questioned used in the assessment were open-ended to allow the student to offer the rationale behind their action path. This was important in developing deeper insight into the leaner’s competency, as well as promotes appreciation of diverse approaches to skills application (Murray et al., 2008). The assessment was initiated after ensuring the ward was quiet enough to minimise the effects of a noisy setting on the assessment program. The process commenced with an official introduction between me and the student as an approach to familiarization between me and the student to minimise instances of anxiety (Price, 2007). After that, I proceeded by informing the student my expectations, the timeline, and offered my reassurance that the process was not formal as I was just interested in observing the process and offering my feedback at the end of the process (Murray et al., 2008). As much as I managed to develop effective background information needed to establish an effective assessment void of anxiety, I did not inquire about the learner’s previous experience, which could have assisted in the assessment process. As much as I had previous encounter with the student, lack of enough background information hampered my effective participation in the growth of the student durin g the practice-based learning. Furthermore, I did not clearly identify the outcomes of the assessment at the beginning of the assessment. As much as appropriate information was provided and the environment was conducive, developing a summary of discussion could have enhanced the levels of student conceptualization of the expectations as well as minimize anxiety and confusion (NMC, 2009). When the student completed the first process, I asked the student several questions. These questions were established to evaluate the student’s communication skills, their understanding of the problem at hand, and general nursing skills (Murray et al., 2008). From the assessment, I observed that the student effectively communicated with the patient as well as the patient’s family a clear illustration of practical application of family-centred approach to nursing (Price, 2007). The student also effectively addressed the nursing situation at hand, as he utilised Wong-Baker pain rating to stabling the pain situation by the patient (Wong et al., 2001). After the student had gained an appropriate pain score, I asked the student a question regarding the appropriate frequency for observing pain, in which the response of the student was appropriate (Bradshaw Merriman, 2008). From the case, it was evident that I had a problem with my communication skills as I had to repeat myse lf severally before the student could understand what I was addressing. Lowering my communication speed is necessary to enhance the student’s ability to comprehend the information given to them during assessment and minimise on instances where students are overwhelmed by information that is faster than their processing rates. I offered the student a feedback session with the aim of promoting proactive learning relation with the student (Murray et al., 2008). This feedback included active involvement of the student in the development of an action plan for dealing with the identified inconsistencies during the assessment. Considering that the student demonstrated competency in the skill that I was assessing, the action plan was centered on increasing the number of alternative approaches that can be used in applying the skill with the focus on increasing the student’s reflexive skill and hence a holistic competency (Zachary, 2011). The process of provision of the feedback considered developing a positive and constructive impact on the student to assist the student in building self-esteem, cultivating a positive working relationship as well as a supportive learning environment which are important aspects that reduces anxiety during nursing practice (Myall et al, 2008). Research has demonstrated that st udent-mentor relationship influences the student’s learning experience (Price, 2007) and therefore, effective communication between the mentor and the learner can illicit competency concerns at early stages to minimise instances of failure (Zachary, 2011). Even though the student and the mentor may feel sad due to a failed assessment, it is vital for the mentor to appreciate failure as avoiding to report of failure may have an adverse effect on the progression of the student (Bradshaw Merriman, 2008). This feedback was provided immediately after the assessment session as an approach to providing the student with prompt support and offer immediate corrective measure for any unpleasant conduct exhibited by the student during the session (Zachary, 2011). Based on the assessment and my individual reflections on the outcomes, I identified various areas of my practice that require improvement. Specifically, my feedback on the assessment was limited and did not offer the student a wider scope on improvement. Furthermore, my speaking speeds need to be slowed to ensure effective communication. I also need to focus on developing in-depth background information about the student before the assessment as well as offering the student the expected outcomes of the assessment. In addition, asking the patient about the service will also enhance the determination of the performance of the student as well as development of an effective feedback. Reflective Commentary Mentorship is an important leadership characteristic (Zachary, 2011). Transformational leadership is founded on the ability of an individual to influence others through affecting their thinking. Adoption of this approach of leadership in nursing promotes autonomy as well as enabling the students to realise their full potential. It is also central to encouraging the development of excellent Interprofessional rapport (Myall et al., 2008). By becoming a role model at work through formulating solutions to problems that exist within nursing mentorship, I will be able to benefit myself as well as the student. This influence can also be transferred to other situations in the nursing environment, which will culminate to a better outcome in my nursing practice (Price, 2007). Common obstacles to mentorship such as staffing issues, hectic hospital environment, and clinical commitments influence my ability to perform as a mentor and hence the development of an effective relation with the student is essential (Price, 2007; Appendix 2). Due to the hectic nature of the nursing environment it is challenging to get time for developing a written feedback for the student however to enhance by mentorship capability I need to establish relationship with other mentors that is founded on sharing evaluation feedback as an approach to building my scope with regard to student evaluation. Being able to share with other mentors about feedback can also expand my evaluation to the benefit of the student. As much as this approach is effective in enhancing a student mentorship program in hospital settings, it is challenging especially in cases where other mentors are not interested in sharing their experiences and work limiting its usability. Promoting teamwork in mentorship can be an effective approach to overcoming this obstacle. Dealing with the problem of anxiety requires innate understanding of the student, which implies discussing with the student the most appropriate way for implementing the assessment. This is effective as it encourages the student to be actively engaged in the assessment program and also creating a better relationship between the mentor and the student (Zachary, 2011). Conclusion The process of student assessment is only successful if it is administered objectively and fairly. As much as this approach may result to some emotional distresses by both the assessor and the student, it is imperative for the success of a mentorship program and prevention of negative implications on the student’s advancement. It is also necessary for ensuring approved nurses are competent enough to guarantee patient safety. Therefore, I am determined to ensure that students that I mentor, assess and approve and fit and competent to service as nurses in their respective fields. To achieve this, I will focus on developing a closer working relationship with the students to ensure all competency issues are identified and addressed timely. This is important in ensuring the students that I encounter do not face surprises later during their summative assessment or even when practicing as registered nurses. Furthermore, involvement of the patients and their families in the assessment of my students will be a major trademark of my mentorship and assessment program as I regard inputs by the patient vital to determining the competency of the student nurse. Consequently, as much as the practice of assessment and mentorship is challenging and compound in nature, I believe that effective application of relevant knowledge and skills while focusing on the expected outcomes, it is possible to deliver efficiently in this function. This reflection process has enriched my understanding on the concept of mentorship and its significance in the nursing profession. It has also enhanced my perception of the concept of professional and personal development. I believe that if I eliminate the few areas of weakness that I have identified in the reflection, I will be able to offer effective mentorship and assessment for nursing students in clinical practice. References Bradshaw, A., Merriman, C. (2008). ‘Nursing competence 10 years on: fit for practice and purpose yet?’  Journal of Clinical Nursing,  17(10): 1263-1269. Murray, C., Grant, MJ., Howarth, ML., Leigh, J. (2008). ‘The use of simulation as a teaching and learning approach to support practice learning.’ Nurse Education in Practice,  8(1): 5-8. Myall, M., Levett†Jones, T., Lathlean, J. (2008). ‘Mentorship in contemporary practice: the experiences of nursing students and practice mentors.’  Journal of clinical nursing,  17(14): 1834-1842. Nursing and Midwifery Council, NMC. (2009). Additional information to support implementation of NMC Standards to support learning and assessment in practice. London, UK : Nursing and Midwifery Council (NMC). Nursing and Midwifery Council, NMC. (2008). The Code: Standards of conduct, performance and ethics for nurses and midwives.  London: NMC. Retrieved from nmc-uk.org/aArticle.Aspx Price B. (2007). ‘Practice-based assessment: strategies for mentors.’   Nursing Standard, 21 (36), pp. 49-56. Polit, DF., Beck, CT. (2008).  Nursing research: Generating and assessing evidence for nursing practice. Philadelphia, PA: Lippincott Williams Wilkins. Zachary, LJ. (2011).  The mentors guide: Facilitating effective learning relationships. New York, NY: John Wiley Sons. Appendices Appendix 1: Critical thinking competency standards Source: drake.edu/media/collegesschools/soe/images/msld/competency_model.png    Appendix 2: Essential competencies for an effective mentor

Defining the Middle Ages

Defining the Middle Ages One of the most frequently asked questions about medieval history is, When did the Middle Ages start and end? The answer to this simple question is more complicated than you might think. There is currently no true consensus among historians, authors, and educators for the precise dates- or even the general dates- that mark the beginning and end of the medieval era. The most common time frame is approximately 500-1500 C.E., but you will often see different dates of significance marking the eras parameters. The reasons for this imprecision become a little more clear when one considers that the Middle Ages as a period of study has evolved over centuries of scholarship. Once a Dark Age, then a romantic era and an Age of Faith, medieval times were approached by historians in the 20th century as a complex, multifaceted era, and many scholars found new and intriguing topics to pursue. Every view of the Middle Ages had its own defining characteristics, which in turn had its own turning points and associated dates. This state of affairs offers the scholar or enthusiast the opportunity to define the Middle Ages in the manner that best suits his own personal approach to the era. Unfortunately, it also leaves the newcomer to medieval studies with a certain amount of confusion. Stuck in the Middle The phrase Middle Ages has its origins in the fifteenth century. Scholars of the time- primarily in Italy- were caught up in an exciting movement of art and philosophy, and they saw themselves embarking on a new age that revived the long-lost culture of classical Greece and Rome. The time that intervened between the ancient world and their own was a middle age and, sadly, one they disparaged and from which they disassociated themselves. Eventually the term and its associated adjective, medieval, caught on. Yet, if the period of time the term covered was ever explicitly defined, the chosen dates were never unassailable. It may seem reasonable to end the era at the point where scholars began to see themselves in a different light; however, this would assume they were justified in their view. From our vantage point of considerable hindsight, we can see that this was not necessarily the case. The movement that outwardly characterized this period was in reality limited to the artistic elite (as well as to, for the most part, Italy). The political and  material culture  of the world around them had not radically changed from that of the centuries preceding their own. And despite the attitude of its participants, the  Italian Renaissance  did not spontaneously burst forth from  nowhere but was instead a product of the preceding 1,000 years of intellectual and artistic history. From a broad historical perspective, the Renaissance cannot be clearly separated from the Middle Ages. Nevertheless, thanks to the work of historians such as  Jacob Burkhardt  and Voltaire, the Renaissance was considered a distinct time period for many years. Yet recent scholarship has blurred the distinction between the Middle Ages and the Renaissance. It has now become much more important to comprehend the Italian Renaissance as an artistic and literary movement, and to see the succeeding movements it influenced in northern Europe and Britain for what they were, instead of lumping them all together in an imprecise and misleading age. Although the origin of the term middle ages may no longer hold the weight it once did, the idea of the medieval era as existing in the middle still has validity. It is now quite common to view the Middle Ages as that period of time between the ancient world and the early modern age. Unfortunately, the dates at which that first era ends and the later era begins are by no means clear. It may be more productive to define the medieval era in terms of its most significant and unique characteristics, and then identify the turning points and their associated dates. This leaves us with a variety of options for defining the Middle Ages. Empires Once, when political history defined the boundaries of the past, the date span of 476 to 1453 was generally considered the time frame of the medieval era. The reason: each date marked the fall of an empire. In 476 C.E., the  Western Roman Empire officially came to an end  when the Germanic warrior  Odoacer  deposed and exiled the last emperor,  Romulus Augustus. Instead of taking the title of  emperor  or acknowledging anyone else as such, Odoacer chose the title King of Italy, and the  western empire  was no more. This event is no longer considered the definitive end of the Roman empire. In fact, whether Rome fell, dissolved, or evolved is still a matter for debate. Although at its height the empire spanned territory from Britain to Egypt, even at its most expansive the Roman  bureaucracy  neither encompassed nor controlled most of what was to become Europe. These lands, some of which were virgin territory, would be occupied by peoples that the Romans considered barbarians, and their genetic and cultural descendants would have just as much impact on the formation of western civilization as the survivors of Rome. The study of the Roman Empire  is  important in understanding medieval Europe, but even if the date of its fall could be irrefutably determined, its status as a defining factor no longer holds the influence it once had. In 1453 C.E., the  Eastern Roman Empire  came to an end when its  captial  city of Constantinople fell to invading Turks. Unlike the western terminus, this date is not contested, even though the Byzantine Empire had shrunk through the centuries and, at the time of the fall of Constantinople, had consisted of little more than the great city itself for more than two hundred years. However, as significant as Byzantium is to medieval studies, to view it as a  defining  factor is misleading. At its  height, the eastern empire encompassed even less of present-day Europe than had the western empire. Furthermore, while Byzantine civilization influenced the course of western culture and politics, the empire remained quite deliberately separate from the tumultuous, unstable, dynamic societies that grew, foundered, merged and ​​warred  in the west. The choice of Empires as a defining characteristic of medieval studies has one other significant flaw: throughout the course of the Middle Ages, no  true  empire encompassed a significant portion of Europe for any substantial length of time.  Charlemagne  succeeded in uniting large portions of modern-day France and Germany, but the nation he built broke into factions only two generations after his death.  The Holy Roman Empire  has been called neither Holy, nor Roman, nor an Empire, and its emperors certainly did not have the kind of control over its lands that Charlemagne achieved. Yet the fall of empires lingers in our perception of the Middle Ages. One cannot help but notice how close the dates 476 and 1453 are to 500 and 1500. Christendom Throughout the medieval  era  only one institution came close to uniting all of Europe, though it was not so much a political empire as a spiritual one. That union was attempted by the Catholic Church, and the geopolitical entity it influenced was known as Christendom. While the exact extent of the Churchs political power and influence on the material culture of medieval Europe has been and continues to be debated, there is no denying that it had a significant impact on international events and personal lifestyles throughout the era. It is for this reason that the Catholic Church has validity as a defining factor of the Middle Ages. The rise, establishment, and ultimate fracturing of Catholicism as the single most influential religion in  Western  Europe offers several significant dates to use as  start- and end-points for the era. In 306 C.E.,  Constantine  was proclaimed Caesar and became co-ruler of the Roman Empire. In 312 he converted to Christianity, the once-illegal religion now became favored over all others. (After his death, it would become the official religion of the empire.) Virtually overnight, an underground cult became the religion of the Establishment, forcing the once-radical Christian philosophers to rethink their attitudes toward the Empire. In 325, Constantine called the  Council of Nicaea, the first  ecumenical council  of the Catholic Church. This convocation of bishops from all over the known world was an important step in building the organized institution that would have so much influence over the next 1,200 years. These events make the year 325, or at the very least the early fourth century, a viable starting point for the Christian Middle Ages. However, another event holds equal or greater weight in the minds of some scholars: the accession to the papal throne of  Gregory the Great  in 590. Gregory was instrumental in establishing the medieval papacy as a strong socio-political force, and many believe that without his efforts the Catholic Church would never have achieved the power and influence it wielded throughout medieval times. In 1517 C.E.  Martin Luther  posted 95 theses criticizing the Catholic Church. In 1521 he was excommunicated, and he appeared before the  Diet of Worms  to defend his actions. The attempts to reform ecclesiastical practices from within the institution were futile; ultimately, the  Protestant Reformation  split the Western Church irrevocably. The Reformation was not a peaceful one, and religious wars ensued throughout much of Europe. These culminated in the  Thirty Years War  that ended with the  Peace of Westphalia  in 1648. When equating medieval with the rise and fall of Christendom, the latter date is sometimes viewed as the end of the Middle Ages by those who prefer an all-inclusive view of the era. However, the sixteenth-century events that heralded the beginning of the end of Catholicisms pervasive presence in Europe are more  frequently  regarded as the eras terminus. Europe The field of medieval studies is by its very nature eurocentric. This does not mean that medievalists deny or ignore the significance of events that took place outside of what is today Europe during the medieval era. But the entire concept of a medieval era is a European one. The term Middle Ages was first used by European scholars during the  Italian Renaissance  to describe their own history, and as the study of the era has evolved, that focus has remained fundamentally the same. As more research has been conducted in previously unexplored areas, a wider recognition of the importance of the lands outside Europe in shaping the modern world has evolved. While other specialists study the histories of non-European lands from varying perspectives, medievalists generally approach them with regard to how they affected  European  history. It is an aspect of medieval studies that has always characterized the field. Because the medieval era is so inextricably linked to the geographical entity we now call Europe, it is entirely valid to associate a definition of the Middle Ages with a significant stage in the development of that entity. But this presents us with a variety of challenges. Europe is not a separate  geological  continent; it is part of a larger land mass properly called Eurasia. Throughout history, its boundaries shifted all too often, and they are still shifting today. It was not commonly recognized as a distinct geographical entity  during  the Middle Ages; the lands we now call Europe were more frequently considered Christendom. Throughout the Middle Ages, there was no single political force that controlled all of the  continent. With these limitations, it becomes increasingly difficult to define the parameters of a broad historical age associated with what we now call Europe. But perhaps this very lack of characteristic features can help us with our definition. When the Roman Empire was at its height, it consisted primarily of the lands surrounding the Mediterranean. By the time  Columbus  made his historic voyage to the New World, the Old World stretched from Italy to Scandinavia, and from Britain to the Balkans and beyond. No longer was Europe the wild, untamed frontier, populated by barbarian, frequently migratory cultures. It was now civilized (though still often in turmoil), with generally stable governments, established centers of commerce and learning, and the dominant presence of Christianity. Thus, the medieval era might be considered the period of time during which Europe  became  a geopolitical entity. The fall of the  Roman Empire (c. 476) can still be considered a turning point in the development of Europes identity. However, the time when the migrations of Germanic tribes into Roman territory began to effect significant changes in the empires cohesiveness (the 2nd century C.E.) could be considered the genesis of Europe. A common terminus is the late 15th  century when westward   exploration  into the new world initiated a new awareness in Europeans of their old world. The 15th century also saw significant turning points for regions within Europe: In 1453, the end of the  Hundred Years War  signalled the unification of France; in 1485, Britain saw the end of the Wars of the Roses and the beginning of an extensive peace; in 1492, the Moors were driven from Spain, the Jews were expelled, and Catholic unity prevailed. Changes were taking place everywhere, and as individual nations established modern identities, so too did Europe appear to take on a cohesive identity of its own. Learn more about the early, high and late middle ages.

National Ward Level Classification Essay Example | Topics and Well Written Essays - 1750 words

National Ward Level Classification - Essay Example Population census is a tool for the government and other authorities to get the knowledge of the people residing in the country and their whereabouts. The chosen census variables were selected on the basis of the requirement of the modern age and are regarded as the most reliable document by many writers. Population census is done after every ten years in UK. People are distributed in it with the help of different classification. Classification is to distribute the population on the basis of their locality etc. population is calculated by the government by dividing it into different clusters. With the help of clustering people, it gets easy for the government to keep the record of people, their occupation, age, job and other characteristics. This helps them in getting different benefits for their people. Data records are important nowadays for security reasons as well. Questionnaires were distributed among the citizens for the population census. People had to answer different questio ns which were comprised on four pages. The security of personal information was made sure by the government. The method of gaining the results of the questionnaire was digitalized. The forms were passed through machines which detected answers and kept a record of them. The paper was recycled later. Ward level classification was developed by the available for the office of national statistics. With the help of different formulas the population census is calculated and stored in databases. Details of the methodology of the national ward level classification and how the clusters were labeled. The chosen census variables were selected, the purpose of the multivariate statistical analysis techniques used and how labels (names) were decided for the final set of clusters at the different levels in the hierarchy.   2.1 Census The census is the count of people and households and is the most reliable source of information (ONS, 2011). According to the Office for National Statistics (2011), it is made sure that every individual is included in the survey. The UK census provides a comprehensive picture of the entire population residing there. The population census in the United Kingdom is carried out after every ten years. In UK, the population census is carried out regularly after every decade with the exception of the year 1941 due to war (Barrow, 2012). 2.2 Classification It is the distribution of population on the basis of similar features or attributes that come together in groups or patches. The classification area, ‘geo-demographics’ is used for the purpose of understanding the classification for population census. According to Harris, Sleight and Webber (2005, pp.2), geo-demographics is the segmentation of people by getting the knowledge of the fact that where they reside. 2.3 Cluster Analysis and details of methodology of classification The segmentation of people on the basis of where they reside etc is making clusters of people into groups whose in formation is easy to analyze. The cluster analysis is however a complex process. In the cluster analysis none of the information is wrong but things differ place to place and person to person. Arabie, Hubert and Soete (1996, pp. 341) discuss that Milligan proposed a seven step process for the cluster analysis. The difference between clustering and cluster analysis lies in the means by which clusters are formed and steps in the analysis. Milligan seven steps are clustering variables, clustering elements, variable standardization, and measure of association, clustering methods, number of clusters and interpretation and testing (Arabie, Hubert and Soete, 1996, pp. 341-343). 2.4. 2001 population census UK and ward level classification There were different variables selected in the 2001 population c