Saturday, October 5, 2019
Globalization of Nursing Practice Article Example | Topics and Well Written Essays - 750 words
Globalization of Nursing Practice - Article Example This is evidenced in Savitha’s case where she sought for treatment for unlicensed doctor, to a practitioner then to main hospital for two weeks. During this period, she spent $20 on transport and medical services and at the same time she lost $20 of her income as she did not work. Her poor health negatively impacted on her income (Jones & Barlett Learning). Savitha’s poor health decreased her own productivity. By being ill, it means that Savitha drew more attention to her sickness. This shows that most of the time and dedication she gave to her work was diverted towards addressing of her illness. This will in turn be reflected by being less productive in her work. From the case, it is evident that she lost two weeks away from work while seeking for treatment. She took this action because she felt that she was ill, thus unhealthy. The condition of being unhealthy and missing for work made her less productive. This case shows that, by being unhealthy, Savitha became less productive. The difference of the health of some cultures such as Savitha’s and the health of American culture can be explained in terms of health and equity and health expenditures and outcomes of these cultures. In the context of health and equity, Savitha’s culture is from a poor village in India, she seeks treatment treatments from unlicensed doctor because health systems do not respond to her needs with equity but as a poor person. From a poor village, she undergoes many expenses on seeking for health services that she later pays for herself. This shows that the expenses on medical services are based on one’s income. This is different from America, as expenses on medical services do not reflect one’s income. On the grounds of health expenditures and income, Savitha is from a low-income country that is spending low share of GDP on health issues. This means that the nation spends less amount of its income for medical services that have resulted to scar ce and distant health services especially in poor villages (Jones & Barlett Learning). Most of the countries expenditures on health on the bases of its share of national income are directly related to the status of health. The countries with low income spend less percentage of their national income on matters of health. This leads to low status of health such as low life expectancy. This is evidenced in the case of Ghana where their expenditures on health are low with a corresponding low life expectancy. The high-income countries spend a greater percentage of their national income on health which is reflected with better health. Germany is an example where its expenditures on health as a share of national income are high with increased and better health services. Hence, as the country expends more on health as a share of national income, there is an observed increase in health of its people (Jones & Barlett Learning). Expenditures from my country of origin comes from the government and other sources, hence the expenditure on health consists of public and private sectors. Considering that cost effecting analysis will not be effective if used solely in making choices among investments on health systems, I would incorporate equity. One of the reasons for equity consideration is that people are entitled to different income. Most likely, those under low income find it difficult to cater for their own medical expenses. Equity consideration
Friday, October 4, 2019
Written Report on SYRIA Research Paper Example | Topics and Well Written Essays - 1500 words
Written Report on SYRIA - Research Paper Example Bashar al- Assad is the president of Syria at present who has been enthroned after the death of his father Hafiz al- Assad. The Syrian Economy which is based mainly on the petroleum and agriculture sectors experienced a growth of 2.4% estimated in the year 2008 and these sectors together constitute one half of the Gross Domestic Product of the state. An increase in the production of the oil resulted from the shooting price of crude oil has contributed much to the foreign receipts of Syria (Central Intelligence Agency, p.657). Ease of doing business in Syria The governments of Syria were supporting the public sector for decades and the private sector too is given importance during the last few years as a result of the rethinking from the government side, realizing the necessity to boost private sector for the growth of the gross domestic product and to reduce the unemployment rate of the state. Syria was ranked at 143 in the ‘Ease of doing Business Report’ for the year 20 10 by the World Bank which placed Syria behind all its neighboring countries. In dealing with construction permits and in starting a new business, the country was given 132nd and 133rd positions respectively. These figures indicate the difficulties faced by the private sector of Syria. The rising costs and the number of procedures involved in the process of issuing construction permits could be seen as the reasons behind this low ranking status. The report gives a clear cut idea regarding the tedious process of obtaining a construction permit which involves 26 procedures takes the duration of 128 days and requires spending 540.3 % of per capita income. However a down fall is observable in the case of the number of procedures and the required spending when compared with the statistics of 2006 whereas the cost required was 697% of the per capita income for the attainment of construction permits (Oxford Business Group, 2010, p.117). In the past few years Damascus, the capital has witne ssed a number of economic reforms like opening private banks, reducing lending interest rates, raising prices of certain subsidized items and consolidating exchange rates (Central Intelligence Agency, 2009, p.657). Even though the government has acknowledged that it has carried out a number of reforms in the economy, sufficient legal regulations are expected by the investors in order to promote transparent and effective partnership from the government side and it is true that there is still scope for improvement (Oxford Business Group, 2010, p.117). Foreign business in Syria The trade liberalization and new exchange rate policies have contributed much to the entry of Syria in to the global market and at the same time the state is giving emphasis on the domestic economy in order to promote domestic investors. The number of foreign players entered in the liberalized banking sector appears to be an example of the foreign competition faced by the state. The Syrian economic reforms are c arried out in such a way that they permit foreign participation along with providing necessary support and encouragements to the domestic firms focusing on the development of the economy of Syria. As a result of the corporate tax reformation of 2006 which reduced the tax rate from 65% to 28%, the corporate business sector experienced a remarkable change. A number of new business firms came in to operation and the government experienced an overall increase in the revenue. In 2008 another law was passed by Syria in order to support foreign investors. As per the law investors are allowed to rent or buy land in the state for
Thursday, October 3, 2019
Price Discrimination Revised Essay Example for Free
Price Discrimination Revised Essay Jane, thinking that a vacation in San Francisco to visit her parents would provide her with a much-needed rest, bought a ticket two weeks in advance for a weekend flight. She would be sitting in 11A. On the day before Janes flight, Freya gets a call from her boss, instructing her to attend the companys meeting in San Francisco. She booked a flight for the next day immediately upon getting the call. Freya sat in 11B            Freya paid $500 more than Jane for basically the same service, occupying adjacent seats. And this is a prime example of price discrimination. * * *            Price discrimination is simply the charging of different prices to different customers (Stavins, 1996, p. 3). It is characterized as price discrimination when the difference in prices are not due to difference in costs.            Scott Woolley writing for Forbes.Com simplified it further, saying that price discrimination is when an airline charge some customers more than other customers for the same (or almost the same) thing (Woolley, 1998.)            Tricia Ellis-Christensen stated that price discrimination is a widespread practice, and it doesnt necessarily imply negative discrimination.            Price discrimination is categorized into degrees depending on the market segmentation, the customers ability to pay or demand elasiticity. (Ellis-Christensen, undated).            First-degree price discrimination occurs when identical goods are sold at different prices. This is most evident in the sale of both new and used cars wherein the salesperson gauges the maximum price at which the car can be sold. This type often includes bargaining, or negotiating for a lower price (Ellis-Christensen, undated).            Second-degree price discrimination is when lower prices are charged for bulk or higher quantities (Ellis-Christensen, undated).            Third degree price discrimination requires understanding the market, and is more prevalent. This type often plays on segments of the target market. An example is discounts offered to students. (Ellis-Christensen, undated).            Conditions for Price Discrimination. Joanna Stavins further explains that for an airline or company to successfully discriminate on price, it must have some market power, to be able to charge prices above the marginal cost. Typically it has monopolized that business. Another condition is the heterogeneousity of its consumers. Lastly, product resale should be costly and impossible, to prevent arbitrage. (Stavins, 1996, p. 3)            Stavins also explained that the monopolistically competitive: conditions in air transportation business allows for price discrimination. (Stavins, 1996, p. 3)            Stavins stated that airlines differentiate between each other by offering different flight schedules and routes. Stavins also wrote that airlines attach various restrictions to cheaper tickets, making them more unattractive to consumers who give more importance to time and convenience. Meaning, a business traveler wouldnt mind paying more to ensure that he arrives on time, as opposed to a passenger on a budget.            Advantages.  In some cases, price discrimination can implement efficient prices (Armstrong, 2006 p. 6). Arvind Sahay writes that pricing products differently can increase revneues and profits by 8% and 25% (Sahay, 2007, p. 54).            Price discrimination also opens markets, as in offering ones goods at a high value market at a certain price, while giving it at a lower price at a lower value market. (Armstrong, 2006 p. 8)   This way, a business owner can reallocate demand to more suitable times while supply is limited (Sahay, 2007, p. 54).            On a more practical level, price discrimination will enable more firms to increase revenue, which can then be used for research and development. Consumers, on the other hand, will be able to benefit from lower fares (economicshelp.org, undated).            Disadvantages. On the other hand, some consumers will end up paying higher prices. Price discrimination will also cause a decline in consumer surplus. There maybe costs associated with segmenting market. Price discrimination also opens the field for predatory pricing (economicshelp.org, undated). Price Discrimination in Airlines            The increasing use of price discrimination, in all industries, is due to the new and affordable technology that most companies can install and use. Recent studies have also shown that consumers will pay different prices if the companies use the right approach (Sahay, 2007, p. 53).            In short, these days, airlines are pulling off price discrimination easily. On a purely technical level, Airlines are able to practice the third degree of price discrimination (segmentation-based), and even to some respects, the second degree of price discrimination by employing yield management tools.            Cunningham and Brady explains that airlines have been dividing their customers into groups: government vs. business vs. leisure travellers, first or economy class, etc. With the advent of the computer and I.T., airlines have gained more ability to match fares with their customers demands. (Cunningham and Brady, 2001, p. 10).            Yield Management tools allows the airline to sell the right seat to the right passenger at the right time and price, basically charging various rates for the perceived service benefit (Cunningham and Brady, 2001, p. 11).            Also, yield management allows for Ramsey pricing, which involves varying the prices for fare based on demand elasticity in relation to the marginal cost. Meaning, the more sensitive the market is to its price, the closer its price will be to the marginal cost. This explains why business market fares are higher than those who are on vacation (Cunningham and Brady, 2001, p. 11).            Since it is not easy to explain various yield management techniques of airlines, it would be best to look at practical scenarios for airline companies. Empirically, here are some examples of airline price discrimination.            Joseph Turow, writing for the Washington Posts, cites an example regarding airline Web sites that offer lower fares for first-time customers (Turrow, 2005). Technology has also made it easier for businesses such as airlines to do customer profiling. Turrow (2005) and Wooley (1998) insinuates that since businesses can now use computers and databases to store more information about a customer, it can create profiles on that customers and price accordingly. Turrow cited the case when Amazon.Com came under fire for selling the same compact disc album to different customers at varying discounts. Wooley, on the other hand, says that catalogs sent to somebody who lives in a high-end neighborhood include only one price, while the another version of the catalogs featuring the same products sent to other less-glitzy neighborhoods have discount information on them. With more and more information about the customer being easily made available, the more airlines know how to push the correct buttons and learn their ability to pay, and their willingness to pay.            Airlines also give early-bird discounts wherein those who book early get lower prices. This type of price discrimination plays on demand inelasticity.            People who book late are usually those who needs to be on the plane, and thus would be willing to pay any price just to get to where one wants to be. (Riley, 2006). Differences in ticket pricing is most reliant on supply and demand (Devlin, 2002). Fredrik Wallenberg explains that to get an advance purchase discount, one will have to book from one to three weeks in advance. (2000, p. 7)            On the other hand, SoYouWanna.Com advises that some of the cheapest plane tickets become available at the last minute. This is due to the fact that airlines typically want to fly with a full plane. Also, airline seats are seen as a perishable product, in the event that they are not used before expiration it becomes worthless (Sahay, 2007, p. 55)            Other airlines also use Saturday night stay-over as a mechanism for price discrimination. Airlines set a higher rate for business travelers who are unwilling to spend the weekend away from home (Wallenberg, 2000).            For some, airlines often reward loyal customers with a lower price on premium tickets if theyve reached a certain number of mile on their frequent-fliers programs. Keith Devlin said that he was able to buy a round trip ticket from San Francisco to Milan for a bargain price of $1000. Devlin upgraded it to business class at no cost. Devlin got the bargain beceause he has earned enough miles on Uniteds Mileage Plus. Devlin adds that a colleague who will be on the same flight at the same time, was not able to upgrade (Devlin, 2002).            US Airways has the EZ Savers Club, which is actually an automated mailing list where subscribers can get mails detailing reduced rates on specified travel dates (Bringing market discipline, 1998).            Other programs are age-dependent. Students and seniors typically get a discount on airlines.            Another form of price discrimination employed by airlines is temporary seasonal discounts for airfares that are meant to increase business. (Ellis-Christensen, undated).            Airlines have a big market with a large number of heterogenous customers, the more disparate their customers are and their behaviors, the more willing their customers would be to pay different prices (Sahay, 2007, p. 56).            Is Price Discrimination Illegal? Price discrimination may be illegal in some cases.            However, for it to be deemed illegal, it has to be seen in light of anti-competitiveness. Carl Person said that the Robinson-Patman Act protects victims of unlawful price discrimination. Persons provided the following example where in a retail store purchases the same thing from the same supplier for a much higher price. The store who bought the merchandise at a higher price would be unable to compete on price and usually loses business to its competitor (Persons, 1997).            The Federal Trade Commission clarifies that price discrimination may be used as a predatory pricing tactic to harm competition at the supplier’s level (Federal Trade Commission, undated).            This whole scenario doesnt apply to airline tickets. Imperfect Information            In a perfect world or market situation, each consumer should have perfect information about the price of services and goods. However, information problems are highly ostentatious in complex and opaque markets, where there is infrequent patronage. Markets with intermediaries or those with a time lag between the time of purchase and the expected benefits are also susceptible to the problem. The airline industry is also a primary industry for imperfect information due to its complex pricing structures (Lindley, 2007, p. 74).            Imperfect information could harm a customer because it would effectively prevent him from turning to certain potential substitutes (Lande, 2007).            Moreover, some customers might not know of the existence of an option. Some customers might not even realize that best cost-saving option (Lande, 2007).            In short, as Dominic Lindley writes, the customer may not buy the cheapest or even the most appropriate product or service; may buy a service or product that does not perform as well as planned; or may be unaware of their rights and remedies if something goes wrong (Lindley, 2007, p. 74). Conclusion            It all boils down to the fact that imperfect information could hinder a customer from making a more informed decision about what hes purchasing.            Determining the cost of an airline ticket is a complicated task. With price discrimination, it really just an interplay of demand and the customers ability to pay. Price discrimination allows businesses to optimize their operations for maximum benefits and income on their marginal costs. Airlines, among other businesses, are in a position to exploit that advantage because they satisfy all conditions needed for price discrimination.            For consumers and passengers to get the optimum value for their money, they must be vigilant. They must know their options, and choose accordingly. References  Armstrong, Mark. (2006). Price Discrimination. University College London. Retrieved on 3 April 2008. http://else.econ.ucl.ac.uk/papers/uploaded/222.pdf Brady, Stephen P. and Cunningham, William A . (2001). Exploring predatory pricing in the airline industry. Transportation Journal, 41(1), 5-15. Retrieved 21 April 2008 from ABI/INFORM Global database. (Document ID: 124411971). Bringing market discipline to pricing. (1998, January). Businessline,1. 21 Retrieved April 2008, from ProQuest Asian Business and Reference database. (Document ID: 25422269). Devlin, Keith. (2002). The crazy math of airline ticket pricing. Retrieved on 3 April 2008. http://www.maa.org/devlin/devlin_09_02.html Ellis-Christensen Tricia. What is Price Discrimination? Retrieved on 3 April 2008. http://www.wisegeek.com/what-is-price-discrimination.htm Lande, Robert. (2007). Market Power Without A Large Market Share: The Role of Imperfect Information and other Consumer Protection Market Failures. Retrieved on 3 April 2008. http://www.justice.gov/atr/public/hearings/single_firm/docs/222102.htm Lindley, Dominic. (2007). Imperfect information for consumers. Consumer Policy Review, 17(3), 74-79. Retrieved 21 April 2008, from ABI/INFORM Global database. (Document ID: 1328552571). Persons, Carl E. (1997). Do You Have an RPA Price Discrimination Claim? Retrieved on 3 April http://www.lawmall.com/rpa/rpaclaim.html Riley, Geoff. (2006) Price Discrimination. Eton College. Retrieved on 3 April 2008. http://www.tutor2u.net/economics/revision-notes/a2-micro-price-discrimination.html Stavins, Joanna. (1996). Price Discrimination in the Airline Market: The Effect of Market Concentration. Federal Reserve Bank of Boston. Retrieved on 3 April 2008. http://bosfed.org/economic/wp/wp1996/wp96_7.pdf SOYOUWANNA FIND A CHEAP PLANE TICKET? Retrieved on 3 April 2008. http://www.soyouwanna.com/site/syws/planetix/planetix.html Sahay, Arvind. (2007). How Dynamic Pricing Leads to Higher Profits. MIT Sloan Management Review, 48(4), 53. Retrieved 21 April 2008, from ABI/INFORM Global database. (Document ID: 1360146151). Turow, Joseph. (2005). Have they got a deal for you. Washington Post. Retrieved on 3 April http://www.washingtonpost.com/wp-dyn/content/article/2005/06/18/AR2005061800070_pf.html Wallenberg, Fredrik. (2000). A study of airline pricing. School of Information Management Systems, University of California at Berkeley. Retrieved on 3 April 2008. http://people.ischool.berkeley.edu/~fredrik/research/papers/InternetTravel.pdf Wooley, Scott. (1998). Mine was cheaper! Forbes.Com. Retrieved on 3 April 2008. http://www.forbes.com/global/1998/1102/0116058a.html
Incorporating Theory And Practice To Achieve Competency Nursing Essay
Incorporating Theory And Practice To Achieve Competency Nursing Essay Dewey (1938) stated that all genuine education comes through experience. Certainly, in practice-based professions such as the health care professions, clinical experience should be the basis for learning. To extract learning from experience, we need to create meaning from our experiences as we interact with and react to, them. We cannot allow any experience to be taken for granted; once we do so, actions become routine and habitual, we stop noticing and enter into a rut (Stuart 2007). Critically discuss this quotation by focusing on the complexity of learning in practice, the complexity of supervisory process and the end goal of creating a competent practitioner. Table of Contents Introduction John Dewey, one of the paramount philosophers and educational theorists of this century, wrote the book Experience and Education, more than 70 years ago, toward the end of his career. The book is based on the principle that all genuine education comes about through experience. Are his ideas relevant to nursing education in this day and age? Can we develop a theory for learning in our workplace? Are all experiences educative? Should clinical experience be the basic of learning? The following assignment shall use these questions as the basis of critical discussion about the complexity of learning and supervising and the formation of competent practitioners. The Maltese Code of Ethics for Nurses and Midwives (1997) seeks to promote the highest level of care delivered by nurses and midwives to their patients. This goal can only be achieved in the nursing profession, by the confluence of the two segments of health care; science and art. It was Florence Nightingale who created the art and science model of professional nursing practice and entrusted it to future generations. Nursing as a science and a profession is characterized by a close relationship between theory and practice (Papastavrou, Lambrinau, Tsangari, Saarikoski, Lieno-Kilpi, 2010), which involves the technological and research aspect of patient care. Conversely, the art of nursing is a more holistic view and takes into account all the patients mental, physical and spiritual needs. Hence, competent professional practice requires educational theoretical knowledge, as well as knowledge gained through hands on experience. Clinical experience and learning in practice Dewey (1998) argued that all genuine education comes about through experience. If Deweys statement is accurate, then why is the number of students attending universities increasing year after year? Why youths do not find employment instead of going to universities if the essential education can be gained directly through work experience? Is it feasible to allocate students in a ward, without any background knowledge about nursing? It is a fact that the knowledge base of nursing can be found in books, journals, and media and in handbooks of practice. On the other hand, Handal and Lauvas (1983) argued that a different component of practical theories is the transmitted knowledge and understanding communicated by others. This is because we pick up others knowledge and understanding together with our own experiences. Bonwell James (1991) stated that research consistently has shown that traditional lecture methods, in which lecturers talk and students listen, dominate university classroom s. Rolfe (1998) added that although this kind of knowledge forms the foundation of the science in nursing, nurses also need to have knowledge about themselves, their own clinical practice and their individual patients, if ever nursing has to become holistic and patient centered rather than disease focused. YourDictionory.com (2010) defines experience as an activity that includes training, observation of practice, and personal participation. Therefore, experience offers opportunities to the student to live through alternative ways of approaching the practice setting. However, nursing procedures, which may initially be taught in university clinical skills laboratories, require more varied and complex skills than can be taught in classrooms. It is not sufficient for a student to learn, for example, aseptic techniques, by reading a book, attending a lecture, or performing a skill in the lab where the environment and role model are perfectly controlled. Although knowledge learnt in the lecture rooms is essential as basic information, performing the skill in real life is something different altogether. For instance, when considering aseptic technique, a student on the wards can actually observe the wound, any odour or exudates, and assess pain whilst answering patient questions. Moreover, Po lanyi (1967) argued that much of the knowledge which inheres in human skill is tacit, and can only be learnt by observation. Thus clinical practice is a combination of practice of skills, the use of tacit knowledge, the use of knowledge about the skill and the use of knowledge of the field of practice (Jarvis, 1992). Besides, Nightingale (1893) as cited by Alliggod and Marrier-Tommey (2006) believed that nursing education should be a combination of both clinical and classroom experience. She states that Neither can it (nursing) be taught in lectures or by books (alone) although these are valuable accessories, if used as such: otherwise what is in the book stays in the book (p.24). In addition, Dewey (1998) further argued that experience alone, even educative is not enough. To a certain extent, it is the meaning that one perceives in and then constructs from an experience that gives the experience value. Consequently, this leads to the role of reflection, where its function is to make meaning out of our experiences. Loughran (2002) acknowledged that reflection is continually emerging as a suggested way of helping practitioners better understand what they know and do, as they develop their knowledge of practice through reassessing what they learn in practice. Moreover, Schon (1983) emphasis that reflection is a way in which professionals can bridge the theory practice gap, based on the potential of reflection to encourage knowledge in and on action. Since reflection facilitates discussion, it promotes the concept of shared learning. Furthermore, Schon (1987) acknowledged that when clinicians are trained to make their knowing in action clear, they can inevitably use this awareness to enliven and change their practice. However, one can argue that reflection is not a natural state or known without someone introducing it, but as Schon stated these systematic processes need to be guided experiences so that practitioners can derive the best possible outcomes from them. On the other hand, Crathern (2001) asserts that once reflective skill is mastered it will not leave the person. Thus clinical supervisors should help and guide students to develop and engage in the process of reflection as a means of deriving knowledge from their clinical experience. The complexity of learning in practice Antonacopoulou (2006) declared that learning is a process as well as a product, a cause, a consequence and context in which life and work patterns are achieved, and in turn organise learning. People have been trying to understand learning for over 2000 years. However, everyone has a different suggestion how to approach learning. Some might argue that learning is an increase in knowledge, that it is memorizing, or that it is acquiring facts or procedures that are to be used. Others may say that learning is making sense or understanding the reality. On the other hand, learning theorists have provided us with a set of ideas about how people learn, to facilitate practical implications for teaching (Darling-Hammond, Rosso, Austin, Orcutt, Martin, 2001). Yet, one must keep in mind that students practice experience is one of the most important aspects of their preparation for registration. Bransford (2000) affirmed that research has found that the brain plays a role in learning. Thus we cannot assume that all students learn in the same way. One must keep in mind that different students have different needs, and the concept that one size fits all is inaccurate. Additionally, if teaching methods do not match a students strength or learning style this may affect learning and behaviour. Mentors should primarily assist students to integrate into the practice setting while continuously providing ongoing support. Through observation, interaction and discovering a students interests, mentors can determine which learning styles would best facilitate the learning process. Novice students require an approach that is supportive, facilitative and structured, where careful monitoring, observation, demonstration and teaching are essential (Benner 1987). Alternatively, more advanced students need to be empowered to provide reflective holistic care. However, communication and an effect ive working relationship is the key to success (Chan, 2002; Papp, Markkanen, von Bonsdroff, 2003; Saarikoski Leino-Kilpi, 2002; Berggren, Barbosa da Silva, Severinsson, 2005). Learning is also based on the associations or connections we make. According to the learning theorist Jean Piaget accessing prior knowledge is how we make sense of the world. We attempt to take new information and fit it into existing knowledge in order to create a schema, or mental map that fits into a specific category. This makes the information more accessible because it is more memorable. On the other hand, workplace learning is of central importance and a crucially important site for learning. Nevertheless, students need to have theoretical background knowledge before working in a ward in order to be more motivated. Additionally, Burns and Peterson (2005) acknowledged that having a good role model is beneficial for the students. However, researchers found that sometimes mentors act as poor role models, where students alleged that they have observed malpractice practice in the clinical area (Rungapadichy, Mandill, Gough, 2004). Consequently, the key to successful practice learn ing lies in the level of support and guidance that students receive from mentors (Block, Claffey, Korow, McCaffrey, 2005 Jones, Walters, Akehurst, 2001) and other healthcare professionals. Gone are the days where students only require friendly or emotional support in practice settings. Besides, they also demand and deserve good quality, appropriately delivered practice learning that challenges the professionals delivering it and develops practice based on theoretical principles (Andrews, 2007). One of Jarvis points is that professionals also learn in situations with routine actions, because they are able to ask questions both about their actions and the attitudes behind them. Along these lines, they are able to regenerate disjuncture (Jarvis, 1999). Yet, can ritualism deteriorate into alienation, where skills will be performed without meaning? Thus it is important to discuss with the students what they want to learn and express their decisions in the form of learning objectives. The sequence of learning tasks should be moved from simple to complex and adequate guidelines and feedback (Darling 1985, Elliott Higgs, 2005) should be incorporated, so that the key points of learning are reinforced. Hammnond, Austin, Orcutt, Rosso, (2001) observed that the different ways people think and feel about their own learning affects their development as learners. Glasersfeld, (1989) argued that responsibility of learning should reside increasingly with the learner. Thus social constructivism is important so that students will be actively involved in the learning process, unlike previous educational viewpoints where the responsibility rested with the lecturer to teach and where students played only a passive role. Therefore, students should be encouraged to develop critical thinking skills and not just emulate the practices they observe. Motivation is another crucial assumption where some might give all the responsibility to learn to the students confidence in their potential for learning. However, one must keep in mind that other underlying problems might be the cause, such as personal problems or stress during clinical placement. Building a good relationship with the mentee can solve such problems, because when students confide their problems, mentors can address them appropriately. This would be supported by Darlings (1984) work, where in her study, after she interviewed 50 nurses, 20 physicians and a number of healthcare executives about their experiences with mentors, she identified that there were three vital ingredients for a mentoring relationship: attraction (admiration for the other person), action (invests time and energy to the relationship) and affect (positive feelings toward the other person). In addition, Prawat and Floden (1994) believed that feelings of competence and beliefs to solve new problems are derived from firsthand experience of mastery problems in the past and are much more powerful than any external acknowledgment and motivation. Consequently, the importance of being good role models is once more being stressed where with appropriate behaviour and attitudes, and with interaction together, the mentee will be helped to achieve the state of a competent practitioner. Strengths, problems, and challenges of learning in practice The clinical environment is a strong provider of learning (Cope, Cuthbertson, Stoddart, 2000). In fact, it is the only setting in which the skills of history taking, skills practicing, clinical reasoning, decision making, empathy, and professionalism can be taught and learnt as an integrated whole. However, common problems with clinical teaching exist such as lack of clear objectives and expectations, focusing on factual recall rather than on development of problem solving skills and attitudes, passive observation instead of active participation from the student, lack of reflection, discussion, and feedback and at times teaching by humiliation. These problems may arise due to time pressure, competing demands (especially when needs of patients and students conflict) and last but not least due to the increasing number of students and lack of mentors. Complexity of supervisory process Ever since research reports appeared to suggest that a theory-practice gap existed in nursing (Alexander 1983), a search has been in progress for new roles for nurses in clinical practice and in nurse education. These roles might ensure that what is taught in the theoretical component of nurse education corresponds, at least to some degree, with what happens in clinical practice. Evidently, the key to progressing from novice to an expert is the key to excellent mentor support (Watson, 2000), otherwise the nursing student may make defective assumptions based on inadequate personal reflections. It is useless having a state of the art hospital learning environment, without having enough supportive mentors who are really interested in mentoring. Such learning environment gives students the opportunity to get the most out of their learning processes and to achieve the objectives of clinical placements. On the other hand, failure to meet students expectations can cause disappointment to students during their clinical placement, where they can proclaim that their experience was unfruitful since for learning to take place, there is the need to create meaning from the experience (1998). Thus, one can question if all mentors are enthusiastic and committed to mentoring. Alternatively, mentorship may be supported, by developing workshops (Howatson-Jones, 2003) and other tools to teach, in order to remind mentors how to optimize their skills and to promote mentors and mentorship. Some authors argue, that the choice of the mentor is crucial to a meaningful supervisory relationship, and that this relationship is integral to the whole supervision process in relation to uptake and effectiveness (Jones A., 2001a; Spence, Cantrell, Christie, Sammet, 2002). However, mentorship in Malta is still in its infancy, and there are not enough mentors to accommodate all the students in the faculty, let alone choosing their mentors. Consequently, the need for more responsible mentors arises. Llyod-Jones, Walters, Akehurst, (2001) in their study of 81 pre-registered students found that those students who did not work with a mentor, were usually not supported by any other trained staff, leading to auxiliary nurse work being delegated to the student. Nevertheless, the system in Malta overcame this problem by giving the opportunity to every student to be mentored by different mentors according to the clinical placement, in most of their clinical placements. The environment itself is a valued characteristic for students to learn, mostly characterised by co-operation among staff, and an atmosphere in which they are treated as colleagues not as an extra pair of hands. The impact of a good ward cannot be overstated, where the philosophy of nursing team affects the ward atmosphere. Pearsy and Elliot (2004) declared that if students observe mentors acting as poor role models it affects the students learning negatively. Thus the supervisor role is to assist the supervisee to apply theoretical knowledge, appropriate attitudes and therapeutic communication into practice. This can only be done through the medium of supervisory relationship, since it is through others that we develop into ourselves (Vygotsky 1981). Mentoring is founded upon relationships between people and, like all relationships, is affected by what each participant brings to the relationship. Openness, self-awareness, and a belief in the value of mentoring are important qualitie s for both mentors and mentees to possess. Competency to mentor is built on a balance of individual cognitive, emotional and relationship abilities; personal virtues or characteristics, such as integrity and empathy, and competencies both within ones field of practice and related to mentorship itself (Epstin Hundert, 2002). The success of clinical supervision depends mainly on the supervisee (Dewar Walker, 1999), and it can be useful if they look at their responsibilities in the role. It is important that students are treated with respect as an equal partner. The primary responsibility of the mentors is for their own development and willingness to learn and change, irrelevant to the extent of experience. Yet mentors serve a variety of roles, including being a professional parent, teacher, guide, counsellor, motivator, sponsor, coach, advisor, role model, referral agent, and door opener. Hence a successful mentor must be capable of blending these roles with other important characteristics such as being patient, available, approachable, respected, people oriented, knowledgeable, and secure in their position, in order to help students in the process of competency. Creating competent practitioners Ensuring competence to effectively and safely practice should be the aim of mentoring, and a critical task for the educators. Kane (1992) defines competence as the degree to which the individual can use the knowledge, skills and judgment associated with the profession, to perform effectively, in the domain of possible encounters, defining the scope of professional practice. On the other hand, domains of competence can be assessed to some degree via direct observation because it provides the opportunity to make multiple assessments over time and across different clinical circumstances. Yet, this is not always possible due to time constrains with the student. Thus the faculty must find another approach how to combine lectures and clinical practice in order to give ample time for the student to work with the mentor. Moreover, another question might arise regarding the system sufficiency in providing competent and safe practitioners. The introduction of mentorship was the first step aiming to provide better competent practitioners. However, there are strategies that both mentors and mentees can employ to ensure that they get the most out of a mentoring relationship. Yet, are there policies in place that support the selection of competent, appropriate mentors? Equally important, is the method of students assessment acceptable? Burns Peterson (2005) declared that the assessment must be on going, where the mentor provides formative assessment in line with outcomes and competencies they are expected to achieve. Thus, locally, the final four hour role play, (where students can be motivated purely by the process of assessment to adapt to what they perceive as the requirements of the assessor rather than moving towards achievement of goals such as independent thinking, problem solving and originality) should not contain too much weight in determining students competence. Hence supervision methods will be more effective if used within the context of a healthy supervisory relationship. Asadoorian Batt ( 2005) acknowledged that self assessment should be the first step in self directed learning. However, self-assessment should only complement and not replace another means of assessment. Portfolios, on the other hand, can address a wide range of competencies because it provides a reflective insight into mentees abilities to self assess and learn from experiences. Conclusion Although experience is extremely important as a means of education, theoretical knowledge must be the basic to prepare students for the clinical practice. On the other hand, the need for nurses to be able to integrate theory and practice effectively has long been recognised. Thus, competent mentors are required to help students in minimizing the theory practice gap. The gap can be bridged through reflection and critical thinking so that experience can be transformed into learning. A good relationship between mentor and mentee is important for learning. Mentees appreciate a learning environment where they have the opportunity to learn, to act professionally and to learn about the values and norms on the ward. Moreover, since nursing is a practical profession, there is a need to ensure that practical assessment systems are able to discern the true knowledge base of students. Alternatively, the key to success is to monitor both student and mentor feedback on the learning practice enviro nment.
Wednesday, October 2, 2019
Drugs in United States Essay -- Drug Trafficking Drugs Essays
Drugs in United States Drugs are a complex problem with widespread political, economic and social implications for producing, transit, and consumer nations. In the area of foreign policy, political and economic instability in drug producing areas around the world-and particularly in Latin America is an epidemic that cannot be ignored. The objective of this paper is to asses the past issues, current status, and future prospects of the US war on drugs in Latin America - specifically Panama. It begins with a brief overview of the basic problems of drug use in America, and examines how the United States has handled the specific situation of General Noriega and the Panamanians. Finally, I will examine an array of policy options presently available to the United States in its campaign against drug trafficking in Panama and other Latin American countries. During the late 1980's, the presence of narcotics trafficking in the world grew rapidly. Many claimed that the United States was facing a national security crisis as far as drugs were concerned. In 1988, as may as 75 percent of more criminals arrested in major American cities tested positive for drugs[1]. A Justice Department study backs up this allegation finding that one-half to three-quarters of the men arrested for serious crimes in 12 major cities tested positive for the recent use of illegal drugs whereas a similar study done four years prior showed that only 56 percent of those arrested for serious crimes were abusing drugs prior to their arrest[2]. In addition, out of 1.2 million intravenous drug users in America, 250,000 of them are infected with AIDS. It was estimated that the cost of drugs to American society measured in terms of death, illness, crime, lost ... ...ngton, D.D. (30 September) [11] Sciolino, E. & Endelberg (1988) ?Narcotics Effort Failed by US Security Goals.? New York Times (April 10th): Y [12] Sciolino, E. & Endelberg (1988) ?Narcotics Effort Failed by US Security Goals.? New York Times (April 10th): Y [13] ?Columbia and the War on Drugs.? Foreign Affairs, 67, 1 (Fall) 70-92. (1988) [14]? Drugs, Law Enforcement, and Foreign Policy: Panama? Hearings before the Subcommittee on Terrorism, Narcotics and International Communications of the Committee on Foreign Relations United States [15] Sciolino, E. & Endelberg (1988) ?Narcotics Effort Failed by US Security Goals.? New York Times (April 10th): Y [16] Moss, A. (1988) ?Drugs and Politics in Panama.? Paper prepared for the ?Drug Trafficking in the Americas? Conference. The Wilson Center, Smithsonian Institute, Washington, D.D. (30 September)
Farmland Preservation :: Farming Agriculture Conservation Essays
Farmland Preservation Farmland Preservation is something that every person in New Jersey should be aware of. Our Garden State is quickly becoming too populated to hold such a title anymore. As more and more farms disappear, we are losing the precious land and culture, which initially made so many people decide to make New Jersey home. Everyone seems to want to move to the country and away from the city, but soon New Jersey may no longer have the attractive countryside landscape it was once so well known for. The people of New Jersey need to be made aware of what is happening to the landscape and need to realize what their individual impact is on that landscape. The Farmland Preservation Program was officially established with the Agricultural Retention Act of 1983 and the Right to Farm Act of 1983 (1). The program is administered by the State Agricultural Development Committee (SADC), which consists of eleven members all representing the state and general public’s interests on several levels including, agriculture and the environment (1). The main objective of the program is to try and protect farmland from development, whether it is a short time or long time effect. The program buys the development rights from the farmers so as to try and ease the pressure put on them from developers to sell the land entirely to be broken up and developed. Farmland in general has so many benefits for both the farmer and the general public to consider. It is part of our culture here in New Jersey, in fact 75% of the US public agrees that, â€Å"Protecting the environment is so important that requirements and standards cannot be too high†(4). Now, that is a lot of people who are in agreement but now maybe they need to be made aware what they can do to help and what it takes to agree with that statement and mean it. Farms contribute in a big way to the American Dream and the quality of life people assume when they say they want to â€Å" move out the country†.
Tuesday, October 1, 2019
Extract One: Explore how the author presents Hyde in this extract Essay
Hyde is presented as an ugly, deformed creature in the first extract, who seems to be naturally evil and causes others to feel so much hatred towards him. His actions instantly show his evil character when he â€Å"trampled calmly over the child’s body†. The verb, trampled shows his aggressions and his intent to harm the child. It was clearly deliberate. However, it also uses an adverb â€Å"calmly†which is an oxymoron because it contradicts the violent motion of trampling. This oxymoron shows how he is hurting the child with no care, sympathy or regret. His calm composure with no signs of regret continues as Mr Hyde remained â€Å"perfectly cool and made no resistance†. Using â€Å"perfectly†before cool emphasizes that he showed no care or remorse at all, although he has clearly hurt the girl, who was â€Å"screaming†. It portrays Hyde as very heartless and evil, particularly as he had trampled on an innocent girl, who would have not created any motive for Hyde to hurt her. The fact that she was a girl makes her seem more vulnerable too, presenting Hyde as more merciless. Furthermore, his lack of speech further reveals his nonchalance and disregard to the girl’s pain. He does not speak at all throughout the whole of the extract, even when Enfield â€Å"collared him†, so is not trying to defend himself or apologize for his terrible actions; he shows very little care in what has happened. Hyde’s hideous and ugly appearance is also portrayed in the first extract. Hyde’s look was described as â€Å"so ugly that it brought out the sweat on me like running†. When saying that it was â€Å"so ugly†, it emphasizes how obnoxious Hyde’s appearance was. In addition, sweating is usually an instinctively response to something which you cannot control. The fact that by looking at Hyde, Enfield had an instinctive response to be frightened and sweat, shows how there is something different about Hyde that makes the people loathe him. Enfield also described Hyde as â€Å"some damned Juggernaut†, presenting him as a senseless man who is doing crazy things, with no regard to other people. The adjective, â€Å"damned†emphasizes the hatred Enfield felt towards him and the fact that it has a religious connection implies that the disgust was so great. Finally, the reaction of the doctor towards Hyde after he tramples on the girl shows that the hatred was instinctive. Enfield described the doctor â€Å"as emotional as a bagpipe†and so clearly the doctor must not be affected too much by the screaming girl, especially as the girl was not seriously injured at all. However, he turned â€Å"sick and white†every time he looked at Hyde. It must therefore be an instinct to loathe Hyde as a usually emotionless man is feeling so much hatred towards him, although he has not done too much to hurt the doctor. In addition, the doctor also had â€Å"the desire to kill him†. This is heavily ironic as he is a doctor, who is meant to save and cure people, but has been affected so much that he wants to kill Hyde. The word â€Å"desire†emphasizes how much he wanted to kill Hyde and it felt as if it was the doctor’s goal. This shows that the detestation is clearly an instinct as it would never be a characteristic of a doctor to want to kill someone so much. However, it was not only the doctor who was affected and in fact Enfield accepts he also wanted to kill Hyde. Hyde had been so hateful that a group of respectable people had been changed so much into becoming animalistic with desire to kill someone. It clearly indicates that the hatred Hyde has towards him is so different from others and is almost like a human instinct
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