A Personal Assessment Using Self-Assessment Inventories Essay

A Personal Assessment Using Self-Assessment Inventories - Essay Example It is better to accept those differences and use them towards my advantage (i.e. in coming up with better solution to problems) instead of imposing a rigid code of conduct. People with low tolerance to ambiguity also tend to make use of stereotypy, which I think is a negative way of analyzing people, ideas, or actions. My scores in the subscales reveal that the major source of intolerance for me is complexity, which is by far greater than my scores for novelty and insolubility. I do not fully agree with this result because I feel that I am comfortable with complexity. I feel the results for this subscale cannot be applied to all situations in my life as a formula, but I am not discounting the possibility that this may only mean that I am just less tolerant to ambiguity when the situation seems to be composed of elaborate and intricately interconnected parts. The Locus of Control test shows whether I believe the outcomes of my actions depend on what I do or on factors beyond my control. Since I got a low score (and indeed, it is even lower than the comparison data), this indicates that I have an internal rather than external control. I agree with this explanation and the test has been instrumental in making me realize that my attitude towards the forces responsible for the outcomes of my actions has been responsible for many of successes (as well as failures) in my life. I believe that blaming people other than yourself for your miseries is not only self-defeating, it hinders you to succeed and take control of your life. While I think luck does play some part on some people's success, I am not the type to sit around and wait for Lady Luck to call. I believe that the best way to succeed is to work for it-that way too, I can have control over the direction of my life. I believe that this attitude will lead me to become happier and more ful filled. Cognitive Styles The Cognitive Styles test has affirmed that I am an intuitive rather than a sensing person. My Intuition scores far outweigh that of my Sensation's, 7 to 1. This explains why I seem to prefer subjects that require complex and comprehensive understanding rather than those that appeal to the senses. I prefer to take in information through imagination rather than by details and facts. When perceiving my environment and gathering information, I prefer to explore different possibilities, rather than settle on a concrete set of rules. I now realize that this is the reason why I tend to do better in essay-type examinations rather than multiple choice/fill-in-the-blank type ones. I am also adept in finding symbolic representations in my surroundings-sometimes when I am walking my dog in the park, I will suddenly be struck with a sense of nostalgia-a single falling leaf can conjure poetic imagery in my mind. As to whether I am a thinking or feeling person, my test scores tied in both areas. Since I am male (and am therefore traditionally predisposed to being a thinker rather than a feeler), results suggest that I am more of a "feeler". I concur with this conclusion mainly because I feel that I am more in touch with my emotions than the average man. While it can

Assessment within a Therapeutic Relationship Essay

Assessment within a Therapeutic Relationship - Essay Example 2011, p. S98) and anxiety disorders (Boschen, and Oei, 2008, p. 811). It serves as an integrated approach in the holistic care of a patient as it inculcates the biopsychosocial assessment of the client and the management plan designed (Williams, and Garlnad, 2002, p. 172). Assessment is usually the first stage prior to a counselling intervention on any patient. It is through assessment that valuable information about the patient is collected and aids in designing action plans for the patient. Farrington, & Telford, (1996, p. 77) defines an assessment style as involving scanning of the available information about a client, selecting the necessary and appropriate information for the case, and selecting the interventions to implement. CBT assessment is aimed at formulating problems that the patient may be going through. It involves linking the feelings, thoughts and behaviours of the patient into a congruent explanation. The counsellor during the assessment reviews the current history of the patient to determine the possible trigger to the current psychological state. Thereafter, an assessment of the personal history of the patient is conducted to determine predisposing factors to the patient that upon assessment may aid in diagnosing the patient (Marsha ll, & Turnbull, 1996, p. 31). CBT assessment approach is aimed at assessing the cognitive and behavioural patterns in the life of the client and tailoring therapies that address these inadequacies. As pertains to the cognitive, these are the thought and thinking processes of a patient that become hyperbolic following a psychiatric disorder and the patient has no control over the intriguing thoughts. Cognitive assessment is aimed at aiding the patient to deal positively with the thoughts (Williams, et al. 1997, p. 72). Behavioral assessment is aimed at finding the change in behaviour patterns of the client that alter the effective performance of activities of daily living This assessment develops a 5 figure

The Mirror and the Lamp Essay Example for Free

The Mirror and the Lamp Essay M.H. Abrams: The Mirror and the Lamp. It is establishes between a work and three pivotal points. -The primary focus of literature/art is to instruct which brings it into the realm of education. 1. Work represents the product itself. It is called an artefact. 2. Most important thing is artificer (artist)Â  3. Taken to have a subject derived from something 4. Lastly this comprehensive quality is absorbed by people. -There are varying literary schools of thought but they exclusively choose one. Artist If the focus is on the artist, we read Hamlet but we look at Shakespeare, the creator. Biographical criticism, the perspective that the biographical criticism reflects the event, specific experiences, personal prejudices, and life are reflected in the work. So that Hamlet is a projection of Shakespeare. The danger of this approach is that it can become a fallacy. The poet is (not) the speaker. It can and cannot be the speaker, we dont separate the work from the writer. Psychological In the world of physiological, the physiological state of the artist and the manifestations of repressed needs, desires, and frustrations are reflected in the work. We move away from the work and focus on the physiological state of the artist. Universe: Social Historic The work expresses the values, issues, and concerns of the age which produced the work. Moral/Didactic From this perspective, the art should reflect an ethical perspective. If it teaches us anything, it becomes didactic. Audience: Reader Response There is no single interpretation which takes present over another. It becomes affected, tainted by our emotions, and perspectives. We arent really talking about literature, we are taking our feelings. How we interpret literature changes the work itself. Work The work should stand alone from the artist, universe, and audience. 1. Philosophical Within the realm of PC, the work reflects an idea. We eliminate the art when we just view a work from a philosophical idea. 2. Linguistic We are forced to look at syntactical use of words and the meaning of words because its purpose is communication. It becomes too scientific and we dont take into consideration the connotation, denotation, and the metaphoric aspect. 3. Formalistic The focus is on the artful and formal arrangement of language. Our focus is then on the rhetorical. -All literature should be viewed from all four points. No piece of literature will stand alone, it will have to be viewed with all for aspects.

Science and PE Division Essay Example for Free

Science and PE Division Essay Introductory Chemistry 1405 for non-science majors is designed to meet the needs of students with no background in Chemistry or who are in need of additional preparation before taking Chemistry 1411. This course is concerned with the study of matter presented at an introductory level. The prerequisite for this course is DMAT 0091. Topics covered include: chemistry and measurements, matter and energy, atoms and elements, compounds and their bonds, chemical calculations, gas laws, solutions, acids and bases and nuclear reactions. This syllabus is your legal contract for this course.   The first requirement is that you read it entirely. You are responsible for all of the readings and assignments as defined. Questions or issues requiring clarification are welcomed at any time. REQUIRED OR RECOMMENDED MATERIALS (ISBN FOR TEXTBOOK): Required textbook:Introductory Chemistry for Non-Science Majors, the pearson custom edition for Eastfield College, by Timberlake. This book can be ordered from the bookstore http://follett.com/. ISBN#: 1256414824. It is bundled with Eastfield custom edition lab manual for first part of the laboratory and homework code for Mastering Chemistry. Lab Supplies: You must order a lab kit CK-EF. Order your LabPaq online at http://www.labpaq.com. once you are sure to continue the class, as the returned policy is strict. For labPaq order call 866-206-0773 x 114. OR, go to www.labpaq.com/order here, and enter Log in ID: C 000091, Password, labpaq (all lower case) and Choose CK-EF. You can obtain any digital balance with an accuracy of 0.1 grams. Recommended digital weight balance from NorthShore Care Supply ( http://www.northshorecare.com) is Triton T2 digital precision handheld scale, Item # 7400 ($19.95). Other required materials:Laboratory Safety Goggles (may be purchased at campus bookstore ) Scientific Calculator STUDENT LEARNING OUTCOMES: 1. Demonstrate understanding of the subatomic particles and types of matter 2. Use the Periodic Table to identify metals, non-metals and metalloids 3. Make calculations using the metric system of measurements and significant figures. COURSE OBJECTIVES The course is to demonstrate a general knowledge of the basic concepts in chemistry, and to prepare the student for Chemistry 1411. CORE CURRICULUM COURSE OBJECTIVES: I. INTELLECTUAL COMPETENCIES: 1. Reading: The ability to analyze and interpret a variety of printed materials such as book, documents and articles written at a level above the 12th grade level 2. Writing: The ability to produce clear, correct and  coherent prose adapted to a purpose, occasion and audience at a level above the 12th grade level 3. Speaking: Ability to communicate orally in clear, coherent and persuasive language appropriate to a purpose, occasion and audience at a level above the 12th grade level 4. Listening: Analyze and interpret various forms of spoken and visual communication at a level above the 12th grade level 5. Critical Thinking: Think and analyze at a critical level 6. Computer Literacy: Understand our technological society, use computer-based technology in communication, problem solving, and acquiring information II. EXEMPLARY EDUCATIONAL OBJECTIVES: 1. To understand and apply method and appropriate technology to the study of natural sciences 2. To recognize scientific and quantitative methods and the differences between these approaches and the other methods of inquiry, and to communicate findings, analyses, and interpretation both orally and in writing 3. To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch on ethics, values, and public policy 4. To demonstrate knowledge of the interdependence of science and technology, and their influence on and contributions to, modern culture MEANS OF ASSESSMENT OF LEARNING OUTCOMES The course learning outcomes are assigned in more detail for each chapter in various learning objectives. These objectives will be assessed by exam questions, terminology, study area quiz, assignment from mastering chemistry and written laboratory report. It is encouraged to start your weekly activities by understanding â€Å"terminology†, which will be followed by reading corresponding units in the textbook. You will continue working on â€Å"Study Area† quiz and Review Questions, and homework assignments from mastering chemistry. Finally, you will perform the lab experiments. These steps are written in order under â€Å"Things to do† in all the weekly activities. EVALUATION PROCEDURE: 1. Lab Grades: This online course of Chem 1405 uses the â€Å"Wet Lab† experiences from Hands-on  lab, Inc. For the first five labs, students use the basic laboratory conceptual practice using Pearson published laboratory manual. After completion of five labs from Pearson published lab manual, students will use their purchased lab kits for the â€Å"Wet Lab† experiences and perform real chemical experiments using chemicals and standard techniques, in the convenience of their house. To ensure the credibility of the lab portion of this course, students will be asked to submit their picture showing their face at one or two specific steps of each experiment along with the data as reflected in their report. The specific steps where they need to submit their picture are well- written in the attached report form in the corresponding experiment on eCampus. Lab grades will be earned from their completed lab reports. These reports have to be typed in Microsoft office word and upload on ecampus in order to be graded, unless otherwise specified (Hand Written lab Report Will not be Accepted). You must use the report attached on ecampus under the folder â€Å"Lab #† of each week activities, and not the one that comes on the CD from LabPaq. You will get ZERO SCORE if you won’t use REPORT FORMAT UPLOADED on ecampus under the â€Å"Lab #†. However, to synthesize the conclusion and discussion of your result in the report, you can use â€Å"Lab Report Assistant† that comes in the CD with the CK-1 kit from Labpaq. The â€Å"Lab Report Assistant† can also be found on ecampus under â€Å"Start Here† button. The CD also has the introduction, safety enforcement agreement and the procedure to perform the lab. You have to sign; scan, and upload the safety agreement in the first week of the semester. Students have to upload the report on ecampus after the completion. The instructions on â€Å"how to upload† the report can be found in eCampus menu under the â€Å"Start Here† button. Students can purchase the lab kit, LabPaq CK-EF, from Hands-on Labs, Inc. Please log on to http://www.labpaq.com/ to order the kit. The lab kits also contain the manual of the experiments on CD. Students CANNOT PASS this course with a failing lab grade. A score of 70% or better and completion of 8/11 labs (cannot miss more than 3 labs) is required to pass the lab portion of this course. The lab reports has to be uploaded on eCampus by 11.30 pm on the specific due date found on the course calendar. Late lab reports will be accepted but they will drop by 25% for each day the reports are late. Students are encouraged to read the helpful suggestions after they read the procedures on the CD and before they do the experiments.  Similarly, it is advised them to complete the lab as early as the y can and do not wait until the last minute. The lab schedules are found under the weekly activity for each week. 2. Weekly Activities: These are located under â€Å"Course Contents† button in eCampus. Every week the learning items are placed in the following order. 1. Things to do: Helps to figure out the things to do quickly 2. Learning Objectives: Helps to focus on the goals to learn units of the chapter 3. Powerpoint: Gives you the main direction of concepts for each chapter 4. Terminology: It is a quick guide to know the definition and brief concepts of the topics 5. Study Area Quiz 1 2 (www.masteringchemistry.com/study area) Key Concept 6. Assignment (www.masteringchemistry.com/study area) 7. Lab report: Attached on the†Lab #† folder. The lab manual is CK-EF from www.LabPaq.com 8. DO NOT BEG FOR THE EXTENSION OF DUE DATES! 2.1. Terminology: These are copyright materials and should not be altered. These terms help you to understand the concepts and to prepare for the exam. Download the list of terms from eCampus on the folder â€Å"Terminology #† under â€Å"Week of #† from the ecampus menu†. Study the terminologies, read the corresponding section in the book and answer them concisely with examples. You can try this as many times as you want, and upload your final version on ecampus with the file name â€Å"Terminology #† (NOTE: Please see â€Å"How to load a document on ecampus under â€Å"Start Here† button) 2.2 Study Area These are self check activities and students can attempt as many times as they want. It helps to understand the concepts as well as to prepare for the exam 2.2.1 Quiz 1 2 After log on to www.masteringchemistry.com/study area, answer the multiple choice questions. These are self check activities and you can try this as many times as you want, scroll down and email the final trial to yourself. Repeat this step for quiz #2. Copy and paste both the quiz 1 2 score and  answers of all the questions in a new file called as â€Å"Study Area # 1† for chapter 1. Upload the â€Å"Study Area #† on eCampus. Follow the same procedure for all the chapters. (DO NOT EMAIL TO THE INSTRUCTOR) 2.2.2 Review Questions To complete this activity, please follow the same procedure as in 2.2.1. However, create a file name â€Å"Study #† where # is replaced by 1, 2, 3, and etc. for the corresponding chapter. 2.3 HOMEWORK (ASSIGNMENT) You will use Mastering Chemistry for the online homework tutorial. This will help you to understand the various concepts and to prepare for the exam. You can go directly to mastering chemistry without going to eCampus, by log on to http:// www. masteringchemistry.com/site. Many of the problems come from the back of the book to help you figure out the right answer. Do not attempt the homework without preparing yourself. You have to study the practice problems and worked out examples related to various units before to attempt the homework questions. . Your COURSE ID is for this course is MCADHIKARI89707 It is advised to complete the assignments in preparation for the tests. Late homework will worth’s 50% of the total possible points. Homework due dates will be shown in Mastering chemistry web site. It is recommended to do the homework questions little by little, rather than solving all the problems at one sitting. Once you have completed the homework assignments, you can revisit them even after the due dates during the preparation for the exam. The total score of the homework from all the chapters will be posted on your ecampus grade book at the end of the semester. DO NOT LOOK THE ANSWER before you solved the problems, if you do so, you will GET ZERO SCORE on that problem. Students have to take full responsibility of THEIR SCORE REPORTED correctly on the website. If you have doubt on any technical issue contact the technical support at 1-877-672-6877. You will get ZERO SCORE IF YOU EMAIL the answer of the ASSIGNEMENT to the instructors’ email. You must answer the assignment on the website. Syllabus Quiz: A quiz over syllabus material will be taken on eCampus. The quiz worths 10 points. It will be used to determine if students have read the syllabus material. You may use your syllabus on the quiz. You may take it as many times as you like until the deadline. I advise you to take it until you score a perfect 10 points. The quiz can be found on eCampus under the syllabus quiz section. DISCUSSION BOARDS Participation in the thee Discussion Boards (DB) is required. The discussion boards are worth 5 points each for a total of 15 points. DISCUSSION BOARD ETIQUETTE This science course is based on scientific fact alone, not personal opinions. Please refrain from using the discussion board to express political viewpoints, as a dating service, to advertise any and all types of solicitation, from expressing religious viewpoints or quoting Biblical passages, or giving personal opinions. Please refrain from using any inappropriate language in the discussion boards. Please do not â€Å"sign† discussion boards. The discussion board will automatically be posted with your name. ***Failure to adhere to discussion board etiquette may result in the student being blocked from using the discussion board and a loss of points. EMAIL ETIQUETTE When sending an email message to an instructor there are a few guidelines to follow: 1. Address the instructor as Mr., Ms., Mrs. or Professor, and in subject line please mention your class and section number 2. Always include your name, course, and section number in the email. 3. Never use foul, vulgar, inappropriate, discriminatory, rude, or otherwise unprofessional language in the email. 4. Remember, the relationship between the student and the instructor is a professional relationship not a friendship; therefore, be sure not to include instructors in your forwarded emails to friends, chat rooms, or personal updates. 5. Email between the instructor and student is to relate to course, campus, or educational matters INSTITUTIONAL POLICIES: Withdrawal Policy (with drop date): STOP BEFORE YOU DROP For students who enrolled in college level courses for the first time in the fall of 2007, Texas Education Code 51.907 limits the number of courses a student may drop. You may drop no more than 6 courses during your entire undergraduate career unless the drop qualifies as an exception. Your campus counseling/advising center will give you more information on the allowable exceptions. Remember that once you have accumulated 6 non-exempt drops, you cannot drop any other courses with a â€Å"W†. Therefore, please exercise caution when dropping courses in any Texas public institution of higher learning, including all seven of the Dallas County Community Colleges. For more information, you may access: https://www1.dcccd.edu/coursedrops If you are unable to complete this course, it is your responsibility to withdraw formally. The withdrawal request must be received in the Registrar’s Office by Januay 06, 2014. Failure to do so will result in your receiving a performance grade, usually an F. If you drop a class or withdraw from the college before the official drop/withdrawal deadline, you will receive a W (Withdraw) in each class dropped. Repeating This Course: Effective for Fall Semester 2005, the Dallas County Community Colleges will charge additional tuition to students registering the third or subsequent time for a course. This class may not be repeated for the third or subsequent time without paying the additional tuition. Third attempts include courses taken at any of the Dallas County Community Colleges since the Fall 2002 semester. More information is available at: https://www1.dcccd.edu/cat0506/ss/oep/third_attempt.cfm . Financial Aid: Students who are receiving any form of financial aid should check with the Financial Aid Office prior to withdrawing from classes. Withdrawals may affect your eligibility to receive further aid and could cause you to be in a position of repayment for the current semester. Students who fail to attend or participate after the drop date are also subject to this policy. The Texas Success Initiative (TSI) The Texas Success Initiative (TSI) is a statewide program designed to ensure that students enrolled in Texas public colleges and universities have the basic academic skills needed to be successful in college-level course work. The TSI requires assessment, remediation (if necessary), and advising of students who attend a public college or university in the state of Texas. The program assesses a students basic academic skills in reading, writing, and math. Passing the assessment is a prerequisite for enrollment in many college level classes. Students who do not meet assessment standards may complete prerequisite requirements by taking developmental courses in the deficient area and passing them with a grade of C or higher. Additional information is available at https://www1.dcccd.edu/cat0506/admiss/tsi_requirements.cfm . Academic Honesty: Academic honesty is expected, and integrity is valued in the Dallas County Community Colleges. Scholastic dishonesty is a violation of the Code of Student Conduct. Scholastic dishonesty includes, but is not limited to, cheating on a test, plagiarism, and collusion. As a college student, you are considered a responsible adult. Your enrollment indicates acceptance of  the DCCCD Code of Student Conduct published in the DCCCD Catalog. More information is available at https://www1.dcccd.edu/cat0406/ss/code.cfm . Academic Dishonesty Course Contract: Academic dishonesty is defined in the District Catalog includes, but is not limited to, cheating on a quiz, a test, or assignment or lab work; plagiarism (including the internet); copying another student’s lab or lecture work; or allowing another student (even lab partners) to copy all or any portion of an assignment. All written assignments are to be in the students’ own words. Written assignments for both the lab and lecture works are to be completed solely by the student, not in collaboration with other students unless otherwise noted in the assignment or instructed by instructor in exceptional cases. Academic dishonesty will not be tolerated. Any student found to be violating any portion of the academic dishonesty policy will automatically receive a zero (without exception or discussion). Students repeating the course are not permitted to use any old assignments or graded materials. All written assignments must be new, not just modifications of old assignments. When working in partners or groups, each student is expected to turn in his or her original work in their own words. Exact (or overwhelmingly similar as per the instructors discretion) duplication of an assignment (in any form), from any group or partner set, will not be accepted, and a grade of zero will be given. If further clarification of this policy or explanation of actions that will be taken for any and all violations is necessary, please see the instructor. ADA Statement: If you are a student with a disability and/or special needs who requires accommodations, please contact the college Disability Services Office. Religious Holidays: Absences for observance of a religious holy day are excused. A student whose absence is excused to observe a religious holy day is allowed to take a make-up examination or complete an assignment within a reasonable time after the absence. Students must notify the instructor of any religious holiday that will impact his/her time in this course by no later than the certification date. Family Educational Rights and Privacy Act of 1974 (FERPA) In compliance with the Family Educational Rights and Privacy Act of 1974 (FERPA), the College may release information classified as â€Å"directory information† to the general public without the written consent of the student. Directory information includes: (1) student name, (2) student address, (3) telephone numbers, (4) date and place of birth, (5) weight and height of members of athletic teams, (6) participation in officially recognized activities and sports, (7) dates of attendance, (8) educational institution most recently attended, and (9) other similar information, including major field of student and degrees and awards received. Students may protect their directory information at any time during the academic year. If no request is filed, directory information is released upon written inquiry. No telephone inquiries are acknowledged. No transcript or academic record is released without written consent from the student, except as specified by law. The institution strives to protect an environment most conducive to teaching and learning for all enrolled students. Children who are taking part in organized scheduled activities or who are enrolled in specific classes are welcomed. Minor children, however, should not be brought to the institution unless closely supervised by their parent. Minor children should not be brought into classrooms, laboratories or other facilities of the college. This practice is disruptive to the learning process. In the case of an emergency where the student-parent has no alternative but to bring the child to campus, classroom faculty or the administrative heads of other units have  full discretion as to whether a child may be allowed to quietly stay in the location. These individuals may require that children be removed by the student-parent from the setting if, in their opinion, the presence of the child is deemed to be disruptive to the learning process. For reasons of security and child welfare the institution will not permit unattended children to be left anywhere on the premises. Parents who have problems with childcare should visit the Counseling and/or Advisement Center to receive referrals to childcare services in the area. Final Grade Reports are no longer mailed. Convenient access is available online at www.econnect.dcccd.edu. Use your identification number when you log onto eConnect, an online system developed by the DCCCD to provide you with timely information regarding your college record. Your grades will also be printed on your Student Advising Report, which is available in the Admissions Office.

Qualities And Philosophy Of Leadership In Nursing

Qualities And Philosophy Of Leadership In Nursing The first quality of a good leader is that he has passion for the craft and challenges me to be the best that I can be at whatever I am going to do. If things are made easy or handed to you, you wont work as hard to accomplish it. You are already aware of the outcome and it is always in your favor. A good leader challenges your highest level of your ability and always expects the best from you. He wants you to put your best foot forward and rewards you when you have done your best. A good leader always sets a good example because he leads by example. If your leader is unprepared, unmotivated, has no confidence and has lost his passion then you will be the same way. Your leader always needs to be #1 because he wants the same determination from you. A good leader finds ways to keep his team motivated and you will always benefit from his experience. A good leader always offers a complete explanation of the job to be done. He always offer clear and consice directions so that you will do a great job the first time. A good leader always wants his team to be successful with every task because that reflects back to him. Some of the traits of a good leader are that he is always visible. In order to provide strong leadership he needs to have a strong visual presence with the workers. They need to see him in the middle of a task working along side them getting the job done. He needs to be available for questions, comments and just general discussions. He needs to always be in the forefront so that the followers can have him at their disposal when needed. Another trait is that a good leader always needs to be consistant. Dont be a bully one day and try to be friends with your followers the nest day. Changing styles only confuses the followers. . Stick with one style of leadership. Those who look to you for leadership must know what to expect, that is consistency on a daily basis. Also, make decisions consistently. It is so important not to let your personal feelings cloud your decisions. Stay focused on the situation or issue, not on any one particular person. Many times we are more connected with some workers than others. Never let the work relationships change your response. Treat all employees equally and with the same amount of fairness. Always treat employees with the same amount of respect, showing favoritism makes you a terrible leader. Enforce the rules fairly. Try to always include employees in finding better solutions to problems. A good trait of the leader is to ask open ended questions, asking questions is always a great conversation starter. When you include your followers it always makes them feel like an important part of the team. Always encourage suggestions for improvement and changes that will set your team apart. The leader improves the team by listening to them, discussing and challenging their skills and complementing on a job well done. Set the tone for the work environment. An optimistic attitude from a leader can excite and motivate the team to always do the best job they can do. Confidence is contagious; so is having none. Employees feed off the tone that leaders set. A good leader is an encourager and always says well done or thank you when the job is finished. Many times leaders make mistakes, they are human beings just like everyone else. They arent perfect and will make many mistakes. But a good leader says, I made a mistake. Every team member will have more respect for the leader if they are always open and honest about all events. Honesty is always and forever the best policy. Leaders make the mistakes of sometimes putting business before people. Being insensitive and having a I am the king attitude, recognizing the outcome when it is good and not the people who do the work. My preceptor Mrs. McKenzie is a wonderful leader. She is always ready to teach you something new and has the confidence that I will do a good job. She is a good leader because she doesnt have the Im the teacher, youre the student attitude. She is always open to suggestion and the many questions that I have for her each and every time I am in clinic. When there is a code or another stressful situation she never looses her cool. She is full of useful information for both myself and the doctor. Ms Angela who is the charge nurse that is over the ER, now when I first met her she seemed cold and stuffy but once you see her in action she wants the students to be involved in all aspects of patient care. She even informs the MD on duty that they have a student and makes sure you are in the middle of everything that come thru the ER. The positive traits I noticed on my clinical rotation is that all the floors I have been on are all about team work. When a new patient comes in no matter whos patient it is all the nurse converge on the room and make sure the core nurse has all she needs. One nurse starts the IV, one nurse disrobes the patient, one nurse applies the ECG leads and the other starts the initial assessment along with the vital signs. As the student if you dont move fast you will miss out on everything. Students needs positive roles models and positive feedback to make sure that what they see in their nursing rotations make them a good nurse throughout your entire career. Many things make you a reliable nurse but I believe proper training and education plays a large role in being able to perform effectively, thus increasing reliability. The negative traits that I have observed is that some nurses dont want to have a student or a oriente for that matter. They forget that at one time they were a student or a new nurse on the job. They just want to have less intereference as possible to make their day go by. You are not allowed to ask them any questions or be in their patients room. I observed nurse not always using the proper techniques for different duties around the hospital. They are not washing their hands between patients, they arent using sterile technique when necessary and sometimes just over looking hospital protocol all together. The one negative trait that I will never possess is that I will never be a nurse because of the pay, I will always be the kind of nurse that loves nursing and that is why I do it everyday. I will never forget where I came from and treat someone like they are less than me because they work in a different area than me. I will never be the type of nurse that speaks negatively about a MD or a nurse in front of the patient or anyone else for that matter. More than likely I am a transformational leader. I work well with others, I have been trained and highly motivated with everything I do. I love to see people do well under the title that they work. I always try to be a good example and promote nothing but positive attitudes in the work place. I provide the guidelines and would allow the employees to do what they do. I like this style because it utilizes the skills that you know your employees already have, it makes them into their own leaders. My peers come to me for advice on a daily basis because they know that I really have a No-nonsense attitude when I am working towards something. I offer strong but friendly words of advice and never sugar coat anything to them. When a plan needs to be made normally I am the one who implements the stages. To my friends I am a strong leader because I get it done and take no excuses. Now will that make me a good RN? I hope so, but time will tell. A RN has to be a strong selfless leader who never turns down a challenge unless it is unsafe for the patients. Always ready to give the right information when needed and always learning new things everyday. How was your day as team leader? As a team leader, it wasnt anything different for me. I had a job to do and got it done in the safest, quickest manner it could be done. What is a true team leader? As stated by Wikipedia ,A team leader or team lead is someone (or in certain cases there may be multiple team leaders) who provides guidance, instruction, direction, leadership to a group of other individuals (the team) for the purpose of achieving a key result or group of aligned results. The team lead reports to a project manager (overseeing several teams). The team leader monitors the quantitative and qualitative result that is to be achieved. The leader works with the team membership The nursing profession is no different than any other profession when it come to leadership. Leadership is critical to managing patients toward optimal clinical outcomes. Changing patterns of care delivery and constrained resources require nursing leaders to be responsive, demonstrate flexibility, and hold what Kantor describes as the C skills: know the concepts and principles of leadership, demonstrate competence in the role of leader, and make the interpersonal connections needed to be successful in the role. 1 Mergers, flattened organizational structures, and increased spans of control have resulted in heightened nurse executive role expectations. The literature reflects the call for extraordinary nursing leadership, with articles describing the importance of leaders incorporating multiple theories into practice, including transformational leadership, organizational empowerment, and care-centered governance. What did you learn? What is your personal philosophy of leadership? I believe that nursing is a profession when using the criteria that Pavalko used to define the eight dimensions of a profession. I plan to show that nursing has relevance to social values, education, self-motivation, a code of ethics, commitment to life long work, a theoretical framework, and that there is a common identity. Additionally, I will discuss how the ADN prepared professional nurse has many roles, such as a caregiver, teacher, advocate, manager, colleague, and expert. It is my opinion nursing is a remarkably rewarding profession that consists of various obstacles that are triumphed over in order to pave the way for a rewarding and honorable future. There are many significant achievements accomplished by nurses in todays society including the values instilled in our social lives, as well as the education attained by individuals in order to seize the ability to give great care to the community. I believe it takes a unique type of person with a great deal of motivation and ambition to be capable of performing as a caretaker for others. It is crucial to believe in what you are doing by always using superior judgment, and by following the Code of Ethics in each decision you make in your working institution or at home with friends and family. Using the term Career in regards to nursing seems to be an understatement of my outlook on this astounding health care position, I have always considered this opportunity as a permanent gratifying commitment not on ly to myself, but to all of those whom rely on my specialized training and care for their well being. Although maybe not suitable for each person, nursing is a profession of choice for general public to apply themselves to if they so desire. There are numerous different regulations and system policies the nurses adhere to in order to maintain safety and quality care for all people. I believe nursing colleagues may be able to unite as one group with the same values in their trade in order to work harder on leading by example, and following each others strategies as well; furthermore, overcoming the obstacles of modern day traditional standards and excelling beyond the current generations outlook of the nursing profession. Nursing leadership and management is crucial in the foundation of nursing care. There is a direct correlation between leadership and quality of care. Poor nursing leadership leads to poor patient outcome and, inversely, good nursing leadership leads to excellent patient outcomes. I believe that a profession has a commitment to a lifelong work because you get involved in your establishment. It is very hard for me to think of leaving the nursing field, or the hospital I work in now, because there are so many people relying on me for my knowledge of this hospital. I have grown attached to those I work for and with. The rules of this hospital differ from others and after familiarizing myself in such depth here I could not just leave in hopes of finding another place to be so comfortable or appreciated. However, in todays generation many nurses do not feel the same way. There are many nurses that choose to work short term in one hospital and then leave to work in another facility. Due to this constant battle for hospitals and other health care provider facilities to keep continuous adequate nursing staff, the United States has had to find other means of populating our health care systems. For instance, According to the American Hospital Association, 17% of hospita ls recruit from abroad to fill nursing vacancies. New Trends in foreign Nurse Recruitment, Texas Nursing Voice, April, May, June 2008.

Lord Of The Flies 11 :: essays research papers

Normally, when we think of worlds, the planet Earth comes to mind. What we don’t often remember is that the word world can mean more than the Earth. Webster’s New World Dictionary states that the true definition of the word world is, "some part of the earth, or an individual experience, outlook.." Keeping that definition in mind, it is true to say that the boys in Lord of the Flies were in their own world, so to speak. And it is also true that every world has its problems. A contemporary psychiatrist wrote , "The problems of the world - and they are chronicled daily in headlines of violence and despair - essentially are the problems of individuals. If individuals can change, the course of the world can change. This is a hope worth sustaining." This quote can apply both to the larger world of the Earth, and the smaller world of the island. On the island, the boys had problems from the beginning. Both Ralph and Jack wanted to be chief and when the rest of the biguns and littluns voted for Ralph, it caused friction between Jack and Ralph. Ralph tried to deal with this problem by appointing Jack the leader of the hunters and keepers of the fire. He had hoped this would repair any damage that had been done to their short friendship. Ralph was doing his duty as the chief and tried to deal with their individual problems. However, this solution ended up doing more harm than good. The friction between Ralph and Jack flourished throughout the book. Jack soon became obsessed with savagery and killing pigs. The only thing he cared about was meat. And Jack does kill a pig; however killing that pig sacrificed the fire and the boys missed a rescue opportunity because the fire went out. But Jack doesn’t seem to care. "Jack, his face smeared with clays, reached the top first and hailed Ralph excitedly, with lifted spear. ‘Look! We’ve killed a pig-we stole up on them-we got in a circle-’ They seemed to share one wide ecstatic grin. Jack had too many things to tell Ralph at once. Instead he danced a step or two, then remembered his dignity and stood still, grinning. Ralph spoke. ‘You let the fire go out.’ Jack checked, vaguely irritated by this irrelevance but too happy to let it worry him. ‘There was lashings of blood,’ said Jack, laughing and shuddering.

How Does Steinbeck Presents Curley’s Wife in of Mice and Men Essay

Curley’s wife is a significant personality in the novel. John Steinbeck presents her in different ways during the novel and uses different methods to influence the reader’s judgement, for instance through her look, as she is a complex character. Significantly Steinbeck makes it clear that nurture turns her into the person she is in the novel, her nature is different. He uses language to show us who she is as revealed by colour and light symbolism; incongruity of her appearance and the setting; simile. For the majority of the book she is labelled in a negative way as a treacherous, kittenish character which could be interpreted as a replication of the way civilization observed the character of women in the novel. Sometimes, Steinbeck includes thoughts denouncing Curley’s wife. He also points out some of her good qualities. Due to this, readers can interpret for themselves if Steinbeck thinks highly of her, or if he does not like her. Nevertheless later in the book Steinbeck deploys the reader into seeing her as complex, and feeling consideration for Curley’s wife; revealing her as a victim, anxious and secluded in a man’s world. Although he may go back and forth on Curley’s wife, in the end, Steinbeck is mainly condemning her. Steinbeck explores her as attractive towards man through her beauty and an attention seeker. In the passage the first words that Steinbeck uses are that â€Å"Both men glanced up,† and through this we are introduced to Curley’s wife through her effect on men and not through any notion of herself, which Steinbeck does to show us she is only worthy for the use of men. The word glanced up shows that she want men to look at her for she is has the beauty of an actress. Not extended moment when Steinbeck exaggerates â€Å"the rectangle of sunshine in the doorway way cut off. † Here, Steinbeck uses the light symbolically to highlight how imposing she is and present the idea that she is the obstacle to a better life. The image of Curley’s wife casting a shadow across the bunkhouse hints at trouble to come later in the novel. It soon becomes apparent that Curley’s wife is an outsider of the group when it states, â€Å"A girl was standing there looking in,† hence is a metaphor for the segregation she senses. It could be insightful of the gender roles at the time; women were only desired for men’s erotic desires rather than their company. One could also deduce it as how likewise to a ‘girl’, (which she ironically is no longer), she is in search of thoughtfulness and requires all eyes to be on her by standing in the sight of the whole world and might be realised as attempting to listen in on their conversation – both very juvenile schemes. Therefore Steinbeck presents Curley’s Wife in â€Å"Of Mice and Men† as someone who is very eye-catching and courtesy inquirer. On the other hand, he portrays her as isolated and discriminated by men as she is excluded for being female, which sometimes lead to violence. This is illustrated when she is called ‘tart’, ‘jailbait’, and ‘bitch’ by the men on the ranch; henceforth the ranch is a very hostile and misogynistic place. Curley’s Wife is an outsider and seems very out of place. She is frequently found in examine for companionship on the ranch as her recently found marriage does not give her the warmth she desires, as she states to Lennie â€Å"I don’t like Curley he aint a nice fella,† and due to this she often tries to cooperate with the other men although she is never allowed as they think a â€Å"ranch aint no place for a girl. † Carlson also states of how a â€Å"women should be at home where she belongs. † The fact that she is excluded from a place of physical work is symptomatic of how women were exposed during the 1930’s. They were not predictable to do work, but in its place stay at home and raise a family. Curley’ wife feels apprehensive because of the solitude she feels and it is made clear she is exasperated with this condition, â€Å"none of them care how I gotta live. † Nonetheless, the reader is presented with a side to an apparently playful and occasionally vindictive character. In chapter 5, Steinbeck permits Curley’s Wife’s character to eloquent emotions of loneliness, â€Å"I get lonely† and â€Å"I get awful lonely†. The use of repetition is used to give emphasis to the remoteness and frustration of not being able to talk to â€Å"nobody but Curley†, her hindrance which incessantly exteriors as she speaks to Lennie. Moreover, for the period of the scene Steinbeck describes as such â€Å"And then her words tumbled out in a passion of communication, as though she hurried before her listener could be taken away†. The word â€Å"tumbled† recommends her frantic need to communicate to people, at the same time as the expression â€Å"passion† demonstrates her authority and strength needed to interconnect. Yet, what is predominantly conspicuous is she is used to people walking away from her when she speaks, this generates such consideration for her. In this chapter she is also presented as a moderate and approachable character, as Steinbeck describes â€Å"she consoled him. ‘Don’t you worry any’ [†¦] she moved closer to him and spoke soothingly. † The fact that she spoke â€Å"soothingly† suggests that she has a kind nature, and asked in a maternal way when Lennie needed such gentleness. The reader can then relate this sudden behaviour transformation and her upcoming, but the syrupiness she bounces off blurs the reader’s sight to floral it. All the way through the novel as similar to Crooks, Curley’s Wife is not named. This highlights her lack of identity on the ranch and how she is viewed as the property of her husband as well as the word â€Å"live† indicates that she also is a living human being who wants to fulfil her dreams and desires but it would be impossible for her. As a result of her insecurities, she tries to combat her loneliness and sequestration by resorting to violence. Her vicious attacks on Crooks to getting him â€Å"strung up on a tree† and the attacks on Lennie due to his mental disability show how loneliness can not only change a person, but destroy them. All of the emotions Curley’s Wife encounters come as a result of the loneliness she feels, and these clearly represent of what a terrifying character she is. Therefore Steinbeck describes Curley’s wife as isolated and discriminate due to her gender of a female throughout the novel. Equally, at the end of the novel, she is presented as innocent and purified from all the trouble through the description of her appearance. This can be seen in chapter 6 when Steinbeck explains â€Å"Curley’s wife lay with a half-covering of yellow hay. And the meanness and the plannings and the discontent and the ache for attention were all gone from her face. She was very pretty and simple, and her face was sweet and young. Now her rouged cheeks and her reddened lips made her seem alive and sleeping very lightly. The curls, tiny little sausages, were spread on the hay behind her head, and her lips were parted. As happens sometimes, a moment settled and hovered and remained for much more than a moment. And sound stopped and movement stopped for much, much more than a moment. † From this passage, the reader can acknowledge the real Curley’s wife but at the same time feel sorry for her as her dream was unfulfilled. The phrase â€Å"meanness (†¦ ) plannings (†¦) discontent (†¦) were all gone from her face† shows that she is no longer vicious and dangerous as all the negativity vanished. Most importantly the phrase â€Å"roughed cheeks and reddened lips† conveys that her dream is unfulfilled and the repetition of â€Å"stopped† to emphasise stillness and the feelings of time standing still. Therefore Steinbeck does not present her as a negative character, but at the time of her death he shows the reader the real her as it was not her nature but nurture that made her what she was. In contrast Curley’s Wife at first is portrayed as a revolting unpleasant woman. Curley’s Wife is described by Steinbeck many times as â€Å"roughed lips and wide-spaced eyes. Her fingernails were red. † this causes the reader to think of her as he says so. Nonetheless, despite these brutal views of her, the reader is presented with a side to a seemingly flirtatious and sometimes malevolent character. The repetition of the colour â€Å"red† denotes the fact that she is very dangerous and cause lot of trouble as the colour red is frequently associated to blood and murder which foreshadows the scenes later on in the novel. An alternative interpretation could be that red is also represent as the colour of love and she is wanting to be love, but many readers would link it to her actress personality as most actress love to dress a lot. Not so long, Steinbeck describes her hair as â€Å"her hair hung in little rolled clusters, like sausages,† and this simile shocks the reader because sausages are disliked and filthy, so linking it to her means that she is also disliked. Furthermore as sausages do not match with hair, the same way she is not suitable for a place like the ranch. Therefore Steinbeck portrays Curley’s wife as a woman who is dangerous and disliked by linking her with words that supports the point. John Steinbeck points out many flaws in Curley’s wife. For example, he does this when he writes, â€Å"she leaned against the door frame so that her body was thrown forward† (Page 51). In this statement, Steinbeck is pointing out that Curley’s wife always tries to instigate something. He also describes her body image and how provocative she is, always looking for attention. Steinbeck says many more things to condemn Curley’s wife, but that is not all that he says about her. Steinbeck also defends Curley’s wife. He writes of how lonely she is, and describes her as innocent as the rabbits and puppy killed by another character, Lennie. For instance, Curley’s wife says, â€Å"Think I don’t want to talk to somebody ever’ once in a while? Think I like to stick in that house alla time? †(Page 77). In this statement, Curley’s wife implies that she is tired of being lonely and wants to talk to other people. As much as Steinbeck appears to flip-flop on his view of Curley’s wife, readers can draw different conclusions.