Value of Common Sense Essay Example for Free

Value of Common Sense Essay Common sense, a mere adaptation on ones way of thinking and acting. It is described as the knowledge and judgment that most people already have or should have. Many people generalise certain acts as an inconsideration for common sense. In my short period of existence, I can certainly say that the practice of this concept can only be perceived as anything but common, more like rare or occasional. Common sense has no form of value that would allow it to contribute to your qualifications or even towards your online dating profile. One thing is certain, it has a long term effect on your quality of life and the safety of those around you. The lack of common sense should be considered a disease which i even suffer from at times. One of the symptoms I usually experience is excruciating pain. Let’s just say I was very sick, this past holidays. I went ice skating with friends and family and it wasn’t my first time. Once we had our skates on, we wandered like a group of penguins until we reached the ice. So we skated around and around which seemed like a continuous, unbroken cycle until i decided to do something unexpected. I glared down at my boot and noticed that a strap had come loose. I should mention that I was still moving and pretty fast too. leaned over and tried to clip it in place, a mission nobody else would pursue and i soon found out why. As i had fastened the strap, I felt my legs wobble uncontrollably. Before I knew it, I was swimming on ice. What i learned from that experience is that you should never grab a person as an attempt to pull yourself up from the ice. it will only become worse. If u dislike embarrassment and feelings of regret, the way I do. Then you should be able to detect the value of common sense as depicted in this story. Not all scenarios measure common sense with the same amount of importance. The outcome differs and in the next story, it has quite a lot of weight and consequences. I was with my uncle at a harbor, where we went to buy fish. We met this one guy who had a small stall and was selling fresh fish, he had just caught. We bought a few and thought that we should conversate to pass the time. The fisherman told us about himself and his job out on sea. I noticed that he had quite a large number of fish on sale. I then asked him how long it took him to catch them. He replied, ’oh, not too long, just a few hours†. While in amazement, my uncle said,’ why don’t you stay out longer, that way you can catch more fish? The fisherman explained that what he had caught was sufficient enough to support his family because he dedicated his existence to them. He said that he spent the rest of his time with his wife, children and friends. My uncle reflected before saying, â€Å"here’s what you should do, stay out longer so that you can catch more fish. Then you can sell the extra fish and use that money towards buying a bigger boat. Thereafter, you would three, even four boats until you possess a small fleet. Employ some workers and sell to larger businesses. The fisherman was stunned and mumbled out, â€Å"what about my family? I jumped in and said that they would have a better life, filled with opportunity and realistic dreams. We walked away in silence, leaving the man to contemplate deeply into the distance. In this story, the wealth in ones life, happiness of a family and self-accomplishment rest on common sense. Education brings about maturity and sophistication, but does not enforce your ability to display common sense. It is seen as a gift from birth which brings about simplicity and ease rather than unnecessary complication and discomfort. so just remember, if you do something stupid, you probably didn’t use your common sense.

Nursing Students Perception Of Faculty Role Models Nursing Essay

Nursing Students Perception Of Faculty Role Models Nursing Essay Abstract Background: Professional role modelling is key component in educational arena, where teachers serve as best role models for the students. It serves as a primary way to impact students search for meaning, purpose, and value in their personal and professional life.. Therefore, to be able to assess what students perceived about their faculty approach as role modelling, we conducted a study to explore the students perceptions and experiences about the faculty role modelling at a private School of Nursing in Karachi, Pakistan. Methodology: This study followed qualitative framework, considering group of diploma programme students as a case, data was collected through semi structure interviews from fifteen representatives of all three years of diploma programme. All students of the diploma programme were approached for their voluntary participation. Subsequently, purposefully equal participation was considered from all three years of the diploma programme for their representation in the study. Tape record interviews were transcribed with major thematic analysis of the verbatim. Findings: Participants in the study mentioned their disappointment with the ambiguity in their faculty as role models. While the faculty reinforced students to be equipped with the expected knowledge and demonstration of discipline, they themselves did not follow the same. The findings revealed that Professional role modelling needs to be encouraged with the provision of appropriate mentoring and continued education of nurse educators. Participants strongly felt that though the nurse educators are well equipped with clinical skills, they lack in clinical and classroom teaching skills. Conclusion: There is significant association between professional role modelling by nurse educators and students learning outcomes. Therefore, faculty members should demonstrate proper role modelling and practice what they preach while reinforcing professionalism. Provision of appropriate mentoring and continued education can facilitate nurse educators to become the role models for nursing students to follow. Key words: nurse educator, professional role modelling, students learning outcomes Introduction: The period of college/university education is accompanied by a significant transition of an individual from adolescence to a young adult; often requiring the students to meet several demands and challenges of education. Traditionally, the depth or accuracy of learning is usually expressed through assessment scores without major focus on cognitive, affective or behavioral learning (Lizzio et al, 2002); this reflects the basic educational system of Pakistan too. With transition to the university education, the students are often required to meet several demands and challenges; moving more towards cognitive, affective or behavioral learning than rote memorization. With this shifting paradigm, students perceptions influence their approach towards education and influences their overall learning outcomes (Lizzio et al, 2002), and their health and coping with the challenges of education. Learning environment, course structure and teaching methodology contribute overall towards the students coping and learning within these challenges of education. On the other hand, nature and structure of higher education have an implication on students well-being as they are often concerned with poverty, and become withdrawn and psychologically distressed (Dooris, 2001b). A similar change of educational environment is usually faced by the students when they enter their nursing education. Students in nursing education are required to meet academic demands which make them feel strained. This altered state of mind often impacts negatively on their academic function and health (Seyedfatemi et al, 2007). In this journey, teachers serve as a backbone of educational arena. Similarly, their teaching approach and mode of instruction plays crucial role in the development of conceptual learning in students. Considering nursing as an learning arena of specialized skills, nurse educators has to take prime position to ingrain the knowledge and skills in young future nurses, while motivating them to be self directed learner and sound decision makers. Dooris (2001b) has identified the nature and structure of higher education as one of the factors affecting studentsà ¢Ã¢â€š ¬Ã… ¸ well-being. Nursing education require students to engage in several study hours. Struggle in meeting the requirements of various assignments and clinical (Seyedfatemi et al, 2007) often impacts on the mental health (Dunne and Somerset, 2004) of the nursing students. In the same line, faculty plays a vital role in creating positive learning environment and serve as a role model in the development of knowledge, skills and attitude in students (Glicken and Merenstein, 2007). Students are required to meet the several demands of nursing education, markedly higher then what is expected in pre-nursing education level in Pakistan. Concerns of students poor coping with the academic demands and hostel stay are often reported at various forums and at different nursing programme faculty meetings, at selected School of Nursing, also highlighting students expression of uncertainty and helplessness. This alter state of mind, often make students prone for mal adaptive coping behaviours like excessive worrying, sleeplessness and feeling of loneliness; impacting negatively on their academic function and health (Seyedfatemi, Tafreshi and Hagani, 2007). This study is an identified factor of the Masters study conducted to explore the Emotional well-being of Diploma Nursing students. Since, positive, motivational and unbiased learning environment has optimistic impact on students learning outcome in university setting (Lizzio et al, 2002); Papp, Markkanen and Bonsdorff (2003: 267) have rightly stressed that, students should be treated equally and with consistency throughout their education. In the same line, faculty plays a vital role in creating positive learning environment and serve as a role model in the development of knowledge, skills and attitude in students (Glicken and Merenstein, 2007). Therefore this study was conducted to explore the students perceptions and experiences about the faculty role modelling at a private School of Nursing in Karachi, Pakistan. Methodology Interpretative paradigm was opt to assess diploma nursing students perception their subjective meanings and definitions of the emotional well-being and its related factors (Clough and Nutbrown, 2007; Creswell, 2007; Laverty, 2003; Sandelowski, 2000; Merten, 1998). Qualitative approach was considered to obtain the interpretative in-depth analysis of the experience, perceptions and understanding of research participants (Neuman, 2003; Munhall, 1989). Considering the group of diploma programme students as prospective participants of this study, a Case Study approach was used as a guide to progress in this research project, as it provides chance to the researcher to have intimate knowledge of participants feelings (Polit and Beck, 2004; Yin 2003). Case study involves exploration of case/s within a bounded system (in a specific context) like in this study being in a diploma nursing programme (Creswell, 2007). Study setting Support Services for Students at selected School of nursing Every student at selected school of nursing has a faculty advisor who guides them in their academic issues as and when required. Students are expected to visit their respective advisors at least three times a semester and also on the basis of their need (, 2006; , 2007a; , 2007c). Ambreen.Tharani2011-02-21T12:00:00 How can i refer to meeting minutes of AKU-SONIn addition, to support students emotionally, a student counsellor, who is a professional psychologist, is also available and provides support to students on need basis. Sample: Sampling was done in two stages. Initially, whole population of interest that is all the students of the diploma programme were contacted via their institutions student email identification, providing them with the study details and inviting for voluntarily participation in study. As suggested by Polit and Beck (2004), to obtain the in-depth assessment, limited number of participants was selected in this case study. Considering that the participants perspective may vary with their years of experience in the programme and their status of accommodation (Neuman, 2003); in the second stage, equal participation was encouraged from all years of diploma programme (n= 15), representing both the day scholars (n1=7) and hostel resident students (n2=8). Data collection and Analysis: Systematic data collection was conducted via individual semi-structured interviews using the interview guide to explore participants experiences (Neuman, 2003) and perceptions (Robson, 2002). Interview was audio-taped and a journal was maintained to record participants impressions, reactions and other significant information during the interview (Rudestam and Newton, 2001; Speziale and Carpenter, 2003). Efforts were made to decrease the limitations of the study. Ethical consideration was taken into account throughout the research to maintain confidentiality, anonymity and providing a follow-up mechanism to the study participants to prevent any sort of harm. Audio-recorded information was transcribed and thematic data analysis of data was done based on Laws (2003). Trustworthiness: Credibility, transferability, confirmability and dependability (Polit and Beck, 2004) were ensured in this study. Considering these criteria, credibility was ensured by cautiously interpreting and presenting the responses of the participants. For promoting transferability, detailed description of the context of the study is provided while disseminating the data for possible transfer of findings in other settings (Polit and Beck, 2004). For dependability, the process and the product of the research were carefully examined for its consistency. For confirmability, stepwise record of the raw data was constructed and maintained, followed by data reduction and reconstruction, synthesis of products and subsequent analysis (Polit and Beck, 2004).Ambreen.Tharani2011-02-22T08:28:00 Can we remove these details or as suggested by you we can purely move it to the discussion part Ethical Consideration Ethical consideration was ensured following the British Educational Research Association-Code of Ethics. Along with that, Institutional Ethical Review Committee (of data collection site) was accessed and written approval was obtained for research. Director of Diploma Programme and the Dean of selected school of nursing were approached in person to state the purpose and process of the research, along with obtaining Deans permission for data collection To consent for voluntary participation, adequate information was provided in the consent form regarding the purpose of research, their participation requirement, possible risk and benefits, financial consideration and their wish to decline the participation (Speziale and Carpenter, 2003). Permission was also sought for the participants before tape-recording the interviews. To ensure anonymity and confidentiality during data collection, tape-recording, data transcribing and data analysis, the participants were addressed and referred to with respondent numbers. As this study focuses on the perceptions and feelings of the participants, the possible harm to the respondents would be emotional. My experience as a mental health nurse has helped me to utilize the therapeutic communication, including broad opening, being non-judgmental, paraphrasing and clarifying (Videbeck, 2005) during the interviews. Ambreen.Tharani2011-02-22T08:26:00 How to rephrase this- i m confused Findings: Learning Environment The participants felt that the major focus of the faculty at SELECTED SCHOOL OF NURSING was on professionalism. While reinforcing professionalism, they often put undue restrictions on the students, which in turn lead to limited learning opportunities and they felt that they were being discriminated against other students. Yes, another important thing is environment; environment in terms of professionalism. Again the teachers are around you, students are around you, so there behaviour has an impact on us and you will adopt those things People in other programme are more professional. They [teachers] restrict in dressing which is not on other programmes. (Respondent 6) In this study, the participants identified various factors in the environment that impacted their learning and emotional health likes: high expectations, ambiguity in role modelling, and teaching approach of faculty members. In addition, large classrooms played a crucial role in students learning and eventually on their emotional health. 4.2.2.1 High Expectations Participants in this study reported too many expectations by the faculty members and academia at SELECTED SCHOOL OF NURSING . Three participants strongly mentioned that they should not be considered as born nurses by the faculty members. When faculty are hired they should be taught several things before giving them teaching responsibility. Students are students not born learners. (Respondent 6) They felt that the high expectations in clinical and theory made them stressful. Furthermore, stress of going on clinical made them anxious. To make learning environment positive, they emphasized that faculty should be more supportive and flexible to understand the students problems. Clinical take too much stressor, during performance and skills. We need time to adjust and faculty expect to do each and every thing like skills lab, in front of patient and in front of staff there. It gives stress. (Respondent 12) Teachers expect that on clinical we should know every thing and when we dont know, she doesnt teach us, and say why you dont know this? We are students and in learning process. This thing disturbs students a lot. (Respondent 5) To support students at clinical, one of the participants stressed on the need for more faculty coordination with and emotional support of the students. You [faculty] should keep yourself in students shoe and see how much stress you are giving to studentsYou should coordinate with students more to understand what problems they have? With some personal problem sometimes students does some mistake on clinical and then they are put on learning contract, without thinking what they are going through. Coordination should be done with students. Though we have advisors who guide us but teachers should emotionally support students. (Respondent 2) One of the participants found challenges related to the transition from life at home to life in the hostel and university: In hostel, we have to do many things by ourselves which our parents use to do for us. Like we have to wash our clothes we have to make breakfast and no one to wake-up us. Besides that clinical! When I have to go clinical I even dont sleep previous night. I have disturbed sleep and I become very upset when I go on clinical. (Respondent 14) To study participants, the high expectations set by faculty members at clinical also resulted in poor image of the students. They were highly concerned about their image in front of the faculty members. To participants, a similar image is communicated to the other faculty members with their shift in clinical placement and with their progression to next academic semester and/or year. à ¢Ã¢â€š ¬Ã‚ ¦then these impression goes to other faculty, my image was disturbed in front of all. (Respondent 6) Most of the participants suggested that the students should be provided with ample time to practice their learnt skills and concepts in a non threatening environment under faculty guidance. During clinical, students should be keep relax because these are all practical work and with practical work; more practice makes you perfect. When we are more anxious we even forgot small skills. Teacher should remind us but in relax manner because we are dealing with lives of patients. (Respondent 14) One of the participants also talked about the difference in academic and summer clinical as: I dont know but I feel so because when we go on clinical we are in so much tension that if are going to be put on learning plan. Thats make us more fearful I find summer clinical are different because fear of learning plan was not there. (Respondent 14) Therefore, for policy implementation, participant suggested that: People who are running institution should not take students as sometimes machines. They are here for studies, should get particular stuff and should go back. Yes, there are requirement of institution that should be fulfilled. But still they should consider and policy should be flexible à ¢Ã¢â€š ¬Ã‚ ¦ At time it can be changed, it is not so as it is done by somebody from another planet that we cant change. There should be ways. (Respondent 10) 4.2.2.2 Assessment Criteria Students, in each semester at SELECTED SCHOOL OF NURSING , are required to take multiple subjects and face various assessment criteria. In addition, they are required to meet the clinical component of all the courses. As a result, they complained of being overwhelmed and felt that their productivity got impacted when they had to meet all the requirements. Dont give to much stress to students so there others things are not being suffered. Gap should be given after clinical, before the assignments are expected, so we can work in more productive way. (Respondent 2) Another participant suggested that they should be given ample time after clinical to refresh themselves. Students go on clinical from too long hours so they should get time for refreshing themselves. (Respondent 3) Students, with their transition to university education, also faced difficulty with time management. They always seemed to be struggling to meet the academic deadlines. Similar concern of time management was raised by the participants with the examination schedule, which often gave them stress. Another thing is that, all paper comes together. In a week we have 3-4 paper together and we cannot utilize time effectively [translated]. It gives stress. (Respondent 9) The mostly impacting factors are exams. In which me often feel a lot of burden because there are too many things scheduled together. Then our clinical comes simultaneously and then assignment comes Then you can imagine how much stress it can cause. (Respondent 2) Highlighting similar concerns of time management and university academic schedule, one of the study participants suggested provision of ample time to the students to prepare for the examination and the clinical. Students should be given enough time so they can easily do preparation for themselves. (Respondent 1) 4.2.2.3 Ambiguity in Role Modelling Participants in the study mentioned their disappointment with the ambiguity in their faculty as role models. While the faculty reinforced students to be equipped with the expected knowledge and demonstration of discipline, they themselves did not follow the same. One of the participants reinforced that the faculty should also demonstrate respect for their uniforms when they emphasized that the students should observe a proper dress code. à ¢Ã¢â€š ¬Ã‚ ¦ Faculty says that our uniform should be perfect but there are faculty whose buttons of Koti are open, there dupattas are inside their koti and they are very senior faculty. (Respondent 8) The participants verbalized feelings of uncertainty when the verbal emphasis and role demonstration of the faculty were not congruent. These ambiguities made them feel lost and being targeted. One participant shared her feelings when she received vague instructions from the faculty as: Every time we (student) have to listen. On clinicalà ¢Ã¢â€š ¬Ã‚ ¦ teachers are saying stay with your patient though we are alone with our work patient says go away because we cant stay on their heads. We are lost. (Respondent 8) To participants, the faculty role model also counted in keeping up the image of nursing profession. We are taught professionalism, I have seen teachers un professional in class, using language as they are at home à ¢Ã¢â€š ¬Ã‚ ¦ what impression we are giving to outsiders. (Respondent 6) Students in nursing profession are expected to take responsibility of the action they take. While sharing an incident that took place at clinical setting, one of the participants emphasized that the faculty members should be honest and take responsibility for their action. She mentioned that as a result, she herself was emotionally disturbed and was unable to take care of the patient as expected. The mistake was done by faculty but on asking by staff she said it is students mistake à ¢Ã¢â€š ¬Ã‚ ¦ I feel I cant say anything at that time à ¢Ã¢â€š ¬Ã‚ ¦ Yes it has an impact as I couldnt explain medication to patient properly Teacher should be honest with their student and should take responsibility of their action. (Respondent 12) Referring to the responsible attribute of faculty, one of the participants mentioned: If the faculty is fully prepared for their classes then they have right to scold us and expect from us but there are other teachers who are not prepare themselves and have too much expectation from usà ¢Ã¢â€š ¬Ã‚ ¦ If they are not prepare they should clearly mention; she can have problem as a human. (Respondent 6) Another participant mentioned that this ambiguity on the part of the faculty as role model had ruined her expectation with the institution. I came with very high expectation that I will learn their culture, their languages and I will learn the art of this culture. Then I came I found to some extend teachers abusive. I found that even they themselves are not professionals and asking me à ¢Ã¢â€š ¬Ã‚ ¦ they [faculty members] scold for what I dont know. (Respondent 10) One participant emphasized on appropriate role modelling as: There are teachers who are prepared and excellent in teaching and if they expect/scold. I dont mind at all. They should be proper role model. (Respondent 6) For instance, few participants were open to accept flaws in the faculty role model. Along with that they suggested faculty to be open and transparent with the students. Yeh, student should respect their faculty, but faculty should respect her students also. (Respondent 13) 4.2.2.4 Teaching Approach of Faculty In this study, the participants have identified various factors related to teaching approaches that impacts their learning and emotional health, including faculty preparedness, lack of positive reinforcement, and self directed learning. 4.2.2.4.1 Faculty Preparedness One of the participants in this study, highlighting the concern of faculty knowledge and experience, shared that: Then again I identified that they are prefect nurses but they are not perfect teacher. For being a teacher they need to go through all the strategies and methodologies. They (faculty) are the beginners as I am. They are trying to find their own way in the ocean of institution. So the difference is of 3-4 years of nursing knowledge otherwise its same. (Respondent 10) The participants also discussed about the teaching methodology used by teachers in classroom setting at SELECTED SCHOOL OF NURSING . They expressed feelings of their time being wasted when faculty did not discuss but regurgitated information in class. In some classes teachers just read from transparency. If they want to teach like this they just forward us the soft copy and we will read on our own. This will save your time and our time, and their expectations are too high. (Respondent 6) One participant commented on faculty preparation in clinical area as: They [faculty] should come prepare with their theory in class and in clinical. (Respondent 6) To ensure students learning, the participants suggested that proper training need to be given to faculty members to develop their teaching skills. Teachers should be nicely guided by the institution so they can guide students properly. (Respondent 10) 4.2.2.4.2 Lack of Positive Reinforcement The participants emphasized on the importance of positive reinforcement provided by faculty and verbalized their feelings of hopelessness when they did not receive encouragement from the faculty. I feel there is no use of doing hard work. If I have any weakness teacher should told me how I can make it better. (Respondent 6) They reported that they get motivated and their self-confidence increases when they receive timely feedback from faculty on their (the students) areas of improvement in a non-threatening manner. According to one participant: If a student does something nice they should get encouragement for it Students thinking gets limited when they are not provided encouragement. (Respondent 3) Another participant suggested: Faculty should give constructive feedback on ongoing basis so student improve because it is wrong to give negative feedback at the end if ongoing feedback for improvement was not given. (Respondent 11) 4.2.2.4.3 Lack of Self Directed Learning Participants in this study emphasized on need for self directed learning instead of long direct contact teaching hours at SELECTED SCHOOL OF NURSING . Curriculum should be like that the teacher should give the overview and there should be some how less hours class, credit should be low, so we will use more library and LRC [learning resource centre], so we are more clear (Respondent 14) Students become submissive and dependent on the educators when they do not receive enough opportunity to be self-directed learners. They highlighted that the passive role developed in the nurses during academia continues in their professional life as well. They [faculty] are not professional when they behave with students à ¢Ã¢â€š ¬Ã‚ ¦ thats why the girls [student] are afraid and they break them [students], they break them all nicely, badly damaged showing you are a nurse, nobody else. You cant take decisions, not for the patient and for your self. Then they are send in ward and very nicely they go under doctors, why? Because they are taught here like this. (Respondent 10) One of the participants proposed that faculty should respect individual learning capacity of students and provide opportunities for self directed learning. Allow us study in a way we want, every student strategy is different. If you accept that every teachers teaching strategy is different, why cant you accept that every students learning capacity is different. (Respondent 8) Likewise, participants emphasized that faculty openness and flexibility helped the students in learning and provided them comfort in clarifying their concepts with faculty. If the teacher is very co-operative and if she understands your psychology if she knows your way of learning you will be more close and free to ask when you have difficulty understanding some concepts. If teacher is very dominating like she is very stern and she is not flexible, so you will never ask anything. (Respondent 6) Discussion: Papp, Markkanen and Bonsdorff (2003: 267) have stressed that students should be treated equally and with consistency throughout their education. Equal treatment of students is also highlighted in the principles and perspective of setting-based approach for health promoting university. Participants in this study highlighted that though the institution / universitys rules and regulations, and academic policies are uniform for all of its students, in practice, discrimination appears widespread. They felt that they were discriminated with students of other nursing and undergraduate programmes in the university. An optimistic, motivating, and unbiased environment of learning has a positive impact on students learning outcome in the University setting (Lizzio, Wilson and Simons, 2002). In the same line, participants also highlighted various factors, like positive reinforcement, promotion of self directed learning and positive teaching approach of faculty, contributing towards their positive learning outcome and enhancing their emotional well-being. Professional nurse educators are responsible for students learning in clinical practice (Papp, Markkanen and Bonsdorff, 2003). Simultaneously, the teaching approach of faculty creates the environment of either rote memorization or conceptual learning in education. Rothstein, Wilder and Jacobsen (2007:10) have emphasized that a balanced curriculum should be concerned not only with what subjects schools teach but also with how schools teach them. The participants in this study felt that the appropriate implementation of the nursing curriculum can soothe their emotional distress and could also provide them positive learning outcome. Teaching is a special skill and medical university often come with little or no training or preparation on how to communicate knowledge and experience to the students (Glicken and Merenstein, 2007); a similar situation prevails in nursing education. The participants felt that the teaching skills of faculty members need to be strengthened as they have difficu lty in communicating their concepts and experiences to the students. Agitation was found among participants as, to them, it wastes their time. Curriculum implementation and faculty teaching approach promote self directed learning in students. Along with that, positive reinforcement in nursing education strengthens and supports students positive academic outcome. Hagbaghery, Salsali and Ahmadi (2004) found negative impact on students self-esteem and self confidence when they were not facilitated by their faculty for their problem solving and decision making skills. Ruth (2002: 120) has described self-esteem as a positive regard to oneself and has found it as a key component in restoring and maintaining mental and physical health. Consequently, participants found positive reinforcement as a motivational factor for students. In the same line, clinical practice is considered an important part of nursing education (Papp, Markkanen and Bonsdorff, 2003). Participants reported that they got motivated and their self-confidence increased when they received feedback from faculty from time to time on their areas of improvement in a non-threatening manner. Glicken and Merenstein (2007) have reported that correcting students in front of patients was found to be unacceptable in some cultures; therefore, cultural acceptance and environmental feasibility need to be considered while providing timely feedback to students. Seyedfatemi, Tafreshi and Hagani (2007) found that a large amount of preparatory work for clinical as stressful for students. Participants also felt that high expectation in clinical and theory made them stressful. Participants responses were consistent with the findings of the External Review Report of SELECTED SCHOOL OF NURSING ( 2008) that highlights no promotion of self-directed learning in the dip loma programme. Students become submissive and dependent on the educators when they do not receive enough opportunity to be self-directed learners. Seyedfatemi, Tafreshi and Hagani (2007: 2 of 10) found that, Nursing students had to devote long hours to study, were given multiple assignments, and lacked free time à ¢Ã¢â€š ¬Ã‚ ¦. Participant felt

Texting and Cell Phone Essays -- young poeple, homework, communication

The question of young people and cell phone use and texting causing young people to be less able to concentrate and focus has always been a difficult one to answer. Technology gives teenagers so much but includes many drawbacks. Cell phone use and texting has it’s advantages such as teachers embracing tech,uses for educational purposes, and easy to use;however,some drawbacks are as socializing,time away from homework,and bad communication skills. The first advantage would be teachers embracing tech in the classroom.Teachers embrace tech as a teaching tool in a way the students will understand.According to Eric board when students took an assignment of translating passages of Othello into other dialects,some students used the texting dialect,†resulting in some very interesting dialogue between lago and othello.The kind of technology teachers are embracing on are high tech calculators,Ipads,smartboards,and a variety of sites.Today’s high tech calculators don’t just calculate certain equations but also graph equations,how to find the greatest common factor,and even get a larger view or smaller view of the graph.The use of ipads in the classroom is useful for both the teacher and the student. For the students the ipad can give them some hints on the problem their solving and maybe even keep a record of their grades that certain student has so they can easily check up on them at any time. While for the teachers they can easily set up tests and quizzes and even grade assignments quickly and effecently.Although some teachers still use regular boards,most teachers use smart boards to teach. These boards are like ordinary boards except these are controlled by remote control pen.By just clicking on the board questions can be written... ...d to spell the word â€Å"love†and spelled it â€Å"l-u-v† the person who asked is shocked that he knows how to spell a word in text form rather than the way it’s supposed to be spelled correctly. Causes are a major concerns especially when it comes to cell phone use and texting although they can go both ways for good things or bad things.In the future,maybe there will be safety regulations for cellphones and texting so young people can concentrate more on their future but for know the Younger Generation has it’s own say in the tech world then the Older Generations. Works Cited Alice G. Walton,Science Proves that Cellphones are Annoying and Distracting,3/13/13,1-6.print. Russell A.Sabella,Cell Phones,texting,and Cell Phone distractions,4/29/2010,Education.com,1/10/14. Greg Graham,Cell phones in classroom?No! Students need to pay attention,9/21/10,pbs.com,1/9/14

The Nature of Disease Causing Organisms :: essays research papers

The nature of DISEASE CAUSING ORGANISMS and the mechanisms employed by man to combat these organisms. What is disease? A disease is a disturbance in the normal structure or function of an organism, group of organisms or the entire body. Diseases affect different organisms in different ways, they may be temporary, they may be chronic, or they may be terminal. They may even be localized or widespread through an entire body. Many diseases have been eradicated, but, some have no cure. Humans and other vertebrates have a system of specific immunity to combat disease. Some disease causing organisms invade body tissues and then destroy them, while others setup a symbiotic relationship with the cells. Most communicable diseases are caused by microorganisms or larger parasites that are commonly called germs, most scientists call them pathogens. What kinds of disease are there, that are caused by organisms? -Infectious disease- caused by living organisms, can be passed by contact. -Viral disease- caused by viruses, difficult to treat because viruses are non-living -Fungal disease- usually cause mild infections, difficult to treat -Protozoan disease- the "tropical diseases" caused by protozoa -Worm infections- mostly in the tropics, worms inside body causing damage -Diseases can be caused by a wide variety of bacteria, viruses, fungi, protozoans, and parasitic worms. Some sferre some disease causing organisms, and how do they affect plants? Plant diseases can be caused by microorganisms, parasitic flowering plants, nematodes, viruses, or adverse environmental conditions. Bacterial diseases are marked by symptoms such as soft rot, leaf spot, wilt of leaves and roots, cankers, leaf and twig blight, and gall formation. Most plant diseases are caused by fungi. Fungal diseases have been documented on since biblical times. Fungal diseases are characterized by leaf spots, ulcerous lesions, blights, powdery mildew, cankers, root rots, wilts, and club root. Viral diseases are infectious and spread largely by insects. All economic plants suffer from one or more viral diseases. Symptoms include mosaic patterns, yellowing of foliage, vein clearing, ring spots, stunting and premature death, malformations and overgrowth. Nematodes, or roundworms, are a large cause of disease in plants. They live in and cause damage to the roots, stems, leaves, and bulbs of plants.

people are shaped by environment Essay example -- essays research pape

People are Shaped by Their Environment For a long time, people have argued over whether an individuals behavior is controlled solely by their environment. Their experiences, and the people they grow up with shape the way they behave as people. People teach others ways of acting and thinking that are kept for the rest of their lives. In Mark Twain's, Pudd'nhead Wilson, the characters live in a society that criticizes the way they live their daily lives. The town's expectations, opinions and values affect their personalities. For these reasons, environment is the driving force shaping the way individuals live. Chambers, who grows up in an environment of discrimination and abuse, becomes ashamed and insecure about himself. For example, because Roxy swapped Chambers and Tom, therefore switching their environments: Tom got all the petting, Chambers got none. Tom got all the delicacies, Chambers got mush and milk, and clabber without sugar. In consequence Tom was a sickly child and Chambers wasn't. Tom was "fractious," as Roxy called it, and overbearing; Chambers was meek and docile (41). The slave system insists that because Chambers is "black" he must be treated differently from those who are not . The punishment Chambers receives emotionally scar his thoughts and causes him to act inferior. In addition, when Chambers finally finds out his true identity, "The real heir suddenly found himself rich and free, but in a most embarrassing situation. He could neither read nor write, and his speech was the basest dialect of the Negro quarter" (166). The effects of his damaging childhood have now affected his capability to become the successful man he could have been. Although Chambers is now free from slavery, with... ...ad been many a day now since she had ventured a caress or a fondling epithet in his quarter. Such things, from a "n-----," were repulsive to him, and she had been warned to keep her distance and remember who she was (44). Tom's overpowering lifestyle causes him to believe he has the right to beat on Roxy. Tom was taught to believe that he has the authority over "n------", which has an affect on the way he treats his slaves. In addition, Tom intends to humiliate Pudd’nhead Wilson by bringing up his unusual hobby in front of the Capello twins asking: How's the Awful Mystery flourishing these days? Wilson's got a scheme for driving plain window glass out of the market by decorating it with

Masuji Ibuse and “Black Rain”

Japan has a very rich history as well as a very rich culture. It was home to famous artists and poets, which gets their inspiration from whatever is happening in the country. One of these writers is Ibuse Masuji, who was the writer of the 1965 masterpiece, Kuroi Ame or â€Å"Black Rain.† The inspiration of this is the previous bombing of Hiroshima, where black rain refers to the radioactive â€Å"rain† that spread out to the people in the area. Ibuse Masuji came from a family of independent farmers, born as the second of a landowner in Hiroshima, Japan. Ibuse spent his young years in the countryside, in a small village called Kamo in the east of Hiroshima Prefecture. When he became 19, started going to Waseda University in Tokyo, where he had his fill of the ideas from brilliant minds of history, most especially regarding surrealism and Marxism. The specialty which he took in college was on French literature, but his interests were more on the works of Russians like Tolstoy and Chekov (â€Å"Masuji Ibuse,† 2002). But because of an unwanted incident where Masuji Ibuse was sexually harassed by a gay professor, he was forced to quit school. His writings surfaced in the early 1920’s, but his works were not recognized until the late 1920s with the positive feedback given by an influential modern critic named Kobayashi Hideo. Because of this, people noticed Masuji Ibuse’s works, wherein he later gained a large following due to people’s admirations. Despite his emergence as one of the new modern writers, he chose to take the path of traditional techniques which is known to his place of origin. His techniques were more on the first person aspect where he used the subjective â€Å"I-novel† mode of Japan. This technique is characterized by having a narrator and author in one. Southern Japan’s countryside inspired him to come up with his short story, â€Å"Koi† which marked his traditional techniques. Ibuse’s pre-war works showed his wry humor as an artists, as well as having characters which are psychologically sharp yet sympathetic villagers, peasants, doctors, farmers and other unchanging people. This is the distinguishing trait of Ibuse’s style when he writes. When the World War II broke out, Masuji Ibuse led a different life. He served in the propaganda units, which has also inspired him to write about Japanese propagandists. He was able to look at life differently because of all the wars. War’s cruelty served as a new inspiration for his writings. One of his great creations which emerged from this aspect was â€Å"Black Rain,† which shows his take on the fateful events caused by the Hiroshima bombings, making it as one of the best Japanese novels known to the world. The novel Black Rain chronicled various stories of the hibakusha or the survivors of the Japanese atom bomb (The Hiroshima Project, 2007). It showed their struggles for acceptance, and their sufferings from discrimination and social isolation. This is all because of the radiation poisoning, when they were exposed to huge amounts of radiation during the bombings. These people may have survived the attacks, but the life they had afterwards showed how hard it is being in their place. This novel became famous to western readers even though the author was Japanese. This was partly because of how the novel depicts its contents, which is more on the human perspective. It ignores the political factors that existed around that time. It focused on the issue on the extent of devastation that these bombs can cause, nd that the suffering that is connected with it is not only on those who wee directly suffered from the bombings, but also with generations after generations from the victims. References: Masuji Ibuse. (2002).  Ã‚   Retrieved October 1, 2007, from http://www.kirjasto.sci.fi/ibuse.htm The Hiroshima Project. (2007). Masuji IBUSE: Black Rain.  Ã‚   Retrieved October 1, 2007, from http://rhizome.org/artbase/22194/HiroshimaProject/ResearchDatabase/Literature/BlackRain/index.html      

Mitigation Strategies and Solutions

The mere mentioning of an Energy Conservation Plan may seem like a project that is too big for many. What needs recognition, immediately, is the fact that there is a dire need for energy conservation, it will save lives, and eventually may even save the entire human race. The one thing that I think all will be in agreement with is how much money it will save households and businesses. â€Å"Today's human way of life works around consuming energy in many aspects of daily life because we use an enormous amount of transportation, heat, and electricity. † (Mitigation Strategies and Solutions – Energy Conservation, Robert Gill III, August 20, 2009). If Governmental and Human efforts are put forth, in large amounts, it will bring down energy costs as well as allow humans to become healthier in various ways. Over the last eight weeks I have come to the conclusion that almost all living creatures, be them big or small, have some sort of energy usage associated with them. Energy comes in all different forms and is converted from one form to another. Non-renewable energy sources are becoming more complicated to find, because of this, resources are getting more and more expensive. Some types of non renewable energy resources are oil, coal, natural gas and nuclear. These forms of energy come from the ground. There are several forms living and non-living factors that contribute to the excessive use of energy. The easiest way to describe them would be to break them down into descriptive groups or categories. These types are not all different; the use of energy can be done in many of these categories at once. The first category is the use of Kinetic Energy; this type of energy is used when something is moving. For example, a car in drive and rolling produces a large amount of Kinetic Energy, another form of Kinetic Energy use is an animal jumping, a cat leaping or pouncing from one area to another. Often in combination with Kinetic Energy, one can find Gravitational Potential Energy, when things are high in the air, or sky for that matter, Gravitational Potential Energy is in effect. The drop of a ball from your hand, is a great example of Gravitational Potential Energy, however, Kinetic Energy comes into play when the ball is on the way down. Another example of when Gravitational Potential Energy is in use is when a bird is in the act of flight, once again Kinetic Energy is increased too. Chemical Potential Energy is another form of energy, this type of energy is effective when chemical reactions happen. Gasoline has a lot of Chemical Potential Energy stored in it and this is what helps make automobiles go. Chemical Potential Energy is the make up of electrical and magnetic and Kinetic Energy of the electrons, molecules and atoms. Another form of energy is Thermal Energy, this type energy is present when something is heated up and it has more energy then when it is cold. All living things have thermal energy; a lot of them make Thermal Energy because they cause chemical reactions to take place. One of the most important or greatly used forms of energy is Electrical Energy, it can be found in all power lines, above or below ground. When currents flow through an object Electrical Energy is active, voltage deposits or takes it away. For example, the use of an iron, energy is deposited, when something needs a battery for operation energy is taken away. Then there is Magnetic Energy, if two magnets are forced together, they repel each other, energy has to be present in order for this to happen, the energy is stored in what is called a magnet field. Energy is produced by the magnetic field when the two magnets are brought together. Lastly, Nuclear Energy, the energy that is known for being extremely unkind to man; energy is released when the sun works by fusing light atoms together to make heavier ones. Atoms that have become heavy will decay or split which causes energy to release; this process is called fission (UIUC Department of Physics, Living and Non-Living Things with Energy July 25, 2006). There are many non-living things that contribute to excessive energy use; however, they are used by living factors, humans. For example, a major portion of energy consumption is used right in our very own households. The following is a list of items, but is not limited to, â€Å"space conditioning at 44%, water heating at 13%, Lighting at 12%, Refrigeration at 8%, Home electronics at 6%, Laundry Appliances at 5%, Kitchen Appliances at 4% and other uses at 8%† (Earth getting overcrowded-November 2nd, 2008-Sheree Bega). These percentages are all based on one household’s usage; imagine the numbers when all of our world’s usage is calculated. Energy is greatly taken for granted by many, most don’t even think or imagine that there is a possibility that we can run out of energy. Humans are responsible for the damage being done to our planet, and for the non-renewable energy depletion. We are in an energy crisis, which is a very big problem. People need to become more aware of this problem and try to do their part to help preserve the non renewable resources that we still have left and to also help the environment by recycling and watching the energy use at home and in the car. One person can only do so much, and we may never see a difference from one person making that change. But if several people started making changes to their life styles, then there is a big possibility that we could start to see a big difference. This is an issue that everyone needs to know about and take seriously. If we do nothing, what will happen to mankind as we know it? What will we allow are children’s futures to be like if we do not take action now?