Locke and Human Nature

Both Hobbes and Locke see human nature differently, Hobbes sees people as being run by selfishness whereas Locke says that people are naturally kind. In our state of nature, Hobbes says we have no rights but Locke suggests that we have natural rights Hobbes shows that humans are naturally evil that lays down the groundwork for his form of government. Hobbes and Locke’s theories differ greatly beginning with their views of human nature. Hobbes suggests that people are naturally, solitary, poor, nasty, and brutish. He also says that without authority mankind is selfish and egotistical. John Locke, on the other hand, sees people as being peaceful in their nature state. These different points of show how they formed their theory of the state of nature Hobbes’ theory is a pessimistic look at human being and the way they act around each other but Locke’s theory suggests that people are more easy-going and peaceful towards each other. As we see in the news daily, people are often cruel and inhumane, and we also see kinder people in everyday life. We see people who give up their own personal pleasure so they can serve others. But these people are far and few between, it becomes quickly obvious that humans are drawn towards self-happiness Acording to Machiavelli and Locke Despite their contradictions on â€Å"sovereignty†, John Locke and Niccolo Machiavelli shared one conspicuous concern, and that is their concern for the betterment of society. It is plain to see that both philosophers did have common ways of thinking regarding what a ruler should and should not do. It is ‘how' a ruler should behave in order to win sovereignty of his state that led to a divergence in their opinions. Machiavelli and Locke both considered the nature of government and man's individual interests as they relate to governmental structures. Machievelli's idea of fortune and Locke's ‘state of nature' concept both shaped the theorists arguments about the purpose of political life. It has been posited that for Machiavelli, politics is an unpredictable arena in which ambition, deception and violence render the idea of the common good meaningless, while Locke would argue that political or civil society exists only to preserve the rights of the individual. It can be argued that for both Machiavelli and Lock, political activity, then, becomes merely a means of satisfying selfish ends.

Environmental Analysis and Industry Analysis Essay

Rivalry will exist among Lady Ath-Elite but the intensity will not be great. There are several gyms in Huntsville, Alabama; the largest gyms are the University Fitness Center, Gold’s Gym, Riviera Fitness Centers, Bender’s Gym, Curves, Empire Fitness, and the new YMCA in Madison, Alabama (Yellowpages.com, 2012). Riviera Fitness Center will offer competition because one of its two branches, like Lady Ath-Elite is for women only. There are also the following gyms for women: Real Life Fitness for Women, and as previously-mentioned, Curves. However, those gyms are not quite as large as Riviera Fitness, which has four locations in the Huntsville area alone (Rivierafitnesscenters.com, 2011). Bender’s Gym will offer competition because one of its two local branches houses the Parisi Speed School, which is a training facility for aspiring athletes. Of course, some gyms, like Bender’s Gym and Gold’s Gym have the advantage of being open for twenty-four hours, which is a service that Lady Ath-Elite will not offer. However, the Parisi Speed School, which is a part of Bender’s Gym, is not open twenty-fours – only the actual gym (Bendersgym.com, 2012). Still, despite the luxuries offered by the aforementioned fitness centers, Lady Ath-Elite will be the only gym of its kind designated for women. There will be no other gym that will employ trainers who will guide and coach aspiring female athletes toward achieving their goals. The bargaining power of buyers will still be relatively high, since, like most other gyms, we will rely on membership to generate most of our revenue. Also, even though Lady Ath-Elite will be unique compared to most other gyms, consumers will likely want to be sure they are functioning within their budgets, even if it means sacrificing the one-on-one attention that the trainers of Lady Ath-Elite can offer. For example, Riviera Fitness Center offers a plan of $19 a month to employees of certain organizations, like public school employees. This might be feasible, since Riviera has a large membership and many branches (Rivierafitnesscenters.com, 2011). So we must strive to be competitive but also generate enough revenue to cover expenses and take care of debt. The bargaining power of suppliers is relatively low when compared with that of buyers. Lady Ath-Elite will need to purchase or lease equipment of good quality, built to last. The company will strive to offer the newest, most advanced and effective equipment in the market. However, there are still many suppliers to choose from, and the company will shop around for the best deal. Lady Ath-Elite is starting small, with just one location. There are gyms with several branches that may attempt to monopolize by acquiring all small gyms. Lady Ath-Elite may have low exit barriers if its membership doesn’t increase within a certain amount of time. The company will have work diligently to advertise and appeal to its target population – young, active, female athletes. References Rivierafitness.com. Riviera Fitness Centers, 2010-2011. Retrieved from http://www.rivierafitnesscenters.com/. Simpson, Nathan, 2012. Bendersgym.com. Retrieved from http://bendersgym.com/. Yellowpages.com. YP Intellectual Property, LLC, 2012. Retrieved from http://www. yellowpages.com/.

Americas Post-Civil War Growing Pains Essay Example | Topics and Well Written Essays - 750 words - 2

Americas Post-Civil War Growing Pains - Essay Example Lincoln plans were supported by most republicans in the congress since they were seen to be an attempt of putting an end to the civil war (Wiegand, 2009). This period saw the construction of roads and railway lines aimed at linking various parts of the United States. The road and rail networks would enhance industrialization and free movement of goods and services that would result in faster economic growth. This period also witnessed the construction of factories, mines and mills around the United States. In addition cities and towns crew around the factories which brought about the growth of urban population from 5 million to 45 million (Guameri, 1991). Industrialization enabled workers to have better and safer working conditions. Employers had to look into the demand of workers in terms of good pay, health and safety measures as well compensation. In addition, industrialization also enabled the United States to produce several goods at lower prices. Since most factories were located in the cities, there was rural urban migration because of the presence of jobs. This further led to the increasing population in the cities across United States (Guameri, 1991). The assassination of President Lincoln changed all the plans that had been put in place for the readmission of the southern states into the union and in the reconstruction process. The reconstruction process would have been faster and easier if President Lincoln had not been assassinated. The assassination of the president was a big blow to the reconstruction process that would see the readmission of the southern states (Wiegand, 2009). Further, the death of the president brought hatred between southern and northern states. The society had vengeful attitudes towards each other. In order to bring harmony into the society, radical republicans decided to implement bills that

Position Paper on Emergency Contraception Research

Position on Emergency Contraception - Research Paper Example Emergency contraceptive pills should be taken immediately after unprotected sexual intercourse or within a time period of 72 hours. These pills contain both estrogen and progestin. The minipills are birth control pills that only constitute of progestin (Trussell et al 1997). â€Å"When started within 72 hours after unprotected intercourse, a combination of ethinyl estradiol and levonorgestrel is at least 75% effective against pregnancy.† (Glasier 1997 p.1058). Emergency contraception methods should be made available to women of all ages as it is an effective method of preventing unintended pregnancy. Especially availability of emergency contraception to young women of child-bearing ages is important in controlling pregnancy after unprotected sex. The consequences of unintended pregnancy are quite serious and are a cause of over-bearing burdens on the women and their surrounding families. This necessitates the importance and significance of emergency contraception in prevention of unwanted pregnancy. However, it is also crucial that enough information regarding its adverse effects, mode of action, uses and primary purposes should be provided to the general public. Between 1996 and 2002 the percentage of women who had awareness about emergency contraception and the percentage of women who had ever used emergency contraception increased. ... It has been observed that awareness about the emergency contraception is very inadequate amongst the women and such short-comings should be overcome by the health providing centers and professionals. Not only should emergency contraception remain available to women of all childbearing ages, information should be made available to the public to educate all women about the use, purpose, potential side effects and the availability of emergency contraception. View 1: Pro Emergency Contraception Young women should be educated on all of their options when it comes to contraception. They should be aware of emergency contraception methods and complete knowledge about these methods should be made available to them. In certain situations such as rape or birth control failure, knowledge about emergency contraception becomes particularly important in preventing unwanted or unplanned pregnancies. It has been observed through national surveys and health care surveys that public knowledge about eme rgency contraception is quite limited. A random survey of 1000 American women and 1002 men who were 18 years and above was conducted in 1994. It was estimated that Americans were not well informed about the emergency contraception methods. Only 1% had actually used the emergency contraceptive pills and 55% had heard of the pills. It was concluded that the aspects of availability and uses of emergency contraceptive pills should be made clear to the public and enhanced knowledge should be provided. Health care providers could play an important role as the general public relies on them for health information and awareness (Delbanco, Mauldon & Smith 1997). Unintended pregnancies can occur due to several causes and

Hunger Games Essay Example | Topics and Well Written Essays - 750 words

Hunger Games - Essay Example The plotting of the previous release covers the disparity in power between formerly thirteen districts but currently twelve and the capitol, which ideally represents power (Collins, 3-18). The capitol district capitol represents the source of power or influence and which is depicted to rule over the rest of the districts. Poverty, hunger and general misery is shown to dominate the twelve districts while great wealth and technological advancement is what characterizes the capitol district. As a way of executing the power, the capitol district invents a mechanism through which food and such other humanitarian aid would be advanced to the rest of the districts through the ‘hunger games’, which are conducted annually. Every district therefore selects young representatives who would participate in fighting contests and the winner defines the district, which will receive the food aid over the year. The capitol district is therefore shown to have the capacity and power to advan ce food aid to the rest of the districts at will though this is not the case. The program to involve the districts in the hunger games is shown through the literature to be informed by the selfish ambitions of the power district to rule through oppression. In the movie (catching the fire), Peeta as well as Katniss comes back home after they are crowned victors in hunger games for the year. However, winning the 74th games meant that the duo would leave family as well as friends as they embarked on a countrywide tour, which is called ‘victors tour’ and involves visiting all the districts in the country. On the day that the journey was to commence, the president ‘Snow’ visits the 12th district unexpectedly and had to express his disappointment with Katniss for having broken the game rules within the previous annual games in which the two won. Snow’s anger was triggered by the defiance of Katniss’s rebellion, which he blamed to have triggered rebe llion among natives in the country (Panem). Nevertheless, the tour commences and the two starts at district 11 where after addressing and congratulating the citizens for their participation in the previous games, horror strikes when one three men are executed after one whistled a familiar tune to many. Among other motives in their travel, tour around the districts was to curtail rebellion and make peace between president snow and Katniss, which never materializes. After winding up the tour and returning home, two district 8 runways reveal Katniss that unlike what was said of district 13, the inhabitants had not been wholly wiped off but that they rather adopted underground shelters where they lived. This leads to announcement of 75th annual games, which was to involve the victors of the previous 24 matches. The common name to such games was ‘Quarter Quell’ and the two victors (Peeta and Katniss) individually commit to protect each other within the games. The movie unfol ds and the fight happens within the jungle and despite many deaths, which claims the live of Peeta, Katniss succeeds to direct lightening towards the ‘force field’ having the arena and wholly destroys it. However, she is equally harmed by the force and she paralyzes temporarily only to wake in district 13. It is also revealed to her that district 12 had been destroyed through bombing but the reporting friend safely rescued her family. The main thematic expressions of the movie

COMPARE AND CONTRAST THE LAWS AND POLICIES OF HEALTHCARE Term Paper

COMPARE AND CONTRAST THE LAWS AND POLICIES OF HEALTHCARE IN(REPUBLICAN) GEORGIA AND (DEMOCRATIC)MARYLAND - Term Paper Example Georgia health policies also provide tax breaks to individuals and small employers in order to assist the insurance health policy companies to provide incentives to citizens who practice healthy lifestyles like tobacco cessation and regular physical exercises (Atlas 60). Georgia republican leaders have actively opposed the Patient Protection and Affordable care Act with lawmakers taking any necessary action to prevent the Act being implemented in Georgia. The federal law which was sponsored by Democrats gives each state the option of designing and implementing its own marketplace but the federal government has the powers to design a marketplace for states that fail to comply with the provisions of the law. Republican health laws hold that no individual should be compelled to purchase insurance health coverage and no employers should be fined for not providing their workers with health care cover. Unlike Maryland (Democratic) health laws that aim at assisting uninsured individuals gain coverage through universal health plans, Republican health care laws in Georgia are not aimed at helping the uninsured get coverage but reward the citizens who already have health insurance coverage. Currently, the Supreme Court has ruled that Obama’s health ca re Law is constitutional. In Maryland (Democratic) health care laws and policies require all insurance companies to adhere with the rules of the insurance policies and desist from dropping patients after they become sick or refusing to cover pre-existing conditions. Additionally, the insurance companies are expected to extend the coverage to preventive care like cancer screenings. The health care policies require parents to include their children less than 26 years who have no work-based coverage in their health insurance plans. Medicare in Maryland also receives rebates to cover the costs of prescription drugs. Health

Final Questions 3 Essay Example | Topics and Well Written Essays - 250 words

Final Questions 3 - Essay Example For instance, some people believe Thomas Jefferson was right. Indeed, commonsense dictates that the dead should not dictate how the living should be governed. The experiences that influenced the Framers of the Constitution in writing the document may have a different interpretation with the passage of time. Thus it bows to commonsense and reason that each generation should draft their own constitution on how they should be governed. Rewriting the constitution for each generation asserts the freedom upon which the American nation is founded. A rigid constitution thrown by the Fathers on the children, rob the later of their freedom. Furthermore, events throughout American history show that the constitution needs to be rewritten for each generation. For instance, in times of severe economic hardship, the presidential form of democracy as presented in the U.S. Constitution could be an expensive institution to maintain. Thus there is need for an alternative cheap form of democracy that wi ll guarantee same freedom. This calls for rewriting the constitution. On the other hand, some group of persons believed James Madison was right. Rewriting the constitution for every generation could be an expensive endeavor both in terms of time and resources. Indeed, given that the political, social and economic status quo may not change every generation, it will be a waste of resources and time.

Paraphrasing Essay Example | Topics and Well Written Essays - 250 words - 30

Paraphrasing - Essay Example In our home for instance supervision of children even on simple matters as just browsing the internet is very normal. I therefore have grown up appreciating the important role of parental guidance in our lives. This has become so entrenched in me that seeing fellow youth just doing their own things and making decisions without parental involvement for me seemed strange at some point. I for instance find extremely threatening in terms development and growth for children are allowed a lot of freedom to access and experiment with technology on their own. However, with and as I continue to mingle with people from different cultures and parts of the world I realise that things are different. Children from other cultures are left to surf the internet on their own devoid of any form of parental guidance. Critically looking at the issue I begin to change my biases because I find these children are left to learn on their own and control their own at an early age hence their development could even be faster. Interaction with other cultures is therefore a very important factor behind changes in our biases. Age is also important as well as the level of exposure one has to the outside

Brighter Cleaning Essay Example | Topics and Well Written Essays - 1000 words

Brighter Cleaning - Essay Example y dynamic, comprising of factors that keep changing, for instance, customers’ tastes and preferences are never static, they keep changing in the face of technological advancements. In the same way, it is important that marketing strategies also keep changing in order to remain relevant and effective in the changing business environment. The name of my company is a Brighter Cleaning Company, which is located in Fort Wayne, Indiana. The company has 100 employees and over 10 years experience. The number of employees and experience puts the Brighter Cleaning Company in a position to handle any size of customers. Brighter Cleaning Company main focus is supplying cleaning products to the businesses around. The company offers products to some parts of Ohio: Defiance, Bryan, Plymouth, Peru, Lima, Napoleon, Celina and Coldwater. Other areas that the company’s products have gained popularity are: Auburn, Anderson, Angola Bluffton and Fort Wayne just to name a few. The Brighter Cleaning Company offers janitorial equipment and cleaning solutions products for furniture and floors. The cleaning products and janitorial equipment help in keeping the work places clean and free from germs. The products can be categorized into three major areas: equipment, paper products and cleaning chemicals. The specific products include brooms, brushes, dustpans, chemicals, dust mops, dusters and cleaning pads. Additional products are floor and furniture care, janitorial carts, paper products, rags and wipes. The Brighter Cleaning Company also offers receptacles, personal care, trash bags, liners, recycling equipments and replacement parts. The company’s mission statement is stated as; to become the leading provider of reliable and efficient cleaning services that leaves the workplace and other environment sparkling clean, free from germs and disease causing micro-organisms, as well as other health hazards. In achieving this mission, the company has so far identified janitorial

Ecommerce Initiative Essay Example for Free

Ecommerce Initiative Essay This paper focuses on pointing out the way planning electronic commerce initiatives. In order to support the ideas that are going to be shown, four online articles will be cited. The articles are: Ethics in advertising by Dr. Gomathi Viswanathan, Advertising Regulation – How to avoid inciting the FTC’s wrath by Jay N. Sawyer, and New Online Marketing Regulation – The dos and don’ts by Alan J. Grainger. E-commerce initiatives Planning electronic commerce initiatives: There are steps that one should follow when planning for the e-business initiatives when one is using markets, processes, services and products that already exist. The first step is to come up with the e-business initiative objectives which are the accomplishments that the business intends to meet. The decisions about the objectives that the business should consider includes the risks that may arise when the initiative is being carried out and the expected costs and benefits of carrying out the initiative. The objective should also consider the way resources are to be allocated when carrying out the initiative (Schneider, 2011). One should also analyze the scope that the initiative functions and this involves the use of online specialists that would help in the implementation of the electronic commerce initiative. This should involve the use of the data analytics and also the visual designers, people who will be involved in the interaction design and information design. One should also involve the use of specialists in marketing channel who would help in ensuring that the initiative is well promoted through the best marketing channel. The organization should invest in the important functions that would help in promoting the online business (Mckenzie, n. d). The team carrying out the initiative should have good communication channels that would help the organization to meet their objectives and to promote change in the organization. The team should have strong leaders that would help push for the implementation of the initiative and those that will ensure teamwork so as to meet the set deadline. The leaders should be able to report problems that arise during the planning period so as to prevent faults that would affect the online business (Mckenzie, n. d). The business processes, planning and implementation should be integrated and they should all be carried out online. It is also important to come up with a plan that would help the team members perform their tasks depending on the set plan. The organization should also ensure that they are able to retain the employees because there is a great demand for the people with talents in digital retail. This is because most of the consumers prefer shopping online and therefore, most businesses prefer using electronic business. Most of the companies have come up with electronic commerce initiatives and therefore when one is planning for this initiative, it is important to hire qualified personnel that will help provide ideas for competitive advantage (Mckenzie, n. d). When carrying out the plan, the team should include the performance review, deployment, testing of the initiative, implementation and feasibility analysis. The company should also make the initiative a priority and there should also be the analysis of how sustainable the initiative should be regarding the benefits it will provide. The managers should use the needs of the customers so as to ensure that their needs are met when planning is taking place and also it would help the company to identify the type of market segment to focus on the plan should be one that ensures that products that are offered are delivered on time and that there should be the best way to respond to the consumer queries (Muylle Basu, 2007). The people using e-commerce can also form joint ventures if they plan to carry out business online. People believe that these associations help in reducing costs of marketing and ensure that integrity and trust exists when carrying out business. People tend to rely on external and internal resources in maintaining and developing resources that are web-based. Associations that are more mature involve strategic partners and the core staff. Joint ventures are important in e-commerce because they encourage financial investment and competencies such as marketing, management and technology. It is therefore important for the organization to analyze the competitors before forming the associations (Lang, 2000). The organization should also identify and measure the benefits of initiating electronic commerce and that the managers should carry out the measurements by setting objectives that can be measured and the ones that that can increase the satisfaction of customers. In case the objective of the company is to build their brand, then the goals should be measured in terms of opinion polls and surveys from research that has been carried out. The aim of this is to increase the companys brand awareness. The company should come up with a team to carry out market research so as to find out the effects of a sales program and a marketing program. This team would help the organization to evaluate and to set goals for the initiatives of electronic commerce (Schneider, 2011). The company should also link the strategies with the objectives such as upstream and downstream strategies that would help the organization to focus on generating value and reducing costs and to improve value offered to customers. The initiatives inspire businessmen to carry out activities such as building web portals and virtual communities and also to manage the supply chain. The businesses are also inspired to purchase services and products, understand the needs of the consumers, and advertise their products and also to sell their services and products. These initiatives also help in improving the marketing programs that already exist and create brand awareness for the organization (Schneider, 2011).

Science field trips | Teaching

Science field trips | Teaching Introduction For several years, many science concepts have been accepted and included into the curriculum, however more often than not these concepts are incorporated as a division of topics within a specific discipline. For example, specialty science courses like environmental biology, environmental chemistry, environmental physics, and environmental geology. Field trips to local spots of interest can be an educational and enlightening component of a science course. In spite of the complexity of arranging these and creating them into the course curriculum, they should be strongly measured. Plan field trips in advance so that the time is used efficiently. For example, if a visit to the local zoo is considered, give students some initial worksheets on animal behaviour while they are there. A visit to a local water resource, information about environment and flora and fauna should come first and follow the trip. Procedures for environment assessment are available from many sources, including the local department of natural resources, the local EPA office, or other professionals like the scenic rivers coordinator in your state. However the acceptance of science teachers on the use or the incorporation of science fieldtrips in the curriculum has been put in question. Some teachers are hesitant to conduct fieldtrips for various different reasons. Their attitude and behaviour towards this well accepted practice varies from training to a personal judge of their capacity. A study regarding the effect of training on urban science teachers perspective on the educational potential of science fieldtrips had been conceptualized to address the trend and its implication to the academe. Review of Literature The quality of learning that students acquire and the degree of experience that students have from their educational activities depend greatly on their teachers. The National Standards for Science Education has incorporated a detailed parameter for teachers and teacher preparation programs that will assist in advancing science literacy in their students. There are a very limited number of researches published that evaluates teachers opinions with regards to taking their students to natural environments such as museums to learn. The research proposes that teachers give importance to outside learning experiences but also report disincentives and significant institutional roadblocks that stand in their way. This review of studies and literatures will discuss how teachers are motivated by this other form of teaching environment and teaching mechanism. Insight from studies in the last thirty years as to what factors facilitate the learning experience for school field trips were discussed (Bitgood, 1989; Price Hein, 1991; Griffin, 1998). Falk and Dierking (1992) discuss perceptions that John Falk and associates have gained from their various studies involving field trips. They said that children begin a field trip with two programmes. The first programme is child-centered and focuses on what students imagine they will be doing: seeing exhibits; having fun travelling there; buying gift shop items; and having a day off from their normal school routine. The second programme communicates to the schools and museums expectations. These programmes are that they assume they will learn things and be meeting people who work at the museum. Field trips are undertaken with a particular reason. These purposes vary. Griffin (1998) did a study involving school excursions to museums in Sydney Australia, and found teachers stated disagreeing purposes for going on field trips. Some of the teachers viewed the field trip as a change of tempo for students and a social experience. Some teachers formulated learning oriented objectives pertaining to the curriculum presented to them. Griffin found that teachers explicit and implicit purposes may differ. There are teachers who wishes to incorporate social interaction and enrichment of previously discussed or presented topics therefore resolve the field trip in highly educated manner in which their knowledge and skills will be further enhanced. She suggests that teachers may react in this manner because they are uncomfortable with their capacity to manage their students in an unfamiliar environment. She feels that teachers are perhaps ignorant of, or unable to understand many of the pr inciples of learning in informal environments, such as learning through play and direct involvement with phenomena. In addition, she found that the teachers purpose for the field trip influences the students rationale for the visit. Therefore it can be said that students attitudes tend to mirror the teachers attitude (Griffin, 1998; Griffin Symington, 1980). Research studies by Gottfried (1980) and others support the idea that teachers view field trips as enrichment experiences (Gottfried, 1980; Brigham Robinson, 1992; Griffin, 1998). With this given analysis it presupposes that fieldtrips appeal to the educating world as means of escape to a usual habit or pattern. Sometimes it holds true that teachers are not sure of how to facilitate a learning environment outside the four corners of the classroom. As observed some may let the students wander off to the new environment without making any further information on what is seen and observed in the environment to where the educational fieldtrip is conducted. The author was quick to assume that teachers attitudes and motivation to adapt a science fieldtrip in the curriculum relies on their outlook of how they will perform or how prepared they are to facilitated and head the said trips. The accountability is overwhelming for teachers in the eyes of the author. In this case I presume that the author knows the essence or the importance of the teachers readiness to hold such responsibility in being motivated to include a science fieldtrip in their curriculum. Connections between Informal Science Sites and Schools In recent times, there has been a growing interest in the development of relationships between informal science sites and schools. This is conceptualized to the detection that informal education sites have the potential to offer more than a one-time field trip to teachers and students. According to Ramey-Gassert (1997), science fieldtrips has many potential benefits. These include improving motivation and attitudes, interactive participation, and fostering curiosity. In itself this may be reason enough for teachers to be interested in promoting connections between schools and informal education sites. In a sense, fieldtrips may encourage students to actively take part in the study. In fact the application of what is taught at school may be seen and experienced firsthand during fieldtrips. Having done so, teachers may use this to stir students curiosity and further encourage them to find means to improve or develop what they have seen. Technology is best taught if the application is seen and viewed by the students. Michie (1998) found that the environment of informal science learning, which incorporated features such as voluntary, unstructured, non-assessed, open-ended, and learner-centered (p. 248) led to heightened student interest. This open-ended learning experience can also have optimistic effects on how students feel about science learning. (Gottfried, 1980). While the most beneficial facet of informal science learning may be the often incalculable notions of appreciation and motivation for further learning, researchers have also reported gains in content knowledge by students (Gottfried, 1980; Fiso, 1982; Munley, 1991). The freedom to manipulate, operate and explore the learning environment makes learning highly conducive and interesting. This attitude may be encouraged to further stress a point or a concept. Teachers may utilize this to explore the students perception and opinion regarding a particular topic. Teachers may very well plan a curriculum under which interactive participation may be facilitated. Most importantly, informal science sites can offer teachers and students something which they often cannot experience in the formal classroom. Mullins (1998) illustrates the experience this way: it is precisely because informal science sites are informal learning settings, where attendance is voluntary. In an informal science sites, the visitor is at liberty to wander at will, taking in things that connect to previous knowledge and experience, and discovering new ideas with pleasure (p.42). The appeal of fieldtrips to students is not confound to it being compulsory and rigid. In fact as previously mentioned the idea that this environment is less strict and more open has its appeal to students more and more interesting. However, before teachers aspire to make schools more like an informal science sites, it is important to understand the inherent differences between schools and informal science sites. Despite doing a similar activity as with the classroom as students in an informal environment, there are important disparities between the assumptions that are made as the teaching/learning is taking place. Informal learning stands separately from school learning in that it is free-choice, non-sequential, self-paced, and voluntary. The formal education system was not designed in this way. Schools are designed to teach students so that they are equipped to function successfully in society. The learning requirements are set as standards that all students are expected to learn. The teaching and learning that most often occurs in schools involves obligatory learning in which learning is focused by a programmed set of requirements imposed externally by a forced authority (Falk, 2001). Unfortunately, as Falk and Dierking (1992) point out, learning has become tantamount with the words education and school where learning is perceived as primarily the attainment of new ideas, facts, or information, rather than the consolidation and slow, incremental growth of existing ideas and information (p. 98). Recognizing these disparities is vital to understanding how each approach and their associated fundamental assumptions are part of the whole learning experience for students and teachers. Instead of trying to make one institution be like the other, a suitable approach may be to recognize the strengths of both informal sciences sites and schools and to bring those resources together to better serve both teachers and students. Anderson (2004) points out that the informal and formal education communities are pursuing the same goal of educating the public even if it originates from different assumptions and inherent qualities. One way that informal science sites can contribute to this objective is by helping teachers to gain assurance in teaching science. Science teaching assurance, or science teaching self-efficacy, is an essential component of effective science teaching. Teacher effectiveness has been found to be one of the most important factors influencing teachers work (Bitgood, 1993; Lessow, 1990) and is an important factor in teacher motivation. Horizon Research, Inc. (2001a) reported that long-term association with an informal science sites can begin to shift a teachers confidence in science teaching. For example, one teacher in their study reports, This museum has done a lot for the individual teacher. I think many of us have undergone a long-term change in our teaching style, and are more confiden t and comfortable in a student-centered teaching approach (p.16). Price and Hein (1991) assures that gains in science assurance and enthusiasm by elementary school teachers after they were engaged in collaborative projects with an informal science sites. According to a national survey which appeared in 2001, only approximately 25 percent of elementary teachers feel they are well qualified to teach science (Horizon Research, 2001a). Furthermore, teachers will normally avoid situations where they qualm their ability to perform successfully. Improving elementary teachers science teaching confidence is therefore an imperative factor in the development of science education. As results of this recognition of the advantages of informal science learning, an increasing number of universities are collaborating with informal science sites in preparing their future teachers. Muse, et.al (1982) describes the many benefits includes the chance to work with children of different ages and backgrounds, the chance to work with other teachers, the chance to practice good science teaching and gain assurance, and the knowledge of science teaching resources. Across all of these partnerships, the specific strengths of the informal sites are acknowledgement and brought into the training of future teachers. As suggested by a university professor, in addition to the benefits of a unique kind of teaching and learning that occurs in informal environments, research also advocates teachers can benefit from the resources and programs offered by informal science sites. This can include interactive exhibits, educational materials and science equipment that many teachers and school districts cannot afford or do not have access to in school (Rennie, 1995). Teachers who not using Informal Science Horizon Research Inc. (2001a) established that there is nearly one informal science education institution for every 1,000 elementary school teachers in the United States. Yet these institutions serve only 10 percent of all U.S. teachers teaching science. While there has been a changing focus to heightened the numbers of these relationships with teachers, many teachers do not seem to be using museum resources in partnering ways where unambiguous links are made to classroom curricula and teachers return for additional assistance and partnership as needed throughout the school year. The literature on this subject revolves around the assumption that using informal science actually pertains to taking field trips. These studies do not openly concentrate on those teachers who continually use informal science sites in many different ways. Nonetheless, these studies show why teachers may not be as likely to take their students on field trips as other teachers. Explanations for why teachers are not taking field trips can be arranged into several categories. Logistics: transportation coordination and cost (Lessow, 1990; Michie, 1998; Price and Hein, 1991), safety concerns (Michie, 1998); and student misbehaviour and large class size (Fido and Gayford, 1982; Lessow, 1990; Price and Hein, 1991) External Support System: a lack of support from the government who see the field trip as a vacation (Michie, 1998; Mullins, 1998; Price and Hein, 1991); and a lack of support from other teachers who are uncomfortable with new experiences and getting out of the classroom (Michie, 1998; Mullins, 1998) Personal Motivation: such as fear of failure (Mullins, 1998), lack of energy and time (Lessow, 1990; Michie, 1998; Mullins, 1998; Price and Hein, 1991) low interest (Mullins, 1998); and lack of personal knowledge of and positive experiences with informal science sites (Fido and Gayford, 1982; Michie, 1998) Availability of Resources: inadequate choice of informal science sites (Michie, 1998) Orion (1993) points out that many of the complications involved in linking informal science institutions and the formal education system can be addressed to differences in size, orientation, and mission. Informal science sites tend to be smaller than school systems, are profit oriented and are mostly private. Ramey-Gasset (1996) asserts that these obvious differences can make associations very difficult to attain. While both classroom teachers and informal science sites educators have the similar Objectives of educating students, they approach it from very different outlooks. Schools and informal science sites have not viewed themselves as equal partners; asserting that each feels that they are performing different things in terms of science education, and one does not necessarily complement the other. There is also a common view of informal science educators as pseudo-educators. Claiming that museum educators practice some of the best teaching in a community may not be entirely correct and may overestimate the teaching proficiency of these teachers (Munley, 1991, p. 14). While many informal science sites educators are superior teachers, many do not have the experience or training to serve as model teachers. For this truth, many school administrators and teachers may not view the informal community as a competent partner in science education. However, this may change. Creating standards for informal science educators has the impending to positively impact future partnership between the informal science community and schools. Factors Influencing Teachers to take Field Trips The focal point of this research is on teachers who use the resources of informal science on a regular basis. This subject appears to be focused on the actual field trip and not on using informal science resources in different ways and on a regular basis. There are numerous studies that address this concern of the factors influencing teachers to take field trips. Lessow (1990) surveyed 585 teachers on their use of informal science and used quantitative analysis to settle on the possible correlations between teacher quality and use of informal science. Some of his major findings were that teachers took more field trips when they had taken personal trips to a particular site felt that their students gained either cognitively or affectively. Lessow (1990) did not find that those teachers who assumed having a science related hobby, read science journals or attended more professional development took more field trips. And those teachers with more experience teaching also did not take more trips than other teachers. While this study had some interesting findings, it did not disclose the nature of these trips or teachers personal thoughts on taking them. While Lessow (1990) addressed the efficiency of the field trips, this was determined primarily through survey answers and focused around the use of pre-visit and post-visit activities. Therefore, ho w these teachers used these sites was not revealed. Michie (1998) interviewed 28 secondary science teachers in Australia to determine the influences on them to organize and conduct field trips. It was found that teachers who took field trips wanted to give students hands-on, real life experiences which they could not have in the classroom. He also said that while there was some perplexity on the usefulness of field trips, most teachers accepted the cognitive gains associated with the trips. There were some teachers who commented on the emotional values. In addition, six more experienced teachers elementary teacher to college professors were chosen for follow-up interviews. These expert teachers reported that they conducted field trips for three reasons. The first was because of the positive benefits they and their students receive in reference to the relationships that developed among students, between students and teachers, and between students and informal educators. Mullins (1998) reported that these relationships raised confidence , invigorated lives and enhanced their questioning and learning (Mullins, 1998, p. 165). The second reason these teachers chose to take these outdoor trips was that they acknowledged that their thinking on how learning takes place had changed after engaging in these environmentally based trips. They realized the worth of interactive learning and project-based learning where the students were involved in real-life projects. The third reason was simply because of the experiential benefits. They said that nature taught them how to teach; and that observing students attach with nature was their main purpose for having field trips. This study also reported that most of the experienced teachers all had positive field experiences as children. While the literature concerning the factors motivating teachers to take field trips is informative, there is the absence of a clear picture of teachers who choose to frequently use the resources of informal science. Further, at a time when the majority of elementary teachers do not feel well-equipped and credible to teach science and are teaching less science (Horizon Research, 2001a), hearing from those elementary teachers that do feel confident in their ability to teach science and incorporate informal science in their teaching can inform this issue. While many teachers will take their students on at least one field trip during the year, fewer will lead effective field trips where students gain both cognitively and affectively. Many teachers will use it as a form of leisure or will not amalgamate it into their curriculum (Lessow, 1990). Support for Using Informal Science Realizing how and why these teachers continually use informal science was the focal point of this study. And directly related to this is the support they receive for using informal science. An important result of this study is that the existence of support is indispensable to whether these teachers use the resources of informal science for the gain of their students. However, it is paramount that they have support. This can have significant effects on less experienced teachers. Mullins (1998) found that a teacher support system, either from peers or administrators, makes the distinction in whether a novice teacher chooses to pursue informal science opportunities. A large portion of the required assistance for using informal science is budget. This is especially the case for taking students on field trips which is the primary way in which these teachers and most other teachers tend to use informal science (Inverness Research Associates, 1995). The cost will be used for transportation and money for entrance fees. A school (or most often, the school district) allots a certain amount of field trips based on priorities and what can be afforded. These costs can be huge obstructions to teachers use of informal science. Teachers identified transportation costs as a major limiting factor to using informal science in studies by Lessow (1990) and Michie (1998). These two studies focused on teachers who did not necessarily use informal science on a regular basis. The teachers in those studies were accompanying their grade level on their allotted yearly field trips. The teachers do not directly refer to money as a limiting factor. Kaspar (1998), in his survey of administrators and teachers in regards to the use of informal science, also found that more experienced teachers did not list administrative tasks and logistics as obstacles. The teachers are experts at navigating these barriers. While funding is always important to their use of informal science, these teachers talk more about the basis of the funding. Based on the teachers stories, they are more concerned with the emotional support they receive from these sources. This importance of administrator support is reflected in Mullins (1998) study where a lack of support by the school administration was one of the most frequently mentioned obstacles to taking field trips. This is further supported in a statement made by an experienced teacher who uses informal science regularly in her teaching. Those teachers have to somehow have an administration that understands that a field trip is not just kids getting away from school; its not a play day. The administration has to understand that it is an extension of the classroom. Five hours on a field trip can be worth far more than five hours in the classroom. Administrations and school boards have to be able to see how field trips can positively impact grades and see that its okay to be different (Mullins, 1998, p. 134). Further, administrative support has been described as being extremely important to teachers ability to effectively teach science (Ramey-Gassert et al., 1996). District and state current policy on science education likely affects some teachers use of informal science. This is especially true for Betty, who expresses how the de-emphasis on science and focus on passing the state standardized tests has hindered her teaching of science and use of informal science. None of the other teachers expressed this same sort of frustration. Teaching at a school in a low-income area where passing the tests was of major concern was likely an important factor. While Greg also teaches in a high-poverty school, he is somewhat protected due to his district-approved and specially funded science-focused classroom. Without administrative support of some kind, even a highly motivated teacher will find it difficult to do the things he/she would like to do with students in science inside or outside of the clas sroom. Administrative support is narrated as a motivating factor in these teachers ability to use the resources of informal science although to different degrees among them. A teacher in a small school in a large district relies heavily on principal support, while another in a large school in a smaller district relies mainly on district level support. Administrative support is likely to be especially significant for teachers in low-income areas. Without district support of non-profit program, most teachers would have difficulty involving their class in such an extensive off-campus project with an informal science site. The success of that program has largely been due to the collaborative nature of its beginnings and the community encouragement it has received. While the fact that most teachers do not discuss it does not mean that it has not been an essential factor, it is a factor that they may have taken for granted. This is the case in the higher-income schools where there tends to be mo re parent support for these trips and projects especially in terms of funding. Parents, in turn, are able to financially support these projects and trips and since many mothers work at home, they can act as chaperones. Surprisingly, there is little in the discussions on the importance of parent support in teachers use of informal community resources. The studies of teachers use of informal science tend to focus more specifically on the field trip and not the teachers themselves (e.g. Lessow, 1991; Michie, 1998; Mullins, 1998). Further, those studies focus on either experienced science teachers from all levels of education (Mullins, 1998) or on more typical teachers on a grade level field trip (Lessow, 1991; Michie, 1998). Yet, parent support was found to be a significant authority on all of the teachers in this study. Teachers realize the significant role that parents play in making that possible. When parents are not able to pinch as much due to financial limitations or work schedules, those teachers rely more heavily on administrative and outside support and must try harder to provide informal science experiences for their students. Because the teachers in this study are often responsible for planning the field trips for their grade level, many of them express frustration at the negative attitudes of other teachers towards project involvement and science in general. On a finding supported by Michie (1998), it shows that teachers reported some resentment from other teachers if they took students on field trips. However, in Michies study, the students were in secondary school. The teachers protested because students were taken out of class or were late for another class. The teachers in this study are experienced, science-oriented, curious teachers. And unfortunately, they are not the standard in the mentoring profession. They are more like the teachers in Mullins (1998) study, even though those teachers were mostly secondary-level teachers and college professors. They were clearly passionate about teaching science. Mullins (1998) found that the more experienced teachers reported fear within the teacher to be the most significant obstacle to teachers implementing field trips. One teacher said, Its just not familiar. Teachers need someone because most of them are troubled by the idea that they are in fact clueless as to what may transpire during fieldtrips. Youre likely to do things the way youve always done them unless you have some good reason to do something differentlike if there is a real good program and someone suggests field trips and they take teachers out and then teachers say, Oh, thats not so hard, I can do this. Teachers want to; they just dont know what to do because we do so little of this in our teacher training programs (Mullins, 1998, p. 136). While the teachers in this study have ultimately been responsible for their choice to use informal science in their teaching, they are the first to admit that it has required plenty of support financial, logistical and emotional. All of these teachers claimed to require support to use informal science. It is not something they can easily do on their own. These teachers are excellent at navigating the barriers in terms of their use of informal science whether it is simply rallying parent support despite a lack of funds, holding bake sales, or finding ways to bring informal science into their classroom. And if these teachers, who are clearly exemplary science teachers, require support and encouragement, then it is likely that other teachers need even more encouragement in using informal science. As mentioned earlier, the average elementary teacher is likely to feel apprehensive about teaching science, and will lack the confidence needed to seek out informal science opportunities. The exceptional teachers in this study often found this on their own it was the emotional support that they needed in order to continue the pursuit of their science teaching goals. Based on my interpretations, providing more support for teachers in using informal science is a logical place to begin to focus energy so that more teachers are likely to look to these community resources. Highlights of the Teachers Attitudes towards Conducting Science Field Trips Field trips can be referred as one of the three ways through which science can be taught through formal classroom teaching, practical work and field trips. In the United States teachers tend to use the term field trip instead of excursion. There have been a number of challenges to define field trips. The definition used in most the researches is taken from Krepel and Duvall (1981): a trip arranged by the school and undertaken for educational purposes, in which the students go to places where the materials of instruction may be observed and studied directly in their functional setting: for example, a trip to a factory, a city waterworks, a library, a museum etc. (p. 7). The use of the term field work emphasizes some of the formal exercises which are conducted outside of the classroom, usually in biology and geology at senior high school and tertiary levels. These activities may be referred to be a subset of field trips or excursions. Much of the literature start off from museums and science centers, other noted venues such as zoos, aquariums, planetariums and field study or nature centers (see reviews such as Falk Dierking, 1992; Ramey-Gassert, Walberg Walberg, 1994; Rennie McClafferty, 1995, 1996). It often relates a range of effects on visitors, rather than students per se, Quantitative studies of the attitudes of teachers towards field trips were done and facilitated by Falk and Balling (1979), Fido and Gayford (1982) and Muse, Chiarelott and Davidman (1982). The researchers found that, in the opinion of teachers, the positive benefits derived from field trips were Ha

The Death Penalty, Inaccurately Supported :: Argumentative Persuasive Papers

The Death Penalty, Inaccurately Supported Tommy, sixteen, poor, and mentally retarded constantly found himself being teased and hit by the town bully. He never knew what to do, he would always just look down at the ground and allow himself to get beat up. One day his friend told him that if the bully teased him again he should defend himself and hit him back. The following day, as usual, the bully started to make fun of him and to throw punches at him, afraid and not knowing what to do, Tommy began to hit the bully back. Once he noticed that the bully was afraid and that he had stopped hitting him Tommy, unable to control his actions, continued to beat the nineteen-year-old bully until he fell on the floor and lay motionless. In trial, Tommy’s jobless mom was unable to pay for an attorney so the state provided him with one who could care less about what happened in the case. Tommy received a sentence to death row. Now confused as ever he awaits the day when someone will put him to death by lethal injection. E ven though Tommy’s mental handicap doesn’t allow him to understand what he’s done, he will be executed for his actions. Not only do many states allow the execution of the mentally retarded, but they are also likely to send the poor and mentally ill to death row quicker than the rich <http://gladstone.uoregon.edu/>. Aside from being biased, the death penalty is an expensive, cruel, and ineffective deterrent to crime. Many of today’s executions are based on society’s prejudices. "It is.†¦ believed that we have a system where race and wealth are often more of a determinant of punishment than the brutality or evil motive of the criminal, a system driven by revenge and politics much more than by justice or fairness." <ohio.net> Although only 12 percent of America’s population is composed of African- Americans, they make up 50 percent of prison population and 40 percent of death row’s population. <www.lclark.edu/> Because of generalizations made by society, "a black man is ten to twelve times more likely to receive the death penalty than a white man even if the same crimes were committed." <www.people.virginia> Aside from being racially biased, capital punishment is also prejudice against the poor. Those who are on trial and cannot afford to pay for an attorney are provided with one by the court.

The Disease that Infests The District Essay -- Essays Papers

The Disease that Infests The District There is a disease that is sweeping across this country. From this disease, no one person has immunity. It strikes the poorest of families and the richest of families. It has the ability to harm the old and young, male and female. It does not care what your sexual preference is, if it wants to infect you, it will. What is this disease that does not care who it harms? It is the acquired immune deficiency syndrome, better known as AIDS. Even the capital of the most powerful country in the world has a problem with AIDS. In fact, Washington, DC has a major problem with this disease. The rate of new AIDS cases in the District and its surrounding areas is twelve times higher than the national average. â€Å"By the end of 1998, [†¦] there are 19,086 cases of AIDS in the DC greater metro area and 10,750 deaths from the disease (Whitman-Walker Clinic). One of the groups that is most heavily affected by this disease in Washington, DC as well as across the country is homosexual men, though in recent years that trend seems to be changing. It is for this reason that concern was growing in the District about the AIDS problem amongst the homosexual community. This is where the Whitman-Walker Clinic steps in. Located in the Northwest area of Washington, DC, this clinic has been serving the community as early as 1973. The clinic has an array of services mainly for the homosexual population that include testing for HIV and AIDS, support groups, legal services, the list goes on and on. One of the major aspects of the Whitman-Walker Clinic is providing prevention education to those who have not yet contracted the disease. One of the divisions ... ...ed their services to different areas not just here in The District. Primary care clinics are also located in Northern Virginia and most recently Maryland. â€Å"One of the biggest things we just accomplished was expanding primary care to a new Maryland facility. Every here [at the Whitman-Walker Clinic] is happy to see it happen, notes Chip Lewis. The hours that the clinic is open is also changing. â€Å"We realize that people have lives outside of having HIV and AIDS. We are working to expand the hours that all of our clinics are open. Convenience is always an issue; we want to serve as many people as possible† (Chip Lewis) It is about time that â€Å"as many people as possible† are being provided with service to combat AIDS, because too many people have been neglected from services for too long simply because they did not fit the nation’s stereotype of who contracted AIDS. The Disease that Infests The District Essay -- Essays Papers The Disease that Infests The District There is a disease that is sweeping across this country. From this disease, no one person has immunity. It strikes the poorest of families and the richest of families. It has the ability to harm the old and young, male and female. It does not care what your sexual preference is, if it wants to infect you, it will. What is this disease that does not care who it harms? It is the acquired immune deficiency syndrome, better known as AIDS. Even the capital of the most powerful country in the world has a problem with AIDS. In fact, Washington, DC has a major problem with this disease. The rate of new AIDS cases in the District and its surrounding areas is twelve times higher than the national average. â€Å"By the end of 1998, [†¦] there are 19,086 cases of AIDS in the DC greater metro area and 10,750 deaths from the disease (Whitman-Walker Clinic). One of the groups that is most heavily affected by this disease in Washington, DC as well as across the country is homosexual men, though in recent years that trend seems to be changing. It is for this reason that concern was growing in the District about the AIDS problem amongst the homosexual community. This is where the Whitman-Walker Clinic steps in. Located in the Northwest area of Washington, DC, this clinic has been serving the community as early as 1973. The clinic has an array of services mainly for the homosexual population that include testing for HIV and AIDS, support groups, legal services, the list goes on and on. One of the major aspects of the Whitman-Walker Clinic is providing prevention education to those who have not yet contracted the disease. One of the divisions ... ...ed their services to different areas not just here in The District. Primary care clinics are also located in Northern Virginia and most recently Maryland. â€Å"One of the biggest things we just accomplished was expanding primary care to a new Maryland facility. Every here [at the Whitman-Walker Clinic] is happy to see it happen, notes Chip Lewis. The hours that the clinic is open is also changing. â€Å"We realize that people have lives outside of having HIV and AIDS. We are working to expand the hours that all of our clinics are open. Convenience is always an issue; we want to serve as many people as possible† (Chip Lewis) It is about time that â€Å"as many people as possible† are being provided with service to combat AIDS, because too many people have been neglected from services for too long simply because they did not fit the nation’s stereotype of who contracted AIDS.

Tom Sawyer Essay -- Essays Papers

Tom Sawyer Tom Sawyer, the mischievous, adventurous boy, always was looking for trouble to keep his life interesting. Tom, along with his friends, Huckleberry Finn and Joe Harper planned adventures to keep themselves busy. Tom, being the boy that always gets into trouble, was at the same time smart. He got out of his punishments, given by his Aunt Polly whom he lives with. His cousin Sid, whom he also lives with informed Aunt Polly with all of Tom’s mischief. Tom tried not only to get out of his punishments, but he tried to find ways to avoid school too. Tom’s own adventures always get him in more trouble than expected. While on his way to the graveyard to find a cure to warts, he and his friend witness a murder. Trying to keep what they have seen a secret, Tom suffers with n...

Scope of nursing

Expanding o r E panding your Scope of N rsing Nursing Practice – a practical g p guide Leanne Boase Deborah Pedron The Northern Hospital Panch Health Service Craigieburn Health Service Broadmeadows Health Service Bundoora Extended Care Centre Scope of Nursing and Midwifery Practice What is it? Why Wh is it so important? Why is everyone talking about it? Who manages it? Who is responsible? Aims of this Presentation To define what Scope of Practice means for Nurses and Midwives Midwives. 2. To present different concepts around Scope of Practice 3 To report on findings of a small survey of fldi nurses and Scope of Practice 4.To discuss expanding Scope of Practice and provide a framework 5. To relate these concepts to ‘real life' nursing roles. According to our nurses, Scope Of P ti (SOP) is: so sop Guidelines and Frameworks we need to abide and work within SOP relates to what I am allowed and not allowed to do within my profession SOP relates to codes of conduct, ethics and professional conduct SOP relates to what a nurse can do within their skill base Area of tasks, procedures and actions a nurse can legally and safely undertake according to their training and educationThe scope of which my role as a RN, specialist or credentialed DNE can work within Maintaining knowledge base and competency through constant learning and professional development Something which I am taught, qualified, taught qualified or competent to do What is Scope of Practice? â€Å"That which Nurses and â€Å"the range of roles, functions, functions responsibilities & activities, which a registered nurse or a registered midwife is educated, competent, and has the authority to perform † perform. (An Bord Altranais pl) Midwives are educated, competent and authorised to perform. (QNC p3) Scope of p practice is not defined in many places. We should define nursing practice and outline principles to assist with the expansion of one's scope of practice And/ Or Require the health professional to identify restricted activities.

Empowering Users of Health and Social care Services Essay

1.1.Influence of Organizational Policies and Practices by Current Legislation and Sector Skills Standards for Promoting and Maximizing the Rights of Users of Health and Social Care service3 1.2. Factors that May Affect the Achievement of promoting and maximizing the rights of users of health and social care service4 1.3 How communication between care workers and the individuals contribute to promoting and maximizing the rights of the users of health and social care service5 2.1. Factors that may contribute to Loss of Independence, non-participation and Social Exclusions for Vulnerable people6 2.2. Analyzing of organizational systems & processes which are managed to promote participation and independence of users of social and health care service6 2.3. Tension that Arise When Balancing the Rights of the Individual to independence and Choice against the Care provider’s Duty to Protect7 3.1. Use of Case Study 2 from a Health or Social care setting to identify the extent to which the individuals are at Risk of8 3.2. Effectiveness of Policies, Procedures and Managerial Approach within a Health and Social care setting for Promoting the Management of Risk8 4.1. Review of current Legislation, Codes of Practices that apply to the handling of medication8 4.2. Evaluation the Effectiveness of policies and Procedures within a Health and Social Care Setting for administering medication9 Introduction Empowerment has become one of the inseparable parts of the health and social care service. Zimmerman (1984) stated Empowerment as some of the multidimensional process that helps people gain control over their own lives. In order to practice and implementation empowerment, health and social care service personnel are required to work closely with the different service users of health and social care service. Different law and knowledge of the health and service can help the care staffs in empowering  the users of the service. For that reason the researcher will discuss about the different standards than can protect the rights of the users, factors that can influence these rights, impact of good communication between the care staffs and the users. In addition it will show a clear understanding about loss of independence and vulnerability, factors that can manage different vulnerability of the service users, different tensions in the health and social care, managerial approach which a re effective in health and social care service as well as different medication acts of UK which are practiced at present. 1.1. Influence of Organizational Policies and Practices by Current Legislation and Sector Skills Standards for Promoting and Maximizing the Rights of Users of Health and Social Care service Different service users are currently going in order to take different service provided by the personnel or care staffs of the health and social care service. For that reason the care staffs should provide better service for the physical and mental development of the different vulnerable users.They should be very careful to the users especially to the adults and the children aswell as to the disable people. Recently some changes have been made on Policies and Practices by Current Legislation and Sector Skills Standards which are very much useful for the users of the service. They have different influence on the users of the health and social care service for Promoting and maximizing their rights which are as follows: Under this amendment, Local Authorities (Las), Clinical Commissioning Groups (CCG s), The National Health Service Commissioning Board (NHS CB) and The Commissioners of health services have some rights. Now The will be able to make some direct donation or sponsorship for the personal health budget under different policies which will create a good impact on the users. If any sudden death to any child occurs then it must be informed to the NHS CB and to the CCG,It is a good sign. According to the mental capacity act 2005, there are different scopes of developing the physical and mental condition of the users by the care personnel. This amendment will give some monetary support to the poor and the needy people for treatment. Under this amendment NHS will practice some rights to give effective health and social care information for the betterment of different users. Different social and health care programs,  strategy and act will be formed for ensuring better service to the different service users. Under this amendment there will be scope of protecting different confidential information of the service users. According to Welfare food amendment regulations 2005, the CCCGs, NHS CB have different rights to provide some medicines to the service users and they will provide effective prescriptions to different users if needed. If any patient goes UK for treatment of different viral diseases from another country then no extra payment will be taken from him This amendment will ensure the rights of the children and the adults. Under this amendment, better service will be ensured to the users and their rights will be protected successfully. Theseamendments,Policies and Practices by Current Legislation and Sector Skills Standards will be very useful mode for Promoting and maximizing the rights of users of health and social care service. These are very user friendly amendments, policies and procedure 1.2. Factors that May Affect the Achievement of promoting and maximizing the rights of users of health and social care service New amendment has been made to the policies and Practices by Current Legislation and Sector Skills Standards,The Law Commission (2014) claimed that, different factors can affect the Achievement of promoting and maximizing the rights of users of health and social care service which are as fol lows: The National Health Service (Charges to overseas visitors) regulations 2011: According to this regulation, if any individual goes UK for treatment of any viral diseases he or she will not need to pay extra money. It can motivate the overseas patients to do treatment in UK. The residential family centers regulations 2002: Under this regulation if any children die in a residential area then certainly NHS CB and CCG will be informed about it. It will also protect the rights of the children and ensure better health. The care quality commission (Registration) Regulations 2009: Under this regulation it is obligatory to ensure the better care to the service user and it is necessary to inform about the death of a user to the quality commission. Crime and disorder regulations (2007): It will give protection to the different service users if any danger or vulnerability occurs to them. The student support Regulations 2011: This regulation will provide some monetary help and mental support to the students so that they can easily continue their study. Healthy start schemes and welfare foods amendment regulations 2005: This  regulation will ensure better health to the service users. It will also provide vitamin supplements along with different medicines free of cost. The national health care service (direct payments) regulations 2010: Under this regulation it will be possible to donate or sponsor financial help to the service users which will promote and maximize the rights of the users of health and social care service. Protection of the confidential information act (2006): It will protect the private information of the service users. These factors will provide a deep impact on the achievement of promoting and maximizing the rights of users of health and social care service. 1.3 How communication between care workers and the individuals contribute to promoting and maximizing the rights of the users of health and social care service Rosenbaum and Rotor(2013), explained different types of communication between care workers and the individuals are required to promote and maximize the rights of the users of health and social care service which are as follows: Two way dialogue: The care staffs should communicate with the users to know different information, health condition and mental capacity of the users. It can build an interpersonal communication which is necessary for getting the useful information about different rights of the users. Partnership between provider and client: The care staffs should treat the users in a way so that they think the staffs as their best partner in case of treatment. Atmosphere of caring: There should be an effective atmosphere of caring in the social and health care service. This will help the users to express different information which are necessary for the protection of their different rights. Verbal communication: It includes spoken or written words for expressing ideas and thoughts. It can establish a good relationship between the care staffs and the individuals>If the users express their different ideas then it will be very effective for the care staffs to be sincere about the different rights of the users. Non-verbal communication: Different non-verbal communication such as messaging, descriptive phrases can also be used for communicating with the service users. It will develop the understanding of the users which will be easy for the care staffs to protect different rights of t he users. Demonstrations of interest: Demonstration of interest can also be very effective way in case of building a sound relationship with the users. Effective demonstrations can help understand different needs, wants and  habit of the users which can contribute to promote and maximize the rights of the users of health and social care service. 2.1. Factors that may contribute to Loss of Independence, non-participation and Social Exclusions for Vulnerable people Different people face different types of vulnerabilities which have different impact on them. Different vulnerabilities can cause loss of Independence, non -participation and Social exclusions. These should be removed by the care staff of the health and social care service.Smith (2000) claimed some factors that may contribute to loss of independence, non-participation and Social exclusions for vulnerable people are as follows: Lack of opportunities to work: There are not sufficient opportunities of work for different people in the society especially for the adult people. They may think this as a negative factor. Little working opportunities can cause loss of independence, non -participation and social exclusions. Fear: There are many people in the society who feel fear for a little cause in many things. They cannot cope up with the different vulnerability which can occur to them. They often wants friendly environment. Too much Fear for many things can cause non -participation and social exclusions. Lack of education and skills: All persons have no same level of education and skills for doing something. For that reason, they may feel them as incapable in case of any participation that accelerates social exclusions. Childhood deprivation: Many people are deprived of many things from their childhood. This deprivation can contribute too many exclusions and non-participation. Disrupted families: The persons who are disrupted from their families can develop a strong vulnerability among them. They feel ashamed in case of participating in a social matter that can cause loss of independence to them. Inequalities in health: All people are not capable of maintaining same level of health and mental conditions. These factors can promote their loss of independence and non-participation. 2.2. Analyzing of organizational systems & processes which are managed to promote participation and independence of users of social and health care service Carr (2004), Stated differentorganizational systems & processes which are managed to promote participation and independence of users of social and health care service which are as follows: Message for policy and  practice: The care personnel can provide the useful information of health and social care service, different rights of the users, effectiveness of the treatment etc., so that people can learn more about the health and social care service which will promote participation and independence of users of social and health care service. Extent of Current knowledge: The laws, rights and policies changes over time. For that reason the staffs should provide updated information regarding health and social care service to accelerate the participation in these sectors. Training: Effective training programs and seminars should be arr anged frequently in order to promote participation. Different training can develop the skills and mental abilities of the users which can lead to a huge participation. Organizational commitment and responsiveness: Organizational commitment and responsiveness regarding the assurance of better services and environment should be increased by the care staffs. Strong commitment of good service can increase participation and engagement. Minimization of costs: There should be strong commitment of minimizing of costs in case of the service of health and social care service. If the service users can get the opportunities of low cost in the organization then their participation will automatically increase. Removing Personal barriers: Personal barriers can cause lack of participation in an organization. Different personal barriers can be removed by two way communication and increasing different support. Increasing support and network: If the users can get effective support from the care staffs then there overall participation will increase. Support and care are very much needed to the isolated people to promote participation and independence of users of socia l and health care service 2.3. Tension that Arise When Balancing the Rights of the Individual to independence and Choice against the Care provider’s Duty to Protect Different types of tensions may arise in case of balancing the Rights of the Individual to independence and Choice against the care provider’s duty to protect. These tensions need to be removed by health care staffs. Carr, (2010) Explained that these tensions include different rights of the users, their private information and many other things which are as follows: In health and social care service, there are different types of rights and duties of the service users that should be understood by the care staffs and protect them sincerely. If they fail to protect these then different conflicts may occur.  The users of the health and social care service have different realities that express their overall behavioral dispositions. If these are not understood correctly then tensions will occur. In case of disclosing any private information of the users the care staff should be very strategic so that it can do no harm to the users. If asking any types of confidential information can create any conflict then the staffs should avoid it because unauthorized person will get benefit. Rights of the adult person as well as the children should consider very sincerely. If there is any scope that the care personnel are facing problem in case of protecting the rights and duties of the children and the adult people then severe conflict and tensions will occur. 3.1. Use of Case Study 2 from a Health or Social care setting to identify the extent to which the individuals are at Risk of By using case study 2 it is possible to identify different extent to which the individuals are at risk of. These extents are as follows: As Mr. H is a patient of a hyperactivity disorder and regularly meets a psychologist. The psychologist has some responsibilities toward him. Mr. H should express different private information to him that should be protected by him otherwise any third party will get benefit. As a nurse is taking care of him, the nurse should be very careful and sincere to Mr. H. The nurse should co-operate with him successfully otherwise Mr. H will feel lonely and feel social exclusion. The care staffs should ensure the choice of Mr. H to visit to local market, cooking etc. otherwise his mental condition will not improve. As Mr. H has little bit aggressiveness to many people, the care staffs should improve this condition otherwise Mr. H will develop the sense of non- participation and social exclusions. 3.2. Effectiveness of Policies, Procedures and Managerial Approach within a Health and Social care setting for Promoting the Management of Risk Mayberry and Nice wander (2006) claimed some effectiveness of policies, procedures and managerial approach within a health and social care setting for promoting the management of risk which are as follows: Safety: If the safety can be ensured tothe health and social care service users then users will take it as a safe approach which can promote the management of risk. Timeliness: It services can be ensured  timely then it will be very attractive way of managing the risk. Efficiency: Success of the health and social care service mostly depends on the efficiency and the effectiveness of the service. It can promote the management of risk and ensures efficiency. Proper adherence to different regulations: Ensuring the duties and protecting the rights of the users by effectively following different regulations can be very effective way of promoti ng the management of risk. 4.1. Review of current Legislation, Codes of Practices that apply to the handling of medication Care Quality Commission (2014) explained about current Legislation, Codes of Practices that apply to the handling of medication in UK which are as follows: The medicines for human use (marketing) regulations 1994: According to these regulations, no one can sell medicine until he gets authorization from UK licensing authority. The medicines (Homeopathic) regulations: It ensures the effective use of the homeopathic drugs. The veterinary Drugs order 1984: According to this law, selling of medicines can be occurred if a recognized physician supervises veterinary drugs. The Pharmacy regulations 2008: These regulations state that some energetic pharmacists are very useful for pharmacy business of Uk.so it focuses on creating some intelligent pharmacists. The prescriptions order 1997: This regulations claim that wholesalers or retailers can sell or market medicines if they take recognition from a recognized practitioner. 4.2. Evaluation the Effectiveness of policies and Procedures within a Health and Social Care Setting for administering medication The effectiveness of policies and procedures within a health and social care for administering medication can be evaluated by following ways: Under these policies and Procedures, no unauthorized person will be able to sell medicines until he gets authorization. It will protect drug abuse. Because of these regulations, people who feel comfort in homeopathic medicines will be encouraged to get them and these medicines will be available. These regulations will create some intelligent pharmacists so there will be specialization in pharmaceutical sector. These regulations will protect illegal trafficking of medicines. Under these regulations, people will learn to use prescribed medicine by recognized physicians. It will protect the use of harmful medicines and low quality drugs. Conclusions Empowerment in health and social care service has found a new form. Now the personnel in health and social service are very much careful about the empowerment of the users of the health and social care. This paper successfully described about different policies and regulations used in health and social care service,different factors that can maximize the rights of the users, different vulnerabilities and management of health and social care risks. Besides it gave a clear view about total empowerment process and critically analyzed the effectiveness of the empowerment by risk management and medication regulations of UK. References Bookman, A. and Morgan, S., (1984), Women and the politics of empowerment, Philadelphia: Temple University Press Care Quality Commission (2014), Legislation, www.cqc.org.uk, [available at http://www.cqc.org.uk/organisations-we-regulate/registered-services/legislation], [accessed at May 28, 2014] Carr, S., (2004), Has Service User Participation Made a Difference to Social Care Services? , UK: Social Care Institute for Excellence Carr, S., (2010), Enabling Risk, ensuring safety: Self-directed support and personal budgets, UK: Social Care Institute for Excellence Mayberry, R. M and Nice wander, D. A., (2006), Improving quality and reducing inequities: a challenge in achieving best care, www.ncbi.nlm.nih.gov, [available at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1426185/], [accessed at May 28, 2014] Rosenbaum, J and Rotor, D., (2013), Improving Interpersonal Communication between Health Care Providers and Clients, USA: Quality Assurance Project Smith, J. P., (2000), Policy Responses to Social Exclusion, UK: Open University Press The Law Commission (2014), Regulation of Health and Social Care Professionals, www.gov.uk, [available at https://www.gov.uk/government/publications/regulation-of-health-and-social-care-professionals], [accessed at May 28, 2014] Zimmerman (1984), Empowerment: What Is It? , www.joe.org, [available at http://www.joe.org/joe/1999october/comm1.php], [accessed at May 28, 2014]

My Christian Way of Life Essay

I would not start this personal essay by saying that I am a devout Christian and that I love helping people or something to that effect. I am a Christian; however, I am not the devout type. I do not regularly attend church gatherings. I do not really engage in community services or avoid vices. My moral beliefs were first cultivated by my parents’ teaching. They are devout Catholic, so it is reasonable to conclude that Jesus Christ is the most influential philosopher in my life. It is because of Him that I am able to walk through life confidently and accept different challenges. I am against violence and vengeance because He has taught us to forgive. Nevertheless, I still have my own spiritual doubts and questions about life and about being a Christian. I also consider myself as a victim of popular culture who has the tendency to get easily influenced by unreasonable circumstances. I am skeptical most of the time which is why I am convinced that Pepperdine is the most fitting university which can cater my needs for spiritual development. The fact that George Pepperdine did not mean for any of the university’s students to become full-pledged or devout Christians is what attracts me most in the university’s mission. It interest me not because I do not want to become strictly dictated by Christian values but because in this critical point of my life, I believe that I need all the freedom to make my own choices so I can later ponder about them and reflect on my own life. At a young age, a person must be allowed to discover his or her own spirituality by his or her own means. This way, this person can become more experienced and driven to arrive to what he or she believes is the truth about one’s spiritual being. If one would analyze one’s surroundings closely, it is evident that we live in a material world. Everything that our eyes conceive is physically material. On the contrary, I believe that there is much more in this world than earthly things. The world is a puzzle that we need to piece together—a problem that we need to solve. However, it is a problem unsolvable—a problem too complex and beyond comprehension. Yet, we can only see the world as such if we close our eyes from superficiality and open them to greater extents. Simply put, the world is merely an illusion that we have created to fulfill our sight—and the only way to avoid being fully blinded by it is to develop our own spirituality. A person who aspires to accomplish a developed spiritual being must learn how to act in his or her own accord. Religion can be quite pressuring at times, which can even cause a person to lose his way. However, if one is given enough leeway to discover everything on his or her own, this person becomes more responsible in choosing the right path without any feeling of rebellion or being forced. I am confident that through the guidance of a university which values Christianity, I can become more disciplined and responsible in discovering the spiritual aspect of my life. I do not usually attend Sunday church but I honestly have my so-called personal relationship with God. I am more comfortable in talking to Him like a confidant who is always ready and available to listen than repeating prayers everyday. George Pepperdine is right. Maybe I am not fully aware yet of what is the real Christian way of life. Maybe â€Å"personal relationship† with God is not enough to be called a true Christian. Maybe it includes so much more than just a relationship. I guess I am not that confident yet about my own spirituality which is more than just a reason enough for me to become accepted in this university.

1996 Ap Us History Free Response dbq Essay

Throughout the period 1801-1817, the government was ruled by the Jeffersonian Republican party, whereas the Federalist Party began to slowly fade away from public view. The Jeffersonian Republican party, led by Thomas Jefferson, professed to favor a weak central government through the support of more states’ rights, â€Å"†¦that the states are independent†¦ to†¦themselves†¦and united as to everything respecting foreign nations.† (Document A). On the other hand, the Federalist Party, previously led by Alexander Hamilton, espoused the idea of a strong central government. The characterization of these two political parties during the presidencies of Jefferson and Madison were inconsistent with the professed position in the 1790’s.The Jeffersonian Republican party was founded on specific principles, presented and created by Thomas Jefferson’s ideal of the perfect government. The nation was thus divided into two ideals – the Jefferson ian Republicans and the Federalists – but as Thomas Jefferson rose to power, the Federalists ideals and influence began to fade. During the Tripolitan War, Jefferson used mostly the navy to fight and win the war, because of Jefferson’s belief of a strong standing army was an invitation towards dictatorship. Specifically, the â€Å"mosquito fleet† was used because of its size and maneuverability. The â€Å"mosquito fleet† was also lightly funded because of the Jeffersonian Republicans’ belief in a minimal navy, but it provided sufficient protection for the American shores. Three years after the Tripolitan War, the Embargo Act was enacted to avoid yet another war, which was the reason for Jefferson’s pressure on Congress to pass it. The Embargo Act, however, was an example of Jefferson’s Jeffersonian Republicans’ â€Å"strict constructionist† ideal because a compromise in the Constitution stated that Congress had the power to regulate foreign trade. Jefferson’s main goal was to avoid war, but the Embargo Act only delayed what seemed to be the inevitable. The Embargo Act caused a complete boycott of British and European goods, and it was supposedly an ultimatum for the discontinuation of British and European harassment of American shi ps. The Embargo Act in turned backfired, because it hurt the merchants through the discontinued trade with superpower, Great Britain and other European countries, and was three times more costly than war itself. On the other hand, the Embargo did have positive attributes because the merchants began to develop domestic manufacturing, which slowly made the United States economically independent  from other countries’ economies. Ironically, Jefferson’s Embargo Act did cause an economic ripple in Europe, but the American people were too impatient to reap its â€Å"bountiful† yield. The Federalists obtained the title of being â€Å"loose constructionists.† The Jeffersonian Republicans’ rational of the Constitution was if it did not grant, it forbade. President Madison vetoed the Internal Improvement Bill (soon to be known as the American System) because â€Å"†¦seeing that such a power is not expressly given by the Constitution.† (Document H) President James Madison further defended his position by stating the success of the Constitution depended on the cooperation of the federal and state governments. (Document H) Thus President James Madison upheld the ideals of the Jeffersonian Republican of a strict interpretation of the Constitution and the conservation of states’ rights, even though he was the person to first propose/develop, the soon to be known, American System – later made popular by Henry Clay in 1824. The Jeffersonian Republicans wanted to avoid the Federalist ideals of â€Å"Congress has power to create a dict ator,† but the pressure from the American people and being the President of the United States caused certain members of the Jeffersonian Republicans to be steadfast on only several governmental and national topics. (Document D) As certain members, Thomas Jefferson and James Madison, of the Jeffersonian Republicans rose into a higher leveled power, their ideals began to fade and mix with Federalists’ views. During Jefferson’s second term as president, Jefferson’s â€Å"reasons† â€Å"†¦tells me that civil powers along have been given to the President of the U.S†¦Ã¢â‚¬  (Document B). In four years time, Jefferson switched from his Jeffersonian Republicans’ view to the Federalists’. Furthermore, as Jefferson urged the removal/impeachment of Supreme Court justice, Samuel Chase, Jefferson was – at the same time – further empowering his own governmental position. The Embargo Act postponed America’s war with foreign European nations and developed the United States’ domestic manufacturing. On the other hand, the Embargo Act was quickly pushed through Congress by Thomas Jefferson, but the Embargo Act was never approved by the individua l states. So, the Embargo Act was a federal policy and not a policy passed by the states. The abolition of the slave trade also expressed Jefferson’s indirect favoritism towards the Federalist policies. The method  of which Jefferson obtained the abolition of the slave trade was against the Jeffersonian Republicans principles. The states did not have representation in the decision upon which to abolish the slave trade because Jefferson pushed the policy through Congress for a permanent ban on the slave trade. Similarly, the War of 1812, occurred during Madison’s presidency, was not supported by all American, and therefore was one of the many factors that caused America to suffer one of its most humiliating defeats. John Randolph, who was a Democratic Republican, began to state the obvious near the end of Madison’s presidency, â€Å"†¦the present government have renounced the true republican principles of Jefferson’s administration.† (Document F) The Jeffersonian Republicans were feeling the pressure of addressing national issues at different angles and they could not remain solid on their original ideals, â€Å"Their (Jeffersonian Republicans) pri nciple now is old Federalism.† (Document F) In a sense, Thomas Jefferson was slowly replacing his own political party ideals with Federalist ideals. The Jeffersonian Republicans was not the only political party to sway from its ideals. The Federalist, Daniel Webster, stepped aside from the common Federalists ideal. In Daniel Webster’s speech to the House of Representatives on the conscription bill, he strongly opposed the conscription bill. (Document D) What was his reason for such opposition, even though he was a Federalist? Thus, the Jeffersonian Republicans were not the only political parties to lean away from their political ideals, Federalists did also. The Louisiana Purchase further exemplified Thomas Jefferson’s growing detachment from his Jeffersonian Republican ideals. Where did it strictly say in the Constitution that Jefferson could buy land? It did not. Thus, Jefferson adopted the Federalist ideal of â€Å"loose construction† through buying land to expand America’s power, even though Jefferson contemplated if the purchase was unconstitutional. Similarly, the Federalists were also changing views, for the Federalist opposed the Louisiana Purchase – even though it would increase the federal government power. The underlying purpose of the Federalists’ opposition towards the Louisiana Purchase was mainly on political grounds. Through the United States doubling in size, the influence of the much faded Federalist ideals would further weaken because the Federalists were already out of office and faced steadily diminishing influence in American society. Thus, in a respect, the Federalist ideas did not begin to fade from public view  after John Adams was voted out of office, but instead was expressed to the public through the opposing party’s top officials, Thomas Jefferson and James Madison. The characterization of the two parties did not remain accurate during the presidencies of Jefferson and Madison because of the pressure during the possession of the high powered position changed the views of the Jeffersonian Republican leaders, â€Å"laws and institutions must go hand in hand with the progress of the human mind.† (Document G) During Jefferson’s and Madison’s term as president, the single-minded ideal of the Jeffersonian Republican did not withstand the influence of the Federalist ideas on several government issues. Thus, Jefferson’s and Madison’s term as president was a melting pot of both Jeffersonian Republican and Federalist ideas. None of the two presidents were able to continually uphold the Jeffersonian Republican idea through their presidency. However, the War of 1812 – known as the Second War for Independence – would cause an upsurge of nationalism in the upcoming years during James Madison’s term as pr esident and bringing America closer.