The Canidate

In the 1972 movie The Candidate Crocker Jarmin is the current Senator for the United States and he seems to be unbeatable. Marvin Lukas has an idea to get Bill (William) McKay to run against Jarmin in the next race though Mckay was not thought out to be able to beat him. At first McKay is not convinced with the idea of running for senator. It is not ideal for him to follow in his fathers foot steps. McKay finally decides he is going to run after his wife and Lucas convince him he has what it takes. He also only agrees to run with the conditions that he can do and say what he wants to through out his campaign. He know he is not supposed to win. In the beginning of McKay’s campaign he does not know exactly how to approach the public and go about getting people to listen to him. He fails to fully obtain the interest of voters and can’t capture the words to make people believe he has good points to make. His campaign manager Marvin Lucas tries to give him advice as to how to handle questions from the media and from the public, but McKay still wants to speak for himself. When both Jarmin and McKay are speaking to the public, Jarmin constantly has the advantage over McKay. The People believe in what Jarmin says because he has more power and is able to make more promises. Also, McKay comes off as a young and naive candidate well on the other side Jarmin is an older, wiser, and more experienced candidate. McKay’s Campaign strategy of saying what he wanted, not listing to his team, ignoring his platform, and not having a stance on many political issues did not work in his favor. After appearing unaware to the public McKay decided to change his campaign strategies and become more personable. He chose to speak to more groups that felt that they were unheard. His campaign staff made his commercials to represent change and hope. His slogan became â€Å"For a better way vote Bill McKay. † His strategy to identify with the public seemed to be more affective rather then his previous strategy of being blunt and indecisive. Well McKay was trying to appear as a working class man Jarmin would try to appear as a true American. His campaign strategies focused on really showing that Americans had to work together and be united. Jarmin continually made his speeches and commercials focus on keeping the American dream. After McKay changed his campaign strategy his following started to grow immensely. He was receiving more media coverage along with Jarmin then ever before. McKay started being aired on news casts, political hearings, and his speeches started being filmed. Since McKay was receiving more coverage he was also coming up in the polls, and won in the primary elections. After McKay’s victory Jarmin realized McKay was real competition. Jarmin started to release commercials speaking out that letting McKay win senator was like letting a kid win senator. After the commercial was released McKay spun the statement a different way and stated that the country needed a new out look and needed changes, and in order for it to become better they needed new and fresh ideas. When Jarmin realized that McKay was giving him a run for his money he finally agreed to have a debate with him. Through this debate they were asked various questions, but neither one of them gave straight answers. They both talked about the questions but never expressed their stance on it. You did not get to learn much about the candidates because both were trying to please the public rather then speak strongly on and issue. After the debate McKay’s closing statement raised some chaos. He stated that the real issues were being ignored and that the questions that were being asked were not the questions that the public was concerned about. He believed that the people cared more about policy issues and those were not being handled or addressed properly. After the debate McKay’s following became so large that is team was astonished. McKay finally had a strong following and really had the people’s attention. He was giving speech after speech and was gaining more and more support for the democratic party. He was also giaing support from other politicians and more important people that could really help him out. Towards the end of the race they were only separated by three points. This is when people started to truly believe he had a chance. When November finally hit and they were waiting for the ending results to come in his father said to him â€Å" You’re a Politician, Son. † This statement eant that McKay did become what he had not originally planned. He never thought he would get involved in politics and follow his dad, but he was. With out being aware of it he had became everything opposite of his original plan. At the very end of the movie McKay and his campaign Manager had one last private conversation. It was in that moment that Lucas revealed that McKay had one. McKay’s final q uestion was â€Å" What do we do now? † This victory came as a great surprise to McKay and he did not know what to make of it, but he knew he now had to make life changing decisions not only for him self, but for America.

Hardware analysis Essay

If any mistakes are found, he has assured them more work for less pay by making them enter all data twice, after which the computer will check for errors (Double-entry verification). This will also show who is to blame for mistakes. Output The website should be viewable on the 17inch CRT monitor. A large high spec TFT monitor is not needed, as it will only be used to see the end product of the produced website, and how it will look like to viewers on the internet. This display would be sensible to use, as the majority of internet users will be using a similar output. A standard set of speakers will be needed to test the audio files that shall be put on the website. A top of the range sub-woofer system will not be necessary, as the main purpose of the speakers will be testing. A regular set of 230w speakers should be more than fit for the purpose. A top-quality colour laser printer will not be needed to print out pages from his website. Instead the HP DeskJet 620 printer that will come with the PC he will purchase will be more cost-effective, and is adequate for its purpose as only a few pages are going to be printed on the odd occasion. It will allow him to print out pages in black or in colour from his website when and so he pleases, to see what they would look like to customers if they were to print out the same pages. BackupSecurity Strategy The website file containing the final system will be too large to be backed up on disk, as it could be well over a 100MB, due to images and video & audio files. Instead, backups shall be made at least once a week onto to as many recordable compact discs (CD-R) as needed. This process will usually take 8 minutes per recordable disc as Mr Murray is lucky enough to be receiving a 32x CD rewriter with his pc. All backup in a different location to where the computer containing the main system is, in case there is a fire, theft or flood. To make sure nobody can manipulate the website design, the computer with the website on it, and the website itself are both going to be password-protected. This will be very useful, as Mr Murray can protect the database from any unwanted intruders, and choose who he wants to have the responsibility of knowing the password. Even so, Mr Murray needs to remember to frequently change his password, in case someone finds out the password and gains access to the database. Most important of all, Mr Murray and whomsoever he chooses to tell the password to, must not write the password anywhere as this increases the risk of an impostor tampering with the design of the website. Although, the software package is quite costly, as mentioned in the identify section cost is not a huge problem for Mr Murray, as he has some family members who are ready to invest in the business. On the other hand, Mr Murray does not want to be paying large amounts of money, for a system which is not 100% guaranteed to work. Therefore Mr Murray has to find a balance, and go with the software package which he thinks is the most likely to work. After some discussion, Mr Murray and I decided that MS Publisher would be the most suitable software package for Mr Murray to use. in relation to the user requirements mentioned in the identify section. Microsoft Word could be used. As mentioned in the Identify section, it can be used to insert pictures & video clips, however it cannot be edited with as much ease as a true desktop publishing package. Front page Express would be a good choice, as it is specifically written for producing web sites. However, staff will need training, and the software package does not come cheep. Mr Murray’s advertising employees currently use Microsoft Works to produce their material. Microsoft Works is a very simple version of its bigger brother Microsoft Word. This means that staff may not need training. Microsoft Word not only includes graphics and fancy headings, but can also be used to insert video clips. Nevertheless, the cost needed to buy the program will be an issue, as Mr Murray is currently in debt from a bank loan. A desktop Publishing program could also be purchased. This would be a considerable package to consider, as it is specifically written for publishing, and can be used to publish a web site, which is accessible from anywhere in the world. Even So, there is the cost of buying the program to consider (as mentioned earlier), as well as the money and time needed to train staff. include data collection evaluation methods [In each section (e. g. video , dvd etc.. ) the best title will have a video clip of it attached on that section of the website. ]

Benefits of Breastfeeding

Breastfeeding Module – HUG 2121 This essay will explore various factors within breastfeeding, it will focus on the long and short term health benefits of breastfeeding, for both the mother and baby it will also discuss the reasons why women chose not to breastfeed, especially within the western society. Contributory factors such as social, psychological, cultural and political all contribute to the reasons women chose to breastfeed or not. WHO (2011), suggests that breast milk provides the necessary nutrients for up to the second half of the infants first year , and it also promotes sensory and cognitive development, and protection from infections and chronic illness. Breastfeeding has been also promoted by various studies and organisations and is said to be the healthiest and most effective way of feeding your baby, it not only increases bonding with the baby, but it also helps the mother to keep track of their babies health. Dykes (2002:98) The world health organisation(WHO) recommends that â€Å"mothers worldwide to exclusively breastfeed infants for the child's first six months in order to achieve optimal growth, development and health†. There are many advantages associated with breastfeeding your baby, such as low risk of child obesity, which in turn usually leads to type 2 diabetes  in later life and a low risk of acquiring other health problems such as eczema. Miller (1991:76). Breast milk also contains valuable antibodies from the mother that may help the baby resist infections, so this means the baby is not at a high risk of acquiring disease. There are various factors that influence the initiation and maintenance of breastfeeding, Earle (2002) recognises some of these factors, as the way the mother identifies herself, the fathers understanding on infant feeding, the personal factors involved and the sexualisation of breasts. The politics of breastfeeding is explained in detail by, Counihan (2008:467) stating that political obstacles include the â€Å"marketing practices of instant formula manufacturers†, and how such factors appear to have a positive impact on the choice women make in order to breastfeed or not. The article goes on to reflect breastfeeding rates in the UK; and the health benefits of breastfeeding for the mother as well as the infant. Despite attempts to reiterate to general public that ‘breast is best’, breastfeeding is still very much low in the western society (UNICEF, 2005). Protheroe et al (2003) discuss the issues behind this and explain the evidence that shows the health benefits of breastfeeding. Protheroe et al, (2003) also suggest that breastfeeding allows babies to have a better start in life than those who are formula fed. Due to both the short and long term health benefits associated with breastfeeding, Protheroe et al (2003) continues to argue that the main development of the infant is dependent on the nutrients breast milk provide. Breastmilk does not contain any extra ingredients that may cause the baby to have problems digesting it, so it is less strenuous for the baby. According to Allen and Hector (2005:42), they suggest that breastmilk is â€Å"uniquely engineered† for babies and that, it is biologically and naturally the correct way to feed babies. They also, argue that unlike formula milk breastfeeding has a vast number of health benefits for both mother and baby. Alexander et al. (2009:158) supports this claim and explains that breastfeeding provides a vast number of health benefits, â€Å"including protection against many acute and chronic diseases as well as advantages for general health, growth and development. UNICEF suggest that babies who are fed using breast milk substitutes have an increased risk of acquiring infections and diseases such as gastroenteritis, urinary tract infections, respiratory or chest infections, ear infections, and even childhood leukaemia and possibly sudden infant death syndrome, or cot death. Allen and Hector (2005:44) support this, and explain that breastfeeding â€Å"has been shown to be protective aga inst a large number of immediate and longer term health outcomes that are a significant burden on individuals, the health system and society. It is also suggested that babies who are breastfed are bound to have better neurological development. However, a study carried out by Holme et al (2010), aiming to establish the effect of breastfeeding on neurological development, does not support this study. They came to the conclusion that breastfeeding is not associated with intelligence quotient (IQ) and that â€Å"maternal and socio-economic characteristics† are particularly influential. Babies who are breastfed are also protected against diabetes mellitus. Whitney et al, ( 2010 ), breastfeeding is also associated with defending babies from long term ealth problems and disorders of the cardiovascular system as well as obesity, a very huge problem that most Western societies are finding difficult to control. Due to this factor alone, it is very important that breastfeeding is more w idely promoted and advised, with sufficient support systems for mothers who are breastfeeding or considering it. This will not only reduce the health issues associated with breastfeeding, but it will promote the health benefits involved. UNICEF (2011) suggests that there may be a link between breastfeeding and protection against multiple sclerosis, acute appendicitis and tonsillectomy. However, research within this area is still very limited, and nothing has been done to prove this may be true. Breastfeeding does not only benefit the health of the baby, but mothers who breastfeed have a reduced risk of multiple diseases and illnesses; such as, breast and ovarian cancer and osteoporosis. Breastfeeding also increases involution, whereby the mothers figure is most likely to return to normal, after pregnancy. Insel et al. (2009:538) support this, stating that breastfeeding stimulates uterine contractions, which aid in the uterus returning back to size. This is a very important factor to recognise especially for many mothers, due to the pressures associated with body image. If mothers are made aware of such benefits of breastfeeding, they may be more likely to breastfeed in order to promote the health and wellbeing of their baby and themselves, and maintain their figure. In addition breastfeeding means that mother and child are able to bond effectively; Insel et al. (2009:538) also state that if the baby is placed onto the breast instantly after delivery, these uterine contractions are able to control the level of blood lost in birth. Additionally by consuming a healthy diet, the mother is also able to understand and monitor any possible causes of any allergic reactions, infections or illnesses the baby develops. Lauwers and Swisher (2010:428) explain that exclusively breastfeeding, the breastmilk coats the baby’s intestinal tract with components in the breastmilk that ultimately prevent foreign proteins from entering the baby’s system and causing any allergic reactions. Pryor (2010:4) also suggests that the role of breastfeeding is very important especially if a mother and baby are bonding. This study showed that babies that interacted more with their mothers, stayed warmer, and cried less. It was also found that, although there were some difficulties to measure, if there was early skin-to-skin contact, there is still a very high possibility that breastfed babies were more likely to have a good early relationship with their mothers. A study conducted by Riodarn et al, (1998 ), shows that, breastfeeding rates within the United Kingdom (UK) are the lowest in both the developed world and Europe. Additionally the Infant Feeding Survey, from 2000 to 2005, found that the number of babies who were breastfed within the UK increased by 7 per cent and in both Scotland and Northern Ireland the initiation rates were raised by 8 per cent and only 7% in England and Wales. Although the statistics show a small rise in the number of breastfeeding mothers in the UK the number is still very low. Studies have found that most women, who do breastfeed, are usually from upper-class families whereas most economically disadvantaged women and teenagers continue to bottle feed their infants. Bryant et, al (1999:79). Efforts to improve breastfeeding initiation and duration among low income women have been tried however no success has been met. Therefore, it is important that an effort must be made to address the reasons for this problem and to identify breastfeeding promotion strategies that will overcome the barriers that are negatively influencing breastfeeding decisions in these particular populations. A lot of the women from low socio economic backgrounds, who chose not to breastfeed, is not because they just don’t care, but mostly because they live in an unsupportive or work in a non supportive environment. Other reasons why they do not breastfeed are that in low income women, their reasons not to breastfeed are closely related to social and cultural beliefs. Various studies have revealed that main issues that women from low income societies face, are that they are modest and embarrassed and the restrictions on their lifestyles, also play a huge role. Hartley,et al (1996:87). Other women however complained of physical discomfort and inconvenience. Some studies also found that some economically disadvantaged women feel a lack of confidence in their ability to produce an adequate quality or quantity of breast milk Marcus (2007). Living in a particular society usually influences many of your life choices, so if not breastfeeding is the cultural norm, for people living in these environments then chances of them breastfeeding is low. NICE, also suggests that in the UK alone most factors that also contribute to women overall not breastfeeding apart from the influence of society and culture, is the lack of continuity of care in the health services, clinical problems and the lack of preparation of health professionals and public in general to support breastfeeding effectively. Health care professionals also have a huge impact on women’s choices to breastfeed. The WHO and UNICEF launched the Baby Friendly Hospital Initiative in 1991, in order to provide information, support and assessment for health care workers in order to promote and encourage breastfeeding. This programme is very useful especially to new mothers because another reason why the rate of breastfeeding is low in the country is because; some women just don’t have enough information about it. This programme not only allows health professionals to encourage mothers on their own, but to also have the government to back up what they are saying. Arnez, et al (2004:67). Fletcher,et al(2000:98) however also suggests that whilst some women do have the information and are educated on all the reasons as to why breastfeeding is better, most women however usually just do what their, peers, parents or friends do. This suggestion is also supported By NICE, who also note that â€Å"a pregnant woman considering how to feed her baby may be influenced, positively or negatively, by the experiences of her friends and family, messages in the media, and the advice of her midwife and GP. Adequate advice is especially important for mothers because, although the choice is ultimately theirs, it is important for health professionals to know that they have given the mother as much information as possible and support in whatever decision they make. Riodarn, (2005:83) For the mothers who do chose to breastfeed, some of them end up discontinuing in many cases the reason being is that the mother’s report of ‘insufficient milk’ Ham lyn et al. (2002:54). This reason of not having enough milk may be influenced by the baby’s behaviour, the input of health professionals, the views of family and friends, and the mother’s own self-esteem, as well as clinical problems with feeding. If the mother feels as if she is not producing enough milk to feed her baby, then she can easily change to formula milk because, the stress of her thinking that the baby is starving would pressurise her to doing so Fletcher, et al (2000:43). It is especially important in situations such as these, that health professionals play a huge role in supporting the mother, because they are various reasons that can lead to such problems, so advice and a health knowledge would be needed. In most cases women tend to think this way because breast milk digests faster than formula milk, so the baby becomes hungry more often. So the support and advice from health professionals would help the mother to understand and not worry about this problem, Hartley et al (1996:31). It is very rare for anyone to suffer from not producing enough milk however, this is one of the main reasons why most women stop breastfeeding. Miller (1996:50) Suggests that it is especially women from low income backgrounds that usually use this as a reason to stop breastfeeding. However this can be argued that this excuse can be used by all women. A number of investigators suggest that this, is a condition that â€Å"spans a bio psychosocial continuum from a rare physiological situation to a condition embedded in psychological and social circumstances† Kumar, (2008:72). This method of encouragement was shown to have the greatest impact on women’s choice to breastfeed. The baby friendly initiative hospitals also support this and statistics show that these hospitals had increased their breastfeeding rates by more than 10% by comparing the year receiving Baby Friendly accreditation with four previous years, before they had the accreditation. In teenage mothers the need of support to initiate breastfeeding is prevalent, in most cases this is due to the vast influence young mothers get from the media, and the pressure from society. Appearance also plays a huge role in most women who decide to either breastfeed or not Scott, et al (1999:12). Most young mothers think that breastfeeding will make them socially unacceptable and make their breasts saggy. Most teenagers follow the media very closely and celebrity culture, so when they see or hear about certain things that their favourite celebrities have done they tend to follow in those footsteps. Teenagers are not the only population that the media influences in this particular area. In 2001 breastfeeding obtained a large amount of negative and controversial media coverage, when a woman was removed from a Delta Airlines flight because she refused to cover her child whilst she was breastfeeding (Marcus, 2007). Last  year,  famous  media  icon, Barbara Walters commented to millions of viewers, that â€Å"a breastfeeding woman made her feel uncomfortable while on a flight, Curran  (2006). Attitude such as this can influence women to not breastfeed, because they may start to feel embarrassed doing it. Although these are the most reasons why women do not breastfeed, other reasons may include sore nipples, or the pressure on going back to work. In some cases women chose not to breastfeed because they feel, the father of the baby would benefit from bottle feeding so that he too can get some sort of bonding with the baby during feeding, Curran (2006:12). Women often complain that their partners do not get to experience the same bond they do whilst feeding, Hollander (1995). Other health benefits said to be associated with breastfeeding are that minerals such as iron are present and lower in breast milk than in formula, so the minerals in breast milk are more likely to be completely absorbed by the baby Kumar, ( 2008:70 ). However In formula fed babies, the unabsorbed portions of minerals can change the balance of bacteria in the gut, which gives harmful bacteria a chance to grow, Foster (1995:45) this can often can cause constipation and lead to harder odorous stools than breastfed babies. In cases where women find that breastfeeding makes their nipples sore, it’s very important for health professionals to give them the relevant support and education on how to treat this problem. Most sore nipples can be helped by changing how the baby is attached to the mother’s breast, so talking to someone who has had specialist training in giving women support and information on baby feeding, would help. Midwives, health visitor or other specialist are also able  to help the mother, however it’s important for the mother to know that this information is readily available to them. The stigma attached to breastfeeding especially in the UK, has caused a lot of women to be cautious about it compared to other countries. The WHO statistics show that women in Asia and Africa are more comfortable breastfeeding compared to the Western Society. This information shows that although the women in England live in a country where healthcare and information is easily available to them compared to developing countries, their surroundings influence their decisions greatly. However women from other parts of the world such as Asia and Africa, do not particularly have media influences. Other reasons why Western countries have less women breastfeeding may be because, they have the formula milk easily available to them and it’s more convenient to their lifestyles. Formula feeding your baby especially in Western countries seems to be more ideal because of most work schedules and time off work given after the baby is born. In western culture a women’s breast is very closely associated with sex, so in most cases when a women is seen to be breastfeeding especially in public this is deemed as inappropriate Marcus, (2007). Most men also do not want to see their partner’s breastfeeding in public, because of the confusion over sexual role of the breast. If we compare this attitude to other countries, most women and men have strict rules on sex exposure and attitude. For example in Africa the majority of women that do have children are married and the number of teenage pregnancies is very low, so already the type of women that do get pregnant are usually young and married. Their culture on pregnancy, marriage and breastfeeding is also in most cases taught to them from a young age and it becomes a part of their culture. If the women’s grandmother and mother, both breastfed their babies they teach the daughter to do so, and because this is something that is taught growing up, it becomes the right choice for them. Having strong cultural beliefs has shown to have a huge impact on people particularly from this population, because they do not want to seem rebellious if they chose to do anything different from what they have been taught. Hollander, (1995) So in other words in most non Western countries the option to choose between formula milk and breastfeeding your baby is rarely given. In western culture however, because individuals tend to do their own thing and the choice for them to breastfeed or not is there this gives, the mother opportunity to weigh out her options on what suits her and baby. If her everyday life requires her to be busy perhaps finding the time to sit down, and relax and feed may seem impossible. Breastfed babies eat more often than bottle-fed babies because the fats and proteins in breast milk are more easily broken down than the fats and proteins in formula, so they are absorbed and used more quickly Kumar, (2002:90). This then means that the mother would have to breastfeed a lot more than she would with formula, so in a fast moving environment again this may not be ideal. In past years the facilities to actually breastfeed within the UK were very few, if women wanted to breastfeed their babies they were forced to either go and do it somewhere private or stay within their homes. It was only in 2010 that an equality act was carried out and passed to allow women to breastfeed anywhere, and to get public places and work places to facilitate this. In other cultures image concern is not as high as it is in the western culture so there are less cautious about it. Overall breastfeeding is a very important and extremely beneficial point to consider for all women and healthcare providers. BIBLIOGRAPHY Anderson, A. K. , Damio,  G. , Young, S. , Chapman,  D. , Perez-Escamilla,  R. (2005). A   Randomized  Trial  Assessing the  Efficacy  of Peer Counselling  on Exclusive  Breastfeeding   in  a  Predominantly  Latina  Low-Income  Community. Arch  Pediatrics  Adolescence   Medical,  15, 836-881. Arenz S, Ruckerl R, Koletzko B et al. 2004) Breastfeeding and childhood obesity: a systematic review. International Journal of Obesity. Bryant C, Coreil J, D’Angelo S, Bailey D, Lazarov M. (1992) A strategy for promoting breastfeeding among economically disadvantaged women and adolescents. NAACOGS Womens Health Nurs. 1992;3:723-730 Breastfeeding Among U. S. Children Born (1999),(2005), CDC National I mmunization Survey: 1999–2005. Centers for Disease Control and Prevention; Atlanta: 2005 Curran,  J. (2006). Online  Update:   â€Å"Nurse-ins†Ã‚  planned  over ejection  of breast-feeding  N. M   mother. Las  Cruces  Sun-News. http://lcsun- news. om/portlet/article/html/fragments/print_articlejsp? articleID=469 Counihan, C. (2008) Food and Culture: A Reader 2nd ed. New York: Routledge Dykes F. Western medicine and marketing: Construction of an inadequate milk syndrome in lactating women. Health Care Women Int. 2002;23:492–502. EU (2004) Promoting, protecting and supporting breastfeeding: an action plan for Europe. Luxembourg: European Commission, Directorate for Public Health and Risk Assessment Earle, S. (2002) ‘Factors affecting the initiation of breastfeeding: implications for breastfeeding promotion’ Health Promotion International 17 (3) 205-214 Foster K, Lader D, Cheesbrough S. , Infant feeding (1995), The Stationery Office, London 1997 Fletcher, D, Harris, H, The implementation of the HOT program at the Royal Women's Hospital Breastfeeding Review 2000, 8 (1): 19-23 Hamlyn B, Brooker S, Oleinikova K et al. Infant Feeding (2000). Department of Health, the Scottish Executive, the National Assembly for Wales and the Department of Health, Social Services and Public Safety in Northern Ireland. London: The Stationary Office, 2002 Houston MJ (1984) Home support for the breast feeding mother. In: MJ Houston, editors Maternal and infant health care. Edinburgh: Churchill Livingstone. Hartley B, O’Connor M. (1996)Evaluation of the â€Å"Best Start† breastfeedingeducation program. Arch Pediatr Adolesc Med. 150:868-871 Insel, P. , Turner, R. E. & Ross, D. (2009) Discovering Nutrition 3rd ed. Boston: Jones and Bartlett Publishers Inc. Lauwers, J. & Swisher, A. (2010) Counseling the Nursing Mother Boston: Jones and Bartlett Publishers Inc. Marcus, J. A. (2007,). Lactation  and the  law. Mothering (143), 48-57 Miller NH, Miller DJ, Chism M. Breastfeeding practices among resident physicians. Pediatrics 1996;98:434–437. Pryor, G. 2010) Nursing Mother, Working Mother: The essential guide to breastfeeding your baby before and after you return to work Sydney: Read How You Want Large Print Books Protheroe, L. , Dyson, L. , Renfew, M. J. , Bull, J. & Mulvihill, C. (2003) ‘The Effectiveness of Public Health Interventions to Promote the Initiation of Breastfeeding: Evidence Briefing’ National Health Service : Health Development Agency Kumar A, Kumar Rai A, Basu S, Dash D and Saran Singh J. Cord Blood and breast milk iron status in maternal anemia. Pediatrics. 2008: 121(3); e673-677. Accessed 5/29/2010. Kramer MS, Kakuma, R 2002. Optimal duration of exclusive breastfeeding. Cochrane Database of Systematic Reviews 2002, Issue 1. [Art. No. : CD003517. DOI: 10. 1002/14651858. CD003517] Riordan J. Breastfeeding and Human Lactation. 3rd. Jones and Bartlett Publishers; Sudbury, MA: 2005. Scott JA, Binns CW. (1999) Factors associated with the initiation and duration of breastfeeding: a review of the literature. Breastfeed Rev 1999; 7: 5–16. Scott JA, Shaker I, Reid M. Parental attitudes toward breastfeeding: their association with feeding outcome at hospital discharge. Birth 2004; 31: 125–31 UNICEF UK Baby Friendly Initiative. Baby Friendly hospitals show strong increase in breastfeeding rates. Baby Friendly News No. 6, July 2000. World Health Organization (2003) Global strategy for infant and young child feeding. In: Organization WH, ed. Geneva: World Health Organization. Whitney, E. , DeBruyne, L. K. , Pinna, K. & Rolfes, S. R. (2010) Nutrition for Health and Health Care Belmont, USA: Wadsworth World Health Organisation (2011) Breastfeeding http://www. who. int/child_adolescent_health/topics/prevention_care/child/nutrition/breastfeeding/en/index. html [accessed 7 May 2011] *

The Palestine-Israel Conflict and the United States Essay

The Palestine-Israel Conflict and the United States - Essay Example As a result, Israel and Palestine engage in social and political conflicts, resulting in terrorism attacks at times. While border and land issues constitute the central problem in Palestine-Israel conflict, there are other contributory factors that exacerbate the conflict between Israel and Palestine. These factors include, but are not limited to, water rights, security, Israeli settlements, refugee issues, violence outside Israel, international influence, and occupation of West Bank by Israeli military and people (Salinas & Rabia 183). With the conflict dating back to the 20th century, the international community has responded and tried to unite the two sides. The United States has played a critical role in trying to resolve the dispute. For instance, the Clinton, Bush, and Obama administrations have tried to restore peace in both Israel and Palestine. On the same note, the European Union, Russia, and the United Nations have actively been involved in the conflict resolution pursuit (Salinas & Rabia 211). Most notably, the United States refuted West Bank settlements due to the substantial barrier that they posed to the peace process. Over and above this, the gravity of the matter is seen even more in the light of Hamas emergence to derail Palestine-Israel peace negotiations. While the causes of the Palestine-Israel conflict are purely between Israelis and Palestinians, the influence of the international community has relatively exacerbated the conflict. The endless pursuits to resolve the issue have only resulted in a heightened conflict activity as either side dispute the propositions of the involved international stakeholders. Border demarcation, control over Jerusalem City, water resources dispute, West Bank construction and settlement, violence in Israel and Palestine, and ownership of Gaza strip are the major causes of the Palestine-Israel conflict (Salinas & Rabia 259). A resolution to the Palestine-Israel conflict

Relations and migration of Janis Joplin Essay Example | Topics and Well Written Essays - 1250 words

Relations and migration of Janis Joplin - Essay Example Janis Joplin went back to Texas and specifically in Port Arthur. It helped to change her lifestyle. She stopped drinking and also tried to avoid drug consumption. While, in Texas, she enrolled into Lamar University near Beaumont, Texas. In Lamar University, she was in a relationship with a man but she did not get married because the man terminated their marriage plans later. Janis Joplin agreed on a deal with Big Brother in 1966. She joined the group that by now was led by Chet Helms. Chet Helms was a promoter who meet her in Texas, but by then was managing Big brother. On June 4, 1966, she joined Big brother and was brought back to San Francisco by Chet Helms. At big brother, she made her first public performance was in San Francisco. She later went back to drugs. Stephen Ryder a friend and a keyboardist persuaded her to stop using drugs. Janis Joplin successfully managed to quit drugs once again. She then joined the band and she persuaded Dave Getz that the use of needles would not allow whenever they rehearsed. Also, they had agreed that band members would not use needles in their homes whenever she visited them. She had taken a step forward from drugs. (Johnson 5)Afterward, all the bandmates settled in Lagunitas in California. It is where the five bandmates lived communally. Janis Joplin had a relationship with the founding member of Ron McKernan, however, they remained friends afterward. On August 23, 1966, the group made an agreement with Independent Label Mainstream records.

Chart Essay Example | Topics and Well Written Essays - 250 words

Chart - Essay Example It takes a gut-level feeling to silently communicate knowledge to your students. A proof I have for this is the list of all the â€Å"technically† good teachers I had since nursery, but only some of them were able to tap into my inner thirst and motivation to learn (Moore 5). If effectiveness in teaching relies on these dispositions, then it proves all the more that teaching is not only science, but also an art. Although there is always the possibility that these skills may be learned, most of the times, they are inborn. And yes, I agree that effective teachers should possess these qualities, because I believe that teaching and learning are interactions between teachers and students. The better the interaction is, the better the passing-on of knowledge is. I support inclusion of students with disabilities in mainstream classrooms. I believe that learning is not about restricting, but in expanding the horizon for the learners. If they are able to interact with other students, then they should be placed in that environment. Besides, we allow them to learn so that they will be able to stand up on their own in the future --- and in that future, they will be surrounded by people without disabilities. There are several professional teaching standards in place that ensure the quality of teachers available to students. Upon reviewing their criteria, it is interesting to note that the standards are different from one state to another. It would have been better if the standards are the same because it tells you that they are really after the quality. Having different requirements makes the process look like just another licensure program. Curriculum will continue to change because the areas of needs --- the subject, the student, and the society --- evolve. For one, we now have inclusive education --- something that we did not have several decades back. We also witness the rapid increase in multicultural classrooms nowadays. With the

A Mind At Peace Assignment Example | Topics and Well Written Essays - 750 words

A Mind At Peace - Assignment Example The revelations of Turkish soul on cultural and political change threshold inflict the prose while marking his aesthetics and language. Among other things, A Mind at Peace is an anti-epic of Turkish nationality. It has a bildungsroman component that does not translate into experience maturity and the wisdom, but into various vulnerability spectrums for the psychic instability to history and identity sacrifices. TanpÄ ±nar makes the modernist representation for the countries such as Turkey with experiences of concentrated reform and revolution periods. These countries have long histories of colonization (Tanpinar 76). His point-of-view in the narrative ranges between the aesthete poetic voice and the more traditional narrator. The prose, in structure and style, is, therefore, a narrative representation of fraught cultural transition within the Ottoman Empire onto the Turkish Republic. TanpÄ ±nar writes A Mind at Peace, various themes and tropes such as the Sufi theme, the divided se lf, the unrequited mystic beloved and lover romance, the melodic make, material culture (memory and objects), and the Ottoman legacy. Through the entry into the vast world of symbols, (including light and illumination, lover and beloved, Istanbul and the Bosphorus, season and climb as well as alchemy and transfiguration), the readers do not forget his access to the world through various voyeur perspectives of an ironist and tourist of the native city. TanpÄ ±nar continues to treat language as the main object that memory coalesces.

Q Thesis Example | Topics and Well Written Essays - 1250 words

Q - Thesis Example This can be because agility is still new in the world of manufacturing. Nevertheless, it has existed since the 1980s (Garbie, Parsaei, and Leep 2) and has been practiced by manufacturing firms. Agile manufacturing system is similar to value management in the context of concept and purpose. Agile focuses on decreasing time, achieving customer’s satisfaction through fast and quick delivery of products and services, and minimizing surplus inventory. Businesses and organizations of the age of globalization employ many strategies to improve their agility level. Improving organizational strategies, business concepts and innovations, value management and value engineering in construction, are just a few of these innovations. Value management addresses problems which are still unknown but can be addressed to properly when the time comes. It is being conducted by a value management team composed of the stakeholders of the project who use materials and procedures that would provide optimum benefits. All stakeholders have to work together as a team to enforce the necessary measures to minimize unnecessary cost and optimize value for the project. Petroleum companies need innovations as the industry is labor-intensive and requires a great amount of capital in running the business. Reducing operating costs is one of the strategies of petroleum companies. In the corporate world, they have almost the same concept of agility, which is cutting costs and then lowering the operating expenses, and adding the saved money to expenses for the sales force and research and development, or for other important activities in the business. (Graham, Ware, and Williamson 31) Humans create knowledge in social interactions. Petroleum companies create knowledge structures, places and mechanisms for the creation of knowledge, whether this is through the interaction of employees and

The Era of Renaissance Essay Example | Topics and Well Written Essays - 1000 words

The Era of Renaissance - Essay Example The spiritual content of painting changed where subjects from Roman history and mythology were borrowed. Devotional art of Christian orientation became classically humanized. The classical artistic principles, sensible expressions including harmonious parts as well as logical postures of Greek and Roman Artistry were adopted by Italian artist during this period. The rebirth of art in Italy was associated with the rediscovery of ancient philosophy, literature, and science and the growth of practical methods of study in these fields, consequentially the subject matter relative to Greek and Roman history and mythology is usually injected as the core theme of almost all artistic masterpieces at this time. Art became respected as a means for religious and social teaching, and a form of personal, visual expression. Both Italian renaissance and classic antiquity utilized human form as their subject but the prevalence of vibrant color and boldness was more depicted in the Italian renaissance art. Although much of the influence at this time was borrowed from the classic antiquities, what sets this era apart is the uniqueness brought about from blending the old and the new concepts. While it is true that the artistic talents of the Italian painters were made possible through the influences of many Greek artist who fled to Florence to seek refuge after the downfall of Constantinople, the improvements and modern touch of art depicted in most masterpieces during this time was mostly because of the imaginative perspectives of the artist honed and further developed through the newly acquired contemporary ideas and skills from Greek and Romans (Hunt. pg. 507). Where as the classical antiquity was confined to walls of catacombs, the Italian renaissance art were revered by many in many great cathedral ceilings, and although depicting heavenly subjects, realistic stories were conveyed even including the characteristic improvement of human form which the Greeks did not have in the ir style. The distinction and improvement of the depiction of the human form in the classic antiquity and Italian renaissance art is also quiet evident in the manner with which the Italian sculptures utilizes the S shape curve which is a characteristic feature where figures are described as emotionally restrained, graceful, elongated with delicate features. Sculpture further developed with the increasing accuracy of the human body. Idealized figures with the classic tradition of heroic nudity are commonly depicted (Hunt. pg.513). In the aspect of educational system, books and paintings contained many of the same stylistic qualities where manuscripts grew in demand as a form of social standard for those few literate where illustration figures are shown also in the S-shaped curve and are usually elongated with the modeling of garments to show volume (Hunt. pg.509). Where as printing is the new form of keeping annals of history as suppose to the old norms of classic antiquities which requires several scribed to hand write the pertinent information, both Greece and Italy were similar in the sense that there is an immense need to improve intellect during this time. They differ in the sense that while it takes time to handwrite the information this requiring more time to transmit information, this is greatly improve with the introduction of paper and

Visions for International Education Essay Example for Free

Visions for International Education Essay Klafki introduces terms like increasing interrelations, mutual dependencies, fate of all continents, cultures, states and societies when addressing the core problems our modern world faces at the turn of the century. A world, which has shrunk since the tunes of Walt Disney’s â€Å"It’s a small world after all†¦..[1]†, and in the aftermath of wars, trade and spheres of progress – appears to be closely knit. The points he makes are very clear through the discussion on 6 complexes of development, though you could look at them solitarily, they are very much intermeshed, as he points out. The entwinement of both individual capabilities and society focus, is very evident in all 6 points, be it: information availability or existential necessity. I couldn’t agree more; unfortunately conflicts exist in our own society, while promoting and claiming a route of tolerance and inclusion on one hand, we wish to be selective and limit the amount of â€Å"fugitives† we can accommodate annually, on the other. First, Klafki approaches education and educational science from a universal standing, where conditioning and development have to have common ground globally. There are many perspectives to developing knowledge and awareness and students of the future need to have an international stance to problems at a very early age. Although he tends to draw a very utopian picture, he keeps focus through his discussion with five key issues towards implementation and involvement. First key issue is â€Å"the problem of peace† and its educational value, as he addresses it, which consists of two main elements: 1. Macro-sociological and macro-political causes of threats to peace or of wars. 2. Moral justification for wars if there are any. The second key issue, he reflects upon, is that of â€Å"environment†, again globally and in conjunction to â€Å"accountability and controllability of scientific-technological development† he addresses the possible need to assist the lesser developed countries in global interest by removing blatant inequality through insight to First world knowledge. An excellent point and one very much current through efforts like movements such as â€Å"Camp for Climate Action[2]†. Klafki makes points on 3 main tasks for dealing with this global initiative towards educating the youth of tomorrow about the environment: 1. Awareness of ecological obligations and the consequences of unchecked tech-eco development. 2. Appreciation of developing energy-saving and environmentally sound consumer behavior. 3. Realization of maintaining, monitoring and further development of initiatives at an international and local level: glocal commitments. Third key issue addresses the inequality which certainly exists within societies and internationally between social classes, gender, employed/unemployed. He points out that at a national level and where the task of inter-cultural education really poses itself, is between a countrys foreign nationalities and even between them and the native population. The fourth key issues, as he puts it, are threats and opportunities amidst a vast and evolving field of new technical control, information and communications media. These tools should be embraced critically and included in any form that can boost education, while weighing the pros and cons of their effect on the user, through both possible social consequence and media misuse. Nay to both euphoria and phobia, but involve them in furthering didactic concepts in the classroom. His fifth and final key issue is on inter-personal engagement, involvement, recognition and responsibility: I-You relationships are central and enlightenment is very much the field for this issue. Now just because we are able to agree across the board on these issues being the basis, problems are not solved, because enlightenment is simply our first global quest. We need to maintain concentration on the key issues to succeed at the international level of education and promote discussion and debate via national curricula. In fact, if we are merely able to promote the significance of these key issues, then solutions can be nationally various and toned, as long as they are based in general for those who are potentially concerned. Soundly enough we also need to address four fundamental attitudes and abilities, which can assist in our quest towards global teachings and classroom practices: 1. Ability to criticize: as well as receive by furthering a point, suggestion or solution. 2. Ability to argue: to contribute to a better-founded insight on all angles of cognition. 3. Empathy: in understanding a counterpart – even if a solution is far from the scope. 4. Networked thought: interrelationships that connect everything with everything. Even after all of these discussions, it boils down to time and teaching – planning and teams. There is a clear necessity to organise and discuss reform: 1. How should class activity be blocked for lessons? 2. Should lessons be in 45 minute intervals or 2 hours? 3. The responsibility of the teaching team and its structure: How much or how little? These are simple questions and a minute contribution which need to be addressed, if there is to be any fruitful outcome through this process. The interrelated educational principles of exemplary teaching and learning, method oriented learning, action-oriented teaching and co-operative learning, all need a more fluid approach. Mutual trust is a necessity and with a realistic approach to implementation and evaluation we are well on our way – whether it seems utopian or not.

The Deprivation Of Liberty Criminology Essay

The Deprivation Of Liberty Criminology Essay Deprivation of liberty should be regarded as a sanction or measure of last resort and should therefore be provided for only, where the seriousness of the offence would make any other sanction or measure clearly inadequate declares Principle 1 of the Council of Europes Recommendation Concerning Prison Overcrowding and Prison Population Inflation (Council of Europe, 1999). Despite these principles, various sources say that the prison population is on the boost in many parts of the world (U.K. Ministry of Justice, 2008; BJS, 2010; Clear, Cole Reisig, 2008, p.472; U.K. Home Office, 2003). And it is also predicted to increase in the coming years (U.K. Ministry of Justice, 2008; U.K. Home Office, 2003). At the same time it is interesting to note that, the prison population and growth rates vary considerably between different regions of the world, and even among different parts of the same continent (U.K. Home Office, 2003). An analysis of the global prison population rates reveals the following facts. In Africa the median rate for western and central African countries is 35 whereas for Southern African countries it is 231, the Americas the median rate for South American countries is 154 whereas for Caribbean countries it is 324.5, in Asia the median rate for south central Asian countries (mainly the Indian sub-continent) is 53 whereas for (ex-Soviet) central Asian countries it is 184, in Europe the median rate for southern European countries is 95 whereas for central and eastern European countries it is 229, in Oceania (including Australia and New Zealand) the median rate is 102.5 (Walmsley, 2008). These fluctuations and inconsistencies in the prison population rate raise many questions. The question concerning reasons for the increase and inconsistencies in the prison population is one of them. Professor Nicola Lacey argues in one of her paper that, across the developed world today, we see striking contrasts in the level of and quality of imprisonment. In 2006, imprisonment rates per 1, 00,000 of the population ranged from about 36 in Iceland to a staggering 725 in the U.Sà ¢Ã¢â€š ¬Ã‚ ¦.It is also generally explained that these differences cannot be explained in terms of crime rates, which unlike levels of imprisonment- have risen and fallen over the last 50 years in broadly similar ways in most advanced countries (2008, p. 9). Professor Lacey further says, These variations in punishment can be explained in terms of a differentiated model of varying forms of capitalist economy and democracy. Individualistic liberal economies such as the U.S, the U.K, Australia and New Zealand have over the last 50 years almost universally seen striking increase in the imprisonment rate, while coordinated market economies such as those of northern Europe and Scandinavia have seen, by and l arge, much more stable levels of imprisonment (2008, p. 9). The United States of America to be the nation with highest number of prison population in the world and United Kingdom is placed at seventeenth position where as the two coordinated market economies from Scandinavia, the Denmark and Norway occupies positions 129th and 133rd respectively (International Centre for Prison Studies, 2010a). In this backdrop, this essay attempts to analyse the increase in the prison population in late modern liberal market economies. The essay is divided into five parts. After the first part, which obviously is the Introduction, the second part analyses the prison population statistics from two individualistic liberal economies, the United States of America and the United Kingdom. This part also compares the prison population rates with crime rates. In the third part an attempt is made to identify reasons for the variation in the prison population rates in these economies. The fourth part analyses the desirability of stemming this upward trend in prison population and last part includes conclusion with few suggestions for lessening the prison population. In the following part, prison population rates of the two liberal market economies, i.e. the US and the U.K are analysed and then these rates are compared with crime rates. Prison Population in the U.S- At present, the United States imprisonment rates are now almost five times higher than the historical norm prevailing throughout most of the twentieth century, and they are three to five times higher than in other Western democracies (Clear Austin, 2009, p. 307). Contrary to the earlier views that the prison population was too less in the US, the increased population helped the US policy makers to have a broad consensus that Prison Population is too large. Many policy makers are also convinced, that the current system is no longer affordable due to pressing fiscal demands (Clear Austin, 2009, pp. 307- 308). The U.S. rate of incarceration of 702 inmates per 100,000 populations represents not only a record high, but situates this nation as the world leader in its use of imprisonment (Mauer, 2003). The statistics from the United States Bureau of Justice (BJS) also portrays a similar picture. It says that the number of adults in the correctional population has been increasing in the US (BJS, 2010). According to BJS statistics the population under correctional supervision reached a staggering 7.3 million in the year 2008. This is 3.2% of all U.S. adult residents. In other words it can be stated that 1 out of every 31 adults in U.S is under correctional supervision (BJS, 2010). The total prison population that was 3,715,800 in the year 1988 in various correctional supervision centres reached a total of 7,308,200 by 2008 (BJS, 2010). The following table illustrate the details of prison population from 1992 to 2007. Table 1. Prison population in the US Year Total prison population Prison population out of 1,00,000 of the total population 1992 1,295,150 (505) 1995 1,585,586 (600) 1998 1,816,931 (669) 2001 1,961,247 (685) 2004 2,135,335 (723) 2007 2,298,041 (758) Source: International Centre for Prison Studies, 2010d. The above given statistics shows the total prison population which was 1,295,150 in the year 1992 reached 2,298041 in the year 2007 which is an increase of 77.4% in the prison population. Similarly the number of people in every 100000 of the total national population in prisons was increased by 50% from 1992 to 2007 (International Centre for Prison Studies, 2010d). A search for the reasons for such a massive increase in the rates of people confined in prisons requires a search into the crime rates in USA during these years. It is because normally people tend to suppose that an increased crime rate would naturally also lead to an increased prison population rate. While analysing the crime rates in US during this period, the statistics confirm a decline in all the categories of crimes. The Federal Bureau of Investigation (FBI) reports show that the crime rates have been falling in U.S ever since 1980s (FBI, 2008; US Census, 2010). The following table shows the pattern of falling crime rate in US. Table 2. Crime rates in USA Year Murder and Non Negligent man slaughter rate Forcible Rape rate Robbery rate Aggravated Assault rate 1992 757.7 9.3 42.8 263.7 1995 684.5 8.2 37.1 220.9 1998 567.6 6.3 34.5 165.5 2001 504.5 5.6 31.8 148.5 2004 463.2 5.5 32.4 136.7 2007 466.9 5.6 30.0 147.6 Source: FBI 2008. The table given above evidently demonstrates that the crime rates have been declining in the USA under all categories. A similar fall can also be observed in other types of crimes, like property crime, burglary, larceny and motor vehicle theft cases (FBI, 2008). A comparative analysis of the rates of prison population and crime rates in the US proves that crime rates play only a minimal role in the increase of prison population rate. Prison Population in the United Kingdom- The United Kingdom is placed at seventeenth position in terms of population in prisons (International Centre for Prison Studies, 2010e). The following table illustrate the details of prison population in the United Kingdom from 1992 to 2009. Table 2. Prison Population in the U.K Year Total prison population Prison population out of 1,00,000 of the total population 1992 44,719 (88) 1995 50,962 (99) 1998 65,298 (126) 2001 66,301 (127) 2004 74,657 (141) 2007 80,216 (148) 2008 81,695 (152) 2009 82,893 (155) Source: International Centre for Prison Studies, 2010e Ministry of Justice Statistics bulletin, 2009. The above given data exhibits an increase of 79.3% in the prison population and 68% increase in the number of prisoners in every 100000 of the total national population from 1992 to 2007. More recently this increase has become more marked: the average prison population has increased by 85% since 1993. Like the US, in UK also the trend show that crime rose steadily from 1981 through to the early 1990s, peaking in 1995. Crime then fell, making 1995 a significant turning point. The fall was substantial until 2004/05. Since then crime has shown little overall change with the exception of a statistically significant reduction of 10 per cent in 2007/08 to mark the lowest ever level since the first results in 1981 (U.K. Home Office, 2008). The population of public sector prisons in England and Wales at the end of March 2008 was 72,651 (HMPS Annual Report and Accounts, 2007-2008). The prison population in England and Wales, including those held in police cells, was at a record high of 81,695 in 2008, while it increased to 82,893 prisoners in 2009 (Ministry of Justice Statistics bulletin, 2009). Like the US, in UK also the trend show that crime rose steadily from 1981 to the early 1990s, peaking in 1995. Crime then fell, making 1995 a significant turning point. The fall was substantial until 2004/05. Since then crime has shown little overall change with the exception of a statistically significant reduction of 10 per cent in 2007/08 to mark the lowest ever level since the first results in 1981 (U.K. Home Office, 2008). In UK also two main factors have been identified for the prison population. It is stated Offenders are being imprisoned who previously would have received community penalties; and those who would previously have been sent to prison are being given longer sentences. Between 1991 and 2001, the custody rate for magistrates courts increased from 5% to 16% and use of custody by the Crown Court rose from 46% to 64% (Hough; Jacobson Millie, 2003). The analysis in the preceding section shows a clear increase in the prison population rate both in USA and UK. The next part of this essay is an attempt to find an answer for this question -Reasons for the upward trend of the Prison Population in modern liberal market economies such as the USA and Britain? Scholars working on the area of prison population point out various reasons for its growth. There have much scholarly deliberations on the role of crime rate on the rate of growth of prison population. The main drivers for prison population growth in US and Britain are discussed as follows- Sentencing Policy- Very often sentencing policy of the state is cited as a reason for increased prison population. It is stated, In the 1970s, the prison population grew because the crime rate grew, resulting in greater numbers of people going to prison. In the 1980s, and stretching into the early 1990s, a host of sentencing policies restricted the use of probation as a sentence for felons, causing a substantial increase in the number of people entering prison during a period when crime rates were semi-stable (Blumstein Beck, 2005). It is further stated, After that, legislation that enhanced penalties for felonies greatly increased the average length of prison terms, which led to growing prison populations even as crime rates dropped and the number of people entering prison began to stabilize. The result was a growing backlog of people serving long sentences, who made up a permanent population base upon which the flow into and out of prison was grafted. The point is that the size of the prison populat ion is a matter of penal policy, and over the last thirty-six years, particularly, the United States has built a policy designed to grow prisons (Clear Austin, 2009, p. 312). The assassinations of Robert Kennedy and Martin Luther King in US 1968, riots and political violence resulted in toughening of criminal justice and penal policy (Downes, 2001). US federal system and California passed laws in 1994 Three strikes and youre out, the strike-able offences included- murder, rape, robbery, arson and assaults. According to Zimrings article Imprisonment Rates New Politics, the three strike system led to nine times increase in the prison population including all of the other 26 three strike laws in US (Zimring, 2001). Penal commentators have tended to identify two factors namely change in climate of political public debates about crime punishment and; change in the legislative framework guidance within which sentences operate (Ashworth Hough, 1996; Dunbar Langdon, 1998). In February, 1993 drove public concern into public panic, the abduction and murder of a young child James Bulger, by two 10 year old boys, shocked England and there was demand to curb the delinquent tendencies of the new generation of ever younger and increasingly persistent offenders (Graham Moore, 2006). The new legislation, the Criminal Justice and Public Order Act, 1994 introduced stiffer penalties for juvenile offenders, including long term detention for 10-13 year olds, similar was done in section 53 of the Children and Young Persons Act, 1993. The introduction of three strike sentences in Britain, 1999 for burglars where a third time offender for burglary receives 3 years sentence automatically (Powers of Criminal Co urts (Sentencing) Act 2000; sec-111). These developments resulted in a substantial rise in juvenile custodial population and punitive responses to offending by children and young people (Graham and Moore, 2006). In Britain, theft and motoring offences were common for prisoners serving short sentences: violence, burglary and drugs offences were common for those sentenced for a year or more (Stewart, 2008). Many legal systems through their penal laws prescribe mandatory minimum punishment for various offences. Many appreciate the policy of mandatory sentencing claiming that such policy would reduce crime rates. Many also argue that such policies would provide uniformity in sentencing for similar crimes. But if this mandatory minimum punishment were too long a period in the prison, it would gradually increase the size of the prison population. The Iron Law of Prison Populations states that the size of a prison population is completely determined by two factors: how many people go to prison and how long they stay. If either of these factors changes, the size of the prison population will also change. The corollary to this iron law is equally important: There is no way to change the prison population without changing either the number of people who go to prison or how long they stay there (Clear Austin, 2009, p. 312). Unemployment, Poverty and Prison Population- Is there any nexus between the increasing prison population rates in USA and UK and the economic policies of these states? A possible relationship between unemployment, poverty, crime rate and resulting increase in the prison population rate has been analysed in many studies (Crow, et al, 1989; Box Hale, 1985). Box and Hale says One fairly orthodox view is that rising unemployment leads to crime and this in turn, assuming constant rates of reporting and recording of crimes, arrest, conviction and imprisonment sentences, leads automatically to an increase in prison population. (p. 209). Similarly it is also argued that unemployment contributes to an increase in crime rate and whenever employment schemes have been effectively implemented; these schemes have a containment effect to keep people from trouble (Crow, et al, 1989). Even though it is also contented that the menace of crime cannot be always linked to the subpopulation of the unemployed (Box Hale, 1985, p. 209), it is also ar gued that unemployment certainly is a factor though not in a direct way, but in an indirect and complex way (Crow, et al, 1989). Most commonly in US and to lesser extent in Britain the most influential explanation imputed rising crime and riots to newly jobless marauding underclass (Downes, 2001). Unemployment caused by the recent economic recession also increased the prison population according to some scholars. The disappearance of many secure jobs in the low-skilled or manufacturing sector after the collapse of Fordism led to the creation of a large minority of unemployed or insecurely employed people who were protected by the social welfare system. The economic exclusion of this large group, along with their sense of their own relative deprivation fed both rising crime and a heightened sense of insecurity and demand for punishment among those securely employed (Lacey, 2008, p 10). The concern with the crime and fear of victimisation has grown out of proportion ; fear which typic ally is most focussed on traditional street crimes and crimes allegedly committed by powerless minority groups across Europe and US, as increasing prison population consist of minorities and foreigners (Marshall, 1996). Politics of Tough on Crime- The policy to be tough on crime, tough on the cause of criminal was adopted by Britain from the Americans Democratic Partys approach (Pease, 1997; Ryan, 1999). In the U.K à ¢Ã¢â€š ¬Ã‚ ¦from 1970s on, law and order has become a salient electoral issue; and on Tony Blairs accession to the position of shadow Home Secretary, Labour began to abandon its traditional analysis in favour of a tough on crime, tough on the causes of crime platform (Lacey, 2008, p 10). The situation being this political parties do not have much option except to be tough on crime. In particular the support for strong law and order policies among a growing number of floating median voters led to a situation in which criminal justice policy became highly politicised (Lacey, 2008, p. 10). The sad fact, moreover, is that the size and demographic structure of the prison population suggest that the socially exclusionary effects of the tough on crime part of the criminal policy equation have, in relation to a significa nt group of population systematically undermined the, inclusionary tough on the causes of crime aspiration. The rate of imprisonment has continued inexorably even in a world of declining crime (Lacey, 2008, p 11). New policies formulated by the Crime Disorder Act 1998, inspired from American zero tolerance policing and prosecution led to increase in prison population to approx 75,000 prisoners in 2003 (Downes, 2001; Home office, 2003). The large-scale imprisonment of drug offenders in US also became a major factor in prison population growth (Donzinger, 1996; Blumstein beck, 1999). The punitive response to drugs has been so potent, that drug trafficking lead to longer prison sentences than for homicide (Caplow Simon, 1999). Too many laws and too many crimes- Anthony Gregory, who is a Research Analyst at the Independent Institute, cites a different reason for Americas top rank in prison population. He says that it is because US have too many laws that prevent persons from enjoying their right to liberty, property, and the pursuit of happiness (Gregory, 2006). He says, Those who have committed no crime against person or property should be released from the jails and prisons. These include drug offenders, sex workers, those in possession of illegal guns, and anyone else who has hurt and threatened no one, whose only offence was to violate a victimless crime statute (Gregory, 2006). He further adds that As for minor property criminals, justice should be about making the victim whole, not about expensively caging people just to provide jobs for the prison guards, money for the bureaucracy, and talking points for tough-on-crime politicians (Gregory, 2006). It is also noted that the law enforcement oriented approaches in most of the Western Eur ope have caused persons sentenced for drug offences to make up an increased percentage of prison population (Dunkel van Zyl Smit, 2001). Even the use of remand and parole system contributed massively in prison population in both US and Britain. In UK, 2008 there were approximately 12,566 males and 874 females on remand, while only 1424 males and 96 females were held in prison for non-criminal offences (Home Office, 2008). Connecticut Department of Corrections Committee on Prison Overcrowding- In the year 2000, the Department of Corrections in the State of Connecticut constituted a Program Review Committee to study the main factors causing the prison overcrowding problem and the options available to the legislative and executive and judicial branches to control the growth of the inmate population (Connecticut General Assembly, 2000). The committee report showed most of the causes of prison overcrowding occurred outside the administration and jurisdiction of the Department of Correction and these complex issues and problems cannot be addressed by a single state agency (Connecticut General Assembly, 2000). The Committee identified five main causes of prison overcrowding- firstly, despite the decrease in arrest and crime rates, the number of offenders in prison or jail continued to increase due to the war on drugs, increased funding for police, increased role of victims and victim advocacy groups in the court process, recidivism and technical violations of probation and parole, harsher penalties for certain types of crimes, and alternative sanction options; secondly, convicted inmates were remaining incarcerated for a greater portion of their court-imposed prison sentences as a result of the shift from an indeterminate to a determinate sentencing structure, elimination of good time, creation of time-served standards for parole eligibility, and the enactment of several truth in sentencing initiatives; thirdly, the aggressive tough on crime approach supported by the legislature and adopted by the executive and judicial branches allows the criminal justice system to narrow its use of discr etion and take a more conservative and less controversial approach to punishment; fourthly, lack of prison beds, especially high security and pre-trial beds, forced Department of Corrections to operate at capacity and; lastly, poor planning and a lack of an accurate population projection and offender needs analysis contributed to the cycle of overcrowding and hampered Department of Corrections efforts to adequately plan for new or expanded facilities (Connecticut General Assembly, 2000). The concept of private prison also to some extent leads to increase in prison population. Private prison is a place where individuals are physically confined by private parties. Private prison companies enter into contractual arrangements with local, state, or federal governments that commit prisoners and then pay a per diem or monthly rate for each prisoner confined in the facility. Privatization of prisons refers both to the takeover of existing prison facilities by private operators and to the building and operation of new prisons by for-profit by prison companies. Proponents of privately run prisons argue that cost-savings and efficiency of private prisons are advantages over public prisons, even though doubts have been raised regarding the cost effectiveness of private prisons. An important criticism is that private prisons would lead to a market demand for prisoners and efforts by private companies to ensure prison population is on the rise. This may create a lobby of intereste d individuals who would purposely impede the cause of lessening of prison population. The reasons are many. It is more money for the private prisons management if they get more inmates. More number of inmates means more money from the State and the cheap prison labour (Smith, 1993). Desirability of Stemming Prison Overcrowding and Risks involved- One prominent reason for stemming prison overcrowding is that there seems to be little or no nexus between the duration a prisoner spends in the prison and his chances of reformation. Offender do not always reform and refrain from doing a crime after release. Prisoners do not become less likely to commit crimes upon release, increasing the prison release rate seems to have little disadvantage, certainly, some prisoners will commit crimes upon release (Jacobson, 2005, p. 310 311). The conclusion we can draw from this analysis is that the size of the prison population and the amount of crime are related, but not strongly. A tough on crime punishment policy decreases crime rate and provides a smooth functioning of the society and would also increase the efficiency of the market. But at the same time long imprisonment term is not related to the prisoners likelihood of staying crime free. The issue which requires deeper analysis is on the risks involved in increasing release rate and stem ming prison overcrowding. There are obvious advantages of imprisonment. Imprisonment is not totally undesirable; rather, imprisonment achieves most aims of punishment. The theories of punishment, such as the utilitarian, restorative, retributive and reformative justifications, suggest aims of punishment and look at punishment as a means to a definite end. These theories and justifications influence the penal policy of the state. Jeremy Bentham the prominent utilitarian says, The business of the government is to promote the happiness of the society, by punishment and rewarding , .. In proportion as an act tends to disturb that happiness, in proportion as the tendency of its pernicious will be the demand it creates for punishment (Bentham, 1789, Chapter 1). According to another author, The degree of punishment, and the consequence of a crime, out to be so contrived as to have the greatest possible effect on others, with the least possible pain to the delinquent.. (Baccana, 1809, Chapter 11). Similarly efforts have been made by scholars to analyse the purposes of punishment from an economic perspective. Richard Posner writes, The major function of criminal law in a capitalist society is to prevent people from bypassing the system of voluntary compensated exchange-the market, explicit or implicit- In situations where because transaction costs are low, the market is a more efficient method of allocating resources than forced exchangeà ¢Ã¢â€š ¬Ã‚ ¦Most of the distinctive doctrines of criminal law can be explained as if the objective of that law were to promote economic efficiency (Posner, 1985, pp 1230-31). Core of Posners argument is that punishment is for market efficiency. Similarly the retributive justification considers that if a punishment is proportionate to the wrong that has been committed by the offender that is justifiable. The gravity of the punishment also needs to be viewed from the victims perspective (Kant, 1887). Crime is a major social problem. If the crime rate in an economy is uncontrolled, it will definitely affect the efficiency of its market. If an investor were given an option, he would definitely invest in that economy where his money would be secure and protected from criminals and mafias (Pyle, 2000). At the same time maintaining of prisoners for a long duration in the prisons is also viewed to be uneconomical (Clear Austin, 2009, p 307). The JFA report, provided ways to reduce prison population in US (Austin, 2007) the time served in prison should be reduced, technical parole and probation violators should not serve time in prison for such behaviour and people convicted for victimless crimes should not be sentenced to state prison as in case of drug offences etc (Austin, 2007, p 23-24). Thus, all these problems can be tackled and prison population can be controlled firstly, by bringing a change in the outlook of the people towards crime and punishment, so that less use of prison, instead use of alternative for prison should be made. A change in the legal and legislative framework of sentences is required, to bring down the custody rates and sentence lengths served by the offenders. Improvement in understanding of the various ranges of non-custodial penalties including the fine among sentences should be imposed (Hough, et al, 2003). In, addition imposition of day fines to be readily applied in US and Britain, as they have been successfully used in countries like Germany, Austria and Sweden to reduce the use of short prison sentences (Scottish Consortium on crime and Criminal Justice, 2005). Conclusion- From proactive and human rights perspective it is always desirable to stem overcrowding. The less likelihood of transformation as result of long term in prisons and continuing a tough on crime policy by the state requires a rethinking about the existing long-term punishment policy. It is suggested that prisoners can serve shorter sentences without triggering an increase in the crime rate. Furthermore, maintaining a large prison population does not necessarily significantly decrease the number of crimes committed (Jacobson, 2005, p. 311). According to Jacobson any solution to the problem of mass incarceration must begin with two points, firstly, programmatic tinkering has not reduced the prison population to date, and it will never have much effect, even under the most optimistic assumptions and secondly, to overcome mass incarceration requires that we incarcerate fewer people, reduce length of stay for persons placed on probation and parole and make greater use of fines, restitution, and community service in lieu of probation (Jacobson, 2005). If mass imprisonment is the problem then the solution is to change the laws that send people to prison and sometimes keep them there for lengthy terms, that is reducing the number going in, their length of stay, or both (Jacobson, 2005, p 316). Provision should be made for an appropriate array of community sanctions and measures, possibly graded in terms of relative severity; prosecutors and judges should be prompted to use them as widely as possible (Council of Europe, 1999, principle 2). It is also suggested that States should consider the possibility of decriminalising certain types of offence or reclassifying them so that they do not attract penalties entailing the deprivation of liberty (Council of Europe, 1999, principle 4). Measures aimed at combating prison overcrowding and reducing the size of the prison population need to be embedded in a coherent and rational crime policy directed towards the prevention of crime and criminal behaviour, effective law enforcement, public safety and protection, the in dividualisation of sanctions and measures and the social reintegration of offenders (Council of Europe, 1999).

Portfolio of Learning Outcomes through Self Assessment

Portfolio of Learning Outcomes through Self Assessment This portfolio provides evidence of achieving learning outcomes. To provide this evidence I attended tutorials envisaging interactive methods and student cantered teaching strategies (Hinchcliff 2004), self-directed learning, group work and discussion. I also did further reading, utilizing library facilities, the cinnahl, Athens and other web sites available. To make this learning achievement possible I engaged in mentee / student relationship with the support and guidance of an approved mentor (NMC 2000). I chose this module due my interest in teaching. Since qualification, I have worked in specialist areas and have been actively involved in associate mentorship. I feel this module will be beneficial in my professional development and within the clinical areas, I choose to work. I have written this portfolio in first person (Webb 1992), as it is a reflective account, of experiences, thoughts and feelings, learning through critical analysis and evaluation. This kind of reflection enables us to take account of what has happened and to make sense of the outcome (Boud and Miller 1996). Many models of reflection may be used, Ghaye and Lilyman (2000) refer to structured models leading learners through stages and questions useful as a guide and others are flexible taking into account the reflective process and can start at different points then there is the focused model giving meaning to events improving practice. I have used an adaptation of the Reflective Cycle Model (Gibbs 1988) as it is simple and easy to interpret. Learning Outcomes 1. Assist students to identify current learning needs. ___ Self-assessment of current practice and identification of learning need(s) in relation to this outcome. Current practice: à ¢Ã¢â€š ¬Ã‚ ¢ Knowledgeable of student nurse curriculum. à ¢Ã¢â€š ¬Ã‚ ¢ Have a willingness and commitment to teach. My learning needs: à ¢Ã¢â€š ¬Ã‚ ¢ Gain an understanding of the FDA programme. à ¢Ã¢â€š ¬Ã‚ ¢ Review and critically analyze literature. à ¢Ã¢â€š ¬Ã‚ ¢ Critical reflection. Learning Outcome 1. Assist students to identify current learning needs. _____ Examples of evidence that could be provided by the end of the module to show how this outcome has been achieved. Produce evidence of placement learning opportunities suitable to meet the needs of specific students. Give at least one example of how you have helped the student to identify his/her learning needs, set goals and develop action plan for learning. ___________ Summary of Evidence for summative assessment of what you have achieved during the module. Cross- reference as appropriate. à ¢Ã¢â€š ¬Ã‚ ¢ I obtained copies of Sandras job description and FDA Mentor Pack. à ¢Ã¢â€š ¬Ã‚ ¢ Reviewed literature. à ¢Ã¢â€š ¬Ã‚ ¢ Critical reflection. Description The vascular surgical ward I work encounters many Nursing, Medical, Foundation Degree Studies, National Vocational Qualification students and newly qualified nurses all needing support. I have been asked by Sandra a 2nd year FDA student to be her mentor to take on this role effectively I attended a meeting with Sandra and her Practice trainer. Through discussion, we were able to complete a negotiated learning contract documenting the learning and achievements Sandra had gained, outlining what her current learning needs were to devise an agreed action plan. Feelings I take my role seriously, committing myself in assisting and supporting junior colleagues and students. I am genuinely interested in their stage and level of learning and enjoy having an active role in their learning experience. Analysis I agree with Hincliffe (2004) that learning is seen as a change in behaviour that is brought about to enable enhanced care for patients/clients, an event from experience and practice causing relative permanent change in students behaviour. Curzon (1990) enhances this view considering learning as modification of behaviour through activities and experiences so that knowledge, skills, attitudes and process of adjustment to the learners environment is changed. Quinn (1995), Welsh and Swann (2004), and Nicklin and Kenworthey (1995) all have similar descriptions. A successful teacher has knowledge of different learning theories and learning processes using them as framework to base teaching maximizing opportunities of learning (McKenna 1995, Nicklin and Kenworthey 1995). Raynor and Riding (1997) and Snelgrove (2004) refer growing need for teachers to understand the learning process to facilitate individualized learning reducing academic failure. There are many different theories of learning mentioned within the literature (Hincliffe 2004, McKenna 1995 a/b/c, Nicklin and Kenworthey 1995, Welsh and Swann 2004), no single theory has all the answers, some theories view humans as extensions of the animal species, whereas others see humans as separate, distinct, with intellectual characteristics of their own (Nicklin and Kenworthey 1995). Early theories of behaviourism such as Pavlov, Watson, Thorndike and Skinner used animals whose behaviour resulted from a stimulus. Much of the literature suggests that such learning is limited and has no real place in nursing education (Hincliffe 2004, McKenna 1995(c), Nicklin and Kenworthey 1995, Quinn 1995) yet I believe there are still situations where these theories are relevant but learning is limited. Curzon (1997) believes human behaviour is very different from that of animals questioning validity of behaviourism theories. Supporters acknowledge refinement of these works could shape intellectual development cognitivity being how we acquire information and what we need to know emotional responses learned in part by classical conditioning (Woolfork and Nicolick 1980). Lovell (1987) refers to emotional responses being positive or negative relating to Pavlovs theory. Repetition is useful in practice which relates to Thorndikes theory of trial and error (McKenna 1995a), but knowledge of the skill learnt is crucial. As teachers, we constantly use Skinners theory of positive and negative reinforcement, through praise and by giving information and cues prior to the task performed and by practising a skill repeatedly over till competent in practice (McKenna 1995a). Cognitive theories refer to meaningful approaches of learning, recognizing students knowledge, experience and stages of development. I believe that as a mentor it is my responsibility to establish these factors early in the student relationship (Andrew and Wallis 1999, Forrest 2004, Phillips et al 1994). I agree learning is a purposive process concerning perception, organization and insight. The learner actively seeks new information and uses past experience to gain understanding (Child 1986, Quinn 1995). Insightful learning occurs from modified experience or knowledge gaining new insight (Child 1986), the student relating to previous knowledge and experience to solve new problems. Experimental learning leads on from cognivitism; Allan and Jolley (1987) refer to learners becoming independent of their teachers eventually setting their own objectives initiating their learning using available resources and self-assessment. Burnard (1987) describes this as involving personal experience and reflection making sense of events transforming knowledge and meaning from them. I think Allan and Jolley (1987) are correct in saying that this type of learning is effective in demonstration and practice. Allan and Jolley (1987) also state that increased activity and involvement leads to increased learning. The Humanistic view is related to feelings and experience, including Maslow (1971) humanist approach cited in Wickliffe (2004), McKenna (1995c), Nicklin and Kenworthey (1995), Quinn (1995) and many more. The aim is to assist self-actualisation fulfilling maximum potential, this links closely to Knowles (1978) and Rogers (1983) works frequently cited within the literature (Burnard 1987, Mckenna 1995(c), Nicklin and Kenworthey 1995, Welsh and Swann 2000). I believe student centred approaches allow students to take active involvement in their learning enabling them to take ownership for it (Allan and Jolley 1987). Kauffman (2003) sees Knowles (1978) theory of andrology as a useful tool rather than a theory. Knowles acknowledges adult learners having vast ranges of experience, which they use as a basis for new learning, learning occurring through efforts made by the individual. Student and teachers need to treat each other as equals to allow student centred learning students taking responsibility and ownership of it (Bennett 2002, Hutchinson 2003 and Mckenna 1995(c). I agree that a partnership based on cooperation and interaction brings about mutual learning due to openness and trust (Atkins and Murphy 1995). I also agree with Ewan and White (1996) that it is important to know the students individual characteristics and needs being aware of the students current knowledge, competence and stage of training (Wickliffe 2004). A learning contract is a valuable tool (Calhoun et al 2000), utilizing optimum learning. It is a formal written agreement between the student and mentor specifying what needs to be done to achieve the students learning outcomes. Regular formative discussion enables skills and us to get to know each other allowing me to establish the students stage of training, previous experience. Regular discussions are necessary as part of the learning process (Cahill 1996) as through discussion we can identify strengths, weaknesses and any problems encountered by the student, measuring the level of competence revising our initial plan to achieve the rest of the students outcomes which utilises the student centred approach. Action Plan I need to hold frequent discussions with Sandra to monitoring her progress effectively promoting active involvement and ownership. I am aware that an effective mentor/student relationship enhances the level of learning accomplished to make this possible we need to have significant contact involving us to arrange our off-duty to make sure we frequently work together. Learning Outcomes 2. Develop self-awareness in order to be a role model. __________ Self-assessment of current practice and identifications of learning need(s) in relation to this outcome. à ¢Ã¢â€š ¬Ã‚ ¢ Acknowledge that self-awareness is important. I am knowledgeable. à ¢Ã¢â€š ¬Ã‚ ¢ It is my professional responsibility to provide best care. à ¢Ã¢â€š ¬Ã‚ ¢ It is my responsibility to be good role model. My Learning Needs à ¢Ã¢â€š ¬Ã‚ ¢ Gain greater awareness of how others view me. à ¢Ã¢â€š ¬Ã‚ ¢ Further reading. à ¢Ã¢â€š ¬Ã‚ ¢ Become self aware through reflection. Learning Outcome 2. Develop self-awareness in order to be a role model. _____________ Example of Evidence Recognize the impact of own professional behaviour and actions on students learning. _____________ Summary of Evidence summative assessment of what you have achieved during the module Cross-reference as appropriate. à ¢Ã¢â€š ¬Ã‚ ¢ Understand others views gaining insight of how Im seen. à ¢Ã¢â€š ¬Ã‚ ¢ Now familiar with the terms self-awareness and role model. à ¢Ã¢â€š ¬Ã‚ ¢ Critically reflected, becoming increasingly self aware of my actions. Description As an E grade, I have a responsibility for junior colleagues and student nurses and am involved in their learning and teaching. I am competent and skilled trying to act in a professional manner at all times. Feedback from my colleagues and students shows Im respected and liked but at times of stress, I can come across as harsh and abrupt not tolerating fools gladly. Feelings I am proud of my achievements and think I am a good role model but am aware that I can be abrupt on occasions. . Analysis The former U.K.C.C (2000) standards for preparation of teachers of nursing and midwifery state clearly that as nurse I must be a good role model enabling me to build effective relationships with patients and clients and contributing to an environment in which effective practice is maintained ensuring safe and effective care through assessment and management. Nursing relies on clinical staff to support and teach rationale being the student learns from an expert in a safe, supportive and educationally adjusted environment (Andrews and Wallis 1999). As a senior nurse students and junior colleagues see me as a role model. Students see a good mentor as someone who teachers, guides and assesses having a genuine interest in student learning (Andrews and Chilton 2000, Gray and Smith 2000, Neary 2000). Good role models are knowledgeable and skilful professionals who are respected and trusted. Taylor (1997) suggests novices copy or imitate professionals modelling themselves on nurses with varying standards of practice, observation being an important part of their learning. Spouse (2001) small longitudinal study utilised various data collection methods that found evidence of students observing and relating to actions and behaviours they believed as good. My actions evidenced by tone of voice, comments made and enthusiasm and interest shown have an impact on learning, inappropriate behaviour is noticed and at worst copied because the learner see it as acceptable to do so. Findings of this study would be more valid and a claim made stronger if repeated on a grander scale literature supports these findings. Banduras (1977) theory of social learning and vicarious conditioning (cited by Mckenna 1995) involves this observation of behaviours and consequences of this to the learner this theory differs from others, as learning is instant therefore role modelling can be highly effective and positive or destructive. Self-awareness is being aware of what is taking place in oneself learning experience and self-concept changing over time as we see ourselves in many different roles influenced by others and the media (Quinn 1995). Reflection of events and actions increases self-awareness giving insight of behaviour and response enabling us to examine relationships with others in the practical and social setting. Haddock and Bassett (1997) suggest that use this in self-management and improvement. To be a self-aware practitioners we need to reflect on the way we come across to others implementing required changes (Stuart 2003). Self is as all thoughts, feelings and experiences of an individual, arising from biological and environmental influence. It is the way individuals see and feel about themselves (Quinn 1995). The major resource that a helper brings to the relationship is himself, the more complete his understanding of himself, the greater his capacity for self awareness and more effective he will be as a counsellor Nicklin and Kenworthey pg 120. Self-awareness also implies to individuals being aware of their limits of knowledge and ability reflected by the individual partaking in further training or seeking help from experienced colleagues. Quinn (1995) and Burnard (1990) refer to two main ways we can be self aware, introspection and feedback from others. Introspection is looking within oneself and attempts to recognize own feelings and reactions, this is not easy and can cause feelings of discomfort and fright but allows identification of our emotions good and bad assessing their impact. Palmer (2001) states a highly developed sense of self worth comes about within a person who can identify his/her emotions, learning to manage and contain them when inappropriate. Being self-aware give insight of what we can change. Feedback is a way of seeing how others see us, ability to give and receive constructive feedback is a skill; being told how you are perceived is hard but thought provoking. Crewe (2004) relates to research of the Duval and Auckland theory (1972), based on two distinct forms of conscious attention, attention focusing outwards towards the environment or inward towards oneself. The person receives and perceives feedback from the environment regarding their behaviours and attitudes. Perception of approval from others can increase confidence and self-esteem while perception of disdain or negative evaluation can have the opposite effect. Objective self-awareness is an individual being aware of the personal characteristics that distinguish them from the majority; the focus is exclusively on the self. Conclusion/ Action Plan I was not fully aware of my impact on others. It is critical for me to be conscious of my level of patience taking great care not to react negatively in times of stress, or when students or colleague fail to progress (Borgess and Smith 2004) as this can cause great harm to the learner. Learning Outcomes 3/6/7 Develop, maintain, and evaluate an environment for learning in your area of practice. Self-assessment of current practice and identification of learning need(s) in relation to this outcome. Current Practice à ¢Ã¢â€š ¬Ã‚ ¢ Have interest and commitment in teaching. à ¢Ã¢â€š ¬Ã‚ ¢ Im friendly and approachable supporting students in their learning. à ¢Ã¢â€š ¬Ã‚ ¢ Orientate students to environment. à ¢Ã¢â€š ¬Ã‚ ¢ Participate in assessment with formative feedback. My Needs à ¢Ã¢â€š ¬Ã‚ ¢ Increase awareness of what contributes to a good and bad learning environment. à ¢Ã¢â€š ¬Ã‚ ¢ Be involved in educational placement audit. Learning Outcome 3/6/7. Develop, maintain and evaluate an environment for learning in your area of practice. Examples of Evidence à ¢Ã¢â€š ¬Ã‚ ¢ Produces evidence of placement learning opportunities/resources suitable for meeting needs of specific students. à ¢Ã¢â€š ¬Ã‚ ¢ Give examples of how you create and sustain an environment for learning. Summary of Evidence for summative assessment of what you have achieved during the module. Cross-reference as appropriate. à ¢Ã¢â€š ¬Ã‚ ¢ Greater awareness of what contributes to a good learning environment. à ¢Ã¢â€š ¬Ã‚ ¢ I try to maintain adequate supervision and liaise with colleagues regarding my students progress. à ¢Ã¢â€š ¬Ã‚ ¢ Attend courses and study days for my personal development. à ¢Ã¢â€š ¬Ã‚ ¢ Students always have a designated Mentor. à ¢Ã¢â€š ¬Ã‚ ¢ There is a ward philosophy of care. à ¢Ã¢â€š ¬Ã‚ ¢ Students have access to the internet, journals, pt notes and policies/procedures. à ¢Ã¢â€š ¬Ã‚ ¢ Students attend spokes placements attached to the ward area, and have opportunities to spend time in theatre watching relevant procedures. Description Patients are admitted onto my ward from electoral and urgency lists or via A+E for vascular assessment, procedures or surgery. Wound care and management is a large part of our role as well as patient education and discharge planning. Feelings I feel this ward environment offers a lot of learning opportunities to students and new staff but has high patient demands, reduced staffing and skill mix due to high levels of sickness effecting team spirit and morale, which has a huge impact on our ability to teach, directly affecting the learning of students and junior colleagues. Analysis Finding a description of a clinical learning environment is not easy due to a complexity of numerous factors involved. Quinn (1995) uses holistic description, a broad definition referring to all factors influencing quality and effectiveness of a learning environment, Chan (2001) description is similar relating to the learning environment as a multidimensional entity with interactive networks of forces that can affect the learners learning outcomes. Literature cites numerous studies concerning social support for students and nursing staff. These studies include Fretwell (1982) and (1985), Lewin and Leach (1982), Ogier (1982) and Orton (1981) conclusively identify quality relationships between trained staff and students and support being crucial in creating a positive learning environment (Cahill 1996, Chan 2001, Saarikoski and Leino-Kilpi 2002). All studies conclude that an important determinant of an effective learning environment is the managers organisational and leadership style. Highly structured wards with rigid task allocation and hierarchical systems unlikely to meet the learning needs of students and staff (Chan 2001). It identified throughout the studies that team spirit, humanistic approach to students learning and teaching and learning support are influential factors of an effective ward setting. The frequent references to these studies show that their findings are seen as valid even though all were small sized. I believe team spirit comes from working as a team, best achieved through encouragement of the ward manager (Welsh and Swann 2002) giving a sense of group pride and self-esteem for all staff. We need to make students feel part of this team so that they feel accepted having a sense of belonging (Chan 2001, Quinn 1995 and Spencer 2003). A team approach with an appropriate leadership style on the part of the manager creates fertile ground for the development of an appropriate learning climate. (Welsh and Swann 2002 pg 117) Studies carried out post Project 2000 explored more in depth themes and perceptive related to the clinical learning environment and clinical supervision (Wilson and Barnett et al 1995) the meaning of nursing care and the teaching activities of nurses explored also. Saarikowski and Leino-Kilpi (2002) felt these studies demonstrated transition of individualised supervision and the role of the mentor. I agree with Lambert and Glacken (2004) that ward managers are no longer able to dedicate time to teaching due to managerial demands, therefore nurses now have this overall responsibility for teaching. Mentorship is favoured in facilitating learning (Chow and Suen 2001). Watson (2000) acknowledges that mentors need education and training to function effectively in this demanding role with preparation mentors are able to create opportunities for students identifying experiences that meet individual learning needs. Studies by Cahill (1996), Darling (1984), Earnshaw (1995), Hart and Rotem (1994) (cited by Chan 2001) and Spouse (2001) are again small sized but all use similar methods of valid and reliable data collection. The common theme throughout these studies is personal characteristics of the mentor, which include approachability, interpersonal skills, interest learning and teaching and supervision and support. These studies relate to students perspectives of the learning environment and mentorship, most of the findings viewing mentorship in a positive light and find it beneficial in reducing the theory practice gap for students. Staff attitudes and behaviour, the need of the student to belong and level of mentor contact highlighted throughout. Mentors need to make time for the student so that they can practice, develop and learn to be a nurse (Spouse 2002). Phillips et al study (1994) was of a larger scale, carried out throughout Wales commissioned by the D.O.H., a two-year research project concerned with the implications and impact of mentorship. This had qualitative and quantitative methodology information gathered through questionnaires, diary accounts, interviews and observation again the key elements of mentorship surrounded mentor/student relationships. Evidence of teaching, organisation of experiences consolidated with feedback and discussion that aided and enhanced the students experience. Significant mentor contact seen to directly affect activities students are involved in, this contact essential for building rapport needed in a good working relationship. Mentor presence provides emotional support to students allowing gentle introduction into the different and a difficult experience that exist and is crucial to students well being and learning potential, reducing anxiety (Jowett et al 1992). Feeling useful and part of a team are other important aspects. Chan (2001) and Welsh and Swann (2002) relate to this but feel that the students role needs to be understood acknowledged and clarified to prevent them being used as a pair of hands. Studies that concern nurses perspective of the learning environment and mentorship (Andrews 1993, Atkins and Williams 1995 and Rogers and Lawton 1995) highlight barriers of effective mentorship due to lack of time, inadequate planning and role conflict. Lambert and Glacken (2004) also view inadequate staffing, poor skill mix, lack of support and training of staff and poor management structure as barriers that reduce learning potential. Phillips et al study (1994) reflects the findings of Jowett et al (1992) which I agree that in clinical area where demands for care are high and resources stretched it is difficult to give adequate support and supervision to the junior student. When I am in charge of the ward, I am less involved in direct care of patients and have difficulty working closely with the student. Action Plan I need to liaise with my colleagues closely to make them aware of my students learning needs so that constant supervision and constructive support and feedback is ongoing when I am not available or am engaged in ward coordination. This will enable my student to be increasingly involved in the nursing team learning skills appropriate to their training preventing them feeling neglected, used or ignored. ________________ Learning Outcomes 4. Create and develop opportunities for students to learn, utilising evidence-based practice. _________________ Self-assessment of current practice and identification of learning need(s) in relation to this outcome. Current Practice. à ¢Ã¢â€š ¬Ã‚ ¢ Awareness of constant changes within nursing and medicine that initiates change. à ¢Ã¢â€š ¬Ã‚ ¢ I am familiar of protocols, standards and procedures regarding nursing intervention based on evidence-based practice. à ¢Ã¢â€š ¬Ã‚ ¢ I back up my teaching with evidence based on experience or acknowledged research. à ¢Ã¢â€š ¬Ã‚ ¢ Attend attending Pain Nurse Link meetings and wound care sessions providing me with current evidence for practice. Needs. à ¢Ã¢â€š ¬Ã‚ ¢ To develop skills of critical analyse, systematic review and evaluation of research. à ¢Ã¢â€š ¬Ã‚ ¢ Review literature increasing my awareness of this topic. Learning Outcomes 4. Create and develop opportunities for students learning of utilising evidence-based practice. _____________ Examples of Evidence à ¢Ã¢â€š ¬Ã‚ ¢ Produce evidence of the ability to meet own learning needs in relation to the facilitation of learning. à ¢Ã¢â€š ¬Ã‚ ¢ Give Examples of how you have identified and facilitated individuals or groups to learn. _____________ à ¢Ã¢â€š ¬Ã‚ ¢ Reviewed and critically analysed the literature. à ¢Ã¢â€š ¬Ã‚ ¢ I am increasingly aware of the importance of evidence-based practice. Description I have gained a great deal of experience throughout my career, which I use within my clinical practice and teaching. My knowledge has developed through practice, study sessions relevant to my area, advice of specialist nurses, reading journals and following clinical guidelines, standards and protocols that I encourage students to read. Students invited to attend relevant wound care updates and to spend time with many of our specialist nurses. Feelings I already base most of my practice on evidence but need to participate in literature reviews and develop skills to analyse and scrutinise research findings. Analysis I believe evidence-based nursing is a process in which nurses base clinical decisions using the best available evidence (The University of Minnesota 2005). The Editorial (1997) defines evidence-based practice as giving quantitative and qualitative meaning to a cause, course, diagnosis, treatment and economics of health problems managed by us nurses including quality assurance and continuing professional development which maintains and enhancing knowledge, expertise and competence to give best care (cited by Hincliffe 2002 pg 11). Curzio (1997) views it as the bridge between theory and practice agreed by White (1997) agrees with this suggesting it links personal intuition research and practice providing nurses with greater knowledge to base their care, our clinical decision-making and teaching must be based on evidence, expertise and highly importantly patients preference as referred to by Hincliffe (2002). The aims of evidence-based practice/nursing ensuring patients receive up to date care based on up to date knowledge. As we develop skill inquiry, we become more knowledgeable in our profession that improves standards of care (Hincliffe 2002). I agree with Welsh and Swann (2002) that there is a need for well-informed nurses using initiative, effective communication and clinical reasoning skills so that informed decisions are made through critical analysis of evidence available especially due to the constant changes within the NHS. The government introduced a framework of clinical governance in an attempt to achieve national clinical effectiveness within the NHS to guarantee quality services for patients and clients a key component being evidence-based practice. Behi (2000) states clinical governance requires every professional to use evidence-based practice. The New NHS: Modern, Dependable (D.O.H 1997), The Drive for Clinical Effectiveness (D.O.H 1996) and A First Class Service: Quality in the NHS (D.O.H 1998) shows quality improvements at the forefront of the NHS agenda. The NHS National Service Knowledge and Skills Framework (Hincliffe 2002 McSherry and Haddock 1999 and Welsh and Swann 2002) development tool promoting effectiveness through quality, staff and service development linking current and future research activity. The National Institute for Clinical Excellence (N.I.C.E) is responsible for assessment of technologies and for producing guidelines and the Commission for Health Improvement (C.H.I.M.P) monitors quality of services at a local level and ensure organisations are fulfilling their responsibility for clinical governance Health Care Organisations accountable for quality of services they provide, Chief Executives carry ultimate responsibility. The government also provides funding essential for research activity. Spector (2004) refers to evidence-based practice as being rigorous and time-consuming involving selection of all research done in an area, analysis and synthesis developing integrative reviews termed within the literature as a systematic or meta-analysis reviews (Renfrew 1997, University of Minnesota 2005). Completed reviews are available to taking some of the pressure of us; the Cochrane database has a wide range of these. Behi (2000) and Mcsherry and Haddock (1999) relate to clinical practice standards and guidelines produced by the N.M.C, R.C.N and local Health Authorities systematic review, recommendations and policy statements based on best evidence agreed by experts. There are also systematic reviews published in research journals and by the National Clearing House. Clinical appraisal is crucial in ensuring practice is evidenced based involving asking a clinical question related to practice and finding the research and literature to answer it, appraising evidence and deciding on its relevance and validity before applying findings to practice and evaluating effectiveness (Behi 2000 and McSherry and Haddock 1999). Castledeine (2003) refers to this as a three-stage process producing the