The Personality of Macbeth :: Macbeth essays

The Personality of Macbeth Macbeth is first presented as a mature man of definitely established character, successful in certain fields of activity, and enjoying an enviable reputation. One must not conclude that all Macbeth's actions are predictable. Macbeth's character is made out of potentialities and the environment, and no one, not even Macbeth, can know all of his inordinate self-love. Macbeth is determined by a desire for temporal and mutable good. Macbeth is driven in his conduct by an inordinate desire for worldly honors; his self emulation lies in buying golden opinions from all sorts of people. One must not deny Macbeth a human complexity of motives. For example, his fighting in Duncan's service is magnificent and courageous. Macbeth also rejoices in the success that crown his efforts in battle. Macbeth's services are also for his own glory. Macbeth says, "The service and the loyalty I owe, In doing it, pays itself." While Macbeth destroys Duncan's enemies, such motive work but are obscured in his consciousness by more vigorous urges. Macbeth by nature violently demands rewards. Macbeth fights courageously so he may be reported as a "valor's minion" and "Bellona's bridegroom." Macbeth values success because it brings fame, new titles, and royal favor. As long as these mutable goods fulfill his desires, which is the case until he covets the kingship, Macbeth is an honorable gentleman. Once Macbeth's self-love demands a satis faction that cannot be honorably obtained, he employs dishonorable tactics to gain his selfish desires. As Macbeth returns victoriously from battle, his self-love demands recognition of his greatness. The demonic forces of evil that drive Macbeth, symbolized by the witches, suggest to him to obtain the greatest mutable good he has ever desired, the kingdom. The witches observe Macbeth's expressions to understand the passions that are driving his dark desires he is so valiantly attempting to suppress. The witches predict Macbeth will be king. The witches can not compel Macbeth to do evil deeds, but they can use Macbeth's desire to become king to pervert his judgment of reason to corral him to choose temporal good. Macbeth's imagination and passions are so vivid under these evil impulses that "nothing is but what is not." Macbeth's reason becomes so impede that he judges, "These soliciting cannot be evil, cannot be good." Still Macbeth is provided with so much natural good that he is able to control his imagination and decide not to attempt any act that involves criminal actions.

Boston Teaparty :: essays research papers

Boston Teaparty In 1773, Britain's East India Company was sitting on large stocks of tea that it could not sell in England. It was on the verge of bankruptcy. In an effort to save it, the government passed the Tea Act of 1773, which gave the company the right to export its merchandise directly to the colonies without paying any of the regular taxes that were imposed on the colonial merchants, who had traditionally served as the middlemen in such transactions. With these privileges, the company could undersell American merchants and monopolize the colonial tea trade. The act proved inflammatory for several reasons. First, it angered influential colonial merchants, who feared being replaced and bankrupted by a powerful monopoly. The East India Company's decision to grant franchises to certain American merchants for the sale of their tea created further resentments among those excluded from this lucrative trade. More important, however, the Tea Act revived American passions about the issue of taxation without representation. The law provided no new tax on tea. Lord North assumed that most colonists would welcome the new law because it would reduce the price of tea to consumers by removing the middlemen. But the colonists responded by boycotting tea. Unlike earlier protests, this boycott mobilized large segments of the population. It also helped link the colonies together in a common experience of mass popular protest. Particularly important to the movement were the activities of colonial women, who were one of the principal consumers of tea and now became the leaders of the effort to the boycott. Various colonies made plans to prevent the East India Company from landing its cargoes in colonial ports. In ports other than Boston, agents of the company were "persuaded" to resign, and new shipments of tea were either returned to England or warehoused. In Boston, the agents refused to resign and, with the support of the royal governor, preparations were made to land incoming cargoes regardless of opposition. After failing to turn back the three ships in the harbor, local patriots led by Samuel Adams staged a spectacular drama. On the evening of December 16, 1773, three companies of fifty men each, masquerading as Mohawk Indians, passed through a tremendous crowd of spectators, went aboard the three ships, broke open the tea chests, and heaved them into the harbor.As the electrifying news of the Boston "tea party" spread, other seaports followed the example and staged similar acts of resistance of their own.

Development through the Implementation of Physical Activity to Patients Suffering from Mental Illness.

Introduction Efficient delivery of care is the essence of nursing. Being a successful nurse revolves around the capability to deliver care which contributes to the wellbeing of the patients (Barker, 2005). In exploring the efficient delivery of care to patients suffering from mental illness, this paper consists of two parts. Part One outlines the practical and theoretical aspects of my chosen Service Improvement Initiative, and Part Two focuses on my personal development plan. The Service Improvement Initiative outlines a plan that strives to create a healing environment through the use of mental and physical activities, from sports to board games as a means of providing nursing care to patients. Apart from the medical aspect of this initiative, I will also analyze the theoretical aspects of health care to determine the professional role of nurses in providing care and support that aims to contribute to the wellbeing of patients. Additionally, I intend to discuss the importance of harnessing leadership qualities, management and communication skills of nurses in order to provide high-quality patient care. Mental Health and Physical and Mind Activities In the course of my observations in a psychological ward for adolescents aged 10-17 years, I noticed that there are very little, if any, physical activities such as sports (table tennis, basketball, snooker, etc.). However, over the years, an overwhelming wealth of evidence from nursing practice and research has clearly demonstrated the benefits of such activities (Hainsworth, 2006). Researchers have established that physical activity promotes physical health and brings about physiological benefits (Department of Health, 2004b). For example, Benloucif (2004) found that daylight exercises significantly improve neurophysiological performance and sleep quality especially when they emphasize extensive duration rather than intensity. However, not only does physical activity lead to physiological benefits, but it can also generate psychological benefits such as empowerment of patients and reduction of boredom, which in turn improve clinical outcomes (Ainsworth, 2006). Another major benefit of physical activities in hospitals and wards is the creation of a social environment in which patients thrive (Frost, 2010). For example, physical activities allow service users to socialize and engage in light conversations without showing aggression towards each other (Briles, 2005). Over time, patients will learn the importance of effective communication with other people, the purpose of staying at the hospital/ward, as well as the advantages of participating in decision-making and different activities (Wilkes-Whitehall, 2004). This is particularly important for patients who are vulnerable and are in need of re-establishing their social skills in a controlled environment, such as adolescents suffering from mental illness. In fact, research has demonstrated that a warm and supportive social environment is an important factor in the etiology of mental illness, but also in the therapeutic healing process (Cohen, 2004). Physical activity, such as exercise and sports, has also been found to generally improve mental health conditions, such as anxiety, depression and general wellbeing (Schmitz, 2004). According to Strohle (2009), sports and exercise can moderately reduce anxiety and depression in mentally ill persons. Martinsen (2008) has also demonstrated that some activities (e.g. resistance, aerobic) can prevent the risk of depression. Goodwin (2003) reported the low scores of depression among adolescents as a result of engaging in exercise. Drawing on a large sample of 8,098 adolescents and adults from the ages of 15-54, Goodwin (2003) found that individuals who regularly kept themselves physically active were less depressed. Other researchers (Penedo & Dahn, 2005) have further supported the claim that exercise may be associated with therapeutic benefit among individuals with major depressive disorder. Moreover, the majority of cross-sectional studies have showed that an improved cognitive performance is related to physical fitness (Callaghan, 2004). There are implications of these findings. For example, patients who frequently engage in physical activities may become much more open to considering alternative therapies and treatments. Aside from their physiological benefits, those who participated in this exercise-therapy also showed a generally more resilient and healthier psychological state. In fact, it is well-documented that physical activities and exercise are vital in strengthening self-image and self-esteem in all age groups, especially among children and middle-aged adults (Folkins & Sime, 1981). Research has demonstrated that people who participate in physical activity have an improved self-image (Elavsky et al., 2005). As self-image is an important factor in helping patients to be less vulnerable during social re-integration, clinical outcomes are improved. Additionally, Kirkcaldy, Shephard, and Siefen (2002) presented evidence that participating in physical exercises alleviates social withdrawal, low self-esteem, and depression which are the negative symptoms of schizophrenia. Taking the above-mentioned case studies as well as other relevant literature together, it is clear that there is considerable evidence showing that physical activity through exercise and sports is effective in improving the mental and physical conditions of mentally ill service users. These physical activities promote better life quality via boosting self-esteem, reducing anxiety, improving mood, sleep and resilience to stress (Ekeland et al, 2009). However, further research is still needed to identify the effective exercise regimes and feasible delivery modalities for patients with varying illnesses. It is advised that activities that are any way strenuous or too rigorous would not be suitable for mentally-ill patients with cardiovascular conditions. Also, in order to prevent any form of musculoskeletal injuries, the duration and intensity of exercises should be increased gradually. It is therefore clear that a full assessment of patients must be carefully done by the appropriate medical practitioner before such activities are implemented (Richardson, 2005). Prior to outlining the Service Improvement Initiative, I will first outline the theoretical aspects that need to be considered when implementing a new initiative, and how these can be applied in practical terms. Theoretical Aspects In order to implement a service improvement initiative and effectively manage the changes that ensue, a clear understanding of theoretical aspects must take place. In this paper, the theoretical aspects will be drawn from John Kotter’s model and Pender’s Theory of Health Promotion (1996). In the former model, Kotter’s eight distinct phases will be organized into three broad phases: 1) creating a climate for change; 2) engaging and enabling the whole organization; and 3) implementing and sustaining change (Campbell, 2008). In the latter model, an action can directly motivate the behaviour of others through an extensive and rigorous plan of commitment from which the expected benefits will result (Pender, 1996). This author will examine theoretical aspects such as change management; accountability and responsibility, leadership and management skills, and professional/inter-professional collaboration. The first phase will focus on the importance of urgency, the building of guiding teams and getting the vision right. In fact, it is particularly important that a multi-disciplinary team has a sense of urgency in achieving the programme’s aims. The team must possess four main skills as highlighted by Campbell (2008): up-to-date knowledge about the necessary changes, an ability to justify and add credibility to the changes, awareness of any relevant knowledge on the changes and a sense of leadership in carrying out the changes. Moreover, the vision of the team must be summarised into a short-statement that encapsulates the goals of the initiative. Thus, in the case of the service improvement initiative, it is pivotal that the team of nurses and other staff has exposure to the benefits of physical and mental activities. This can be achieved through a day of seminars given by external scholars and practitioners, as well as take-away booklets and handouts that emphasise the need fo r integrating physical activity into healthcare. The second phase involves communicating the proposed changes that will enable action to take place. On the communication of the proposed changes, it is vital that all individuals involved in the initiative are completely knowledgeable about the changes that are being proposed. There must be a constant dialogue among the people involved to ensure that all parties are kept in the loop (Campbell, 2008). In fact, a clear communication strategy is also important for raising sufficient funds for a server improvement initiative. In order to garner both emotional and financial support, it is imperative that the short-term and long-term benefits of a service improvement initiative are communicated. For example, in the case of the service-user initiative for improving physical activity, the importance of improving the patient experience and the overall clinical outcome needs to be emphasised. Finally, the third phase highlights the importance of keeping a momentum when implementing change By creating a drive and motivation amongst employees, it becomes necessary to ensure that change does not become institutionalized but is a forward-looking process (Campbell, 2008). According to Kotter, â€Å"culture change comes last.† In other words, when change has been successfully implemented for a certain period of time, that is when attitudes and opinions change. In light of this, one would expect that it would take a certain amount of time for the service user initiative to become rooted in the culture of the health-care community. Other important theoretical aspects that also need to be discussed include accountability and responsibility. It is important that each member of the multidisciplinary team, in particular the nursing staff, are vigilant in maintaining both accountability and responsibility. In this case, responsibility is equivalent to the duty of care in law. This applies to all nursing tasks, from simple things such as bathing a patient to complex ones such as surgery. There is a certain degree of risk in any nursing task. When practitioners accept responsibility to perform a task, they must ensure that they accomplish it with competence and at least to the accepted standard (Scrivener, 2011). Accountability is commonly defined as â€Å"an inherent confidence as a professional that allows a nurse to take pride in being transparent about the way he or she has carried out their practice† (Caulfield, 2005, p.24). This reflects the positive aspect of accountability and puts focus on the development and demonstration of competence in practice (Scrivener, 2011). The Nursing and Midwifery Council (NMC, 2008) states that all nurses are accountable for their own actions in practice. As the last few years have seen a rise in litigation for nurses (Diamond, 1995), accountability can be a source of anxiety for nurses. It is therefore imperative that nurses follow strict protocols and guidelines, verifying when unsure and being constantly alert to new situations and information. In relation to responsibility and accountability, according to the NMC, nurses must always ensure that they take complete responsibility for their actions, and always act in according to what is agreed with their patients, their families and carers, and in line with the laws of professional health bodies (Scrivener, 2011). Given these guidelines, in my service improvement initiative, I will ensure that the appropriate responsibility is handed to managers and nurses. Whilst the manager will be ultimately accountable and oversee and be the primary point of contact regarding the actions of the nurses and other staff, there will also be others responsible such as administrative staff. It is therefore essential that there are good management and leadership practices in place so that nurses should have to achieve the proper provision of health care. Another important theoretical aspect to consider is the importance of managing in order to achieve the goals of an organization. Thomas and Worley (2009) describe management as a process of coordinating actions and allocating resources to achieve organizational goals. Similarly, Hersey and colleagues (2001) explained that management is a way of working with and through individuals and groups to accomplish organizational goals. The researchers identified management as a special kind of leadership that concentrates on the achievement of organization goals. Koontz and Weihrich (2008) stated that management is the process of organizing and maintaining an environment in which individual working together in groups efficiently accomplishes selected goal or aims. In application to nursing profession, Sullivan and Decker (2011) define management as the abilities to plan, manage, organize and deliver care. It includes the process of discovering a good way of caring for patients. The goals of the service improvement initiative must therefore be clearly structured and outlined to ensure that both individuals and groups can work towards the initiative’s aims which are to improve the quality of patient care. Leadership may be defined as the ability to direct and influence the task or activities of the members of a group in its efforts to achieve certain objectives (Huczynski & Buchanan 2007). These authors further define leadership as the process of influencing the activities of an organized group in its efforts towards creating an environment focused on goal achievement. Mullins (2007) stated that leadership is a relationship through which one person influences the behavior or action of other people. According to Gopee and Galloway (2009), the key elements of leadership are leader’s personal characteristics, interpersonal relationships, team working and being a role model. They also identified four styles of leadership which include autocratic, democratic, laissez-faire and bureaucratic. In the context of nursing, Sullivan and Garland (2010) list many leadership and managerial skills required from a nurse. These skills range from the initiation and implementation of change, criti cal thinking, problem-solving, effective communication, time-management, appropriate delegation, budgeting and allocating resources and understanding power and politics. In the service improvement initiative, it is therefore important for nurses to acquire both leadership and management skills to be able to function effectively (Marquis and Huston, 2009). In fact, Barr and Dowding (2008) explained that management and leadership skills should be integrated in order to provide high-quality care to the patients. Finally, another critical element for a successful implementation of the service improvement initiative is a culture of â€Å"inter-professional collaboration†. The World Health Organization defines inter-professional collaboration as a process in which â€Å"multiple health workers from different professional backgrounds work together with patients, families, carers, and communities to deliver the highest quality of care.† An expert panel of Inter-professional Education Collaborative (2011) defines inter-professional competencies in health care as â€Å"integrated enactment of knowledge, skills, and values/attitudes that define working together across the professions, with other health care workers, and with patients, along with families and communities, as appropriate to improve health outcomes in specific care contexts†. In the context of the service improvement initiative, a panel of inter-professionals will be involved from the first day to actual implementa tion to ensure that the highest quality of care is given to patients. The Service Improvement Initiative To improve the nursing services in the ward, I plan to execute a six-month program involving 10 adolescent patients from the ages of 10-17, from the psychological ward. Patients will be invited to partake in a range of physical activities, such as exercise and sports, as well as mind games. The overall aim of this initiative is to establish whether such activities have any effect on the behavior or wellbeing of patients. A secondary aim of the initiative is to explore various aspects of the delivery of care, taking into consideration the different theoretical aspects of the nursing practice. The budget will be need to be closely decided in liaison with the manager to ensure that there is sufficient funding for purchasing the sport equipment and the personnel for facilitating and monitoring physical activities. Although the programme is to be conducted in a normal hospital setting, funding will also need to be allocated for the services of the experts and all the administrative and logistical aspects of the initiative. Whilst as a nurse, I can initiate the set of activities for patients, I will need to draw on the assistance and expertise of other medical practitioners for the intervention to be successful. It will also be necessary to set up a multidisciplinary team that will aid in the implementation and completion of the initiative. Team members will be psychiatrists, physical therapists, mental health practitioners, and other experts. It is particularly important to draw on the expertise of a Physical Therapist as it is essential to determine the capabilities of mentally ill individuals when it comes to engaging in physical activities. Psychiatrists also play an important role in assessing the clinical outcomes of patients within a certain time-frame. Given previous research on the risks of physical activity for mentally ill patients (Richardson, 2005), careful considerations shall also be made to ensure that the types of physical activity will depend on the psychological condition of the patient and all physical activities will be limited to light exercise and light sports, such as table tennis. The assessment of the clinical outcomes of the service improvement initiative for adolescent patients will take place on a weekly basis. The assessment criteria will be decided by consulting experts and mental health practitioners. The amount of exercise given in the following week will then depend on the clinical results of the patients at the end of the week. This allows a continuous assessment of patient improvement. It is important to note that the proposed initiative may face a number of challenges. These challenges include the specific culture of a workplace in which some staff may oppose the change, funding costs, fear of increase in work load amongst nurses and a subsequent increase in staff anxiety level (Paton and McCalman, 200; Sharma, 2008). Professional Development Plan Introduction In this section, I will focus on one of the aspects of my personal development which I intend to concentrate on within the first six months of registration. In my personal development plan I will explore my strengths, weaknesses, opportunities and threats (SWOT) and write an action plan that is specific, measurable, achievable, realistic and timely (SMART). Using the reflective tools and SWOT analysis (Appendix B), I have identified my strengths, weaknesses, opportunities and threats, One of the main areas of expertise where I see the weakness and where I would like to see improvements in my knowledge and abilities in the management of medications. Being a nurse does not only require clinical skills but also good leadership, management and communication skills that are learned from practice. Action Plan Administration of medicines is a key element of nursing care. Drug administration is one of the major parts of the nurse’s clinical role. Although doctors traditionally take control of prescribing medicines, a registered nurse does have primary responsibility in administering the correct dosage of medicines. Nurses are responsible regarding the preparation of medicine, verifying and checking appropriate medication, monitoring the effectiveness of treatment and in certain cases, reporting any adverse drug reactions. Given research findings that patients do not always receive the correct medication at their drug rounds, nurses must be vigilant in ensuring appropriate medicine management (Andalo, 2006). However, there has been evidence that medicine management has not been given considerable priority by health care services, and that it is commonly excluded from pre-registration training or in practice (Snowden, 2011). The development of competency in medicine management requires an explicit academic component is present. This is particularly important given recent failures such as those highlighted in Francis Report (Wright, 2013). In this report, Robert Francis revealed the failure among nurses and healthcare assistants to feed patients and give them the basic elements of care such as dignity and respect. Initiatives to combat such behaviour in the future included holding nurses personally and criminally accountable, as well as holding hospital boards responsible should they fail to ensure that all patients are receiving high quality care (Wright, 2013). As I am a student who is in the transition period to a staff nurse, I am aware of the changing responsibilities and accountabil ity that are inherent to being a nurse. Personal Development Plan Nagelkerk (2005) highlights the importance of setting and identifying goals that are intrinsic to your personal development, as it allows you to reflect on your practice and also highlight your strengths and weaknesses, which gives you the opportunity to initiate and implement change. With this in mind, I plan to draw on Snowden’s â€Å"clusters on essential skills for medicine management†. This is relevant to the current service improvement initiative as it highlights the need for newly registered nurses to be completely briefed on patient history and able to responsible administer medicines (Snowden, 2011). Moreover, I will draw on the SMART (Specific, Measurable, Achievable, Realistic and Time) bound framework to set a time scale for my action plan. I will also draw on Snowden’s clusters on essential skills for medicine management as it is a parsimonious model that allows me to evaluate educational needs and professional development. During the first month of the programme, I will ensure that I am completely knowledgeable of the commonly administered medicines that the patients are taking, their actions and side effects. I will do this by liaising with doctors and psychiatrists, and also attending weekly ward rounds. Within the second month, I intend to increase my confidence when it comes to managing my medication round effectively using the eight rights checklist: â€Å"right medication†, â€Å"right patient†, â€Å"right dose†, â€Å"right time†, â€Å"right date†, â€Å"right route†, â€Å"right preparation† and â€Å"right documentation† (Morgan, 2000). I will also develop my knowledge of pharmacology such as the interaction of medicines with different systems of the body. In the third and fourth months of training, I will build up my knowledge on the necessary techniques for administering medicine. I will attend a series of sessions on medicine management as well as observe trained professionals. This is in line with research that nurses must constantly build their body of knowledge and develop their professional skills (Burton & Ormrod, 2011). The fifth and sixth months will focus on the application of the knowledge I acquired. This is where safety management, administration and monitoring of drugs come in. I will practice my skills in ordering medication, their storage and disposal of used medication. I intend to keep a reflective diary about all that I learnt from my own experience and experience of colleagues. The support and assistance of an experienced professional is very important and vital for a newly qualified nurse to gain confidence and practice effectively (NMC, 2008). With the right support and guidance from experienced colleagues, I should be able to manage medications safely and effectively. This will greatly enhance my professional confidence. Having clearly identified my goals and assigned a time limit to achieve them will help me to monitor my progress. I will work hard to make sure that my goals are achievable within the clinical setting. Conclusion Over the course of this paper, it has become clear that the responsibilities of a newly registered nurse are vast. The transition from a student to a nurse is not without its challenges and requires continuous training, support and guidance. To ensure that I am progressing in my knowledge of nursing, I will constantly engage in evaluations and assessment of my learning. For example, I will verify my learning in accordance with the standards of the Nursing and Midwifery Council. APPENDIX A Service Improvement Activity Notification Proforma Details of service improvement project/activity: The main aim of the Service Improvement Initiative is to provide physical activity to mentally ill adolescents aged 10-17 years. The initiative will assess the clinical outcomes following the physical activity intervention, as well as the development of nursing skills needed for the efficient and effective delivery of care. Reason for development: Based on my observations in a psychological ward for adolescents aged 10-17 years, there are no opportunities to be involved in activities such as sports (darts, snooker, etc.). These activities are proven to provide multiple benefits to the service users, both in terms of physical fitness and mental health. Time spent on the project/activity: The program will take place over a span of six months. Resources used: There are a number of resources needed for this initiative. Resources include sufficient funding for paying for the services of team members and experts, as well as a range of sporting equipment, such as table tennis tables. Who was involved: A multidisciplinary team consisting of a group of nurses a physical therapist, psychiatrists, mental health practitioners, and other experts will be set up. Future plans: The initiative will be implemented in six (6) months. It is hoped that the program will become successful and beneficial for the service users and the multidisciplinary team. APPENDIX B Strengths  ·Good communication skills,  ·Good team player  ·Positive attitude  ·Good interpersonal skills  ·Motivated and enthusiastic  ·Responsible Weaknesses  ·Assertiveness  ·Medicine management skills  ·Professional boundary issues Opportunities  ·Access to training  ·Learning from other members of inter-professional team.  ·Education, development and research  ·Effective supervision  ·Effective feedbackThreats  ·Lack of time  ·Staff attitude on ward  ·Staff shortage  ·My inexperience APPENDIX C Objective 1. Improve my knowledge of medication management. Where I am now Insufficient knowledge about medication. Goal To become competent in medication management. Action plan Read British National Formulary Check NICE guidelines on medication Work with colleagues on the ward. Administering medication regularly with supervisionTime 2 weeks 1- week 1- week continuouslyEvaluation Self-evaluation and evaluation by experienced professionals 2. Develop good knowledge of NICE guidelines on medication and current government policies on medication.Insufficient knowledge of NICE on medication management.Competency and ability to practice independently.Read through NICE guidelines on medication (internet, Nursing publications) Administering medication regularly with supervision. 2-month.Self- evaluation and evaluation by experienced professionals 3. Attend training on medication. Insufficient knowledge of certain medicinesGood knowledge about drugs, their use, dosages and side effectsAttend training and seminars on medication 4-monthReflects on the experience gained, discuss with mentor 4. Develop confidence in ordering medication, organising its storage and disposal. Inadequate knowledgeAbility to practice with confidenceActively participate in the daily running of the ward 6-monthEvaluation by mentor and reflecting on practice REFERENCES Andalo, D. (2006). Medicines management in English care homes: a grim and chaotic picture. 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Account Supervisor

The print ad was slapstick and only located on their blob, but blew up Like wild fire. People rewetted their post on Twitter, and before I knew It, every social network I had was buzzing with the news. About the consumers that this advertisement targets. Determine how the ad is using these perceived assumptions to evoke a consumer response. In my many years of graphic design and advertising experience, I have learned that sometimes less is more. For this particular business they pride themselves on being different, taking different approaches but staying modest at the same time.Being part of their community as much as possible and supporting local fashion shows, new up and coming underground artists, hosting events at their store. This two-brother management team knows how to stay true to their brand by exposing themselves in subtle ways and building long lasting sincere relationships. The one thing all Pittsburgh people have in common is the fact they are all die hard sports fanatic s. What better way to bring a community together, than by using the symbolic Pittsburgh area code, in the black and gold color way.James Neal is in the public eye on and off the ice but has become an iconic Pittsburgh Penguin hockey player. The collaboration of the hockey player and Superheroes was no gamble for success. The ad was released last year before the playoffs and every sports fan whether or not they were a dedicated consumer, instantly became interested in the little store named Superheroes. â€Å"Consumers are becoming so savvy that tillers simply can't settle for anything less than perfection in all aspects of the business. The onus is on companies to give consumers what they want and deserve.Technology and culture have aligned to create a perfect opportunity for consumers to drive a new era in retail, one in which they have the chance to support brands that they believe in. Companies that have heart can rise to the top. † (Winthrop, fascinations. Com) 3. Determi ne at least one (1) consumer group that the ad excludes, and provide a rationale for why the ad would not appeal to the group(s) that you have identified. Anyone not a Pittsburgh sports fan and/or from the city of Pittsburgh wouldn't know the meaning behind the number on the shirt. Consumer groups often include hundreds or thousands of members, often connected via the Internet, that share common concerns about a marketplace. † (http://smelliness's. Chronic. Com) However, when a successful product is introduced to the sport market, this opens a whole new window of opportunity. Sports Teams and large retailers could eventually buy a small company like itself out, giving everyone in the nation an opportunity to arches a logo tee by placing it in the lime light. 4.Evaluate this advertisement and its relationship with cultural values (I. E. : determine if the ad is designed to emphasize a set of values or if it is designed to change a cultural value in society). The ad is emphasizi ng Pittsburgh cultural values by creatively intertwining two resources that support and represent their city. â€Å"When you communicate across a multicultural work force, it's important to respect each other. You have to be very sensitive to difference and then you will get better exults. I like to talk with images.

Dttls Assignment Essay

Unit 4: Theories and principles for planning and enabling learning In modern day teaching, the onus is shifting further and further away from teacher dictated methods of educational delivery, to methods that ensure the learner is placed at the heart of teaching, and every individual within the classroom is considered and catered for. Advances in technology available to teachers has contributed to a broadening of teaching styles, but this has mainly come about through the need to differentiate teaching more effectively and break down the barriers that exist between teacher and learner. Engaging every learner is a difficult task and requires the teacher to have a plethora of knowledge of teaching methods and theories. Learners may differ in terms of age, gender, ability level, communication skills, confidence, learning styles and many other factors. The job of the teacher is to ensure these factors do not hinder individual learning and that success and achievement within the group is widespread and at a high level. Planning and implementing learning is paramount to this process. To effectively plan and deliver to diverse and varied groups of students, teachers can draw upon a number of teaching theories and principles put forward by educational academics. Theories of teaching and behaviour are themselves, in general, varied and diverse in the way they approach the dissemination of learning and the bringing about of desired responses. Similarly, different theories of communication have been put forward that document methods through which we as teachers can effectively converse with our students. All of these theories can provide a vital insight or tool for teachers to improve their practice and ultimately promote inclusive learning for all students. Many examples of different teaching theories are evident across academic literature. Examples of these include Classical and Operant conditioning, Kolb’s learning cycle, Gagnes 9 events of instruction, Maslow’s Hierarchy of Needs and Knowles’ Pedagogical and Andragogical approaches. An example of a communication theory is Berne’s (1970) transactional analysis. It is concerned with ensuring that control and understanding occurs through ommunication between groups or individuals. Berne believes that transactional analysis represents â€Å"a theory of social intercourse and used it to help people understand and improve their behaviour towards others† (Huddleston & Unwin, 1997, p115). This theory also suggests that communicating effectively will directly impact on success, motivation work rate and b ehaviour through increased understanding of the nature and demands of a task or the content of the message itself that is being communicated. If we also also consider the effectiveness of communication in the classroom and relating theoretical concepts, i. e. ehaviourist and humanistic theories, these have some distinct differences which affect greatly the approaches and techniques adopted by teachers. Behaviourist theories suggest all behaviour is ‘learned’ or that these theories bring about a recognisable ‘change’ in behaviour (Armitage, 2003). Examples of Behavioural theorists include Pavlov (Classical conditioning), Thorndike (Operant conditioning), Skinner and in terms of early behaviourist studies, Watson. These theorists along with others have over the past 100 years put forward a number of different behaviourist theories that are concerned with changing or ‘conditioning’ behaviour. Classical conditioning was pioneered by Pavlov who looked at learning by association. His famous study involved the use of dogs as a medium to facilitate associative learning. Pavlov rang a bell every time a dog was to receive food, the presence of food elicited a saliva response from the dog, which over time it associated with the sound of the bell. After a period of time, the stimulus of food was no longer produced, but the dog continued to salivate at the sound of a bell, as it now ‘associated’ this behaviour with the onset of a meal. Classical conditioning essentially elicits a reflex and an association is formed (Artmitage, 2003; www. learning-theories. com). Operant conditioning is a theory put forward by Thorndike. This theory waits for a desired behaviour to occur and then rewards it. It builds somewhat on the work done by Watson regarding trial and error learning. Perhaps the most prominent or influential behaviourist work is that done by Skinner. Skinner adopted an operant approach to behaviourism and famously conducted experiment using rats in specially designed boxes. Skinner’s ideas revolved around the presence of a reinforcer to cause a desired behaviour to be repeated. This could be in the form of a primary reinforcer (a basic need like food) or a secondary reinforcer (such as money or praise). In the case of his rats, Skinner effectively trained them to pull certain levers to release food. Initially, the release was accidental but after a while, the rats learned to associate the arrival of food with the pressing of a lever. Skinners work revolved heavily around the need for reinforcement, reward, punishment and feedback. The scheduling and delivery of these things was also important to Skinner who suggested the timing of something like a reward was paramount to its success at brining about long term changes in behaviour. Similarly, he suggested giving punishment should occur immediately after the event in question and in a consistent manner. Also, it was skinner who introduced the concept of successive approximations – small steps towards a desired behaviour (Artmitage, 2003; www. learning-theories. com). Humanistic theories of learning are much more concerned with the individual themselves than the behaviour. Maslow identified a Hierarchy of Needs which he believed outlined the basic requirements of all individuals Figure 1 – Maslow’s Hierarchy of Needs (www. talkingtails. files. wordpress. com) Both humanistic and behaviourist theories have a huge application in the delivery of teaching and learning. In the curriculum area of Public Services, evidence of the use of both theories is apparent across different subject areas. Operant conditioning is embedded widely across public service lessons. This occurs on many occasions where praise is used within a fitness session to reinforce good performance. Primary reinforcers are also often used, for example, excellence certificates sometimes act as a tangible reward for students who perform well in strenuous task such as fitness testing. When coaching exercise techniques in the gym, classical conditioning is used to develop the desired response of good form. For example, when learning to perform a squat, the learner must bend their knees to a 90 degree angle. This is taught by putting a bench under the learner so that when they feel their posterior touch the surface of the bench they know to begin the upward phase of the lift. At the point of touch, they will be encouraged to reverse the process. Over time, the bench is removed from the lift but the learner still remembers the motion. Punishment is often used to discourage certain behaviour. For example, at South Devon College if a student is rude in a lesson they are given a set amount of press ups to do. Whilst punishment is deemed less effective than a positive reinforcement strategy, the section have a consistent and department wide policy towards distributing press ups which contributes to making this a more effective way to manipulate behaviour. Humanistic approaches such as Maslow’s Hierarchy of Needs are also evident within the curriculum, looking at developing individuals through agendas such as Every Child Matters and through the departmental tutorial process. The teamwork and overall nature of the course is also a particularly effective medium for learners to progress through the top two stages (esteem and self actualisation) of the hierarchy. Inclusive practice is something that all teachers are ultimately striving for. Within the curriculum, inclusive practice is complicated by the both theoretical and practical element of the subject area. A teacher must look to facilitate learning for those who are academically able, practically gifted and also attempt to integrate the study of theory and practical to enhance learning as a whole. Computer based learning, for example, is common place on all courses, and although often difficult to facilitate in all subjects, such as outdoor activities, the needs of the learner and future employer is paramount. The Uniformed Public Services today use computer systems, including email, online study, and specific service systems such as Wotan, on a regular basis and so it is vital that learners are prepared for this. This also helps out those learners who may struggle with putting pen to paper. Much of what the Public Services do is very practical and so as much as possible I try to embed a practical way of delivering the course specification. For example, team building activities using equipment outdoors. This enables some learners to shine as they are more practically minded. However, an indoor table top scenario does the same job, but gives learners with different learning styles chance to shine. Linking theory to practice is related to another teaching theory put forward by Kolb (1984). Kolb’s Learning Theory Kolb’s theory is ‘based on the assumption that people learn best by doing things then thinking about how they have done them, considering both the thoughts, feelings and perceptions which emerged during the experience’ (Harkin et al. 200, p42). This makes the process of learning more efficient, relevant and enjoyable. It also promotes inclusive practice with all three learning styles (Visual, Auditory and Kinaesthetic) being catered for effectively. The nature of our learners has a significant influence on the techniques and theories we implement in the preparation and delivery of lessons. In my own teaching practice, I have exposure to both adult and child groups. This difference in age groups has a big impact in how I teach and communicate with these groups. This is linked to Knowles’ (1970) theory of Pedagogy and Andragogy. These two states relate to the differences associated with teaching these varying groups. Effective communication is required throughout all levels of teaching. Transactional analysis is strongly linked to communicating and giving feedback and reflects the way we use our voice (in terms of tone, pitch, volume and content) to relay information to our students. The way this is done will affect whether a student understands a task and understands the nature and direction of the feedback. Within pastoral support mechanisms, teachers often undertake one on one tutorial discussions with students. Depending on the situation and the learner, the teacher may adopt one of the 3 ego states (Parent, Adult, and Child) in order to most effectively converse with the student. The ego state may also change over the course of the tutorial process as the teacher gets to know the learner more. Within the classroom, communicating with learners in the form of feedback allow them to understand if they are being successful or not achieving and what they can do to improve. As teachers, it is essential we have the ability to adopt the correct ego status for the situation but also to consciously manipulate the interaction of ego states between teacher and learner. Doing this involves manipulating our own tone of voice and delivery of information and also encouraging certain behaviours and attitudes amongst our students to allow them to best understand what is being said to them. In Public Services, when feeding back to a student on their performance in a practical session, a teacher may look to switch between the adult and parent ego states to best deliver positive and negative comments to a learner. Currently I teach a subject that is well within my comfort zone, particularly as a serving member of Her Majesty’s Forces, where I can relate much of my teaching to my current role. However, I am acutely aware of the need to teach and develop my own core skills in literacy, numeracy, language and ICT. To progress in a career in the Public services, it is vital that these core skills are maximised. As mentioned previously, the ICT is developing in all aspects of our lives and as a teacher, I feel this is an aspect where I maximise my potential. My own literacy and language is adequate for the subject matter that I teach, but would be limited I believe if I were to teach another core subject. My use of voice and body language overcomes many of my shortfalls when addressing learners but may not be appropriate in other subjects. Numeracy is my weakest area and as such my teaching reflects this. As a teaching group we play to our individual strengths and so the subjects that I teach have limited numeracy base. However, this is an area that I am conscious of and it does need to be addressed. As a teacher, I teach across a range of courses from Level 1 to Level 5 and with groups ranging from 15 years old to adult learners. This necessitates that I employ a range of teaching strategies and adopt a range of learning theories to best accommodate for all my students. I feel one of my particular strengths is my adaptability to work effectively with these diverse groups and adopt different ego states through which to control these groups and facilitate their learning. Sub consciously, I feel for a long time I have been utilising many of the learning theories discussed in this assignment, however through recent further study I now feel much more confident and able to take what I perceive to be the most advantageous parts of these learning theories and implement them in my classroom. I believe a further strength of mine is to bring about certain behaviours or encourage those that are most appropriate within the classroom. Using operant conditioning ideology, I am quick to recognise and praise desired behaviour but am careful how and how often I deliver this reinforcement. Although I understand the limitations of punishment, I believe it has a place in the classroom and feel I am fairly competent at being consistent and fair with punishments/press ups. Feedback from learners is clearly an essential medium to assess one own teaching. With my adult learners I widely adopt a andragogical approach, allowing them a lot of freedom to learn in their own way. This is effective but often leads to a lack of feedback from learners in terms of how they are progressing and learning. I feel I could improve by embedding some more formative assessment methods into my andragogical style of teaching to allow for freedom within learning, but also actually more feedback for me from learners. This will ultimately help me see how they are doing, and also how I am doing in terms of teaching. For future development, I believe it is essential for me to continue to develop my use of Kolb’s ideas integrating theory into practice. This is something I believe to be essential, especially given the more practical/kinaesthetic orientation of the learners who study upon the course on which I teach. I also feel that I could benefit from more in depth investigation into the Skinner’s schedule of reinforcement linked to operant conditioning. I feel I am good at giving constructive praise but could improve by really analysing how I give feedback, especially in terms of frequency.

Fishermen occupational hazard Research Paper Example | Topics and Well Written Essays - 1750 words

Fishermen occupational hazard - Research Paper Example One does not have to be in the army alone to withstand bullets and scars but other jobs like fishing can also be hazardous to the person’s physical and mental health. This thesis revolves around the fishing industry and its hazards on the men who work in it, either privately or commercially. Fishing has been around mankind since it first caved the sharp tool out of stone. Hunting on the ground and on the water was one of the first sources of food for humans that walked the earth in the early days of mankind. Fishing has now evolved into a science, a very well organized business, having a hefty share in the global market. The report, keeping in mind the advantages, focuses on the side effects on the personnel which hold the flags of this very occupation called fishing. This occupation provides bread and butter to about 500 million people world wide (FAC, 2009). Fishing The term â€Å"fishing† relates to catching fish, or more appropriately put, catching aquatic animals. It has become a complete industry now, bagging a per capita of 21.8 Kgs (FAO, 2005). This occupation involves various kinds of fishing. The most common type of fishing done by fishermen to collect fish, as an occupation is done by use of a net, called netting. A huge net is used in catching fish. This occupation also involves storing the fish, packing it and shipping it to the markets or companies which in turn sell them to the common consumer. Every occupation has a set of tools required to complete or process the task at hand. Similarly there are some basic requirements for the fishing profession. Different people use different tools depending on the finances at hand. For example, third world countries still use the traditional methods of fish farming where as the developed countries have mechanized this profession just like they have brought machines in all aspects of life in the post industrial revolution era. The more the methods are of old school, the more danger it brings to the lives of the fishers, a point that will be time and again mentioned in this report. Primary Hazards for a Fisher People working this occupation have extremely high rate of fatality rate, especially for young persons under the age of 18. This is the foremost hazard of this occupation as nothing can be more brutal to a fisherman, than to lose his life while on the job. Fishers work in a very wild and unpredictable work environment and face-off with an alarming number of dangers on their jobs. One reason for this high rate is the weather of the seas. This is such a problem, which cannot be negated with the right training as the weather is an uncontrolled factor, especially when you’re on a vessel in the sea. There are no safe doors out of the storms, hence causing a lot of life lost in this profession. (NIOSH, 2001) In the time period of 6 years, 1992 to 1997, CFOI has claimed that 440 US fishers have lost their lives (NIOSH 2001). The fatality rate in these 6 years have bee n calculated to be 161.6/1000 workers. This accounts to the highest fatality rate among all occupation in the world in those 6 years (Fosbroke et al, 1997). Not only have the fishers at risk, the ship captains also had a certain high death rate compared to the captains that sail other kinds of shipping in the seas. Secondary Hazards for a Fisher Various factors are involved in forming the primary and secondary hazards in the fishing industry. Some of the factors are economic pressure in stiff fishing season, fatigue, lag in rescue

Is There a Hispanic Challenge to American Nationalism Essay

Is There a Hispanic Challenge to American Nationalism - Essay Example However lately it has been seen that the influx of Hispanics has increased in the region and this has ignited a debate between the multiculturalists and American nationalists. It is at this point that the nationalists argue that their culture and identity is being changed from what it was before when the protestants formed it. On the other hand the multiculturalists believe that the Hispanics are a part of the American culture and they are not harming the integrity of the American nationalism. In my view Hispanics are only giving a platform to the American identity through which they can flourish in a bilingual country. Their language and culture is being assimilated such into the nationalism that the original roots are still being revived. This essay would further revolve around the issue of Hispanic challenge to the American nationalism (Huntington 2004; Strum et al 2004). According to Huntington the culture of America was formed by the protestants and whites whereas with the large influx of Hispanics into the region this culture is seriously being challenged. He believes that the Americans do not ponder much on the issue of Hispanic immigration in the region but rather focus on the economic benefits that the Hispanic immigrants are providing the nation with. Huntington further argues that this can bring a challenge to the identity of America by forming two different cultures with two different languages. He argues that if the immigration of Latin Americans is stopped the wages of the U.S citizens itself can improve along with the original identity of the American nationals. Stopping them would not only allow to improve the policies of immigration but would also help the authorities to assimilate these immigrants into the American culture as it was previously. The Hispanic immigrants have increased so much in the south-western region that some schools in Los Angeles are slowly becoming Mexican as put by Huntington. Moreover with the rapid influx of these immi grants it is also seen that within no time the Hispanics would not have any incentive in learning the English Language. This can create differences between the American citizens and the immigrants and thus all these factors are put forward when discussing the challenge that the Hispanics pose to the American nationalism (Huntington 2004; Lowenthal 2004). On the other hand the proponents of Hispanic immigration have totally different views about the challenge that it poses to American nationalism. According to the proponents no such challenge is posed by the Hispanic population on to the American nationalism. According to consensus it has been seen that the Hispanic population has been largely dispersing into the assimilated neighbourhoods where they can easily get used to the new language and culture (Skerry 2005). The argument that the Hispanics don’t tend to learn English is denied by the proponents as they put forward the 2000 consensus in which it was found that the 50% o f the Mexican born immigrants only talked in English or knew how to speak in English very well. Similarly immigrants from Mexico have lived in America for years and it has been found that the coming generations are talking frequently in English. This clearly shows that the Hispanics are not affecting the language culture formed in the United States (Citrin et al 2007). The 2002 Pew National Hispanic Survey