Nesting and Matrescence as a Birthing Strategy

Nesting and Matrescence as a Birthing Strategy Critique of Walsh (2006) â€Å"Nesting and ‘matrescence as distinctive features of a free-standing birth centre in the UK. Introduction The provision of evidence-based midwifery care in the current UK maternity care setting is of high priority (Rosswurm and Larrabee, 1999). According to Kitson et al (2000) the implementation of research-derived evidence into clinical practice is mediated by the relationship between the attributes of the research in question, including the type and nature of the research evidence and its rigour and perceived quality; the clinical context or setting within which the research is applied; and the process of implementation and its effects on practice. Research evidence can inform individual aspects of midwifery care, midwives’ attitudes and knowledge, or even the design and development of midwifery services. While for many midwives and other healthcare practitioners there can be ongoing challenges in the practical integration of research evidence into their work and professional role (Rosswurm and Larrabee, 1999), the value of research still lies in its rigour, usefulness and the s pecificity of findings (Stetler et al, 1998). For midwives, use of research evidence also means they can better support women to make informed choices (Magill-Cuerdon, 2006), particularly about place of birth, whilst keeping up to date (NMC, 2004). This essay addresses the critique of a qualitative research study focusing on elements of birth centre midwifery care. Birth centres have emerged as a significant driver within the UK maternity model for bringing about better client satisfaction, better clinical outcomes and more alignment with normality in midwifery. They also represent the emergence of policy which is responsive to some aspects of women’s (and midwives’) choices (Beake and Bick, 2007). The articles were critiqued using a framework derived from the work of Rees (2003), and Cluett and Bluff (2003), due to their familiarity to the author and their ease of use. Both authors have a midwifery orientation, and while this critique has been informed by a range of nursing, midwifery and general research sources, it is good to retain a midwifery orientation for the process itself. Critique Title, Authors and Focus The title of the study is clear and relates to the findings of the research and its focus on birth centre practice within the UK locality and maternity services paradigm. However, it does not refer to the nature of the research, which would have allowed the reader to immediately identify the underpinning research paradigm. The author is a Senior Lecturer in Midwifery within the UK, within a Midwifery Research Unit. It would also have been useful to know what involvement the author might have had in the unit and how specialist their knowledge of the research location was, to judge, for example, if there is any potential for bias (Polit and Hungler, 1995). Literature Review The literature review is placed within the Introduction section of the paper, and presents both a rationale for the research and a placement within the historical development of policy and practice. The nature of the review here firmly places the paper within a midwifery paradigm by critiquing historical applications of evidence within quantitative or scientific paradigms, which focus on pathology (Walsh, 2006). Conversely, theorists define the UK maternity services spectrum as being founded upon an holistic paradigm promoting normality, natural birth, choice, control and client-centred care (Beake and Bick, 2007). Walsh (2006) orients the discussion towards international issues about intervention rates, and links the discussion to pace of birth. However, apart from this, there is very little critical evaluation of existing research within the topic area; rather the author refers to an earlier study to which he contributed evaluating quantitative research studies about free-standing birth centres (Walsh, 2006). The author also uses this section of the paper to define some terms and some of the focus of the paper. A more detailed research critique would have been appropriate here (Baker, 2006; Cutcliffe and McKenna, 1999; Gerrish and Lacey, 2006; Holliday, 2002). Research Methodology The author is explicit about having a qualitative approach, namely methodology, which is suitable for answering their research question (Walsh, 2006). The stated aim of the research â€Å"was to explore the culture, beliefs, value, customs and practices around the birth process within an FSBC† (Walsh, 2006 p 229). According to Cutcliffe and McKenna (1999) qualitative research methodologies can attempt to answer questions about clinical practice which may not be adequately addressed by quantitative research approaches. Ethnography is an established methodology for this kind of research, particularly relating to birth setting and to midwifery centred care, all well aligned with qualitative models (Rees, 2003) and theory generating research (Parahoo, 2006). The usefulness of research studies such as this may be linked to their ‘fit’ with the issues concerned, and also with how detailed and rich (not to mention informative) the data derived are (Kearney, 2001). Such r esearch also has the advantage of being more client-oriented (Parahoo, 2006). The methodology itself is outlined clearly and certainly suggests not only a deep grasp of the true meaning of ethnograpy but also the kind of depth of data it will produce (Baker, 2006). Sample The author defines clearly the setting of the research, which is appropriate for an ethnographic study (Goulding, 2005), and defines the sample as comprising 15 midwives, 10 maternity care assistant (all the clinical staff working at the centre) (a purposive sample) and 30 women who agreed to be interviewed of which five allowed observation of their care (Walsh, 2006). The latter is described as an opportunistic sample (Walsh, 2006), which is similar to a convenience sample and is the kind of sample most commonly required for this kind of research (Wilkinson, 2000). There is no detail provided about how this sample was recruited, and so it cannot be judged whether or not this was done ethically or if any coercion was involved (Rees, 2003). There are no details given about the types of participants, or any demographic information which might enhance transparency and allow the reader to evaluate the transferability of these findings (Grix, 2004). While sample size is not usually of iss ue in qualitative research (Rees, 2003), and in particular, in ethnographic research (Devane et al, 2004; Hicks, 1996), as it is the richness of the data which is most significant (Hek and Moule, 2006), the sample size does seem to be adequate, particularly when the timescale and span of the research is considered. Ethical Considerations Some attention is paid to ethics, in that access was requested and afforded by the local PCT who owned the building, and permission was secured from the hospital that employed the staff (Walsh, 2006). Ethics somittee was granted, and all participants provided â€Å"informed written consent† (Walsh, 2006 p 229). Again, more detail here would have allowed the reader to evaluate the nature of the information and consent, and any other ethical issues there might have been in the research process (Austin, 2001). Ethical issues should be of primary importance in carrying out research of this nature, particularly in observing women during the time of birth, when they are not only particularly vulnerable but also particularly exposed (Austin, 2001). Vulnerability of subjects should be considered in designing clinical research (RCN, 2004). Some caution is needed over understanding the kinds of women recruited to the study and their level of vulnerability, for example (Rees, 2003). A slightly more critical view of the ethical dimensions of this paper would have been useful (Cooper, 2006). For example, while ethics committees of fundamental importance in research governance and have a significant responsibility for the protection of patients and participants (Cooper, 2006), this does not mean that they can ensure true informed consent is given and has continued to be given throughout the duration of the study. The Nuremburg Code (1949) underlines the need for voluntary consent, but could there have been any sense of obligation on the part of the research participants to take part? The Nuremburg Code (1949) further places responsibility for determining the quality and nature of the consent upon each individual person who initiates, directs or engages in the research, and so this author would question whether or not having all the birth unit staff involved in the study might have introduced some pressure on women to participate. Hollway and Jefferson (2000) descri be consent as a continual understanding of the implications of the research for the participant. There is no indication of how this has been addressed here. Data Collection and Analysis Data collection is dealt with as briefly as the sample, analysis and literature review are treated. The author carried out observation followed by follow up interviews, taking field recordings (audio) which were transcribed the next day, and interviews with women, midwives and MCAs, all of which were audio recorded and transcribed (Walsh, 2006). This kind of data collection is suited to the research design (Moore, 2006; Easton et al, 2000). Walsh (2006) describes the analytical process as ‘thematic analysis’ (p 230), using line by line coding which again is an established process for analysing qualitative textual data (Goulding, 2005; Holloway and Jefferson, 2000; Rees, 2003). The thematic analysis process is outlined, and one example of how the researcher arrived at the themes and meanings is provided, which enhances transparency and auditability (Cluett and Bluff, 2006). The author also discusses the process with reference to other literature. However, more detail here would have enhanced this section (Easton et al, 2006). Findings As is fitting for a qualitative paper, the findings are discussed in some detail, under sub-headings which clearly signpost the discussion for the reader and make it easy to read and assimilate the information (Baker, 2006). The author also includes quotes from the textual data to exemplify the discussion (Rees, 2003). The findings are commented upon throughout, and there is an extension exploration of each theme. The themes were: The turn to birth environment and setting Affect of the first visit Nesting responses Vicarious nesting Care as mothering Discussion and Implications for Practice The findings from this paper have clear implications for the understanding of the design and provision of birth locations within the UK maternity services. They also have significance for understanding the nature of midwifery practice, particularly within such a setting. The ‘human’ side of caring was evident, from the behaviours of staff in making the environment positive and supportive, to the behaviours of women and staff during their time in the centre. The discussion section of the paper focuses on two elements of these findings, that of nesting as â€Å"psychosocial safety† (p 235) and â€Å"Psychological safety and ‘matrescence’† (Walsh, 2006 p 236). The author contextualises these findings within the current medical model, demonstrating a level of engagement with women on the part of midwives that goes beyond clinical actions to something more nurturing and much more intimate. The complexities of women’s experiences of birth are continually referred to in the literature, and yet there is little apparent significance paid to these when the overarching concern of ‘live mother and live baby’ is trotted out as the final justification for any kind of maternity care that transgresses women’s preferences or emotional responses. Choices in childbirth are in particular complex, and the kinds of decisions that women make about their birth location, experience and preferences are not only related to their individual preferences and knowledge but to the socially-acquired knowledge and attitudes they have developed, which are significantly affected by obstetric models and concerns over ‘safety’ (Magill-Cuerden, 2006). It is apparent from this article that understanding the psychosocial, emotional and even spiritual dimensions of the birth environment, including the relationship with maternity care providers, provides depth of insight into women’s needs and into what can realistica lly be offered them under that all-encompassing, frequently-touted term ‘support’. Women need to understand the factors that influence their decisions (Magill-Cuerden, 2006), but women and midwives also need to understand the ethical, emotional and relationship dimensions of their ‘matrescence’, the process of becoming a mother (Walsh, 2006). The implications for practice here are significant, because, working in the medical model of care, midwives are often hampered in their ability to provide the psycho-emotional or spiritual aspects of care and nurturing which are highlighted as so significant in this paper. Also, there may be midwives and maternity care assistants who do not have the requisite sensitivity, trust in women and themselves, and emotional intelligence to reach this level of practice. Walsh (2006) cites all-too-family â€Å"unhelpful behaviours† including â€Å"paternalism, being patronising† and â€Å"indifference and fear of intimacy† (p 238). Thus, it can be seen that for many midwives achieving what is described in this paper is not suitable. The anecdotal evidence from clinical midwifery practice is that, in the opinion of many, midwives who can achieve this state work in the community or in birth centres, and those who cannot opt for high risk, centralised maternity care areas in which they either can avoid this level of engagement with the client or are actively discouraged by organisational or ward culture from doing so. Walsh (2006) makes the following recommendation: â€Å"These findings lead me to believe that midwives should seek ways to rehabilitate ‘nurture’ and ‘love’, derivative of matrescence, as familiar childbirth language and as mainstream caring activities in childbirth.† (p 238). However, attention would also need to be paid to the effects on midwives themselves, who may suffer from emotional backlash or even burnout, particularly in the current UK context. This would also have implications for the nature of pre-registration midwifery education in the UK, because it would have to become part of the process of becoming a midwife, and it is much harder to teach abstract aspects of ‘becoming’ than it is to run emergency drills and teach students how to critique research papers. However, if such a paper can be used as evidence to change practice, then it would, overall, be a positive change. Conclusion A critical evaluation of this qualitative paper has highlighted its strengths and weaknesses, in that the author has adhered to principles of qualitative research, has selected a question or area of enquiry which demands a qualitative approach, and has demonstrated an ability to use such research to reflect woman-oriented ways of knowing (Hicks, 1996). There are limitations to the study, one of which is that the author does not really explore its limitations in any great depth, but overall the quality of data analysis, exploration and discussion is such that the lack of detail about basic research principles is eclipsed. The author firmly locates the study within the current context, but could go further in exploring the impact on midwives if such principles do succeed in changing practice. While Cluett and Bluff (2006) state â€Å"practice based on traditional knowledge is no longer acceptable† (p 276, Walsh (2006) has taken ‘traditional knowledge’ and ‘tes ted’ it through a study of one particular birth setting, and provided a reasonable level of evidence (in terms of midwifery care at least) for the benefits of certain underlying principles of what has been discarded by the medical profession as the unimportant emotional side of maternity care. References Austin, W. (2001)Nursing Ethics in an Era of Globalization. Advances in Nursing Science. 24(2) 1-18. Baker, L. (2006) Ten common pitfalls to avoid when conducting qualitative research. British Journal of Midwifery 14 (9) 530-531. Beake, S. and Bick,D. (2007) Maternity services policy: does the rhetoric match the reality? British Journal of Midwifery. 15 (2) 89-93. Cluett, E.R. and Bluff, R. (2006) Principles and Practice of Research in Midwifery Edinburgh: Churchill Livingstone/Eslevier. Cooper, T. (2006) Research ethics committee approval: the good, the bad and the ugly. British Journal of Midwifery 14 (7) 439-440. Cutcliffe, J.R. McKenna, H.P. (1999) Establishing the credibility of qualitative research findings: the plot thickens Journal of Advanced Nursing, 30(2), 374-380 Declaration of Helsinki (1964) Available from: http://www.cirp.org/library/ethics/helsinki/. Accessed 30-7-08. Devane D., Begley C.M. Clarke M. (2004) How many do I need? Basic principles of sample size estimation Journal of Advanced Nursing 47(3), 297–302 DoH (2001) Governance arrangements for NHS Research Ethics Committees. Available from: http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_4005727. Accessed 30-7-08. Easton, K, McComish, J.F., Greenberg, R.(2000). Avoiding common pitfalls in qualitative data collection and transcription. Qualitative Health Research 10 (3) 705-707. Elliott, J. (2001) Making Evidence-based Practice Educational . British Educational Research Journal 27 (5) 555 574 . Gerrish, K. Lacey, A. (eds) (2006) The Research Process in Nursing, 5th edition Oxford: Blackwell Science Goulding, C. (2005) â€Å"Grounded theory, ethnography and phenomenology.† European Journal of Marketing 39 (3/4) 294-208. Grix, J. (2004) The Foundations of Research Basingstoke: Palgrave. Holliday, A. (2002) Doing and Writing Qualitative Research London: Sage Publications. Hek, G. and Moule, P. (2006) Making Sense of Research (3rd ed) London: Sage Publications Hicks, C.M. (1996) Undertaking Midwifery Research London: Churchill Livingstone. Hollway, W. and Jefferson, T. (2000) Doing Qualitative Research Differently London: Sage Publications. Kearney, M.H. (2001) â€Å"Levels and Applications of Qualitative Research Evidence.† Research in Nursing and Health 24 145-153 Kitson, A., Harvey, G. and McCormack, B. (2000) Enabling the implementation of evidence based practice: a conceptual framework. Quality in Health Care 7 149-158. Magill-Cuerden, J. (2006) Information giving or receiving: helping women make informed choices. British Journal of Midwifery 14 (10) 614. Moore, N. (2006) How To Do Research (3rd ed). London: Facet Publishing. NMC (2004) Code of Professional Conduct Available from www.nmc-uk.org. Accessed 4-8-08. Nuremburg Code (1949) Available from : http://ohsr.od.nih.gov/guidelines/nuremberg.html Accessed 30-7-08. Parahoo, K. (2006)Nursing Research: Principles, Process and Issues. Basingstoke: Macmillan. Polit, D.F. and Hungler, B.P. (1995 ) Nursing Research: Principles and Methods. (6th ed.) Philadelphia: Lippincott. RCN (2004) Research Ethics: RCN Guidance for Nurses London: RCN. Rees, C. (2003) Introduction to Research for Midwives Edinburgh: Books for Midwives. Rosswurm, M.A. and Larrabee, J.H. (1999) A model for change to evidence-based practice. Journal of Nursing Scholarship. 31(4) 317-22. Stetler, C.B., Brunell, M., Giuliano, K.K. et al (1998) Evidence-based practice and the role of nursing leadership. Journal of Nursing Administration. 28(7-8) 45-53. Walsh, D.J. (2006) ‘Nesting’ and ‘Matrescence’ as distinctive features of a free-standing birth centre in the UK. Midwifery 22 228-239. Wilkinson, D. (2000) Researchers Toolkit: The Complete Guide to Practitioner Research. London: Routledge.

The Death Penalty Essay -- capital punishment, death penalty

As of January 1, 2010, 3,261 people live on death row (â€Å"Death†). Fewer than 3,261 people live in my small town of Belle Plaine, so to me this number is outrageous. Inmates that wait on the death penalty jail create a problem for everyone in the country. If we would put these inmates through the death penalty quickly, we could take the problem away from the country. Why do we keep murderers and criminals on death row around? People argue the controversial topic of the death penalty very thoroughly, and address all sides. On one side people argue that we would save money and the death penalty sets an example for other criminals, while on the opposition people argue that life without parole is cheaper, capital punishment is morally wrong, and innocent people mistakenly are killed. The United States abolished the death penalty, also called capital punishment, in 1963. Throughout the 1960s, the Supreme Court battled many cases involving whether the death penalty should be allowed. The Supreme Court finally ruled in 1976 that the death penalty be enforced by the states that wanted it and not enforced by those who do not want it. Currently in the United States, thirty-five states have the death penalty, while fifteen do not. Even though some states have the death penalty, seven states have not performed any executions. Seventy percent of the public approves of the death penalty to be enforced throughout the states (Robinson). I also support the death penalty, and I think the death penalty should be enforced for many cases. Capital punishment would save money throughout the nation. Ten years ago, the average cost for an inmate was $22,650, and now ten years later the cost has only risen. (Stephan). This $22,650 may not... ... Richard Dieter. Death Penalty Information Center. N.p., 2010.Web. 28 April 2011. â€Å"Death Row Inmates by State.† Chart. DeathPenalty.org. N.p., 20 September 2010. Web. 25 April 2011. Feingold, Russ. â€Å"Irrevocable Mistakes.† ProCon.org. 7 Feb. 2007. Web. 28 April 2011. â€Å"Number of Executions.† Chart. DeathPenalty.org. N.p., 20 September 2010. Web. 28 April 2011. Sharp, Dudley. â€Å"Cost of Death Penalty vs. Life in Prison.† ProCon.org. 1 Oct. 1997. Web. 26 April 2011. Robinson, B.A. â€Å"Part 1: Death Penalty Data.† ReligiousTolerance.org. Ontario Consultants on Religious Tolerance., 7 Dec. 2009. Web. 25 April 2011. Stephan, James J. â€Å"The High Cost of Imprisonment in America.† Noor’s List. Tina Dorsey and Tom Hester., June 2004. Web. 26 April 2011. â€Å"Top 10 Pros and Cons: Should the Death Penalty Be Allowed?† ProCon.org. N.p., 14 April 2009. Web. 26 April 2011.

Psychology Admission Statement Essay

As one of the aspiring psychologists, it has come to my understanding that such endeavour is never an easy task but is rather a long road of travel and a stage filled with challenges. In this regard, I truthfully believe that receiving formal studies in psychology course would render me to be more prepared in becoming an outstanding psychologist in the near future. Certainly, my interest in psychology has started and is already evident during my younger years wherein I have found my passion in analyzing human behaviour and the human mind. There are different interesting fields that provide me with much motivation to immerse myself in this field. This is the passion which still pushes me to remain in this field and become an expert in such. In light of my personal qualities and characteristics, I would say that a career in such industry is the best place for me as I am the type of person that is not easily disturbed by the actions of other people and is adequately patient in attending the needs of the people. Nonetheless, as an aspirant in this line of work, I am focused with my professional and personal mission, which is to attend and uplift the life of the people through the direct and indirect contributions that I make.

Flappy Bird Bad For You Essay

Flappy Bird Bad For You Essay Flappy Bird Bad For You? Essay Is Flappy Bird A Bad Game There’s no denying that Flappy Bird was a huge success, being one of the most popular mobile app ever created. But even with Dong Nguyen (developer) earning on average $50,000 per day, he has shocked fans by removing it permanently from the app store because it was ‘’harmful’’. Flappy bird is a pretty simple game where the player has to guide a bird through a set of green pipes, but it is notorious for its difficulty and addictiveness. There are many negative perspectives about this game, especially with the graphics. Players feel that Flappy Bird is everything but original. With the pixel graphics and green pipes, reviews say that â€Å"Everything in that game is stolen by Super Mario’’ and â€Å"It is poorly made seeing as it uses Nintendo assets rather than its own’’. Another complaint and the source of hate for this game is its addictiveness. This simple game play with only one button gives a deceiving appearance of an easy game. But as the difficulty increases as you go on, it gives you a feeling that it is possible to master this, feeding into an addictive personality. An example of this from a comment from a player ‘’Because it looks so simple and easy that I feel that I can beat anyone, after a few game plays, its becomes a big challenge, my challenge, my addiction, my goal’’. Players become very absorbed with the game and irritated when they lose, they need to retry over and over again. The addictiveness has resulted in Nguyen deleting the game tweeting ‘’I can’t take this anymore’’ and ‘It happened to become an addictive product, I think it has become a problem, to solve that problem, its best to take down Flappy Bird’’. Although there are bad reviews there are also positive perspectives about this game, Flappy Bird is addicting but it challenges people and points are completely based on

How to Write a Philosophy of Education Essay

How to Write a Philosophy of Education Essay Philosophy of Education Purpose of an educational philosophy essay How to start How to create an outline How to write a thesis for an educational philosophy essay How to write an introduction Tips on introduction and thesis statement writing How to write body paragraphs Tips on body writing How to finish an educational philosophy essay Tips on conclusion writing Tips on revision A philosophy of education essay sample A philosophy of education is used to explore the course, purpose, principles, as well as the nature of learning. Educational philosophy describes what teaching means to an educator and also defines how and why one teaches. Many educationalists refer to educational philosophy as module derived from worlds practical applications to be used. Purpose of an educational philosophy essay A student is supposed to write an educational philosophy paper to explain why and how instructors teach. Such an essay also explores the goals and motivations of a teacher as well as how one approaches education in order to teach others. Moreover, the purpose of the perfect essay on the philosophy of education is to explain strategies used to enlighten learners about how instructors are. How to start Before starting an educational philosophy essay, the writer should first outline the ideas that one wants to include in the essay. One can figure out his or her views on education and draft some of the significant points. Also, the writer can read different sources to see how education philosophy has been. How to create an outline Educational philosophy statements are often transcribed using the first person because they focus on your specific profession. However, one should write about one or two pages although this varies if one has an extensive career. An efficient educational philosophy essay should have a brief introduction followed by body paragraphs; also, one must include a conclusion. For instance: Introduction: you can describe your views regarding teaching. Body paragraphs: by using three to five paragraphs, the writer can explore the main topic and ideas of how one facilitates learning. Conclusion: you can summarize your points here and also explain how to utilize them in future. How to write a thesis for an educational philosophy essay In an educational philosophy paper, a thesis that you develop holds the most significant part of the essay. Your thesis statement has the ability to state, regulate, and structure the whole argument in the essay. A thesis explains to your reader about your stand on a certain topic. While developing a thesis, one should not write a broad statement nor too shallow. Your thesis should also be supported in your essay. Furthermore, a strong thesis can be challenged and also be opposed. How to write an introduction The introduction paragraph contains information that let your reader know what is in the essay. While writing the introduction, one should include a thesis statement that sums up your essays main point. Therefore, the writer is supposed to develop an introductory that illustrates some philosophical experiences that leads the reader gently to the thesis statement. Moreover, one should write an introduction that gives the reader a reason to continue with the rest of the paper. Tips on introduction and thesis statement writing While developing your introduction and thesis statement, you need to present engaging information. Therefore, the introduction should catch your readers attention for instance by using interesting statistics. Next, your introduction should be precise and should not start arguing the main ideas. Then, set up your essay by presenting the background of your topic and thesis statement. One should also not write a thesis that is evident or a fact. How to write body paragraphs While writing the body paragraphs, you should utilize the notes that were drafted while outlining the essay. However, the purpose of the body is to argue and prove your thesis statement. In this part, one should deeply discuss the main points by giving examples of how to put your ideas into practice. Tips on body writing The first step of writing the body is to develop topic sentences at the beginning of each new paragraph. Then, each of your paragraphs should present a single idea and should have 4-5 sentences. Each of your body paragraphs should have a logical argument which follows a logical pattern. Moreover, one should confirm whether the paragraphs flow easily to make your points readable. Lastly, the writer should avoid technical language. How to finish an educational philosophy essay A philosophy of education essay should be concluded in a conclusion paragraph. In this paragraph, one should simply go beyond reaffirming the educational philosophy. The writer should, therefore, talk about the instructors objectives and how to succumb future challenges in educational institutions. Tips on conclusion writing The writer should conclude the paper with strong points for the readers to remember the work. Also, one can return to the introductory points as a proof that the essay is helpful. The writer can include a brief summary of the main points without repeating information in your essay. Lastly, one can propose a solution to a certain issue stated in the paper. Tips on revision The main purpose of the writer to develop an educational essay is to lastly present an efficient piece of work. However, after completing your essay, the first thing you should do is to proofread your work. Then, ensure all your examples are transitional and support your thesis. Then correct all grammatical errors and format your essay correctly. A philosophy of education essay sample I believe the key to a successful and a happy life is to have the freedom to do what you want and this can be achieved through education. Education is a unique experience for the students and in order for all students to benefit from it, teachers and educators have to be fully knowledgeable about the importance of their teaching. Therefore, the philosophy of education is very important especially by giving young people the power and courage to pursue their life goals. The more enlightened you are, the more control you have over your future. By offering quality education to all students, one equips learners with essential tools for success in life. Academic teaching begins with inspiration and motivation. I believe that students deserve the teachers passion for learning because this makes both the students and the teacher more ready to engage in active learning. However, in order to attain active learning, as a teacher I have to demonstrate enthusiasm as well as confidence in my students learning. Displaying readiness in the classroom makes the students feel that one supports their learning and also the subject is relevant to their life. My personal objective is to challenge my future students and also watch them develop to full potential people. I also, want to take them through different levels of education which will help them grow together as they better everyones life. I want to take them through a straightforward instruction that will help them expand and grow on their own. However, group work and class discussions are the significant aspects of a successful class. When one offers the student a chance to participate in group projects, this changes each students atmosphere in the classroom because students help each other develop academically. Also, group work and class discussions give one a chance to develop freedom of creativity and expression and also help one realize his or her weakness and strengths. Engaging constructivist methods in ones teaching drives the students to create an active role in education. For example, physical experiments make sure all students attain their best and also discover their st rengths. As a teacher, to accomplish my goals, it is important to develop mutual respect and honest relationship with my students. Ones relationship with the student is a high priority that is created through communication and through this, a democratic and fair learning environment can be established. A creating a good relationship with my students can possibly make a safe and confident interaction within the academic setting. Therefore, ones this foundation is created, as a teacher, I have already attained a major goal that is; my students will morally conduct themselves in the classroom as they prepare themselves for future survival and adult interaction. How as a teacher I carry out the teaching is more important as what I teach. The method of teaching establishes a connection between the students and the teacher. However, the teacher is supposed to exercise a mentoring role over the students and demonstrate consistency so that students can emulate the same traits as they grow. Moreover, having a personal connection with all students can facilitate equal chances for all students success.

Leadership in Infromation Technology Research Paper

Leadership in Infromation Technology - Research Paper Example However, little population ranks self-knowledge as most critical. Using means, the rank order of knowledge domains is as follows: Business environments (1.5) Technology (2.14) Self and human resources (2.57 and 2.57) Finance (3.86) Much of the literature available addresses leadership at a strategic level. Clearly the most critical role of effective IT leaders is perceived to be the communicator role, followed by facilitator, guide, partner, and collaborator. Informal management styles seem to be preferred in technology intense organizations. (Lewis, S. & Lewis, 2005) The roles of tactician, technical guru, and human resources leader receives middle rankings while commander, servant, dictator, king or queen receive the lowest ranking for effective IT leaders. Congruent with this ranking of roles for effective IT leaders, team building is considered the most important function, followed by management, then creating. Leadership in Information Technology in Private Industry When the inf ormation technological skills of leadership are combined with an ability to use software to solve IT problems as in Acorn Computer City, New York, leaders of the organization are better equipped to move among the various agencies comprising our society. It was assessed whether leaders of IT firm can be trained, what characteristics are important for IT leaders of the organization, and what is the best environment to encourage IT leadership. While strategic leadership is possible at all levels within the organization, there is a need for work on leadership at the project leader/project manager level. As Sear (2008) pointed out, IT leaders have a difficult time making the transition from skilled technical work to project leader. Not only are they better able to use software to manage their... The concept of communication with a physician via e-mail is not really a future capability; it is available now and used to a very limited extent. What stands in the way of its widespread use is not the absence of cutting-edge communication technology, but rather a broken payment system. Physicians are paid relatively well for procedures, relatively poorly for office visits, and not at all for telephone or e-mail advice. Increasing the bandwidth for patients without fixing reimbursement is more likely to lead to a future state where frustrated patients complain, "My doctor doesn't return my phone calls or answer my e-mail." One of the more contentious but critically important issues today is the so-called misalignment of the costs and benefits of health IT. Essentially, the argument is that under our current fragmented healthcare system, physicians and hospitals pay for IT, and most of the benefit flows to payers. The Center for Information Technology Leadership modeled the cost and benefit of an ambulatory computerized physician order entry system, and concluded that 89 percent of the benefit accrued to payers, with only 11 percent flowing to providers (Johnston et al. 2003). Nelson references the landmark Wang study, which looked at system benefits of an advanced EHR in an office practice. Wang concluded that primarily by reducing pharmacy expenditures and avoiding redundant testing, payers would save about $86,000 per physician over five years-thus making the first real economic argument for payers funding EHRs for physicians.

Based on public health role in flu epidemic, identify one ethical Research Paper

Based on public health role in flu epidemic, identify one ethical consideration and one cultural consideration for a public health response. What is the nurse's role in address each of these - Research Paper Example Moreover, the paper will demonstrate the role of a nurse in each of the considerations. Being prepared for flu epidemic is crucial since it ensures that the public health system can mitigate the effects of the pandemic. However, certain ethical and cultural considerations must be deliberated on while deciding the appropriate measures. Nurses play an important role in the response to flu pandemic. Understanding the ethical and cultural considerations as well as the role of nurse is thus important (Debruin, 2012). One ethical consideration involved is the moral commitment to justice and alleviating any barriers that could hinder the some people from accessing healthcare. Ethical guidance to public health response to pandemic should be concerned with the justice. Justice is important while dealing with pandemics and it entails disbursement of common advantages as well as equal sharing of burdens. However, justice should be accompanied by reasonableness in that the caregivers should prioritize the needs of the affected population based on their level of vulnerability. Therefore, the public health system should make a pledge to serve all the affected persons with first priority being given to most affect without ignoring those likely to be affected by the epidemic. In a flu pandemic, nurses have a role of enhancing justice by ensuring that they focus on the needs of the most disadvantaged and give equal priority to all irrespective of their ethical background (Debruin, 2012). During pandemics, the public health personnel have to make decisions, which may conflict individual interest with the community interests. However, the response must take into account cultural considerations to ensure that even the minority groups access adequate care. One cultural consideration is the cultural diversity of a nation (Institute of Medicine, et al., 2008). It is important for the caregivers to