Knowledge for Nursing Essay Example for Free

Knowledge for Nursing Essay This essay will explore Peplau’s concept of a nurse-patient relationship and how it narrates to the experience I had whilst on placement practice. My aim is to demonstrate my gained understanding of the nursing process, the domains of nursing, the nature of nursing models and their relationship to practice and Peplau’s model of nursing. The reason why the student has chosen this concept is because nursing is an interpersonal process which involves interaction between two or more people with a mutual goal, (George 2003). The essay will start by defining the word concept then describe the incident that I observed in placement practice. The essay will analyze how theories can be used to justify nursing interventions in practice. The conclusion summarises the main points of the essay and reflect on my learning experience. (Meleis 1991) defined concept as â€Å"a label used to describe a phenomenon or a group of phenomena† (McKenna 1997). (McKenna 1997) concludes that concepts are identified when a name is put to a phenomenon. â€Å"Therefore, a concept is a tool and not a real entity – it merely facilitates observation of a real phenomenon,† (McKenna 1997 p8). Chinn and Kramer (2008); Hage (1972); Reynolds (1971) were cited that concepts can be theoretical or tangible. Theoretical concepts are created mentally independent of a particular or interval location, whereas tangible concepts are experienced directly and relate to a specific interval or location (Alligood and Tomey, 2010). â€Å"Nursing is a significant, therapeutic, interpersonal process. It functions co-operatively with other human processes that make health possible for individuals in communities. In specific situations in which a professional health team offers health services, nurses participate in the organisation of conditions that facilitate natural on going tendencies in human organisations. Nursing is an educative instrument, a maturing force that aims to promote forward movement of personality in the direction of creative, constructive, productive, personal, and community living. † (Peplau 1988, p16) Peplau (1952) defined phases in the nurse-patient relationships that overlap and transpire during the relationship interval. George (2002) cited the three phases defined by Peplau are as follows; orientation, identification, working, and termination. Whilst on Placement I had the prospect to put theory into practice with the supervision of my mentor when Mrs. Ahmed aged 85 was admitted into the ward after having had a fall (false name and age due to confidentiality, Nursing and Midwifery Council 2003). During handover it was reported that Mrs. Ahmed was at times unresponsive and seemed uninterested when addressed to by the nurse on duty upon admission, leaving the nurse to rely on the information obtained from the ambulance crew as she was unaccompanied. Upon arrival Mrs. Ahmed had not been able to get up from the stretcher as she was not weight bearing after the fall and appeared to be confused with the new environment. It was hoped that more information would be obtained in the morning when she awoke. Orientation stage My mentor gave me an opportunity to work with Mrs. Ahmed whilst under her supervision and it was obvious that the information we had was not complete. To get further information we went to her bedside which was in a mixed ward were we were introduced to the new patient. The orientation phase is initiated when a health problem occurs thus resulting in a felt â€Å"felt need, and professional assistance is sought. † Peplau (1952, p. 8) Peplau (1952) further states that the nurse and patient meet as two strangers, by clarifying and defining the problem in the orienting stage the patient can direct the accumulated energy from her anxiety about unmet needs and begin working with the presenting problem. The nurse patient rapport is established and continues to be strengthened while concerns are being identified. The nurse assumes a roles as described by Peplau in the overlapping phases of the nurse client relationship. Lebby and Pepper (1998) sees the nurse in the role of a stranger therefore acceptance of the patient as an emotionally able person is required. It is at this early stage I noticed that Mrs. Ahmed was unresponsive and seemed distant when my mentor asked for her consent to be assisted by a trainee nurse under her supervision (Nursing and Midwifery Council Code 2008). After asking her more than once she eventually responded and accepted the request. xxxxx When my mentor spoke to Mrs. Ahmed was clear and slow, and asked closed questions. Ashworth et al (1981) suggest that the quality and quantity of nurse-patient communication in geriatrics is affected by the nurse as well s the patient although some of the traditional attitudes by nurses toward elderly patients posed barriers to communication. Orem (1991) viewed the relationship between a nurse and patient as being complementary and therefore a nurse has to understand the basis of her own behavior. I noticed that the patient had some hearing aids on her bedside and I then considered that she might be having hearing impairment and was either not keen on using her hearing aids or needed assistance putting them on. I asked her if she was happy putting the hearing aids on her own. She attempted to put them on but seemed unsteady with her hands. I gestured that I could help and she extended them to me. I then helped her to put them on. George (2002) sees the working phase as a time when the patient starts to respond selectively to individuals who can meet their needs. Peplau (1952/1988) identified three types of responses from patients; the patient may participate and be interdependent, or be autonomous and independent from the nurse or be passive and dependent on the nurse (George 2002). Peplau (1952/1988) states the patient utilises the relationship fully by making full use of the nurse (Leddy and Pepper 1998). Peplau (1952) describes six nursing roles within the phases of the nurse patient relationship which are; stranger, resource person, teacher, leader, surrogate and counseling. She further described four psychobiological experiences, in her book which are; needs, frustration, conflict and anxiety. Peplau (1952) saw these experiences as energy providers transforming into action and provides a basis for goal formation and nursing interventions. Mrs. Ahmed showed she was becoming more relaxed and became more trusting and cooperative. Arnold and Underman Boggs (1999) suggested that the dynamic nursing approach Peplau advocated is not that of passive observer but participant observers, nurses actively engaging with their clients. I initiated further verbal dialogue and realised that although she could hear me she was struggling to understand what I was saying to her. Her replies where brief and at times not relevant to the questions posed. It became obvious that since English was not her first language she was struggling to understand me and her conversational English skills were basic. I then slowed my rate of speech and emphasised with gestures where appropriate. That way she seemed to comprehend what I was saying better. Forchuk (1993) mentions two types of communication, verbal and non-verbal communication, verbal communication conveyed by words and non-verbal communication conveyed through empathic links, postures, gestures, and patterns (Forchuck 1993). Peplau (1952/1988) considers the use of verbal communication to be an essential component of the nurse-client relationship (Forchuk 1993). The general principle is that anything clients act out with nurses will most probably not be talked about, and that which is not discussed cannot be understood. † Peplau (1989a p. 197). Forchuk (1993) suggest that discussing issues and concerns presents the patient an option to work them out. Thus nursing knowledge enables nurses to justify actions or stop unsafe or poor practices (Nursing and Midwifery 2003, The Code). Mrs. Ahmed was reluctant to have me assist her with personal hygiene although it was obvious that she needed it and it was also documented in her notes that she was not independent in this respect. She said something about being used to doing things for herself and how it was expected in her culture to clean one’s own body, she then suggested to wash herself and would ask for help when in difficulty. After washing herself, I took the opportunity of getting more information about Mrs. Ahmed, her family and health Data collection is constant throughout Peplau’s phases. George (2002) state that in the nursing process, primary collection of data is the nursing assessment, and further collection of data becomes an integral part of reassessment. The need for Mrs. Ahmed ‘s relations to be present compliments George (2002) statement that the nurse, patient and relatives need to work together in order to simplify and explain the problem at hand. Peplau (1995) discusses the need for the nurse to not only support but health educate the patient’s relations thus decreasing the tension and anxiety connected with the felt need and fear of the unknown thus the avoidance of future problems arising from unresolved significant events(George 2002). Peplau (1952/1988) states the importance of clarity on both parties in the relationship as their past experiences will influence their expectations in this progression. I also made her aware of her condition and situation whilst being conscious not to give advice, but rather asking her questions which we needed answers for, to help resolve her care needs. Peplau (1988) stated that the exploitation phase is where the nurse assists the patient to seek out other health care services and personal strengths in resolving the issues for which the client initially sought treatment. She thanked me for having explained everything she needed to know and for my patience during my interaction with her on that day. Peplau (1952/1988) saw the termination phase as a liberating process wherein the client’s wishes for psychological dependency and maintaining relationships have been worked through to support the ability to mutually end the relationship with the nurse (Leddy and Pepper 1998). Peplau views this phase as problematic for nurses as the progression of letting go is focused upon (Simpson1991).

Belonging Essay Example for Free

Belonging Essay According to Maslow’s hierarchy of human needs, love and belonging is what drives human existence. We search for a sense of belonging every day of our lives, not realising that it is our perceptions and attitudes towards belonging that determine the fulfilment we experience. We can choose how we belong and the level of fulfilment we experience by changing our perceptions and attitude. This concept is expressed through the poetry of Peter Skrzynecki’s â€Å"Immigrant Chronicle†, Marc Foster’s film â€Å"Finding Neverland† and Nam Le’s short story â€Å"Love and Honour and Pride and Pity and Compassion and Sacrifice. Skrzynecki communicates the way that his perceptions and attitudes towards belonging affected his ability to feel fulfilled and content from a cultural perspective through his poetic anthology â€Å"Immigrant Chronicle†. In â€Å"Feliks Skrzynecki† the poet describes the admiration he has for his father and the way that he can remain connected to Poland in his mind whilst living in new country. Skrzynecki uses the word â€Å"gentle† to define his father, demonstrating the level of respect he has for him. He references the saying ‘keeping up with the Joneses’ in the line â€Å"Kept pace only with the Joneses/ Of his own minds making† to communicate that his father is able to feel content and fulfilled by choosing to stay connected with Poland, but only in his mind can he do so because they now live so far away. Skrzynecki doesn’t understand how his father can choose to belong, demonstrating his confusion by saying that his father is â€Å"happy as I have never been. † We begin to understand that Skrzynecki’s attitude towards belonging to his Polish heritage reflects his feelings of disconnection in the poem â€Å"Ancestors†. The line â€Å"where sand and grasses never stir† is a metaphor used to represent the stagnation of Skrzynecki’s connection with his Polish heritage. He is plagued with guilt and frustration as a result of his disconnection and this is demonstrated through the accusatory nature of the figures in his dream. The use of alliteration communicates Skrzynecki’s threat: â€Å"Standing shoulder to shoulder†. Skrzynecki does not realise that it is his own perceptions and attitudes that prevent him from belonging to his Polish ancestors, and this is reflected in his use of rhetorical questions throughout the poem: â€Å"how long is their wait to be? † Skrzynecki’s attitudes towards belonging begin to change in the poem â€Å"10 Mary Street† and a greater sense of fulfilment is communicated. Skrzynecki references his own poem â€Å"Feliks Skrzynecki† in the line â€Å"tended roses and camellias/ like adopted children. † This demonstrates that Skrzynecki’s perception of his father’s sense of belonging to his garden had changed. In â€Å"Feliks Skrzynecki† Skrzynecki felt excluded because his father â€Å"loved his garden like an only child†. In â€Å"10 Mary Street† he realises that the sense of belonging he shares with his father is greater than the connection his father has with the garden and that to him it is just like an â€Å"adopted† child. This change in attitude leads to the last poem of the anthology â€Å"Post Card† in which Skrzynecki comes to the realisation that he has the ability to choose where and how he belongs. He writes of a post card that has been sent to him by a friend visiting Warsaw, the town in Poland where he and his parents once lived. Skrzynecki gives a description of the post card that is plainly devoid of emotion until the last line: â€Å"The sky’s the brightest shade. † This line is positively connoted and reflects Skrzynecki’s realisation that he has the ability to connect with Warsaw. Skrzynecki directly addresses the town by stating â€Å"I never knew you. † This personifies the town and further demonstrates the poets growing connection. Skrzynecki uses the qualifier â€Å"for the moment† to undercut the line â€Å"I never knew you† which is repeated in the fourth stanza. This demonstrates that Skrzynecki recognises that he doesn’t feel a sense of belonging to his Polish heritage, but that he is willing to explore it. He once again addresses the town with a rhetorical question in the fourth stanza: â€Å"What’s my choice to be? † This directly communicates that Skrzynecki understands that he has a choice about connecting to his Polish heritage and belonging, whilst also conveying his sense of indecision. Throughout the entire anthology Skrzynecki communicates his feelings of disconnection from both Australian and Polish cultures. Post Card† is Skrzynecki’s resolution as he is content with acknowledging that he doesn’t have to belong, and at the same time recognising that he doesn’t have to feel excluded from his Polish culture either. He uses the last lines of the poem to communicate that he does feel some sense of belonging to Warsaw, through personifying the town as speaking to him: â€Å"On a rivers bank/ A lone tree whispers:/ â€Å"We will meet before you die. † This externalises Skrzynecki’s new perceptions and attitude towards belonging and his acknowledgement that he will visit Poland one day and then make the choice as to whether or not he belongs to it. Marc Foster’s â€Å"Finding Neverland† alludes to the perception that a place where we belong can be created, through imagination as well as relationships. The protagonist James Barrie James Barrie is the protagonist in â€Å"Finding Neverland† and uses his imagination to create a place where he can hide from the unhappy reality of his failing plays and marriage, a place where he belongs. Foster demonstrates Barrie’s sense of not belonging at the beginning of the movie, when we see the playwright peeping through the stage curtains at the audience in the theatre. This shows us that Barrie is anxious, an emotion that is juxtaposed with those of the laughing, relaxed theatregoers. His anxiety and inner turmoil is further demonstrated when a point of view camera shot shows us that Barrie is imagining a rain storm with a colour pallet of dark blues and blacks within the theatre. The repeated image of a door is used to demonstrate the disconnection between Barrie and his wife. For example, when Barrie asks Mary if she would like to join him on a walk to the park she declines via a shout through a closed door. During another scene Mary and Barrie are left bickering, and are again disconnected by doors when the couple retire to their separate bedrooms. The doorway into which Mary retreats is dark and presents a sense of gloom for the woman, but Barrie’s doorway reveals brightly coloured parkland. This is where we are introduced to the concept of the imaginary Neverland and the purpose it has in allowing Barrie to choose to exist in a world where he belongs. When Barrie meets the Davies family his perceptions and attitudes towards belonging begin to change. The strong relationship he is forming with the four young boys and their mother is represented through the shared experience of imaginary worlds. The scenes swap back and forth between the Davies’ back yard and an old western tavern where the boys play a game of ‘Cowboys and Indians’. Likewise, a setting of a quiet, countryside pine forest becomes an Amazonian jungle in which the Davies’ family are pirates awaiting to be appointed to the crew of Captain Barrie. The editing is fast paced to show that the sense of belonging that Barrie and the Davies are developing through their relationships with one another is becoming stronger. Barrie comes to the realisation that he can belong outside of his imaginary world. Foster uses close up shots that are shared between him and the Davies boys, which communicate the strong bonds of love and friendship that they have with each other whilst also demonstrating Barrie’s new perceptions of belonging. Barrie has a choice as to whether he belongs in reality or in Neverland. Nam Le’s â€Å"Love and Honour and Pity and Pride and Compassion and Sacrifice† also demonstrates that perceptions and attitudes determine an individual’s ability to belong, through the relationship between a young writer appropriately named Nam and his father. In the title of his short story, Le references William Faulkner and the verities that define human interaction. The words become Nam’s influence in adapting his perceptions and attitudes towards belonging throughout the story. Nam struggles over whether he should use his father’s account of surviving the My Lai massacre as a fourteen year old boy and later Vietnamese prison camps after the fall of Saigon for a writing assignment. A strong sense of disconnection is evident between Nam and his father, demonstrated through the use of short, blunt sentences and pronouns that separate the two characters identities from each other: â€Å"He loved speaking in Vietnamese proverbs. I had long since learned to ignore it. † Nam is influenced by his mentors who tell him that â€Å"ethnic literature is hot†, but he questions whether Faulkner’s verities would apply to any ethnic literature that he could write when he doesn’t feel a sense of belonging to his Vietnamese heritage. Nam feels pressured to get his story done, and the only thing breaking him free of his writer’s block is his father’s past: â€Å"F**k it, I thought. I had two and a half days left. I would write the ethnic story of my Vietnamese father. † Personal pronouns are used in this example to communicate that Nam is writing the story for his own gain, and not his father’s because there is no sense of belonging in their relationship. The use of profanity suggests that there is internal conflict within Nam and guilt over not feeling a true sense of belonging with his father and Vietnamese history. Nam’s attitude towards feeling a sense of belonging to his father’s story changes when a friend tells him that the reason he respects his writing is because he doesn’t â€Å"exploit the Vietnamese thing. † He feels a sense of shame for taking his father’s history so lightly: â€Å"We were locked in all the intricate ways of guilt. † This is where Nam comes to realise that even though his heritage is rich with the verities that Faulkner talked about, he cannot write truthfully without feeling a sense of belonging to his Vietnamese culture or his father. Nam chooses to reach out to his father in attempt to understand and develop a sense of belonging to what he had written about. He uses his new perspective about his father and his father’s past to rewrite the story, and the pronouns â€Å"me† and â€Å"he† are used in the same sentences now, to show the son’s connection to his father: â€Å"He would see how powerful was his experience, how valuable his suffering – how I had made it speak for more than itself. He would be pleased with me. † Nam has chosen to change his attitude towards the relationship he has with his father and as a result can belong through his new understanding. All three texts communicate how changes in perspectives and attitudes towards belonging determine the level of fulfilment we can experience. Through these texts we can perceive that belonging is a choice and that our perceptions and attitudes towards belonging determine how fulfilling our lives are. If we can control our perceptions and attitudes towards belonging, we can effectively control how we belong, and as a result develop a higher understanding and awareness of our own identities.

Career Aspiration For An Leadership Role

Career Aspiration For An Leadership Role Career is just like the journey when you are on the journey; you are maybe start of it, middle of your journey or near to end. In career the past of your career does not determine the future of your career, do you want to go the same direction or want to change your career direction. (Pedler, Burgoyne, Boydel 2007) Career is the pattern and biography of your working life. Career aspiration and plan development of my future is the part of this project and this includes the managing my abilities, strengths, weaknesses and all those aspects which are helpful for my career aspiration. A. Career Aspiration Strategy: When I talk about my further career strategy then it is clear that what I want from my future designation, status, money, care, esteem, satisfaction. But the question is that how I can get all these desires for this I need a proper strategy, and then I can gain my goals and desires. For gaining my desires or goals I set my Career strategy in such way: i. Short Term Strategy ii. Medium Term Strategy iii. Long Term Strategy For my future strategy I want to use the following module which is taken from Pedler M, Burgoyne J, Boydell T, A Managerà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s Guide to Self-Development, 5th Edition. Note: Each passage represents a major change in job requirements that translates to new skills requirements, new time horizons and applications and new work values. Based on work done initially by Walter Mahler and called Critical Career Passages. Figure 1 Critical career passages in large organizations. From Charan, R., Drotter, S. and Noel, J. The Leadership Pipeline: How to Build the Leadership Powered Company. San Francisco: Jossey Bass, 2001. Reproduced with kind permission i. Short Term Strategy: I want to set my short term strategy for my career according to the module (Fig. 1) given above and that also based on my previous experience. As I had the work experience of almost 2 years from September 2007 to till 1st December, 2009 in Pakistan and the experience was related to Manage Self according to the module (Fig. 1) and now I am in UK for Post Graduation. In short term strategy I want to start my career in UK from basic level and my career start from now to till the end of my Msc Management Practice program June 2011. Now my career path is Manage Self and does any part time job which I can get from any where and also try to get work as a Team Leader. I try to make myself perfect and strong and overcome my deficiencies in this 1st year strategy for my bright future and to manage others. In UK I had the experience as a Room Audit Officer and as a Sale man. ii. Medium Term Strategy: After the completing of my education in June 2011, I change my career towards a new dimension and towards new goals for learning and development. My new strategy is for 5 years. After completing education and when my Visa is near to expire I have two options return to my country Pakistan or stay in UK for my future work. But my first priority is to stay here, then there are further two options for me apply for HSMP or PSW. I also start to search my job in UK and also send documents for Visa extension. Where I place myself in medium term strategy? According to module (Fig. 1), I must start my career from Passage 2 and start applying for the positions which lead me toward Managerial level. In my next 3 years 2011 to 2014, I see myself as a Business Manager and want to enter in Passage 5. Which type of Organization I want to work? I just want to start my career in UK and there is no matter for me the organization is big or small but I want to see myself at a place where I learn, self development and good leadership learning. Then I want to move toward good and high reputed organization. After getting 2 years experience in any organization, I like to change my preference and move towards more education and must start again the learning process. I must do one more course of Msc as a part time in 2014 which is of two years but if I do it full time then it must be for one year after this I do the PHD in management. It is also possible that I do just PHD in Management instead of 2nd Msc. PHD is the part of my strategy in medium term planning. After from 2011 to 2016, I see myself as Business Manager and also a PHD holder in Management sciences. iii. Long Term Strategy: After the success of medium term planning my long term strategy become very vast and I have a lot of opportunities and career directions. My long term strategy is for the further 10 years from 2016 to onward. Where I see myself in further ten years? As a Professor As a Enterprise Manager As an Entrepreneur I have all these 3 choices but also two at the same time. Like if I am working in an organization, then I can also join the university as a part time professor. After gaining the experience I want to start my own business, beside this I also like to join the university as a lecturer. Desired Job Role: Fresh Graduate desired job role different from the experience person. When I have done my graduation, my desired job role was to enter in the organization, gain experience and polish myself. As I have 2 years work experience as a Sales Executive and also as a Relationship Manager designation. According to my strategy my desired job roles are such as: Marketing Executive to Marketing Manager and Director My experience as a Marketing Executive is almost 17 months and this is an edge for getting job anywhere and that is my favourite field and enjoys it. And Marketing Executive is involved in developing marketing campaigns that promote a product, service or idea. And in future career development, I can work as Sr. Marketing Executive in 1st year plan and in 2-5 years plan at Marketing Manager the in 10 years plans as a Marketing Director which present my strategy. Management Consultant My desired job role is as a Management consultant because it is related to my field and a Management Consultant is involved in providing objective advice, expertise and specialist skills with creating values, maximizing growth or improving the business performance. Customer Service Manager As I am related to marketing field and also from management there fore I know the needs of customer and the services for the customers. Therefore I like to do work as a Customer Service Manager. And the Customer Service Manager ensures that the organization work for the satisfaction of its customers needs. I like this job role because I am a creative, can do planning and problem solving person. Retail Manager I also like to do work in a retail outlet because it increases my experience and I met a lot of persons. Because of this job I have the scope as a Retail Manager in my 5 years plan and can move towards big retail outlets like Mark Spencer, Next, NIKE and any big outlet. And this job role is related to my field because of my marketing experience and my business education. Higher Education Lecturer As I explain in my 5 years and 10 years plan that I want to do PHD and this job role help me in my long term planning as a professor or lecturer in universities. In colleges and universities the qualification level is Msc and PHD. In this profession I can progress towards Dean of my department or towards the University Dean.

Lord of the Flies :: essays research papers

Often in our lives other people affect us in both negative and positive ways. In the case of Lord of the Flies, the kids influence one another while on the island, in mostly negative ways. These influences cause for mental changes in the brain. Most of the time, mental changes affect physical changes. However, in some rare occasions it is the other way around. While on the island the boys go through numerous physical and mental changes. Although mental changes are somewhat more significant than physical changes, physical changes are still very much apparent and can sometimes cause for mental change.   Ã‚  Ã‚  Ã‚  Ã‚  Crashing onto the island, the kids have immaculate, clean faces due to the fact that they attend a Catholic school which, incidentally, enforces a school uniform code. As time progresses, some of the kids, particularly the choir boys, dirty their faces because of their hunting adventures. As seen on page 69, â€Å"Jack, his face smeared with clays, reached the top first and hailed Ralph excitedly, with lifted spear.† After dirtying their faces, the choir boys proceed to paint them. Page 74 mentions, â€Å"I painted my face—I stole up.† In the beginning the face painting is only something they do for fun. However, near the end of the story it becomes so bad that Ralph cannot even recognize who was standing in front of him. On page 195, â€Å"A smallish savage was standing between him and the rest of the forest, a savage striped red and white, and carrying a spear.† It can be seen by this quote that the face painting becomes a mask of evi l over the choir boys’ faces. Nevertheless, besides their faces, there is a smaller, more inconspicuous physical change, hair.   Ã‚  Ã‚  Ã‚  Ã‚  Their hair is manageable and of appropriate length when they arrive on the island. As time passes, they develop more animal-like characteristics as their hair becomes long and tangled. On page 64, â€Å"His fair hair was plastered over his eyebrows and he pushed it back.† However, Piggy did not experience a significant change in length of hair; it can be inferred that this was meant to symbolize his difference from all the other boys not just in hair length, but also intellectually. On page 64 it states, â€Å"The rest were shock headed, but Piggy’s hair still lay in wisps over hi head as though baldness were his natural state and this imperfect covering would soon go, like velvet on a young stag’s antlers.

Friendship in Dandelion Wine :: essays research papers

Friendship in Dandelion Wine How important is friendship in the lives of teenagers today? In the book Dandelion Wine friendship is one of the main and supporting themes that intertwines throughout the book. Friendship can come in all shapes and sizes, but when you lose a friend there are many affects. People can't imagine surviving high school and adolescence without their friends. John the best friend of Doug moves away, the aspects of losing his best friend were devastating bringing a turning point in to Doug's life with many affects. It was a sunny day until a sudden cloud came over Doug’s head, when the reality of John moving hit him (Bradbury 103) “John took the yellow and green train ticket solemnly from his pocket and they both looked at it'; (Bradbury 103). With this type of situation kids are forced to make decisions to cope with the environment around them. “Whether they’re gossiping on the telephone or huddled in school hallways, teen-agers are constantly reaching out to their friends. They can’t imagine surviving high school and adolescence without them.'; The very word of friendship is complicated in the world today. When someone leaves you for any reason you are going to miss him or her with many affects. As memories flow through your head remembering the person that left seems to get harder and harder. In the book Dandelion Wine John started to notice little things that he never noticed before, and this scared him for he was afraid that Doug wouldn’t remember him. & #8220;Shut your eyes, Doug. Now, tell me, what color eyes I got? Don’t peek. What color eyes I got?'; Douglas began to sweat. His eyelids twitched nervously. Aw heck, John that’s not fair. Tell me. Brown! John turned away. No sir. What you mean, no? You’re not even close!'; John closed his eyes. Turn around here, said Douglas. “Open up, let me see. It’s no use, said John. You’re forgot already. Just the way I said. Turn around here! Douglas grabbed him by the hair and turned him slowly. Okay Doug. John opened his eyes. Green.'; (Bradbury 105-106). The very sentimental aspect of these affects can help to shape yourself by the environment around you. “Maintaining friendship can cause a lot of anxiety among teens. One of the biggest issues is trust. Confiding in people can be tricky, a betrayal of a confidence can break a friendship'; (Ellis H1+).

An Evaluation of My Writing :: Teaching Education Essays

An Evaluation of My Writing What Dana is; insightful. What Dana's writing hasn't been; insightful. So what does this mean? It means, that Dana has been missing from her own writings. She has been absent, and non-existent. Dana has a voice that goes unheard, and she possesses a style which has conformed instead of expanded. Her previous writing has epitomized nothingness. It resembles a cosmic soup, void of expression and individuality. There is no doubt that Dana needs to be found, and she should be pictured on the back of milk cartons with the word MISSING typed in bold letters if necessary, because her writing doesn't give any evidence that she even exists. But wait just a minute! There's been word that she's just wrapped up a quarter of expository writing, and she could be saved. This is something to be thankful for because the threat of colorless, lifeless, and uninteresting writing might be gone. We should all be rejoicing because one more writer has seen beyond the theme and converted to a style that exce eds that of the Official Style. Dana's earlier work was dry from start to finish. Her introductory paragraphs never grabbed the reader because they started out so slowly. The purpose of her own papers even seemed unclear to her, as if she wasn't completely aware of where she was headed with her thoughts and ideas. Perhaps this is so obvious because what she was writing, was written in such a way, that it didn't even remotely resemble her own communication style. Dana seemed content writing to accommodate the expectations of the person she was writing for, rather than writing to satisfy her own expectations. It was very noticeable, even in the first sentences of her introductory paragraphs, that she purposely tip-toed around issues she could have addressed including the issues in her theme papers. Dana is not the person, style, or voice, that she portrays in her papers. Dana seems to have been taught to believing that writing quality is measured by a word choice that is high caliber, eloquent, and sophisticated. I know this girl, and she doesn't use the big two dollar words in her everyday conversations, however, she uses them without discrimination in her writing. Someone, somewhere along the road of her bumpy academic career, has fed her, the very familiar, Official Style myth. It is obvious she gets sick of talking at her readers, attempting to sound like an expert, know-it-all politician. An Evaluation of My Writing :: Teaching Education Essays An Evaluation of My Writing What Dana is; insightful. What Dana's writing hasn't been; insightful. So what does this mean? It means, that Dana has been missing from her own writings. She has been absent, and non-existent. Dana has a voice that goes unheard, and she possesses a style which has conformed instead of expanded. Her previous writing has epitomized nothingness. It resembles a cosmic soup, void of expression and individuality. There is no doubt that Dana needs to be found, and she should be pictured on the back of milk cartons with the word MISSING typed in bold letters if necessary, because her writing doesn't give any evidence that she even exists. But wait just a minute! There's been word that she's just wrapped up a quarter of expository writing, and she could be saved. This is something to be thankful for because the threat of colorless, lifeless, and uninteresting writing might be gone. We should all be rejoicing because one more writer has seen beyond the theme and converted to a style that exce eds that of the Official Style. Dana's earlier work was dry from start to finish. Her introductory paragraphs never grabbed the reader because they started out so slowly. The purpose of her own papers even seemed unclear to her, as if she wasn't completely aware of where she was headed with her thoughts and ideas. Perhaps this is so obvious because what she was writing, was written in such a way, that it didn't even remotely resemble her own communication style. Dana seemed content writing to accommodate the expectations of the person she was writing for, rather than writing to satisfy her own expectations. It was very noticeable, even in the first sentences of her introductory paragraphs, that she purposely tip-toed around issues she could have addressed including the issues in her theme papers. Dana is not the person, style, or voice, that she portrays in her papers. Dana seems to have been taught to believing that writing quality is measured by a word choice that is high caliber, eloquent, and sophisticated. I know this girl, and she doesn't use the big two dollar words in her everyday conversations, however, she uses them without discrimination in her writing. Someone, somewhere along the road of her bumpy academic career, has fed her, the very familiar, Official Style myth. It is obvious she gets sick of talking at her readers, attempting to sound like an expert, know-it-all politician.

Research And Ethics Essay

Conducting a qualitative research is not an easy task. Aside from considerations regarding gathering data, looking up literature and other sources related to the study, and such, researchers engaged in qualitative studies should also consider ethical issues in order to provide results that are not only reliable and valid but also acceptable in terms of morality and standard principles. For qualitative researches to exhibit the qualities of ethically accepted studies, they should comply with certain principles and guidelines. These principles and guidelines include simple yet socially acceptable rules such as respecting the rights and human dignity of other people, providing research results that are highly beneficial and contributive, adhering to fairness and equality, and presenting the truth and nothing but the truth. (Gonzales-Perez, 2007) One specific ethical issue in qualitative research is exploitation. This is a highly significant matter because it is related to the researcher’s relationship to the participants. Researchers should always respect participants avoiding exploitation, such that researchers do not impose power over them. (Gonzales-Perez, 2007) For instance, a researcher takes advantage of the vulnerability of child or female participants by imposing power and authority and drawing from them personal and sensitive information that violates the privacy of human beings. (Gonzales-Perez, 2007) Exploitation does not meet the responsibility of researchers over the security and welfare of the participants. Personal and sensitive information that will be presented in the research obtained from exploitation will not make the research study ethically or morally acceptable, annulling its reliability and validity as a research case. (Ethical Issues in Qualitative Research, 2008) Another ethical issue is the researcher’s responsibility to inform participants of the true nature of the research. This is based on the founding principles of qualitative research which states that the researcher should always protect participants from harm. Researchers should be able to inform participants of events that will follow the research process, such as the processes, operations, requirements, and such, in order for both the participants and the researcher to become aware of possible risks or threats. Considering the health of a participant is one possible consideration. For instance, the research study focuses on the effect of food to mood or emotions. The participant should be informed of the process, as a standard operating procedure, in order to determine problems, such as food allergies, and such. In addition, researchers should also obtain consent from participants before continuing the operation of the research process. This is one of the major responsibilities of the researcher as an advocate for human rights and dignity in terms of personal safety and wellbeing. In doing so, harm and catastrophes will be avoided. (Gonzales-Perez, 2007) The third ethical issue concerning qualitative research is misrepresentations of information covered by the research study. Opportunities for misrepresentations will not make the research study valid and reliable, simply because its content is open to many interpretations and points of view. The purpose of the research process is to provide information that is clear and direct, stating facts that represent the preciseness of data. Misrepresentation defeats this purpose. This violates ethical standards and guidelines because misrepresentations hold risks and threats, especially if data or information is interpreted in the wrong way. (Gonzales-Perez, 2007) Imagine a research study focusing on health practices that will protect the safety and wellbeing of the patients. Suppose the research study concludes with suggestions that will assist health care professionals in caring for their patients. If the information is interpreted wrongly, health care professionals might commit mistakes that will endanger the lives of their patients. Abiding by ethical issues and considerations, when conducting qualitative research, is highly important. Following ethics in qualitative research determines the nature and quality of the results and the research itself – whether it is acceptable, conducted in good faith, and is beneficial to the public. Researcher should always keep in mind that they are highly responsible for the results, whether desirable or undesirable, that might arise from the research study. Therefore, following ethical standards and guidelines is a must in order to go about the research process in a correct, accurate, and appropriate way. Resources Ethical Issues in Qualitative Research. (2008). Retrieved October 18, 2008, from SA Health Info. Website: http://www. sahealthinfo. org/ethics/ethicsqualitative. htm Gonzales-Perez, M. A. (2007). Ethical Issues in Qualitative Research. Retrieved October 18, 2008, from The Community Knowledge Initiative. Website: http://www. nuigalwaycki. ie/admin/documents/Ethical_Issues. pdf