Deterrence theory and scientific findings on the deterrence value of severe punishment

Deterrence theory Deterrence theory stems from behavioral psychology and concerns with the prevention or control of inappropriate actions through instillation of fear of punishments. Deterrence theory is a theory in criminology and has found persistent use in criminal justice system. The theory states that governments can significantly reduce crimes within their jurisdictions by raising the probability of arrest, probability of conviction and the severity of punishments (Mendes 60).Advertising We will write a custom essay sample on Deterrence theory and scientific findings on the deterrence value of severe punishment specifically for you for only $16.05 $11/page Learn More Deterrence theory views punishment in two ways. In the first case, criminals receive severe public punishment with a view to deter (prevent) other persons from committing similar offences in future. In the second instance, deterrence focuses on the deviance of the individual and attemp ts to correct behavior through punishment in order to discourage the individual from repetition of such behavior. Deterrence theory justifies the enforcement of punishment in lieu of the offence committed. One of the most severe punishments that authorities enforce on criminals is the capital punishment. Capital punishment achieves deterrence since the executed individual cannot commit additional crimes. However, there is no consensus on whether it achieves general deterrence. According to Amlie Mitschow (1162), there is unsettled debate on whether the penalty can dissuade others from committing similar crimes. Historical development of deterrence theory Punishment with regard to crime can be traced back to the biblical times with the slogan â€Å"an eye for an eye, a tooth for a tooth.† However, Christians later emphasized tolerance and forgiveness as opposed to punishment to the extent of turning the other cheek. Formulated by utilitarian philosophers Cesare Beccaria (1764 ), Jeremy Bentham (1789) and Montsquieu (1748), deterrence theory both explains crime as well as means of reducing it. They argued that crimes were attacks not only on individuals but also on the society (Mendes 61). This led to the advocacy of punishment with a view to protect the society through prevention of crime. Immanuel Kant was unequivocal in condemning the crime of murder and subsequently stated that whoever commits murder must die (Amlie Mitschow 1161). Throughout history, severe punishment, more so capital punishment received approval by mainstream religions (Judaism, Islam and Christianity) under proper circumstances although Buddhists and Quakers persistently oppose the death penalty (Amlie Mitschow 1161). Plato supports the practice and argues that any individual found guilty of robbery either through fraud or violence, is incurable and should be punished by death.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first pape r with 15% OFF Learn More Arguments against deterrent theory Debate has raged on with regard to the real impact of severe punishment on the general welfare of the society. There are those that endorse capital punishment while others plainly denounce the practice. Arguments surrounding capital punishment depend on the moral view of those raising the arguments (Paternoster 776). Opponents of capital punishment raise several reasons why the practice should be discontinued in human beings. Universal sanctity of human life emerges as the sole reason why capital punishment should be abolished. The notion bases on the moral principle that condemns any attempt to take the life of a person. This is central to many religious traditions, and the argument acts both as a premise and a conclusion without any further reasoning (Amlie Mitschow 1165). Fears exist due to the irreversible nature of capital punishment. This aspect renders it detrimental if applied on an innocent person. Oppon ents further cite faults in statistics and argue that these pauses a risk that should cause states to improve their judicial processes. Opponents of capital punishment cite numerous cases where inmates on death sentence had their sentences overturned (Amlie Mitschow 1164). The implicit argument is that these cases concern wrongful conviction of innocent individuals. There is an argument that capital punishment deprives the culprit of the opportunity to express their remorse and make a contribution to society. It is possible for people to be transformed and compensate the society. However, this argument fails in the sense that justice should not be traded for some unknown future concern from the convict (Amlie Mitschow 1164). Scientific data report on the value of severe punishment Dà ¶lling et al (204) report on a meta-study of 700 different studies conducted to test the validity of the deterrence theory. The meta-analysis covers studies conducted between 1952 and 2006. Out of al l the studies, the deterrent hypothesis receives approval in 53% of the studies and a rejection in 34% of the studies. The researchers, however, find that deterrence is more evident on mild crimes and punishment and comparatively low with regard to the death penalty (Dà ¶lling et al 205). According to Mendes (61) the effects of probabilities of arrest and conviction and the severity of punishment receive different perceptions by individuals. There are ambiguous findings with regard to the effects of severe punishments in deterrence theory. Many empirical studies report that the severity of punishments does not have deterrent effects. Even in circumstances where it has an effect, it is weak relative to the effect of the certainty of punishment. Empirical research that incorporates risks suggests that criminals are more risk acceptant (Mendes 70). This leads to the conclusion that certainty of punishment has greater deterrent effects as compared to the severity of the punishment.Adve rtising We will write a custom essay sample on Deterrence theory and scientific findings on the deterrence value of severe punishment specifically for you for only $16.05 $11/page Learn More Mendes and McDonald (596) report on scientific findings conducted on 33 studies that show little evidence of the severity of punishment and deterrence. They argue that the problem is not theory but rather the doubts of analysts with regard to the most appropriate statistical model to formulate deterrence theory. Components in the deterrence theory all act in unison and criminals consider all of them jointly and not individually. Statistical models formulated and estimated with the deterrence package intact shows an effect of the severity of punishment in deterrence (Mendes McDonald 600). Statistical data aimed at comparisons between states has not yielded much success. This is because of differences in demographics within and between states. Besides, other factors that change over the span of the study affect inter-temporal studies (Amlie Mitschow 1162). Most countries have abolished capital punishment, and even where practiced, its application is uncertain and untimely. Conclusion According to the deterrence theory, prevention of crime requires a combination of the probability of arrest, probability of conviction given arrest, and a severe punishment given conviction. It is essential to consider the three components jointly, as no single component acting alone is sufficient. Empirical findings of the effect of severity of punishment in deterrence have yielded mixed results. Analysts who have studied the deterrence components independently have majorly brought negative results. On the other side, models that combine probability of punishment with severity of such punishment yield result consistent with the expectations of deterrence theory. Therefore, it is crucial to treat all the three elements of the theory as a package as the components fail when unbundled. Works Cited Amlie, Thomas T. Mitschow, Mark C. â€Å"Arthur Andersen and the capital punishment debate.† Managerial Auditing Journal 19, 9 (2004): 1160-1172. Dà ¶lling, Dieter, et al. â€Å"Is deterrence effective? Results of a Meta-Analysis of punishment.† European Journal of Criminology Research 15 (2009): 201-224.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Mendes, Silvia M. â€Å"Certainty, Severity, and Their Relative Deterrent Effects: Questioning the Implications of the Role of Risk in Criminal Deterrence Policy.† Policy Studies Journal 32, 1 (2004): 59-74. Mendes, Silvia M. McDonald, Michael D. â€Å"Putting severity of punishment back in the deterrence package.† Policy Studies Journal 29, 4 (2001): 588-610. Paternoster, Raymond. â€Å"How much do we really know about criminal deterrence?† Journal of Criminal Law Criminology100,  3(Summer 2010): 765-823. This essay on Deterrence theory and scientific findings on the deterrence value of severe punishment was written and submitted by user Ryan S. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Inequities and Discrimination in the Workplace essays

Inequities and Discrimination in the Workplace essays In countries such as Brazil, Bangladesh, Cyprus, Macao, Malaysia, the Republic of Korea, and Singapore, women earn 60 percent less than what men earn (256). Although U.S. figures arent as extreme as these, women face discrimination in the workplace. In 1999, women held only 5.1 percent of top executive management positions, and only 3.3 percent of companies highest paid workers were women (256). The term glass ceiling is used to describe the situation in which qualified women aspire to fill high positions but are prevented from doing so by the invisible institutional barriers (256). Discrimination of women in the workplace is a result of mens power and their reluctance to give up resources and their control over women and can be summed up for women of corporate America by looking at four categories. First, the quality of womens work tends to be undervalued. Frequently, studies asking participants to assess a piece of work have found that it is evaluated less favorably when said to have been done by a women than when the same piece is attributed to a man (257). Although the tendency to favor a mans work is not always found, when differences in evaluation are found they tend to favor men. Further, womens successes tend to be attributed to luck, and competent women are sometimes described as unfeminine. Societys distrust in womens abilities results from the stereotypical roles which label women as less assertive and expert than men. A second form of discrimination of women in the work place involves making unjustified assumptions about womens values. Whereas men are assumed to have values that tend to perpetuate the system, womens values are assumed to challenge it. Felicia Pratto and her colleagues conducted a study testing the status of the positions for which men and women were most likely to be hired. They found that women were favored to fulfil...

Virtual Meeting Report Assignment Example | Topics and Well Written Essays - 500 words

Virtual Meeting Report - Assignment Example I attended a virtual meeting as the chairperson of the group, and used programs such as Google doc. The main items under discussion in our agenda were team evaluation and team contact (Guffey & Loewy, 2010). Since virtual meetings do not require physical presence of participants of meeting, maintenance of team cooperation and solidarity is on compromise, hence the main agendas on team evaluation and team contact. Evaluation of the team’s performance determines the level of active participation and contribution of an individual to a group virtual meeting. On the other hand, team contact brings about cooperation and support from members in a team. These two are very elusive aspects of a virtual meeting as opposed to a conventional meeting where participants of the meeting meet at a single location, and carry out one-on-one discussions on their agendas. Using Google doc to conduct our meeting was instrumental in facilitating our communication and exchange of opinions for each item of the agenda. The site provides a suitable platform for every member of the group to participate actively in the discussions of the day, especially considering the efficient performance of the website. The Google doc website is a very promising platform for holding virtual meetings. This is due to the universal presence of the site, and as such, any member of the group can participate and contribute their ideas to the meeting. In addition, this is also necessary in ensuring effective performance of all members during a meeting. The platform allows for fast and effective responses of each member of group in a meeting, and every member gets to know who is speaking at a particular time to avoid interferences and disturbances during the meeting. This is a very effective program in building and developing the teamwork of my group as all members know how well to use

Name on or more interactive features that JavaScript can provide and Essay

Name on or more interactive features that JavaScript can provide and HTML 5 cannot - Essay Example The user notification function allows a browser to view notifications to the user for specific events and passive notifications such as tweets, Facebook notifications, new emails, and calendar events irrespective of the tab in focus (Severance 2012 p.8). The set message option takes in desired message for translation to the user, preferred color of the notification and time length of the notification display. A dialog is a window of an application that is fashioned to cause an interruption in the current application processing to prompt the user to enter some information or a required user response. An alert dialog in this context is useful in conveying a message to alert user. Its role ends up in the same node that contains both the rest of the dialogue and the message alert. They are designed in a way to ensure mouse and keyboard interactions operate only within the alert dialog (Severance 2012 p. 7). It is an important feature especially in login and surveys, which html5 alone does not provide. It is a live region that allows the addition of new information in a meaningful order with subsequent loss of old information. These include messaging history, chat logs, game logs, and error logs. In this functionality, a relationship exists between acquisition of new information and reading order in the log (Severance 2012 p. 8). HTML5 does not provide that function while JavaScript makes it readily

Essay on a current Health and Safety issue Example | Topics and Well Written Essays - 1750 words - 1

On a current Health and Safety issue - Essay Example For example, statistics indicates that in the 2002-03 periods, 71 of the 226 workers that were fatally injured during the course of their jobs in the UK were construction workers (Akintoye et al., 2000). The figure represents an astonishing 31 percent that is the highest proportion of all the sectors of the UK economy. Other than the fatal injuries reported, a myriad of other minor injuries were reported by more than 4780, which is over three times higher than the average reported by other sectors of the economy. Even though the incidental risks are still high, all signs indicate that there are significant improvements in the industry particularly in the conditions at the site of the construction. The positive signs are backed by the report undertaken by Lord Youngs for the government that espouses the issues related to the health and safety of the construction industry. The report published on 20th of October 2010 asserts that the working conditions in the construction sites have been on a radicle improvement when the last 20 years are taken into consideration. For instance, these improved working conditions have resulted in over 5 percent reduction in the numbers of the reported injuries and deaths in the construction industry since 2001 (Hale et al., 2012). Despite the significant improvements in the conditions of the construction sites, the raging debate has always focused on who should shoulder the responsibility for the health and safety in the construction industry. The paper critically appraises and evaluates three statements that aim at establishing where such responsibility should lie. The critical appraisal of each statement is aided by the information that is cons trued from the Acts of Parliament of the UK and other health and safety regulations in the UK that are deemed appropriate for each case. The first quote to illustrate is the National Audit Office (NAO) report that is entitled Improving Health and Safety in the Construction

Managerial delegation within nursing practice

Managerial delegation within nursing practice PREPARATION FOR PROFESSIONAL PRACTICE Part 1 The following assignment will discuss the importance of managerial delegation in practice. The learning outcomes I shall cover in this essay are to critically analyse the concepts of professional and inter-professional collaboration. I shall also demonstrate accountability and responsibility in managing the delivery of care. I shall also critically reflect upon my own strengths and weaknesses in relation to leadership qualities, management skills, communication skills and evidence based practice. All those aspects will be examined on the basis of a scenario. The scenario concerns a patient called Betty, who was due in for admission by police escort and I asked a qualified member of staff to undertake the admission. However it became apparent that the patient was drunk upon arrival for admission. I felt inexperienced to deal with this and I recognised the need to resort to policy, legal, ethical and safety issues surrounding my delegation and decision-making before the admission could proceed. I discovered that there was no policy in respect of admittance of a drunken patient. For that reason I recognised the need to seek guidance from more experienced team members as patient safety was a concern. The good part of this experience was that I felt supported by more experienced staff members. After discussions, I felt that the admission was manageable and would not cause any safety issues in respect of patient care. I changed my decision and asked the qualified staff member to orientate the patient to the ward. Rather than asking the nursing assistant who I felt did not have the theoretical knowledge of substance misuse or appropriate skills to deal competently with the situation on this occasion. I could have refused the admission due to lack of policy guidance and if the situation arose again, I would judge the situation on its risk to patient safety and care. This scenario shows that during the course of a workday, a nurse makes decisions of many kinds, these are not trivial decisions; they involve a patient’s well-being, so it is important that as a nurse my decisions are good ones. I believe my PDP has helped me identify weaknesses as learning needs, enabling me to address these areas during practice, gaining more skills and benefiting my nursing career, patients and prospective employers. Some nurses criticise PDP’s for negatively highlighting areas of poor performance (Wilson et al 2009), others believe they positively acknowledge the nurses strengths and constructively recognise areas of improveme nt (Evans 2003). Policy changes and changes in nursing practice (The NHS Plan 2000, National Service Framework for Older People 1999, Making A Difference 1999, NMC 2002) means the nurses role has changed. The nurse needs to delegate tasks to enable all the daily tasks to be completed. Actually the above scenario contains aspects of leadership, management and delegation. It would therefore be important to examine those aspects and look at the differences between them. In a transformational style, one identifies a problem, and works collaboratively with other staff to find a solution. There is an element of unpredictability as well, which empowers the nurse for the future (Faugier et al 2002). Leadership goes also with authority, influence and power (Jooste, 2004). Influence plays a more important role as a leader should be able to motivate, negotiate, and persuade instead of simply wielding power. This influence is to model by example, to build caring relationships, and mentor by instruction (Jooste, 2004). Leadership goes also along with management, but confusion prevails about these two notions (Marquis et al 2009). The differences lie in the roles of the leader and a manager as made clear by (Hughes et al 2006) in the following distinctions: â€Å"managers administer, leaders innovate; managers maintain, leaders develop; managers control, leaders inspire; managers have a short-term view, leaders have a long-term view; managers ask how and when , leaders ask what and why; managers initiate, leaders originate; managers accept the status quo, leaders challenge it.† Managerial delegation is one aspect nurses have to very careful about. As a matter of fact, delegation is the turning over of both authority and responsibility for doing work duties to a subordinate, but additionally explaining the ‘what’ and ‘why’ of a selected job, whilst leaving the ‘how’ up to the subordinates (Coburn et al 2006). It is â€Å"is the process by which you (the delegator) allocate clinical or non-clinical treatment or care to a competent person (the delegate). You will remain responsible for the overall management of the service user, and accountable for your decision to delegate. You will not be accountable for the decisions and actions of the delegate† (Wales (NLIAH), 2010). This brings about a new level of professional decision-making and the nurse as a person with managerial skills and deleg ation (Thomas et al 2009). As part of my management placement I would learn of my managerial and delegation duties for the day during handover when I would identify what tasks needed doing. Following this I would check the ward diary and the doctor’s book to see what tasks I needed to delegate to ensure that all the patients were cared for safely. Evidence suggests, many student nurses and newly qualified nurses feel unskilled at delegation due to limited educational training and inexperience in the work place (Johnson et al 2006). On placement I felt ill prepared to delegate to staff members for these reasons, however I recognised that the best way to develop this skill would be through experiential learning. Delegation is a skill, which (Johnson et al 2006) argues is better acquired through experiential learning than lectures. (Kolb 1984) describes the experiential learning cycle as experience, reflection, generalising and planning. (Simon et al 2009) and (Parsons 2009) argue that delegation should not be purely experiential as research suggests educational sessions have resulted in knowledge and confidence for decision-making (Conger 1993). Making a Difference (DOH 1999) supports both views, as do I. I found it hard to determine what can and should be delegated in case I compromised patient care. I over came this by using a theoretical framework alongside experiential learning. I critically analysed two frameworks. The first being the Four Rights of Delegation: Right task, Right person, Right communication and Right feedback (Hansten et al 2004). The second model was (Conger’s 1993); it is called delegation Decision-making Model, which addresses three areas, task analysis, problem identification and selecting the right team member for the job. However I rejected Conger’s model, as I perceived it as being flawed for the fact that it does not include feedback. Each time a task was delegated the staff member was asked to give feedback, so when they had completed their task, a written record documenting what had occurred, this way I could be sure that the patient had received the care needed. This written record can be confirmation that the task delegated has been started and finish to the instruction which I had delegated to the delegate. Any difficulties during the task which the delegate acknowledges can be further examined and future recommendations can be put in place for future practice (Warner 2008). To delegate successfully the student nurse needs to develop an understanding of team members’ job descriptions, job expectations and skills training; otherwise patient care could suffer (Thomas et al 2009). Nurses must be very careful when delegating someone, and they have to keep in mind that there are accountable. Perhaps the best way to understand this issue would be to quote from the (Nursing and Midwifery Council 2008) on what it says about the delegator’s accountability: â€Å"If the nurse or midwife is delegating care to another professional, health care support staff, carer or relative, they must delegate effectively and are accountable for the appropriateness of the delegation. The Code requires that nurses and midwives must: establish that anyone they delegate to be able to carry out their instructions; confirm that the outcome of any delega ted task meets required standards and make sure that everyone they are responsible for is supervised and supported (Tomey et al 2009). I reflected upon the above experiences via self-reflection, peer and clinical supervision with my mentor. I decided that communicating more effectively to staff members was crucial to my ability to delegate better. I believed that my good communication skills were invaluable to me when learning how to delegate. (Parkman et al 2004) states that â€Å"effective communication is a fundamental asset to successful delegation†. Evidence has shown that good communication skills by the student nurse will enable them to be more successful in delegating resulting in higher levels of job satisfaction as it empowers all team members (Parsons et al 2009). Using (Gibbs Reflective Cycle 1988) to reflect and evaluate my delegation experiences and in turns the quality of care provided for patients has helped me to become more self aware in my actions. (Cook 20 01) states that â€Å"when the student nurse becomes aware of these things, it impacts positively on the quality of care, therapeutic communication and relationship with the patient† (Cook 2000). I have learnt that there are barriers to reflection. (Newell et al 2008) and (Jones et al 2008), criticize the idea of reflection arguing that it is a flawed process due to an inaccurate recall of memory and hindsight bias. (Richardson et al 2002) argues that it theorise actions in hindsight therefore devaluing the skill of responding intuitively to a patient. As such this could affect the quality of care given to the patient. But as with everything new challenges will always occur. One such challenge which can occur on a daily basis is when one of my delegation requests is contested due to a conflict of personalities. These conflicts of personalities can be shown in many ways such as ageism and gender. The older delegatee can sometimes show a condescending demeanour and display a pa tronizing superior attitude and a reticent to taking tasks from a younger newly qualified nurse. It is hard for the newly qualified nurse to point out any mistakes to someone older with many years of experience (Nursing Times 2011). Equally it is difficult when allocating a task to a member of staff who resents being told what to do by the opposite sex. When these barriers occur it is of great value for me to reflect on my practical and theoretical skills learned. With these skills learned, I know I have the confidence to meet any challenges and incidences which I can expect to meet on a daily basis. In general, as a newly qualified nurse giving delegation tasks, the nurse has to display strength in his/her personality (Doyle et al 2006). Any frailty within the newly qualified nurse’s character will soon be exposed by the delegate and advantages can be taken. Such advantages could include taking short cuts in the tasks delegated, or giving the task to someone else without fir stly notifying the delegator. In conclusion I feel I have grown personally, professionally and evidence of this can be seen through the achievement of NMC (2002) outcome competencies, PPS, witness statements, portfolio, profile, reflection, peer and clinical supervision. I feel that I have faced up to this challenging task and whilst learning to some degree through trial and error, I feel have succeeded in gaining delegation skills, because I have combined communication skills, theory and practice, with safe practice as my priority. Part 2 PREPARATION FOR PROFESSIONAL PRACTICE Part Two Drug Management For part two, I will be using a personal development plan (PDP). By using my personal development plan coupled with the smarter framework I will have a greater chance to envisage my personal development plan. The SMARTER framework will be used in order to judge the components of my goals. See: Appendix 1 I shall focus on one part of my PDP, which I feel less confident in and that is my medication administration skills, coupled with my NHS trust’s policy on their Principles of Safe Administration of Medicines. I shall suggest ways in which I can overcome problems I have in this area. My strengths and weaknesses can be seen in appendix 5. See: Appendix 5 Some nurses criticise PDP’s for negatively highlighting areas of poor performance (Wilson 2002), others believe they positively acknowledge the nurses strengths and constructively recognise areas of improvement (Evans 2003). I believe my PDP has helped me identify weaknesses as learning needs, enabling me to address these areas during practice, gaining more skills and benefiting my nursing career, patients and prospective employer. The contents of my PDP include the prioritisation of 5 key areas for improvement, which I feel I need further knowledge and learning about, these areas are: Drug Management, IT, administration, Chairing meetings and infection control. I have set a 3 months goal in order to improve my knowledge and understanding of these areas of deficit. The way for me to achieve my goals could include such ways as Reading professional journals like British Medical Journal, Nursing standard and Nursing times, couching by IPT members, shadowing and learning form the professionals, ward resources and using the hospitals own nursing library. For an outline of my PDP please see: Appendix 2 As well as a PDP it is important that I maintain a reflective Diary, noting important events relevant for further investigation. See: Appendix 3 I have always been apprehensive when the time comes to administer the medication. I had read and heard so many bad incidents in the press and TV when fatalities had occurred due to incorrect medication being administered. Because of these fears, I have always tried to include within my PDP any incidents or information concerning the administration of medications. I am aware that each NHS trust has their own policies on the safe administration of medications. While researching the policies of my local trust, I came upon the following policies which I feel will be beneficial to improving my knowledge on the safe administration of drugs. Registered nurses in exercising their professional accountability in the safe administration of drugs must comply with the 10 R’s as listed in the trusts drugs Policy (East London NHS) See: Appendix 4 A prescribed medicine is the most frequently provided treatment for patients in the NHS and although standards for medicines prescribing, dispensing and administration are high in this country, mistakes do occur (DoH, 2004). There has been growing awareness of the causes of medicines incidents. The publication of ‘An Organisation with a Memory’ (DoH, 2000) demonstrated the government’s commitment to improving the safety of patient care with the clear aim to reduce the number of incidents of serious medicines incidents by 40 %, (Courtenay et al 2009). As a result of these facts and the government initiatives it is essential that the Trust has a supportive and clear process to improve the practice of the administration of medicines. In their review of Medicines Management, the Healthcare Commissions (State of Healthcare 2007) reported that trusts need appropriate controls to ensure that medicines-related risks are minimised (Healthcare Commission 2007). The report f rom the National Patient Safety Agency (NPSA), ‘Safety in doses: medicines safety incidents in the NHS’ (NPSA, 2007) outlining seven key actions for trusts to implement to improve patient safety and improve staff skills and competencies. The Nurse and Midwifery Council (NMC) Standards for Medicine Management (NMC, 2007) encourage the immediate reporting of incidents. In order for registered nurses to keep their registration the NMC has compiled a test called (Prep) post registration education and practice. In order for nurses to achieve success in this test they must show that they have completed 35 hours of learning in relationship to the area of practice for every 3 years. The newly registered nurse must keep a (PPP) personal professional profile which will record their ongoing learning achievements (NMC) 2. The purpose of a (PPP) is so that the nurse can have a record of their achievements and it can be a source of reference. TheNursingandMidwiferyCouncil,thenursinggoverningbody,expectsall Nursesto:acknowledgeanylimitsofpersonalknowledge, skills and take steps to remedy any relevant deficits to meet the needs of patients (NMC scope of Professional Practice). AspartoftheNMCrequirementsforregistration,allnursesarerequiredtokeepa Professionalportfolio.Thisrecordslearningandskillacquisitionandintegrationof thisprofessionaldevelopmentintopractice.InspectionofthisportfoliodocumentcanberequestedbytheNMCatanytime,asthisprovidesevidenceofmeetingprofessionalstandards. Having set my learning need as drug management, within 6 months I shall do all I can to achieve proficiency in the administration of drugs. I am fully aware of the complexities of drug administration such as, the 10 R’s which I mentioned above, new medications coming on stream, old drugs being disused or superseded and contraindicated where certain combinations of medication is not advisable, the list can go on and on. As a nurse managing drugs I know there is no room for guessing when drugs are concerned, I know the only way is the right way when lives are at risk. 1

Understanding Albert Camus The Plague :: Albert Camus Plague Essays

Understanding The Plague  Ã‚   The Plague, written by Albert Camus, is a triumph of literary craft. Camus created a commentary on the way humans react to trying situations and circumstances in his fictional city of Oran in North Africa. The reader is presented with Oran as a city of several hundred thousand people. All of whom seem to take life for granted. The people of Oran ar constantly driven by business or money and only stop for life's finer pleasures on the weekends. A fairly accurate parallel to today's world. When an outbreak of plague begins in Oran, nobody pays attention at first. When the problem becomes too big to be ignored, the city is taken somewhat by surprise and placed under quarantine. The city remains isolated from the outside world for over a year, and when the outbreak reaches its peak, hundreds are dying every day. The main characters in the story are Dr. Rieux, Cottard, Tarrou, Grand, and Rambert. Rieux is the narrator (although he does not reveal himself as the narrator until the end of the story). Through Rieux's eyes and Tarrou's Journal entries , Camus depicts a personal and completely lifelike view of a major catastrophe. The was Camus creates such a quiet masterpiece of literature is not by reading death statistics and important events; it is by his focus on the individuals involved in the crisis. The most striking feature of the novel is actually very sublime. The way Camus approaches the unthinkable catastrophe of the plague is actually the opposite of the way the media in society today reports and enjoys to hear about such catastrophes. It is much easier to deal with disasters in numbers. Today's public wants to hear a comforting '250 dead today' instead of hearing about the people who died agonizing deaths and the people who love them, being forced into quarantine before the bodies are cold. Camus forces the reader to see the brutal realities of the plague, not merely in blood and gore, but also in the subtle and profound changes that occur in the people of Oran. The way Camus does this is by his never-ceasing emphasis on individual people and not the masses of the town as a whole. At the beginning of the novel, people were reluctant to recognize the plague as something that would change their lives. They thought it was simply a passing inconvenience.

Students Absenteeism

INTRODUCTION Absenteeism, according to Merriam- Webster dictionary means chronic absence. In the context of the school it is the habitual or intentional failure from going to school. It cannot be denied that every now and then, students may miss some school activities and lessons. But it becomes a problem if the student will be away from school for many days. Chronic absentee students are placed at a disadvantage both socially and academically. They miss out on critical stages of social interaction and development with their peers and at the same time impacts negatively on their academic progress.This can result to low self-esteem, social isolation, and dissatisfaction that could well have precipitated non-attendance in the first place. School absenteeism is an alarming problem for administrators, teachers, parents, and the society in general, as well as for the pupils in particular. Unaccepted absence has a negative effect on peer relationship which could cause absence. Also, prolon ged absence can have deleterious effects for the child in later life. Students who are absent from the school are at the risk of dropping out of school early.Absenteeism also affects the teacher’s ability present class work in sequential and organized way. This can have an effect on the progress of all the students attending the class. One way of addressing this problem is to identify the causes why students become truant from school. Once they are singled out, understood and analyzed, specific actions and measures can be undertaken. This will eventually redound to the better performance of the students, teachers, and the school in general. II. Background of the study Jason Caringal is a student who belongs to heteroclass.He is already third year and he is not a shy type and silent student. He tends to sleep when he wants, and commit absences without informing his teachers. He have been absent two days in a week and though he will come to school he seldom participate in schoo l activities. III. Review of Related Literature A child or student’s interest is the most basic element that makes a group learning system work in an organize way. From the head to the base members of this organization, the condition of one may affect the others.This kind of educational system is comparable to a series light connection where in the state of one greatly affect the others. Population and percentage within that population which causes negative feedbacks can be primary reason of a poor product. The group or classroom type of organized way of learning has given that impact to the community being the commonly used system. Its effectiveness has been proven and has never been out of fashion. The relationship between the student’s physical presence on the class discussions and their learning performance are greatly relative.Class participation is just one way of measuring a child’s learning ability. In a class, the teacher-student relationship is one of the most fundamental units in student’s learning. When a student misses a day of school he/she must have lost the chance to hear others, interpret and analyzing the lessons or joins the interaction within the class. This lost is being rooted to two different courses and varying factors under these courses. The inquiry might be a family situation or an individual problem. Then, under these courses are the factors that contribute to a child’s regular truancy.These may be finance concerns, disability, psychotic imbalance, poor school climate, family health, transportation problems, drug and alcohol use, and differing community attitude towards education, (Savers, D. et al, 2005). Absenteeism in one angle view point is one of the most common causes of degrading performances of the students. Especially to those who are included in the advance intelligence curriculum, absenteeism causes a great lose and may result to giving up an aimed position. It can also cause social repl etion especially when a class is composed of a great number of students.This habit causes a dilemma to the school administration when big figures are involve and may decrease the school’s performance. On the other hand, contamination of sickness and disease can be avoidable because of the absences of a person (Marburger, D. ,2001) A student’s attendance may be the grounds of the results of his or her learning performance. School administration and faculty may also affect the absenteeism rate of their student, and so as the population of those who practice absenteeism affect the administration and the school itself.Absenteeism in students affects their school performances especially when they are in a group or teamwork for their assignments and projects. Since grouping will help develops the students’ cooperative and ability to share and gain knowledge from their group mates will also miss the opportunity of gaining knowledge from the absent student (Koppernhaver , 2003). According to Schmidt in 1983, absenteesm affects the students’ ability to get high scores in examinations which can cause the decreasing of grades or the student may fail and will cause him/her to repeat the same year level.Students who have spent time attending lectures or classes have a significant, positive effect on students’ performance. Students that participated exhibited higher grades and scores in examinations of the student. Marburger states tat the difficulty inferring the effect of absenteeism on performance because, once a student is absent in a class, he or she may miss the opportunity of learning other techniques. He found out that missing in class progresses the likelihood of missing examination material covered that day compared to the students who were present in the class (2001).It indicates that persistent absentees at an inner-city school in South Wales had significantly lower self concept self-esteem, more deprived socioeconomic backgroun ds, lower intelligence level, and more educational problems to control groups. Suggest that remedial measures for absenteeism should focus on raising self-concepts and changing attitudes toward school (Reid K. , 1982). Absenteeism is the most significant factor to affect the functioning of assembly lines in the development of the School Administration.Those high level of absenteeism have negative repression colleges’ effect to the production of quality levels of well trained students because of work specialization. The analysis of hundred absentees reveals hundred of instances of negative effect of building well discipline students for the future. In contrast to the empirical evidence it confirms that absenteeism produce higher level of problems, that value specialization among student has been significant reduced in the students’ achievements (Mateo R, 1998). Here are some causes of absenteeism . Lack of Subject Interest 2. Lack of Personal Interest in studies. 3. Ava ilable opportunities for entertainment like malls, movie halls etc. 4. The mental capacity of a students does not matches with the the course opted. 5. Too much Pamperness from family. 6. The poor teaching skills of a teacher also keep away student from the school. 7. Lack of confidence 8. Ragging also cause absenteeism 9. Lack of allied activities also causes absenteeism like no sports program, no fresher’s or farewell parties ,no annual day celebration etc. 10.Poor food of canteen may also be consider as one of the reason for absenteeism. 11. Poor infrastructure facility in school such as no place in a library to sit is also one of the reason of absenteeism. 12 Excess of homework and sometimes fear from examination keep away students from school/college. 13 Preparation for the participation in TV shows in dance musical or acting,G. K. contest programs also increase the percentage of absenteeism. 14. Preparation for examination causes absenteeism. 15. If school or college is far off the percentage of absenteeism may increase. 16.Over expectation of parents also deteriorate the attendance of a student when s/he is unable to cope with parent nature of making comparison among their own children of with the friends of their child. 17. Too much socialization causes absenteeism. It mostly happens during teen age and college when the students forms a group to freak out . 18. Inferiority complex within student causes absenteeism. V. Solutions made by the Teacher to remedy the cause of the problem A. Counselling approaches As a subject teacherer I talk to him and gave some advices in regards with his attitudes.I explained to him that it is not good to be always absent because it will affect his performance. It will be very hard for him to cope up with different activities. B. Parental involvement programs Parents know everything that happened to their child, with this as a solution I seek an advice from our guidance and from my CT. I shared that there is a need to talk with the parents of the child. I told to my student who is related to him that I’m going to talk with his guardians, and if they can able to visit the schools during their free time.During the visitation we talk the problem of his son, it became clear to us real reason of his always being absent and I asked also for their help in order to minimize his absenteeism. C. Student – Centered Agreements My student and I made an agreement, that though he made absences he should make sure that he will complete all the outputs and requirements upon submission in order for him not to be late an all his task or responsibilities. We also agreed that he will not commit absences unless he cannot carry himself in school. VI. Results or FindingsAfter adopting several solutions, I came up with this result. Student’s attendance is always affected by the health condition. Once the student is not feeling well the tendency of it is to absent on their class. If the teacher di d not give any concern with the problem of the student, definitely the performance of the student will fail. Otherwise if the parents did not coordinate to the school in regards with their son, problem may really occur. VII. Recommendations Having the basis from the findings the researchers offer the following recommendations that can be taken into considerations: . The school administration with the parents of the concerned students must conduct and effective conference dialogue with the help of findings of the study. 2. Solutions to the different areas of difficulty due to absenteeism can be taken action by individuals in their respective fields. 3. Orientation and briefing on these students might be conducted to all least they would commit to absenteeism with the help of the study. 4. Removing Sickness Parents, teachers, can control sickness by emphasizing upon school students to maintain a high standard of cleanliness and health.Physical check up must be carried out as programme . These measures will not only check the absences but will improve the overall health of the school pupils. BIBLIOGRAPHY Internet Resources http: /Q/What_are_the_causes_of_absenteeism_of_students http://www. merriam-webster. com/dictionary/absenteeism http://www. studymode. com/essays/Absenteeism-3-898789. html ACTION RESEARCH IN SOCIAL DIMENSION Submitted by: Kimberly Mae D. Rosales Jethro H. Salvan Sharmaine D. Fiedalan Angeli Rose E. Robles Shenalyn I. Ilagan Rolando L. Tampucao (ENGLISH MAJORS)

Analysis of Gryphon by Charles Baxter

Analysis of Gryphon by Charles Baxter Charles Baxters Gryphon originally appeared in his 1985 collection, Through the Safety Net. It has since been included in several anthologies, as well as in Baxters 2011 collection. PBS adapted the story for television in 1988. Plot Ms. Ferenczi, a substitute teacher, arrives in a fourth-grade classroom in rural Five Oaks, Michigan. The children immediately find her both peculiar and intriguing. They have never met her before, and we are told that [s]he didnt look usual. Before even introducing herself, Ms. Ferenczi declares that the classroom needs a tree and begins drawing one on the board an outsized, disproportionate tree. Though Ms. Ferenczi executes the prescribed lesson plan, she clearly finds it tedious and intersperses the assignments with increasingly fantastic stories about her family history, her world travels, the cosmos, the afterlife, and various natural marvels. The students are mesmerized by her stories and her manner. When the regular teacher returns, they are careful not to reveal whats been going on in his absence. A few weeks later, Ms. Ferenczi reappears in the classroom. She shows up with a box of Tarot cards and begins to tell the students futures. When a boy named Wayne Razmer pulls the Death card and asks what it means, she breezily tells him, It means, my sweet, that you will die soon. The boy reports the incident to the principal, and by lunchtime, Ms. Ferenczi has left the school for good. Tommy, the narrator, confronts Wayne for reporting the incident and getting Ms. Ferenczi dismissed, and they end up in a fistfight. By the afternoon, all the students have been doubled up in other classrooms and are back to memorizing facts about the world. Substitute Facts Theres no question that Ms. Ferenczi plays fast and loose with the truth. Her face has two prominent lines, descending vertically from the sides of her mouth to her chin, which Tommy associates with that famous liar, Pinocchio. When she fails to correct a student who has said that six times 11 is 68, she tells the incredulous children to think of it as a substitute fact. Do you think, she asks the children, that anyone is going to be hurt by a substitute fact? This is the big question, of course. The children are enthralled enlivened by her substitute facts. And in the context of the story, I frequently am, too (then again, I found Miss Jean Brodie pretty charming until I caught on to the whole fascism thing). Ms. Ferenczi tells the children that [w]hen your teacher, Mr. Hibler, returns, six times eleven will be sixty-six again, you can rest assured. And it will be that for the rest of your lives in Five Oaks. Too bad, eh? She seems to be promising something so much better, and the promise is alluring. The children argue about whether shes lying, but its clear that they especially Tommy want to believe her, and they try to produce evidence in her favor. For instance, when Tommy consults a dictionary and finds gryphon defined as a fabulous beast, he misunderstands the use of the word fabulous and takes it as evidence that Ms. Ferenczi is telling the truth. When another student recognizes the teachers description of a Venus flytrap because hes seen a documentary about them, he concludes that all her other tales must be true as well. At one point Tommy attempts to make up a story of his own. Its as if he doesnt just want to listen to Ms. Ferenczi; he wants to be like her and create his own flights of fancy. But a classmate cuts him off. Dont you try to do it, the boy tells him. Youll just sound like a jerk. So on some level, the children do seem to understand that their substitute is making things up, but they love hearing her anyway. Gryphon Ms. Ferenczi claims to have seen a real gryphon a creature half lion, half bird in Egypt. The gryphon is an apt metaphor for the teacher and her stories because both combine real parts into unreal wholes. Her teaching vacillates between the prescribed lesson plans and her own whimsical storytelling. She bounces from actual wonders to imagined wonders. She can sound sane in one breath and delusional in the next. This mix of the real and the unreal keeps the children unsteady and hopeful. Whats Important Here? For me, this story is not about whether Ms. Ferenczi is sane, and its not even about whether shes right. Shes a breath of excitement in the childrens otherwise dull routine, and that makes me, as a reader, want to find her heroic. But she can only be considered a hero if you accept the false dichotomy that school is a choice between boring facts and thrilling fictions. It isnt, as many genuinely wonderful teachers prove every day. (And I should make it clear here that I can stomach the character of Ms. Ferenczi only in a fictional context; no one like this has any business in a real classroom.) Whats truly important in this story is the childrens intense longing for something more magical and intriguing than their everyday experience. Its a longing so intense that Tommy is willing to engage in a fistfight over it, shouting, She was always right! She told the truth! in spite of all the evidence. Readers are left pondering the question of whether anyone is going to be hurt by a substitute fact. Does no one get hurt? Is Wayne Razmer hurt by the prediction of his imminent death? (One would imagine so.) Is Tommy hurt by having a tantalizing view of the world held out to him, only to see it abruptly withdrawn? Or is he richer for having glimpsed it at all?

10 Types of Marriage Records for Family History

10 Types of Marriage Records for Family History The different types of marriage records that might be available for your ancestors, and the amount and kind of information they contain,  will vary depending on the location and time period, as well as sometimes the parties religion. In some localities, a marriage license may include the most details, while in a different locality and time period more information might be found in the marriage register. Locating all available marriage record types increases the chance of learning additional information- including confirmation that the marriage actually took place, the names of parents or witnesses, or the religion of one or both parties to the marriage. Records of Intentions to Marry Marriage Banns - Banns, sometimes spelled bans, were public notice of an intended marriage between two specified persons on a particular date. Banns began as a church custom, later proscribed by English common law, that required the parties to give advance public notice of their intention to marry over three consecutive Sundays, either in church or a public place. The purpose was to give anyone who might have an objection to the marriage, to state why the marriage should not take place. Usually, this was because one or both of the parties was too young or already married, or because they were more closely related than allowed by law.Marriage Bond - a monetary pledge or guarantee given to the court by the intended groom and a bondsman to affirm  that there was no moral or legal reason why the couple could not be married, and also that the groom would not change his mind. If either party declined to go through with the union, or of one of the parties was found to be ineligible- for example, already married, too closely related to the other party, or underage without parental approval- the bond money was generally forfeit. The bondsman, or surety, was often a brother or uncle to the bride, although he could also be a relative of the groom, or even a neighbor of  a  friend of either of the two parties. The use of marriage bonds was especially common in the southern and mid-Atlantic states through the first half of the nineteenth century. In colonial Texas, where Spanish law required colonists to be Catholic, a marriage bond was used in a slightly different fashion- as a pledge to local authorities in situations where there was no Roman Catholic priest available that the couple agreed to have their civil marriage solemnized by a priest as soon as the opportunity came available.Marriage License -   Perhaps the most commonly found record of a marriage is the marriage license. The purpose of a marriage license was to ensure that the marriage conformed to all legal requirements, such as both parties being of lawful age and not too closely related to one another.  After confirming there were no impediments to the marriage, a  license form was issued by a local public official (usually the county clerk) to the couple intending to marry, and granted permission to anyone authorized to solemnize marriages (minister, Justice of the Peace, etc.) to perform the ceremony.  The marriage was usually- but not always- performe d within a few days after the granting of the license. In many localities both the marriage license and the marriage return (see below) are found recorded together. Marriage Application - In some jurisdictions and time periods, law required that a marriage application to be filled out before a marriage license could be issued. In such situations, the application often required more information than was recorded on the marriage license, making it especially useful for family history research. Marriage applications may be recorded in separate books, or might be found with the marriage licenses.   Consent Affidavit - In most jurisdictions, individuals under the lawful age could still be married with  the consent of a parent or guardian as long as they were still above a minimum age. The age at which an individual required consent varied by locality and time period, as well as whether they were male or female. Commonly, this might be anyone under the age of twenty-one; in some jurisdictions, lawful age was sixteen or eighteen, or even as young as thirteen or fourteen for females. Most jurisdictions also had a minimum age, not allowing children under the age of twelve or fourteen to marry, even with parental consent. In some cases, this consent may have taken the form of a written affidavit, signed by the parent (usually the father) or legal guardian. Alternatively, the consent may have been given verbally to the county clerk in front of one or more witnesses, and then noted along with the marriage record. Affidavits were also sometimes recorded to affirm that both individuals were of legal age. Marriage Contract or Settlement - While much less common than the other marriage record types discussed here, marriage contracts have been recorded since colonial times. Similar to what we would now call a prenuptial agreement, marriage contracts or settlements were agreements made prior to marriage, most commonly when the woman owned property in her own name or wished to ensure that property left by a former husband would go to his children and not the new spouse. Marriage contracts might be found filed among the marriage records, or recorded in the deed books or records of the local court.In areas governed by civil law, however, marriage contracts were much more common, used as a means for both parties to protect their property, regardless of their economic or social status. Marriage licenses, bonds,  and  banns all indicate that a marriage was  planned  to take place, but not that it actually happened. For proof that a marriage actually took place, youll need to look for any of the following records: Records Documenting That a Marriage Took Place Marriage Certificate  - A marriage certificate confirms a marriage and is signed by the person officiating at the marriage. The downside is, that the original marriage certificate ends up in the hands of the bride and groom, so if it hasnt been passed down in the family, you may not be able to locate it. In most localities, however, the information from the marriage certificate, or at least verification that the marriage actually took place, is recorded at the bottom or on the back of the marriage license, or in a separate marriage book (see  marriage register  below). Marriage Return / Ministers Return  - Following the wedding, the minister or officiant would complete a paper called a  marriage return indicating that he had married the couple and on what date. He would later return it to the local registrar as proof that the marriage occurred. In many  localities,  you can find this return  recorded at the bottom or on the back of the marriage license. Alternatively, the information may be located in a Marriage Register (see below) or in a separate volume of ministers returns. The lack of an actual marriage date or  marriage  return does not always mean the marriage didnt take place, however. In some  cases,  the minister or officiant may have simply forgotten to drop off the return, or it wasnt recorded for whatever reason. Marriage Register  - Local clerks generally recorded the marriages they performed in a marriage register or book. Marriages performed by another officiant (e.g.  minister, justice of the peace, etc.) were also generally recorded, following receipt of the  marriage  return. Sometimes marriage registers incorporate information from a variety of marriage documents, so may include the names of the couples; their ages, birthplaces, and current locations; the names of their parents, the names of witnesses, the name of the officiant and the date of marriage. Newspaper Announcement  - Historical newspapers are a rich source for information on marriages, including those which may predate the recording of marriages in that locality. Search  historical newspaper archives  for engagement announcements and marriage announcements, paying special attention to clues such as the location of the marriage, the name of the officiant (may indicate religion), the members of the marriage party, the names of guests, etc. Dont overlook religious or ethnic newspapers if you know the ancestors religion, or if they belong to a specific ethnic group (e.g. the local German-language newspaper).

Malcolm X Essay Example | Topics and Well Written Essays - 500 words

Malcolm X - Essay Example Furthermore, his highlighting on the black community having self help and self-respect gives life to his scrutiny in human rights. He depicts African American culture with vibrancy and criticizes unacceptable behavior from his point of view of Muslim faith. The book ‘Autobiography of Malcolm X’ conceptualizes a transformation from lack of knowledge and misery to awareness and religious initiation (Haley). In his comment that, people never realize how a persons’ life can be altered just by a book he tells Harley the prime belief underpinning each effort to put down an autobiography as an exemplar for others. Malcolm’s views and ethics in the fight for civil rights of the 60’s were entirely different from Martin Luther King Jr., but both of them were in some way similar as in the case of loving the almighty and loving your self are virtues prime and primary steps towards achieving independence, sovereignty and power. This can be seen when Malcolm says that: He might have portrayed nearly all non-Christian aversion for loving his adversaries, but he and Martin Luther tacitly understood the success to freedom. In his Harlem life encounter, he realized that the black community should be more vibrant in helping themselves in an attempt to improve their oppressing situation. This in its sense applies to everyday life and should be embraced if one wants to improve a situation. He was the pioneer behind establishing over hundred mosques in the better part of the United States territory. As chief representative for Elijah Muhammad, saw the Nation of Islam rise to being a spiritual and religious organization in the 1960’s, hence expanding its reach. Malcolm and Elijah Muhammad agree that a polite reaction to isolation and separation is not Integration but cultural division. Malcolm mostly wanted racial justice to be upheld in America. In the event that

ARE HERBAL REMEDIES SAFE AND EFFECTIVE Research Paper

ARE HERBAL REMEDIES SAFE AND EFFECTIVE - Research Paper Example A herbal remedy that relieves inflammation and pain called Chinese Thunder God Vine weakens the immune system. The remedy is famous in for causing osteoporosis. Most of the herbs are ineffective unless their maintenance is in small quantities such as nutmeg and its cooking properties. When the nutmeg herbal is in large quantities, it cause liver failure and can at times lead to death. Many types of herbal remedies line the shelves of health food stores and pharmacies. Most people consider that any drug having the label â€Å"natural† as effective and safe. Herbal remedies have been in existence for a long time. Some of the remedies, even those carrying the natural label, can have serious and powerful negative drug effects in the body. The FDA regulates herbal supplements though not in the same manner it does with medicine of food. Herbal remedies form part of the dietary supplements. Regulations that apply to dietary supplements are not strict as those of drugs and food. Manufacturers of herbal drugs, for example, do no need the approval of the FDA before availing them to the markets. When the herbal remedy gets to the market, it is the duty of FDA to ensure its safety. FDA, however, lacks the capacity and funding to check the standards of the many new drugs. When FDA finds an herbal remedy that is not safe, it issues some requirements or orders to the distributor or manufacturer to remove it from the market (Harte 2-3). Soy provides dietary phytoestrogens that possess weak estrogenic activities. The soy herb treats menopausal symptoms and reduces the levels of cholesterol in the body. A review on the Soy’s effectiveness was done on nine clinical trials to examine the impacts of increasing dietary soy. Nine more trials were done to determine the efficiency of Soy extracts. The review gave a conclusion that neither Soy extracts nor increased Soy