Emails Essay Example | Topics and Well Written Essays - 500 words

Emails - Essay Example Use professional signatures, not elaborate ones. Signatures should contain information about yourself in relation to your position and department, and how you can be contacted (your cellphone number, extension number or direct line). Reply promptly and accordingly to messages that need a reply. This is to inform the sender that you have read and understood the message he has sent. However, be cautious when replying. Do not use the reply-to-all button if the information you are sending is for the sender only. Business e-mail addresses include the name of our company. Your signatures contain the name of our company. Be careful in sending out e-mails to people outside of your department and our company since our e-mail address is connected to the reputation of our company. You carry the name of your department and our company when sending out e-mails. You carry our reputation through sent messages. And it is important that we protect our company’s name so that our business will go on according to our mission, vision and goal. E-mails are part of doing our business. It is important that each one of us uses it with care and responsibility since it shows a glimpse of the policies and the communication style we have in our company. This policy serves as a reminder for everyone using e-mails. I hope that this would be a start of creating a new and more professional way of writing, sending out and replying to our e-mails. If you have any questions or clarifications, please do not hesitate to send back a reply. Emphasizing the importance of professionalism in using e-mails is the focal point of the policy. Since the e-mail is used as a major form of communication in companies, it is important to emphasize that it should be used with care. It is important to consider the reader and how he will react to an e-mail message by determining the appropriate language (Jerz & Bauer, 2008). Quality is

Various Influences on the Development of Social Policies Term Paper

Various Influences on the Development of Social Policies - Term Paper Example The death penalty was also part of the Fourteenth Century B.C.'s Hittite Code; in the Seventh Century B.C.'s Draconian Code of Athens, which made death the only punishment for all crimes; and in the Fifth Century B.C.'s Roman Law of the Twelve Tablets. Death sentences were carried out by such means as crucifixion, drowning, beating to death, burning alive, and implement. (Randa, 1997). Britain influenced America the use of the death penalty. When European settlers came to the new world, they brought the practice of capital punishment. The first recorded execution in the new colonies was that of Captain George Kendall in the Jamestown colony of Virginia in 1608. Kendall was executed for being a spy for Spain. In 1612, Virginia Governor Sir Thomas Dale enacted the Divine, Moral and Martial Laws, which provided the death penalty for even minor offenses such as stealing grapes, killing chickens, and trading with Indians. Laws regarding the death penalty varied from colony to colony. The Massachusetts Bay Colony held its first execution in 1630, even though the Capital Laws of New England did not go into effect until years later. The New York Colony instituted the Duke's Laws of 1665. Under these laws, offenses such as striking one's mother or father, or denying the "true God," were punishable by death. (Randa, 1997). Media is a powerful source of information. There are cases wherein cases are being trialed publicly thru media. This has influenced the development of policy in the death penalty. Before death penalty execution is being seen by people thru television. After that incident a lot of people reacted differently, some agree and some think that it is inhuman.  

Critical Appraisal Essay Example for Free

Critical Appraisal Essay This exclusive practical session revolves around students attachment to family doctor or general practitioner. Beforehand, a sound understanding and distinguishable comparison between these two specialty is necessary to perform this task efficiently. Family medicine is a medical specialty that provides continuing and comprehensive health care for the individual and family across all ages, genders, diseases, and all parts of the body. It is based on knowledge of the patient in the context of the family and community, emphasizing disease prevention and health promotion. According to the World Organization of Family Doctors, the aim of family medicine is to provide personal, comprehensive and continuing care for the individual in the context of the family and community. On the other hand, general practitioner is a medical practitioner who treats acute and chronic illnesses and provides preventive care and health education to patients. The good general practitioners will treat patients both as people and as a population. In some healthcare systems general practitioners work in primary care healthcare centers where they play a central role in the healthcare team. Nevertheless, in some models of care general practitioners work as single-handed practitioners. In conjunction with this block, I visited a local puskesmas to understand more about role of a general practitioner and family physician. Physical Access , Convenience and Facilities The clinic I was designated to is Puskesmas Danurejan I. The puskesmas is located in Bausasran, Danurejan in Yogyakarta. After being renovated and improvised since December 2011, Puskesmas Danurejan possesses new physical structure and more sophisticated facilities. Now, the puskesmas has a new building, whereas the ground floor serves as an infectious and non-infectious area. The puskesmas is almost 656 meter squared in size with general consultation rooms, dental consultation rooms, emergency room, pharmacy and laboratory fitted in the ground floor. On the other hand, the first floor serves as the supporting facility . This floor contains the office, hygiene and sanitation department and prayer room. This health center is located in the midst of housing estates, and therefore very accessible to those living within close proximity. The housing area is also densely populated, with numerous shops, public amenities which makes it a rather ideal and conducive stay. The puskesmas is open daily on weekdays and Saturdays from 7. 30am to 3. 00pm. The puskesmas also has a landline which makes it reachable for any prior information before the peoples visit. One distinct setback of the setting is that of, the signboard was unclear and hidden in tree branches. The direction guiding the visitors are vague and not specified. This may be inconvenient for anyone who is about to make their very first visit without prominently knowing the location. Furthermore, there were not enough parking lots near the puskesmas. The Waiting Room The waiting room is spacious, sufficient to fit about 20 patients at an instance with appropriate number of chairs provided. The cleanliness and tidiness of the waiting room is also well maintained . There were garbage bins provided. The ventilation of the room is also well considered as there are presence windows for good air movement. Huge healthcare pamphlets and banners are also seen in the waiting room, aimed educate and enlighten patients. A staff was bserved in the waiting area as she is assigned to take vital signs of the patients and direct them to the physician as their turn comes. As we were walking pass the waiting room, I noticed surreptitious gazes from the patients who were rather clueless of our enthusiastic presence with white coats. I managed to start a conversation with a few patients even before tending to the consultation room for observation. Patient Load and Examination Room The patients who visit this puskesmas are mostly from the community living within close proximity to the center. Apparently, the densely populated housing estate are attracted to the recently renovated health center. The health center receives a generous average of 40 patients daily, most probably due to the satisfactory health care received and affordable charges. The examination room is rather small but sufficient to carry out basic physical examination, equipped with racks, table for physician and an examination bed. During my observation period, the physician received 5 patients. in which 3 of them were regular patients under controlled medications (hypertension and diabetes mellitus patients), with the other 2 having ordinary fever and viral flu. According to the doctor, most of his patients are children with acute illnesses and elderly patients facing chronic diseases. However, any serious medical complication which cannot be diagnosed or treated by the doctor is referred to the possible hospital. Physician-Patient Communication Based on my observation, the physician seemed to have mastered all crucial skills in order to provide the best for the patient. Firstly, I would like to discuss about the primary care management of the physician towards the patient. The doctor successfully connects with the patient via good communication and interpersonal skills, and subsequently put the patient at ease to express his complaints and condition. Therefore, the physician is able do deal competently with the problems presented to her. Even though the physician I observed has just completed internship, she has an amazing person centered care towards each of her patient. She understands and relates her patients as individuals and developed the ability to work in partnership. The physician encountered various different cases involving different ranging from a myriad of genders, age group and illness. However, she applies specific problem-solving skills about the context-specific aspects of general practice and successfully dealt with undifferentiated illness and skills. The duration of consultancy was about 10 minutes per patient for chronic diseases like hypertension and diabetes mellitus and the interaction process took about 5 minutes. Shortly after my observation, I managed to have a word with the physician. She explained to me that the key to a good family physician is the comprehensive approach. It is about how one as a physician must be able to co-ordinate care of acute illness, chronic illness, health promotion and disease prevention in the general practice setting. Not to forget, to respect and honor the patients for an impeccable physician-patient communication. Besides she emphasized the importance to keep patients informed about their condition, listen and respect their views about their health and respond to their question. Documentation and Medical Records The medical records are stored very systematically in the center. There is an allocated room with limited accessibility to keep all of the documents safely in order to avoid breach of confidentiality of the documents. Only the administration personnel are permitted to enter. As we were informed, the documents of the medical record has been computerized using a programme called MedCis System. However, the manual means are still practiced in the physicians desk. The information is then transferred by the administration personnel. The medical record on the hysicians desk is a piece of white-colored paper with patient identity particulars such as name, age, gender, registration number, and consultation date at the top. The remainder of the page is filled up by writing by the doctor himself, which are anamnesis, medical history, drug allergies, vital sign results, physical examination results, diagnosis, treatment and prescription. By the implementation of the computerized system, loss of data due to natural disaster is prevented. Besides, the patients privacy and confidentially is recognised as the system is well secured, in the sense no changes of previous medical history is made possible. The system can only be viewed by physicians for follow-ups and patient himself upon request. Clinical Care Processes The overall process of treatment is very structured indeed. It begins with registration and recording of vital signs. Later, the patients are directed accordingly to the appropriate departments namely psychology, nutrition, general consultation and dental consultation. After receiving their treatment, they were to settle payments before collecting their prescription from the pharmacy. As per clinical care specifically, the physician has performed necessary procedures to diagnose and treat the patient. The physician accomplishes her role as a family physician very successfully. Her anamnesis was very detailed and intricate. She thoroughly skims the past medical history, medication history, and latest prescription before she proceeds further. Concerning chronic diseases of the elderly like hypertension, she initiated by asking the patient how did they feel lately and if there were any relieve or aggravation from their condition. As the temperature, height, weight, blood pressure, respiratory rate and pulse rate has been obtained earlier from the registration personnel, she proceeds with treatment and prescription. The physician prescribes simple generic medicine for the patient which was available in the pharmacy. As for the child, she performed basic physical examination as he complained of body ache. I also observed that treating an elderly person and a child requires different approach altogether. Obviously, they had to be nurtured with care and respect. The physician was seen to have given importance to personal safety by the usage of gloves, masks, and hand sanitizer. This is an undisputedly important step to prevent nosocomial infections in the health center. One setback that I observed was in terms of educating the patients. The physician only provided the patients with very minimal input and education. Payment There are several paying methods made feasible by the puskesmas to facilitate the patients, namely insurance coverage and direct payment. For instance, Jaminan Kesihatan Masyarakat, Jaminan Kesihatan Daerah, Jaminan Kesihatan Social, Jaminan Kesihatan Persendirian and Jaminana Kesihatan AKS. Patients who owns insurance coverage as mentioned need not make any payment, whereas those without pays an amount as low as RP5000. 00. However, the medications has to be purchased by the patients at their own expense. For the most part of my observation, the patients receives prescription of their medication to be purchased themselves in the pharmacies, unless generic medicines which are provided in the puskesmas. I could deduce that the charges are very affordable compared to that of private practices. Therefore, quality medical care is made accessible to everyone regardless of their economic background. This is indeed extremely favorable in reaching out to the needs of the people in an actively developing region. Discussion In the context of satisfactory health care, patients gratification is substantial. This explains why health care providers should make extraordinary efforts in providing the best achievable standards of health care. In the context of Indonesia, family medicine is developing slowly, however a clear structure and guideline for patients has not been constructed. On the other hand, due to limited number of specialist available, most specialists carry out private general practice outside their work hours. This may reduce the efficiency of the physicians due to stress and overwork. Moreover, the general practitioners training programme is not welcomed and well supported by the specialist because they are held in direct competitions with the general practitioners. Pertaining the clinical attachment, the physician tried their level best to provide appropriate health care to her patients despite the limited resources. However, there is also abundant room for improvement in terms of educating the patient about prevention of diseases and the effects of medication prescribed. Besides, the physician should have given more enlightenment when concerning lifestyle related iseases, because at all times, prevention is better than care. On the whole, the entire health care team should work on the regulations concerning controlled medication to avoid abuse and overuse. Another most crucial point in family medicine is the community orientation. Community orientation is about the physical environment of your practice population, the need to understand the interrelationship between health and social care, and the tensions that may exist between individual wants and needs and the needs of the wider community. As a conclusion, holistic approach is about your ability to understand and respect your patients’ values, culture, family beliefs and structure, and understand the ways in which these will affect the experience and management of illness and health. I am very contented to be granted an opportunity for this clinical attachment. This would, in time, help me in my future endeavors as a doctor.

Evaluation and the use of concept mapping

Evaluation and the use of concept mapping A concept is a thought, notion, or an abstract idea developed from a situation or particular instance experienced by the learner. Concept mapping consists of diagrams that represent an organized visualization of a concept and its associations or explanations (Novak Gowin, 1984). The use of concept mapping as an educational tool is well established through many branches of learning, including nursing (Schanze Grà ¼b-Niehaus, 2008; MacNeil, 2007; Trochim, 2009). Knowledge derived from the nursing process flows remarkably well into the overall design of a concept map. Although similar to other types of knowledge mapping, concept mapping provides a unique structure to gather major concepts together with direct linkages that can be easily visualized and readily examined. Properly prepared concept mapping will allow the learner to venture into all the learning domains, including cognitive, affective, and psychomotor; as well as allow the educator to move from a teacher-centered learning environment to one that is learner-centered. Concept mapping is designed to promote meaningful learning by the student, and allow for an effective formative or summative evaluation method by the educator. As the map is designed, the learner can incorporate new knowledge and reject inaccurate concepts and ideas. The map can also refine knowledge with examples or events, and allow for learning rather than route memorization. For the educator, the concept map can demonstrate the depth of the learners knowledge, and visually depict what the educator must emphasize to complete the learning process. The educator can also rapidly develop further learning opportunities through critical thinking exercises employing proposed changes to existing concept maps. Concept Mapping Theory Concept mapping was developed in 1972 as part of an effort at Cornell University to study the ability of young children to obtain basic scientific concepts. The design was the result of research into the cognitive psychology of learning and the constructivist epistemology. Based on Ausubels theory of learning, concept mapping attempts to emphasize the difference between rote learning and meaningful learning (Novak Caà ±as, 2006). Rote learning occurs when new information is added to the learners prior knowledge framework in a random and verbatim fashion. Thus, there is little permanent structure and the new information is rapidly forgotten. In meaningful learning, the new information is linked to the learners prior knowledge framework in a conscious and purposeful manner, thus producing a stable structure and substantial change in the way the learner experiences learning, in other words a conceptual change (National Institute for Science Educations College Level One Team, Universit y of Wisconsin, n.d.). This relationship is shown in Figure 1. Further studies and collaboration on concept mapping use and design, including work at the Institute for Human and Machine Cognition (IHMC) in Florida, led to integration of concept mapping with software tools and enabled rapid application of the concept mapping framework to numerous disciplines. Concept Mapping Design In concept mapping, graphical representations are arranged in two predominant manners. First, in the hierarchical fashion, the main topic or question is displayed at the top of the diagram, with inclusive and general concepts near the top and specific, less general concepts arranged in a progressively downward pattern (see Figure 2). The other most common concept map design is in a circular fashion, known as the spider method, with the core topic or idea in the center immediately surrounded by inclusive and general concepts, becoming less specific and more general the further from the core (see Figure 3). Other less common concept mapping methods include the flow path method, where concepts are linked together in a progressively linear fashion to represent a final concept, and the systems method, where input and output concepts are related to the central concept in a production-line style of visualization. Still other methods of concept mapping may be developed to reflect the learners or the educators vision of representation. Typically, concepts are enclosed in boxes, circles, or other geometric shapes with the relationships identified by connecting lines. There are descriptors on the connecting lines that specify the nature of the relationships. Concepts may also be cross-linked to show relationships between domains of knowledge or concepts located in different areas of the map (Caà ±as, 2003). Examples, events, or possible solutions can also be included, although these may not be boxed or circled, and the connecting lines can be dashed or dotted to represent an unsubstantiated relationship. Concept Mapping Construction Many methods can be used to construct a concept map. In general, the process will begin as follows: identify a question related to a process or problem; identify the key concepts of the process or problem; rank these concepts in order by identifying the most descriptive and broadest concept then narrowing the descriptions until the most specific concept is listed last; connect the concepts by links, using notations to represent the relationship between the concepts and enable meaning to the linkage; provide examples, including social, personal, and professional examples to clarify the concept or the relationship between concepts; and then continue to link, add examples, and promote the relationships. Some constructors may find it useful to perform this design using post-it notes or index cards, and arranging their ideas on a table or white board to allow for ease of concept ranking, as well the ability to provide easy changes of relationships and rapid visualization of data. The novi ce and expert alike may also use various shapes and colors to designate concepts and subconcepts to make the map clearer. Concept Mapping Software Although concept mapping may be performed with pen, paper, and other non-electronic methods, there are a number of software programs that can be used to provide a variety of concept maps with ranges of detail. In addition to using traditional word-processing programs such as Microsoft Word, Microsoft PowerPoint, or Corel WordPerfect or Corel Draw to construct concept maps, specific concept mapping software has been developed. The IHMC, a coalition of Florida universities, has developed Cmap Tools, a robust concept map developer that is free for use (IHMC, 2009). This software also includes a search feature that allows the user to search a wide variety of public Cmap databases for sample concept maps. Other software programs that are specific to concept map construction includes Axon Idea Processor, 3D Topicscape, Inspiration, MindGenious, MindMapper, MindView, Semantica, SmartDraw, Spinscape, and Tinderbox. Several of these software packages are available in multiple programming formats, in addition to several languages, and are free for download. Concept Mapping Example As an example to demonstrate concept-mapping construction, a learner is assigned to research the disease process sepsis, and make a presentation to the class. The learner studies several peer reviewed journal articles (DellaCroce, 2009; Nelson, LeMaster, Plast, Zahner, 2009; Steen, 2009) to obtain the latest information on the disease process, and decides to develop a concept map to explain the pathophysiology, risk factors, diagnostic tests, and treatments for sepsis. The learner develops a table to highlight the ideas that will be outlined on the concept map (see Table 1). Finally, using the CmapTools Knowledge Modeling Kit, Version 5.03, the learner prepares the concept map (see Figure 4). Preparation for Developing a Concept Map Steps Responses 1. Identify a question related to a process or problem What is sepsis? How is it diagnosed? What are the signs and symptoms? How is it treated? 2. Identify the key concepts of the process or problem Invading Microorganism, Sepsis, Inflammatory Response, Organ Failure, Systemic Inflammatory Response, Septic Shock, Treatments, Risk Factors, Infection, Death 3. Rank these concepts in order by identifying the most descriptive and broadest concept, then narrowing the descriptions until the most specific concept is listed last Rank 1) Invading Microorganism 2) Infection 3) Inflammatory Response 4) Systemic Inflammatory Response 5) Sepsis 6) Septic Shock, Severe Sepsis 7) Organ Failure 8) Treatment, Risk Factors, Diagnostic Tests 9) Death 4. Connect the concepts by links, using notations to represent the relationship between the concepts and enable meaning to the linkage Links are Pathophysiology, Leads To, Plus, Can Lead To, Organ Failure 5. Provide examples, including social, personal, and professional examples to clarify the concept or the relationship between concepts Vital Signs, Signs of Organ Failure, Criteria for Determining Sepsis Table 1: Preparation for Developing a Concept Map Concept Mapping Advantages Concept maps provide several advantages over other methods of instruction and evaluation. Concept maps can provide the learners access to a â€Å"big picture† view of the topic of interest, allowing the student to advance to conceptual understanding rather than simple memorization or rote learning. This in turn can provide the student the bases for critical thinking. Concept maps are also easy to construct. Concept maps can also be used as both an instructional strategy for the educator or a learning activity for the learner. As a learning activity, the student can acquire the desired knowledge, performance, and behaviors specified by the curriculum (Caputi Blach, 2008). In situations such as developing continuing education opportunities for existing nursing staff, the use of concept mapping can aid in learning new content through visualization, as many staff prefer visual or kinesthetic learning (Nursing Times, 2009). In cases where students need a platform to reduce anxiety generated prior to testing due to a lack of surety on whether the critical aspects of a clinical lesson were studied, the use of concepts maps can help students organize data, determine complex relationships between patient data and disease processes, and provide the student with an overall picture of the care provided to their patient (Hsu, 2004). Concept Mapping Disadvantages Although concept mapping has many advantages, some disadvantages exist. The wide variety of possible concept map designs can lead to additional evaluation time by the educator as students use different construction techniques. Grading of the differing concept maps may also lead to difficulties unless the educator uses strict grading criteria, such as a detailed assignment rubric. The use of concept mapping may also require a paradigm shift by learners used to only the memorization method of learning. This can sometimes cause difficulty as the learner transitions to the new method of learning. Concept Mapping Use in Learning Domains The cognitive domain includes knowledge and skill development. As cognitive learning occurs, the learner is able to recall facts, patterns, and concepts that will result in the development of intellect. Concept mapping is primarily based on the cognitive domain, as the learner combines concepts into a framework that can develop critical conceptions and critical thinking. The affective domain includes learning that is based on our interaction with our environment through feelings, values, motivations, and attitudes. Concept mapping draws into the affective domain through the construction of the framework, and the use of the environment to provide definition to the concept, and the use of values, attitudes, and feelings to link the concepts together to promote understanding. The psychomotor domain includes learning in the physical domain, such as movement, coordination, and development of motor skills. Psychomotor learning is measured through speed, precision, and techniques in execution. Concept mapping lends well to learning in the psychomotor domain, as the learner physically constructs the concept map using a variety of tools and software. Concept Mapping in Nursing Education Concept mapping is used at several levels in nursing education. By using concept mapping as a learning process in nursing undergraduate education, the educator can develop and refine critical thinking skills in the learner through generating ideas, promoting nonlinear relationships between patient data and complex disease processes, and forcing the learner to visualize the application of nursing theory to nursing practice (Abel Freeze, 2006; Phelps, Wallen, Cusack, Castro, Muehlbauer, et al., 2009). One of the most common uses of concept mapping in nursing is the use of concept mapping to demonstrate the nursing process in care planning. Each component of the nursing process (assessment, diagnosis, planning, intervention, and evaluation) can be presented around a disease process; or patient problems can be identified and relationships established between the problems to develop a holistic perspective of patient care (Taylor Wros, 2007). See Figure 5. Concept mapping can also be used effectively in formative, as well as summative assessment. In the formative assessment, the educator can provide a baseline concept map with the major concept listed and several basic relationships identified prior to lecture. The student can use the concept map during the lecture to identify further concepts and relationships, and build upon the baseline concept map to develop their knowledge base. Once the lecture is completed, the educator can use the learners maps to evaluate the effectiveness of their lecture, as well as the effectiveness of the learners attention, by examining the completed concept maps and comparing these maps to the lectures objectives (MacNeil, 2007). The baseline concept map can also be developed by the learner prior to class, such as in a homework assignment, and then completed during lecture as well. Figure 5: Sample care plan concept map (Ackley Ladwig, 2006). In a summative assessment, the educator can require a summative concept map at the end of the course to evaluate overall course objectives, as well as provide the learner with a valuable tool for future reference. Concept Mapping Function in a Learner Centered Environment Concept mapping has been used in both undergraduate and graduate nursing as an analytical tool to organize existing knowledge, synthesize new knowledge, and prioritize information in a logical, visual sequence. Concept mapping develops nonlinear cognitive function that can promote critical thinking and clinical decision making in nurses (Wilgis McConnell, 2008). This makes concept mapping an ideal strategy to switch the classroom from a teacher-centered to a learner-centered environment the learner can develop, adapt, and draw their learning directly from the concept map. Concept maps can be used by learners individually, or in small groups, to simplify complex processes and engage students in the learning process (Harrelson, 2006). As study guides, the concept maps can replace traditional question and answer study handouts with a visual map that can promote meaningful learning opposed to rote memorization (Caputi Blach, 2008). Summary Concept maps represent a collaborative learning strategy developed to take advantage of the difference between rote learning and meaningful learning. Concept maps can be used in all aspects of both undergraduate and graduate nursing, and can be used to facilitate education in all learning domains. As learners begin to analyze clinical data, the learner can begin to develop their critical thinking skills and begin to plan comprehensive care for their patients. As learners begin to study disease processes, the learners can appreciate the effects of interventions directly on patient outcomes. Educators can use concept mapping as a teaching, as well as evaluation strategy. References Abel, W., Freeze, M. (2006, September). Evaluation of concept mapping in an associate degree nursing program. Journal of Nursing Education, 45(9), 356-364. Retrieved August 30, 2009, from CINAHL with Full Text database. Ackley, B. J. Ladwig, G.B. (2006). Nursing Diagnosis Handbook, (7th ed.). Missouri: Mosby Elsevier. All, A., Huycke, L. (2007, May). Serial concept maps: tools for concept analysis. Journal of Nursing Education, 46(5), 217-224. Retrieved August 30, 2009, from CINAHL with Full Text database. All, A., Huycke, L., Fisher, M. (2003, November). Instructional tools for nursing education: concept maps. Nursing Education Perspectives, 24(6), 311-317. Retrieved August 30, 2009, from CINAHL with Full Text database. Caà ±as, A. J. (2003). A summary of literature pertaining to the use of concept mapping techniques and technologies for education and performance support. The Institute for Human and Machine Cognition. Retrieved September 19, 2009 from www.ihmc.us. Caputi, L. Blach, D. (2008). Teaching nursing using concept maps: A how to book. Glen Ellyn, Illinois: College of DuPage Press. Chiou, C. (2008, November). The effect of concept mapping on students learning achievements and interests. Innovations in Education Teaching International, 45(4), 375-387. Retrieved September 19, 2009, doi:10.1080/14703290802377240 Clayton, L. (2006, July). An effective, active teaching-learning method. Nursing Education Perspectives, 27(4), 197-203. Retrieved August 30, 2009, from CINAHL with Full Text database. Conceià §Ãƒ £o, S., Taylor, L. (2007, September). Using a constructivist approach with online concept maps: relationship between theory and nursing education. Nursing Education Perspectives, 28(5), 268-275. Retrieved August 30, 2009, from CINAHL with Full Text database. DellaCroce, H. (2009). Surviving sepsis: the role of the nurse. RN, 72(7), 16-21. Retrieved October 14, 2009 from http://search.ebscohost.com Farrand, P., Hussain, F., Hennessy, E. (2002, May). The efficacy of the `mind map study technique. Medical Education, 36(5), 426-431. Retrieved September 11, 2009, from CINAHL with Full Text database. Harpaz, I., Balik, C., Ehrenfeld, M. (2004, April). Concept mapping: an educational strategy for advancing nursing education. Nursing Forum, 39(2), 27. Retrieved August 30, 2009, from CINAHL with Full Text database. Harrelson, G. (2006). At education. Concept mapping. Athletic Therapy Today, 11(1), 25-27. Retrieved August 30, 2009, from CINAHL with Full Text database. Heinrich, K. (2001, April). Mind-mapping: a successful technique for organizing a literature review. Nurse Author Editor (10542353), 11(2), 4. Retrieved September 11, 2009, from CINAHL with Full Text database. Hicks-Moore, S., Pastirik, P. (2006). Evaluating critical thinking in clinical concept maps: a pilot study. 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The Devil in the Shape of a woman Essay -- essays research papers

The Devil in the Shape of a Woman â€Å"The Devil in the Shape of a Woman† was an excellent book that focuses on the unjusts that have been done to women in the name of witchcraft in Salem, and many other areas as well. It goes over statistical data surrounding gender, property inherence, and the perceptions of women in colonial New England. Unlike the other studies of colonial witchcraft, this book examines it as a whole, other then the usual Salem outbreaks in the late 17th century. To completely understand the history of New England witchcraft you have to understand the role of colonial women. The author of this book, Carol Karlsen, used a lot of Secondary and primary sources to support her thesis. She uses first hand accounts of witch trials. Which I found very interesting to read. Such as her use of Cotton Mathers personal writings. She also used court records as one of her sources to writing this book. These records showed the detailed court proceedings, depositions, and court rulings. The book begins with a brief history of the colonial witchcraft. Each Chapter is structured with an orientation, presentation of evidence, and her conclusion. A good example of her structure is in chapter two on the demographics of witchcraft; here she summarizes the importance of age and marital status in witchcraft accusations. Following this she provides a good transition into chapter three in the final sentence of chapter two, â€Å"A closer look of the material conditions and behavior of acc...

Katherine Patterson’s Bridge to Terabithia Essay -- Bridge Terabithia

Katherine Patterson’s Bridge to Terabithia All children can relate in someway to Katherine Patterson’s Newberry Medal-winning children’s novel, Bridge to Terabithia. The characters are realistic people who could be one’s next door neighbors. From the shy and demure Jess to the vivacious and carefree Leslie, every kid can relate to one of the characters in this novel. The themes in this novel vary as much as the characters. Bridge to Terabithia is a good coming-of-age book that captures our imaginations and our hearts. Bridge to Terabithia is a story about a lonely boy, Jess Aarons, who grows up in a house where he is the only boy surrounded by four sisters and his mother. His father is there but always gone either working or looking for work. His greatest hope is to become the fastest runner in the fifth grade. All summer long he practices running but on the first day of school, he gets beat by the new girl, Leslie Burke. At first, she repels him. However, they soon become inseparable. Leslie and Jess are complete opposites. Jess is scared of a lot but Leslie is fearless. Leslie has imagination and inspiration and Jess envies that. Leslie’s family has money and gets along. Jess’ family is always scraping by and nearly dysfunctional. But nonetheless, they become best friends. In the woods, they create Terabithia, their own secret kingdom where they rule together. Leslie and Terabithia change Jess. He becomes a stronger person, less afraid of the world. But one cruel mor ning, tragedy strikes and Leslie dies. Jess must come to grips with her death and the world. Except now he has to do it alone. Symbolism is a literary element that stands out most in this novel. Patterson uses symbolism so well in this story. The title itself symbolizes Leslie. In chapter seven, Jess’ thoughts bring this symbol to light. â€Å"Jess tried going to Terabithia alone, but it was no good. It needed Leslie to make the magic. He was afraid he would destroy everything by trying to force the magic on his own, when it was plain that the magic was reluctant to come for him.†(65) We see this a second time in chapter eleven. The only way to enter Terabithia was to swing from the hanging rope, which was their bridge. Leslie died because the rope broke, causing her to fall and hit her head before landing in the stream, causing her to drown. The bro... ...r and the schoolyard bullies, and he realizes that he doesn’t need Leslie to protect him anymore and he does not need to take refuge in Terabithia because he can face his obstacles. â€Å"He thought about it all day, how before Leslie came, he had been a nothing-a stupid†¦It was Leslie who had taken him from the cow pasture into Terabithia and turned him into a king. Now it occurred to him that perhaps Terabithia was like a castle where you came to be knighted. After you stayed awhile and grew strong you had to move on.† (126) In the end, Jess builds a bridge to Terabithia and takes May Belle there and he becomes to May Belle who Leslie was for him. Jess does not need Leslie to enter Terabithia because although Leslie is gone, Terabithia will remain and live on with May Belle. There are a lot of children out there like Jess who are alone and scared and they just need to find their own Terabithia to give them courage to face the antagonists of their world. That is why Bridge to Terabithia is an excellent book for young readers. It gives them hope that they can face their world too. Works Cited: Patterson, Katherine. Bridge to Terabithia. New York. Harper Trophy. 1977.

Poem Comparison: ‘Island Man’, ‘Two Scavengers…’ Essay

Compare ‘Island Man’ with one other poem, to show how the poets use people to explain the conflict that can exist between and within different cultures. People are at the centre all communities. They embody the values, customers and ideas that particular culture possesses. By examining how people behave and think, it is possible to gain a greater understanding of how their cultural roots affect them. ‘Island Man’ describes how an immigrant in London reacts to his environment as he dreams of his Caribbean home. In contrast, the people in ‘Two Scavengers†¦Ã¢â‚¬â„¢ all live in San Francisco, but lead totally different lives there. ‘Island Man’ uses structure to show the conflicting and confused waking thoughts of the man. There is no punctuation, the line lengths vary and some phrases are totally misplaced, as is the individual: â€Å"he always comes back groggily groggily†. Like ‘Island Man’, ‘Two Scavengers†¦Ã¢â‚¬â„¢ also has no punctuation. It represents an instant in time, like the flash of a camera. The conflicting images seem to be laid one on top of the other, line by line, emphasising the contrasts between the two lifestyles. The language in ‘Island Man’ shows the inner turmoil that the character is going through. The reader gets a series of contrasting images. For example, â€Å"the sound of the blue surf† of the Caribbean conflicts with, the â€Å"grey metallic soar† of London. The â€Å"pillow waves† show the troubled sleep he has had which has caused the ruffles, but also tells of the dreams he has had of his â€Å"emerald island†. The word â€Å"wombing† suggests the sense of security his homeland offers him, in contrast to the faceless â€Å"dull North Circular roar† of London. Contrast is also used in ‘Two Scavengers†¦Ã¢â‚¬â„¢, but here it is the contrast of the different types of people: the woman is â€Å"casually coifed†, the older man is â€Å"grungy†. Although the young men’s hair and glasses are similar, their appearances are mostly very different; the â€Å"hip three-piece linen suit† conflicts with the â€Å"red plastic blazers†. The use of vocabulary is effective in both poems. Some words, such as â€Å"soar†, â€Å"roar† and â€Å"surge† have double meanings: they are positive when they relate to his island, but have negative meanings in London. In ‘Two Scavengers†¦Ã¢â‚¬â„¢, descriptive words are used to highlight the differences between the people. For example, â€Å"scavengers† are unworthy compared to â€Å"an elegant couple†. The poet uses this contrast to make a direct criticism of society and how it creates this division between rich and poor people. Phrases like â€Å"small gulf† emphasise how these people may only be a few metres apart on the street, but, in terms of their lifestyles, they will never meet. Both poets show how the people feel in their different situations and give us their own view. ‘Island Man’ obviously has fond memories of the Caribbean but resents his dull lifestyle in London. We can feel his depression as he â€Å"heaves himself† to â€Å"Another London day†. Grace Nichols has sympathy for this man as he feels the conflict of these two cultures. The feelings revealed in ‘Two Scavengers†¦Ã¢â‚¬â„¢ are very one-sided, as we have the envy of the poor, â€Å"as if they were watching some odorless TV ad / in which everything is always possible,† contrasting with the uncaring attitudes of the rich, who don’t even seem to notice the truck or its passengers. The poet’s attitude here is one of despair at this unequal society. ‘Island Man’ has made me more aware how it might feel to be trapped in a foreign country, while ‘Two Scavengers†¦Ã¢â‚¬â„¢ starkly highlights the divisions in American society. The poems have made me hope that in the future, society will be more equal and that governments who promise equal opportunities for all will deliver on what they say.