Nurse free essay sample

Thesis statement makes the purpose of the paper clear. | | 5. 0 %Paragraph Development and Transitions| Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed. | Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident. Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. | A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose. | There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless. | | 5. %Mechanics of Writing (includes spelling, punctuation, grammar, language use)| Surface errors are pervasive enough that they impede communication of meaning. We will write a custom essay sample on Nurse or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Inappropriate word choice and/or sentence construction are used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. | Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. | Writer is clearly in command of standard, written, academic English. | | 5. 0 %Format|   | 2. 0 %Paper Format (1- inch margins; 12-point-font; double-spaced; Times New Roman, Arial, or Courier)| Template is not used appropriately or documentation format is rarely followed correctly. | Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present. | Template is fully used; There are virtually no errors in formatting style. | All format elements are correct. | | 3. 0 %Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment)| No reference page is included. No citations are used. | Reference page is present. Citations are inconsistently used. | Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. | Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and style is usually correct. | In-text citations and a reference page are complete. The documentation of cited sources is free of error. | | 100 %Total Weightage|   | Professional Development of Nursing Professionals Review the IOM report: The Future of Nursing: Leading Change, Advancing Health http://www. iom. edu/Reports/2010/The-Future-of-Nursing-Leading-Change-Advancing-Health. spx, focusing on the following sections: Transforming Practice, Transforming Education, and Transforming Leadership. In order to access the report, locate â€Å"Get this Report† and click on â€Å"Read Report Online for Free†. When the report is downloaded, it will open up to page 1. Use the table of contents, located on the right, to navigate to the required sections. Create a paper (750-1,000 words) about the impact on nursing of the 2010 IOM report on the Future of Nursing. Include: 1. The impact of the IOM report on nursing education.

Teacher who changed my life Essays

Teacher who changed my life Essays Teacher who changed my life Essay Teacher who changed my life Essay Teacher Life is unexpected experience, so full of surprises that nobody knows what will happen the very next moment, especially when you meet a person who has the ability to change your life in complete way. Most of us have met a teacher during our lifetime in school that made a difference and touched our lives in some way to make it better and to open our eyes for success. I remember when the first day of high school started. I was very nervous and stressed, scared to the point that I didnt want to be at the school. I had six classes that I had to attend that day. At the end of the afternoon, I walked in my last class and it was Social Studies. I usually dont like this subject but the teacher started to change the way I thought about social studies. Her name was Mrs.. Jennifer Smith she impressed me the way she was confident, and she told us about her story from high school to college and the success that she gained over the years of studying also the fears that she had. The bell rang, and the class is over. I stayed after class to talk to her about how I feel and how stressed I was about school. She was very nice and she welcomed me. She said Im here for you anytime . I introduced myself to her , and I told her how lonely I felt being in school and that I had no one to talk to which make me feel really awkward, plus that wasnt everything I was afraid of. I was worried about my classes too because they seemed a little hard. We talked for about an hour. She was a very good listener. She gave me a lot of advice that I needed at that time, and she told me to come to her whenever I feel like I need someone to talk to. I came back home really happy and confident. Everything I felt earlier had disappeared. My homework was perfectly done, and I was excited to start my next day of high school and meet Mrs.. Jennifer again. Years of high school was about to be over. Mrs.. Jennifer walked me to senior year even though I had one class with her. Through those three years she taught me a lot of stuff. She made from me a man for life, she opened my eyes for a bright future, and made me feel so special, but that wasnt everything. When senior year started, I were in need of help and I went to her. I wasnt sure if Im going right after I graduate from high school I will go right after to college and I really wanted to know if I did the right thing or not. She gave me the best words that actually convinced me to decide what I should do after graduation. She said through the years that I knew you, I have always seen you as a successful guy that has good head on his shoulders, I want you to go to college and prove to yourself and to me and everybody that you will never fail or take a step back Mrs.. Jennifer has changed my whole life, because of everything she did for me and that I actually listened to her advice. She played the part where I choose to attend college and look forward to be successful as I made a promise with her. Mrs.. Jennifer wasnt Just a teacher for me, but she was like a mother who really cares about her son, and she wanted to see me in a good place all he time where I can find the happiness and Joy in my life. Thats how I see her in my eyes. Maybe that could be Just a little about how I feel about her because she is indescribable person to me. I will never forget the experience that I had with her and what she taught me through high school years. Sometimes people appear in our lives suddenly, and they flip it upside down. They change us for better ones, and thats what Mrs.. Jennifer did for my life. I couldnt be more thankful than any day in my life for having her. She shaped my life in Just a way that should be shaped.

Compensation and benefits Essay Example | Topics and Well Written Essays - 750 words

Compensation and benefits - Essay Example Since every organization strives to surpass the others in business and efficient allocation of resources, many organizations take strategic measures to target the competitor’s employees with a higher pay and more benefits. This allows them to gain an upper hand over the competitors as they have a valuable resource that once contributed towards the success of their rival company. In this age of business innovation and competition, it became imperative for organizations to develop strategic compensation plans with non-tangible benefits to satisfy and retain employees. Apart from restricting their move to another organization, employees who are offered a fair and attractive compensation also tend to be more efficient at work. From the organizational point of view, employees who have been given training and have been honed to work effectively become less likely to switch. A strategic compensation package builds up the organization’s image as good employer. This image is ben eficial for any company because it attracts more qualified professionals to apply for jobs in these organizations. Traditional bases for pay involve the consideration of employees on the basis of the general cost of living, experience, qualifications, seniority and merit. These have long been determinants of the extent of pay for the service being offered. However, if the Maslow’s hierarchy of needs is considered it only satisfies the bottom two needs of the pyramid i.e. psychological, social and safety needs. With the passage of time, the compensation bases have also evolved and the modern bases of have a few more additions like variable pay according to performance, usage as a means to communicate the organization’s values and variability with the business performance. The modern system hence caters to the self-esteem and self-actualization level of the

John Cooper and Human Resources Case Study Example | Topics and Well Written Essays - 500 words

John Cooper and Human Resources - Case Study Example The study presents John Cooper as a person who has over the past five years and looking at Standard Holdings, the early phases of business improvement and own value arm of Standard Group. This was a bit challenging because the work was one he took quickly after Business College and became the Business Analyst, which was further challenging. In fact, the idea of having met or being offered the opportunity to work with Alan Kirkpatrick was one of the best experiences to Cooper. Kirkpatrick was experienced and regarded business person and founder of the standard. According to the research Cooper increased certainty to use their potential ultimately, and after that, he was welcomed to partake in numerous experiences and created a good relationship with every principal partner at Standard. Cooper really wanted to feel that he was prepared for the senior administration much sooner than anticipated. In the wake of accepting an intriguing telephone call, Cooper thought about how to accomplish one’s vocation objectives, and he began thinking about different choices accessible to him within the standard. He was able to cooperate with those who he found there was able to learn numerous things, which later made him succeed.  This is an inspirational story of a person determined to succeed; however, he is faced with numerous challenges. One of the recommendations is that, when one is confronted with various challenges in a new working environment, it is usually significant to have focus.  Ã‚  

Proof reading Essay Example | Topics and Well Written Essays - 1000 words - 1

Proof reading - Essay Example Unlike the hieroglyphics of the Egyptians, Aegean writing is not considered an art but was considered to be a craft that very few specialize during their time. The origins were blurry except for signs of Prepalatial Period influences. It also did not contain definite developments between periods found in the Aegean. Original scripts are found in ‘First Palace Period Crete’ and they are with preceding documents in written form. In Crete, the development of writing was highly necessary because of the need for recording and storying the commodities. However, this idea came from the East although it â€Å"does not characterize a completely imitative demonstration† (Dickinson, p.193). Crete writing shows no signs of its origins deriving from the Eastern civilizations which had early proofs of writing in their culture. It is regarded as inherent invention in the local level. Crete’s clay documents were sun-dried while Eastern people bake their documents. Some believe that some records were written in perishable material such as papyrus or parchment. However, the evidence was not strong enough to prove it as fact. This leaves question regarding the usage and the contents of the materials. The artifacts contained what are perceived to be records regarding commodities and other unclear matters that the era imposed. In many signs of writing, the hieroglyphics, which was the earliest script found in writing, is known to be of north Crete particularly Mallia (Dickinson p.193-194). Linear A which evolved from hieroglyphics found in Phylakopi and Ayia Irini as tablets fragments and also in Akrotiri, Kastri and Ayios Stephano. This had tremendous influence on the sc ripts found in Cyprus that later on evolved into another level of writing known as Linear B. During The Third Palace Period, Linear B seems to be a developed version of those found at Knossos. Linear B was not only the development of writing

Social Policy Development In Education

Social Policy Development In Education Introduction This essay discusses influences of social policy development in education over the last 30 years. It also discusses the impact of these policies in relation to social exclusion, inequality and poverty. Throughout the post-war period, there have been many attempts to reform the UK education system, often with an explicit intention to raise standards and make it more productive. Notable reforms have included a nationally prescribed curriculum, vigorous attempts to raise participation in post-compulsory schooling and the introduction of tuition fees for higher education. In addition to concerns about widening access and educational inequality, in the 1980s there emerged widespread fears about poor and falling standards in UK education system (Machin and Vignoles, 2006). Specifically, there were concerns that too many individuals were leaving school too early and with little in the way of basic skills. Examination underachievement had also been recognised by education policy-makers as a particular problem (ibid). In the light of these concerns, successive Conservative governments in the 1980s and 1990s increased the pace of reform and introduced so called market mechanisms into the UK education system, in an attempt to force schools to raise standards. The move towards a quasi-market in education, was kick started by a significant piece of legislation the 1988 Education Reform Act which not only introduced the market reforms discussed here, but also the National Curriculum. At the last election, Labour swept to power on the catchphrase education, education, education however, according to (Wood, Jaffrey Troman in Fielding, 2001) there has been widespread disappointment in New Labours education policies, which on the whole have not steered too far wide of those put in place by Margaret Thatcher. David (2003) also agrees with this notion but argues that New Labour continues to develop educational policies on excellence, introducing notions of social exclusion and inclusion and identifying policies specifically to tackle issues of poverty through education. It may therefore be argued that raising education standards for all is important not only to the success of a modern economy but also to the creation of a socially just society. Since the 1990s, New Labours political values have shared many neo-liberalism characteristics especially in moving what has been called a post-welfare society. In implementing many of their education policies, they have continued with an emphasis on moral values, individuality and personal responsibility (Jones, 1996, pp.17-18). However, David (2003, p.356) argues that New Labour redefines such notions on an individual basis rather than on the basis of social groups, such as social class or those economically disadvantaged on the basis of family circumstances. This raises a question about fairness of opportunity in education for some social groups, for example Black and Minority Ethnic (BME) groups face additional barriers to inclusion relating to their ethnicity and are disproportionately likely to perform poorly and suffer exclusion, including; employment, educational out comes, truancy and school exclusions (SEU, 2004). It may be argued that few of the policy developments in education have had issues of equality of opportunity uppermost or explicitly on the agenda. The driving force behind policy making may therefore have been more to do with value for money and quality assurance but largely due to political influence. In addition, the public sector is more exposed to political direction and scrutiny than the private sector; public policies in education stipulate the conditions under which schools must operate. However, according to Kemmis (1990) many of the changes in educational policies over the past thirty years or so, have been due to the political work of organised social movements exerting considerable pressure for change, with calls for action on poverty, women inequalities, minorities and people with disabilities leading the government to formulate policies and programmes in education which sought to provide equality of educational opportunity. He further notes that these movements were dis satisfied with the role that education plays in the maintenance of the existing social order. Showing that, people are no longer prepared to leave policy making to politicians and bureaucrats. They wish to be involved in the steering of policy processes. For example the feminist movement will not permit issues of gender inequality in education to drop off the policy agenda. Similarly, BME groups want a direct say in the policy making process. Thus the language of educational policy, according to Kemmis (1990), is linked to political compromises between competing but unequal interests. Secondly, Changes in social attitudes towards authority, particularly among young people, have also created new pressures for education. As (Willis 1990 cited in Taylor, Fazal and Rizvi, 1997. P.4) has argued, students brought up on the cultural values of the globalised mass media are unlikely to be comfortable with the requirements of bureaucratically defined regimes of discipline. Such cultural and attitudinal changes have demanded policy shifts in education. Alcock (2008, p.198) states that social policy development is also closely dependent upon the economic structure of the society and upon the economic growth within it. While, Blakemore and Griggs (2007, p.147) state that due to economic pressures, the government abolished free tuition and instead passed the Teaching and Higher Education Act that requires students to pay tuition fees. As a consequence, there has been an increase in the number of English students choosing to attend Scottish and Welsh universities to avoid tuition fees. On the other hand, the youth labour market has led to calls for educational policies designed to ensure greater retention in senior secondary schools and curricula that are more vocationally responsive; leading to the Education Maintenance Allowances (EMA) subsidy for 16 to 19 year olds. Evaluation of EMA suggests substantial impact from the subsidy that overall, educational participation post 16 was 4.5 percentage points higher than before (Dearden et a l., 2005). Political, economic and social influences have not however been the only factors responsible for changing policy in education. Technological changes may also have demanded revision to educational policy, and in particular to curriculum priorities and teaching styles. With ever emerging new technologies changing partners of everyday life, then education cannot remain oblivious to these changes. Governments have been quick to invest large amounts of money in the teaching of Information Communication Technology (ICT) in schools and lifelong learning programmes. The introduction of new educational policies should primarily be to address personal and academic development and ultimately provide a more equitable education system for all. However, the Department for Education and Skills (DfES) (2006) stated that the impact of educational services not always able to meet individual needs has over the years disproportionately affected particularly groups of BME young people, which is recognised in the Every Child Matters (ECM) consultation paper, as it asserts that: teenagers from some BME groups face greater challenges than others in growing up (Youth Matters: Green Paper. 2005:13). The impact of poor service delivery to BME young people is compounded by the fact that minority ethnic population is over represented in almost all measures of social exclusion (ODPM, 2003) and their poor socio-economic position is closely associated with low educational attainment. This in turn impacts on their prospects to gain employment which in turn often results in being drawn into a life of crime. African Caribbean young men in particular are over represented at every stage of the criminal justice system (Graham in Sallah and Howson, 2007, p 176). One could argue that in fact the education system has systematically ensured that Black young people do not succeed (Richardson, 2006). This is not surprising as it has also been acknowledged that the British education system has also failed or lowered the aspirations of the poor and or White working class people (Sewell, 1997). This is particularly important in that, poor achievers are most obvious amongst the poor and disadvantaged. For example, high socio-economic groups appear to have better information on, and understanding of school performance, via league tables (West and Pennell, 1999). Whether parents act on this information, choosing for their children to attend the best schools, then there is a clear tension between strategies to raise standards and policies to reduce inequality. Soci o-economic background also relates to school quality and pupil performance via peer groups. For example, attending a school with very few children from lower socio-economic groups is highly beneficial academically speaking (Feinstein, 2003). If parental choice leads to greater socio-economic segregation across schools, such peer group effects may further reinforce social exclusion. The motivation behind the introduction of the market reforms was to raise standards and achievement, rather than issues related to inequality. The evidence on the impact of these reforms on childrens achievement is minimal, however, empirical evidence from the USA (Chubb and Moe, 1990) is supportive of the view that decentralised schooling systems can produce better results, measured in terms of educational outcomes (Hoxby, 2000). Evidence for the UK by Bradley et al (2001) found that schools with the best examination performance grew most quickly and that, increased competition between schools led to improved exam performance. Gibbons, Machin and Silva (2005) report little evidence of a link between choice and achievement, but find a small positive association between competition and school performance. However, they attribute this to school location or pupil sorting. Evaluating the impact of nationally introduced education policies and the impact of continual vocational systems is not easy according to Machin and Vignoles (2006). Perhaps the best way to evaluate new qualifications is to consider their labour market value, since this reflects the demand by employers for this type of qualification and the skills embodied in it. The evidence is that NVQs and indeed GNVQs, have minimal economic value in the labour market (Dearden et al., 2002). In particular, NVQ2 qualifications may actually have a negative impact on individuals wages, in many sectors of work. Higher Education (HE) in the UK is viewed as a success story, with continually rising participation in HE since the late 1960s. However, there have been concerns about who is accessing HE. Evidence by Machin and Vignoles (2006) showed that during the last fifteen years, participation in HE had largely been the preserve of the higher socio-economic groups in the UK. Furthermore, there is evidence that the gap in HE participation between richer and poorer students actually widened, at least in the mid and late 1990s (Blanden and Machin, 2004). Contrary to what many believed before the expansion of higher education, the expansion appears to have actually acted to increase educational inequalities, so that a greater share of HE participants is from well off backgrounds (ibid). It may be argued that although poorer students are more likely to go on to higher education than they were in the past, the likelihood of them doing so relative to their richer peers is actually lower than was the case in earlier decades. Furthermore, tuition fees introduced by labour in 1999 leave poorer students with huge debts to pay on graduation. Conclusion This essay concludes that, educational policies do not emerge in a vacuum but reflect compromises between competing interests expressed by the dominant interests of capitalism in the one hand, and the oppositional interests of various social movements on the other. While it is true that some policies are responses to particular social changes, it is also the case that these changes may themselves be represented in a variety of different ways and accorded contrasting significance. Educational policy initiatives may thus be viewed as responses to the struggle over particular constructions of social political, economic and cultural changes. However, the evidence of positive impact of the reforms on the poor, minorities and the socially excluded is minimal. In this way, it can be concluded that the state is not neutral and politically driven with respect to the changes occurring in education, as its own interest in sponsoring some changes and preventing others is reflected in policy deve lopment.

A Change Is as Good as a Holiday.

‘’A change is as good as a holiday†¦ really? ’’ According to my personal experience a change is better than a holiday. I changed my life by moving to another country, the UK, where I can create something and develop my life, unlike going on holiday for a short period of time and returning to do the same thing again. During my time in Iraq I enjoyed spending time with my family and I was happy as a clown. However, on April the 9th 2003 USA had a master plan to invade Iraq, as a child I was scared due to my parents clearly being worried; this made me anxious I was so terrified and shaken like an electric tooth brush.It was like I had adrenalin rush, I couldn’t sleep – I was alive with fear. As the army entered the city of Baghdad, Iraq†¦ The sky was red like blazing flames and I could hear the bullets shoot through my ears like thunder. The gun powder rushed into my nose from the chimney from the fire place in the comfort of my own hom e. There were so many reasons why I had left my country with my family, and one of them was the war. However I’ve been through the hard times and I could’ve just stayed. Not knowing what my destiny would be but as a family we made the decision of leaving.We all agreed that if we left Iraq then we could all have a better life and could continue with our education to have the best life possible. Who wants to leave their home town? Obviously it was a struggle and to look back and leave behind everything and everyone I know: The home I grew in for 11 years and the place where my childhood was full with amazing memories. On the way to the airport I felt miserable; I was reluctant to get on the plane. I hesitated to step forward, however a decision has been made and I had no choice apart from getting on the plane as I knew that my dad was at the other end of the journey.The dream came true! My first step out of the plane towards success, I continued walking through the tunne l to see my dad for the first time in a year. I was bursting with joy to see my father; I was pumped with energy full of happiness: I couldn’t express my feelings so I just hugged him, and my heart was finally relieved. The family and I were on the way out of the airport, into to the car that my dad bought which was blue like the Circassian sea, and we were on the way to the house in Neasdon, London. When I was in the car whilst my dad was driving, I was scared; I didn’t know anyone or the language they spoke.The weather was dull; the clouds were grey and the dark streets. It was due to rain my dad said. I couldn’t play the sport I loved; swimming was my favourite sport back home. There was indoor swimming but it wasn’t the same. I couldn’t even go to my own back garden to do anything, and it was full of mud. A week after I arrived it had snowed, for the first time in my life I saw little white flakes falling from the sky, like a blessing from god. I wanted to go out, but I had a cold and I wasn’t even used to this miserable demotivating weather.Back in Iraq it was blazing hot nearly every day of the year. Every day it was a staggering 50 degrees Celsius like the Saharan desert. As I started school I felt the effects of the change, I didn’t know whether it would be for the better or worse; however I knew I was going to achieve something great, and become a role model to inspire my brother as he was young and needed someone to look up to besides my dad. I feel a little safer nowadays due to people being nice, although there are those occasional racist remarks people give.But altogether the people all colours, races and nationalities are not as I expected; there are mixed cultures and religions -they did not shun me they welcomed me to the area and country; even though they did not know where I was from, who I am, or what I do. Till this day the dream of a better life still lives on. Change instead of a holiday ca n be good in some circumstances such as mine. For me my safety was more important so I had to leave. Sometimes freedom and safety are something a holiday can’t give.