Family Assessment - 2039 Words

Family Health Assessment Stephanie Beck Grand Canyon University Family Centered Health Promotion Home Nurs 429V August 9, 2015 Family Health Assessment The Family Health Assessment is used as an all-inclusive tactic to guarantee the health and fitness of individuals and their families; it focuses on ensuring that families recognize their health needs. (Edelman, 2010, Chapter 6 amp;7) I have had the privilege of interviewing the Varcela family, who is a Hispanic family which consist of Mom, Dad, and 2 kids, who are twins a boy and a girl. Dad (42) who works in construction work, Mom (38) is a surgical scrub tech; the children are 9 years old, in the 3rd grade. The data that is collected came from open-ended questions that were†¦show more content†¦Laxatives are not commonly used, but sometimes Pepto Bismol is used for an upset stomach or heartburn. Urine patterns are normal as well, yellow in color or straw colored, no burning or irritation to report. Activity/Exercise The family loves to engage in activity’s for fun on a regular basics, they enjoyed reading books, watching movies, walking on natural trails especially in the fall months, in summer swimming is noted as exercise for the family. The dad has a gym membership and he attends the gym at least 3 times a week for weight training, he enjoys this every week. The children are involved in extra curriculum activities during the school months, they play soccer, baseball and have karate on Mondays and Wednesdays, and they really enjoy the sports. Mom tries to walk outside in the neighborhood as much as she can, but has been trying to increase this activity. Exercise can really help this family prevent heart disease and obesity, also to help maintain a healthy lifestyle. Cognitive/Sensory Perception The family reports not having any neurological problems, and no one in their family have had any history of this as well. The mom wears glasses and is near sighted, and the children have great vision, no problems to report as of now. The dad has great eye sight as well, no problems to report. Everyone can see, hear, touch, and smell quite well, no issues to report. The family have yearly eye check up, to make sure that everything is going well for the eye sightShow MoreRelatedFamily Health Assessment : Family Assessment Essay1469 Words   |  6 PagesFamily Health Assessment Family is so important in the society and it is a blessing from God. Healthy behaviors learn from within the family and family member’s stimulus one to each other with health promotion practices. There fore, the health behaviors are very essential in the family assessment and which notifies health-promotion and disease-prevention. Within families, members will be the first one to learn about to promoting health. Families have impact on children’s lifestyle choices. The AmericanRead MoreFamily Health Assessment : Family Assessment1884 Words   |  8 Pages Family Health Assessment The family assessment involves a simultaneous data collection on individual family members or if able the whole family. The nurses and other healthcare professionals interview individuals and family as a whole to understand and assess the health of the family. This interview help professionals detecting the possible origin or factors contributes to the family’s health problems. The Gordon’s functional health pattern will be used as a model to collect and organizeRead MoreFamily Assessment : The Family Essay1804 Words   |  8 PagesFamily Assessment The family assessment is a thorough assessment done by a health care provider. This assessment is the foundation of how health care providers provide care for a certain member of the family or the family as a whole. This assessment involves exploration of the family structure, development, and function. In addition, the family will express their strengths and barriers, internal and external structure, ethnicity, social class, religion, subsystems, which will allow the reader aRead MoreFamily Assessment Comparison793 Words   |  4 PagesDifferent assessment examines different features of an individual, or similar assessments examine similar features in different ways. Three assessments that regard family conditions and that are considered important are, the Family Adaptability and Cohesion Evaluation Scales (FACES III), the Family Assessment Device (FAD), and the Self-report Family Inventory (SFI). When completing the assessments and interpreting the results, I realized that there were various accurate elements I always saw inRead MoreNursing Assessment Of A Family Assessment1978 Words   |  8 PagesNursing Assessment of a Family Part One: Justification of Family Assessment Whitlatch (2013) defines a family assessment as a process of gathering, systematizing and analyzing information to help the family take preventative or problem-solving measures. A family assessment presents an unbiased view of overall understanding of a family- not merely problems, but also its needs, strengths, values and goals. As these dynamic features keep changing over time, a family assessment is an ongoing exerciseRead MoreFamily Health Assessment1465 Words   |  6 PagesFamily Health Assessment Family health and wellness can be influenced by many factors such as society, culture, religion, and family members. Somehow, society, culture, religion and families are connected to each other. To understand an individual, it’s important to understand the family system of an individual. Health practices, whether effective or ineffective, are activities performed by individuals or families as a whole to promote health and prevent disease (Edelman, 2010). A family healthRead MoreFreidman Family Assessment1398 Words   |  6 PagesFreidman Family Assessment Laura Jones August 22, 2011 Nur/405 Beth Edwards, MSN, FNP-BC Friedman Family Assessment A community health nurse cares for individuals and families through comprehensive and continuing care. The community health care nurse is not restricted to the care of one particular age group of population. The community health nurse encourages all participates to contribute in the education, promotion and maintenance of good health. According to Stanhope and Lancaster (2008)Read MoreFamily Analysis : Family Assessment Essay2612 Words   |  11 PagesFamily Assessment Introduction In social work, families are vital for understanding clients as they interact with one another and realize how the dynamics of the family are affecting one another. The explanation of these behaviors can set the stage for what the social worker will be addressing and helping with. In using the systems perspective, you can see how all areas of life effect one another. Families then, in regards especially to my own, get integrated in a variety of ways. DemographicRead MoreFamily Health Assessment1461 Words   |  6 PagesHeritage Assessment: Evaluation of families, cultures and views on health Anniemae Stubbs Grand Canyon University Culture and Cultural Competency in Health Promotion NURS 429 Professor Alma Celaya June 19, 2016 Heritage Assessment: Evaluation of families , cultures and views on health Cultural Heritage is a concept that is passed on from one generation to the next that depicts how people live, act, behave, or think. It can be a noticeable or vague manifestation. It includes various customsRead MoreFamily Health Assessment1655 Words   |  7 PagesFamily Health Assessment Shaila Rahman Grand Canyon University Family-Centered Health Promotion NRS-429V Melanie Gray MSN October 19, 2014 Family Health Assessment Gordons Functional Health Patterns provide a useful structural guideline that help nurse or any health care provider to assess any family’s health status and develop a nursing diagnosis according to their need to improve their quality of life. Through each of these eleven patterns of health assessment, nurse can create a systemic

“Behaviourists Explain Maladaptive Behaviour in Terms of...

â€Å"Behaviourists explain maladaptive behaviour in terms of the learning principles that sustain and maintain it. Discuss this statement and show how a behaviourist’s approach to therapy is in stark contrast to a psychoanalytic one†. The term ‘therapy’ has been defined as an activity which ‘involves the treatment of a disease or disorder, by some remedial, rehabilitating, or curative process’. Historically, there has been considerable development in the range and types of therapy that can be used to help a client overcome problems in a modern world, with some sharing similarities but also differences. The intent of this essay is to compare and contrast the behaviourist perspective with a psychoanalytical approach, drawing out their†¦show more content†¦His investigation of Operant Conditioning on pigeons and rats uncovered, he believed, that many of the principles of Operant Conditioning could be applied to humans. An example in humans is the idea that if we are praised for showing polite behaviour in childhood we will learn that polite behaviour will bring rewards and so will behave politely without thinking. In parallel, Operant Conditioning has been used to explain the d evelopment of abnormal behaviour in humans. For examples, adolescents who are ridiculed for being overweight may stop eating to reduce their weight, going on to develop an eating disorder. It is considered that one of the main strengths of the behaviourist approach is that it focuses on behaviour that can be observed, manipulated and measured. The principles behind behaviourism have made it accessible to studying in a laboratory, focusing its testing upon animals and how that behaviour compares to human behaviour. Indeed, the use of behavioural therapy, currently in the NHS, has proved to be a popular, low cost method that medical practionners choose as treatment for a range of disorders or abnormal behaviours. The behavioural therapist focuses on the ‘here and now’ and avoids looking at an individual’s past history and past causes for maladaptive behaviour, believing that this is not always helpful andShow MoreRelatedChrysalis module four behaviourism stud3023 Words   |  13 Pagesï » ¿Ã¢â‚¬ËœBehaviourists explain maladaptive behaviour in terms of the learning principles that sustain and maintain it. Discuss this statement and show how a behaviourist’s approach to therapy is in stark contrast to a psychoanalytic one’ In this essay I will first of all explain the main principles and theories that underpin the behaviourist approach to psychology. I will subsequently outline how behaviourist theory can provide therapists with some insight into both the causes of maladaptive behaviourRead More‘Behaviourists Explain Maladaptive Behaviour in Terms of the Learning Principles That Sustain and Maintain It. Discuss This Statement and Show How a Behaviourist’s Approach to Therapy Is in Stark Contrast to a Psychoanalytic.’2499 Words   |  10 Pages‘Behaviourists explain maladaptive behaviour in terms of the learning principles that sustain and maintain it. Discuss this statement and show how a behaviourist’s approach to therapy is in stark contrast to a psychoanalytic.’ Introduction In this essay I intend to compare and contrast the behaviourist perspective with a psychoanalytical approach to therapy, in relation to the above statement and will explore their fundamental principles and differences. Throughout the centuries

Case Study & Ethical Leadership Kolberg & Normative Theories

Question: Ethical Leadership Debate Please refer to attachment. Basically need to read thru the case studies and applied 1.All theories must be applied ..especially Kolberg and Normative theories 2.Make sure discussion and arguments are shown on perspective . 3. Find out what is the dilemma. Answer: While conducting the debate, the group believed that Mike believes that a company is ethical if they have good people around in the organization, following good rules and regulations and by making effective decisions. Similarly, Jan who is the CEO of Clean Solutions Inc believed that helping others helps to manage the business properly and builds ethical leadership in the environment. Thus, she offers educational facilities in Guatemala and also provides a job opportunity which helps people to gain self-motivation, self-reliance and self-respect. As Jan strives towards the normative anticipation of being a managerial conscience, promotes her feminist ethical behavior (BLACKMORE, 2013). This depicts the massive power of a woman to change the world. Some groups have debated by saying that Mei-Hua who believed strong and strict ethical code of conducts in the organization helps in leading an ethical business. This also helps an organization in generating profit. Thus she believes that p eople in the organization should be treated fairly and should adhere to the rules and regulations. This kind of behavior shows that she is showing consequentialist utilitarianism (Price, 2008), where she ensures that society adheres to the ethical code of conduct which would help to maximize the goodness of the society. Discussing the Deshis character, the groups believe that he is against ethics. He believes leadership is just about developing better strategies and making the organization profitable. He says that the COCG (Codes of Corporate Governance) acts as a constraints in the business, which stops business man to make money. This attitude of Deshi, can be said to be a consequentialist Egoism, as he is concerned about his own interest and own principles that would take him to a big company from a new graduate starter. Jan, Mei-Hua and Mike show a transformational normative leadership. As both of them believe that justice, ethics are the values that would help to build up the society in an ethical way (Ciulla, 2014). They are acting like authentic leaders who ultimately believe that ethical performance and standards give intellectual stimulation (Nichols and Erakovich, 2013). Jan and Mike believe that adhering to COCG will lead to profit making. Thus it is necessary to take appropriate actions against the members who fail to adhere to the rules and regulations as per the ethical code of conduct. This indicates that they are at the second level that is the conventional level, according to Kohlberg theory. They believe that individuals should recognize the rules and regulations for the betterment of the society (Lindsley, 2011). They show an interpersonal normative morality. Mei-Hua on the other way shows that ethics depends on the context and situation. This is an ethical dilemma which she is facing . Mei-Hua believes that organizations must advocate COCG for setting up a good example, but as per the need. She thus says that there is nothing wrong in bending the rules and regulations but should be very careful of being caught. On the other hand she strictly believes in adhering to the rules and regulations. This shows that she believes in morality of prescriptive, reversible and unversalizable ethical principles. She is at the post-conventional level of Kohlberg theory (Kohlberg, 2005). As mentioned that Deshi believes that ethics and COCG act as barrier in business. According to OECD (2004), the role of directors is to act according to the interest of an organization. They need to consider the interest of both, stakeholders and shareholders. By following and promoting the ethical code of conduct, an organization can increase the financial stability in the market and also increase the economic growth. However the COCG does not follow the stakeholders theory which states that company should always benefit the stakeholders even if the organization is not performing better or losing its profitability, instead COCG guides the directors to act according to the interest of the whole company. However, Deshi is totally against this role of directors. He is much more interested in making profit instead of following ethical principles. This shows that he is transactional normative leader. His attitude and thinking towards the ethics demonstrates that he focuses on meeting the low-level needs of the followers instead of the terminal values like justice, liberty etc to reach high goals. This also indicates that he is autocratic in nature. He totally falls under the level of pre-conventional where he judges everything based on his needs, perspective and direct consequences (Kohlberg, 2005). Before concluding, the author would like to say that, COCG is a guideline that organization should follow to avoid external risks. Every individual in the society have different behavior, so ethical leadership may not be everybodys trait but has to followed for better performance of the organization. References BLACKMORE, J. (2013). A feminist critical perspective on educational leadership. International Journal of Leadership in Education, 16(2), pp.139-154. Ciulla, J. (2014). Ethics, the heart of leadership. 3rd ed. Westport, Conn.: Quorum Books. Kohlberg, L. (2005).Moral stages and moralization:The cognitive-developmental approach.In M.E. Wilson L.E. Wolf-Wendel (Eds.),ASHE reader on college student development theory(pp. 549-568).Boston, MA:Pearson Custom Publishing Lindsley, R. (2011). Constructive developmental theory and programming across cultures. Nichols, T. and Erakovich, R. (2013). Authentic leadership and implicit theory: a normative form of leadership?. Leadership Org Development J, 34(2), pp.182-195. Oecd.org, (2004). OECD Principles of Corporate Governance - OECD. [online] Available at: https://www.oecd.org/corporate/oecdprinciplesofcorporategovernance.htm [Accessed 30 Jan. 2015]. Price, T. (2008). Leadership ethics. Cambridge: Cambridge University Press.

Quality Teaching

Abstract Educational institutes in New South Wales have embarked on a quest to make gradual improvements since the adoption of the Quality Teaching model. While this progress has been markedly slow because of the many changes required for each institute to achieve effective results, it has been consistent.Advertising We will write a custom essay sample on Quality Teaching specifically for you for only $16.05 $11/page Learn More Even so, schools and other institutions of learning need to increase the pace of change on a district level so as validate the continued use of the model. This can only be achieved if the district education body reassesses key features of Quality teaching model in all schools. Background Analysis Education is a fundamental requirement for the development and ultimate advancement of the community and educators and policy makers are constantly looking for educational structure and practices that will increase the effectiveness of th e education system. The New South Wales (NSW) Department of Education and Training (2003) asserts that a core directive of the Department of Education and Training is to make sure that state and nation wide policies on education are successfully implemented. The Quality Teaching model is one of such policies that the Department of Education and Training is mandated to adapt throughout its jurisdiction. This policy has led to academic progress and improvements in student performance across NSW since it was formally endorsed. However, these level of improvement has been lower than it was projected to be. These low success rates might be attributed to the previous attitude of encouraging teachers and school administrates to implement their own version of principles and guidelines of the Quality Teaching model. A number of noticeable reasons are to blame for the slow development and improvement of the pedagogy proposed through the Quality Teaching model. Anderson and Helms (2001) assert that the three defining principles of the model; intellectual quality, quality learning environment and significance, faced some form of opposition in their implementation within the district. The biggest hindrance faced in the implementation has been budgetary constraints in most schools. Inequitable financing of educational institutes as the District and National levels have led to unequal distribution of resources across school districts. Without equity, it is impossible for most institutes to set aside the financial resources required to implement this new model.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The Federal and State government aspires to provide equitable financing to each educational institute. However, this noble goal is seldom met and the reality is that some institutes receive modest finances while others have a surplus. King (2002) observes that this has a direct influence o n the ability of the institute to provide quality education to the students. The last decade has witnessed significant changes in the education field with computers and modern learning equipments becoming central to the learning efforts of students. The District bodies have been unable to conclusively supply institutes with this expensive modern equipment therefore deposing the district bodies from their traditional role as major financier to educational institutions. Charity organization, corporate sponsors, and philanthropists have taken up the role of major financier. Martinez (2004) points out that this private funding has led to intense competition and disunity as teachers from different schools fight to obtain sufficient financing from these new benefactors. This occurrence has mitigated the effectiveness of the Quality Teaching model as finances play an integral role in the success of the model. Failure to adopt a successful teaching model has led to lowered performances in p ublic schools. This has led to dissatisfaction among many parents who have turned to private schools in the hope that these privately funded institutes will provide better quality education. Gore and Ladwig (2006) suggest that the presumption that private schools are better equipped to provide quality education is misguided surplus finances do not equate to better delivery on all the elements of Authentic Pedagogy and the Quality Teaching Model. As such, availability of adequate financial resources does not necessary translate to quality teaching. The attitude of all the relevant parties in the educational system significantly influences the success of the teaching model.Advertising We will write a custom essay sample on Quality Teaching specifically for you for only $16.05 $11/page Learn More These relevant parties include teachers, students, school administrators and regional and national education bodies. Teachers are regarded as the most significant actors since they are relied on to impart knowledge to the students. Their role is therefore critical to the success or failure of any quality teaching process since they are the ones who implement the Quality Teaching model. Teachers do not hold a uniform attitude regarding the model and their outlook is influenced by factors such as cultural ideologies and social predispositions (Martinez, 2004). Teachers generally enjoy a modest social economic status and this inclines them to believe that certain goals and intentions are beyond one’s natural capability. Lee and Smith (2001) observe that teachers find it hard to make the constant changes in educational practices necessitated by current social circumstances. While such changes would greatly enhance the quality of teaching and positively influence student performance, the changes require significant financing and maintenance. The financial requirements of the changes are unattainable even for the wealthiest nations. Changes are proposed regularly and this this makes many students and teachers loss interest in the many incomplete efforts proposed all the time (Groundwater-Smith Hunter, 2000). Teachers also feel an extra burden since they are forced to fulfil responsibilities that are alien to their training. The Regulatory Commission for Authentic Pedagogy under the Quality Teaching model Steps need to be taken to deal with the shortcomings of the current implementation of the Quality Teaching Model in NSW. One method which might assist is the establishment of a regulatory body by the Department of Education and Training. Such a body would be responsible for formulating a sustainable system that addresses the issues that plague the current Quality Teaching implementation. The body would liaison between the Department and School administrations to identify teacher and student issues that need to be addressed. The body would provide students with an avenue to air their views or grievances concerning the ir education. Anderson and Helms (2001) suggests that such an avenue would be beneficial for students who prefer to air their views concerning the education process to an independent third party. Agents in the regulatory body would also play a supervisory role thus ensuring that all parties fulfil their mandated roles and responsibilities.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The financial requirements of the proposed regulatory body would be significant. Government and State authorities would need to provide these finances. It would therefore be desirable for the body to fulfil its goals within a reasonable period of time to save the government from high maintenance expenses. NSW has 760,000 students and 2200 public schools making it the State with the highest student and public schools population in Australia (NSW Department of Education and Training, 2003). An average of 350 students would be served in each institute if the number of students was evenly spread out across the available schools. If each teacher was is responsible for a maximum of 30 students, less than 20 teachers would be required for each institution. Combined with administrative and non-administrative staff, the number of non-student population would be between 30 and 40 adults. Regulatory agents would be tasked with supervising and interviewing this non-student population in schools . From this, they would be able to deduce their effect on the overall academic achievement of students. It is to be expected that the non-student staff will be greater or less than the estimates provided since students are not equally distributed across public schools in NSW. In addition to this, Lee and Smith (2001) assert that education institutions for special needs students require the different pedagogical principles to regular institutes. At the same time, regular institutions applying self-contained or inclusive classrooms to cater for special needs students require the same, if not more, attention in the delivery of Quality Teaching goals. The commission will therefore be made up of agents who will invigilate progress in predefined sectors of NSW. Feedback is essential in any monitoring efforts and as such, the regulatory division will have a feedback department. The feedback will be obtained from teachers, administrators and students. All additional policies or amendments t o policies concerning Quality Teaching will be instigated from the division making it a centre for changes and the chief source of resources concerning Quality Teaching for schoolteachers. King (2002) suggests that consistent monitoring is necessary for any significant gains to be achieved. With this considerations, each agent will have to regularly assess all institutions within his/her jurisdiction and interview all the relevant parties in order to access if the Quality Teaching model is being implemented effectively. While attention will be given to all the relevant parties, focus will predominantly be on the students since they are the people who the model hopes to impact. Regular interviews will therefore be conducted with students and a focus group established to help gauge the students’ attitudes towards schoolwork, teachers, administration and non-teaching staff. The agent will also interview teaching and non-teaching staff who interact with the students. By interview ing teachers, the agent will gauge their attitude towards the Quality Teaching model. Groundwater-Smith and Hunter (2000) observe that the interviews will also help in giving a better understanding of what each teacher perceives quality teaching to mean under this model. From the findings of the interviews, teachers who are under-informed will be required to attend Quality Teaching seminars in order to inform them on what constitutes quality teaching under this framework. Administration heads will be consulted before recommending mandatory seminars to ensure that their authority is not undermined. An important question will be with regards to who makes up the regulatory agency staff. King (2002) proposes that pedagogy experts from universities and seasoned policymakers on educational matters are the best candidates. Such professionals will be best placed to design and redesign the application of Quality Teaching in public schools in order to increase the rate of effective implementa tion through seamless adaptation and assimilation. The current move towards Quality Teaching in NSW is grounded in studies done by veterans such as Newmann and Griffiths (King, 2002). These seasoned academic researchers would be the most qualified to run the regulatory commission and handle any difficulties that may arise in the implementation process of the Quality Teaching Model. Uniform adoption of the new policies would be desirable and as such, meetings between the commission’s heads and regulatory agents would be necessary. Such meetings would ensure that all public institutes in NSW integrate Quality Learning in their institutes at the same pace regardless of factors such as school population or socio-economic realities of each institute (Anderson Helms, 2001). As has been noted, some teachers would require additional training in order to properly adopt the Quality Teaching principles in their classrooms. The commission’s heads will be in-charge of these mandat ory re-education seminars. Martinez (2004) reveals that there is a great possibility that most of the teachers who will require re-education will be career teachers who have been in the job for long. Such senior teachers with experience of over ten years will have developed personalized teaching techniques and most likely have reputations amongst their peers and the students. Proposed changes that such teachers consider unproductive or flawed will be ignored. Gore and Ladwig (2006) see the rationale behind such action and concur that experience offers insight into areas within Quality Teaching that require more analysis and evaluation. Even so, experience is not synonymous with perfection and even the most experienced person can learn better ways of doing things. The commissioners will therefore have to face the challenge of convincing these veteran teachers that the Quality Teaching model is a pedagogical framework that will bring about teacher satisfaction and improve the learning experience for the students. The commissioners will use regular regional meetings as avenues for obtaining feedback from teachers. Such feedback will include suggestions on how the three tenets of Quality Teaching can be better adapted. Such meetings will ensure that the role of enforcement is passed on to the teachers. Without such an approach, the regulatory commission would have to force the framework upon teachers and this would lead to resistance and even resentment. In these approach, the primary role of the commissioners and regulatory agents will be to obtain support for the framework from teachers. Groundwater-Smith (1999) forecasts that ingraining the pedagogical framework into all teachers will lead to teachers implementing it autonomously therefore leading to the desirable outcome, which is rendering the work of the commission obsolete. The administrative hierarchy will have the regulatory agents at the bottom and the regulation commission and schools’ senior adm inistrators at the top. The agents will conduct the actual regulation and report to the commissioners and school heads. The agents would also involve the school administration to help coordinate in activities that affect the particular school. Even so, the agents would have autonomy during evaluations to ensure that an independent and impartial report is obtained. The school’s administration would be isolated from evaluation efforts in order for valid claims to be made by teachers and students. The administration will have representation during focus group interviews or individual interviews with students and staff. However, the representatives role will be strictly that of an observer. Analysis of the Potential Impact on the Quality Teaching framework The agent’s attention shall mostly be directed towards the student body, teaching and non-teaching staff. These groups individually influence the three tenets of Quality Teaching in a profound manner. The Student bodyâ⠂¬â„¢s acceptance of the model will occur if they are able to find relevance in the subject matter. Effective learning will only able to occur if the teacher is able to identify areas of interest for the students and focus on them. The agent will be tasked with identifying where the interests of the different students lies notwithstanding the differences in culture and socio-economic status that the students might have. This will not be an impossible task since there is a fusion in some of the basic interests of students in NSW state due to the co-existence of different cultures and social classes in the same environment (Groundwater-Smith Hunter, 2000). An in-depth understanding of student interests and desires would assist in increasing the efficiency of the teaching methods employed by making the lesson more engaging for the students. For a teacher to perform his role effectively, he needs to be well informed since the students should ideally view him as the primary purveyor of information. While it was easy for the teacher to be the primary source of information in the past, this is no longer the case since information technology systems have made an infinite amount of knowledge and data available to the students. Technology savvy students are able to challenge tutors with complicated information obtained from the internet. Teachers are at times unable to keep up with the student’s pace for information desire. The first tenet of the Quality Teaching Model is intellectual quality and it insists on the teacher possessing a large knowledge base in order to remain significant and intellectually respected by their students (NSW Department of Education and Training, 2003). Inability to maintain intellectual quality will diminish the effectiveness of the teacher. The non-teaching staff plays an integral role in the education institute. Their role in maintaining a healthy and adequate learning environment is constantly undervalued despite it being very imp ortant since teachers and school administrations can only provide a classroom-learning environment but they cannot effectively control the external environment that the non-teaching staff takes care of. While regulations for the control of substance use exist, they are very inadequate (Corwin et al., 1975). The non-teaching staff takes care of the environment therefore providing a conducive atmosphere for students and teachers alike. Greater sensitivity to the role that non-teachings staff play in enhancing the learning environment is required since they are necessary elements in the school environment. References Anderson, R. D., Helms, J. V. (2001). The Ideal of Standards and the Reality of Schools: Needed Research. Journal of Research in Science Teaching, 38 (1), 3-16. Corwin, R., Heffernan, P., Johnston, R., Remy, M., Roberts, J., Tyler, D. (1975). Environmental Impact Assessment. San Francisco: Freeman, Cooper Company. Gore, J. M., Ladwig, J. G. (2006). Professional Develop ment for Pedagogical Impact. Paper presented at the Australian Association for Research in Education Annual Conference, Perth. Groundwater-Smith, S. (1999). Students as Researchers and the ‘Why’ Question. Paper presented to the British Educational Research Association Annual Conference, Brighton. Groundwater-Smith, S., Hunter, J. (2000). Whole School Inquiry: Evidence-based Practice. Journal of In-Service Education, 26 (3), 583-600. King, M.B. (2002). Professional Development to Promote School-wide Inquiry. Teaching and Teacher Education, 18(1), 243-257. Lee, V.E., Smith, J.B. (2001). Restructuring High School for Equity and Excellence. New York: Teachers College Press. Martinez, K. (2004). Mentoring New Teachers: Promise and Problems in times of Teacher Shortage. Australian Journal of Education, 48 (1), 95-108. NSW Department of Education and Training. (2003). Quality Teaching in NSW public schools: A classroom practice guide. Sydney: NSW Department of Education and Training, Professional Support and Curriculum Directorate This essay on Quality Teaching was written and submitted by user Isai Hardin 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.

Suicide rate in prison Essay Example

Suicide rate in prison Essay Example Suicide rate in prison Essay Suicide rate in prison Essay Essay Topic: Blankets Prison inmates have a higher suicide rate than those in the general community.   In the US, research shows that for inmates housed in pretrial facilities, the suicide rate is ten times that of the outside community (World Health Organisation 2000).   In facilities accommodating sentenced prisoners, the suicide rate is three times greater than in the outside community (World Health Organisation 2000). Additionally, it is worth pointing out that for every successful suicide attempt, there are numerous more unsuccessful suicide attempts (World Health Organisation 2000).   Suicide rates in prison have steadily increased over the decades. In the US, the number of inmates who take their own life has overtaken and now more than doubles the number of inmates that are killed by other prisoners (Wortley 2002).   In 1990, 134 inmates in US prisons committed suicide.   In 1995, the number rose to 169 (Stephan 1997).   In the UK, the number of suicides in prison was 37 in the year 198 8, and rose to 82 in 1998 (HM Chief Inspector of Prisons for England and Wales 1999: 12).According to Hayes (1995), one of the most constant findings in his research was that suicide rates are highest among smaller prison systems.   This finding, Hayes argued, reflects the lack of resources that smaller prisons tend to have.   This finding obviously shows that the prison environment is an important factor implicated in prison suicide.Research shows that hanging is the most common manner in which inmates commit suicide.   In a British study, 90 per cent of inmates committed suicide by hanging themselves, 4 per cent did it via poison or drug overdose, 3 per cent via cutting themselves, and 1 per cent via smoke inhalation or burns (Dooley 1990).   These figures are similar to those found by Hayes (1995) in the US, who found that 96 per cent of inmates committed suicide by hanging themselves, and the rest did it via cutting themselves or ingesting drugs. Similarly, White and Sch immel (1995) found that 79 per cent of prison suicides were done by hanging, 7 per cent by jumping to their deaths, while drug overdose, shooting and cutting accounted for 5 per cent each.Research conducted on attempted suicide shows that the most common way inmates attempt, unsuccessfully, to kill themselves is by cutting or slashing their wrists.   Inch et al (1995) found that 64 per cent of inmates attempted suicide by cutting, 32 per cent by hanging and 4 per cent by swallowing a sharp object.According to Hayes and Rowan (1988), the statistics for specific instruments involved in prison suicide are as follows: 48 per cent of inmates use bedding, 34 per cent use clothes, 5 per cent use shoelace, 4 per cent use towels, 2 per cent use belts, and 1 per cent use guns.   The rest of the instruments utilized in prison suicide are knives, razor blades, drugs, glass, and knives, however these account for only 1 per cent each (Wortley 2002).Who commits suicide in prisonAn analysis was made of 52 suicides in New York prisons between 1986 and 1994 (Hayes 1995).   The analysis revealed that white inmates, who represented 18 per cent of the prison population, accounted for 42 per cent of the suicides.   In comparison, black inmates represented 50 per cent of the prison population, but accounted for only 20 per cent of suicides (Hayes 1995).   Further, this study found that while inmates condemned for violent crimes represented   56 per cent of the prison population, they accounted for 80 per cent of suicides.   With respect to length of incarceration, 64 per cent of all victims committed suicide within 2 years of incarceration. 66 per cent of the victims had mandatory minimum sentences of at least 4 years, and 23 per cent of victims were serving life sentences (Hayes 1995).Inmates under 21 years of age are more likely to commit suicide than older inmates (Worltey 2002).   According to Wortley, younger prisoners tend to react more intensely and more impul sively than older prisoners.   Another explanation for the higher rate of suicide among young prisoners could be that bullying and harassment are greater in prisons with larger numbers of youths (Wortley 2002).   Additionally, Dooley (1990) found that occurrences of suicides in prisons with high youth populations had the effect of inciting other young prisoners to imitate the behaviour.CausesSocial isolation is regarded by psychologists as the most important cause of suicide (Berman, 2007).   It is not surprising therefore, that the prison environment, being one of loneliness, deprivation, hardship, and isolation from their friends and family, has a strong influence in prison suicide victims and can offer an explanation to the higher suicide rate in prisons.Modern psychologists have described several common characteristics found in suicides.   These include a sense of unbearable psychological pain, a sense of isolation from others, and the opinion that death is the only solu tion to problems for which a person feels hopeless and powerless (Berman 2007).   One would think that an environment such as that found in a prison would seem to foster those very feelings in their inmates.Mental health problems are also believed by experts to be a major factor in suicides (Berman 2007).   Not surprisingly, a relatively high incidence of mental-health problems is found among prison suicide victims.   According to White and Schimmel (1995), in a study conducted on 43 suicides, 23 victims had a prior psychiatric diagnosis, including 11 diagnosed with severe psychotic disturbance, 6 with affective disorder and 4 with paranoid ideation.   17 of the victims had previously attempted suicide at least once (White Schimmel 1995).At the same time, the evidence suggests that there is a direct relationship between prison suicide and the experience of being in prison (Wortley 2002).   A previous record of psychiatric treatment is less likely for prison suicide victim s, than for suicides of the general community.   In research conducted by Liebling, et al (1999), the percentage of prison suicide victims with past psychiatric treatment was 33 per cent, and the percentage of suicide victims in the general community with past psychiatric treatment was 80 to 90 per cent.   This once again suggests that the prison environment itself plays an important factor in prison suicide.According to Wortley, 30 per cent of inmates who had attempted suicide said the reason for doing so was threats or teasing by other inmates, 24 per cent said that it was because they had been punished or placed in segregation, 22 per cent said that their sentence was longer than they expected, 12 per cent had received or were expecting to receive a letter from a loved one, 8 per cent had received an unwanted transfer, and 4 per cent had had their parole rejected. White and Schimmel (1995) found that the most common factors were new legal problems (28 per cent), relationship problems (23 per cent) and conflicts with other inmates (23 per cent).Security levelResearch has shown a greater number of suicides and attempted suicides in maximum security prisons than in medium and minimum security prisons (White Schimmel 1995).   A possible reason for this could be than maximum security prisons are more disheartening and gloomy, or it could be that maximum security prisons house more suicide-risk inmates. In any case, this shows that the additional restrictions and observations that occur in maximum security prisons are not enough to prevent inmates from killing themselves (Wortley 2002).Stage of sentenceOne of the most constant results with respect to prison suicide is that the risk is greater while prisoners are on remand or in the early stages of their sentence (White and Schimmel 1995).   Over 50 per cent of jail suicides occur within the first 24 hours of incarceration, and 26 per cent occur within the first three hours (Hayes 1995).   In prison, 17 per cent of suicides occur within the first week of incarceration and 51 per cent within the first three months (Dooley 1990).   Obviously, the first months in prison are the hardest and the most difficult to cope with, and this can push some inmates over the edge.There is also evidence of a relationship between time served and suicide.   Prisoners with sentences over twenty years seem to have a higher suicide risk.   In one study, this group accounted for 28 per cent of suicides but represented only a 12 per cent of the prison population. (Wortley 2002).   It is reasonable to concur that the high prison sentences most likely gave the inmates a deep sense of hopelessness.This paper will now proceed to outline several strategies to prevent prison suicide.Prevention of Prison SuicideIncreased visitation rightsAs previously mentioned, feelings of isolation from family and friends is a key factor in suicides.   It is beneficial to prisoners that they have adequate visiting ar rangements and facilities in order for them to not feel so isolated.   These visits are important because it would provide much needed emotional support that may protect inmates from despair and irrational thinking during their difficult times in prison.   If the prisoner can make physical contact with his loved ones this would be even better (Reser 1992). These visits can be of special significance to some cultural groups, as some research has identified lack of family contact as the crucial factor in prison suicides among some cultural groups such as Australian Aborigines (Johnston 1991).Increasing guard patrols and surveillanceA successful surveillance regime in prisons, with regular guard patrols and close-circuit television, can lower suicide rates in prisons.   Hayes reported on a successful suicide prevention regime in a US prison in which close-circuit television and physical checks were conducted at least every five minutes, depending on an inmates suicide-risk level.    Additional random checks were made so that inmates could never predict them and so had no opportunity to kill themselves.   The result of this regime was that over a 12 year period, only one suicide occurred among 57,000 processed inmates (Hayes 1995).Cell designTo prevent suicide, something should be done about the design of windows and doors so that they are unable to be utilized as hanging points.   Similarly, the design of ventilation covers and light fixtures should be altered so that they cannot be used as hanging points (Atlas 1989).   Metal door bars should be replaced with polycarbonate glazing; light fixtures and ventilation covers should be covered with tamperproof screen; exposed pipes, brackets, hinges, knobs and electrical outlets should be eliminated.   Additionally, to help elevate the depressing mood in prison cells, cells should have access to natural sunlight and be painted in pastel rather institutional colors (Atlas 1989).Role of staffStaff should b e appropriately trained in suicide prevention, and strategies to prevent suicide should be carefully outlined in prison policy documents and given to staff. There is a need to provide staff with the necessary information about suicide and suicide prevention.   Staff should be made aware of the signs of suicide-risk inmates and the appropriate protocols for dealing with suicide-risk inmates.   Inappropriate staff attitudes such as that nothing can be done to stop a suicidal inmate, or that suicide attempts are meant only to get attention, should be done away with.   Any sign that suggest that an inmate could be suicidal should be taken seriously (Wortley 2002).Restriction of dangerous itemsThe instruments used to commit suicide in prison are those that are easily available to inmates.   Hanging with the use of clothing and bedding, is the most common way in which suicide is accomplished.   Together with the elimination of hanging points, suicide by hanging can be reduced wi th the use of tear-resistant sheets and blankets (Wortley 2002).   The restriction of razor blades, and other objects that could be fashioned to inflict self-harm is obviously another way in which prison suicides could be prevented.   The main task here lies in identifying which items prisoners can utilize to harm themselves, which is not always easy to accomplish as prisoners in the past have imaginatively used what one would think were harmless items, such as toothbrushes, to commit suicide (Wortley 2002).ConclusionHigh prison suicide rates are a worldwide phenomenon.   Several causes for this have been suggested, but perhaps the most relevant is the prison environment itself which drives vulnerable inmates, especially younger the inmates, into committing suicide.   The strategies presented in this paper for preventing prison suicide could be utilized to control prison suicide rates.   The control and lowering of prison suicide rates is important, as suicide has a devast ating emotional impact on surviving family members and friends of suicide victims.ReferencesAtlas, R. (1989). Reducing the opportunity for inmate suicide: A design guide Psychiatric Quarterly 60, 161–71Berman, A. (2007). Suicide.   In Microsoft Encarta Online Encyclopedia 2007. (Online), Retrieved March 15, 2007. http://encarta.msn.comDooley, E. (1990). Non-natural deaths in prison British Journal of Criminology, 30, 229–34.Hayes, L. (1995). Prison suicide: An overview and a guide to prevention Prison Journal, 75, 431–56.Hayes, L. M. Rowan, J. R. (1988). National Study of Jail Suicides: Seven Years Later. Virginia: National Center on Institutions and Alternatives.HM Chief Inspector of Prisons for England and Wales. (1999) Suicide Is Everyones Concern: A Thematic Review. London: HMSO.Inch, H., Rowlands, P., ; Soliman, A. (1995). Deliberate self-harm in a young offenders institution Journal of Forensic Psychiatry 6, 161–71.Johnston, E. (1991). National R eport of the Royal Commission into Aboriginal Deaths in Custody. Canberra: Australian Government Publishing Service.Liebling, A., Muir, G., Rose, G. Bottoms, A. (1999) Incentives and Earned Privileges for Prisoners - an Evaluation, London: Home Office Research, Development and Statistics Directorate.Reser, J. (1992). The design of safe and humane police cells: A discussion of some issues relating to Aboriginal people in police custody, in D. Biles and D. McDonald (eds. ), Deaths in Custody Australia, 1980–1989, Canberra: Australian Institute of Criminology.Stephan, J. (1997). Census of State and Federal Correctional Facilities, 1995. Washington DC: US Department of Justice.White, T.   Schimmel, D. (1995) Suicide prevention in federal prisons: A successful five-step program Prison Suicide: An Overview and Guide to Prevention, Washington DC: US Department of Justice, pp. 48–59.World Health Organization. (2000). Preventing suicide: a resource for prison officers (Onl ine), Retrieved March 15, 2007. www.who.int/mental_health/media/en/60.pdfWortley, R. (2002). Situational Prison Control: Crime Prevention in Correctional Institutions.   England: Cambridge University Press.

The Plight Of The Artist in Modern Drama, A Study on Bernard Shaw's Essay

The Plight Of The Artist in Modern Drama, A Study on Bernard Shaw's Pygmalion - Essay Example Several times in the drama, Mrs. Pearce and Mrs. Higgins, Henry Higgin’s mother, asked Henry Higgins what will become of Eliza after her transformation (Shaw). Higgins does not find these concerns as more important than his goal of transforming Eliza into a Duchess in manners and speech (Shaw Act 2). His attitude shows lack of apathy for the plight of a woman whose life he is changing (Nienhuis 3). He does not have the breeding of a human being, only the intellect of an academic expert. Olukayode A. Afolabi would have described Higgins as lacking in emotional intelligence because he cannot monitor his feelings and the feelings of others to respond positively (126). Higgins has the plight of person versus social codes of conduct. A number of scholars discuss the plight of the heroine. Nienhuis also discusses Eliza’s plight in the story. He explains that Eliza’s plight is that, because she has been transformed from a lower-class woman to an upper-class one, she believes she cannot fit any. Upper-class life is too sophisticated for her, while lower-class living is no longer sufficient (Nienhuis 3), which shows Eliza’s common sense as a humane person (Mellor 345). This matches Social Identity Theory, where people interact with other groups through their social identity more than their individual identity (Sindic and Reicher 114). Eliza sees herself more as part of another class that is in-between two worlds. Her plight is also with her love life and the direction she wants after being transformed. At the end of the play, Eliza gets angry at Higgins for being so insensitive, and largely because of how he mistreats her as a â€Å"social inferior† (Nienhuis 3). It shows the person-versu s-person conflict because of different perceptions on how people should be treated. Neelam and Rao assert that Eliza has the life force of an independent woman that allowed her to surpass the conflicts in

BIOGRAPHICAL STUDY Assignment Example | Topics and Well Written Essays - 500 words

BIOGRAPHICAL STUDY - Assignment Example In this process, data from a number of academic sources and bible verses is analyzed in order to determine Jesus’ relationship with his disciples. In particular, the relationship between Jesus and Peter is analyzed to determine its effect on Peter’s life. Ideally, the academic sources and scriptures provide deep insight into the social-religious life of the time, and by extension, how Peter adopted to this life. The paper begins by generally looking at the relationship between Jesus and all his disciples. This information is well written by Foster (2007, pp.1) concerning how makes the disciples feel like they are part of Jesus’ family, although there are times when Jesus refers to God as â€Å"my Father† thus emphasizing a more personal relationship between him and God. Despite showing love to all his disciples, Jesus was particularly fond of Peter as several versus in the bible can reveal. For instance, according to Shepherd (2010, pp. 780) in John 13:33, Jesus insists that the disciples must not go with him but says that later on, Peter will go where Jesus was unable to go. Jesus’ love for Peter is also evident in the Bible, where after Peter identifies Jesus as the son of God and Jesus in return blesses Peter (Matthew 16:17). This blessing is interesting because after all the miracles and good deeds Jesus had performed, any of his disciples would have called him the son of God. However, Jesus chooses to bless Peter instead, saying that such revelation could only come from God. In order to strengthen Peter’s faith in God, Jesus put Peter through several tests. For instance, in John 21 Jesus asks Peter whether he loves Jesus more than he loves all other things (Ramelli 2008, pp. 334). Peter replies in the affirmative but later on in the same evening, Peter denies Jesus three times, denying that he is a disciple of Jesus. In another instance, in Matthew 14: 22-33, Jesus comes to the