History of the Jet Ski

History of the Jet Ski Personal water craft have been around for more than half a century. The â€Å"Jet Ski,† however, is a trademark used by Kawasaki for its line of personal motorized water craft. Although the word Jet Ski has now become a more generic term describing all personal watercraft, well use it to refer specifically to the Kawasaki vessels. Early Years The earliest water scooters- as they were originally called- were introduced to Europe in the mid 1950s by motorcycle makers looking to expand their markets. The British company Vincent produced some 2,000 of its Amanda water scooters in 1955, but it failed to create the new market Vincent had hoped for. Despite the failure of European water scooters to catch on in the 1950s, the 60s saw continued attempts at tinkering with the idea. The Italian company Mival introduced its Nautical Pleasure Cruiser, which required users to hang onto the craft from behind. Australian motocross enthusiast Clayton Jacobsen II decided to design his own version so that its pilots would be standing up. His big breakthrough, though, was switching from the old outboard motors to an internal pump-jet. Jacobsen made his first prototype out of aluminum in 1965. He tried again a year later, this time opting for fiberglass. He sold his idea to the snowmobile manufacturer Bombardier, but they failed to catch on and Bombardier gave up on them. With patent back in hand, Jacobsen went to Kawasaki, which brought out its model in 1973. It was called the  Jet Ski. With the benefit of Kawasaki’s marketing, the Jet Ski won a loyal audience as a way to waterski without the need  for a boat. It was a small audience, however, as remaining on board while standing up- especially in choppy water- remained a challenge. Jet Skis Go Big The next decade planted the seeds for an explosion in the  popularity of personal water craft. For one thing, new models were introduced that let  riders do what they could do back on the old water scooters. The ability to sit down helped pilot stability. New designs not only improved stability further, but they allowed for two riders at a time, introducing a social element to personal water crafts. Bombardier got back into the game with the introduction of the Sea-Doo, which went on to become the best-selling personal watercraft in the world. With further advances in engine technology and emissions, today’s personal water craft enjoy new-found success in every metric. They can go faster than ever, reaching 60 miles an hour. And they now sell more than any boat in the world. Jet Ski Competitions As the popularity of personal water craft started to take off, enthusiasts started to organize races and competitions. The premiere racing series event is the  P1 AquaX, which launched in the United Kingdom in May 2011. London-based sports promoter Powerboat P1  created the racing series and expanded to the United States in 2013. And by 2015, as many as  400 riders from 11 countries had signed up to compete in an AquaX event. The organizers are looking to expand to other countries.

Biography of Noor Inayat Khan, World War II Spy Heroine

Biography of Noor Inayat Khan, World War II Spy Heroine Noor-un-Nisa Inayat Khan (January 1, 1914 –September 13, 1944), also known as Nora Inayat-Khan or Nora Baker, was a renowned British spy of Indian heritage. During one period of World War II, she handled clandestine radio traffic in occupied Paris nearly singlehandedly. Khan also broke new ground as a Muslim female operative. Fast Facts: Noor Inayat Khan Known For: Renowned spy who served as a wireless operator for the Special Operations Executive during World War IIBorn: January 1, 1914 in Moscow, RussiaDied: September 13, 1944 in the Dachau concentration camp, Bavaria, GermanyHonors: The George Cross (1949), the Croix de Guerre (1949) An International Childhood Khan was born on New Years Day 1914 in Moscow, Russia. She was the first child of Inayat Khan and Pirani Ameena Begum. On her father’s side, she was descended from Indian Muslim royalty: his family was related closely to Tipu Sultan, the famous ruler of the Kingdom of Mysore. By the time of Khans birth, her father had settled in Europe and made a living as a musician and a teacher of the Islamic mysticism known as Sufism. The family moved to London the same year Khan was born, just as World War I broke out. They lived there for six years before relocating to France, just outside of Paris; by that point, the family included a total of four children. Khans father was a pacifist, as his religion and moral code dictated, and Khan absorbed many of those principles. For her part, Khan was mostly a quiet, thoughtful child with a knack for creativity. As a young adult, Khan attended the Sorbonne to study child psychology. She also studied music with the famed instructor Nadia Boulanger. During this time, Khan produced musical compositions, as well as poetry and children’s stories. When her father died in 1927, Khan took over as the head of the family, caring for her mother and three siblings. Joining The War Effort In 1940, as France fell to the Nazi invaders, the Khan family fled and returned to England. Despite her own pacifist leanings, Khan and her brother Vilayat both decided to volunteer to fight for the Allies, at least partially in hopes that the heroism of a few Indian fighters might help improve British-Indian relations. Khan joined the Women’s Auxiliary Air Force and was trained as a radio operator. By 1941, Khan was bored with her posting at a training camp, so she applied for a transfer. She was recruited by the Special Operations Executive, the British spy organization during the war, and specifically assigned to the sections related to the war in France. Khan trained to be a wireless operator in occupied territory- the first woman to be deployed in this capacity. Although she did not have a natural talent for espionage and failed to impress in those parts of her training, her wireless skills were excellent. Despite these concerns, Khan impressed Vera Atkins, the intelligence officer who was her superior in â€Å"F Section. Khan was selected for a dangerous mission: to be a wireless operator in occupied France, transmitting messages and serving as a connection between agents on the ground and the base in London. Operators could not stay in one location for long, due to the likelihood of being discovered, but moving was also a risky proposition due to the bulky, easily noticed radio equipment. By the time Khan was assigned this mission, operators in this job were considered lucky to survive two months before being captured. In June 1943, Khan, along with a few other agents, arrived in France, where they were met by Henri Dericourt, a French SOE agent. Khan was assigned to work in the sub-circuit led by Emile Garry in Paris. However, within weeks, the Paris circuit was discovered and almost all her fellow agents were swept up by the Gestapo- making Khan the only remaining operator in the region. She was offered the option to be pulled from the field, but insisted on staying and completing her mission. Survival and Betrayal For the next four months, Khan went on the run. Using every technique possible, from changing her looks to changing her location and more, she evaded the Nazis at every turn. Meanwhile, she determinedly continued doing the job she was sent to do, and then some. In essence, Khan was handling by herself all the spy radio traffic that would normally be handled by a full team. Unfortunately, Khan was discovered when someone betrayed her to the Nazis. Historians disagree as to who the traitor was. There are two most likely culprits. The first is Henri Dericourt, who was revealed to be a double agent but who may have done so on orders from British intelligence MI6. The second is Renee Garry, the sister of Khans supervising agent, who may have been paid off and who may have been been seeking revenge on Khan, believing she had stolen the affections of SOE agent France Antelme. (It is unknown if Khan was actually involved with Antelme or not). Khan was arrested and imprisoned in October 1943. Although she consistently lied to investigators, and even attempted to escape twice, her shortened security training came back to hurt her, as the Nazis were able to find her notebooks and use the information in them to impersonate her and continue to transmit to unsuspecting London headquarters. This resulted in the captures and deaths of more SOE agents who were sent to France because their superiors either did not realize or believe that Khans transmissions were fake. Death and Legacy Khan attempted escape once more, along with two other prisoners, on November 25, 1943. However, a British air raid led to their final capture. The air raid sirens triggered an unplanned check on the prisoners, which alerted the Germans to their escape. Khan was then taken to Germany and kept in solitary confinement for the next ten months. Eventually, in 1944, Khan was transferred to Dachau, the concentration camp. She was executed on September 13, 1944. There are two differing accounts of her death. One, given by an SS officer who witnessed the execution, portrayed it very clinically: a death sentence pronounced, some sobbing, and the execution-style deaths. Another, given by a fellow prisoner who survived the camp, claimed that Khan was beaten before being executed, and that her final words were â€Å"Libertà ¨!† Posthumously, Khan was awarded multiple honors for her work and her bravery. In 1949, she was awarded the George Cross, the second-highest British honor for bravery, as well as the French Croix de Guerre with a silver star. Her story endured in popular culture, and in 2011, a campaign raised funds for a bronze bust of Khan in London, near her former home. Her legacy lives on as a groundbreaking heroine and as a spy who refused to abandon her post, even in the face of unprecedented demand and danger.   Sources Basu, Shrabani.  Spy Princess: The Life of Noor Inayat Khan. Sutton Publishing, 2006.Porath, Jason. Rejected Princesses: Tales of Historys Boldest Heroines, Hellions, and Heretics. Dey Street Books, 2016.Tsang, Annie. Overlooked No More: Noor Inayat Khan, Indian Princess and British Spy. The New York Times, 28 Nov. 2018, https://www.nytimes.com/2018/11/28/obituaries/noor-inayat-khan-overlooked.html

Video team paper Essay Example | Topics and Well Written Essays - 750 words

Video team paper - Essay Example Questions on who was to be responsible for certain things arose due to need of clarity and commitment (Singh 23). Norming During this stage, members worked cohesively, with active acknowledgement of each other. The interpersonal relationships grew positively with members solving team issues together. Each member asked questions on the tasks, while at the same time, preconceived notions about each other changed due to the facts that were presented. Members shared information with each other freely and tasks concerning the race were explored without any individualism (Singh 24). Perfoming The team managed to evolve itself towards the fourth stage. Members were able to work independently while at the same time, they were able to work as a unit. Production was at the peak with individual tasks being handled effectively. Interdependence in terms of personal relations was observed. Group identity was complete, the morale and loyalty was high and also intense. Problems were solved due to th e high productivity rate (Singh 24). Adjourning During this stage, the tasks were concluded with task termination and the end of relationships. During this time, members recognized each other’s participation and achievement towards the success of the task (Singh 24). Big Five Personality traits Members of the team were observed to show their big five personality traits. Some members who were very curious, creative and ready to embrace new ideas showed Openness. Some members were aware of their feelings and their beliefs were unconventional. Team members who were organized punctual, achievement oriented and systematic showed conscientiousness. These team members were always dependable as they showed a distinct preference when it came to planning ahead of their schedule. A member who was talkative, outgoing, and social showed extraversion. The member showed constantly positive emotions full of energy and vigor. Agreeableness was quite common with some team members who were very tolerant, sensitive, trusting and warm. These members wanted to get along with others and they showed high levels of friendliness, and compromises for the team. Neuroticism was clear with a member who showed anxious and irritability and moody behaviors (Singh 37). Conclusion Working as a team was quite enjoyable and eye opening. There are several lessons that were gained from the experience. Unity was key to the success of the team. When members of the team agreed on an issue without any problem, the task ahead was successful however, whenever there were conflicts, a lot of time was wasted and this led to little achievement. Through teamwork, it was possible to learn more about others. Tolerance was a great lesson, which was achieved from this exercise. Team members had different personalities and each one had to tolerate other members to make sure that the tasks were a success. Members who were a nuisance had to be asked to cooperate to realize the task ahead. Challenges due to le adership and task allocation were common. Some members felt that the tasks that they were given were too much or too little. However, appointing one person as a leader helped to create authority over issues. Due to time factor, the team leader consulted with members to avoid any conflicts before allocation of tasks. Members were also asked to be open and frank when it came to deciding

Winning Marketing campaign for ZARA Jacket Essay

Winning Marketing campaign for ZARA Jacket - Essay Example During the initial phase of pre-launch, ZARA will try to generate curiosity among the target market so that they are looking forward to get involved in activities arrange by the brand. In order to inform the customers about the latest offering, advertisements will be placed in leading magazines and Television channels. Moreover, E-marketing will be done so that the online customer base can be provided with the appealing offerings. Finally, the concert will be arranged after a month of the launch so that all other brands of Inditex are promoted simultaneously. Also, customer’s feedback will be sought to be assured that the unique product meets their expectations effectively. The concept of ZARA belongs to ‘Inditex’ Group, established by the company in year 1975 by Ortega Gaona in A Caruna, Spain. The group is recognised globally for offering eight store formats for the shoppers i.e. ZARA, Pull & Bear, Stradivarius, ZARA Home, Uterque, Massimo Dutti, Oysho and Bershka (Inditex, 2013a). The competitive edge of the group lies in its differentiated business model which has two cornerstones i.e. flexibility and innovation (Inditex, 2013b). The success of the marketing campaign is highly dependent on tools utilised by well-known experts for conveying the right message (Keller, 2012) and persuading them to trying out the new offering instantly (Kotler & Keller, 2012). Although ZARA has been able to attract a large number of customers through prevailing marketing tactic but it is considering other options as well. As the fashion industry is getting competitive due to increasing number of companies and cost effective opportunities for apparel production (Pani & Sharma, 2012), it has become imperative for the companies to employ the best measures for strengthening their stakes (Hemphill & Suk, 2009). Considering the global fashion industry, it is observed that the leading brands are making effective use of four marketing practises i.e. Television

Classical Conditioning Essay Example for Free

Classical Conditioning Essay It is a continuous challenge living with post-traumatic stress disorder (PTSD), and I’ve suffered from it for most of my life. I can look back now and gently laugh at all the people who thought I had the perfect life. I was young, beautiful, and talented, but unbeknownst to them, I was terrorized by an undiagnosed debilitating mental illness. Having been properly diagnosed with PTSD at age 35, I know that there is not one aspect of my life that has gone untouched by this mental illness. My PTSD was triggered by several traumas, most importantly a sexual attack at knifepoint that left me thinking I would die. I would never be the same after that attack. For me there was no safe place in the world, not even my home. I went to the police and filed a report. Rape counselors came to see me while I was in the hospital, but I declined their help, convinced that I didn’t need it. This would be the most damaging decision of my life. For months after the attack, I couldn’t close my eyes without envisioning the face of my attacker. I suffered horrific flashbacks and nightmares. For four years after the attack I was unable to sleep alone in my house. I obsessively checked windows, doors, and locks. By age 17, I’d suffered my first panic attack. Soon I became unable to leave my apartment for weeks at a time, ending my modeling career abruptly. This just became a way of life. Years passed when I had few or no symptoms at all, and I led what I thought was a fairly normal life, just thinking I had a â€Å"panic problem. † Then another traumatic event retriggered the PTSD. It was as if the past had evaporated, and I was back in the place of my attack, only now I had uncontrollable thoughts of someone entering my house and harming my daughter. I saw violent images every time I closed my eyes. I lost all ability to concentrate or even complete simple tasks. Normally social, I stopped trying to make friends or get involved in my community. I often felt disoriented, forgetting where, or who, I was. I would panic on the freeway and became unable to drive, again ending a career. I felt as if I had completely lost my mind. For a time, I managed to keep it together on the outside, but then I became unable to leave my house again. Around this time I was diagnosed with PTSD. I cannot express to you the enormous relief I felt when I discovered my condition was real and treatable. I felt safe for the first time in 32 years. Taking medication and undergoing behavioral therapy marked the turning point in my regaining control of my life. I’m rebuilding a satisfying career as an artist, and I am enjoying my life. The world is new to me and not limited by the restrictive vision of anxiety. It amazes me to think back to what my life was like only a year ago, and just how far I’ve come. For me there is no cure, no final healing. But there are things I can do to ensure that I never have to suffer as I did before being diagnosed with PTSD. I’m no longer at the mercy of my disorder, and I would not be here today had I not had the proper diagnosis and treatment. The most important thing to know is that it’s never too late to seek help. [1] In the early part of the 20th century, Russian physiologist Ivan Pavlov (1849–1936) was studying the digestive system of dogs when he noticed an interesting behavioral phenomenon: The dogs began to salivate when the lab technicians who normally fed them entered the room, even though the dogs had not yet received any food. Pavlov realized that the dogs were salivating because they knew that they were about to be fed; the dogs had begun to associate the arrival of the technicians with the food that soon followed their appearance in the room. With his team of researchers, Pavlov began studying this process in more detail. He conducted a series of experiments in which, over a number of trials, dogs were exposed to a sound immediately before receiving food. He systematically controlled the onset of the sound and the timing of the delivery of the food, and recorded the amount of the dogs’ salivation. Initially the dogs salivated only when they saw or smelled the food, but after several pairings of the sound and the food, the dogs began to salivate as soon as they heard the sound. The animals had learned to associate the sound with the food that followed. Pavlov identified a fundamental associative learning process called classical conditioning. Classical conditioning refers to learning that occurs when a neutral stimulus (e. g. , a tone) becomes associated with a stimulus (e. g. , food) that naturally produces a specific behavior. After the association is learned, the previously neutral stimulus is sufficient to produce the behavior. As you can see in the following figure, psychologists use specific terms to identify the stimuli and the responses in classical conditioning. Theunconditioned stimulus (US) is something (such as food) that triggers a natural occurring response, and the unconditioned response (UR) is the naturally occurring response (such as salivation) that follows the unconditioned stimulus. The conditioned stimulus (CS) is a neutral stimulus that, after being repeatedly presented prior to the unconditioned stimulus, evokes a response similar to the response to the unconditioned stimulus. In Pavlov’s experiment, the sound of the tone served as the conditioned stimulus that, after learning, produced the conditioned response (CR), which is the acquired response to the formerly neutral stimulus. Note that the UR and the CR are the same behavior—in this case salivation—but they are given different names because they are produced by different stimuli (the US and the CS, respectively). Classical Conditioning Before conditioning, the unconditioned stimulus (US) naturally produces the unconditioned response (UR). Top right: Before conditioning, the neutral stimulus (the whistle) does not produce the salivation response. Bottom left: The unconditioned stimulus (US), in this case the food, is repeatedly presented immediately after the neutral stimulus. Bottom right: After learning, the neutral stimulus (now known as the conditioned stimulus or CS), is sufficient to produce the conditioned responses (CR). From Flat World Knowledge, Introduction to Psychology, v1. 0, CC-BY-NC-SA. Conditioning is evolutionarily beneficial because it allows organisms to develop expectations that help them prepare for both good and bad events. Imagine, for instance, that an animal first smells a new food, eats it, and then gets sick. If the animal can learn to associate the smell (CS) with the food (US), then it will quickly learn that the food creates the negative outcome and will not eat it next time. Module 13 /The Persistence and Extinction of Conditioning After he had demonstrated that learning could occur through association, Pavlov moved on to study the variables that influenced the strength and the persistence of conditioning. In some studies, after the conditioning had taken place, Pavlov presented the sound repeatedly but without presenting the food afterward. As you can see, after the initial acquisition (learning) phase in which the conditioning occurred, when the CS was then presented alone, the behavior rapidly decreased—the dogs salivated less and less to the sound, and eventually the sound did not elicit salivation at all. Extinction is the reduction in responding that occurs when the conditioned stimulus is presented repeatedly without the unconditioned stimulus. Although at the end of the first extinction period the CS was no longer producing salivation, the effects of conditioning had not entirely disappeared. Pavlov found that, after a pause, sounding the tone again elicited salivation, although to a lesser extent than before extinction took place. The increase in responding to the CS following a pause after extinction is known as spontaneous recovery. When Pavlov again presented the CS alone, the behavior again showed extinction. Although the behavior has disappeared, extinction is never complete. If conditioning is again attempted, the animal will learn the new associations much faster than it did the first time. Pavlov also experimented with presenting new stimuli that were similar, but not identical to, the original conditioned stimulus. For instance, if the dog had been conditioned to being scratched before the food arrived, the stimulus would be changed to being rubbed rather than scratched. He found that the dogs also salivated upon experiencing the similar stimulus, a process known as generalization. Generalization refers to the tendency to respond to stimuli that resemble the original conditioned stimulus. The ability to generalize has important evolutionary significance. If we eat some red berries and they make us sick, it would be a good idea to think twice before we eat some purple berries. Although the berries are not exactly the same, they nevertheless are similar and may have the same negative properties. Lewicki [1] conducted research that demonstrated the influence of stimulus generalization and how quickly and easily it can happen. In his experiment, high school students first had a brief interaction with a female experimenter who had short hair and glasses. The study was set up so that the students had to ask the experimenter a question, and (according to random assignment) the experimenter responded either in a negative way or a neutral way toward the students. Then the students were told to go into a second room in which two experimenters were present, and to approach either one of them. However, the researchers arranged it so that one of the two experimenters looked a lot like the original experimenter, while the other one did not (she had longer hair and no glasses). The students were significantly more likely to avoid the experimenter who looked like the earlier experimenter when that experimenter had been negative to them than when she had treated them more neutrally. The participants showed stimulus generalization such that the new, similar-looking experimenter created the same negative response in the participants as had the experimenter in the prior session. The flip side of generalization is discrimination—the tendency to respond differently to stimuli that are similar but not identical. Pavlov’s dogs quickly learned, for example, to salivate when they heard the specific tone that had preceded food, but not upon hearing similar tones that had never been associated with food. Discrimination is also useful—if we do try the purple berries, and if they do not make us sick, we will be able to make the distinction in the future. And we can learn that although the two people in our class, Courtney and Sarah, may look a lot alike, they are nevertheless different people with different personalities. In some cases, an existing conditioned stimulus can serve as an unconditioned stimulus for a pairing with a new conditioned stimulus—a process known as second-order conditioning. In one of Pavlov’s studies, for instance, he first conditioned the dogs to salivate to a sound, and then repeatedly paired a new CS, a black square, with the sound. Eventually he found that the dogs would salivate at the sight of the black square alone, even though it had never been directly associated with the food. Secondary conditioners in everyday life include our attractions to things that stand for or remind us of something else, such as when we feel good on a Friday because it has become associated with the paycheck that we receive on that day, which itself is a conditioned stimulus for the pleasures that the paycheck buys us. Module 13 /The Role of Nature in Classical Conditioning Scientists associated with the behaviorist school argued that all learning is driven by experience, and that nature plays no role. Classical conditioning, which is based on learning through experience, represents an example of the importance of the environment. But classical conditioning cannot be understood entirely in terms of experience. Nature also plays a part, as our evolutionary history has made us better able to learn some associations than others. Clinical psychologists make use of classical conditioning to explain the learning of a phobia—a strong and irrational fear of a specific object, activity, or situation. For example, driving a car is a neutral event that would not normally elicit a fear response in most people. But if a person were to experience a panic attack in which he suddenly experienced strong negative emotions while driving, he may learn to associate driving with the panic response. The driving has become the CS that now creates the fear response. Psychologists have also discovered that people do not develop phobias to just anything. Although people may in some cases develop a driving phobia, they are more likely to develop phobias toward objects (such as snakes, spiders, heights, and open spaces) that have been dangerous to people in the past. In modern life, it is rare for humans to be bitten by spiders or snakes, to fall from trees or buildings, or to be attacked by a predator in an open area. Being injured while riding in a car or being cut by a knife are much more likely. But in our evolutionary past, the potential of being bitten by snakes or spiders, falling out of a tree, or being trapped in an open space were important evolutionary concerns, and therefore humans are still evolutionarily prepared to learn these associations over others. [1] [2] Another evolutionarily important type of conditioning is conditioning related to food. In his important research on food conditioning, John Garcia and his colleagues [3] [4] attempted to condition rats by presenting either a taste, a sight, or a sound as a neutral stimulus before the rats were given drugs (the US) that made them nauseous. Garcia discovered that taste conditioning was extremely powerful—the rat learned to avoid the taste associated with illness, even if the illness occurred several hours later. But conditioning the behavioral response of nausea to a sight or a sound was much more difficult. These results contradicted the idea that conditioning occurs entirely as a result of environmental events, such that it would occur equally for any kind of unconditioned stimulus that followed any kind of conditioned stimulus. Rather, Garcia’s research showed that genetics matters—organisms are evolutionarily prepared to learn some associations more easily than others. You can see that the ability to associate smells with illness is an important survival mechanism, allowing the organism to quickly learn to avoid foods that are poisonous. Classical conditioning has also been used to help explain the experience of posttraumatic stress disorder (PTSD), as in the case of P. K. Philips described at the beginning of this module. PTSD is a severe anxiety disorder that can develop after exposure to a fearful event, such as the threat of death. [5] PTSD occurs when the individual develops a strong association between the situational factors that surrounded the traumatic event (e. g. , military uniforms or the sounds or smells of war) and the US (the fearful trauma itself). As a result of the conditioning, being exposed to, or even thinking about the situation in which the trauma occurred (the CS), becomes sufficient to produce the CR of severe anxiety. [6] Posttraumatic Stress Disorder (PTSD): A Case of Classical Conditioning Posttraumatic stress disorder (PTSD) represents a case of classical conditioning to a severe trauma that does not easily become extinct. In this case the original fear response, experienced during combat, has become conditioned to a loud noise. When the person with PTSD hears a loud noise, he or she experiences a fear response despite being far from the site of the original trauma. From Flat World Knowledge, Introduction to Psychology, v1. 0.  © Thinkstock. PTSD develops because the emotions experienced during the event have produced neural activity in the amygdala and created strong conditioned learning. In addition to the strong conditioning that people with PTSD experience, they also show slower extinction in classical conditioning tasks. [7] In short, people with PTSD have developed very strong associations with the events surrounding the trauma and are also slow to show extinction to the conditioned stimulus.

Kurt Donald Cobain Essay -- Nirvana Music Musical Essays Biography

Kurt Donald Cobain The subject of this writing, is on a man who changed music; a man on the level of Jimi Hendrix, Janis Joplin, and Jim Morrison. This individual is Kurt Donald Cobain from the revolutionary grunge/rock band, Nirvana. While some people would never consider Cobain to hold a major role in the shaping of our music and culture today, they haven’t taken the time to look around. Many people overlook the fact that music played a huge role in the lives of Americans during the 90’s. Someday history books will probably even make note of the influence this rocker had on the decade. Kurt Cobain was born February 20, 1967 in a small town near Seattle, Washington. His family soon-after moved to Aberdeen, Washington. This period of his life was a difficult one because his parents divorced and he didn’t have much ambition to do much more than hanging out with his friends. Struggles with his parents caused him to move back and forth between them and to eventually move in with relatives. (The Cobain Memorial) The location didn’t aid the struggling teen’s life as Kurt said, â€Å"Aberdeen was nothing but rednecks and guns and booze.† He eventually found jobs as janitor and a YMCA lifeguard, but that was not quite the improvement a troubled teen needed. Kurt also struggled with fitting in during his school years. He spent much of his time hanging out with girls because he couldn’t deal with the generally macho attitudes of the guys in his school. He said, â€Å"I'm a heterosexual . . . big deal. But if I was a homosexual, it wouldn't matter either.† He ended up dropping out of high school shortly before graduation. (Kurt Cobain World) It was around this period of time that the professional career of Kurt began to ... ...X -Serial Joe -Muse -The Moto-Litas -Bush -Eleven -Therapy? -Crash Rickshaw -The Flys -Chopper One -Travis -Super Deluxe -Placebo -Rancid -Weezer -Sevendust -Rip Dizzy -The Vines -Moist -Everclear -Oleander -Taking Back Sunday -Deviates -Melon Diesel -Radiohead That list shows the power Nirvana and Kurt Cobain had on the art of music. (CD-Now) Works Cited Simpson, Travis. â€Å"Kurt Cobain Page† Last accessed September 8, 2002. http://ulfansiteforyou.bizhosting.com/forkurt.html Anderson, Andre. â€Å"The Cobain Memorial† Last accessed September 8, 2002 http://www.cobain.com Bà ¡ez, Xavier. â€Å"Kurt Cobain’s Biography and Nirvana History† Last accessed September 8, 2002. http://www.geocities.com/SunsetStrip/Venue/6582/Nirvana/kurt-biography.html "Nirvana: Related Artists" Last accessed September 8, 2002. http://www.cdnow.com

Catherine A Mackinnon`s Only Words

Constitutionally protected speech that is Clearly sexual abuse is discriminating and unconstitutional, therefore, must be restricted speech. Catherine A. MacKinnon, in her book Only Words gives persuading evidence that pornography subordinates women as a group through sexual abuse. She says Protecting pornography means protecting sexual abuse as speech, at the same time that both pornography and its protection have deprived women of speech, especially speech against pornography (MacKinnon, 9). MacKinnon argues this bye explaining defamation and discrimination, racial and sexual harassment, and equality and peech. Women are sexually abused for the making of pornography. Torture, rape, hot wax dripping over nipples, and murdering women are the tools to produce a product of evil. Literature is the description of these crimes against humanity (emphasized) and cameras are proof of these crimes. On the assumption that words have only a referential relation to reality, pornography is defended as only words-even when it is pictures women had to directly used to make, even when the means of writing are womens bodies, even when a women is destroyed in order to say it or show it or because it was said or shown. MacKinnon, 12) However, assuming words are only a partial relation to reality would mean we would have to reconsider what reality is. Our wedding vows such as I do would be meaningless and a jury could never return a verdict that is only partial to reality. These words are treated as the institutions and practices they constitute, rather than as expressions of the idea they embody (Mackinnon, 13) Therefore, if these words of pornography are only words, dont they institutionalize rape Since pornography is rape on women. Pornography is protected by the First Amendment as free speech, but why Because he pornographic materials are construed as ideas, and the First Amendment protects ideas. Pornography is commonly brushed of as some product of fantasy for those who buy it. But what about the women who were tortured to make it. Also it is brushed off as simulated. This means that the pain and hurt the women are feeling is just acting. Put a little music and a smile here and there to cover up the pain, and you are portraying to and giving pure pleasure for those who buy the product. Just like fantasizing a death, how do you simulate a death But discarding pornography as a representation is the most frequent excuse. But how can a murder be justified on terms of representation (MacKinnon, 27,28) . When one fantasizes about murdering another person, this is premeditation of murder. If he were to express this idea, he would be heard as expressing a threat and penalized. For the obvious reason, publications that are how to guides on murdering people are not protected speech. I believe Pornography is the catalyst for premeditation of rape. Pornography flicks are how to guides for rape. So why are they legal His idea is protected, and further more is his threat of Im gonna *censored* her, because both are seen as antasy, but why isnt murder seen as fantasy Murder is the loss of ones life, but so is pornography when women have been killed to produce it. Pornography is proven to be addicted. When somebody is addicted to premeditating rape, its only a matter of time before his addiction of premeditation becomes a solid plan. Sexual or racial harassment has been suggested to only be made illegal if only directed at an individual and not a group. The idea seems to be that injury to one person is legally actionalble, but the same injury to thousands of people is protected speech.. MacKinnon, 51) This would be disparate impact which involves employment practices that are facially neutral in their treatment of different groups, but that, in fact, fall more harshly on one group than another and cannot be justified by business necessity. (Lindgren & Taub,167) Pornography is disparate impact on women, because of the sexual abuse, and ironically the disparate impact seems to be the business necessity. Under Title Sevens disparate impact treatment concept, pornography is illegal. I just have to prove it now) Also, is there not easonable harm (Wolgast, 432, Fem Juris) for a women to visit a place where men are watching a porno and premeditating her rape Is she not infringed on her First Amendment right to congregate with equal respect. The idea of pornography (pre meditated rape) does not allow her respect. It does not allow respect for women as a whole, living among men as a whole, who have the idea in their mind. Two groups, men and women, one who is premeditating rape against the other because of a purchased product, pornography, the catalyst to rape. Pornography clearly resembles the theory of Dominance. The important difference etween men and women is that women get *censored*ed and men *censored* women (MacKinnon, 499. Fem Juris) socially and constitutionally. This in turn renders them incapable of an individual self. When protected dehumanizing speech (pornography) is ramped in the market, subordination of women occurs. The more violent speech gets, it seems that more protected it becomes. The more pornography expands, the more protected it becomes. Therefore, the more pornography is produced, the more unequal women become, and there speech is less heard and reduced to Only words.. (MacKinnon) Women are then left to remain silent.

Quality Nursing Care

NURSING EXAMPLE A Summary of Proposed Research Program for Master of Philosophy Title: The Delivery of Quality Nursing Care: A Grounded Theory Study of the Nurses' Perspective Abstract The purpose of this study is to explore and describe the delivery of quality nursing care from the perspective of practising nurses working in the acute public hospital setting of Western Australia (WA). The study will examine the actions and interactions attributed to quality, and factors identified as enhancing or inhibiting the delivery of quality nursing care. A grounded theory approach is proposed. The sample for the study will be drawn from nurses working in an acute public hospital located in Perth, WA. Data will be collected using semi-structured interviews and some observation. It is estimated that approximately 10-15 interviews will be performed. Theoretical sampling will guide the selection of participants. The significance of this research will be to increase understanding of this complex phenomenon and contribute to efforts aimed at improving and maintaining quality nursing care within the current context of the WA health care system. A substantive theory explaining the process of quality care, focussing on the nurses' perspective, in an acute public hospital setting, will be developed. Implications for practice will be discussed and directions for further research in this area will be provided. Objectives The purpose of this study is to explore and describe the delivery of quality nursing care from the perspective of practising nurses, working in the acute public hospital setting of WA. The study will examine the actions and interactions attributed to quality, and factors identified as enhancing or inhibiting the delivery of quality nursing care. The objectives guiding this proposed study are: 1. To explore and describe nurses' perceptions of the meaning of quality nursing care. 2. To describe nurses' experiences in the delivery of nursing care given to patients in hospital and to compare these with their expectations of quality nursing care. 3. To explore factors identified by nurses as enhancing and as inhibiting quality nursing care. 4. To develop a substantive theory which explains the process used to deliver quality nursing care in an acute public hospital setting, as perceived by nurses. Background The provision of quality patient care is a priority in all health care institutions (Erith-Toth & Spencer, 1991). Formal definitions of what constitutes quality are numerous (Ambler Peters, 1991), as are the approaches used to assess the quality of patient care (Harvey, 1991; MacGuire, 1991). Although much has been written about the phenomenon of quality care, significant variations exist in its interpretation and use, â€Å"unaware or undeterred by the conceptual confusion, quality care continues to be assured, controlled, evaluated and managed in the Health Service today† (Attree, 1993, p. 55). Furthermore, definitions and assessment of quality have rarely considered the reality faced by nurses on a daily basis, in the practice and delivery of quality care. Quality nursing care has been studied from various perspectives using different methods. Much of the research reported in the literature has been quantitative in nature and undertaken in countries other than Australia, pa rticularly North America. Some studies have focussed on the measurement of quality nursing care (Gilloran, McGlew, McKee, Robertson & Wight, 1993; MacGuire, 1991; Pearson, Durant & Punton, 1989; Kitson, 1985), or the meaning of quality nursing care from either the nurses' perspective (Janhonen, 1993; Forchuk ; Kirkpatrick, 1991; Whelan, 1988; Jenkins, 1988) or the patients' perspective (Irurita, 1993; Erith-Toth & Spencer, 1991; Deeny & McCrea, 1991; Rempusheski, Chamberlain, Picard, Ruzanski & Collier, 1988). Other studies have compared the perceptions of quality nursing care from the perspective of nurses and patients (Norman, Redfern, Tomalin & Oliver, 1992; Yonge, 1989; Varholak, 1989; Board, 1988). Of the studies that have explored nurses' perceptions of quality care, two included some elements of the delivery of nursing care (Forchuk ; Kirkpatrick, 1991; Jenkins, 1988). Those studies differ from this proposed study in context, as both were carried out in North America and used health settings other than acute public hospitals. Forchuk ; Kirkpatrick (1991) used survey methods in their study of quality care in a psychiatric facility where nurses indicated that the nursing care they 2 delivered was â€Å"†¦ the best possible under unfavourable conditions† (p8). Barriers to quality nursing care were identified as â€Å"heavy workload and staffing issues† (p8). However, the results of this study are limited by use of a convenience sample and administration of a questionnaire for which reliability and validity were not demonstrated. Jenkins studied quality nursing care in a small hospital in the United States and used a similar design to that proposed for this study. Using the grounded theory method, the characteristics of quality nursing care from the nurses' perspective were found to be â€Å"technical care, adequate time, assessment, observation, teaching, communication, and individualised care†. Some enhancing and inhibiting factors were identified, as well as positive and negative outcomes in the status of the patients. This proposed study is justified in that although the methodology is similar, the study by Jenkins was undertaken in a small hospital, whilst this study will be undertaken in a large acute public hospital. Furthermore, the cultural aspects of this proposed study are different. Another study of quality nursing care was carried out within the context of an acute public hospital setting in WA (Irurita, 1993). This study used grounded theory to explore quality nursing care from the patients' perspective. Patients described different levels of care and suggested that high quality nursing care could not be expected due to intervening conditions such as lack of time, high patient turnover, competing demands on the nurse, lack of consistency and continuity in nurses assigned to their care, ageism, shortage of staff, lack of co-ordination on ward, and communication problems between doctornurse- patients. These findings raise questions requiring further exploration, including the nurses' perspective. A number of factors may determine the quality of care delivered by nurses to patients. A review of the literature by Fitzpatrick, While, and Roberts (1992) identified nursing competence, use of research, communication skills, care management and organisation of workload, provision of health education and health promotion, creative thinking and reflection as elements of high quality patient care. A number of research studies have equated the quality of nursing with the ability of the nurse to exhibit caring behaviours towards their patients. Some of these studies have explored the behaviours identified by nurses (From, 1992; Clarke & Wheeler, 1992; Mangold, 1991; Chipman, 1991; Schaefer & Lucke, 1990; Morrison, 1990; Forrest, 1989; Larson, 1986), while others the behaviours identified by patients (Fosbinder, 1991; Cronin & Harrison, 1988; Brown, 1986; Rieman, 1986; Larson, 1984). Some of the research has compared the views of nurses and patients (Appleton, 1993; Smit & Spoelstra, 1991; Lapsley, 1989; Larson, 1987; Mayer, 1986). Whereas caring has been described as an important component of quality nursing care, exploratory research is lacking in the study of factors which may influence the nurses' ability to exhibit caring behaviours under varying conditions, and what additional factors may be involved in the delivery of quality nursing care. There is evidence in the literature to suggest that although nurses may be capable of providing quality care and know what constitutes quality care, their performance in practice may be affected by factors such as decreased numbers and the resulting reduction in available time, which can prevent the delivery of quality nursing care (Forchuk ; Kirkpatrick, 1991; Hendrickson, Doddato ; Kovner, 1990). A recent survey of 2,488 Australian nurses (Millis ; Tattam, 1994) found that budgetary cuts and management restructuring were having a negative impact on nurses' work environment. Increased workload, reduced standards of care (particularly in the public sector), and a lack of improvement in patient care were also said to be apparent. In WA, hundreds of nurses protested at a rally organised by the Australian Nursing Federation to express concerns about the effects of economic cutbacks in the WA health environment. Specifically, the dismantling of the WA Nurses' Career Structure and the reduction of nursing positions were said to be having a negative effect on the delivery of quality nursing care (Bartley, 1994). Nursing staff in the hospital environment of WA are currently challenged to maintain and improve the quality of care in the face of changing work patterns and moves to promote earlier discharge of hospitalised patients resulting from increasing economic restrictions (Health Observer, 1994). The indication that problems exist in the delivery of quality nursing care in WA warrants closer examination, to discover how nurses deliver quality care and factors which nurses perceive to affect the delivery of quality nursing care in the resent context of acute public hospitals in WA. Increasingly it is recognised that gaps exist between theory and practice (Chine ; Jacobs, 1987; Riley ; Oermann, 1992), an understanding may exist among nurses as to what constitutes quality nursing care, but what actually occurs in practice, under varying conditions, may differ from the recognised standard. Documentation of strategies used by nurses to maintain quality when conditions are adverse are 3 bsent in the literature, as is information indicating what circumstances are favourable to quality care provision and what constitutes the highest quality of nursing care. The suggestion that the delivery of quality nursing care within the public hospital context of WA may be subject to variation and be influenced by different conditions requires further investigation. As stated earlier in this proposal, some research has been performed in other countries on this phenomenon, but few studies have explored quality nursing care from the perspective of practising nurses. The use of the grounded theory method to research the phenomenon of quality nursing care allows exploration in terms of the current time, place and culture and can give new insights into a topic central to the practice of nursing (Chenitz ; Swanson, 1986). Furthermore, the gap between theory and practice may be reduced by a substantive theory developed in this way. Significance The significance of this research will be to increase our understanding of this complex phenomenon and contribute to efforts aimed at improving and maintaining quality nursing care, within the context of the WA health care system. A substantive theory explaining the process of quality nursing care, focussing on the nurses' perspective, in an acute public hospital setting will be developed. Implications for practice will be discussed and directions for further research in this area will be provided. Research Method A qualitative research method is proposed for this study, using the grounded theory approach (Glaser & Strauss, 1967). This method, which has its roots in Symbolic Interactionism, will reveal the reality of the quality ursing for nurses by interpreting data using a systematic set of procedures to develop a theory of the phenomenon, grounded in the findings (Strauss & Corbin, 1990). Sample Selection The sample for the study will be drawn from nurses working in one area of an acute public hospital located in Perth, WA. Initially, a purposive sampling technique will be used to select nurses for interview. Only Registered Nurses with a minimum of six months post registration nursing experience (of which at least three must have been worked in the study area) will be approached. Participants will need to be able to reflect on and be willing to share detailed experiential information about the phenomenon. Volunteers will be sought initially at staff meetings and a contact number will be left on the notice board in each of the ward areas. Further participants will be approached using a theoretical sampling technique where initial analysis of data guides the researcher to subsequent specific data sources (Glaser & Strauss, 1967). When this technique is used, sampling continues until ‘theoretical saturation' occurs. This is recognised by the establishment and denseness of identified categories as well as an absence of new concepts in the data (Strauss & Corbin, 1990). It is estimated that approximately 10-15 participants will be selected for interview, the final number being determined by theoretical saturation. Procedure Data will be collected from nurses through tape-recorded interviews guided by questions reflecting the objectives of the study (Appendix A). A semi-structured interviews technique will be used where, â€Å"use of the interview guide is not rigidly adhered to by the interviewer† (Chenitz & Swanson, 1986, p. 67). In this technique the researcher explores different aspects of the topic in detail using probes such as how, what, where and when. Interviews will take place in mutually agreeable private venues where the risk of interruptions is perceived to be minimal. Basic demographic information will be gathered from participants before the interview commences (Appendix B). The primary source of data will be the transcribed interviews, however, published literature and some observation will be used as additional data sources. The observations will be performed by the researcher (who is regularly assigned to clinical areas) and recorded by field notes. The main objective of these observations will be to verify data obtained by interview. Furthermore, additional aspects may be noted to be included in subsequent interviews. Data Analysis The constant comparative method of data analysis will be used, whereby data are simultaneously collected, coded and analysed, in a way that allows the creativity necessary for the generation of a theory (Glaser & Strauss, 1967). Interviews will be transcribed verbatim on a word processor and organised for 4 analysis using the Ethnograph computer software (Seidel, 1988). This package numbers each line of the interview transcript and allows for segments of the interview to be coded and selected as required. Firstly, interview transcripts will be coded line by line, sentence by sentence, by a process of ‘open coding', to identify and label common themes and categories by asking questions about the content (Strauss & Corbin, 1990). This will be done by extensively reading the data and listening to the tapes. Categories and subcategories will be developed from this, abbreviated and ‘mapped' onto the numbered interview transcript through the Ethnograph. Coded segments from the interviews will be accessed from the computer for ‘Axial Coding'. This involves putting the data back together again in new ways by making connections between the coded categories and subcategories. ‘Memos' and ‘diagrams' will be used throughout the process of analysis. ‘Selective coding' in which the core category is identified, relationships validated and sub-categories expanded, will take place before a ‘conditional matrix' is constructed and a substantive theory developed (Strauss & Corbin, 1990). Reliability and Validity A number of strategies will be employed throughout this study to ensure that he data collection and interpretation accurately reflects the phenomenon. Guba (1981) and LeCompte and Goetz (1982) discuss a number of ways in which reliability and validity issues of qualitative research can be addressed. This study has been designed to incorporate measures to address these issues as follows: †¢ To avoid bias in the data collection and analysis, the researcher (who possesses current personal experience of nursing in a hospital setting) will raise awareness of own preconceptions and bias to the topic by being interviewed by another researcher, using the proposed interview guide. The researcher will avoid imposing these preconceptions on the data collection and analysis. Furthermore, interview transcripts will be reviewed by an independent person to detect the presence of any such bias. A personal diary will also be kept. †¢ Interviews will be transcribed verbatim and transcripts will be checked for accuracy by listening to the tape recording. †¢ The process of data collection and analysis will be clearly described. †¢ During the coding of the data, other researchers will be asked to separately code segments of the transcripts to confirm the categories identified by the researcher. Once the description of the phenomenon is complete, a sample of participants will be approached and asked to validate the description by reading it and seeing if it makes sense in terms of their own experience. Ethical Issues The proposed research will be submitted through the Human Research Ethical Committee at Curtin University of Technology. The study has already been approved for implementation by the Nursing Research and Ethical Review Committee at Sir Charles Gairdner Hospital. Each participant will be informed of the purpose of the study. Participants' personal contribution together with their human rights will be explained and the opportunity to ask questions about the study will be provided. Once the participant is satisfied with the requirements of the study, a consent form will be signed. The consent outlines the purpose of the study, its voluntary nature, the right to withdraw at any time without penalty, as well as providing an assurance that all information provided will be treated in a non-identifiable, confidential manner (Appendix C). The consent form will be signed by the participant and the researcher, and a copy will be kept by each. Participants will be identified on the interview transcript by a numerical number. The identity of the participants will be known only to the researcher who will keep names and workplace details in a secure place, separate to the transcripts (this information will be required if further contact is necessary). In keeping with the requirements of the University, the transcribed interviews and field notes will be kept for a period of five years. Facilities and Resources The majority of expenses related to this project have already been funded by the Nursing Division of Sir Charles Gairdner Hospital. Additional expenses are estimated as follows: Photocopying and paper 5 reams @ $8 $440 5 Inter-Library Loans $200 Audio tapes 5 tapes @ $3 $15 Batteries 6 batteries @ $1 $6 Travel $100 Micro cassette recorder $400 Total: $1 161 Data Storage Data collected will be qualitative in nature and will be stored on a computer while analyses using Ethnograph computer software are completed. The data files will be maintained for five years after which they will be destroyed. Timeline June-August Year 1 Proposal submitted to University Ethics Committee August Year 1-January Year 2 Data collection and analysis February-June Year 2 Writing of final report 6 References Ambler Peters, D. (1991). Measuring quality: Inspection of opportunity. Holistic Nurse Practitioner, 5(3), 1-7. Appleton, C. (1993). The art of nursing: The experience of patients and nurses. Journal of Advanced Nursing, 18, 892-899. Attree, M. (1993). An analysis of the concept â€Å"quality† as it relates to contemporary nursing care. International Journal of Nursing Studies, 30(4), 355-369. Bartley, J. (1994). Hundreds of nurses protest parliament rally huge success. Australian Nursing Federation Newsletter, 10(4), 1-4. Board, R. F. J. (1988). The relationship of expertise to views of quality of nursing care for hospitalized prenatal women. Unpublished PhD Thesis, University of Michigan. (From Combined International Nursing and Allied Health Literature, 1994, Abstract No. 1990114296) Brown, L. (1986). The experience of care: patient perspectives. Topics in Clinical Nursing, July, 56-62, Chenitz, C. , ; Swanson, C. (1986). From practice to grounded theory: Qualitative research in nursing. Menlo Park, CA: Addison-Wesley. Chinn, P. L. , ; Jacobs, M. K. (1987). Theory and nursing. The C. V. Mosby Company, USA. Chipman, Y. (1991). Caring: Its meaning and place in the practice of nursing. Journal of Nursing Education, 30(4), 171-175. Clarke, J. B. , ; Wheeler, S. J. (1992). A view of the phenomenon of caring in nursing practice. Journal of Advanced Nursing, 17, 1283-1290. Cronin, S. N. , ; Harrison, B. (1988). Importance of nurse caring behaviours as perceived by patients after myocardial infarction. Heart and Lung, 17(4), 374-380. Deeny, P. , ; McCrea, H. (1991). Stoma care: the patient's perspective. Journal of Advanced Nursing, 16, 39-46. Erith-Toth, P. , & Spencer, M. (1991). A survey of patient perception of quality care. Journal of Enterostomal Therapy Nursing, 18, 122-125. Fitzpatrick, J. M. , While, A. E. , & Roberts, J. D. (1992). The role of the nurse in high quality patient care: a review of the literature. Journal of Advanced Nursing, 17, 1210-1219. Forchuk, C. , & Kirkpatrick, H. (1991). Nurses' perception of quality of care. Canadian Journal of Nursing Administration, September/October, 7-16. Forrest, D. (1989). The experience of caring. Journal of Advanced Nursing, 14, 815-823. Fosbinder, D. M. (1991). Nursing care through the eyes of the patient. DNSc Thesis, University of San Diego (From Combined International Nursing and Allied Health Literature, 1994, Abstract No. 1992143848). From, M. A. (1992). The development of a caring nursing student. Abstract from Book of Abstracts, International State of the Science Congress, Washington DC, August, 208. Gilloran, A. J. , McGlew, T. , McKee, K. , Robertson, A. , ; Wight, D. (1993). Measuring the quality of care in psychogeriatric wards. Journal of Advanced Nursing, 18, 269-275. Glaser, B. , ; Strauss, A. (1967). The discovery of grounded theory. Chicago: Aldine. Guba, E. S. 1981). Criteria for assessing the trustworthiness of naturalistic inquiries. Educational Communication and Technology Journal, 29, 75-92. Harvey, G. (1991). An evaluation of approaches to assessing the quality of nursing care using (predetermined) quality assurance tools. Journal of Advanced Nursing, 16, 277-286. Health Observer (1994). Silver Chain promotes early discharge. May, 18. Hendrickson, G. and Doddato, T. M. (1989). Setting priorities during the shortage. Nursing Outlook, 37(6), 280-284. Hendrickson, G. , Doddato, T. M. , ; Kovuer, C. T. (1990). How do nurses use their time? Journal of Nursing Administration, 20(3), 31-37. Irurita, V. (1993). From person to patient: Nursing care from the patient's perspective. Unpublished report, Department of Nursing Research, Sir Charles Gairdner Hospital, Perth, WA. Janhonen, S. (1993). Finnish nurse instructors' view of the core of nursing. International Journal of Nursing Studies, 30(2), 157-169. Jenkins, J. B. (1988). Quality in patient care as perceived by nursing care providers. Unpublished PhD Thesis, University of Texas at Austin. (From Combined International Nursing and Allied Health Literature, 1994, Abstract No. 112616) Kitson, A. L. (1986). Indicators of quality in nursing care – an alternative approach. Journal of Advanced Nursing, 11, 133-144. 7 Larson, P. J. (1984). Important nurse caring behaviours perceived by patients with cancer. Oncology Nurses Forum, 11(6), 46-50. Larson, P. J. (1986). Cancer nurses' perceptions of caring. Cancer Nursing, 9(2), 86-91 Larson, P. J. (1987). Comparison of cancer patients' and professional nurses' perceptions of important nurse caring behaviours. Heart and Lung, 16(2), 187-193. Lapsley, J. (1989). The caring nurse: Patient dimensions perceptions and expectations. Unpublished project, Perth, WA. Le Compte, M. D. , & Goetz, J. P. (1982). Problems of reliability and validity in ethnographic research. Review of Educational Research, 52(1), 31-60. MacGuire, J. M. (1991). Quality care assessed: using the Senior Monitor index in three wards for the elderly before and after a change in primary nursing. Journal of Advanced Nursing, 16, 511-520. Mangold, A. M. (1991). Senior nursing students’ and professional nurses’ perceptions of effective caring behaviours: A comparative study. Journal of Nursing Education, 30(3), 134-9. Mayer, D. K. (1986). Cancer patients’ and families perceptions of nursing caring behaviours. Topics in Clinical Nursing, 8(2), 63-69. Millis, G. , & Tattum, A. (1994). ANJ readership survey. The Australian Nursing Journal, 1(6), 14-16. Morrison, P. (1990). The caring attitude in nursing practice: a repertory grid study of trained nurses’ perceptions. Nurse Education Today, 11, 3-12. Norman, I. J. , Redfern, S. J. , Tomalin, D. A. , & Oliver, S. (1992). Developing Flanagann’s critical incident technique to elicit indicators of high and low quality nursing care from patients and their nurses. Journal of Advanced Nursing, 17, 590-600. Pearson, A. , Durant, I. , & Punton, S. 1989). Determining quality in a unit where nursing is the primary intervention. Journal of Advanced Nursing, 14, 269-273. Rempusheski, V. F. , Chamberlain, S. L. , Picard, H. B. , Ruzanski, J. , & Collier, M. (1988). Expected and received care: patient perceptions. Nursing Administrative Quarterly, 12(3), 42-50. Rieman, D. J. (1986). Noncaring and caring in the clinical setting: patientsâ€℠¢ decriptions. Topics in Clinical Nursing, 8(2), 30-36. Riley, D. , & Oermann, M. (1992). Clinical teaching in nursing education (2nd edition). National League for Nursing: New York. Schaefer, K. M. & Lucke, K. T. (1990). Caring – the work of the Clinical Nurse Specialist. Clinical Nurse Specialist, 4(2), 87-92. Seidal, J. V. (1988). The Ethnograph version 3. 0 [computer program]. Corvallis, O. R. Qualis Research Associates. Smit, J. & Spoelstra, S. (1991). Do patients and nurses agree? Caring Magazine, October, 34-36. Strauss, A. , & Corbin, J. (1990). Basics of qualitative research. Graounded theory procedures and techniques. Sage: California. Varholak, D. M. (1989). Experiencing quality nursing care in a long term setting: A patient-nurse perspective. Unpublished manuscript. Columbia University Teachers College. Whelan, J. (1988). Ward sisters' management styles and their effects on nurses' perceptions of quality care. Journal of Advanced Nursing, 13, 125-138. Yonge, O. J. ( 1989). Nurses ‘ and patients' ‘ perceptions of constant care in an acute care psychiatric facility: A descriptive qualitative study. Unpublished PhD Thesis, University of Alberta, Canada. 8 APPENDIX A Interview Guide What does quality nursing care mean to you? How does one ensure that quality nursing care is given? Give examples, in your experience, where you think high quality nursing care was given. Describe an incident). What are some of the most important aspects to consider in the delivery of quality nursing care? Can these be prioritised? What factors (if any) prevent you from achieving the delivery of quality nursing care to your patients (or patients generally)? What factors enable or help in the delivery of quality nursing care? Give examples of where improvement s in nursing care delivery could have been made. How would you rate the quality of care given to patients in your area of work? 9 APPENDIX B Demographic Information 1. Length of time employed at this hospital:_____________ 2. Length of time employed as a nurse:_____________ 3. Length of time employed on present ward:___________ 4. Level: New graduate______ Level 1_____ Level 2______ 5. Part-time______ Full-time______ 6. Initial nursing education: Hospital_________ College/University__________ 7. Year completed__________ 8. Post basic educational achievements: ____________________________________________________ ____________________________________________________ 9. Current studies: ____________________________________________________ ____________________________________________________ 10. Male_______ Female________ 11. Age_________

Free Essays on Effect Of Heredity And Environment

Effects of Heredity and Environment on individual Differences Most psychologists acknowledge that both heredity and environment are influential; the argument is over which factor is predominant The nature-nurture issue first became a controversy in the 1920's and the 1930's. Some psychologists felt that heredity was the primary, if not the sole, factor in the development of an individual. Others felt environment was the critical determining factor. As we saw in Unit One, this controversy is still unresolved. Still, most psychologists agree that some degree of interaction between heredity (nature) and environment (nurture) determines both physical and psychological development. In this module we will consider the relation of both factors to intelligence and behavior disorder. As you read the text, consider the following questions. Has heredity or environment made the greater contribution to your development? Are there any upper or lower limits of intellectual achievement? What research methods are used in heredity-environment studies? The interaction between heredity and environment can be studied by investigating families and persons who are related in various ways. Hereditary similarity is relatively well understood. A parent and child, for example, have 50% of their genes in common, but among siblings this may vary from 0 to 100% due to the random distribution of chromosomes. Identical twins have the same heredity; 100% of their chromosomes are alike. Environmental differences cannot be stated in such concrete terms. No two persons experience an identical environment. Very similar environments are usually experienced by same-sexed twins, whether identical or fraternal. Different-sexed twins, siblings, and parents all experience somewhat different environments, although these environments may be superficially similar. Occasionally, identical twins are reared apart. Then we have two people with identical here... Free Essays on Effect Of Heredity And Environment Free Essays on Effect Of Heredity And Environment Effects of Heredity and Environment on individual Differences Most psychologists acknowledge that both heredity and environment are influential; the argument is over which factor is predominant The nature-nurture issue first became a controversy in the 1920's and the 1930's. Some psychologists felt that heredity was the primary, if not the sole, factor in the development of an individual. Others felt environment was the critical determining factor. As we saw in Unit One, this controversy is still unresolved. Still, most psychologists agree that some degree of interaction between heredity (nature) and environment (nurture) determines both physical and psychological development. In this module we will consider the relation of both factors to intelligence and behavior disorder. As you read the text, consider the following questions. Has heredity or environment made the greater contribution to your development? Are there any upper or lower limits of intellectual achievement? What research methods are used in heredity-environment studies? The interaction between heredity and environment can be studied by investigating families and persons who are related in various ways. Hereditary similarity is relatively well understood. A parent and child, for example, have 50% of their genes in common, but among siblings this may vary from 0 to 100% due to the random distribution of chromosomes. Identical twins have the same heredity; 100% of their chromosomes are alike. Environmental differences cannot be stated in such concrete terms. No two persons experience an identical environment. Very similar environments are usually experienced by same-sexed twins, whether identical or fraternal. Different-sexed twins, siblings, and parents all experience somewhat different environments, although these environments may be superficially similar. Occasionally, identical twins are reared apart. Then we have two people with identical here...

6 Creative Job Search Tips You Can Learn From Hacks That Worked

6 Creative Job Search Tips You Can Learn From Hacks That Worked In a job search, it’s hard to go wrong with a solid set of basics: resume, cover letter, firm handshake. But sometimes getting the job you want means getting a little creative, and thinking outside the applicant box. After all, if a hiring manager is going to look at hundreds (and maybe thousands?) of job applications, it can’t hurt to stand out from the crowd if the time and place is right. Let’s look at six daring aspirants who stepped outside the usual- and succeeded. Then, see if you can use some smarts and creativity to adapt their stunts into something that will wow hiring managers in your field. 1. Let them come to you.Frustrated with his post-college job search, Andrew Horner decided to turn the tables and get potential employers to come to him. He created a website listing some pertinent details about himself, and closing with an application for potential employers. His risky gamble ultimately paid off. If you can think of a way to bring people to your r esume, rather than the other way around, go for it.2. Put your face where they can’t miss it.Designer Miguel Rato showcased his skills by putting his face and professional stats on a mocked-up milk carton to grab the attention of potential employers, making sure to include his skills, experience, and bio. Having seen what they were, indeed, â€Å"missing,† a potential employer soon found him and offered him a job. This one is over the top, but the lesson you can take from it is that creativity, when done well, is usually rewarded.3. Tailor your pitch as specifically as possible.Designer Eric Gandhi wanted to work at Google, so he decided to make his resume look like a Google search results page to show how well he could fit in with the Google vibe. Eventually, the graphic made its way to a Google employee, who helped Eric score an interview. If you make sure to let a company know that you’re not simply copy/pasting your application materials and that you really want to work  there, you’re sure to stand out more.4. Think big.While of course you should always reach for the stars and put everything you have into every application, one guy took this very literally. Recent grad Adam Pacitti was frustrated with his job search, and decided to crowdsource the process. He put up a billboard in his native England, saying simply, â€Å"I spent my last  £500 on this billboard. Please give me a job.† The billboard linked to a webpage containing his resume, and ultimately got him hired (not to mention a lot of attention).5. Say it in song.While karaoke in a job interview is usually frowned not the best idea, account executive Arielle LaGuette decided to get attention for her job application by writing a song about the company. After posting her custom song to YouTube and having a friend at the company pass it along to the powers that be, LaGuette followed up with her (more traditional) resume and cover letter. Presumably the song was c atchy, because she got the gig. Don’t go  too out there for more traditional companies, but if you think your dream gig would be open to some kookiness, it just might work in your favor.6. Dress your resume for success.You know the old saying, â€Å"dress for the job you want, not the job you have?† That kind of aspirational dress code can work for resumes, too. Luis Magalhaes was seeking a job that went beyond his experience, so went for the fanciest package possible: a book-like cover, high-quality paper, and a minimalist design. And it worked- his care and attention to his resume made his application stand out, and scored him an interview.

Business communication Essay Example | Topics and Well Written Essays - 2500 words

Business communication - Essay Example Culture alludes to the learned and imparted examples in a general public. Individuals exhibit their culture through values, plans, disposition and their methodology to communication. While it would be nearly impossible to retain an arrangement of cultural contrasts among nations (Shwom, and Snyder 17)viable communicators approach their errands with an open personality and are prepared to adjust to different cultural needs. A few cultures, in the same way as the Chinese, are more formal than others. Chinese businessmen take after an endorsed set of principles about how to show admiration to managers and other senior associates. Individuals from different cultures, in the same way as Germans, are all the more concerned with dependability, and may be irritated on the off chance that somebody touches base at a gathering 10 minutes late. (Shwom, and Snyder 17). By expanding our consciousness of cultural contrasts and keeping an open dialogue with our associates, we can adjust our conduct as required. The following scenarios focus on two communication challenges between a British and Chinese company doing business together. The challenges arise from one key difference between Chinese and British business cultures: Chinese businesses are very hierarchical, while British businesses are more egalitarian or democratic. (Shwom, and Snyder 17) That means in china, senior members of the company are accorded special respect and treated differently than their employees .by contrast in Britain everyone is accorded equal respect. An organization from Great Britain contracted a Chinese firm to go about as the deals representative for its items in China. The British provincial administrator accountable for Asia Pacific deals made an email dispersion rundown to communicate effectively with the entire assemble in China. The head of offers in China was offended at being included in the schedule with lesser associates. This strategy