The Themes of Slaughterhouse-Five :: Slaughterhouse-Five Essays

The Themes of Slaughterhouse-Five The moral of Slaughterhouse-Five is whatever you want it to be. That is the beauty of the book. However, in his typically dark, sarcastic way, Kurt Vonnegut gives us several possible themes to explore. One of the themes relates to the way in which Mr. Vonnegut presents the human life span. Through his writing, Mr. Vonnegut poses an ancient question Are we masters of our destiny, or are we entirely pawns of fate? The medium through which Mr. Vonnegut presents this riddle is finish. Death is the central point to which all action in the book connects. The story is primarily about the demolition of 135,000 German civilians in the bombing of Dresden. The story is also about wand Pilgrim, a man who experiences death from every viewpoint, a man who survives many life-altering experiences, and does not change at all. Through death, Mr. Vonnegut examines free will, and refutes it. He shows death as meaningless. The casual treatment of death de monstrates the futility of free will in human life. The firstborn mention of death occurs in the third sentence of the book. This same event is mentioned repeatedly throughout the book. Technically, the event occurs several times. Edgar Derby, a man that the main character, Billy Pilgrim, and Mr. Vonnegut both know, is caught taking a teapot out of the rubble of Dresden. The three mens captives, the Nazi Germany Army, execute Mr. Derby. This happens after the bombing of Dresden. 135,000 German civilians, who had no real pastime with the war, were massacred all at once. Then one man is executed for taking a teapot. This kind of irony is the principal tool of Mr. Vonnegut.The phrase So it goes, is possibly the most famous aspect of Slaughterhouse-Five. Each time a death occurs, So it goes is repeated. The phrased is used indiscriminately, without regards to the importance of or the number involved in the death. When Mr. Vonnegut mentions that Billys fuss was killed in a hunting accident, it warrants no more attention than a random Pole that Billy saw hanged while he was in Dresden. The death of the 135,000 Dresden citizens calls for no more consideration than the death of a single hobo with whom Billy shares a train car as they and other prisoners of war lambast to a prison camp.

A College Writing Course in the 21st Century :: Writing Writers Education School Essays

A College Writing Course in the 21st CenturyThroughout the 21 century the basis of a college writing line of reasoning was to make people become the best writers they can possibly be according to the colleges standards. The whole idea and purpose was to make everyone use the same techniques and formats in order to answer and write essays. Although this was a very good idea but the minority of the writers werent as fortunate because they had their own way of expressing their thoughts which was very fitting but it never met the colleges standards therefrom they werent able to become what they wanted to because of their different format and use of the English language. The basis of college is pretty much to prep are us for the future and make us aware of the upcoming challenges which we are going to be faced with everyday of our lives as we go on into the world on our own. But what I actually began to realize as the years went on is that schools these days are focusing and narrowing every individual to use hardly a certain format in order to write and read even though there are many individuals out there that are very talented in the English language its just that they were never given a chance to show their writing skills but instead they were eer taught to do it one way and not their own. In Amy burn marks reading I noticed an interesting experience which she had mentioned from her past which pointed out an interesting argument I started writing nonfiction as a freelancer the week after I was told by my former boss that writing was my worst skill and I should hone my talents toward account management (Tan 4). There it date stampms even though Tan loved writing it wasnt her best skill therefore the instructor directed her toward another knowledge base which she could succeed although she loved to write. From that point I could see that many college courses today try and point you toward what your good at but not what you like therefore it has to be you that makes that first step forward because if you really believe in yourself then do what ever it takes to meet your goal just like Tan accomplished. Whenever your judged by a professor in school its only an opinion coming from their own point, its how they see your skills through their own eyes and not how they see your skills through your own eyes.

Once :: essays research papers

Once again football(a) mania descends on the country as we root for our boys in Japan. Catch all things cosmos Cup with our dedicated World Cup channel. Get the la attempt results direct to your mobile, keep up to date with news headlines and win fabulous prizes. And if World Cup isnt your thing, weve got a special World Cup antidote to see you through this difficult time... All this and much, much more with World Cup 2002 ntlworld. parole (from News (from Ananova) Stephen Byers resigns Transport Secretary Stephen Byers has resigned. Blunkett vows to preserve powers on whole life sentencing Pakistan test fires second short range missile Four questioned over 10m drugs haul British political sympathies accused of sacrificing human rights Weather (from WSI) Check the latest guess Sport (from Ananova) Keane rejects vista of World Cup U-turn Roy Keane has explained why he has turned down the chance to rejoin the Republic of Ireland World Cup squad. Luck of run puts Ipswich in Uefa Cup Henman wins opening French Open match Trulli keeps fourth place Beckham expect to face Sweden Entertainment (from Ananova) Michael Jackson and David Blaine coming to Exeter Michael Jackson and David Blaine are to make personal appearances at a charity event at Exeter Citys football ground. toughie group shot at as they leave gig Jordan delighted that Yorke was at birth Sir Alan Parker receives knighthood Bond actor Moore urges world to focus on children Money (from Ananova) FTSE hit by banking stocks and weak US opening The FTSE 100 has closed down 62.1 at 5074.2 Vodafone boss may receive bonus pay-out Record increase in periodic mortgage lending Barclays issues warning on bad debt provisions Carltons core earnings tumble News (from Ananova) Stephen Byers resigns Transport Secretary Stephen Byers has resigned. Blunkett vows to preserve powers on whole life sentencing Pakistan test fires second short range missile Four questioned over 10m drugs haul British government accused o f sacrificing human rights Weather (from WSI) Check the latest forecast Sport (from Ananova) Keane rejects chance of World Cup U-turn Roy Keane has explained why he has turned down the chance to rejoin the Republic of Ireland World Cup squad. Luck of draw puts Ipswich in Uefa Cup Henman wins opening French Open match Trulli keeps fourth place Beckham expected to face Sweden Entertainment (from Ananova) Michael Jackson and David Blaine coming to Exeter

Australian Rugby League :: essays research papers

This report investigates the epic battlebetween the Australian rugby foot thumping fusion which has beenaround for 87 age and the tiptop League concept for thecontrol of Rugby League in Australia. One man, Mr RupertMurdoch, is trying to take all over and run a rebel SuperLeague to enhance his power and for financial gain. ThisSuper League is proposed to run in 1996 with a 10 aggroupcompetition as its prospectus. This report reviews the biography of the Australian Rugby League, the battle betweenMr.Murdoch and Mr.Packer, the battle of who controlspay television, the players future and junior development.This conflict is mainly base on power, greed and money.The two protagonists are prepared to go to any lengths toachieve supremacy. I have researched archives,newspapers, pamphlets and watched television toaccumulate information of this divisive conflict. 2. The register of the A.R.L. The Australian Rugby Leagueoriginated in 1908 which was then known as the N.S.W.Rugby League. The support of Rugby League was born longago and faraway, on the 29th of August 1895 in the terribleGeorge Hotel Huddersfield Yorkshire, England. Originally15 a side teams were reduced to 13 in 1906 and RugbyLeagues trademark the play the ball was introduced. Thechanges large and small laid the foundations for the trueheartedmoving thrilling game that Rugby League has become. Onthe evening of August 8 the N.S.W Rugby League wasformed with a secret merging at Sydneys Batemans Hotel.The men driving the new game were The entrepreneurJames Joseph Giltinan, the great cricketer Victor Trumper,the influential politician Henry Clammond Hoyle. Thesupreme master gash being the signing of Rugby Unionschampion Herbert Henry Dally Messenger at a fee of clxxxpounds. In the summer of 1907-08 more meetings resultingin the formation of 9 clubs Glebe, Newtown, SouthSydney, Eastern Suburbs, Western Suburbs, Balmain,North Sydney, Newcastle which only lasted until 1909,and Cumberland. However Cu mberland had troubleenticing fitting players and was forced to amalgamatewith Western Suburbs the pursual season. RugbyLeagues first season began on Easter Monday 1908 on awave of unrivalled enthusiasm. To South Sydney went the watch over of being Rugby Leagues first champions 14-12victors over Eastern Suburbs in the premiership final. Overthe years more teams have been introduced to make anexpanded competition, to strengthen and promote the gamelocally, nationally and at this present season internationally.The teams that have joined since the inaugural competitioninclude 1910 Annandale which folded in 1920. 1920University which folded in 1937. 1921 St George. 1935Canterbury. 1947 Manly and Parramatta. 1967 Cronullaand Penrith. 1982 Canberra and Illawarra. 1983 Newtownwere expelled due to financial problems.Australian Rugby League essays research papers This report investigates the epic battlebetween the Australian Rugby League which has beenaround for 87 years and the Super L eague concept for thecontrol of Rugby League in Australia. One man, Mr RupertMurdoch, is trying to take over and run a rebel SuperLeague to enhance his power and for financial gain. ThisSuper League is proposed to run in 1996 with a 10 teamcompetition as its prospectus. This report reviews thehistory of the Australian Rugby League, the battle betweenMr.Murdoch and Mr.Packer, the battle of who controlspay television, the players future and junior development.This conflict is mainly based on power, greed and money.The two protagonists are prepared to go to any lengths toachieve supremacy. I have researched archives,newspapers, pamphlets and watched television toaccumulate information of this divisive conflict. 2. TheHistory of the A.R.L. The Australian Rugby Leagueoriginated in 1908 which was then known as the N.S.W.Rugby League. The game of Rugby League was born longago and faraway, on the 29th of August 1895 in the statelyGeorge Hotel Huddersfield Yorkshire, England. Originally15 a side teams were reduced to 13 in 1906 and RugbyLeagues trademark the play the ball was introduced. Thechanges large and small laid the foundations for the fastmoving thrilling game that Rugby League has become. Onthe evening of August 8 the N.S.W Rugby League wasformed with a secret meeting at Sydneys Batemans Hotel.The men driving the new game were The entrepreneurJames Joseph Giltinan, the great cricketer Victor Trumper,the influential politician Henry Clammond Hoyle. Thesupreme master stroke being the signing of Rugby Unionschampion Herbert Henry Dally Messenger at a fee of 180pounds. In the summer of 1907-08 more meetings resultingin the formation of 9 clubs Glebe, Newtown, SouthSydney, Eastern Suburbs, Western Suburbs, Balmain,North Sydney, Newcastle which only lasted until 1909,and Cumberland. However Cumberland had troubleenticing sufficient players and was forced to amalgamatewith Western Suburbs the following season. RugbyLeagues first season began on Easter Monday 1908 on awave of unrivalled enthusiasm. To South Sydney went thehonour of being Rugby Leagues first champions 14-12victors over Eastern Suburbs in the premiership final. Overthe years more teams have been introduced to make anexpanded competition, to strengthen and promote the gamelocally, nationally and at this present time internationally.The teams that have joined since the inaugural competitioninclude 1910 Annandale which folded in 1920. 1920University which folded in 1937. 1921 St George. 1935Canterbury. 1947 Manly and Parramatta. 1967 Cronullaand Penrith. 1982 Canberra and Illawarra. 1983 Newtownwere expelled due to financial problems.

Resolving Conflict between Science and Religion: Reform Judaism and Sci

Resolving Conflict among Science and Religion Reform Judaism and Scientific ThoughtThe parityship amongst science and theology is not easy to navigate. On the most basic level, they are viewed as different types of thought. Religion, it seems, deals with the subjective, spiritual realm. Science, on the other hand, seems to deal with facts. It whitethorn then appear easy to separate the two realms of thought, and philosophers, theologians and scientists have from time to time attempted to do this. Both science and religion make hypotheses somewhat the fundamental nature of human existence and the nature of the universe, however, and inevitably the claims of each come into conflict. Whether this conflict occurs on a personal level or between opposing institutions, the claims of one often seem to place the other in dire jeopardy. We have seen demonstrations of such conflict throughout history, especially in relation to the Christian faith. For instance, few people have not heard ab out the adverse reaction of the Catholic Church when Galileo propounded his theory of a heliocentric universe. level(p) today, we are not free of conflicts that arise when religious doctrine conflicts with scientific theorizing. A prominent issue is creation, in which scientific theories about the big outpouring directly contradict the religious doctrine of the Christian faith, which understands creation through the story of Genesis in the Old Testament. It is an oversimplification to pit science and religion as bitter opposites, but it is undeniable that in many faiths there exists a continuing conflict between advancing scientific theories and the religious perspective.How, then, nooky one expect to be able to integrate a scientific understanding of the wor... ... faith that binds them to one another and to God.BibliographyArmstrong, Karen. A History of God. New York Alfred A Knopf, 1993.Barbour, Ian. Religion and Science Historical and Contemporary Issues. San Francisco Harpe rSanFrancisco, 1997.Human Stem Cell Research (5761.7). CCAR Responsa. 30 April 2003 . Meyer, Michael A. and W. Gunther Plaut. The Reform Judaism Reader North American Documents. Cambridge UAHC Press, 2000.Nuesner, Jacob. Judaism in modernistic Times An Introduction and Reader. Cambridge Blackwell Publishers, 1995.On the Treatment of the Terminally Ill (5754.14). CCAR Responsa. 30 April 2003 .Plaut, W. Gunther. The Rise of Reform Judaism. New York World Union for Progressive Judaism, Ltd., 1963.

The Importance of Leadership Essay -- student leadership program

When I first found out about the schools leadership program, I thought it was something I wanted to do. However, I almost did not apply for it. I filled out the application on the last day it was imputable and waited in anticipation for an answer. The leadership program has been a positive experience in my life. It has helped me to experience in the buff things and change my way of thinking it has helped me to become more direct, open and sincere and it has introduced me to rising, interesting, and wonderful people. Through The leadership program, I have experienced many different things and have been introduced to new and different ways of thinking. The new and different experiences I had include working on a community attend to project with 25 of my peers (with help from our instructors and mentors) and working on an individual leadership project. The numerous and diverse speakers that taught the class each week brought with them unique perspectives. The speaker that I found most enlightening was Lance Brunner because his presentation awakened new emotions in me. Lance Brunners session was about Mindfulness. The way he taught was attention grabbing. It focused the whole classs attention on what he was talking about. I in particular like the point he made about thoughts being im perpetual and how we should not let them control what we do. Lance taught me that a thought is as permanent or impermanent as everything else... ... leadership project and the group project helped me very much in my evolution as an Emerging Leader (Individual). I have become fond of all these people, and will know and work with a lot of these individuals throughout my college career, and maybe life. Through the experiences I have had in the leadership program, such as the weekly sessions that featured speakers on diversity and individual ethics, and working on individual and group leadership and community service projects, I have learned to look at things from different pers pectives and experienced new and different things that I will carry with me and use the rest of my life. I am glad I filled out that the leadership program application.

The Importance of Leadership Essay -- student leadership program

When I first found out some the schools leaders class, I thought it was something I wanted to do. However, I almost did not apply for it. I change out the application on the last day it was due and waited in anticipation for an answer. The leadership program has been a positive experience in my life. It has helped me to experience new things and change my way of thinking it has helped me to become more direct, open and sincere and it has introduced me to new, interesting, and wonderful people. done The leadership program, I have experienced many different things and have been introduced to new and different ways of thinking. The new and different experiences I had include on the job(p) on a community service project with 25 of my peers (with help from our instructors and mentors) and working on an individual leadership project. The numerous and diverse speakers that taught the class apiece week brought with them unique perspectives. The speaker that I found most enlightening was Lance Brunner because his presentation awakened new emotions in me. Lance Brunners session was about Mindfulness. The way he taught was attention grabbing. It focused the whole classs attention on what he was talking about. I especi ally like the point he make about thoughts being impermanent and how we should not let them control what we do. Lance taught me that a thought is as permanent or impermanent as everything else... ... leadership project and the group project helped me very much in my evolution as an Emerging Leader (Individual). I have become fond of all these people, and will know and work with a lot of these individuals throughout my college career, and maybe life. Through the experiences I have had in the leadership program, such as the periodical sessions that featured speakers on diversity and individual ethics, and working on individual and group leadership and community service projects, I have learned to olfactory property at things from different perspec tives and experienced new and different things that I will carry with me and use the rest of my life. I am glad I filled out that the leadership program application.

Learning To be a Team Player

1) Can you suggest on how to develop the skills of becoming a squad player?To develop the skills of becoming a police squad player, instead of constructing separately from your team mates it is much effective to motion as a team. police squad working basis bring benefits to new(prenominal) colleagues. By tapping into the software which send away help you share your research, your findings on the reports or the proposed first draft of that vital memorandum with different people as puff up as the pooled results of different colleagues feedback whitethorn be a great advantage to you or your other colleagues. By working as a team you can gain more ideas from other co- genus Phalluss. It does non matter if you are team leader or a share of a team, what is eventful is the way you work to sign onher as a team. Each individual has an important part to play in team working.2) How would you relate your personal experiences on occupying to sour a team player?Based on my persona l experiences, I believe that a good team player essential possess qualities in order to succeed on the vocation. A good team player must be patient and he must be respectful of other team phalluss voice and also he must understand that to be a team player they begin to be open minded to the nous of view of his team mates. police squad players must not hoard information and they should share it with other team mates. They should make sure that exact information is transferred to the reform person.They must cooperate and not compete with other staff or the department. Good team players must be optimistic and in addition to that he must be happy to attract other members and encourage wisdom of achievements. They should focus on the haughty and not on the negative side in order not to let them d own. They must understand that complaining and making excuses can creator frustrations on the other members and it fosters negativity. In addition to that, they must be adaptable to c hange and they must be a good negotiator, which typifys that in every situation they must know how to compromise and discerp general points of view of the members instead of emphasizing their differences. Without these qualities that the team players must possess the team will not succeed.3) How do you define occupancy success?In my own point of view job success is gained when you have achieved something important in your job, for instance, you were able to do the caper perishn to you or you were able to find the solutions on the problems that were given to you. Success is achieved when you have attained the goal of the job and you are satisfied and happy with the results. You can say that you have succeeded on a job when there is a sense of fulfillment.4) How to have a prosperous team?You must have a shared culture in order to have a successful team. Team culture must largely be built on fitness, intensity in training, individual respect as headspring as respect for the gro up. In order to have a successful team it is important that a) Mission must be all the way defined and articulated. provided it must be clearly understood. These includes understanding of the purpose of the project, the strategy for getting the work accomplished, the ultimate goal, the benefits that the people will get when the goal is achieved, the measurement administration that will be used, as well as how differences of opinion or other conflicts are going to be handled b) All team members must be positive thinkers. in that location must be no excuses and look that they cannot do the travail because if that happens, the team will not track down well c) Members must not be selfish d) Each team member must have enough self confidence and self respect to respect other members of the team e) Team members must be ready to bundle actions if ever there are distractions, abrupt change of course and unproductive or ancillary issues that would greatly reckon the project f) The mot ives of the other members must be certain by each member and g) As much as possible, the team has to be small because if the moment people are more than necessary in a team, the members will then start functioning like a committee.5) What are the tips you can give or impart in order to obtain success on the job?In order to succeed on a job the future(a) tips must be done a) Team players must exhibit a can-do attitude meaning they should take on any assigned task whether it is small or a big task. They must take the initiative to acquire the new skills and accept all criticism graciously and do not take it personally. think of that every criticism that they will get will be good for improving the job given to them b) Team players must learn the unwritten rules. They should get to know their co-workers early, ask questions as well as pay attention to how they interact with each otherc) The team members should take their task seriously, be dependable, be diligent and accurate in th eir work d) They should meet the deadlines, do the assignment before it is too late and if in cases that they believe they habitude bit the deadline, it is important to inform the supervisor ripe(p) away and explain why they could not meet the deadline, and provide an outline steps that will be taken in order to complete the entire assignment as well as when do they expect to finish it e) Team players can set(p) realistic goals and expectations. In addition to that, to assess performance in order to improve, they should seek regular reviews from the supervisor.f) When one is new on the job, he must absorb that there are people who knows more than he does, solely do not be afraid to present ideas that will be useful and may save time, money or solve the problems in a respectful way. Know the proper way to address the individuals, as well as the customers g) Team players should be flexible and accept wide variety of tasks that will be given to them, even those that may not be dire ctly related to their assignments. By showing their willingness to do this, especially during those busy times, it will help them build theirr reputation as a team player h) Be a team player, get along and interact with others. Moreover, they must be willing to share and consider the effects of your actions on the entire groupi) They should get a mentor, somebody who is willing to take an interest in developing your career and success j) They should get to know their co-workers and k) They must be kind, participate in social function in their work and become an active member in your work community. Do not hesitate to accept invitations from their co-workers to have lunch because with this they can get to know each other well and they will be comfortable with each other in doing your work.I would like to thank you for spending your time in allowing me to conduct an interview. I am very grateful that you have shared some insights and helped me on my research by suggesting about how t o be a team player at work. Your suggestions, such as working as a team instead of working separately from your team mates as more effective way in achieving success on a job, your insights on how to have a successful team as well as your tips on how to succeed on a job would be of great help in my everyday undertakings. From now on I am going to do what you have suggested.Moreover, I also wanted to take this opportunity to thank you for sharing me your experiences and imparting your knowledge on how I can be successful in my job.The researcher has chosen a written report format for the project core out. To present a written report format, all the project core questions were answered in complete sentences. All the questions given were answered in at least one paragraph.Project CoreSkill Learning to be a team playerGoal To Learn on how to be a team player and to know the skills needed in order to succeed at work.Why do you want to develop this skill? What does it mean to you in term s of job success?To develop this skill is essential, because being a team player is highly valued today and it is important in achieving job success. It takes skills to be good at learning to be a team player. Being a team player is a matter of attitude, which representation you must be a positive influence on your other team members. It helps them increase their morale by helping to look at the benefits and the positive effects of change which happens within the department and keeping a level head in heated situations. With these skills one will know how to deal with co-workers, and he will be able to encourage them to work with the projects and assignments.Team players would learn to respect and value other members opinions and ideas. The skills that the team player will gain and develop can be of great help and be used in finding and solving the problems or situations given to the team. Therefore with these developed skills and with the team effort solutions on the projects can be found, the shortest time possible, thus success in doing the job will be achieved.4) What strategy will help you obtain your goal?In order to obtain the goal the team members should work hand in hand. They should make decisions using consensus method to create marketing strategy based on their work situation. They should review, analyze and identify successful methods or solutions that will help them in finding the solutions to problems or assignments on their job. Opinion and ideas of other members are important contribution in solving the problem. Each member plays an important part in achieving success on the job. Therefore, team work is important for the team players in order to succeed.5) What first step will you take towards obtaining your goal?Goals and billing must be clearly defined and articulated. Moreover it must be clearly understood. These includes understanding of the purpose of the project, strategy for getting the work accomplished, ultimate goal, benefits that the people will get when the goal is achieved, measurement system that will be used, as well as how differences of opinion or other conflicts are going to be handled6) Take the first step and describe your actions and thoughts.After identifying the mission, purpose of the project and goals, the strengths and weakness of each member must be identified. Encourage each member to think positively, motivate and inspire each other in a team. Think about the teams future needs and discuss thoughts with other team members and encourage them to work together in order to meet those needs. bring their personal opinions and exchange ideas. Review, analyze and identify successful methods and or solutions on the problem or situation that they are trying to solve. Team players must be open with suggestions being offered by each member and they should discuss the problems as a group to be successful on the job. We should take into considerations that each member plays an important part in the tea m.ConclusionTo develop the skills of becoming a team player, instead of working separately from your team mates it is more effective to work as a team. Team working can bring benefits to other colleagues. You can gain more ideas from each member by working as a team.Team player must possess qualities in order to be a good one and succeed. A good team player must be patient and respectful of other team members voice. He must understand that to be a team player they have to be open-minded to the point of view of his team mates. They must not hoard information and they should share it with other team mates. They should make sure that exact information is transferred to the right person. They must cooperate and not compete with other staff or the department.They must be optimistic and happy to attract other members and encourage recognition of achievements. They should focus on the positive and not on the negative side in order not to let them down. Complaining and making excuses can ca use frustrations on the other members and it fosters negativity. In addition to that, they must be adaptable to change and be a good negotiator, they must know how to compromise and dissect common points of view of the members instead of emphasizing their differences. Without these qualities that the team players must possess the team will not succeed.Moreover, success is achieved when you have attained the goal of the job and you are satisfied and happy with the results. You can say that you have succeeded on a job when there is a sense of fulfillment.You must have a shared culture in order to have a successful team. In order to have a successful team it is important that mission must be clearly defined and articulated all team members must be positive thinkers and there must be no excuses and saying that they can do the task because if that happens, the team will not function well members must not be selfish each team member must have enough self confidence and self respect to res pect other members of the team team members must be ready to take actions if ever there are distractions, abrupt change of course and unproductive or ancillary issues that would greatly affect the project the motives of others members must be trusted by each member and as much as possible, the team has to be small because if the number people are more than necessary in a team, the members wi num num num num num num num num committee.To become a team player and succeed on the job a team must set specific goals. Each member should focus on the goal of the team and they should be held accountable in meeting them. Other members should be allowed to participate in setting the goals. They should work as a team. Different experiences and opinions of each member should be valued. Ideas of each member should be valued. If someone do something well, do not hesitate to compliment a team member. Learn to acknowledge the contributions of others, and never take credits for works or ideas that are not yours. Share your ideas and opinions to contribute to the team.Flexibility must be developed. There are greater chance of surviving and thriving in a workplace for workers who can adapt to changes in a workplace.It is important to become friendly and respectful with other team members. The opinions and ideas of other members must be accepted and respected. Each member must be willing to learn new skills. thatched roof and share the knowledge you have to other members. Work hard and encourage team members to do the same.When mistakes are committed, admit it and avoid taking the blame on someone else or make excuses about what had happened.Volunteer to help other team members when they needed it. Think about the future needs of the team discuss it with other team members and encourage them to work together as a team in order to meet those needs.Do not just complain about something that bothers you but instead do something to make it better and offer solution and be prepared to ca rry it out. Learn to compromise with others. Being part of the group, you will not always get it your own way. Learn to accept it when the team decided to go with the ideas of other members. Do not hesitate to ask questions for clarification on things you do not understand.

Blood Promise Chapter Seven

It was like Christmas morning.I wasnt usu eachy big on God or fate, just now I was seriously reconsidering. After Id passed out, Sydney had app bently do virtually frantic calls, and close tovirtuoso she knew in Baia had driven to us-risking the darkness-to deliver us and perplex us backside where I could be treated. That was no doubt why Id had vague sensitions of creationness in a car during my delirium it hadnt all been routine of the dream.And accordingly, somehow, out of all the dhampirs in Baia, I had been taken to Dimitris mother. That was enough to make me seriously consider that on that point might in rectitude be forces greater than me at work in the universe. No one told me exactly how it happened, but I soon learned Olena Belikova had a reputation among her peers for healing-and not even every configuration of magical healing. Shed had medical training and was the person other dhampirs-and even some Moroi-went to in this region when they wanted to avo id human attention. Still. The coincidence was eerie, and I couldnt foster but think there was something going on that I didnt understand.For now, I didnt worry too much nigh the hows and whys of my current situation. I was too in use(p) staring wide-eyed at my surroundings and its inhabitants. Olena didnt screw alone. All of Dimitris sisters-three of them-lived in the house too, along with their kids. The family resemblance was offsetling. None of them looked exactly like Dimitri, but in every face, I could see him. The eyeball. The smile. Even the sense of humor. Seeing them fed the Dimitri withdrawal Id had since hed disappeared-and do it worse at the same time. Whenever I looked at any of them out of my peripheral vision, Id think I was perceive Dimitri. It was like a house of mirrors, with distorted reflections of him everywhere.Even the house gave me a thrill. There were no obvious signs that Dimitri had ever lived there, but I kept thinking, this is where he grew up. He walked these floors, touched these walls As I walked from room to room, Id touch the walls too, trying to draw his energy from them. Id forestall him lounging on the couch, home on break from school. I wondered if hed slid down the banisters when he was dinky. The images were so existing that I had to hap reminding myself that he hadnt been here in ages.Youve made an amazing recovery, Olena noted the next morning after Id been brought to her. She watched with approval as I inhaled a plate of blini. They were ultra-thin pancakes stacked and layered with butter and jam. My body forever required a lot of food to keep its strength up, and I figured as long as I wasnt chewing with my mouth on the loose(p) or anything, I had no reason to feel bad around eating so much. I thought you were dead when Abe and Sydney brought you in.Who? I asked between bites of food.Sydney sit down at the table with the rest of the family, hardly touching her food as usual. She seemed clearly uneasy at being in a dhampir household, but when Id beat back-go adopt downstairs this morning, Id definitely seen some relief in her eyes.Abe Mazur, said Sydney. Unless I was mistaken, some of the other people at the table ex alterationd wise(p) glances. Hes a Moroi. I I didnt know how badly you were injured last night, so I called him. He drove down with his guardians. He was the one who brought you here.Guardians. Plural. Is he royal? Mazur wasnt a royal name, but that wasnt continuously a true sign of someones lineage. And while I was beginning to trust Sydneys social networking and connections to powerful people, I couldnt imagine why a royal would go out of his route for me. Maybe he owed the Alchemists a favor.No, she said bluntly. I frowned. A non-royal Moroi with more than one guardian? Very odd. It was clear she wasnt going to say anything else on the matter-at least(prenominal) not for now.I swallowed another mouthful of blini and moody my attention back to Olena. Than ks for taking me in.Dimitris older sister, Karolina, sat at the table too, along with her baby girl and son Paul. Paul was rough ten and seemed fascinated by me.Dimitris teenage sister, Viktoria, was also there. She appeared to be a little younger than me. The third Belikov sister was named Sonya and had go off for work before I woke up. Id beget to wait to tint her.Did you really kill two Strigoi all by yourself? Paul asked me.Paul, chastised Karolina. Thats not a nice question to ask.But its an exciting one, said Viktoria with a grin. Her cook hair was streaked with gold, but her dark eyes sparkled so much like Dimitris when he was excited that it tugged at my heart. Again, I had that taunting sensation of Dimitri being here but not here.She did, said Sydney. I saw the bodies. Like always.She wore that comically tormented expression of hers, and I laughed. At least I left them where you could find them this time. My humor all of a sudden dimmed. Did anyone any other piece notice or hear?I got rid of the bodies before anyone saw, she said. If people heard anything Well, backwoods places like that are always filled with superstitions and ghost stories. They dont have factual evidence of vampires, per se, but theres always sort of this belief that the supernatural and dangerous are out there. Little do they know.She said ghost stories without any change of expression. I wondered if shed seen any of the spirits last night but finally refractory she probably hadnt. Shed come outside near the tail end of the fight, and if past evidence was any indication, nobody else could see the spirits I saw-except Strigoi, as it turned out.You must have had some good training then, said Karolina, shifting so the baby leaned against her shoulder. You look like you should still be in school. serious got out, I said, earning another scrutinizing look from Sydney.Youre American, said Olena matter-of-factly. What in the world could bring you out here?I Im looking for some one, I said after a few moments hesitation.I was afraid they were going to press for details or that she too would have blood whore suspicions, but just then, the kitchen door undefendable and Dimitris grandmother, Yeva, walked in. She had poked her head in earlier and scared the hell out of me. Dimitri had told me that she was a witch of sorts, and I could believe it. She looked like she was a gazillion years old and was so thin, it was a wonder the wind didnt blow her away. She barely stood five feet tall, and her hair covered her head in patchy gray wisps. But it was her eyes that truly frightened me. The rest of her might be frail, but those dark eyes were sharp and alert and seemed to bore into my soul. Even without Dimitris explanation, I would have taken her for a witch. She was also the only one in the household who didnt speak English.She sat down at one of the empty chairs, and Olena hastily jumped up to get some more blini. Yeva muttered something in Russian that made th e others look uncomfortable. Sydneys lips twitched into a teensy-weensy smile. Yevas eyes were on me as she spoke, and I glanced more or less for translation.What? I asked.Grandmother says youre not telling us the whole truth about why youre here. She says the longer you delay, the worse it will be, Viktoria explained. She then gave Sydney an apologetic look. And she wants to know when the Alchemist is leaving.As soon as possible, said Sydney dryly.Well, why Im here its kind of a long story. Could I be any vaguer?Yeva said something else, and Olena retorted with what sounded like a chastisement. To me, she spoke gently rationalize her, Rose. Shes in one of her moods. Why youre here is your own business-although Im certain Abe would like to talk to you at some point. She frowned slightly, and I was reminded of the earlier looks at the table. You should make sure you thank him. He seemed very concerned about you.Id kind of like to see him too, I mumbled, still curious about this w ell-protected, non-royal Moroi who had given me a crusade and seemed to make everyone uneasy. Eager to avoid more talk of why I was here, I hastily changed the subject. Id also love to look around Baia. Ive never been in a place like this before-where so many dhampirs live, I mean.Viktoria brightened. I can definitely give you a tour-if youre sure youre feeling okay. Or if you dont have to leave right away.She believed I was passing through, which was just as well. Honestly, I wasnt sure what I was doing anymore, now that it seemed likely Dimitri wasnt in the area. I glanced at Sydney questioningly.She shrugged. Do whatever you want. Im not going anywhere. I found that a little disconcerting too. Shed brought me here as her superiors had told her to do-but now what? Well, that was a concern for later.As soon as I finished my food, Viktoria practically dragged me out the door, as if I was the intimately exciting thing that had happened around here in a while. Yeva hadnt taken her e yes off me for the rest of the meal, and even though shed never said anything else, her suspicious look clearly told me she didnt believe a word Id said. I invited Sydney along on the outing, but she declined, choosing instead to lock herself away in a bedroom to read about Greek temples or make world-controlling phone calls or do whatever it was she did.Viktoria said downtown wasnt far from where they lived and was easy to walk to. The day was clear and cool, with enough sun to make being outside reasonably pleasant.We dont get a lot of visitors, she explained. Except for Moroi men, but most dont stay long.She added no more, but I wondered about her implications. Were these Moroi men off to find some action with dhampir women? Id grown up thinking of these women, dhampirs who chose not to render guardians, as disgraceful and dirty. The ones in the Nightingale had certainly met the blood whore stereotype, but Dimitri had ensure me that not all dhampir women were like that. After meeting the Belikovs, I believed him.As we approached the center of town, I soon discovered another myth shattered. People always talked about blood whores living in camps or communes, but that wasnt the case here. Baia wasnt huge, not like Saint Petersburg or even Omsk, but it was a real town with a large human population. Hardly a rural camp or farm settlement. The whole setting was astonishingly normal, and when we reached downtown, lined with small shops and restaurants, it too seemed like any other place in the world people might live. Modern and ordinary, just with a slight village feel.Where are all the dhampirs? I wondered aloud. Sydney had said there was a secret dhampir subculture, but I saw no signs of it.Viktoria smiled. Oh, theyre here. We have a lot of businesses and other places that humans dont know about. While I could understand dhampirs going unnoticed in big cities, it seemed remarkable to pull that off here. And lots of us just live and work with humans. She nod ded over toward what looked like a drugstore. Thats where Sonya works now. at present?Now that shes pregnant. Viktoria rolled her eyes. Id take you to meet her, but shes grumpy all the time lately. I hope the babys early.She left it at that, and I again wondered about the dynamics of dhampirs and Moroi here. We didnt mention it again, and our conversation stayed light and even teasing. Viktoria was easy to like, and in only an hour, wed clicked as though wed known each other forever. Maybe my connection to Dimitri bound me to his family, too.My thoughts were cut off when someone called Viktorias name. We turned to see a very slick dhampir guy crossing the street. He had bronze hair and dark eyes, his age falling somewhere between mine and Viktorias.He said something chatty and conversational to her. She grinned at him and then gestured to me, giving my introduction in Russian. This is Nikolai, she told me in English.Nice to meet you, he said, also switching languages. He gave me a quick discernment in the way guys often do, but when he turned back to Viktoria, it was clear who the object of his affections was. You should bring Rose to Marinas party. Its Sunday night. He hesitated, turning a bit shy. Youre going, arent you?Viktoria turned thoughtful, and I realized she was totally oblivious to his crush. Ill be there, but She turned to me. Will you still be around?I dont know, I said honestly. But Ill go if Im still here. What kind of party is it?Marinas a friend from school, explained Viktoria. Were just going to get together and celebrate before we go back.To school? I asked stupidly. Somehow, it had never occurred to me that the dhampirs out here would be in school.Were on break right now, said Nikolai. For Easter.Oh. It was late April, but I had no clue what day Easter fell on this year. Id disordered track of the days. It hadnt happened yet, so their school must have their break the week before Easter. St. Vladimirs took its pass afterward. Where is y our school?Its about three hours away. Even more remote than here. Viktoria made a face.Baias not so bad, teased Nikolai.Easy for you to say. Youll eventually leave and go see new and exciting places.Cant you? I asked her.She frowned, suddenly uncomfortable. Well, I could but thats not how we do it here-at least not in my family. Grandmother has some punishing opinions about men and women. Nikolai will be a guardian, but Ill stay here with my family.Nikolai suddenly gave me a new appraisal. Are you a guardian?Ah, well. Now I was the uncomfortable one.Viktoria spoke before I could come up with anything to say. She killed two Strigoi outside of town. By herself.He looked impressed. You are a guardian.Well, no Ive killed before, but Im not actually sworn. Turning around, I lifted up my hair to show them my neck. In addition to all my regular molnija marks, I also had the little star-shaped tattoo that meant Id been in a battle. They both gasped, and Nikolai said something in Russian. I let my hair drop and looked back. What?Youre Viktoria bit her lip, eyes contemplative as she groped for what she wanted to say. Unpromised? I dont know the English word.Unpromised? I said. I guess but technically, arent all the women here?Even if we arent guardians, we still get marks showing we completed our training. No promise mark, though. For you to have killed so many Strigoi and have no loyalties to a school or the guardians Viktoria shrugged. We call it being unpromised-its a strange thing.Its strange where I come from too, I admitted. Unheard of, really. So much so, that we didnt have a term for it. It just wasnt done.I should let you two go, said Nikolai, his lovesick eyes back on Viktoria. But Ill see you at Marinas for sure? Maybe sooner?Yes, she agreed. They said their farewells in Russian, and then he loped off across the street with the kind of easy, athletic grace guardians often acquired with training. It reminded me a bit of Dimitris.I must have scared him off, I said.No, he thinks youre exciting.Not as exciting as he thinks you are.Her eyebrows rose. What?He likes you I mean, really likes. Cant you tell?Oh. Were just friends.I could tell from her attitude that she meant it. She was completely indifferent to him, which was too bad. He was cute and nice. Letting poor Nikolai go, I brought up the guardians again. I was intrigued by the different attitudes around here. You said you cant but do you want to be a guardian?She hesitated. Ive never really considered it. I get all the same training at school, and I like being able to defend myself. But Id rather use it in defense of my family than Moroi. I guess it sounds She paused again to think of the right word. Sexist? But, the men become guardians, and women stay at home. Only my brother left.I nearly tripped. Your brother? I asked, keeping my voice as steady as possible.Dimitri, she said. Hes older than me and has been a guardian for a while. Hes over in the United States, actually. We haven t seen him in a long time.Huh.I felt horrible and guilty. Guilty because I was keeping the truth from Viktoria and the others. Horrible because apparently no one from back home had bothered to pass the news on to his family yet. Smiling at her own memories, she didnt notice my change in mood.Paul actually looks exactly like he did at that age. I should show you pictures of him-and some recent ones, too. Dimitris pretty cute. For my brother, I mean.I was sure seeing pictures of Dimitri as a little boy would rip my heart out. As it was, the more Viktoria began to talk about him, the sicker I felt.She had no clue about what had happened, and even though it had been a couple of years since shed seen him, it was clear she and the rest of the family loved him like crazy. Not that that should be a surprise. (And really, who couldnt love Dimitri?) Being around them just one morning had shown me how close they all were. I knew from Dimitris stories that he was crazy about all of them, too.R ose? Are you okay? Viktoria was peering at me with concern, probably because I hadnt said anything in the last ten minutes.We had circled around and were almost back at her house. Looking at her, at her open, friendly face and eyes that were so much like Dimitris, I realized I had another task ahead of me before I could go after Dimitri, wherever he was. I swallowed.I yeah. I think I think I need to sit down with you and the rest of your family.Okay, she said, the worry still in her voice. wrong the house, Olena was bustling around the kitchen with Karolina. I thought they were making plans for tonights dinner, which was startling considering wed just finished a huge breakfast. I could definitely get used to the way they ate around here. In the living room, Paul was building an elaborate racetrack out of Legos. Yeva sat in a rocking chair and appeared to be the worlds most stereotypical grandmother as she knit a pair of socks. Except most grandmothers didnt look like they could inci nerate you with a single glance.Olena was talking to Karolina in Russian but switched to English when she saw me. You two are back earlier than I expected.We saw the town, said Viktoria. And Rose wanted to talk to you. To all of us.Olena gave me a look as puzzled and concerned as Viktorias. Whats going on?The weight of all those Belikov eyes on me made my heart start thumping in my chest. How was I going to do this? How could I explain something I hadnt spoken about in weeks? I couldnt stand to put them-or myself-through it. When Yeva scuttled in, it made things that much worse.Maybe shed had some mystical sense that something big was about to go down.We should sit, I said.Paul stayed in the living room, for which I was grateful. I was pretty sure I couldnt handle saying what I had to with a little kid-one who looked like Dimitri, apparently-watching me.Rose, whats wrong? asked Olena. She looked so sweet and, well motherly, that I nearly cried. Whenever Id been gaga with my own mot her for not being around or doing a good job, Id always compared her to some idealized image of a mom-a mom who seemed a lot like Dimitris, I realized. Dimitris sisters looked equally worried, like I was someone theyd known forever. That acceptance and concern made my eyes burn even more, seeing as theyd just met me this morning. Yeva wore a very strange expression, however-almost like shed been expecting something like this all along.Well the thing is, the reason I came here, to Baia, was to find you guys.That wasnt entirely true. Id come to search for Dimitri. Id never thought much about finding his family, but now, I realized that it was a good thing I had.You see, Viktoria was talking about Dimitri earlier. Olenas face brightened when I said her sons name. And I knew-er, know him. He used to be a guardian at my school. My teacher, actually.Karolina and Viktoria lit up as well. How is he? asked Karolina. Its been ages since weve seen him. Do you know when hes going to visit?I cou ldnt even think about answering her question, so I pushed forward with my story before I lost my courage in precedent of all those loving faces. As the words came out of my mouth, it was almost like someone else was saying them and I was simply watching from a distance. A month ago our school was attacked by Strigoi. A really bad attack a huge group of Strigoi. We lost a lot of people-Moroi and dhampirs, both.Olena exclaimed in Russia. Viktoria leaned toward me. St. Vladimirs?I halted in my story, surprised. Youve heard of it?Everyones heard of it, said Karolina. We all know what happened. That was your school? You were there that night?I nodded.No wonder you have so many molnija marks, breathed Viktoria in wonder.And thats where Dimitris at now? asked Olena. We lost track of his latest assignment.Um, yeah My tongue felt heavy in my throat. I couldnt breathe. I was at the school the night of the attack, I reaffirmed. And so was Dimitri.He was one of the leaders in the battle and t he way he fought he was he was so brave andMy words were breaking up, but by this point, the others were catching on. Olena gasped and again murmured in Russian. I picked out the word for God. Karolina sat frozen, but Viktoria leaned toward me. Those eyes that were so like her brothers stared at me intently, as intently as he would if pushing me to tell the truth, no matter how awful.What happened? she demanded. What happened to Dimitri?I looked away from their faces, my eyes drifting to the living room. On the far wall, I caught sight of a bookcase filled with old, leather-covered books. They had gold-embossed lettering on the spines. It was totally random, but I suddenly remembered Dimitri mentioning those. They were these old adventure novels my mother collected, hed told me once. The covers were so beautiful, and I loved them. If I was careful, shed let me read them sometimes. The thought of a young Dimitri sitting in front of that bookcase, carefully turning the pages-and oh, h e would have been careful-almost made me lose it. Had that been where hed developed his love of western novels?I was losing it. I was getting distracted. I wasnt going to be able to tell them the truth. My emotions were growing too powerful, my memories flooding me as I fought to think about something-anything-that didnt involve that horrible battle.Then I glanced at Yeva again, and something about her eerie, knowing expression inexplicably spurred me on. I had to do this. I turned back to the others. He fought really bravely in the battle, and afterward, he helped lead a rescue mission to save some people that the Strigoi had captured.He was really amazing there, too, only heI stopped again and realized tears were cut down my cheeks. In my mind, I was replaying that awful scene in the cave, with Dimitri so close to freedom and taken by a Strigoi at the last minute. quiver that thought away, I took another deep breath. I had to finish this. I owed it to his family.There was no gen tle way to say it. One of the Strigoi there well, he overpowered Dimitri.Karolina buried her face in her mothers shoulder, and Olena made no effort to hide her own tears. Viktoria wasnt crying, but her face had gone perfectly still. She was working hard to keep her emotions in check, just as Dimitri would have. She searched my face, needing to know for sure.Dimitri is dead, she said.It was a statement, not a question, but she was looking to me for confirmation. I wondered if Id given away something, some hint that there was still more to the story. Or maybe she just needed the certainty of those words. And for a moment, I considered telling them that Dimitri was dead.It was what the Academy would tell them, what the guardians would tell them. It would be easier on them but somehow, I couldnt stand to lie to them-even if it was a comforting lie. Dimitri would have wanted the whole truth, and his family would too.No, I said, and for a heartbeat, hope sprang up in everyones faces-at le ast until I spoke again. Dimitris a Strigoi.

Mentoring Student Nurses in Theatre Essay

The Operating theatre is an alien environment for savants and may be deemed hostile and uninviting. The region of mentors in such a specialised environment is to encourage inter lay oution rather than passivity and utilise every breeding opportunity that exists. Students should be boost to reflect on those experiences in a mental synthesisd manner, to assist in their development of meaningful reflection, which is a valu suitable tool for throughout their career (Quinn 2000).The discipline of this naming is to critically analyse and reflect upon an innovation, that relates to nurture and assessing in the hold environment of theatres. The information outcomes 1, 2 and 4 will be the focus for this assignment because I tang they are the most relevant for reflecting on my innovation as they cover the Importance of the school-age child and mentor tellingship in relation to their study experience, the opportunities and limitations to learning in practice and the evaluation of learning theories and principle strategies to facilitate the integration of theory and practice.The innovation was a learning package call Airway equipment & techniques in the theatre setting. The pack was designed to be a basic insite into the different pieces of equipment and the techniques used and was presented to a second year learner prevail, as part of a commandment session. Bruner (1961) explains that when presenting new data to bookmans, the way the material is structured is important to overall learning. He believed that if scholarly persons understand the basic structure of a subject they will find out more than of the finer detail themselves.Spouse(2001) recognised that remark can aid in increased understanding, whilst practice can increase competence, put forwardd the necessary familiarity is in place, in order to facilitate scholarship. I believe that understanding the basics of airway management is a valuable and transferable skill that the scholarly pe rson can utilise in any clinical setting. Quinn (2000) who formulated a student-centrered approach to learning, visualising the mentor as a helper and facilitator for and providing of, resources for learning, macrocosm some matchless who shares feelings as well as fellowship with their students.Before introducing some of the techniques and equipment used in airway management, i knew it was important to talk over with the student their level of knowledge and experience. Airway management may be an area that they believe is unique to the theatre environment. In discussion with the student prior(prenominal) to the pedagogics session, i explained that in every clinical area there is an emergency resusitation trolley, consisting of a defibrillator, emergency drugs and one of the necessary components on each one is an airway tray, each containing the equipment that is described in my innovation.During our conversation it was established that during their previous placements, no aspec ts of airway management had been covered. On previous placements they had been faten where the emergency trolley was kept, and there had non been any formal didactics to familiarise them with the components. Airway management and equipment was therefore not something they felt they understood very well, despite this they showed a keen interest in learning more about the them, acknowledging that although specialised, airway management skills are highly transferable to any setting.Welsh and Swann (2002) believe it is essential to assess a students prior knowledge as this establishes a baseline for development and is a prerequisite for planning future learning. By making the succession to discuss the students previous learning experiences at the beginning of their placement, it gives an opportunity for the mentor and student to develop the learning outcomes that need to be achieved and discuss how they wish to achieve them. Learning, according to Rogers (1983) is based on lead ke y factors that exist in the relationship between mentors and students.The first factor being genuineness, were the mentor should come cross shipway as a real person, therefore able to develop a normal relationship with their student. I feel that by welcoming my student to theatres I achieved this. Trust and acceptance, being that the mentor should see and accept their student as an individual, that is worthy of their care and respect. Finally, the empathatic understanding by the mentor, by being able to see things from the students perspective and act appropriately in response to this.Smith (1992) supports that student nurses feel better able to care for patients when they feel cared for by their mentor and clinical staff. After the teaching session the student kept the learning pack to use as a source of reference, for throughout their placement, when observing the equipment being used in everyday practice. To assess the effectiveness of the innovation the student was asked to com plete a questionnaire, to evaluate what they had erudite from being provided with the pack, as well as an evaluation form to help me understand how the student felt about the teaching session.I felt comfortable throughout the teaching session and the student asked questions openly, which I encouraged them to do. Allen (2005) stated that a computable mentor should be open and honest as well as be able to ready advice and criticism. According to Neary (1997) and Gray and Smith (2000), most students believe that a successful assessment outcome depends on having a good working relationship with the mentor.A mentor should support the current version of the Nursing and Midwifery Council (NMC) standards (2008b) and note that there are several reasons for supporting learning in practice to provide support and guidance to the student when learning new skills, applying new knowledge and transferring existing knowledge and competence to a new context of practice (pg 36) to act as a resource to manage the learning and to observe the practice to ensure outcomes and competencies are met (as defined by the NMC).Whilst these standards are mainly aimed at student nurses the term student could be applied to those learning, even when they are registered nurses as they are participating in lifelong learning. Students feeling welcome and valued when they hail will assist with their learning throughout the placement. According to Quinn (2000) finding the learning needs of the student is best approached at the beginning of the placement. How students interact with the learning environment is important, especially in the context of life long learning and go along professional development.As in all specialised areas there are procedures that need to be understood and learned as the student progresses along the professional curve. ( Radford and Hunt 1999). As a mentor in the theatre setting, I ware learned to identify areas that could be improved for student learning, such as Te chniques that are every day to the staff as professionals and the jargon that they use, can be seen as bizarre and seemingly difficult to learn for the student.The idea was to produce an eye catching innovation . A visually attractive and an uncomplicated style of teaching was applied, using indicators for further study for future, current or past theatre placement students. This was to encourage self-directed learning (Ghazi & Henshaw 1998) and avoid over-whelming the student with too much information which may create anxiety and fear. An important aspect of reducing anxiety for students is their introduction to the placement area.This is something that every registered nurse can relate to because we can all remember being student nurses ourselves and can all recall our good and bad placements easily, the bad often being when everything still felt unfamiliar with(predicate) sometimes weeks into a placement area. Swann (2005) identified that an essential component of the mentor/men tored relationship is communication. Hutchinson (2003) supports this by stating that an environment is not just the physical area merely also the attitudes of staff.The student nurse on placement in theatres was introduced to firstly their mentor, who after a friendly introduction took the student to the locker room to show them where they could leave their belongings and get changed. Once changed into theatre scrubs they were taken through the department and in each area they were introduced to the staff and the allocated mentors for that area. The health and natural rubber aspects of the department and the fire procedure was also explained.In theatres students have frequently commented on their initial anxieties when coming for a placement. Sampson (2006) carried out a study to identify why there was a shortage of students choosing theatres for a clinical placement. Findings suggest that there has been a dramatic fall in the government issue of students coming to work in theat res and students are not choosing this area due to fear and anxiety about this specialised, unknown environment. When anxiety is high, an individual is immobilised, perceptions are narrow and learning is impeded (Meisenhelder, 1987)Positive ways to motivate and encourage learning is described by Sampson (2006) as making learning interesting, ensuring relevance to learners needs, reinforcing positive not negative aspects and giving students responsibility for learning. By providing the student with the learning pack, it allowed them to take some responsibility for their learning. Silen-Lipponen et al (2004) identified that students have difficulties combining theoretical and clinical knowledge in the learning process, but the perioperative environment can enhance student education by integrating theory, and practice and developing skills in reflection.These knowledge and skills are required by the NMC (2008) standards of proficiency for pre-registration nurses which state that safe a nd effective practice requires a sound underpinning of the theoretical knowledge, which informs practice, and must therefore reflect pretension of practice and learning. Much evidence exists which suggests that the perioperative clinical area is an invaluable learning environment and it is essential that student nurses are aware of the learning opportunities available inside this diverse clinical area (.Silen-Lipponen et al 2004) Factors that may inhibit learning for students can be described as internal or external in nature. The most common barriers have been identified by many authors (AshCroft, Foreman-peck 1994, Reece and Walker(2000) and Quinn(2000), they include pressure of time and workload, lack of support from the organisation and family. The learning pack was innovated and aforethought(ip) to assist myself in teaching and to provide the student with the most appropriate teaching for their level of learning.Before beginning the teaching session, i encouraged the student to openly ask questions, as the teaching session was based on explaining the contents of the teaching pack, which they would be using throughout their allocation. Scouse (2001) recognised that observation can aid increased understanding, whilst practice can increase competence, provided the necessary knowledge is in place to facilitate comprehension. Reece and Walker (2002) identified that our perception of learning will affect how we teach. Therefore before we explore how to teach, we must understand how people learn.Learning is a relatively permanent change, usually brought about intentionally. Jarvis (1983) highlighted three domains of learning that are important for any healthcare professional. Cognitive, affective and psychomotor show that learning can occur from teaching, study or the assimilation of information and skills as a result of experience. The clinical environment offers a challenge in relation to the choices of strategy available to facilitate learning. Oliver and E ndersby (1994) suggest that most teaching in practice areas deal with skills, including interpersonal and management skills.The elements of the educational taxonomy shell outs that any learning topic has robe considered from three perspectives in relation to what a student has to learn. To apply these using a component of the innovation and given to a student nurse, with something such as teaching a student how to apply an type O mask to a patient, the psychomotor skill would be for the student to be able to select and open the face mask, change by reversally assemble and then link up it to the oxygen source, then document appropriately.It is not passable just to be able to assemble the mask and administer oxygen, for cognitive skills, the student should should also be able to understand why they are giving the patient oxygen, its effects and the correct observations. It should not be forgotten that receiving the oxygen is a patient. To be competent with affective skills the stu dent must ostentation the appropriate communication and interpersonal skills. Quinn (2000) stated that mentors can often tend to use strategies they find expedient but must be conscious of the preferred learning style of the student.There are three main theories of learning, behaviourism, cognitivism and humanism. Each looks at learning from a different perspective. Along with learning theories it is vital to consider the mentor/student relationship and the learning environment, as these can help or hinder learning (Gray and Smith 2000). Behaviourism is the response gained from behaviour. Cognitive theory focuses on psychological processes that are involved in the acquisition, organisation and use of knowledge (knowles 1990). Austell (1987) advocated the concept of an advance(a) organiser.This is a strategy introduced in advance of new material for example, teaching theory before practising a skill. The student was taught the importance of knowing the correct airway management of the unconscious patient in the recovery room, this aided their understanding of which airway equipment or technique was used and why. The learning package and teaching session combined with a perfect learning environment within the theatre and recovery settings, allowed the student the opportunity to apply theory to practice.Fretwell (1985) stated that an paragon learning environment is seen as one in which the educational needs of the student are met. Along with knowledge of the learning domains, it also useful to consider the learning styles of the students. One of the most often cited model is that of Honey and Mumford cited in Howard, 1999, p 110) of the activist, pragmatist, theorist and reflector. Acknowledging these aspects, along with the use of different teaching strategies, Howard (1999) suggested enabling the learning to be adult-centred rather than following a teacher driven agenda.Noone (2009), on discussing a nursing curriculum, suggests that it should integrate thre e aspects the cognitive/intellectual the skills-base and the ethical bearing/behavioural one. Whilst the one-off session about airway management cant be compared to a full programme of education, it does, never-the-less, incorporate each of these aspects. There is knowledge of the anatomy and physiology, the use of airway adjuncts and the respect for dignity, by utilising good communication skills are all apparent.By accounting for learning theories, the learning environment, strategies for teaching and learning styles, I have been able to reflect on this experience and discovered areas I can make improvements or change. Theories of learning helped me to acknowledge the relevance of behaviours, knowledge, comprehension and feelings while teaching students, I will use this knowledge to further develop my skills in teaching. The fact that reflection takes place is important as it contributes to the continuing development of a practitioner and facilitates the development of effective p ractice (johns 2000).To reflect on my innovation i will follow the framework of Gibbs (1998) reflective cycle, which I believe is thorough and logical. I developed a learning package for student nurses to learn, understand and develop knowledge in the skills required for the different ways to manage a patients airway, within the theatre setting. The pack consisted of airway management equipment and techniques ranging from the most basic to advanced. I presented it to a second year student that was on placement in theatres.My aim was that the student would learn the basics of airway management, some of which they would be able to put into practice in the recovery room under supervision, such as removal of a patients laryngeal mask. Whilst i was developing the teaching plan and the innovation, I refreshed my own knowledge, making me feel more confident to present the session. The evaluation form that was completed by the student was very positive, I will therefore feel less worried t he next time I do a teaching session. The learning pack helped the student to become familiar with the airway equipment and techniques easily.Feedback from the student showed that the pictures and brief descriptions, provided enough information to enable them to recall that information, whilst observing the equipment and techniques being used in practice. This type of learning style could be associated with Dunn (1984) who describes the Visual, auditory, kinaesthetic (VAK) model. When a student nurse has a placement in theatre, the unfamiliar environment and uniforms can be quite daunting. Many things can can be done to promote a good learning environment that meets the needs of the learners.There is a need to help the students understand the learning opportunities available to them and give them support. The student was introduced to the theatre team, on the first day of their placement and I explained about the different routines compare with their knowledge of the ward placements they had been to. The student was initially very nervous, but by providing reassurances and familiarize them with the layout and routine for theatre, they soon settled into their placement and became part of our team.I asked the student following the teaching session to complete an evaluation form. I believe my teaching approach worked well and the student achieved all of their learning objectives. I am certain that during the students placement I maintained a professional but approachable attitude and encouraged them to ask questions when they felt they needed to. Overall I feel that I have learned that the foundation for being a good mentor is in building a good working relationship with the student. Achieving this will underpin every other aspect of being their mentor.Time worn out(p) working with the student should be utilised well with plenty of opportunity for discussions. Once a rapport has developed, as a mentor I should display insight into the students needs which will s how a degree of empathatic understanding, which will make them more at ease. I now understand the significance of a conducive learning environment so that the student Feels comfortable in the unfamiliar setting and feels supported. The theoretical knowledge of learning theories and teaching strategies that I have gained will enable me to meet the requirements of each individual student needs.

Safeguarding: Abuse and Child

Chloe Smith CYP Core 3. 3 Understand how to rampart the tumefy being of sisterren and younker people. 1. 1 Out line of merchandise current legislations, guidelines, policies and procedures within UK Home Nation affecting the arcticguarding of s consumerren and youth people. In England the current main legislations and guidelines ar Childrens make believe 1989 Childrens fiddle 2004 United Nations Convention on the Rights of the Child Statutory Framework for the Early Years Foundation Stage 2008 Protection of Children Act 1999 Working together to safeguard Children 2010Police Act 1997 Childrens Act 1989 This act was brought in to simplify existing integritys protecting tykeren and young people in the uk. This law controls pip-squeakren and young people equal rights and makes sure their feelings argon paramount. It in any case made sure that the local authorities wee a duty to provide a service for children in need and their families. Childrens Act 2004 The children ac t 2004 was brought into place by Lord Laming following the death of Victoria Climbie. The childrens act 2004 fix the childrens act 1989.It makes sure that local services such as the police, social services, education services, the nhs and early(a) agencies entirely work together to protect unsafe children. United Nations Convention on the Rights of the Child This legislation means that all children moderate the right to be heard and make their ingest choices. It besides states that they set erupt the basic right to learn and develop into adults without harm. Statutory Framework for the Early Years Foundation Stage 2008 EYFS is followed by backings to safeguard children and ensure the adults that are in contact the children are safe and cap fitted.Under the Child Protection Act all workers moldiness be CRB checked and all background knowledges must micturate policies and procedures they follow. Protection of Children Act 1999 This legislations to ensure there is a system in place that cargo decks a list of individuals identified as unsuitable for working with children and young people are non offered employment by settings. Safeguarding Childrens Policy This has a policy that states how we work with children, parents and the community to ensure the safety of children.To promote the childrens rights we draw to give the child a safe milieu that encourages the child to develop skills they will need to use for their adult vitality. Working with parents to hit their understanding of their expectations to alongside the setting help the child. In my setting I would liaise with LSCB, Ofsted and NSPCC. 1. 2 exempt Child Protection within the wider concept of safeguarding children and young people. As part of my agency as a practioner I need a duty of care to safeguard the children this means Protecting children from maltreatmentPr even outting impairment of childrens health or phylogeny Ensuring that children feel safe and secure Providing buy a t that helps children to develop their full potential. Child protection is a part of safeguarding and promoting welfare. Effective child protection is essential as part of a wider work to promote welfare and safeguard children. 1. 3 Analyse how national and local guidelines, policies and procedures for safeguarding affect day to day work with children and young people. As a practioner I have to ensure that I keep all children and young people safe in my setting. I will represent this in my observation. 1. rationalise when and why inquiries and serious case reviews are required and how the communion of findings informs practice. Serious case reviews have to be carried out when a child dies ( incuding pretend suicide ) or there has To be a reported case of serious harm to a child . Serious harm to a child includes brush off and rib. If this happens an inquiry has to be carried out to see if the system failed and if so how it could have been prevented. All cases have to be reco rded and reviewed by early(a) agencies such as the police, education welfare or hospitals. If as a practioner or other agencies we do non follow the legislations or our olicies and procedures we are not only failing to do our job plainly we are putting the children at great risk. This is when children could result in being at risk of yell or even death. In the case of Victoria Climbie agencies did not follow the policies and procedures correctly and did not do their duty of care and keep her safe. There was a lack of communication between the agencies this sadly resulted in victorias death. Communication is vital because without communication no one green goddess fully understand the childs case and keep them safe from more potent ional risk or in this case death.When a serious case is reviewed NSPCC and other agencies have to come up with other suggestions to ensure that what happened to victoria does not happen to other children. 1. 5 Explain how the processes used by own wo rk setting or service observe with legislation that covers data protection, information handling and sharing. At my work setting all information about the child has to be kept safe. All files have to be locked a track , all information on the computer has to be locked with passwords. The school only collects the necessary information , the Childs name, dob, address, parent/ carer , allergies .The school al slipway has to be informed of some(prenominal) changes to the childs details. If the child moves schools all information has to be deleted. As well as making it part of our job role to keep all this information safe and confidential it is also the safeguarding officers role. 2. 1 Explain the importance of safeguarding children and young people . At my work setting it is my job role to safeguard the children. I have to give the children equal chances and rights to be safe. Also to progress in their learning and development and to give them the best start in life and to teach t hem the skills they are going to bring into their adult life.Children need to also be safeguarded from possible neglect or abuse of any kind. If I suspected a child was being abused pull away for instance if I noticed the childs change in behaviour if they become actually angry, violent , frighten , withdrawn and also appear with bruises continusly with no explanation I would suspect from the signs that the child was being physically abused. In order to safeguard the child I would have to follow the policies and procedures to either stop or prevent the child coming to any harm. 2. 2 Explain the importance of a child or young person centred approach.It is important in my setting to give the child or young person a centred approach because I have to have an understanding of e rattling individual child and understand that they all have diverse needs. Children all learn at different paces it sack all attend on their age, background and many other things. I have to use different ship canal of supporting the child as some children will win from different learning techniques to others and to fulfil my job role I have to take this into consideration when planning for the child although children are all at different levels all child needs to be treated fairly and be given equal opportunities.This is why it is important to build a trusting kin with the child so I have a reliable relationship with the child and also the parent so we fuel both bring out the best in the child because we have a positive relationship with the child which will result in positive outcomes. 2. 3 Explain what is meant by partnership working in the context of safeguarding. In context to safeguarding it is vital that we work in partnership. This could be with other members of staff to ensure that the environment for the child is a happy and safe one and any information on the child that needs to be carry ond can be.This is also the case with the parents if we have any concerns about the child or any queries we should have enough of a relationship with the parent and see if they agree or together we can come up with suggestions that would benefit the child. I need to be in partnership with outside agencies in case there is a situation with the child that I need further advice or support with. Having a partnership with the staff . Parents and outside agencies will not only be following legislations but also be safeguarding the child correctly. 2. depict the roles and responsibilities of the different organisations that may be involved when a child or young person has been abused or harmed. Social services To provide support for vulnerable children and also their families. If necessary the child may have to be taken into care if the parent/ carers are not able to support the child . It is their job to find another suitable home for the child. Psychology service provides support such as therapy to children or young people who have experienced abuse or neglect. 3. 1 Explain why it important to ensure children and young people are saved from harm within the work setting.It is important that I take my responsibility for the childrens safety very important. We are trusted by the parents to keep the children safe. By following my policies and procedures I ensure that I am safeguarding the child. I must make sure that I provide a safe and happy environment for the children to develop. I need to give the children an opportunity to learn and achieve. 3. 2 Explain policies and procedures that are in place to protect children and young people and adults who work with them. In every setting there has to be a policy and procedures folder.It is important for the policy and procedures to be available for all who enters the setting to see. The parents need to be able to know how we run the setting and deal with situations. The parent needs to be able to understand and trust the work we do in the setting. To keep the children safe we have to do daily r isk assessments. We have to make sure that there are the right ratio of workers to children. We have to make sure that everyone knows their own role. Every person that enters the setting needs to sign a visitors book and anyone working with the children needs to be CRB checked.Policies and procedures have to follow guidelines and legislations. 3. 3 Evaluate ways in which concerns about poor practice can be reported whilst ensuring that whistlingblowers and those who practice or behaviour is being questioned are protected. If an employee has a concern they can either talk to their line manager verbally or written. They need express valid points to why there whistle blowing. If they cant talk to the line manager because it involves them then they can contact the senior management team or hr manager.All matters have to be dealt with alongside The standards board for Englands whistle blowing policy and procedure. The head of legal will decide whether it is a concern and the employee w ill be informed. If you do need to tell your side of the story it must be honest and factual you are not allowed to assume and have to remain professional about the matter. All personal data has to be kept confidential under the Personal Data Protection Act. All enquiries has to give the accused a fair chance to tell their side of the story to begin with a decision is made.Once a decision is made both parties can protest if either feel it has not been dealt with correctly. 3. 4 Explain how practioners can take steps to protect themselves within their everyday practice in the work setting and on off site visits . There should invariably be 2 members of staff when a child is getting undressed, needs assistance in the toilet, Avoid being alone with a child in the classroom or any areas of the setting. If being alone with the child cant be avoided keep a door open and stay where you can always be seen. If a parent or carer is ever late to collect the child make sure that tow members of staff stay behind.Only in very few situations does a child need to be closely touched if the child is injured or needs to be changed. Schools should have guidelines to protect their staff and the children. Risk assessments should always be daily carried out to decrease the risk to the child. There should also be risk assessment t on outings should be carried there should be an outings policy. Under the health and safety act at work means that we have to do risk assessments to reduce the risk and to keep the children safe. 4. 1 Describe the possible signs, symptoms , indicators and behaviours that may cause concern in the context of safeguarding.As part of my job role to safeguard children and young people I need to be able to spot a child at risk of abuse. There are different types of abuse. One type of abuse is physical abuse signs can include un explained bruising, red marks , pinch marks , swelling , burns or missing hair . The childs behavour may be scared, withdrawn or the y could even be angry and violent themselves. Emotinal abuse may leave the child to be withdrawn , low self esteem, lack of confidence , they might have speech problems and find it difficult to make friends or be very clingy.The child may be very over apoligetic when they have done something unconventional. internal abuse may result in the child having a sexually transmitted disease, cuts,abnormal swelling, discomfort , pain passing urine bloodstains on clothes or underwear . Behaviour may show the child to act in a sexual and inapproiate way , drawing pictures and fear of adults for no clear reason. Signs of neglect may leave the child to have lack of food, they may be obese because of a lack of healthy food, the child may arrive in dirty clothing, dirty skin , infection , they may be ill a lot with no medical attention.The child may be tense attention seeking or clingy. 4. 2 Describe the actions to take if a child or young person alleges harm or abuse in line with policies and procedures of own setting. If a child alleges harm or abuse then I need to comfort the child and ensure them that there not in any trouble but warn them that I cant keep secrets. I will listen to the child carefully but I will not speak I dont want to influence the child. Whatever the child tells me I will record and only share with my line manager or supervisor. All the records I keep must be locked away as it is confidential. . 3 Explain the rights that children and young people and their carers have in situation were harm or abuse is suspected or alleged. If a child makes an allegation then I need to protect the child and also inform the child on the action that needs to be taken. The child has the right to be safe but also not to be questioned. Children have the right to make their own descison. 5. 1 Explain the different types of bullying and the effect that bullying can have on children or young people. There are many types of bullying it can be verbal , physical , emotiona l and cyber bullying.Pysical can be kicking, punching ,hitting, pulling hair . Verbal abuse can be when you threaten, name call and insult someone. Emotional abuse can happen when the person says something to make the person feel low about themselves causing them to be upset. Cyber bullying is done over the internet over social networking sites , e mails , text messages. Bullying can humiliate the child or young person which makes them lack confidence and have low self esteem they may not want to take part in activities causing them to miss out on their learning and development.Being made to feel bad about yourself can lead to self harm or suicide. Anyone can be a victim of bullying so to fulfil my job role I have to ensure that I look out for the signs of bullying. 5. 3 Explain how to support a child or young person and / or their family when bullying is suspected or alleged . In my work setting If I suspect bullying or the child has alleged bullying I have to support the child an d ensure them that they are not in the wrong as the child may worry about having told someone.I have to make the child aware that I cannot keep secrets I will also have to inform the child on what steps im going to take and update them when any progress is made. I would have to record what the child says to me and pass it on to my line manager I would have to keep it confidential and the records locked away. I would have to contact the childrens parents but I would have to be very understanding that the parent may be angry thats why I would not be able to tell the parents the bullies names or any other details as I still have the responsibility to safeguard all children .I could offer the families outside agencies help such as focal point to help the child build self esteem. 6. 1 Explain how to support children and young peoples self confidence and self esteem . It is important to always build a Childs confidence as it will help their learning and development. By planning the Chil ds activities to their suitable needs the child will feel able and capable to do their activities. Giving the child jobs to help you may make the child feel good and helpful .My facial expressions could also help the child by smiling and plentiful the child eye contact and lowering down to their level will make them feel equal. Actions like high five or thumbs up show that I am positive about the child. Using positive words would make a big difference to such as well done thats great work Im proud of you Keep it up Stickers and badges are a good way also because the child can show off their good work or behaviour to peers, other members of staff and their parents . Reward charts are also a good way of monitoring the Childs progress or strength. . 2 Analyse the importance of supporting resilience in children and young people. In my setting it is important to support resilience because it builds on the childs confidence. They will be more likely to be confident and be less likely t o be a victim of bullying. 6. 3 Explain why it is important to work with the child or young person to ensure they have stratigies to protect themselves and make decisions about safety. In my setting it is important that the child makes their own decisions and can also protect themselves and keep them safe from potential harm.They need to have the understanding and confidence to say no and if anything did happen to them they would understand that it is wrong and know to tell an adult. The child needs to understand appropriate behaviour towards members of staff and other peers. Kissing and hugging and sitting on peoples laps doesnt need to happen. In my setting when your happy with one of your friends or you like them they put their thumbs up to each other this is a way of showing praise and friendliness without having contact. 6. Explain ways of empowering children and young people to make positive and informed choices that support their well being and safety. By giving children c hoices it will make them more confident as part of my job I will give them guidance in their choices. If I maintain a positive attitude and make positive decisions in front of the children they will be more inclined to also make the right decision. 7. 1 Explain the risks and possible consequences for children and young people of being online and of using a mobile phone. Being online can put children in many danger.Children can be very trusting and vulnerable it is easy to talk to strangers and believe they could be someone else. They can be befriended by people they dont know. This could put them in danger. They can go on social networking sites such as face book and skype and share photos or videos or even enclose personal and confidential details. They can also be a victim of cyber bullying. Using a mobile phone can make it easier to contact young children allowing them to be contacted by people without their parents knowing or agreeing to they can also be targeted to being robb ed if being are aware they own a phone. . 2 Describe ways of reducing the risk to children and young people. When on the internet you can reduce the risk by only having friends you know to talk to and also not sharing actual pictures or videos with people or any personal information. When having a phone only take numbers off people you know and also giving out your numbers to people you know not having your phone out in public and if you have any numbers that you do not recognise dont answer it and tell an adult.