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Education – Art and Politics – Ethics

Education – Art and Politics – Ethics. I’m studying and need help with a Philosophy question to help me learn.

Write a comment about the most interesting part of Education – Art the length is 90 words. and Write another comment about the most interesting part of Politics – Ethics Art the length is 90 words.
You must quote from the researched material, and include a citation and bibliography
Education – Art and Politics – Ethics

Share this: Facebook Twitter Reddit LinkedIn WhatsApp In this assignment I will be carrying out a ‘Critical Incident Analysis’ on an incident taken from my portfolio that was encountered whilst in practice placement. This type of analysis was first used to analyse flying missions by pilots, as a way of raising their performance (Flanagan, 1954), in more recent years Norman et al. (1992) and Perry (1997) described this type of analysis as being an important and valid tool for use in nurse training, as it allows the student to choose and use an incident that made an impact on them, from their practice placement that was either positive or negative, so that they can analyse, reflect on and learn from it, showing their development as a practitioner and a person whilst linking theory to practice and helping them move from novice to expert, as outlined by Benner (1984) . Model used for reflection For the purpose of this assignment I have selected the Gibbs (1988) reflective framework model which is an iterative model meaning it is cyclical in nature, the six points covered by this model are: Describe the activity or experience in objective detail. Discuss and explore any feelings you were having at the time of the experience. Evaluate the experience: What really happened? What was good about it? What was bad? What factors contributed to the event? Analyse the experience: What can you learn from it? Conclusion: What could you have done differently? Anything you wish you had done? Wish you hadn’t done? Action Plan: What can you plan on doing in the future? (Bethann, 2004, p167) This is also the model I use in my portfolio as along with critical incident analysis, it centres on reflective practice, an essential skill in nursing practice allowing situations to be analysed in detail, identifying areas of potential change, Jasper (2003) and reinforcing the need for certain practices by highlighting their benefits. I also find the logical, straightforward structure of this framework allows the reflection to be written clearly, providing opportunities to look at incidents from different perspectives. The Critical Incident Stages one and two of Gibbs model of reflection are covered here, where the incident is described along with my feelings at the time of the incident. I chose this particular incident as it put me in a very challenging position where I had to think on my feet, it made me test my abilities as a communicator and a nurse under stress, whilst highlighting the importance of some of the more basic nursing techniques like non-verbal communication through touch, educating patients to help themselves, looking out for physical signs that can indicate a patient is in distress and how working closely with a patient can earn their trust whilst building up the therapeutic relationship In order to keep the patient and the practice placement confidential, as indicated in the NMC Code of Professional Conduct (2002) and the N.M.C. guide for students (2002), the practice placement is kept anonymous and the patient will be referred to as ‘Tom’. The patient’s consent was also obtained, as it is the patient’s right to choose whether or not they wish details to be written about them, highlighted by Johnston and Slowther (2003) also outlined in section – 3.7 of the N.M.C Code of conduct (2002) with reference to patients who suffer from mental illness. The patient, ‘Tom’ a 72 year old man, was admitted to my practice placement suffering from Psychotic depression and anxiety, my placement is at a Psychiatric admissions ward, for patients over sixty five years old. On assisting Tom with his ‘activities of daily living’ (A.D.L’s), (Roper et al, 1980) after, rising one Monday morning, It became apparent when helping Tom dress that his right arm was causing him pain, in the area of his right shoulder, I relayed this to the nursing staff who explained Tom had fallen unobserved on the Friday night and had been seen by the Doctor who on examination felt no other investigations were needed. On further discussion about his arm and the fall, between myself and Tom, he eventually admitted to having also fallen on the Sunday night and had not told anyone about it, once I had explained this to the nursing staff the Doctor was again consulted and felt that Tom should have an X-ray to rule out any broken bones. I accompanied Tom as an escort to the x-ray department where he became increasingly agitated, anxious and was mumbling to himself with delusional content of speech evident, concerning the N.H.S. which had not been known about, as Tom had only recently been admitted, he felt ‘they’ (the N.H.S) were going to cause him, bodily injury (a persecutory delusion – Gamble
ENG Keiser University Mother Tongue by Any Tan Book Discussion.

For this week’s discussion choose one reading and one visual text. Write one paragraph for each selection. (One written text and one visual text)PLEASE DO NOT ATTACH WORD DOCUMENTS TO THE DISCUSSION FORUMS. TYPE DIRECTLY IN THE TEXT BOX, OR TYPE IN WORD AND THEN COPY/PASTE.First focus is on the main idea. This is a course link to the discussion board. Select the title to access the discussion thread. You can access the full discussion board and view all the forums from the Discussion Board link in the course menu.For this discussion, complete one main post and two peer responses. For full participation credit, posts must occur on three or more days during the active week. First post should occur on or before Wednesday. See rubric for full assessment of discussion posts.Main Post #1: Choose one reading and one visual text from the options below and answer the following questions. (250 word minimum). Pose a question for your classmates to grapple with.Written Text Answer Three Questions:What is thesis or main idea?Describe the plot in one or two sentences by identifying the conflict, climax and resolution. Select a specific part, passage, or phrase from the story; quote it and identify which rhetorical strategy it represents.Rhetorical Modes.pptx Rhetorical Modes Handout.docx Visual Text Answer Three Questions:What is the main idea or thesis?Describe the conflict or tensionHow do the elements in the image support the main message?For Your Peer Responses: In no less than 150 words, respond meaningfully to your peers’ posts.Written Options: Mother Tongue, Any Tan pp. 697 – 703Sample of Written Response (based on Rebel Music, p. 81)In Rebel Music, Daniel Felsenfeld shares his coming of age as a musician and composer. The story is his journey as a rebel and surprising discovery and passion for classical music. The main idea or thesis is what is means to be different. Unlike other teenagers who listened to punk, goth, heavy metal music, he finds something that really sets him apart. The climax comes when he heard “something really wild” that changes his life: Beethoven’s Ninth Symphony. The resolution was his decision to become a composer of contemporary classical music.He describes how his life in Orange Country, California takes an unexpected turn by using compare and contrast. He compares the lush landscape of his childhood neighborhood to the arid or desert-like life without high art and culture.“The O.C. was billed as the ideal suburban community, but when you are raised in ta palm-tree lined Shangri-La,… it is hard to grasp what is missing. Now, I realize: even though we had enough water to keep the manicured leans just so, I was experiencing a personal drought, an arid lack of culture of all kinds, especially music” (Felsenfeld, 2010, p. 81).
ENG Keiser University Mother Tongue by Any Tan Book Discussion

Nursing Homes: Budgeting and Reimbursement Essay

Quality Assurance Plan The quality of services offered in a nursing home defines its national ratings. According to Singh (2009), developing a quality assurance plan may help in improving the standards of services offered within these homes. In this plan, the researcher has identified specific items that will be included to help improve the quality of service delivery at this institution. The first item will be the maintenance of a high degree of cleanliness in this home. When conducting reviews, officials responsible for rating nursing homes always focus on the issue of hygiene at such institutions. This plan will not require any additional financial resources. The current team responsible for cleaning will have to double their efforts to achieve this objective. The second item will be the quality of service offered to the individual clients at this institution. This will require additional six nurses to be hired. It will require an additional $ 10,800 per month given that the monthly earning of a nurse is set at $1,800. The management will also make an effort to boost the morale of all the employees in the firm to improve their efficiency. Implementing the plan will require additional funds. This nursing home relies on payments from private clients and reimbursements from the government based on the cost of maintaining Medicaid and Medicare clients. The management can identify some areas where costs can be cut to implement the suggested plan using the earnings from the reimbursements and payments from private clients. The hospital should enter into a strategic partnership with nearby hospitals to ensure that its clients can access medical services there. This way, it will eliminate the costs of rendering specialized medical care to these clients. It will only focus on providing quality nursing care to the clients. Managing a Chain-Affiliated 110-Bed Facility My superior officer aims to ensure that there is an increased cash flow into the firm from the payments made by the private-pay clients. However, this may be an unethical practice that may harm the ratings of this facility, especially if we are forced to turn away very needy clients. To address this issue, I will explain to my superior that the suggested move is not strategic in the long term. I will convince him that the move will paint a negative image of the firm that will not only harm the national ratings but also scare away private-pay clients that we are aiming to attract. The only way of increasing the number of private-pay clients is to improve on our service delivery. We should aim at promoting the popularity of this facility within the state or even nationally. With a good name, the reimbursements we receive shall increase and more patients will be coming for our services. Our capacity shall increase and so will the cash flow from private-pay clients. The proposal will help the firm achieve its long-term plans. Medicare will pay for speech therapy, especially for those who are covered under Medicare Part A and B. However, Singh (2009) explains that this cover does not pay for personal services. The main reason for this is that people have different lifestyles and the cost of personal needs may not be universal. It is also more likely that people may abuse this cover by engaging in unnecessary expenses. References Singh, D. (2009). Effective Management of Long Term Care Facilities. Sudbury: Jones

Paraphrase answers that correspond with the question

term paper help Paraphrase answers that correspond with the question.

Paraphrase answers that correspond with the question except for the one where you have to estimate the equilibrium genotype frequencies from a population with allele frequencies.After reading sections 16.1 Genes, Population, and Evolution, 16.2 Natural Selection, and 16.3 Maintenance of Diversity, answer the following: List the five conditions necessary for Hardy-Weinberg equilibrium and describe what happens to allele frequencies in a population if these conditions are not met.No mutation: no new alleles will be created from mutationsNo migration: no new members of the population nor their llels will join particular populations, and none leave that populationLarge gene pool: the population will continue to grow and there may be an increase of allele diversityRandom mating: people select mates from random choice, and genotypes or phenotypes do not bias the mate choiceNo selection: natural selection will not favor one genotype or another, and this could alter allele frequencies.Estimate the equilibrium genotype frequencies from a population with allele frequencies p = 0.10, q = 0.9DD: 0.01Dd: 0.018dd: 0.81Using Fig. 16.8, on p. 286, describe the three various types of natural selection and what each type produces. Use Fig. 16.10 as an example to show how one of these processes occurs.Stabilizing selection: an intermediate phenotype is the most adaptive for given environmental conditions, and the peak narrows.Directional selection: extreme phenotypes are favored and the distribution curve shifts to one particular extremes (peak shifts).Disruptive selection: two or more extreme phenotypes are favored over the intermediate phenotype, and two peaks result.Recognize the difference between a population undergoing stabilizing, directional, or disruptive selection.As mentioned in the previous question, the peak will narrow (stabilizing), shift (directional), or become two peaks (disruptive).Explain why sexual selection is a form of natural selection.Sexual selection is a form of natural selection because it enables males and females to adapt for increased abilities in securing mates. The sexual selection could allow for males to have more abilities to compete with other males for a female mates, or females to select a mate with greater fitness. This will increase the female’s own fitness, and since fitness is directly impacted by sexual selection, it is a form of natural selection.Identify the ways in which diversity is maintained in a population.Diversity is maintained in a population in one of two ways: natural selection (environment and individuals having specific selecting agents promoting diversity) and the heterozygote advantage (favors heterozygote over two homozygotes to maintain genetic and phenotypic diversity). Demonstrate how sickle-cell disease is an example of stabilizing selection. Do the same for cystic fibrosis.Sickle-cell: The genotype Hb^A Hb^S is “favored over the two extreme genotypes,” and the heterozygotes have an advantage since they do not die from getting the disease, nor do they die from malaria, and all alleles are maintained in the population.Cystic fibrosis: The recessive allele will result in a person having defective plasma membrane proteins, and the heterozygote superiority is the factor that contributed to the recessive allele to stay in the population. Read the section on p. 290-291 Big Idea 1: “Inbreeding in Populations”. The Hardy Weinberg Equilibrium relies on five conditions to describe an unchanging population. But what happens when these conditions are not met? Answer the following: What might have happened to the colorblind allele in the Pingelapese population following the typhoon if Mwanenised had had no children? Only 5 children?Would you predict that the Pingelapese population is in Hardy-Weinberg equilibrium? How would you measure this?I would predict that is may not be in the Hardy-Weinberg equilibrium because the allele and genotype frequencies might not stay constant from generation to generation since other evolutionary influences (inbreeding) are present. The Hardy-Weinberg principle requires that mates are chosen at random without preference for a particular trait, and in this case, mates were likely chosen based on the limited amount of choices on the island, and inbreeding is a unique form of nonrandom mating. Has the Pingelapese population evolved?The population has evolved because today people can witness the impact of inbreeding on the rate of suffering from colorblindness. One can see that the population, due to its small size and isolated nature, has much higher frequency of achromatopsia.
Paraphrase answers that correspond with the question

I need to write an essay.

I need to write an essay..

Due Date: March 2 Length: about 2400 words The papers should be typed, double-spaced with margins of reasonable size (1”). The
emphasis should still be on clarity and structure but I would like to see more critical
analysis and discussion than in the first paper. The discussion should, however, be
discussion of arguments and theories that you have clearly explained. If you quote,
paraphrase, or refer to particular passages from the reading, or any other source, please
give reference. It is virtually impossible for your paper to be too narrowly focused.
Popper describes good scientific practice as involving scientists putting forward bold
conjectures and then attempting to refute those conjectures. Explain what a bold
conjecture is and how conjectures can be refuted. Why does Popper think scientists
should seek to refute their conjectures rather than confirm them and why does he think
that aiming at refutation produce better science? Be sure to not only explain Popper’s
reasoning but to evaluate it.
One criticism of Popper’s method focuses on the role of auxiliary hypotheses in
hypothesis testing. Explain this criticism and evaluate it. Another criticism is that Popper
has no explanation for when we should put more trust in one hypothesis rather than
another. Explain this criticism and evaluate it. For both criticisms be sure to consider
possible responses by Popper to the criticism and evaluate those responses.
I need to write an essay.

Reflective observation report

Reflective observation report. Reflective Observation Report My observation was of a level two football coach. I attended a session once a week for three weeks with the same group. Staying with the same group was beneficial as I was able to see the development of the athletes and see the full variety of coaching techniques and styles of learning that was applied by the coach. The age group was fifteen to eighteen year olds and the sessions lasted 3 hours. The coach would generally use a variety of teaching styles throughout their sessions. One style used was the cognitive learning style. On a basic drill of finding movement in a limited space some players found it hard to identify where space is often found and how to exploit it. The coach took these players aside and made them view the game from an outside perspective. By making the players view the game and try to solve the problem of limited space, cognitive learning took place. After viewing the drill once over the coach sent the players back in and they showed a visible change of tactics and in the specific game a definite improved level of ability. The coach used a similar technique in a different session. The holding playmaker of the team was struggling with their passing vision. The player couldn’t identify when and where to pass to keep possession. The coach realising this set the player homework. The coach gave the player a dvd, which included the basic five areas of a playmakers passing range and had examples of elite footballers performing the set passes. In the next session the player was showed improvement and displayed a calmer performance in the session’s end game. This involved participation, thinking and memory some key traits of the cognitive learning style. When certain players were disobedient the coach was quick to act and make example of the players. Punishments such as press-ups, sit-ups and sprints were all included. These punishments set the tone of the football field. Be disobedient to the coach or other teammates and receive punishment. When doing the punishments the other players watched and passively acknowledged how to act on a football field. With this a regular occurrence the players were subject to the behavioural learning style. Learning information based on the environment that an individual is placed in. The environment that the footballers were placed in sets a positive tone of not to be disobedient with the coach or teammates. The sessions I attended were at the early part of the football season. Gaining match fitness was vitally important. The way that this was achieved was done so in a very democratic way. The coach hadn’t previously worked with this particular group and was unsure of fitness levels. The coach therefore negotiated the set targets with the players. The captain of the team was at the front of the negotiations. The coach used this as a bonding activity and gained social connection with the players. This inactive passive approach showed the players the level of respect that the coach had for them. This increased the players’ motivation and the coach had players achieving fitness goals which were set by the players thus easing the pressure off them. One of the more technically difficult drills the coach set up was set piece training. The coach set two teams of defenders and attackers. They were also told to act if in a game situation. This clear use of team based competition was a sign of team based learning. The defenders were left to figure out how best to set up their defensive unit. The attackers would have to make decisions on how best to attack the goal. The ball could either be crossed or shot at from one of the more technically better players in the team. This kind of match environment is a sign of further behavioral learning. The coach let the drill go on and took a passive approach but when the attackers failed to score after a maintained period of time the coach felt it was time to intervene. The coach displayed a simpler option which created more goal scoring chances. The simple change of tactics developed more chances on goal than before. This is a sign of constructive learning. The coach let them develop a basic structure of attacking the goal but when they reached their limit the coach just gave a few bits of information to help them go slightly more advanced. The attackers learnt a basic understanding themselves and were only developed on when necessary by the coach. Shortly after doing this the coach did the same with the defending team. A simple suggestion of putting two players on the post denied many accurate shots by the attacking team. By allowing the players to steadily improve themselves and only having coach interference when absolutely necessary the coach became a facilitator not a lecturer which is a key trait of constructive learning. By determining the state and needs of the players by intervening to assist in improvement, the coach showed signs of instructional design learning. During the end of the third session the coach again took a passive approach. A drill was set up to inspire freedom and creativity. Samba music was played and the drill was to beat your opponent one on one. Skills and tricks were encouraged to develop the creativity and flair of the players. This allowance of free roaming and putting faith in the players that they would create and use complex skills was a sign of humanism. To summarize, I believe the coach was of a high level and was able to teach complex drills with ease. I saw a variety of drills taught and a wide range of learning styles incorporated. There weren’t many set goals in the sessions. Instead there was a more general development of a wide range of skills. Maybe this was due to the coach unsure of how long his placement was with this particular group of players. The key focus of all the sessions was largely dominated by fitness. In doing this the coach showed his primary from of teaching was done in a democratic way. The players were of a sufficient ability to improve on their own fitness and the coach was merely enforcing the idea not the actual practice itself. Reflective observation report