Research for Career Path for BSN(only) Paper Example | Topics and Well Written Essays - 1250 words

For Career Path for BSN(only) - Research Paper Example The lack of appropriate knowledge means that nurses will, at all times, be lacking in certain areas where they are expected to perform the best. Thus, student nurses require long-term motivational aspects that will make them enjoy their profession and help people more in the future (Buerhaus, Auerbauch, and Staiger, 2009). Many who have upgraded their Registered Nurse diplomas to a bachelor’s degree have cited an improved perception of their work and an eventful stint at their work settings; the bachelor’s degree just adds the required confidence to the nurse as a way of ensuring that they perform their duty as expected. However these nurses are quickly running out of options in their career path. Nurses provide at least 80% of direct patient contact, and thus expect to be trained well and awarded career options that will serve them for long-term benefits and not for the short-term goals alone (Marsland and Hickey, 2003). Rewards have limited most people from entering t his education level and have thus led to attrition. However, this report will seek to search for three career options that a graduate holding a Bachelor of Science in Nursing (BSN) can choose. Career Options A BSN prepared registered nurse (RN) has several options from which they can choose. For the purpose of this report, the three choices are public health nurses, military service nurses and long-term care nurses (Buerhaus, Auerbauch, and Staiger, 2009). These choices are entrusted to them because it is believed that the knowledge they hold at this level can be used for national service. There are reports that show that the more knowledgeable a nurse is, the higher the chances for their patients to survive. This is because they have a greater awareness that is helpful in the increase of a substantial survival advantage. It is also statistically proven from a research carried out by Metz, Fouad and Ihle-Helledy (2009) that at least 25% of all BSN graduates interviewed want to pursu e a career in faculty role and 76% wanted to further their education to fit into the national grid. However, even as BSN they have a high chance of being recruited into the workforce and serve as nurses in the long-term care centers, as public health nurses or military nurses as they would prefer. Why These Choices It is projected that by the year 2025, the number of nurses required to serve the public will have increased to at least 1 million. The growing number of baby boomers has necessitated a review of the way nurses are registered given that at least 260,000 registered nurses will be required to cater for this increase (Buerhaus, Auerbauch, and Staiger, 2009). Further, an increase in the number of chronically ill currently placed at over 100 million, means that the current number of nurses is strained and the ill are not receiving the care they require. The increasing complexities in the medical world also require knowledgeable people in different areas who can multitask and h elp to alleviate any backlogs that may arise while ensuring the safety of the patients. Despite this increased need for nurses it is also reported by the American Association of Colleges of Nursing (AACN) that a large number of qualified undergraduate baccalaureate applicants are being turned down annually (Fang et al., 2011). They claim that the limited number of facilities as well as an inadequate number of faculties in the nursing field has limited the number of

Roles Women played in the American Revolution Essay

Roles Women played in the American Revolution - Essay Example Women took up various roles and responsibilities during the revolution to support the cause. The most important is that on the battle field. Many women as soldiers fought the war alongside and as fiercely as men. Women fought the war believing that the only reason that must be considered in serving the country was pure patriotism and not anything else. Nancy Hart, Mary Hays, Margaret Corbin, Deborah Sampson are a few examples. Margaret Corbin fought bravely alongside her husband John Corbin. She was a camp follower and had learnt how to load and fire canons. She was on the frontline along with her husband. When her husband got injured she assumed his duties and got injured too. After the war she served at Corps of Invalids at West Point (Nash & Graves, 2000).. Deborah Sampson is another incredible example of a woman fighting the odds to serve the country. She assumed the identity of a man, namely Timothy Thayer, to enlist herself in the army. Soon her identity was discovered. She again later enlisted as Robert Shirtliffe. As Robert Shirtliffe she fought courageously in various battles. Her identity was again discovered when she got injured and was treated by a physician. Soon after, she was discharged honourably from the army (Shmoop, 2010). Mary Hays was a camp follower serving as a water carrier. She, like Margaret Corbin, assumed the duties of her husband when he got injured. Nancy Hart was known for her sharp shooting skills. She shot at British soldiers with deadly accuracy in the Georgia frontier. She was known by the name â€Å"War Woman† (Nash & Graves, 2000). Apart from actively taking part in the battle as soldiers, women also contributed as camp followers. Many women, mostly wives of soldiers, were allowed to travel with the army. They took part in many activities and served as companions to male soldiers, cooks, nurses, etc. They washed the clothes of the soldiers and cooked food for them. They also took care of

Ford and Toyota Analysis Essay Example for Free

Ford and Toyota Analysis Essay ord Motor Company was incorporated in Delaware in 1919. Ford acquired the business of a Michigan company, also known as Ford Motor Company which incorporated in 1909 to produce and sell automobiles designed and engineered by Henry Ford. They are one of the world’s largest producers of cars and trucks. Ford operates in two sectors, Automotive and Financial Services. In the Automotive sector reportable segments are Ford North America, Ford South America, Ford Europe, and Ford Asia Pacific Africa. In the Financial Services sector reportable segments are Ford Motor Credit Company and Other Financial Services. 1b. Factors affecting Ford’s profitability include: Wholesale unit volumes Margin of Profit on each vehicle sold – which in turn is affected by many factors, such as: Market factors – volume and mix of vehicles and options sold, and net pricing (reflecting, among other factors, incentive programs: Cost of components and raw materials necessary for production of vehicles Costs for customer warranty claims and additional service actions Costs for safety, emissions and fuel economy technology and equipment A high proportion of relatively fixed structural costs, so that small changes in wholesale unit volumes can significantly affect overall profitability General economic conditions and other uncontrollable external factors affect the automotive industry as a whole 1c. Toyota commenced operations in 1933 14 years after Ford. Toyota operates in the Automotive and Financial sectors as does Ford, with reportable segments in Japan, North America, Europe and Asia NEED MORE Toyota Motor Corporation is a limited liability, joint-stock company incorporated under the Commercial Code of Japan and continues to exist under the Corporation Act. Toyota commenced operations in 1933 as the automobile division of Toyota Industries Corporation (formerly, Toyoda Automatic Loom Works, Ltd.). Toyota became a separate company on August 28, 1937. In 1982, the Toyota Motor Company and Toyota Motor Sales merged into one company, the Toyota Motor Corporation of today. As of March 31, 2013, Toyota operated through 509 consolidated subsidiaries and 206 affiliated companies, of which 56 companies were accounted for through the equity method. Toyota primarily conducts business in the automotive industry. Toyota also conducts business in finance and other industries Toyota’s business segments are automotive operations, financial services operations and all other operations. The following table sets forth Toyota’s sales to external customers in each of its business segments for each of the past three fiscal years Toyota sells its vehicles in approximately 170 countries and regions. Toyota’s primary markets for its automobiles are Japan, North America, Europe and Asia. The following table sets forth Toyota’s sales to external customers in each of its geographical markets for each of the past three fiscal years. Automobile sales are affected by a number of factors including: †¢ social, political and economic conditions, †¢ introduction of new vehicles and technologies, and †¢ costs incurred by customers to purchase and operate automobiles 2a.2c A proxy is another person that you legally designate to vote your stock. If you designate someone as your proxy in a written document, that document also is called a proxy or a proxy card. A proxy statement is a document that SEC regulations require that we make available to you when we ask you to vote your stock at the annual meeting. NEED MORE 2b. dklsfjl; 3c. The Board has adopted the following standards in determining whether or not a director has a material relationship with the Company. Employee or former employee. No director who is an employee or former employee of the company can be independent until three years after termination of such employment Independent Auditor Affiliation. No director who is, or in the past three years has been, affiliated with or employed by the Company’s present or former independent auditor can be independent until three years after the end of the affiliation, employment, or auditing relationship. Interlocking Directorship. No director can be independent if he or she is, or in the past three years has been, part of an interlocking directorship in which an executive officer of the company serves on the compensation committee of another company that employs the director. Additional Compensation. No director can be independent if he or she is receiving, or in the last three years has received, more than $100,000 during any 12-month period in direct compensation from the Company, other than director and committee fees and pension or other forms of deferred compensation for prior service (provided compensation is not continent in any way on continued service). Immediate Family Members. Directors with immediate family members itn the foregoing categories are subject to the same three-year restriction. Other relationships. Commercial, charitable and educational relationships will not be considered to be material relationships that would impair a director’s independence. PAGE 25 Elaborate more 3d. In book 3e. Among the most important qualities directors should possess art the highest personal and professional ethical standards, integrity, and values. They should be committed to representing the long-term interests of all of the shareholders. Directors must also have practical wisdom and mature judgment. Directors must be objective and inquisitive. Directors must be willing to devote sufficient time to carrying out their responsibilities and duties effectively, and should be committed to serve on the Board for an extended period of time. 3f. Non-employee board members are provided with $200,000 of life insurance which ends when a director retires, company provided healthcare insurance at no cost, use of up to two company vehicles free of charge. NOT DONE 4a. Ford’s audit committee selects the independent registered public accounting firm to audit Ford’s books and records, and determines the compensation of the independent registered public accounting firm. Consults with the firm, reviews and approves the scope of their audit, and reviews their independence and performance. Reviews internal controls, accounting practices, and financial reporting, including the results of the annual audit and the review of the interim financial statements with management and the independent registered public accounting firm. CONTINUED PAGE 20 4b. The Board has designated Stephen G. Butler as the Audit Committee financial expert.

Facebook As A Learning Tool

Facebook As A Learning Tool Many teachers believe that students using laptops during class are not always taking notes or doing research related to their class discussion. If students are wondering then chances are they are using Facebook. Statistics show that students spend most of their time on Facebook. Most of the teachers believe that Facebook is a disturbance in the classroom, but Facebook has the potential to be a learning tool when it`s used strategically and creatively. I assert that Facebook can be a reliable and a popular medium through which both educators and students can interact appropriately. I will review findings by some researchers to understand the relationship between Facebook and education, and will show how it could be a reliable and popular mean to be used as a learning tool by focusing on three main points: (1) Facebook promotes knowledge and maintains effective and efficient student interaction with educators. (2) Facebook open doors to new opportunities for ubiquitous learning. (3) Fa cebook as a medium to develop communication skills and encourage participation and social commitment. Develop communication skills and encourage participation and social commitment: Communication through Facebook is different from traditional face-to-face communication. First, friendships through Facebook are explicit, where traditional friendships usually tend to be implicit. Secondly, conversations through Facebook are persistent. They are permanently stored and easily retrieved at any point in time. Finally, Facebook conversations share with all friends who can access someones profile (Siegle 15). Facebook is used as a primary communication activity through which young adults post, comment, and share information with each other. Facebook can provide a window into anyones life. Given that fact, it is the responsibility of the parents to monitor and provide guidelines to their children once they start using Facebook. The use of Facebook by students entails education-related interactions, while some use it to obtain information on a missed class, others may use Facebook to engage in humorous comments about their own and their teachers actions. No one can deny the fact that Facebook broke down the barriers between students and educators because the informal learning that occurs in the context of sharing media offers important opportunities for increased student involvement in formal learning settings (Fewkes and McCabe 2012). Fewkes and McCabe have argued that a learning community would perform its best if the characteristics of connectedness and trust have been established amongst the learners (Fewkes and McCabe 2012). For this reason, education remains one of the areas most heavily impacted by technology. Promotes knowledge and maintaining effective and efficient student interaction with educators: Various studies have been conducted on teachers, university professors, and young adults to understand and assess the usage of social networks in the light of education and its effect on students academic achievements as well as fulfilling the desire of promoting knowledge and maintaining effective and efficient student interaction with educators. Aaron M. Fewkes and Mike McCabe conducted a survey on a sample of students at Waterloo Regional District School Board after the latter had made a decision to embrace the growing popularity of Facebook to verify if their vision of using Facebook in schools aligns with the actual behavior of the students. The results show that 48% of students do log on to Facebook at least once during class time, moreover, the research exposed a possible disconnect between school board and students due to improper implementation of this policy. Educators who relied on Facebook to follow professional organizations were more knowledgeable than those who did not (Pilgrim and Bledsoe 38-39). We live in an age in which we are fully dependent on instant updates and information, the rationale behind using Facebook as a tool for professional learning adopts the idea that the internet is this generations defining technology for literacy (Pilgrim and Bledsoe 39). Facebook is indeed an important source of information for educators who seek to continue their learning. According to a study conducted on university instructors in Turkey, all instructors who participated in the survey somehow use Facebook in their courses; even the instructor with the lowest frequency had used Facebook to make announcements about the course by creating a group. The study concludes that instructors have adopted Facebook and they are using it intensively, with a greater tendency toward its use for educational purposes. According to my cited sources, the studies recognized Facebook as a reliable source for academicians because it is flexible and user friendly, in addition, the sources emphasized on the role of Facebook as a medium between students and instructors and argued that Facebook can neither be solely dependable for conducting courses nor can it be ignored. Open doors to new opportunities for ubiquitous learning: Educators respond the use of technology in their classrooms in five ways: (1) Ban it: This has been deemed ineffective due to the fact that technology is becoming a part of our life that we constantly use. Typical workarounds are hiding devices behind books and texting from pockets. (2) Do business as usual: I disagree with this behavior of educators as it is the educators responsibility to engage the students in their classrooms (3) limit the use of Technology: a clear guideline indicating what is to be tolerated and what would be unacceptable. (4) Enhance traditional practice: Technology is dependent on users. (5) Use the technology to restructure the educational process: encourage students to use technology for inquiry, problem solving and/or instruction. (Siegle ) If I was an instructor, my choice would be the fifth option, as it is the most effective and efficient according to the studies conducted by Pilgrim, Beldsoe, and Siegle, who all have concluded in their studies the importance of learning how to incorporate Facebook into the education process. The use of technology allows students to use social media websites like Facebook to engage in formal or informal discussions with their instructor as well as their fellow students. There are many ways educators and students can connect using Facebook. For instance, teachers can post comments for the students, students can post their final work for their peers to review and provide feedback, and also students can use the wall feature to ask questions and respond to each other. In addition, teachers set up a central page where all classroom mates can join to participate at any time of their choice to exchange knowledge and understanding of the subject being studied. Using social media should be, however, accompanied by some important precautions which educators should adhere to when using Facebook as a tool for educating students: (1) Teachers should consider setting up a separate Facebook account. (2) Educators should obtain signed parental consent prior to interacting with young students on Facebook. (3) Teachers should refrain from installing any applications on their page that would negatively affect their professional image. (4) Educators should remind students that they need to transfer the respectful tone teachers expect in class to their online interactions with them and ensure that students are aware that a teachers ethical responsibility will continue online. After I have explored the usage of Facebook by educators as well as students and identified the benefits of such usage by each party, I can say that Facebook is a reliable and a popular medium through which both educators and students can interact appropriately. In order for this medium of communication to work in its most effective and efficient way, students need to be trustful and self-regulated, that is, to refrain from the over- use of Facebook. In conclusion, Educators and students use Facebook; the education process should be focused on the interaction of each party with the other and not the technology itself. Facebook opens new doors to students and allows their knowledge to grow. Facebook also allows them to learn about themselves from their peers. It is my belief that social networks like Facebook will continue to evolve and optimize the education channels in the context of human communication. Educators should consider Facebook as a mean of enhanced communication that provides traceability to what has been discussed and a source of feedback and/or evaluation on whether the discussion has fulfilled what it is mandated for or not.

Ben Jonsons On My First Sonne Essay -- Poem Ben Jonson First Sonne Es

Ben Jonson's On My First Sonne Ben Jonson writes On My First Sonne from a father’s point of view grieving over the death of his very young son. The title alone suggests which time period this poem is from i.e. it is from the 17th century (1603)- when the poet’s son Benjamin died- through the use of language of the time. This poem has been written in memory of a seven year old child whose death has dealt a great blow to a father. Throughout the poem, the use of religious comparisons and words creates a vivid picture of the thoughts running in the mind of Ben Jonson and we know almost exactly what he feels. The inter-relation of father and son in this piece of poetry leads us back to the beginning of the poem. The son, sitting on the right hand of his father, would remind a Christian reader of the Creed, in which the Son 'sitteth at the right hand of God the Father Almighty; From thence he shall come to judge the quick and the dead.' What others would interpret from the line-â€Å"Farewell, thou child of my right hand, and joy;† is that a father is bidding farewell to his most loved one and his heir. Again in line 2, when the poet says â€Å"My sinne was too much hope of thee, lov’d boy†, the poem suggests that Ben had taken his son much for granted as if now he possessed him and so loved him too much. It is ironical as he is comparing the love towards his son as a sin. As mentioned, he now considered that, love, his â€Å"sin† which has a deep meaning from a religious point of view. A sin, in the eye of GOD is a bad deed but in this case means a mistake or an error. The language used, hence in relation with religion, exclaims Ben Jonson’s sorrow and love for the child; despite the fact that he is in a way happy ... ...es of the poem. Contrastingly, in Refugee Mother and Child, the mother still showed her love and affection towards the child in the last few days. She cannot let go as easily. Most mothers would in this situation have lost hope and would have â€Å"ceased / to care†¦Ã¢â‚¬  but not her. She would ‘fight’ this sorrow till the end. Both poems hence clearly depict the true feelings about the death of a child. We get the perspective from two points of view in either case i.e. from a mother’s and a father’s point of view and the feeling before and after the death of a child. The language used is very specific and has been used in the most appropriate contexts. Sorrow and remorse are the main themes of both poems along with death of a child, yet there is another shadow of a theme i.e. the ‘sin’ of loving the child so much which causes almost endless grief in the end.

Study of Communication Essay -- Human Communication, Ethnography of Sp

Studies on Human Communication The past century has been an enormously productive one in regard to the analysis and description of human communication. Building on the ideas of Ferdinand de Saussure, early structuralists delineated the phonological and morphological building blocks of speech by refining and applying the concepts of the phoneme and the morpheme. In addition to the rigorous description of hundreds of indigenous languages, anthropological linguists using this body of data worked on the problem of language histories and the division of current languages into families of related languages with the concomitant contribution to cultural history. Another achievement was the demonstration that not only was language separate from physical type, but also it was of equivalent complexity regardless of cultural complexity; in Edward Sapir's (1921) phrasing, â€Å"The lowliest South African Bushman speaks in the forms of a rich symbolic system that is in essence perfectly comparable to the speech of the cultivat ed Frenchman.† The second half of the 20th century was dominated by those who followed Noam Chomsky (1957) toward looking at the processes by which sentences are generated from an underlying assemblage of semantic, syntactic, and phrasal elements and their (rearrangements through transformational cognitive processes. For both of these approaches-structural and generative-the symbolic role of communicative forms played little role. There was a concern with meaning, but it was limited to its employment: 1. As part of a method to uncover linguistic units 2. As a lexical tagging element to prevent the generation of semantically inappropriate sentences. A sentence such as â€Å"He is not heavy he is my sister† should not be ge... ...nd the strictures of life are absent, but it is the symbolic dimension that is of interest here. The symbolic values of creativity, spontaneity, freedom, and play are dominant. These symbolic attributes are present in real human interaction, but in a virtual realm there are no limits other than those of nondisclosure and abusiveness for which a member might be censured and even banned. The virtual realm is valued as an improved human condition. The technological ability to construct and maintain this kind of activity creates a new set of symbols or at least a new dimension to the symbols of human life. Presenting oneself as an animal avatar may be no different from performing as a mummer in an animal costume. According to Boellstorff, in Second Life there is a seriousness and commitment to the guises that appears to be a potential rejection of one's real visage.

Principles of personal development Essay

Reflective practice is when you reflect over the work you’ve done, why and how you did it the way you did, thinking it over, learning new techniques and seeing if you need to take a different approach to it next time. 1.2 Explain the importance of reflective practice in continuously improving the quality of service provided. Reflective practice is important because of you didn’t reflect over the work you have done you would never be able to improve on what you have done. By reflecting you can look over work you have done and see what worked well and what didn’t then try and improve it for the next time if needed. 1.3 Explain how standards inform reflective practice in adult social care. Standards may include code of practice, regulations, essential standards and national occupational standards. Standards inform reflective practice by informing own learning, by helping one to think about professional accountability, by enabling professional development and by prov iding a way of identifying what is required for good practice. 1.4 Describe how own values, beliefs systems and experiences may affect working practice. Your own view may cause conflict with others or help you understand others views and help improve communication. Also own views may make you favour others with your views or you may not respect views of others which will end in you not having good communication skills with certain individuals. 2.1 Explain how people may react and respond to receiving constructive feedback. When people have been given constructive feedback some people take it in a good way and listen to the feedback to try and improve on their work but some people get defensive and take it as a dig at their work and choose not to follow the feedback. 2.2 Explain the importance of seeking feedback to improve practice and inform development. It’s important to seek feedback to identify what is working well, identify areas for improvement and development. To show that you are open to continuously improving your practice also show that you are able to learn and listen to others. 2.3 Explain the importance of using feedback in improving own practice. To show respect for the reviews of others and that you have listened, to insure that your practice meets the needs of the individuals and to enable you to develop new approaches and ways of thinking. 3.1 Describe the components of a personal development plan. When putting a personal development plan together you will need objectives for development, proposed activities to meet objectives and timescales for reviews. 3.2 Identify sources of support for planning and reviewing own development. The different sources of support are formal or informal support, supervisions or appraisals. 3.3 Explain the role of others in the development of a personal development plan in identifying Strengths and Areas for development. Others with may help you could include other staff member or professionals. They could provide you with a greater insight, enable you to think about the impact your practice has no others, provide you with information and new ideas, help indentify your strengths and areas for development and develop a working relationship with you. 3.4 Explain the benefits of using a personal development plan to identify ongoing improvements in knowledge and understanding. Focus on what one wants to achieve and how to do it, increasing own understanding of how to meet identified needs.