To Sir, With Love by E. R. Braithewaite Essay Example for Free

To Sir, With Love by E. R. Braithewaite Essay In his novel, To Sir, With Love, E. R. Braithewaite traces the course of his relationship with his unruly charges, as a teacher in a rough school in London. I think Braithewaite was a resounding success, as he progressed from a new blackie teacher to Sir, with Love, as he moulded the lives of his students and played a role model to them. When he first met the students, he was faced with disobedience and hostility. They were indifferent to his attempts to integrate himself with them, and make them like him. I think they did not really cared about respecting Braithewaite as they imagined him to be as a transient as his predecessors. They mentioned him only briefly (and yet made a pointed reference to his race) in their weekly reviews. I do not think it was really their fault: they had had so many inept teachers in the past; they did not have any high expectation for Braithewaite Another (Hackman). Braithewaite went through three phases in his relationship with the students the noisy, silent and bawdy phases, all increasing in aggression. Matters came to a head one day as someone burnt a sanitary napkin in the class room, in what I believe was an act of testing the waters they were trying to see how far they could push Braithewaite. That incident was the turning point for Braithewaite as he reprimanded the students, I think he realised that trying to be their friend would not work, Instead he decided to be firm with them, not asking, but demanding, respect. One hurdle that he had to overcome was the students social background. They had been poorly fed, clothed and housed, in places where the breadwinner was chronically unemployed. Their neighbourhood was infested with social vermin. These children, I think, had never had any satisfactory father or role models that they could look up to. This, combined with their ingrained prejudice, made them feel that Braithewaite would be another Hackman who by all accounts gave the children too much rope. Braithewaite had to realise that they came from homes where order was often accomplished by a blow and in school where corporal punishment was banned, that he had to be strict in order to earn their respects. His first triumph was his success in imposing unfamiliar social codes on the children. By having them call each other Sir and Miss, I think he showed them a glimpse of what they could become well mannered, courteous young adults. Braithewaite quickly realised that lessons, unless they could relate to the students lives were of no use to the children. So he related the subjects and tailored the lessons to suit the children and in this way, he showed them that the purpose of education was the development of the students thinking and reasoning. In this way, Braithewaite gained the respect of the ringleaders of the children, except Denham. I think he finally grew up in their eyes as he beat Denham, a symbol for triumphing over adversity. I feel in the end, physical force was needed to win over the children, and it speaks volumes about their social background. After the boxing incident, Braithewaite became aware of in important change in his own attitude towards them. Whilst earlier his aim was to gain employment, not rally caring about the students, he now found himself liking them, collectively and singly and therefore more interested in their welfare and moral values. The trip to the museum brought out the best in the children, as they came scrubbed, combed, brushed and shining. I think the children finally had a hope of redemption, as they went on with their best behaviour, surprising and delighting Braithewaite. He now begins to identify himself with them, calling them my class and mentioning that they had become a part of him. But this brought in a new complication Pamela Dare. A girl with only scruffy, untidy men to look up to, she quickly develops a crush on the big, broad and handsome Braithewaite, but I think her crush was not more than a yearning for a father figure. Both Pamela and her mother respected Braithewaite enough to ask for his advice on family matter. Braithewaite, on his part, is careful and conscious of his limits with Pamela he treats her like any other student and without being too intrusive, he guides her and her mother. Barbara Peggs mother, on the other hand, was not so tolerant. Bluntly refusing him a room to lodge, on the grounds of his colour, she changes her mind only because her daughter, horrified at her behaviour, wanted her to apologise. But Braithewaite sees this, also, as a triumph. He knows hes gotten through to Barbara. He had taught her tolerance and the essential humanities. One person who seems not to have the essential humanities is Mr. Weston. He is deeply prejudiced against the children and their background and so is a contrast to Braithewaite. He calls his students snotty little tarts and blithe spirits and always claims that he is only a teacher for the money, and in this he is a marked contrast to Braithewaite. E.R. Braithwaite was truly a remarkable teacher in the way he changed his student attitudes and perceptions to the world around them, and their behaviour and outlook in general. They had, in only a year, progressed from being unruly, rude and out of hand to responsible, polite and mature adults with their whole future ahead of them, and all due to him. I feel that he was the best teacher they could have possibly had and he deserved to be called Sir, With Love.

Benefits of CPOE With CDS for Hospital Organizations

Benefits of CPOE With CDS for Hospital Organizations Can a computer physician order entry and computer decision support provide benefit by improving patient safety, reducing medication and other errors, improving quality, and aiding in compliance for hospital organizations? Studies and research show that the usage of these systems provides many advantages over the present paper based order entry system and provide healthcare organizations with multiple benefits. Medication errors are a big problem in healthcare and top the list of harm that is placed upon patients in the United States everyday. These errors are preventable. Computer Physician Order Entry (CPOE) is a network technology that when coupled with a Clinical Decision Support (CDS) system can be a valuable tool in reducing the incidence of medication errors. (Dixon, Zafar, 2009, para 6) CPOE is most effective when used in conjunction with a healthcare organizations Electronic Medical Record (EMR) system. (Felkey, 169) CPOE coupled with CDS are network technologies that can benefit healthcare organizations in many ways. The Joint Commission (JCAHO), Healthcare Facilities Accreditation Program, (HFAP), and the National Quality Forum (NQF) all place patient safety high on their list of goals and best practice suggestions. One of JCAHOs core measures is the patient safety related standard which dictates the prevention of accidental harm through the analysis and redesign of vulnerable pa tient systems (e.g. the ordering, preparation and dispensing of medications. (JCAHO, 2010) HFAP and NQF have several Safe Practices demonstrated in their online crosswalk that demand healthcare organizations address the issues of patient safety directly; following is a list: performance improvements that reduce harm to patients, identifying and mitigating safety risks and hazards to drive down preventable patient harm, healthcare organization must develop, reconcile, and communicate an accurate patient medication list throughout the continuum of care, and the safe adoption of CPOE. (HFAP NQF 2009) JCAHO, HFAP, and HQF all work closely with the Centers for Medicare Medicaid Services (CMS) to set patient safety and quality compliance standards for US healthcare  organizations. Many providers follow guidelines imposed by the CMS for coding and payment. According to the Institute of Medicine (IOM) at least 44,000 people, and perhaps as many as 98,000 people, die in hospitals as a result of medical errors that could have been prevented. (IOM, 1999) The FDA stated in their 2005 report that medication errors result in at least one death per day and 1.3 million injuries per year in the United States. (as cited in Figge, 2009, para 1) Walker states that of all the steps in the medication use process, the areas most associated with errors are prescribing and administration. (2008, para 2) CPOE is a mobile capable network technology that allows a physician to enter orders electronically for medication, laboratory services, imaging, procedures and admissions from almost anywhere at anytime. (Dixon, Zafar, 2009, para 4) This mobile functionality can improve a physicians efficiency allowing them to use their precious little down time to get more things done in less time. The wireless capability of CPOE can allow it to communicate with Personal Digital Assistants (PDA). A Harris Interactive Poll reported that 18 percent of the nations physicians reporting using a PDA as an integral part of their professional duties. (as cited in Ying, 2003, pg 59) This functionality gives physicians who employ the PDA technology the capability to input orders on the go and between other tasks in their busy daily work schedules; allowing more flexibility and efficiency in the physicians workflow. When fully integrated with an EMR, the CPOE/CDS system can generate alerts by looking for drug interactions, medication contraindications, dosing and frequency suggestions based on current information contained in the patients EMR, the pharmacy formulary and the CDS system clinical support databases. (Dixon, Zafar, 2009, para 5) Some information that could be compared and evaluated includes the medications that the patient is presently being prescribed against the patients diagnosis, co-morbidities, and vital statistics. The CPOE/CDS system uses evidence based medical information and would be customized by the hospital organization using selected guidelines, protocols, and algorithms. (Walker, 2008, para 18) The CDS can be programmed to look for errors based on the data sets the healthcare organization has selected. The system can then alert for errors and offer suggestions for medication dosing, medication administration, and treatment plans tailored to the individual patient. Remml inger, documented potential benefits of CPOE including eliminating lost orders and illegible handwriting, improving the consistency of documentation, reducing variances in care, improving consideration of the patients clinical data, and improving coded data for outcomes analysis. (as cited in Gray Felkey, 2004, pg 192, Figure 1) Eliminating most handwritten clinical data in healthcare organizations is a priority that the IOM and the Institute for Safe Medication Practices has suggested for healthcare; CPOE and CDS systems are two initiatives that can facilitate this objective. (Walker, 2008) The IOM has also suggested that healthcare organizations implement process improvements when implementing healthcare technology. (AHRQ 2009) Since the CPOE is an electronic order system, illegible handwriting is no longer entered into the  system because paper orders have been eliminated and all order entry is done electronically. The present ordering system allows for verbal orders to be given over the telephone, written and submitted in person or faxed. The numerous possible avenues an order can follow to get into the hospital order entry system invite a multitude of opportunities for things to go wrong. Paper orders can be virtually impossible to read at times due to illegible handwriting, over-handling, and image c opying issues. Remmlinger notes that one of the quality improvements seen with CPOE is eliminating lost. (as cited in Gray Felkey, 2004, pg 192, Figure 1) Data is entered directly into the CPOE system; eliminating the need for a patient to carry the order. Paper orders also require a scanning process to enter the order into the electronic environment adding another step in the process where errors can occur; pages can be missing, scan badly, or get indexed incorrectly. This step in the workflow process also contributes to a lag in the time between when the order is received by the healthcare organization and when it actually enters the patients medical record. The elimination of handwritten orders used in the order entry system cuts out the risks associated with the handwritten and/or paper order; providing safety for the patient and improved quality. By removing illegible handwriting from the system this ensures that every order is readable and available in real-time. (as cited in Gray Felkey, 2004, pg 192, Figure 1) The extra work generated by a paper order is eliminated as well, making for an efficient and complete ordering process and on time documentation. This saves everyone time, improves processes which in turn saves money for the patient and the healthcare organization. Process improvements like this contribute to complete, timely, and accurate documentation making for a safer and more accurate real-time picture of the patients status at any given time from virtually any location, while implementing best practices as recommended by JCAHO, HFAP, and the NQF. Dosing for drugs becomes more standardized when using the CPOE/CDS system; by assessing the individual patients vital statistics included in their EMR.T. (as cited in Gray Felkey, 2004, pg 192, Figure 1) The CDS can calculate dosing by using patient information such as current age, weight, height which is included in their EMR and then comparing that information with the recommended dosage given in the pharmacy formulary. The CPOE/CDS also uses evidence based decision support and can give outcomes analysis based on the current plan of care or give suggestions based on an alternate plan of care. The CDS can predict possible outcomes based on historic data when coupled with alternate plans of therapy. CPOE also promotes efficiency gains by checking the EMR for duplicate orders for clinical tests and other therapeutic events that have already been performed. (as cited in Gray Felkey, 2004, pg 192, Figure 1) Duplicated orders will cause an alert to be generated, resulting in the avoidance of unnecessary testing or other clinical events. This is much safer for the patient considering some clinical tests such as contrast Cat Scans are performed with inherent risk involved. The CPOE/ CDS system checks for duplicate orders therefore improving patient safety, saving time, money and providing better coordination of care while allowing for best resource utilization. A 2005 CPOE study presented an improvement report that showed a 50% reduction in medication errors with CPOE, eliminated illegibility and transcription errors after implementing a commercial CPOE system. (Grandville, Kupetsky, Molinari, Campbell, 2005) Another 2005 study found a 7.6% error rate resulting in 143 errors out of 1879 prescriptions. (Gandhi, Weingart, Seger, Borus, Burdick, Poon, Leape, Bates, 2005) Analysis of the findings: basic CPOE sites had a similar rate of incidence; while employing advanced dosing and frequency checks could have prevented 95% of potential Adverse drug Effects. (ADE). (Gandhi et al, 2005) This finding supports the recommendation given by the IOM suggesting CPOE and CDS should be implemented together to provide the best possible technology to improve patient safety and quality of care. CPOE CDS systems benefit a healthcare organization by improving patient safety through goals and best practices that help reduce medication prescribing and administration errors and offer process improvements that increase efficiency by reducing duplication of services, improve quality while saving money and time for both patients and the healthcare organization. Improvements in processes along with the careful implementation of technologies assist healthcare organizations to be compliant with increasing requirements imposed by various agencies and providers.

Oral Health Promotion Health And Social Care Essay

Oral Health Promotion Health And Social Care Essay The future of Oral Health within the community is no longer just dependent exclusively on the oral health professional. Rather the necessity is evident to involve the Allies of Health within oral health promotion. The old emphasis on just treatment needs to be removed as it hasnt made a significant reduction in the incidences experienced by an individual as a result of their own oral health problems(NSW Department of Health., 2006). Hence new approach is necceisary, where oral health promotion has been made to help people come to overall health instead of just the illness itself. This new form of oral health promotion aims to have a more of an overall health concentration by considering the determinants of health such as social, environmental, economical and behavioural and the collaboration with allies of health. The Role of each allied health worker and preventative strategies in addressing community health problems allied health professionals are important assets for oral health professionals e.g: pharmacist, speech pathologist, child and family nurses and drug and alcohol service personnel. These allied health workers have a responsibility in oral health promotion as well as having a idiosyncratic role themselves as an allied health worker. Pharmacists have a primary role in the distribution of medications to patients that have been prescribed to them. They play an imperative element in providing patients information by advising patients of the different types of medications available, dosages, and any adverse side effects that the medication may cause and most importantly to ensure the safe and effective use of the medication. They are also at the first point of contact for any questions or queries by the patients who has concerns about health in general and sometimes the first to be approached to find remedies to solve common health issues(Kritikos, 2011). hence the vital need for a pharmacist to be able to educate the community and help manage the health of patients to help improve the result for each individual patient. Some strategies include: Pamphlets and advice about drugs and interactions Initial assessment of general health and recommendations to achieving healthy living Smoking cessation programs Referral pathways options Another example of allied health workers is Speech pathologists. The main roles of speech pathologists are the assessment and/or treatment of individuals who endure speech disabilities. They work closely with these individuals to help with their communication ranging from speech, writing, signs, symbols or gestures(Cowell, 2011). They are also responsible for working with patients who have problems eating and drinking. Speech pathologists are often seen at schools, nursing homes, hospitals, rehabilitation centers and community health centers. Many strategies are created by speech pathologists to provide information as well as therapy which is important in refrence to early intervention of communication problems(Speech Pathology Australia., 2011). Examples of strategies include: Careful assessment and diagnosis of swallowing programs Management and techniques to Promotion of effective communication Promotion of safe eating practices as well as dietary alternatives Referral pathway options Early Childhood Community Nurses help and work with parents raising a child in the early few years of life. Ensuring that the child is healthy and doing a variety of tests to see if the child is functioning to a satisfactory level by early identification of deviations from the normal and facilitation of interventions to reduce their impact and support parents in having their children ready for life and learning at school entry. With the nurses either conducting home visiting of 1-4 week olds or parents bringing child into the community health centres and using the My first health record blue book the childs progress and development can be monitored as well as detecting anything of concern early. Such as hearing, vision, growth/weight (BMI), immunisation and other programs such as Lift the lip/See me smile. By using screening and surveillance the Nurse, the child and its environment can be seen and the nurse can help with changing it with the family to make sure the child is in the be st environment achievable.(Mackenzie J and Horswell N., 2011). Key preventive strategies for health include: Screening and immunization Parenting groups Breast feeding clinics Home visiting to newborns and continual support for those who are identified as high risk Involvement in campaigns Lip the lip campaign; Initiative to detect early child hood caries Referral pathway options Drug and alcohol service workers are also allied health professionals who offer services that include detoxification, consultation liaisons, abstinence maintenance programs, psychology support and referral to other agencies (Lutz, 2011). They help individuals keep in good health as those who require help perceive health as an issue of little importance therefore placing them at a higher risk of chronic disease. The drug and alcohol services aim is to assist in controlling illnesses related to drugs and alcoholic abuse, and in the long term decrease the usage of said substances till ultimate long term abstienence. This creates a better outlook on the persons general health (Victorian Auditor General., 2011). Key strategies which the drug and alcohol services implement include: Involvement in campaigns Great Whites, Oral health Program Family Drug Helpline Counseling Services Rehabilitation and abstinence programs Pharmacotherapy; methadone clinics Referral pathway options These allied health professionals are vital for oral health promotion as their primary roles allow them to have initial contact to a variety of the community. Oral health professionals can make use of this to integrate oral health messages by communication and networking to reach the general population as well as certain target groups at risk. Communication and Networking Oral health promotion is usually targeted at cohorts within the community which include the whole population, prenatal, infants and preschoolers, school aged children and adolescents, young adults, low income earners, the elderly and rural and remote communities. Communication and networking is vital to construct relations within the allied health workers who provide services for these groups in order to maintain encouragement for oral health. Communication and networking between oral health professionals and pharmacists can address oral health issues of the community. Issues which oral health professional must guarantee the pharmacist understands include the option non-xerostomic medication and how to this can affect oral health especially in the elderly and the need for mouth guards for physical sport to prevent trauma in young adults. With this information the pharmacist is able to educate and guide the patient to better decisions which will affect their oral health and the pharmacist is able to provide referrals to oral health practioners. The communication works in both directions as pharmacist also provide the oral health team with information on drug interactions and if there can be any concerns when providing dental treatment as well as education for the safe prescription of antibiotics in order to maintain a good balance of health. Speech pathologists as a part of their role also deal with patients whom have difficulty communicating as well as swallowing and drinking problems. They play an significant position in the early detection of communicational problems which may affect overall health for infants by distributing information to parents on what to do. Also they help the elderly who may require support with swallowing and drinking problems. Hence it is imperative for oral health professionals to work in association with these allied health workers as they have direct contact with patients whom display dental anomalies such as cleft lip and palate as well as the elderly who may have a reduced functioning dentition. The inter-communications will allow for improved help for conditions by adopting strategies to provide help and education about the importance oral health. Child and family health nurses provide support, education and information for new parents. This support is helpful for the education and the promotion of health which can be implemented at the young ages of the child. Communication between oral health professionals and child and family health nurses will assist in the creation of healthy habits which are established early providing the greatest opportunity for good health in the future and in particular early childhood caries. It is essential to create communication with the child and family nurses so that oral health becomes a early message to the families and children. it is important to detect those at risk early rather than when addressing oral health issues once intervention treatment is required. Drug and alcohol services are available to a wide range of the population and people of various ages in aspects such as drug education, addiction counseling and abstaining programs. Oral health professionals need to include this into the oral health promotion by collaborating with the drug and alcohol services. Oral health messages are vital in regards to drugs and alcohol education as the effects of some drugs also have adverse effects on the paitents oral health. Thereby creating communicational networks will create the ability for sufficient education and information that is available to people by the drug and alcohol service, and when it is neccissary to refer them to an oral health professional. By creating these communicational pathways with the allied health workers, the spread of oral health promotional programs will be distributed throughout the community. This leads to a larger recognition of the need for adequate oral health. This mutual support will help not only oral health but all other aspects of the allied health industry, thereby giving the individual the best help possible. The difference between Health Education and Health Promotion Most people within the community are confused and have trouble differentiating between health educatin and health promotion. There needs to be a obvious and clear difference between the two to enable oral health professionals to make health promotion programs. Health education involves educating individuals to recognize the determinants of health. It provides individual autonomy letting them better their own health by creating their own health plans by increasing knowledge which in turn lead to better attitudes which will lead to appropriate behavior changes (World Health Organization., 2011). Health education is an important part of but not the sum of health promotion. Health promotion integrates the choice of the individual but extends more than this to also include the social responsibilities of health. Health promotion thus also includes health prevention and health protection. Health prevention known as when the risk of disease is reduced through preventing incidence, using interventions which may alter development of disease or rehabilitation of a patient to a level of health that has a slim chance of having a relapse. The aim of health protection is to inhibit poor health by improving the communities living and working conditions. hence health promotion is a holistic approach to health not just focusing on the illness but also concerned with the social and environmental determinants of health(World Health Organization., 2011). as a result of this, to have successful oral health promotion, we as oral health professionals must look beyond just the oral cavity, and look at the overall health of the individual. Therefore it is imperitive to include the allies of health within the oral healh ptomotion to have an equal level of physica, mental and social wellbeing, not just being free from symptoms of disease. This is attained by amalgamation of the common risk factor approach. Incorporation of the Common Risk Factor Approach Allies of health need to be involved in oral health promotion as this can make sure that there is a uniformity within the messages being spread out to the community. The integration of the common risk factors approach helps ensure this, as it is realized many illnesses share similar risk factors. By dealing with these risk factors in health promotion programs can be made to maximize health outcomes. controllable risk factors equate to 32% of Australias total incidence illnesses. The risk factors that affect poor oral health included diet, hygiene, smoking, alcohol and drug use, stress and trauma which are also common for other chronic diseases. If these factors are not managed, it will be difficult to assits the individual find health. Examples of these risk factors include smoking which costs up to 5.7 billion a year in lost productivity or alcohol which contributes to 1.9 million in health effects(The Pharmacy Guild of Australia., 2010). As there are various risk factors that affect ones oral health, it is best to collaborate with the Allies of Health to gain help for the risk factors instead of relying only on the oral health professional to help for all risk factors. Equipped with the multiple health services, individuals are able be given all help possible to help reach good health as well as good oral health. (Sheiham A, 2000) Allies of health are able to give specialized advice in their own field, e.g pharmacist can show a non-xerostomic drug or educational pamphlets that the pharmacist can provide regarding smoking cessation and alcohol use. Speech pathologists can help with issues with eating food. The early childhood nurse is able to provide advice about a childs teeth by lifting the lip, diet information and also the management of stress such as post-partum/anti-natal depression. The Drug and Alcohol program is able to give help to assist individuals find control over their addiction. Integration of the 5 principles of the Ottawa Charter Health promotion is based around the Ottawa Charter, this is no different for oral health promotion. To be successful the health promotion must incorporate 5 key principals: Building healthy public policy Create supportive environments Strengthening community action Developing personal skills Re-orientating health services Health promotion is the mutual work of what health is, income and social policies that provide equality to everyone. Oral Health promotion consists of the allies of health that assist in creating a healthy public policy. The joint work of the allies of health assists in identifying the factors that create bad oral health, and how to remove said factors. An example is the Early Childhood nurse, who provides new parents a My First Health Record (Blue Book).An Oral Health example could be that, an oral health professional may be the first see the signs of smoking or drug abuse. Advice can be given but a referral to another area of the allies of health such as the drug and alcohol service is the ultimate goal. Health promotion can only exist if there is a good amount of cooperation within the community and between the alied health workers. Information received from an oral health professional is usually received in short unreggular times as it is usually during appointments they have contact. Therefore the importance is evident for allied health workers to assist each other in promoting not only oral health but all aspects of health. for example an oral health professional reffering a patient to a drug and alcohol worker or an pharmacist providing information on non-xerostomic alternatives to medicines they have. Health promotion is not a task that can be done by a solitary organization. It is the multiple health services correspondantivly working together i.e allies of health. The allies of health that consists of the mutual work between the services that allows for proper health promotion to occur. True health promotion is an understanding that its not only being free from illness, it is that an individuals holistic health is of a adequate level. Hence the vital point that all allies of health must work together to not only treat e.g the oral cavity but also provide information for smoking cessation at the same time, providing insight and information of the illnesses one can contract. Hence it is not solely the oral health professionals responsibility to promote oral health, but it is also the role of all areas of the allies of health. In conclusion it is consequently fundamental to involve allies of health in oral health promotion because by recognizing their roles within the community, oral health professionals can work together with other allies of health e.g drug and alcohol services to detract from only health education and enter a health promotionary phase. This will enable all the allies of health to have a higher success rate by being thoughtful to the common risk factors approach to health promotion thereby following the principals of the ottowa charter. As it is known, it cannot be done alone. It can only be done with allies.

Women in a Mans World in Eliza Fenwicks Secresy :: literature eliza fenwick secresy gothic fiction

Women in a Man's World Eliza Fenwick's Secresy In examining how women fit into the "men's world" of the late eighteenth century, I studied Eliza Fenwick's novel Secresy and its treatment of women, particularly in terms of education. What I found to be most striking in the novel is the clash between two very different approaches to the education of women. One of these, the traditional view, is amply expressed by works such as Jean-Jaques Rousseau's Emile, which states that women have a natural tendency toward obedience and therefore education should be geared to enhance these qualities (Rousseau, pp. 370, 382, 366). Dr. John Gregory's A Father's Legacy to His Daughters also belongs to this school of thought, stating that wit is a woman's "most dangerous talent" and is best kept a well-guarded secret so as not to excite the jealousy of others (Gregory, p. 15). This view, which sees women as morally and intellectually inferior, is expressed in the novel in the character of Mr. Valmont, who incarcerates his orphaned niece in a remote part of his castle. He asserts that he has determined her lot in life and that her only duty is to obey him "without reserve or discussion" (Fenwick, p.55). This oppressive view of education served to keep women subservient by keeping them in an ignorant, child-like state. By denying them access to true wisdom and the right to think, women were reduced to the position of "a timid, docile slave, whose thoughts, will, passions, wishes, should have no standard of their own, but rise, or change or die as the will of the master should require" (Fenwick, 156). Opposing this view is the radical, or feminist, version of education, echoed in the works of such authors as Mary Wollstonecraft and Hester Chapone. Chapone, a member of the feminist bluestockings, writes in her Letters on the Improvement of the Mind, Addressed to a Young Lady that young girls should "seize every opportunity of improvement" through the study of "those persons, and those books, from which you can learn true wisdom." In her Vindication of the Rights of Woman, Mary Wollstonecraft presents the idea that women could be on par with men if they were given an equal education. This idea is clearly expressed in the character of Sibella Valmont, Mr. Valmont's niece, who at one point tells her learned friend, Caroline Ashburn: I feel within the vivifying principle of intellectual life.

A Worn Path, The Bean Trees, Little Women, How It Feels To Be Colored M

Courageous and Heroic Women in A Worn Path, The Bean Trees, Little Women, How It Feels To Be Colored Me, and the The Piano  Ã‚   Women have been heroic and courageous throughout history, though not all of these heroic (or courageous) adventures have been shown in any way.   Some of women’s heroic and courageous adventures are portrayed through short stories, books, and movies.   Eudora Welty’s short story â€Å"A Worn Path,† Barbara Kingsolver’s book The Bean Trees, Louisa May Alcott’s book Little Women, Zora Neale Hurston’s story â€Å"How It Feels To Be Colored Me,† and the movie â€Å"The Piano† all show women going through their own amazing and heroic adventures.   In these stories, the authors and director share with the reader (and watcher) the heroics of a woman.   Though these heroic adventures are full of risk and danger they are very valuable adventures for the characters’ health and development. In â€Å"A Worn Path† the character Phoenix Jackson walks through the forest on her way to town to get her grandson some medicine.   Now, Phoenix is an elderly lady, so this trip takes her awhile.   She has to go up and down hills, through thorny thickets, and over streams on logs.   Throughout the story she talks to herself and encourages herself to go on.   She talks to the brushes and the animals that she hears and tells them to keep â€Å"out of my way all you foxes, owls, beetles, jack rabbits, coons and wild animals!   Keep from under these feet†¦Ã¢â‚¬  (Gilbert and Gubar 1641). This trip shows how heroic Phoenix is, for it’s pretty risky for her to take.   It might not be as risky for a younger person, but it’s hard for an older woman to go through barbed-wire fences, over logs, and through ditches.   She could get caught or hurt on any of the obstacl... ...es where he gets to do more with her than she wants, like touching her, taking off some of her clothes, and eventually sleeping with her.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   All of these women show their courage in some way or another, whether that courage is of the heart, mind, or body.   Women have had heroic and courageous qualities throughout history, but these women are some very good examples of how some women have the nerve and bravery to do and think what they feel is right no matter what men or other women think of them.   Works Cited: Alcott, Louisa May. Little Women. New York: Signet, 1983. Hurston, Zora Neale. "How it Feels to be Colored Me." World Tomorrow, 11 (May, 1928) Kingsolver, Barbara. The Bean Trees. New York : Harper, 1988. Welty, Eudora. "A Worn Path." Perrine's Story & Structure. 9th ed. Ed. Thomas Arp. Tokyo: Harcourt Brace Jovanovich, 1997.

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You stated that on Saturday September 3. 2011 at exactly 0644 you received a call from Supervisor Everett Knight advising you that Kerry Petit, Field Office Manager canceling you from working the weekend due to weather.. Is that correct? 2. You further stated that you were scheduled to work at Zen-Non Sunday September 4, 2011 and you should have been called back to work when Zen-Non was allowed to work on that date. Is that correct? 3. At what number were you contacted for the cancellation on September 3, 2011? Is the number used to contact you the same number listed in the employee contact list at the field location which you were called from? How do you know? 5. How many field locations are there? 6. Did you have the opportunity to review your personnel contact number on the employee contact list at other field locations after September 4, 2011 ? Were they correct? 7. In what form is the employee contact information listed? Can you give a brief description? 8. How long have you had your current contact phone number? 9. Mr..Shepherd stated that he tried to reach you at (225) 622-3090 do you recognize this number? Do you know how old it may be? Is it current? Where do you think this number came from? 10. Who is responsible for the establishment of employee contact lists? Have you seen an old or multiple lists at any field locations? 11 . Were you ever instructed on who you should contact in the event your contact information changes? 12. Did you receive calls prior to September 4, 2011 to your contact number from the New Orleans Field Office? From who? Article You stated that on Saturday September 3. 2011 at exactly 0644 you received a call from Supervisor Everett Knight advising you that Kerry Petit, Field Office Manager canceling you from working the weekend due to weather.. Is that correct? 2. You further stated that you were scheduled to work at Zen-Non Sunday September 4, 2011 and you should have been called back to work when Zen-Non was allowed to work on that date. Is that correct? 3. At what number were you contacted for the cancellation on September 3, 2011? Is the number used to contact you the same number listed in the employee contact list at the field location which you were called from? How do you know? 5. How many field locations are there? 6. Did you have the opportunity to review your personnel contact number on the employee contact list at other field locations after September 4, 2011 ? Were they correct? 7. In what form is the employee contact information listed? Can you give a brief description? 8. How long have you had your current contact phone number? 9. Mr..Shepherd stated that he tried to reach you at (225) 622-3090 do you recognize this number? Do you know how old it may be? Is it current? Where do you think this number came from? 10. Who is responsible for the establishment of employee contact lists? Have you seen an old or multiple lists at any field locations? 11 . Were you ever instructed on who you should contact in the event your contact information changes? 12. Did you receive calls prior to September 4, 2011 to your contact number from the New Orleans Field Office? From who?

Discipline and Improve Students Behaviour in Classroom Education Essay

The problem of how best to discipline and improve students’ behaviour in classroom is of permanent interest. This review is oriented to searching different methodologies concerning students’ behaviour in classrooms, teachers’ discipline strategies and behavioural management. Different points of view and different examples for appropriate behaviour have been discussed referring to the topic. The sources reviewed present different solutions. This paper examines also the classroom environment and its relation to successful behaviour implementation. The first paragraphs give different definitions conversant with behaviour and discipline according to the authors’ view. The continuation of the literature review is presented by different approaches and strategies concerning a good behavioural management. This elaboration sets out some of the arguments and recommendations which are discussed in more detail. Charles C. M. submits several definitions corresponding to behaviour: Behaviour refers to everything that people do. Misbehaviour is behaviour that is not appropriate to the setting or situation in which it occurs. Discipline†¦ are strategies, procedures, and structures that teachers use to support a positive learning environment. Behaviour management is a science that puts an accent on what teachers have to do to prevent misbehaviour (Charles 1). Students’ behaviour depends on several factors such as traditions, demographic settings, economic resources, family, experiences, and more. Some authors have made important contributions in managing classroom discipline related the twentieth century. Jacob Kounin (1971), one of them, reports that appropriate student behaviour can be maintained through classroom organization, lesson management, and approach to individual students. Rudolf Dreikurs (1972) on the other hand emphasizes the desire to belong as a primary need of students in school. He identifies types of misbehaviour and gives ideas about how to make students feel a part of the class or group (p. 63). William Glasser (1986) shows another view, making a case that the behaviour of someone else cannot be controlled. He reckons that everybody can only control his own behaviour. Personally I support this idea that we must control ourselves. According to the opinion of the other authors, Linda Albert’s, Barbara Coloroso’s, Nelson and Lott’s a good discipline in the classroom can be achieved through Belonging, Cooperation, and Self-Control. A similar idea of classroom management is also presented by Rackel C. F who declares that the teachers, considered it was necessary, â€Å"to develop students’ sense of belonging to the school† (p. 1071) The author supports the opinion of the significance of a good school climate and tells that it might be precondition for facilitating positive youth development (Rackel C. F 1071). In order to attain to a good classroom atmosphere there is a need of growing positive relationship between students and teachers, motivation the students’ participation and clear rules to control classroom discipline (Rackel C. F 1072). In addition these above-mentioned views can be defined as a positive outlook as regards to improving the classroom management. Another point of view inside the subject of managing discipline is through active student involvement and through pragmatic Classroom management (Charles, C. M. 2007, p. 7). Discipline through raising student responsibility is also positively oriented approach for classroom management. The three principles that improve behaviour presented in the article â€Å"Self-assessment of understanding† are positivity, choice, and reflection (Charles, C. M. 12). There the author explains the principles meaning. He states that being positive means being a motivator. When students have opportunity to share their choices they can present themselves with a good behaviour. â€Å"Asking students questions that encourage them to reflect on their behaviour can help them to change behaviour† (Charles 14). Rebecca Giallo and Emma Little (2003, p. 22) from RMIT University Australia give their comments also on classroom behaviour management. They claim that confidence is one of the most important characteristic that influence teachers’ effectiveness in classroom management. Giallo and Little (2003, 22) based on the previous statement of Evans & Tribble accept that less confident teachers seem more vulnerable to stressful classrooms. They maintain the theory that the classroom stress is a reason for giving up a teacher’s career. In school the stress can be overcome through involving of drastic measures concerning managing a good discipline. One of the most popular strategy for solving behaviour problems is punishment. By reason of the popularity of the subject in the field of education, many experts have written articles and books as well as given lectures on discipline and punishment. Anne Catey based on Dreikur’s words considers that there is no need of using punishment in class. Based on Catey’s words kids need to have a chance they can share their ideas in the class (1). This is the best way to â€Å"smooth, productive functioning in schools† (Charles, C. M, 1999). Anne Catey from Cumberland High School gets an interview from several teachers in Illinois district about their discipline practices. She accepts the suggestion given by Lawrence as mentioning that, â€Å"very effective technique is a brief conference, either in the hallway or after class, with the misbehaving student† (Punishment, 1). Anne Catey has her own techniques for classroom management. She disagrees with Lawrence viewing about humour as one of the bad strategies for effective discipline and believes that using of humour can be effective if done without abasing the students (Punishment, 1). In this way she gives each one a bit of individual attention. When some of her students are a bit distracted on one task, talking to friends instead of reading Catey says, â€Å"Since I always assume the best of my students, I assume the noise I hear is students reading aloud or discussing their novels. However, it’s time to read silently now instead of reading aloud† (Punishment, 1). This sounds as a good strategy but personally I disclaim this thesis. This doesn’t work all the time. I am trying to be strict with my students and according to this the pupils have to observe the rules in my classes. That doesn’t mean that I admit the severe punishment but rarely the stern warnings. I agree with the following techniques used by Anne Catey (2001) to modify behaviour including giving â€Å"zeroes for incomplete, inappropriate, and/or missing work and taking points off at the end of a quarter for lack of participation and/or poor listening†. As expected, these methods are effective for some of the pupils but not for the others. Related to the above-mentioned topic it could be noticed some of the classroom discipline strategies utilized in Australia, China and Israel. On the basis of elaborated research in these countries some psychologists and school principals (Xing Qui, Shlomo Romi, 2005) conclude that Chinese teachers appear less punitive and aggressive than do those in Israel or Australia. Australian classrooms are presented as having least discussion and recognition and most punishment. In Australia (Lewis, 2005) as concerned to the study the teachers are characterized by two distinct discipline styles. The first of these is called â€Å"Coercive† discipline and comprises punishment and aggression (yelling in anger, sarcasm group punishments, tc). The second style, comprising discussion, hints, recognition, involvement and Punishment, is called â€Å"Relationship based discipline† (Lewis 7). Coercive discipline according to the above-mentioned authors means the teacher’s behaviour is such as â€Å"shouting all the time, unfairly blaming students, picking on kids, and being rude, to stimulate student resistance and subsequent misbehaviour† (Lewis, Ramon 2). The importance of classroom discipline arises not only from students’ behaviour and learning as outlined above. It depends also on the role of the teacher. Sometimes it is obvious that teachers are not be able to manage students’ classroom discipline and it can result in stress. So,â€Å"classroom discipline is a cohesion of teacher stress† (Lewis 3). Chan (1998), reports on the stressors of over 400 teachers in Hong Kong, claims that student behaviour management rates as the second most significant factor stressing teachers. In the article Teachers’ Classroom discipline several strategies have been presented for improving classroom management. They are Punishing (move students’ seats, detention), Rewarding (rewards, praises), Involvement in decision-making (decides with the class what should happen to students who misbehave), Hinting, Discussion and Aggression. Another strategy for improving discipline in class is conducting questionnaires between the students. It is an appropriate approach for defining students’ opinion about behaviour problems. In each Chinese and Israeli school a random sample of classes at all year levels have been selected. As a research assistant administered questionnaires to these classes their teachers completed their questionnaires (Yakov J. Katz 7). In comparison to all of the mentioned countries the model in China is a little different in that students support use of all strategies except Aggression and Punishment. Based on the conducted research the only strategy to range within a country by more than 2 ranks is Punishment, which ranks as the most common strategy in Australia, and the fourth and fifth most commonly used strategy in Israel and China. The author, Xing Qui generalises that, â€Å"there is not more Punishment at the level 7-12. Classroom discipline techniques showed that students in China, compared to those in Australia or Israel, report less usage of Punishment and Aggression and greater use of Discussion and the other positive strategies. At the end of their article â€Å"Teachers’ classroom discipline and Student Misbehaviour in Australia, China and Israel â€Å"(p. 14) the authors recommend that teachers need to work harder to gain quality relationships with difficult students. What I have drawn from reviewing literature so far is that teachers are able to use different techniques for enhancing classroom management in their profession. After making a thorough survey on the above-mentioned issue I would like calmly to express my position. It is harder for the teacher to keep the student focused on any frontal instruction. That’s why as with all classroom management practices, the teachers should adapt what they like to their classroom, taking into consideration the age, ethnicity, and personality of the class as a group, and of them as teachers. Much of the disruptive behaviour in the classroom can be alleviated before they become serious discipline problems. Such behaviours can be reduced by the teacher’s ability to employ effective organizational practices. These skills are individual for each teacher. The lecturer should become familiar with school policies concerning acceptable student behaviour and disciplinary procedures. Establishing rules to guide the behaviour of students is also important. Once these standards are set up the teachers have to stick to them. I agree with the authors who prefer involving the positive approach in behaviour management. But I also accept that some situations are more complicated than the others and in this case the teachers must take drastic measures against inappropriate students’ behaviour.