Jung Model by Young Woon Ko Essay

This book examines Carl Gustav Jung’s (1875-1961) theory of synchronicity and discusses the problem of philosophical sources and Yijing (the Book of Changes) that he brings to support his synchronistic principle. By way of the notion of synchronicity, Jung presents the significance of some human experience as unexplainable within the frame of scientific rationality and causality based on logical consistency. Jung asserts that in the phenomenon of synchronicity is a meaningful parallel between an outer event and an inner psychic situation causally unrelated to each other. Jung’s notion of synchronicity is a condensed form of his archetypal psychology, in which the preconceived pattern or the unconsciousness of the human psyche manifests itself. The synchronic event is a phenomenon developed in the unconscious depth of the mind, which is paradoxically made evident within the limit of the conscious mind. Jung theorizes that these ambiguous contents of the unconscious are difficult to be grasped in the conscious mind, because they cannot be verified simply as true or false. For the theory of synchronicity, Jung seeks to verify that paradoxical propositions can be both true and false or neither true nor false in a complementary relation between the opposites of the conscious and the unconscious. Jung argues that synchronistic phenomena are not the issue of true or false performed by the logical certainty of conscious activity but rather are events formed in the process of the unconscious in response to ego-consciousness. In order to  examine the validity of his principle of synchronicity, Jung appeals to the philosophical systems of Gottfried Wilhelm Leibniz (16461716), Immanuel Kant (1742-1804), and Arthur Schopenhauer (17881860). For Jung, these philosophical sources of synchronicity support his criticism of the absolute validity of scientific rationality in which all obscure and paradoxical statements are eliminated in logical reasoning, and they clearly indicate the limitation of human knowledge based on scientific causality and logical reasoning. In contrast to the NewtonianCartesian mechanical model, which pursues the absolute knowledge of objective reality by way of which the subject-object and the mind-body dichotomy is formed, Jung’s model of synchronicity posits an interrelationship between these contrasting poles. viii Introduction However, it is important to point out that in his development of his synchronistic principle, Jung adapts his reading sources sporadically so that some of his arguments become procrustean. In Kant’s critical philosophy above all does Jung’s philosophical source for sustaining his archetypal psychology and synchronicity culminate. Jung advocates for the spaceless and timeless outside human reason and sensory perception, as described in Kantian epistemology, as a source for the theory of synchronicity. Kant draws the border for the limits of human reason within space and time and develops the notion of the thing-in-itself as the spaceless and timeless beyond human knowledge, the noumenon. He solves the problems of any antinomy or paradox emerging in human perception and experience in phenomenon by returning to the logical of Aristotle (384-322 BCE), in which antithetical propositions are demarcated by the contrast of true and false. Although Kant’s notion of noumenon can support the principle of synchronicity, which is not grasped in sensate empirical data, Kant focuses on the limits of human knowledge and experience, so that he constructs no proposition about noumenon. In this fashion Kant’s noumenon distinguishes itself from Jung’s principle of synchronicity constructed by the balance of paradoxical elements. For Jung, the issue of the empirical phenomenal world is the main factor for his analytical psychology based on experiential data and facts. It is in his culling of discrepant views from his philosophical sources for supporting his theory of synchronicity that Jung has difficulty in maintaining a consistent meaning of the phenomenon of synchronicity. I examine Jung’s method of validity and his philosophy of science, which bring other philosophical and psychological concepts to support his principle of synchronicity, particularly Plato’s (427-347 BCE) idea of form, Leibniz’s monadology, Kant’s thing-in-itself, Schopenhauer’s notion of will, Sigmund Freud’s (1856-1939) dream interpretation, and Wolfgang Pauli’s (1900-1958) theory of modern physics. I explore how those reading sources verify Jung’s synchronistic principle and also point out their differences from Jung’s discussion of synchronicity. The purpose of citing the similarities and differences between Jung’s synchronicity and his reading sources is to clarify how Jung attempts to set his distinctive claim for synchronicity form his partial adaptation. Jung’s synchronistic principle can be understood within a dynamic structure of time, which includes the past, the present, and the future. Given this view of time, Edmund Husserl’s (1859-1938) phenomenological method of time-consciousness becomes a key for understanding the time structure of Jung’s synchronicity. Jung’s view of time that is developed in the synchronistic principle can be clarified by way of phenomenological Jung on Synchronicity and Yijing: A Critical Approach ix time-consciousness, which is not the issue of time-in-itself but that of â€Å"lived experiences of time. † Husserl opposes the dualistic distinction between the phenomenon and thing-in-itself. To put it another way, he rejects the Kantian boundary of human knowledge by which one does not continue to practice one’s intentional activity to the given object but ascribes the object itself to the unknowable. For Husserl, all that is meaningful can be knowable to our intuition. The dichotomy of thing-initself and thing-as-it-appears (noumenon-phenomenon) is an illegitimate concession to dualistic metaphysics. In other words, thing-in-itself can result from the activity of human imaginative intuition in Husserl’s phenomenology. The reason for opposing such dualism is closely related to the perceptive mode in the phenomenological method in which the present is not the atomic present but the present draws on the past and the future. This unified whole of time does not correspond to the timeless in the view of thing-in-itself. Unlike Kant’s way based on the rationalist tradition in the subject-object distinction, Husserl’s phenomenology, based on experience and intuition in the duration of time, can collaborate with Jung’s view of time. The synchronistic moment that Jung presents is the phenomenon always involved in subjective experience and intuition, which are developed in the duration of time. The synchronistic phenomenon is not transcendent or the objective flowing of time-in-itself regardless of our subjective experience. Finally, I examine Jung’s discussion of Yijing, one of the primary classics in the Chinese traditions, for his theory of synchronicity. I discuss the distinction between the two by pointing out the perspective of Yijing uncovered from Jung’s partial understanding. Then I explore how the organic model of Yijing can supplement Jung’s theory of the synchronistic relation between the psyche and the physical event by looking to the process of change in the development of time. Through his reading of Yijing, I also discuss Jung’s notion of the divine developed in the synchronistic principle. Jung regards the images of yin-yang interaction developed in the text of Yijing as the readable archetype and the symbolic language of Yijing as driven from the archetypes of the unconscious. Yijing specifies the phenomena of changes that our ego-consciousness cannot grasp. In this fashion, within the text of Yijing is the principle of synchronicity by way of archetypal representation, which is prior to ego-consciousness. By focusing on a method of oracularity, Jung maintains that the hexagrams of yin and yang attained by the odd and even numbers formed by dividing the x Introduction forty-nine yarrow stalks or throwing three coins down together display the synchronistic relation between the participant’s psychic world and the physical world. This method of Yijing is conducted by emptying the egoconsciousness and drawing upon the dimension of the unconscious via archetypal representation. An encounter with a wider horizon of the mind can be explained as the process of self-cultivation in the East Asian tradition. Jung articulates this process as the process of individuation, or self-realization through the realization of a balance between the conscious and the unconscious. According to Jung, the phenomenon of synchronicity refers to the close connection between the archetypal vision of the unconscious and the physical event. Such a connection is not simple chance but rather is a meaningful coincidence. In particular, Jung’s psychological interpretation of the divine clarifies the religious significance of the relationship between the human mind and the supreme ultimate developed in the Yijing context. Jung examines the human experience of God in the inseparable relation between the divine and the human unconscious. Jung’s discussion of the divine is developed by examining the archetypal process of the unconscious shown in the experience of synchronicity. The human experience of God, as an unconscious compensation in response to ego-consciousness, is the religious and theological motif that Jung brings into his discussion of synchronicity and archetype. That is, Jung’s notion of the religious self is derived from the experience of self-transformation, which is performed through the archetypal representation of the divine. In this sense divine nature is always known and constructed in-and-through the human mind. From Jung’s perspective, God is God-within-the-human mind. Yet, Jung’s argument concerning God is different from the idea that God is the result of individual psychic phenomenon. Jung relates God to his notion of the collective unconscious of the human mind, which is beyond the personal dimension of the mind. Jung defines the divine character in relation to the universal and collective dimension of the human mind. The definition of the Supreme Ultimate in the Yijing tradition has been often identified with non-religious form in the absence of divine character and transcendent reality. However, the concept of the Supreme Ultimate cannot be attributed simply to the non-religious tradition in terms of Jung’s interpretation of God experienced through the human mind of the unconscious. According to Jung the image of God through the unconscious represents the wholeness encompassing the contrasting poles of good and evil in their compensatory relationship. This can be an analogical model for developing the divine and religious image of the Jung on Synchronicity and Yijing: A Critical Approach xi Supreme Ultimate in the Yijing tradition, which represents the balance of the opposites through the yin-yang interactive process. Yet, it is in his culling of discrepant views from his sources for supporting the theory of synchronicity that Jung has difficulty in maintaining a consistent meaning of the phenomenon of synchronicity. Jung’s concept of archetype as the a priori form of the human mind, which is the basis of synchronicity, shows a clear distinction from the central theme of Yijing as the principle of change and creativity in time and the empirical world. This distinction well represents the distinction between Jung in the Platonic and Kantian Western tradition and Yijing in the East Asian tradition in which ultimate principle is constructed in the dynamic process of the empirical world rather than the a priori. In this sense Jung’s points of view about Yijing are formed through his theory of synchronicity rather than through actual usage of or an immersion into the Yijing cultural system. Jung’s application of Yijing into his argument of the timeless with his notion of archetype exhibits a theory-laden observation. This observation articulates his difference from the Yijing tradition based on the principle of change that posits great value to the time-factor of the phenomenal world. Jung’s phenomenon of synchronicity ascribed to the representation of the archetype as a priori form can be seen as reductive in terms of Yijing, which posits the sources of various empirical data in the concrete phenomenon of change in the world. Also, Jung’s explanation of archetype itself has difficulty, consistent with his partial application of Kantian noumenon. While Jung argues the archetype as a priori form unknown to the empirical world, he also brings it into the synchronistic event, which Jung regards as an empirical phenomenon. In this regard the relation between ultimate principle and the empirical world developed in the Yijing tradition can intensify Jung’s attempt to draw the pattern of the archetype into the phenomenal world. To put it another way,  ultimate principle or pattern formed in the interaction of human mind and nature in Yijing can become a model for the meaningful relation between the mind and nature that Jung argues in phenomena of synchronicity. Given this model of Yijing, Jung’s a-causal connecting principle and archetypal representation can be understood in a pattern constructed within the principle of change and creativity in the dynamic structure of time rather than from the point of view of a transcendent absolute form of knowledge beyond human experience. CHAPTER ONE JUNG’S ARCHETYPAL STRUCTURE OF THE PSYCHE AND THE PRINCIPLE OF SYNCHRONICITY In this chapter I introduce the principle of synchronicity in relation to the notion of the collective unconscious and explain how Jung identifies the synchronistic phenomena with an unconscious process of the human mind. The Collective Unconscious, Instinct and Archetype, and Archetypal Images for the Theory of Synchronicity Jung’s project on synchronicity as a meaningful coincidence dates from 1925 to 1939 during which he opened a series of seminars at the Psychological Club in Zurich. 1 It is from this period that his theory of synchronicity becomes a major part of his analytical psychology, even though he only first publishes his essay On Synchronicity in 1951 and then revises it in 1952 with the name Synchronicity: An Acausal Connecting Principle. With the notion of synchronicity, Jung attempts to show the archetypal process of the human psyche, which is driven from the a-priori form or primordial image deeply rooted in human unconsciousness. Jung argues that the depth of the psyche is closely associated with an outer event through the synchronistic moment. He maintains the following in his essay on Synchronicity: If, therefore, we entertain the hypothesis that one and the same (transcendental) meaning might manifest itself simultaneously in the human psyche and in the arrangement of an external and independent event, we at once come into conflict with the convention of all scientific and epistemological views. . . . Synchronicity postulates a meaning which is a priori in relation to human consciousness and apparently exists outside man. 2 2 Chapter One Jung focuses on the non-causal dimension of the human experience irreducible to the cause-effect system of mind and nature. Jung argues that the correspondence of the inner psyche to the outer event is performed by the archetypal representation derived from the collective unconscious, which is beyond the individual self. Therefore, the synchronistic phenomenon cannot be properly described by the causal relation between mind and nature according to traditionally-Western logical reasoning. Jung’s notion of synchronicity is based on the concepts of collective unconsciousness, which is composed of instinct and archetype and the archetypal image; these elements are correlative with one another for the whole scheme of his psychology. According to Jung, collective unconsciousness refers to the deepest layer of the human psyche. It is given by birth and greatly influences one’s psyche in various ways without being recognized by one’s consciousness. Jung distinguishes this collective area of the unconscious from the personal dimension of the unconscious. The former, the â€Å"collective unconscious,† is shaped a priori and reveals universal phenomena throughout all humankind beyond time and space. The latter, based on particular experiences of individuals, refers to a dim state of the personal psyche (or memories), which have disappeared from ego-consciousness by being repressed and forgotten. Jung calls this â€Å"the personal unconscious. †3 Although â€Å"collective† and â€Å"personal† are easily distinguished in their definitions, those two words convey a complex of meanings in describing the unconscious aspects of human experience. The notion of â€Å"the unconscious† indicates an obscure phenomenon not grasped in any conscious knowledge, so that it is very difficult to be described in a linguistic manner. In other words, whether the unconscious is the personal or the collective is not clearly distinct in our psychic experience. From this meaning structure of the unconscious, Jung presents the concept of collective unconscious in an attempt to distinguish himself from Sigmund Freud and to establish his own psychological system. Jung writes the following about Freud’s description of the unconscious: In Freud’s view, as most people know, the contents of the unconscious are reducible to infantile tendencies which are repressed because of their incompatible character. Repression is a process that begins in early childhood under the moral influence of the environment and continues throughout life. By means of analysis the repressions are removed and the repressed wishes made conscious. 4 Jung’s Archetypal Structure of the Psyche and the Principle of Synchronicity 3 Thus does Jung see Freud’s notion of the unconscious including the process of repression by the ego-consciousness. In a conflict between one’s situational limitation and infantile wishes, the repressed psychic contents remain unconscious, a situation which can also bring forth various types of symptoms and neuroses in the process of one’s wishfulfillment. By regarding this Freudian notion of the unconscious as only part of what makes up the unconscious, Jung seeks to extend its meaning: According to this [Freud’s] theory, the unconscious contains only those parts of the personality which could just as well be conscious, and have been suppressed only through the process of education. Although from one point of view the infantile tendencies of the unconscious are the most conspicuous, it would nonetheless be a mistake to define or evaluate the unconscious entirely in these terms. The unconscious has still another side to it: it includes not only repressed contents, but all psychic material that lies below the threshold of consciousness. 5 Jung turns around the relation between the conscious and the unconscious through his criticism of Freud. He maintains that the realm of the unconscious does not originate in the deposit repressed from the conscious but rather the conscious sprouts from the unconscious. Of course, this turning point does not suggest Jung’s overall denial of Freud’s notion of the unconscious. Jung is greatly influenced by Freud’s psychoanalytical method and develops his major psychological concepts within the context of his discussion about Freud, who elaborated the correlation between egoconsciousness and unconsciousness in a scientific manner. Jung affirms and advances Freud’s idea that the unconscious emerges in person’s fantasy, lapse of memory, neurosis, and symptoms, the expressions of which also appear in the person’s dreams. Yet, Jung’s dissatisfaction with Freud’s method occurs at the point where Freud reduces all the sources of the unconscious to the contents of the infantile wish repressed from the conscious and focuses on those contents in terms of the instinctual drive. It is from this criticism that Jung posits the presence of the unconscious that encompasses the deeper level of the human psyche, which Jung calls the collective unconscious. The psychic contents of the collective unconscious are based upon non-sensory perceptions. Jung’s collective unconsciousness includes archaic vestiges inherited from ancestral experiences and thus directly unknown to the percipient’s experience. Jung differentiates the collective from the personal unconscious as follows: 4 Chapter One The collective unconscious is a part of the psyche which can be negatively distinguished from a personal unconscious by the fact that it does not, like the latter, owe its existence to personal experience and consequently is not a personal acquisition. While the personal unconscious is made up essentially of contents which have at one time been conscious but which have disappeared from consciousness through having been forgotten or repressed, the contents of the collective unconscious have never been in consciousness, and therefore have never been individually acquired, but owe their existence exclusively to heredity. 6 Jung’s exploration of the psychical dimension outside the phenomenal world limited in time and space is based on his assumption of the collective unconscious. According to Jung, the scope of consciousness is narrow in comparison with that of unconsciousness. Human consciousness functions simply with some contents in a given situation but does not embrace the whole feature of the psyche. These contents of the collective unconscious are commonly found at a deep level of the psyche throughout all of humankind. 7 The contents of the collective unconscious, therefore, become the source of the production of mythical and religious motifs with the nonrational dimension of the human experience. Jung attempts to derive the concrete and immediate features of the psyche from the notion of the collective unconscious. From his perspective, rationality results from the process of abstract reasoning from psychic data grasped in consciousness. Jung introduces and employs the concepts of the collective unconscious in Wandlungen und Symbole der Libido in 1912 (translated as The Psychology of the Unconscious), which is later revised under the title Symbole der Wandlung in 1952 (Symbols of Transformation). According to Jung, Creative fantasy is continually engaged in producing analogies to instinctual processes in order to free the libido from sheer instinctuality by guiding it toward analogical ideas. . . . The libido has, as it were, a natural penchant: it is like water, which must have a gradient if it is to flow. The nature of these analogies is therefore a serious problem because, as we have said, they must be ideas which attract the libido. Their special character is, I believe, to be discerned in the fact that they are archetypes, that is, universal and inherited patterns which, taken together, constitute the structure of the unconscious. 8 By using the metaphor â€Å"water† for the flow of libido, Jung brings the character of perceptual direction to the psychic structure. Libido is the energy producing the psychic quality that transmits the unconscious Jung’s Archetypal Structure of the Psyche and the Principle of Synchronicity 5 contents (such as creative fantasy or imagination) into the conscious. This process of libido is not developed simply in a repetitive and quantitative pattern but in a specific way as in the direction of water-flow. Libido does not mean the phenomenon of energy that manifests simply quantitative character. As Volney Gay makes the difference between energy and libido, â€Å"it [energy] is purely quantitative and relative, not qualitative and particular. Yet libido has special negative qualities (need, displeasure, unlust) and special positive qualities (pleasure and satisfaction). †9 Libido refers to the particular character of the psyche with qualitative energy that shows one’s own inclination. Jung attempts to connect the notion of libido with archetype by indicating that the libido is not driven only by the instinctual dimension. According to Jung libido per se is deeply rooted in archetype as the a-priori form of the psyche. Archetype is the ultimate factor of the unconscious that brings the libidinal flowing into the specific form of the psyche. While instinct means behavior itself appearing in its natural process, archetype is the apriori form of instinct itself or self-recognition of instincts. 10 To put it another way, Jung maintains that archetype is a form of idea or pattern leading instinctual energy. In this definition of archetype, libido refers to the psychic process developed in archetypal structure, which links instinctual elements with a particular pattern. Both instinct and archetype for Jung are the elements comprising the collective unconscious. These two are not personally acquired but inherited factors in the structure of the unconscious. Yet, while instinct is concerned with all unconscious behavior and physiological phenomena as the basic process of human existence, archetype is defined as the phase prior to instinct. In other words, archetype is concerned with one’s own idea, perception, and intuition formed in the deep level of the unconscious. Jung supposes that the archetype is the fundamental root providing the psychic experience with a certain character in a definite fashion. The relation between archetype and instinct is as follows: We also find in the unconscious qualities that are not individually acquired but are inherited, e. g. , instincts as impulses to carry out actions from necessity, without conscious motivation. In this â€Å"deeper† stratum we also find the a priori, inborn forms of â€Å"intuition,† namely the archetypes of perception and apprehension, which are the necessary a priori determinants of all psychic processes. Just as his instincts compel man to a specifically human mode of existence, so the archetypes force his ways of perception and apprehension into specifically human patterns. The instincts and the archetypes together form the â€Å"collective unconscious. †11 6 Chapter One Thus is the relation between archetype and instinct not antagonistic but correlative in the constitution of the collective unconscious. Psychic energy such as creative fantasy and imagination should be considered the transformation of instinct in the innate form of archetype. â€Å"Both (instinct and archetype) are real, together they form a pair of opposites, which is one of the most fruitful sources of psychic energy. There is no point in driving one from the other in order to give primacy to one of them. †12 In this manner Jung accentuates the complementary relation between instinct and archetype as aspects of the collective unconscious. Whereas instinct can be known scientifically in the disciplines of physiology or neurology in relation to the body-ego,13 according to Jung, the character of archetype as the unknown reality is not grasped in our perception. Jung writes that â€Å"even if we know only one at first, and do not notice the other until much later, that does not prove that the other was not there all the time. † 14 Jung’s statement indicates that our archetypal knowledge cannot be identified with the physical world. He argues that archetype cannot be grasped by our knowledge and understanding; archetype is not known in itself but represented in different images of our life. In an attempt to distinguish the quality of archetype from instinct, Jung uses metaphors of color. The instinctual image is to be located not at the red end but at the violet end of the colour band. The dynamism of instinct is lodged as it were in the infra-red part of the spectrum, whereas the instinctual image lies in the ultra-violet part. If we remember our colour symbolism, then, as I have said, red is not such a bad match for instinct. But for spirit, as might be expected, blue would be a better match than violet. Violet is the ‘mystic’ colour, and it certainly reflects the indubitably ‘mystic’ or paradoxical quality of the archetype in a most satisfactory way. 15 The reason the color of violet as a metaphor helps to understand archetypal images is the fact that it is not at the same level as other colors but rather is the color encompassing several other colors. While â€Å"red† or â€Å"blue† refers to a distinctive color, â€Å"violet† consists of the combination of such colors, thereby becoming analogous to the paradoxical images of archetype. With reference to this quality of colors, Jung uses another metaphor, ultra-violet, to suggest the invisible portion of the spectrum beyond the color of violet, archetype itself. Just as ultra-violet shows the character of the meta-color (i. e. , color of colors), so is archetype itself the ultimate form prior to the differentiation between mind and body or spirit and instinct. Jung’s Archetypal Structure of the Psyche and the Principle of Synchronicity 7 Jung’s use of violet as a metaphor is not a perfect fit for archetypal image. Whereas archetypal image is driven from the a-priori form of our experience, violet comes from the a-posteriori form that results from the mixture of different colors. Despite this difference Jung characterizes violet as the color that receives other colors, rather than as to the name for a particular color. Violet is a compound of blue and red, although in the spectrum it is a colour in its own right. Now, it is, as it happens, rather more than just an edifying thought if we feel bound to emphasize that the archetype is more accurately characterized by violet, for, as well as being an image in its own right, it is at the same time a dynamism which makes itself felt in the numinosity and fascinating power of the archetypal image. 16 As violet appears in some combination of different colors but is not simply definable for its color itself like red or blue, so archetypal representation is expressed in diverse images of the phenomenal world but not easily grasped by our perception. In this manner, we cannot define archetype per se, which is not simply located in our perception. Archetype is represented by paradoxical features rather than clear-cut contents of a concrete notion. Because the archetype is a formative principle of instinctual power, its blue is contaminated with red: it appears to be violet, again, we could interpret the simile as an apocatastasis of instinct raised to a higher frequency, just as we could easily derived instinct from a latent (i. e. , transcendent) archetype that manifests itself on a longer wave-length. Although it can admittedly be no more than an analogy, I nevertheless feel tempted to recommend this violet image to my reader as an illustrative hint of the archetype’s affinity with its own opposite. The creative fantasy of the alchemists sought to express this abstruse secrete of nature by means of another, no less concrete symbol: the Uroboros, or tail-eating serpent. 17 Jung maintains that archetype refers to the symbolic phase of the pre-ego status, which is unknown to human consciousness. Through the example of the uroboros, Jung defines archetype as the non-differential feature and the wholistic image of the universe before the emergence of the ego. This means that archetype is not a certain stage of the ego-development but affects its whole stages. By way of this, archetype refers to the united form between individual and the collective, the psyche and the physical event, the subject and the object, the human being and nature. These opposite characters can become antagonistic in their separation by the emergence of the ego-consciousness but paradoxically united and 8 Chapter One undifferentiated in the archetype. According to Jung, the archetype itself is distinguished from archetypal representations. Like the invisible character of ultra-violet, archetype is the non-differential or â€Å"irrepresentable† form. The archetypal representations (images and ideas) mediated to us by the unconscious should not be confused with the archetype as such. They are very varied structures which all point back to one essentially â€Å"irrepresentable† basic form. The latter is characterized by certain formal elements and by certain fundamental meanings, although these can be grasped only approximately. The archetype as such is a psychoid factor that belongs, as it were, to the invisible, ultraviolet end of the psychic spectrum. It does not appear, in itself, to be capable of reaching consciousness. I venture this hypothesis because everything archetypal which is perceived by consciousness seems.

Effects of Alcohol Abuse Essay

Alcoholism means addiction of alcohol; it could explain as a person who could not stop to drink and craving for it. In fact, alcohol abuse can damage a person’s health and life. Alcohol would affect a person’s mind and body that causes the person did wrong thing. Besides, when a person drunk, he or she might not know what they had done. Which mean, when they are drunk, they could not judge what are right and wrong. Consequences, there are many cases happened because of alcohol abuse since alcohol would impact a person’s mind and cause them loss of control and do wrong things. Signs and symptoms of alcohol abuse: †¢Slurred or incoherent speech. †¢Poor balance and clumsiness †¢Delayed reflexes †¢Stomach pain, vomiting and nausea †¢Blacking-out †¢Redness of the face during or after periods of consumption Slurred or incoherent speech When a person is drunk, he or she might not be able to speak fluently. In the other words, the person who is drunk might not know what they are talking about because the impact of alcohol. Thus, those people who are drunk are usually slurred or incoherent speech. Poor balance and clumsiness The person who is drunk will get injured easily. It is because alcohol would affect our brain and cause us become clumsiness that we could not balance our body. Furthermore, when we could not control our mind and balance our body, we might fall down or bang the wall easily. As a result, the effect of alcohol abuse will cause us become poor balance and clumsiness. Delayed reflexes Alcohol will make people blur and delayed reflexes action since it impairs our brain driver. Therefore, those people who are drunk might not be able to give respond immediately since the alcohol effects. Hence, alcohol abuse could cause a person delayed reflexes action. Stomach pain, vomiting and nausea The other obvious signs of alcohol abuse are stomach pain, vomiting and nausea. Stomach pain might a sign of stomach cancer which cause by alcohol abuse. When this sign occur, it means the cancer already progressed. It is impossible to get cancer easily, only if the person is an alcoholism victim. Alcohol abuse might cause gastritis which is an inflammation of the stomach lining. In a long run, it will become stomach cancer if the person who ignores the sign. Moreover, drinking too much might also lead to serious effect like vomiting blood. As a result, alcohol is harmful to our health. Blacking-out Black-out happened when an alcoholism victim consumed a large amount of alcohol in a long period. Black out is a serious â€Å"disease† in biological that we categories as brain damage. There are 2 types of blackouts. First of all, inability to recall any memories from the period of intoxication is called â€Å"en bloc blackout†. Which mean, the person who could not remember at all what he or she had done when they drunk. In addition, the second type of blackout is called â€Å"fragmentary blackout† which has ability to recall certain part of intoxication period. It means the person who just can remember certain part of his or her memories when they took a large amount of alcohol. Redness of the face during or after periods of consumption Why people who drunk their face will red? It is because alcohol will enlarge the blood vessels whenever we drink. In addition, alcohol will enlarge the blood vessels until they lose their quality or tone then caused those people who drunk will get a redness face. Furthermore, water in our body and skin will evaporate after a long period of alcohol abuse that cause skin wrinkles. Besides that, alcohol abuse will also reduce the level of vitamin A in our body which is an important vitamin can support skin health.

Ebusiness Case Study

CISCO CASE STUDY ANALYSIS Submitted by: Sanal Jose (1021031) Aparna Panda (1021040) Cefi Johnkutty (1021041) Sonam Sethiya (1021052) Q1. Can other corporations benefit from investing in e-business functionality to the same extent that Cisco has? A1. Yes, other corporations can benefit from investing in e-business functionality to the same extent that Cisco has. The ever-changing and dynamic business environment necessitates use of internet and e-business technologies and therefore, these are going to be the face of business in future.Other corporations can benefit highly by making a calculated investment in this field, just as Cisco has been able to do. But there are certain prerequisites which need to be fulfilled before a company invests in e-business otherwise it might lead to a failure. The most important being the organization should have a web oriented culture. The other requisites are: * The company should have a well integrated system where the internet strategies are in sync with the business strategies. * The company should encourage other businesses to network with them. The top level management should ensure the application of an internet strategy in all areas or fields. * Implementation of internet strategy and processes should be as minimum as possible. * Employees should be encouraged to develop innovative processes with the help of internet to increase productivity. * Proper evaluation of processes should be done after the implementation and improvement scope should be there. Proper evaluation of processes should be done after the implementation and improvement scope should be there. Q2.What can other corporations learn from Cisco’s approach to guiding the e-business transformation? A2. The following are some of the learning’s that other corporations can take from Cisco’s approach to guiding the e-business transformation: * A single enterprise system embracing contract manufacturers, distributors, logistics partners, develop ment engineers, service engineers, sales representatives and customers into a single information system. * Information sharing in real time. * Direct fulfillment of orders whereby most of Cisco’s contract anufacturing partners ship directly to customers. * Automatic testing: to ensure product quality by creating test cells on supplier production lines. * Faster product introduction into the market: reducing the number of steps required during prototype development. * Recognize and forecast the need for a scalable business model to meet the demand of rapid growth. * Using Internet as the foundation of an enterprise and develop business models to achieve high performance and gain competitive advantage.

Are Genetic Explanations of ADHD faulty Essay Example | Topics and Well Written Essays - 1750 words

Are Genetic Explanations of ADHD faulty - Essay Example tatistical Manual of Mental Disorders -IV-TR defines ADHD as a developmental disorder that occurs in childhood, invariably prior to the age of seven, and is characterized by â€Å"developmentally inappropriate levels of inattention and/or hyperactive-impulsive behavior†, which causes impairment to one or more than one of major life activities, like family, peer, educational, occupational, social or adpative funtioning. This lack of a single acceptable definition provides indication of the division of the interpretation of the evidence available on ADHD, and is acceptable as knowledge. Children with ADHD display inattentiveness, impulsive behavior, and restlessness. They find it difficult to maintain attention in particular to activities that do not appeal to them or is non-rewarding. This behavior is often combined with the problem of responding to distractions that make it difficult to focus on tasks at hand. Adults with ADHD often have difficulty with time management, procrastination, organization, risk taking, careless behavior, and distractible and impulsive behavior, which leads to poor structuring of their lives, and inability to plan and execute complex daily tasks. (Attention-deficit hyperactivity disorder). The original manner in which children with ADHD was looked at was to treat them as children with learning difficulties, and that provide them with special education as a means to make them all right. Thus making it essentially an issue of nurture. Present day psychologists tend to question this understanding of ADHD, and have brought a new perspective of ADHD from the nature angle, in the form of a biological or neurochemical problem, as an explanation for ADHD. Support for this comes from psychologists, who believe that the mind and body are more closely intertwined than was earlier believed, and that the body could cause problems of the mind. These beliefs are founded or the findings that Downs syndrome and cancer could have a genetic basis.

African American Studies Assignment Example | Topics and Well Written Essays - 750 words

African American Studies - Assignment Example As Ogbar points out, it is now the case that in the past decade, hip-hop has often "deviated from conventional notions of race," even though race and ethnicity still play a big role (Ogbar, 38). The first section of the chapter deals with the way that definitions of the "real" from the 60s, 70s, and through the 90s. Ogbar argues that hip-hops appeal during its formative years stemmed from the way it pulled from what he labels "black oppositional culture," which opposed "the dominant [white] culture and ideologies" (Ogbar, 39). Because of this, what makes things real in hip-hop is at some level "an intimate familiarity with the urban, working-class landscapes" of the 1970s, as well as basic knowledge of criminal activity in most cases (Ogbar, 39). It is worth noting, however, that hip-hop from the late 90s on has been increasingly political as well, including from commercial rappers who address the problems their ethnic culture faces in "sophisticated and highly racialized discources" (Ogbar, 40). Interestingly, Ogbar also points out that a lot of the essential elements of hip-hop culture came from Puerto Ricans and other non-black ethnicities (Ogbar, 40). This leads into a longer discussion of race, going from what coinstitues a "real nigga" (Ogbar, 44), the rise of gangsta rap (Ogbar, 45), and the effect that a shift from New York City to Los Angeles, with its rampant gangs, heavier chicano presence, had as hip-hop began to feature "raw and bold depiction[s] of ghetto life in postindustrial Los Angeles" (Ogbar, 45). It is especially interesting to see how the group called Cypress Hill, which was made up of Latino artists, used black slang that should have been very offensive, but which ended up making them "the first Latino group to go platinum" (Ogbar, 46). And the way in which Asian-American hip-hop singers do the opposite, by not using black slang at all but still talking out about racism

Cogn. week3 Essay Example | Topics and Well Written Essays - 1000 words

Cogn. week3 - Essay Example The relation to theories is done with good understanding of the concept it entails. The social and cultural factors in terms of a gap in perception is one that I can relate to my own example of the difference in context of culture that acts as a barrier to perceiving another persons point of view. Assignment # 3 Write a brief explanation of the extent to which you think perception involves learning. After reading up on Sternberg’s (2009) literature on perception we can come to the conclusion that learning and perception are intertwined. Just look at what we mean when we use the term learning, it is basically a moderately permanent modification in one’s behavior resulting due to some experience or a practice. This change encompasses concepts such as classical and operant conditioning as well as perceptual learning. Now let’s look at what we mean when we use the term perception. It usually relates to one’s awareness of things, experiences or events that stim ulate ones senses. So we can rightfully say that when one perceives something through the environment, he is learning from it and then putting it into practice (Hulse, Deese & Egeth, 1975). Look at the visual aspect of learning which is highly dependant on the brains tendency to organize various stimuli into objects which are seen as figures. The basic development of an individual is greatly impacted by the things he perceives which he does by learning. Most of everything that we learn in our daily lives takes root from a learning resulting from new perceptions; with our present perception being impacted by our prior learning, especially when there is an emotional meaning attached (Hochberg, 1964). This can be best explained by the aid of an example. A gun might be perceived a lot differently by a woman who has seen someone being shot as compared to the innocent way a child might look at it. The child would view it as a toy and associate it with fun and play whereas the woman will p erceive it as a deadly weapon associated with feelings of fear and danger. Another relevant example can be that of an infant learning how to walk. Initially he will fall as he tries to balance in order to walk. He experiences a fall while he is at it however he still practices to learn how to walk. So in this way he is learning from his mistakes. Look at a blind man trying to learn how to walk. Him learning to walk around on his own lies greatly on his perception of spaces and figures hence without one he cannot achieve the other. That is how greatly the two concepts are connected. References Hochberg. J. Art, Perception and Reality. The representation of things and people. The John Hopkings university press. 1972. Pg. 47. Hulse, Deese & Egeth. 1975. The psychology of learning. McGraw-Hill, 1975 Sternberg, R.J. (2009). Cognitive psychology, (5th ed.). Belmont, CA: Wadsworth Cengage

Discussion question Term Paper Example | Topics and Well Written Essays - 500 words

Discussion question - Term Paper Example (Marshall 15) The devastation to other species of animals and plants through the additional use of land to grow more food will be irreplaceable. We could potentially lose several additional species of animals through the deforestation necessary to use land versus simply advancing our technological approaches. However, the new technology including gene manipulation is cause for alarm due to the potential side effects it brings with it. Another concern is the ethical issues surrounding the patenting of genes, this could potentially lead to major corporations owning humans bodies through the patent on the gene they may carry. One filmmaker spoke regarding this in 2004, she had originally made the film to look at pesticide use, and however, due to her research she became quite alarmed over the genetic manipulations being done by Monsanto Corporation. She called for additional supervision in this area as well as testing before using it in the general market. (Bertino 4) Much of the newer technology has been tested for an adequate length of time to see if negative effects may exist. Some researchers are looking for ways to potentially slow the growth of the human race and even place it at a standstill for a short time. Given the alternatives this may be an appropriate approach as well.

Edgar Allan Poe's The Black Cat Essay Example | Topics and Well Written Essays - 1000 words

Edgar Allan Poe's The Black Cat - Essay Example At the same time, he says that he is not mad and not mistaken, which also makes the reader to conclude that he is lying. Hence, the author has dissected different aspects of the story like the events, characters and coincidences in the story, to find out the truth. According to Amper, the narrator challenges the readers (and the police) to find out the truth behind the murder by giving an unclear picture of different incidents in the story. The narrator has told the story as if he is putting a puzzle in front of the readers and asking them to put it together. However, the attempt to suppress his strong guilt makes his subconscious mind to provide different cues to the reader. The cues make the readers doubt what the narrator is saying and helps to find the truth about the story. Amper says that the narrator’s subconscious guilt makes it difficult for his conscious mind to hide the truth completely. Hence, according to Amper, the cats are figments of the imagination which the n arrator has invented to replace his wife. The author says that the black cat ‘Pluto’ and the second cat are the imaginary substitutes for his wife, used to hide the guilt behind the heinous nature of his crime. Hence, according to Amper, the cats are nothing but fiction. ... Moreover, two ‘rigorous’ searches made by police makes the author believe that the narrator is lying, as according to the author, it would take more than three days to make the police suspicious about the narrator’s story and conduct ‘rigorous’ search. Moreover, the condition of wife’s dead body convinces the reader that the narrator is lying as according to the author, a body cannot â€Å"decay greatly and clot with the gore† just in three days. The subconscious â€Å"slips† of a tongue in narrator’s story makes the reader realize that the narrator is actually describing the murder of his wife by replacing wife with the cat. Moreover, Amper agrees with Daniel Hoffman, who was first in describing that the â€Å"narrator has substituted the cat for wife and wife for cat†. Hence, all the different fragments of the story like ‘apparition on the wall’, ‘the second cat’, ‘image of gallowsâ €™ etc., are the hallucinations and psychological elements which haunts the narrator due to the burden of the subconscious guilt of killing his wife. However, according to the author, what really exposes the narrator’s lie is his description of the condition of his wife’s body. The author says that â€Å"the greatly decayed state of the corpse† is the highlight of the story and that’s when the reader realizes that the narrator has killed his wife and not the cat and that too, long time back. The author has concluded the article by appreciating Poe for writing a simple yet brilliant detective story that has a touch of psychological thrill to it. Response The article ‘Untold Story: The Lying Narrator In â€Å"The Black Cat†Ã¢â‚¬â„¢, written by Susan Amper, is a deep look at different

Ba and Achebe A Comparative Analysis Essay Example | Topics and Well Written Essays - 2500 words

Ba and Achebe A Comparative Analysis - Essay Example On the surface these two novels have precious little in common, but a deeper reading reveals that Ba and Achebe using broad strokes of their pen have traversed much of the same terrain with regard to themes like tradition, gender roles, oppression, religion and the like. Preceding a comparative analysis of the two, information about the authors, summary of the plots and an understanding of the recurring themes is called for. Mariama Ba was a Senegalese writer who wrote largely about the social injustices meted out to women. She belonged to a traditional Muslim family. Thanks to her father she received a good education at a prestigious French school despite prevailing tradition which did not encourage the education of women. Her talent as a writer manifested itself at an early age when she wrote bold and thought-provoking articles for journals and newspapers. So Long a Letter was her first novel and it won the Noma Prize. Following its success she wrote the Scarlet Song, her final contribution to literature. So Long a Letter is a novel told in epistolary style that is it... She recounts the twists and turns both their lives have taken. Finally she furnishes details about her new life even as an uncertain future beckons to her. Her unique style allows readers intimate glimpses into the life of the protagonist which transports them into the core of her existence. According to Pritchett, in this novel "Thoughts on constitutional politics, economic development, and international relations combine easily with thoughts on life, love, marriage, childrearing, duty to others and self" (50). About Achebe and Things Fall Apart Chinua Achebe is a world- renowned Nigerian writer. He attended the Government College in Umuahia and University College in Ibadan. In the course of his readings he was appalled to note the way Africans were portrayed and set about trying to remove the stereotypical impressions created by such works. He had an impressive career as a writer and received prestigious awards. His works include Things Fall Apart, Arrow of God and Anthills of the Savannah. Things Fall Apart tells the tale of the rise and fall of an Igbo man named Okonkwo. Starting of with few advantages Okonkwo drags himself to the uppermost realms of success and just when he begins to enjoy the trappings of success, circumstances lead to his taking an innocent life and this event marks the beginning of his decline. The tragic flaws in his character lead to his downfall and ultimate destruction. Thematic Concerns of Ba and Achebe The works of Ba and Achebe need to be viewed within the context of colonialism, which nearly annihilated the traditions, beliefs, value systems and culture of native Africa. The aftermath of colonialism, the

Transcendentalism was a cult or so to say, a rejection of God Essay Example for Free

Transcendentalism was a cult or so to say, a rejection of God Essay Transcendentalism was a spiritual, philosophical, literary movement that took place in the Boston area between the 1830s and late 1840s (Buchanan 1). The main idea was that the soul of the individual is identical to the soul of the world and that it contains what the world contains, and that the mind can apprehend absolute spiritual truths directly without having to detour through authorities and senses. This idea revolved around idealism, which is defined as any theory positing the primacy of spirit, mind, or language over matter (Campbell 2-3). Some have stated that Transcendentalism was a cult or so to say, a rejection of God. In reality, the movement was a preference to explain an individual and the world in terms of this individual. The individual was considered to be the spiritual center of the universe. Though not a cult, transcendentalism has ties to major religions. From Puritanism we get morality and the doctrine of divine light. From the Quakers, comes the inner light. Then, with Unitarianism there is the belief of the individual, the true source of the moral light (Reuben 2). Lockean philosophy, which involves all objects of the understanding described to be ideas, and ideas are spoken of as being in the mind, as well as Calvinist beliefs were used to underwrite the belief in Christianity and to focus on science and cognizance (Bickman 2). Ralph Waldo Emerson explains the name and the idea behind the movement with his profound statement, It is well known to most of my audience, that the Idealism of the present day acquired the name of Transcendental, from the use of that term by Immanuel Kant, of Konigsberg, who replied to the skeptical philosophy of Locke, which insisted that there was nothing in the intellect which was not previously in the experience of the senses, by showing that there was a very important class of ideas, or imperative forms, which did not come by experience but through which experience was acquired: that these were intuitions of the mind itself; and he denominated them the Transcendental forms. With the Unitarian church, came the optimistic and rationalistic ideas which lead to Transcendentalism. William Ellery Channing, Andrews Norton, and Edward Everett were ministers and philosophers of this time who were tied with the church. They pretty much made the transcendentalists who they were (Bickman 2). Those who agreed with the ideas of the church and the ideas of Emerson joined a club named, The Transcendental Club. Emerson was the head of it, and Hedge, Francis, Clarke, and Alcott would meet at George Ripleys house to form this organization. The organization was formed to exchange the thought of new ideas in philosophy, theology, and literature, but the members never decided to come up with a new form of religion (Transcendentalism 333). The taken philosophical meaning of this organization was that the mans practical and imaginative faculties play a part in his apprehension of the truth. In the art and literature world was a creation of works filled with the new passion for nature and common humanity and incarnating a fresh sense of the wonder, promise, and romance of life (327). Emerson was an educated man who studied at Harvard. He was a minister during the time of the Transcendental Club, and when his wife died, he decided to resign since he could not participate in communion. Emerson then decided to write poetic prose, essays with recurring themes (Emerson 1). He believed that reason is the highest faculty of the soul? what we mean by the soul itself; it never reasons, never proves, it simply perceives; it is wisdom (Campbell 4). With the ideas of oversoul, reason, wisdom, and perception, Emerson wrote what would be the most important essay in his life, Nature (Bickman 4). The focus of the essay was to describe the nature of life and how we are supposed to live. The essay helps to distinguish between macrocosm and microcosm, the difference in the world outside of an individual and that of the world inside (Campbell 4). The introduction expresses how a creature is to interact with God, how nature has no secrets, and how nature is divided between body and soul. After the introduction, Emerson divides the essay into sections titled as Nature, Commodity, Beauty, Language, Discipline, Idealism, Spirit, and Prospects. Throughout these chapters come this Transcendental / Romantic idea. There are no secrets in this form of intervention. Reality is split into nature and the soul (Steinhart 1). By going outside and looking at the stars, you can have a direct relation with nature, but your mind must be open. Emerson mentions, I become a transparent eye-ball; I am nothing; I see all; the currents of the Universal Being circulate through me; I am part or particle of God. He explains how open minded a person can be, and how they can connect with the oversoul through this process (2). Nature is only here to serve for our human needs, so it needs to be used wisely (3). Nature is also strict truth without ambiguity, and it can be perceived as an incarnation of God (8, 11). Emerson and other Transcendentalists believe that humans have the mental power and capacity to power over our own bodies (11). In other words, we control what goes on in our life by using our mind. And towards the end of the essay, comes the idea that when we are saved and restored, in the end we as beings will have the powers equal to those of God (13). Emerson was not the only Transcendental writer. Others included Margaret Fuller, Theodore Parker, Jones Very, Elizabeth Palmer Peabody, and the original Dr. William Ellery Channing. The closest known to Emerson would have to be Henry David Thoreau. Thoreau also grew up in Massachusetts and while in college studied Emersons Nature (Great? 1-2). The essay influenced Thoreau to keep a journal of his philosophies. The most influential journal published would be Walden (2). Walden is an autobiography / pastoral / extended familiar essay / literary excursion that pulls the reader into a mythic time that can be related to the present (6). Overall, the journal explains to the reader why the spiritual discipline is necessary for coming into the presence and possession of the sacred world (7). Transcendentalism was the living force that seemed to be extinguished as quickly as the flame started. Perry Miller, a professor at Harvard, says Parker killed himself with overwork, and Thoreau expanded himself; Emerson dissolved into aphasia, Ripley subsided into disillusion, Hedge became a Harvard professor? Brownsun became a catholic, as did Sophia Ripley, and Elizabeth Peabody became a ? character. In the end, Emerson and Thoreau were easily the most well known out of the Transcendentalists. Emersons essays and Thoreaus Walden seemed to be more popular than the rest of the group (Bickman 4). The thoughts of the Transcendentalists still live on, but as for the writing, it has pretty much ended. Personally, I highly recommend that everyone should read at least one piece from the Transcendentalism period. The reading is very influential and gets the reader thinking about life and how things fall together. The readings also change the readers perception of religion and could bring on an interest in theology. From reading Nature and Walden myself, I became hooked on the thought of the oversoul and the internal light within us. The stories impacted my spiritual being, as well as my mind. The philosophies of Transcendentalists also make the reader wonder where the thoughts come from and how they derive these thoughts. In all, it is in a way needed that everyone reads some of the Transcendentalists work, just for a change in thought. Works Cited Bickman, Martin. An Overview of American Transcendentalism. Internet. Available: http://www. vcu. edu/engwed/transcendentalism/ideas/definition. html 6 Apr 2004. Campbell, Donna M. American Transcendentalism. Literary Moments. Internet. Available: http://www. gonzaga. edu/faculty/campbell/enl311/amtrans. html 6 Apr 2004. Ralph Waldo Emerson. Internet. Available: http://www. poets. org/poets. cfm? prmID=205 19 Apr 2004. Great Thinkers of the World. HarperCollins Publishers, 1999. 372. Reuben, Paul P. Chapter 4: Early Nineteenth Century ? American Transcendentalism: A Brief Introduction. PAL: Perspectives in American Literature ? A Research and Reference Guide. Internet. Available: http://www. csustan. edu/english/reuben/pal/chap4/4intro. html 6 Apr 2004. Steinhart, Eric. Commentary on Ralph Waldo Emersons Nature. Internet. Available: http://www. wpunj. edu/cohssi/philosophy/COURSES/PHIL218/NATURE. HTM 6 Apr 2004. Transcendentalism. The Cambridge History of American Literature. New York: The Macmillan Company, 1917. 326 348.

Effect of Health Inequalities

Effect of Health Inequalities Grace Delavin What are the contemporary issues in health care and its impact on the national and international healthcare policy? What are the rationale or justification for policy intervention solution to address contemporary health issues in the international issues on education and training, tax benefits and payment to caregivers, respite care and financial support and provision of pension credits for caregiving? Abstract Disparities in ethnic and racial minority in connection to quality health care are prevalent but not extensive. This assessment brings in assessing an analysing the health care disparities and how it impact the health care policy in national and international level in addressing education and training, tax benefits and payments to caregivers, respite care, business regulations combining work and care giving and also financial support and provision credits for care giving. The findings bought about the major impact have on in achieving quality health care services to ethnic and minority people. Introduction The name for health inequalities indicate the population definite distinction in the existence of disease or illness, health issues, nature of health care assistance that prevails from different ethnic class. Inequalities show lack of ability within the health care scheme and thus reports for unneeded cost. There are lots of factors that accord to ethnic, socioeconomic inequalities, racial as well as lacking approach to health care, low aspect of care, community countenance such as difficulty and violence and also personal attitude. These circumstances are sometimes correlated with not well provided tribal and ethnic minority troops, individuals that experienced monetary difficulty, those people who are living in far flung areas or communities were in medical services is not accessible. And also individuals residing in rural and urban areas that experience health inequalities. Even though there are continuing endeavour to lessen health inequalities, tribal and ethnic minority troops inequalities in health still remained. Even when salary, access to care and insurance are accounted for, inequality continue. Poor performance on a scope health gauge such as life expectancy, infant’s death, pervasiveness of diseases or illnesses and insurance scope affirm inequalities between minority troop’s community and their white fellow. For instance, babies born by black mother are 1.5 to 3 times more prone to die than those born by mother of other ethnicities. Cancer is one of the major cause of deaths for more tribal and ethnic minority troops. African American men are more feasible to die from prostate cancer than whites and also Hispanic woman are more likely to die from cancer of the cervix. Indians, African Americans Alaska natives are more likely to have diabetes than whites. Life Probability and all total health for most Americans had improved for the recent years. Due to the improved target on the advances in medicines and medical technology as well as in the preventive aspects of illnesses. While most of the Americans now are living healthier and longer, still inequalities exist. For most number of tribal and ethnic minority troops attaining good health is hard to achieve because often it is associated with individual’s race, gender and economic status. Policy makers are answering to these issues through introduction of legislations with the aim of eradicating health inequalities. Disparities in Access to Healthcare Evaluate the impact the contemporary issue on national and international healthcare policy in your case study. Discuss and critically analyse the rationale or justifications for putting into place each of the below listed types of policy intervention solutions globally to address the contemporary health issues education and training tax benefits and payments to caregivers respite care business regulations combining work and care giving tax benefits and payments to caregivers There are many reasons for disparities in access to healthcare like: Lack of insurance coverage -Not having health coverage, patients are more inclined to delayed health care, more prone to go not having desired medical care, and more inclined to go not having the prescribed drug. Even if clinicians and policy makers are more familiar of tribal and ethnic minority troops inequalities in the kind of medical care, there is insufficient accord on mediation that should be attempted in reducing such disparities. The most common widely developed action by the Department of Health and Human Services (HHS) directed towards changing consumer attitude by supporting them to health professionals or doctors for their health screening or analysis. Also the private and public sectors that force to promote the cultural capability of health care providers, develop the ethnic and minority tribal troops’ equality of the health manpower and to gather and supervise data to be use in health services by the tribal and ethnic minority troops. These access are all sign ificant factors in eradicating tribal and minority inequalities in care importantly those who have scope in insurance. Lack of a regular source of care-Not having an extensive connection in the health care services patients have higher dilemma in achieving quality care. This obstacles in achieving of quality health care services may lead to unexpected health demand, patients may likely to die at an early age and may have a poor health condition. Approach to health care strikes to total mental, social and physical condition, avoidance of disability and diseases, early apprehension and treatment of health status, promote quality of life, avertable death and life expectancy. Lack of financial resources-This financial obstacle directly alter patient’s welfare. Not able to manage the essential remedy on rising rate of minority people may result in delaying or preceding the recommended medical regimen and are less expected to receive precautionary services or persistent care for chronic health conditions or problems. Legal barriers-Approach to health care by small earnings migrant minorities can be interfered by legal boundary to public insurance plans. These scope regulation harbor adverse disparities in accessing to quality health care services. And through the unbalanced access to health scopes threaten the well-being and health of migrants. Structural barriers-These encompasses the area to travel which cover poor access of transportation, the inefficiency in scheduling suitable appointments immediately or during the convenient hours I health care facilities . And the long waiting time spent in the clinic waiting room. These factors affects patient’s strength and eagerness in obtaining the necessary care. Scarcity of providers-People living in rural areas and society with huge concern of minority populace is having problem in accessing to health care services. This issue can be bound due to the lack of medical care specialists and other needed diagnostic facilities. There is possible solution to this problem by altering the health education scheme so more physicians can be train to choose rural practice. Linguistic barriers-Differences in language impede approach to health care for minorities that are not efficient and proficient in English. Healthcare system and providers should to be culturally and linguistically capable when giving medical services. Enhanced understanding to the health system, belief and developmental needs of the patients is enforced clearly in order to provide reasonable approach to medical care for distinct populace. Such plan must allow that the health care provider and the tribal patients must bring their individual owned learning languages pattern and culture to their healthcare providers. Health literacy Narrowed patients literacy is an obstacle to medical treatment or diagnosis. Patient should know the approach of risk and the possibility in order to make a good decision or choices the treatment and with that to act as a genuine partners in the patient –doctor relationship. Interference of physician and patient may lead in helping to improve health care quality for large populace of patients with has low literacy rate or skills. This issue in health literacy are more obvious than in white people because of educational and socioeconomic factors. Lack of diversity in the health care workforce-A big reason for inequality in a workforce for accessing quality care are the cultural distinctions especially between white health providers and minority clients or patients. There are factors in determining greater access to diversity in the workforce such as accelerating cultural proficiency and expanding approach to a great health services. In doing it more effectively, health care promoters or providers should have a solid understanding why and how distinct system of beliefs, biases in culture, family structure, ethnic origin and other factors that influence the manner why people struggle illness, observe medical recommendation and react to treatment. There are ample deposition in New Zealand of compelling disparities in health among ethnic groups, socioeconomic groups and other people residing in distinct regions. According to surveys the populace apt to disparities and circumstances as Pacific, Maori, low income workers who had adversity in achieving health services in times of hours of work, elderly, migrants, rural and those with difficulty or poor in English language skills. The health setup itself afford to health disparities. In New Zealand, tribal integrity is a significant scope of medical disparities. Pacific people and Maori struggle low life expectancy rate and adverse medical circumstances across morbidity and mortality index compared to Europeans. And also socioeconomic deprivation such as education, housing, income and employment. Disparities in Maori and non-Maori are fascinating in equities in health. The Health status and socioeconomic stands identified three types of distinct tribal disparities. These are the gap, result of the gap and inclination of the gap. The government is committed in attaining quality of health care services in New Zealand and reducing or eliminating health disparities between groups of population. The Health Ministry have structures action for implementation and developing extensive strategies namely medical and disability backing benefit, economic and social purpose of health such as environmental, behavioural and other material resources. The effect of reaction of ill health on socioeconomic situation and the economic and social eliminating in health. In comparison with the disparities in international level for example Inequalities in health among European countries is increasing. It is fair increasing that universal approach to medical care is important in creating a balance distribution of medical care. Further action needs in directing the motivation of health-developing the working and living circumstances and policies in supporting clear behaviours in health. Health care kind and opportunity helps explain health inequalities. Barriers to medical care approach includes lack of benefits in insurance, cost in financial care, lack of instruction, geographical inequalities, literacy in health, discrimination, language inequality, socio-cultural assumption in assumption to life and use of care. The present economic situation may lead to increase in health inequalities by decline of social element in health, especially to those who have decreased accomplishments and savings. The loss of employment that will lead to difficult lifest yle and living conditions. Unemployment or career insecurity promote an increased stress level and health detrimental behaviours. The European countries is devoted to decreasing disparities in connection medical care and health result. The European states member have formed unified approach associating policies in education, environment and economic development. The European Commission had adopted a policy recently outlining strategic access to address medical disparities. The intention is to give support to the national regional and local government and other agencies to tackle medical disparities more efficiently. These strategies seek to increase awareness about the need to shortened medical inequalities and to contribute a framework for work among countries and stakeholders. Education and Training. Education and training can help inequalities from among the tribal groups and white people for instance taking care of patients can me be enhance through gathering and reporting significant data on patients education, ethnicity or race can decrease inequality by assimilating cultural analysis or education into the medical professions teaching or trainings, and the research can help in improving the health result through understanding sources of inequalities and encouraging interference. These interventions can lead in eliminating health care inequalities and provide initiative through determining quality development and creating inequalities solution. Like for example in academic medicine in United States had numerous significant roles in the society which includes administering special and health services, providing care for the uninsured and for the poor, cultivating medical professional through education and engaging in research. Respite Care. Aging population contributes to the increasing demand of medical care and health services with concurrence of greater difficulty of having lifelong diseases and retirements from the workforce. In order to meet the health care needs of the patients the human resource of the department of health promotes a scope of action through grant, payment and other program approach to expand and enhance the essential responsibility or care in the workforce, supporting physicians to indulge and to continue practicing their filed in the primary care, making complete physician’s service, managers, integrating the health workers in the community to health care delivery system, promoting efficient teams or groups of medical professionals and other specialists, strengthening health professionals competencies. These strategies will help diminish inequalities and help improve the health condition of the population and to augment the resources. Tax benefits and payment to caregivers. The Affordable Care Act of 2010 in the United States rise approach to care, generate more affordable health insurance, enhance Medicare and assure that people have more authority and security that medical or health insurance will be possible whenever needed. This act access to expand medical aid for families or adults that have low earnings. The human and health services in the US is bound for enforcing provisions to widen coverage, prevention, enhance the quality of health care services and patient reaction towards health care settings, assure safety of the patient, improve proficiency and liability and to work across in achieving a high valued health care. Business regulations combining work and care giving. Proponent of additional reforms recognize that they are lower than choice public approach. Additional reforms cannot be realise in a universal scope, greatly diminish administrative costs. The major advantage claimed for additional reforms is political growth. Minimising the reconstitution of the delivery of health care can promote the political chance of achievement. Health care regulations will provide high quality care, distinguished care can lead to high health aid. The need to freedom of preferred medical care, that is to control their choices in health care. Cares are affordable and Citisens will share the health benefits of care. Financial support and provision of pension credits for care giving. On top of inequality lots of employed or poor working individuals who have connection, but can’t manage to pay for occupation insurance. In order to anticipate the event for development it is essential to understand the concepts of insurance. Employer plan are only beneficial to those employee covered with the plan. For example, in Canada the old age security benefits is important in providing monthly pension once the person reached the required age. This is created in order to provide individual who are not designated to a pension with a yearly compensation during the definitive retirement age. Another plan is the CPP in Canada wherein it provides retirement premium for those that afford to the plan by paid occupation, this plan also grant benefits for disability and other health benefits. The diversity in caregiving rapport and employment chances is that numbers of reconstitutes may be needed to answer insurance issues or pensions issues in a broad manner. Conclusion Health inequalities negatively affect the population who have experienced higher difficulty to health on the ground of their gender identity, religion, racial or ethnic group, age, socioeconomic status, mental health, physical disability, geographical location and other factors that is linked to discrimination. Decreasing inequalities in health will give a chance for everyone to leave an improved and healthy life. Ad in order to achieve this the government must ensure a vita focus on communities that are greater risk. Minimise inequalities in approach to health care quality. Improve the prevention capacity workforce to identify and address inequalities. Support the research in order to identify efficient strategies to reduce inequalities in health. Assimilate and collect data in order to identify and address inequalities. And also the government can use the data in order to identify those population that are the greatest risk and to work with the community in implementing programs an d policies that addresses high preferences. Improve collaboration, designation and convenience for inviting leaders in the community in prevention. And enhance privacy guaranteed medical data compilation for population that is underserved to help in improving policies and programs. For the business owners and employers, they can provide scope in workplace avoidance like precautionary screenings. They can partner with resources in locality like libraries in enhancing employee’s efficiency and to select reliable information’s in health. For clinicians, insurers they can raise the communication and cultural proficiency of medical providers. Hire and train more competent staff form marginalised ethnic and racial minorities and those people with disabilities. Enhance regulation in quality of care. For universities and learning centres they can plan research in identifying new efficient policies and program mediation to decrease health inequalities. Established and implement techniques in order to reduce physical, health and conditions in the environment that may affect the absenteeism. For families they can participate in community achievement. Use the resources in the community to enhance their ability in reading, understanding and using the medical information. References: (www.ama-asn.org/resources/doc/ethics/ceja-2a09.pdf, n.d.) (www.content.healthaffairs.org/content/21/5/90.long, n.d.) (www.healthypeople.gov/2020/topicsobjectives2020/overview.aspx/topicid, n.d.) (www.hhs.gov/strategic-plan/health-workforce.html, n.d.) (www.ncbi.nlm.nih.gov/pmc/articles/PMC1071163, n.d.) (www.rnzcgp.org.nz/assets/documents/standards-policy/health-inequities-position-statement.pdf, n.d.) (www.surgeongeneral.gov/initiatives/prevention/strategy/elimination-of-helth-disparities.html, n.d.) (www.uptodate.com/contents/literacy-and-patient-care, n.d.)

Conclusion On Foot Reflexology Health And Social Care Essay

Conclusion On Foot Reflexology Health And Social Care Essay This study was undertaken to determine the effectiveness of foot reflexology in terms of enhancing psychological wellbeing of elderly people in selected old age home at Pondicherry. Ageing is the accumulation of changes in an organism or object over time. Ageing in humans refers to a multidimensional process of physical, psychological, and social change. Health is vital to maintain well-being and quality of life in old age and is essential if older citizen are to continue making active to society. Problems of the ageing are mostly not due to age but largely due to psychosocial environment, diminishing supports and changes in life situations. According to traditional medicine each foot has over 7,000 nerve endings, 26bones, 107 ligaments and 19 muscles. This type of drugless therapy creates a physiological change in the body by naturally improving your Circulation, which reduces our body Tension and enhances relaxation. It aids in the elimination of the body waste and restoring the body functions to better health. The objectives of the study were To assess and compare the pre and post level of psychological wellbeing of experimental group. To assess and compare the pre and post level of psychological wellbeing of control group. To compare the pre test level of psychological well being between experimental group and control group.. To compare the post test level of psychological well being between experimental group and control group. To associate the pre test level of psychological wellbeing among elderly with their selected demographic variables To associate the post test level of psychological wellbeing among elderly with selected demographic variables. The research hypothesis stated were There is a significant difference between the pre test and post test level of psychological well-being among elderly in experimental group at p

Sarah Jeannette Duncan’s A Mother in India Essay -- essays research pa

Sarah Jeannette Duncan’s A Mother in India Patriarchal Victorian Men Create Monstrous Victorian Women 706 Words   Ã‚  Ã‚  Ã‚  Ã‚  A Mother in India, as a story depends on the facade of appearance and the reality of emotional abandonment within a male dominated & Victorian society. Duncan’s point is that Victorian men create monstrous Victorian women. Relationships of any emotional worth are rendered impossible between Helena and her daughter Cecily because of a life long separation imposed by the father. It is impossible for Helena to be Cecily’s emotional or spiritual mother because Helena is not emotionally equipped to be anything else other than a servant to her husband. Her life has been pre-arranged by a series of male allowances and dictates. Helena and Cecily’s relationship must be emotionally void to work within the shallow, materialistic pre-arrangement of their lives. Helena has nothing to offer her daughter but the emptiness that she’s acquired over her lifetime.   Ã‚  Ã‚  Ã‚  Ã‚  Helena has spent her life in an emotional vacuum. When Helena is forced to draw on emotional experience for her daughter’s sake she finds immature childish emotions are all she has. Cecily is as a doll to Helena that does not live up to its warranty upon close scrutiny. She recoils from the situation looking with repugnance at her alien possession. Cecily is frequently referred to as an it as opposed to my daughter by Helena. Cecily is also frightened by...

Essay --

It has become obvious that some people cannot drive without having some form of anger at other drivers. These people are usually patient and kind outside of their vehicles; but as soon as they start up their car, a strange phenomenon begins- Road rage. How can kind natured people have road rage? Is there something about driving that makes people tick? A few doctors and psychologists have found answers behind this problem, and some of the answers are quite shocking. People around other drivers have become more aggressive, territorial, and mean. It happens every day. A person could be driving the speed limit but another car behind gets frustrated, rides too closely as if they are about to crash, and then speeds past honking like a maniac. Some people who have no temper problem admit to losing control when they are driving. â€Å"For some road ragers, it’s a need for control, to counter to other drivers who they feel violate their proxemic space, or their need for possession of their lane or their part of the road. For others, it’s unchecked anger and aggression. It’s hormone-based, primitive, small-brain thinking, bringing a lack of emotional intelligence or the need to dominate someone else and their unsharable space. Add in unchecked egos, the need for superiority, narcissistic pride: my vehicle is bigger than yours.† This is quoted by Dr. Steve Albrecht who has written the article The Psychology of Road Rage. According to Dr. Steve Albrecht, it seems like some people have road rage because they feel as if they own the road, and do not let anyone get in their way. When they do, they are seen as violating the person’s space. There is also shocking news coming from Dr. Emil Coccaro, in the article ‘Road Rage’ Gets a Medical Diagnosis... ... influence emotions and actions. Another way to help with road rage would be to set a good example on the road with children so they have less of a change to have road rage problems as well. Children usually copy the way their parents are, and if they are calm on the road there is a good chance the children will too when it is their turn to drive. It seems like road rage is a mix between nature and nurture. It can be a psychological reason or how one was raised. Road rage should be more noticed than what it is today so people could do something about this growing problem. If ones who know they have a problem with road rage, they should go see a professional so they could find out why it is happening so often when it should not be; or even use the techniques mentioned before. If road rage and the dangers of it is taken more notice, a lot more lives could be saved.

Equus Essay

Peter Shaffer’s play, Equus, tells a young man’s story of faith and struggle. Through Alan, Shaffer explores man’s relationship with God and himself, the concept of pain and passion, and eventually, shame. Indeed, Alan blinded the horses because he was shamed, not merely of his inability to perform, but more so because Equus, through the horses’ eyes, witnessed how he gave in to temptation and betrayed his god. Alan is like any man who is brought up to his parents’ beliefs. In his case, his mother was a devout Christian who read to him verses from the Bible, where he learned of God and Jesus. His father, on the other hand, was an atheist, and seeing Alan’s growing interest in religion tore the picture of the crucifix Alan had and replaced it with a picture of a horse. This is a powerful act of symbolism. The young Alan was confused because of his parents’ differing religious beliefs. He could sense that his father did not approve of the kind of fervent religion his mother is practicing, and but Alan has already been raised to love God. He could have just become a nominal Christian; instead he turned his intense beliefs towards a substitute god, a god that his father does not hate. Hence, Equus is born – his conception of a deity embodied in every horse. Yet, essentially, his faith remains traditional orthodox Christian. Like God, Equus sees everything, like Jesus, Equus suffers for the sins of the world. Alan’s devout love in Equus culminates to his riding the horse Nugget naked and barebacked, flagellating, riding to the point of sexual/mystical/religious climax, when he screams of his love and his desire to be one with the horse. This image illustrates Alan’s intense religious beliefs that he wants to share the pain, the passion or the suffering of Equus, and be one with him, akin to the intense devotion of saints. In the next part of the play, Alan goes with Jill to a pornography theater where they accidentally run into his father. This leaves an impression to Alan that sexual desire is common to all men. It can be said that since he found his father there, he made the logical conclusion that it was something that his father does not disapprove of. So when Jill suggests they have sex in the stables, he acquiesces. But the presence of the horses makes him nervous, and he is unable to get an erection. He becomes frustrated, and he threatens away Jill. He is more than just ashamed because he was not able to perform. He was ashamed because he could feel Equus’ eyes on him, and he knows that he has sinned. Alan felt guilty about his act, about his giving in to temptation, his attempt to do it with Jill, because he perceived it as an act of betrayal to his god. He declared his devotion and desire to be one with Equus, and yet he found himself a sinner, one of those who cause Equus’s/Jesus’s pain and suffering that he professed to want to share intensely. Whereas before he devoted himself body and soul to Equus, now he has succumbed to his body’s desire and suddenly he is aware of his nakedness. His nakedness is metaphorical with his nakedness on stage and the nakedness of Adam and Eve in Genesis. Literally he becomes aware of his nakedness, when previously he rode the horse naked anyway. This awareness brings forth shame, and since his depiction of god is within reach in the form of the horses, he lashed out at them. Consumed by shame, he vents out his anger and puts out the horses’ eyes, so that he they, and Equus, through them, could no longer see him naked, nor would they be able to see his sins.

Nursing and Student

INTRODUCTION The aims of the assignment is to examine how the reflective account or our experience of facilitating learning opportunities assessing and teaching a student will help the future development with in the mentor or practice teacher role. In order to achieve this teaching session, educational theories. The formulation of a lesson plan wills be included focusing on my objectives rational for my action. In assessment session a brief Introduction will be given on relevant theories, concepts and principles of assessment in practice with further discussion of the assessment process. Assessing a student in clinical area will take place.Effectiveness of my mentoring will be critically analysed and skills in teaching and assessing will be reflected up on evaluation of developing my mentorship role will be discussed, highlighting any changes that can be made to my practice to improve mentorship. It has now mandatory requirement that qualified nurses and midwives becomes mentors affe ct one year of registration and practice (N. M. C 2008). Mentors play a vital role in supporting, teaching and assessing students in practice Quinn (2007) define a mentor as someone who experienced, and many cases more senior than the learner, and who provide support, encouragement, and guidance.PART II : ROLE AS A MENTAR An N. M. C. 2008 mentor is registrant who following successful completion of an N. M. C approved mentor preparation programme. According to N. M. C mentor should exclusive the knowledge, skills and competence are required to meet the defined outcome. Mentors are responsible and accountable for organizing and co-ordinating students learning activities in practice (N. M. C 2008). Mentor need to supervising students in learning situations and providing them with constructive feed back on their achievements. Mentor should assess the total performance including skills, attitudes and behaviours.The fitness for practice and purpose report of the U. K. C. C. post Commissio n Development Group 2001 looked at the competencies of newly qualified Nurses. They concluded that the mentor was to be responsible to contribute constructively to the learning environment for the evidence progress of student, be approachable and supportive to gain confidence of the students have knowledge of assessment tools to assess the competence in order to ensure patient safety, be competent to share knowledge of patient care, make time for interviews to discuss the specific requirements of the student.Provide time for reflection and encourage enquiry based learning. As per N. M. C 2008 there is a developmental frame work to support learning and assessment in practice. There are 8 dominants in the frame work. It includes: 1Establishing effective working relationship 2Facilitation of learning 3Assessment and accountability 4Evaluation of learning 5Creating an environment for teaching 6Evidence based practice 7Leadership As per N. M. C standard Student need to spend minimum 40% of the time with their mentor.As a role as mentor, their knowledge, skills and competency need to update ongoing basis. Each mentors as reviewed every 3 years to ensure that only those who continue to meet the mental requirements. Remain on the local register mentor at least two student with due regard with in 3 years period participate annual updating. Duffy states that N. M. C. Standard for the preparation of mentors provides a tool for preparation but it is the mentor knowledge, skills, ineffectively arrying out their role that protect the public by ensuring that students who are lacking incompetence do not progress to become registered nurse or midwives. The reality of being a mentor is that as per R. C. N tool kit for Nurses 2007 all mentors supporting students, gain registration, have responsibility to ensure that they are fit. Mentor should be prepared to assess student performance in practice and will be accountable for their decision to pass, refer or fail a student. N. M.C recognise that failing student may be difficult and that all assessment decision must be evidence based, mentor should recognise various assessment†¦Ã¢â‚¬ ¦that direct care, simulation, OSCES and other†¦Ã¢â‚¬ ¦ Common criteria for sign off mentor, the N. M. C states Registrant who makes judgement about whether a student has achieved the required standards of proficiency for safe and effective practise must be on the same part or sub part of the register as that which the student is intending to enter. Only sing off mentors and practise teachers that are the same part of the register and the same field of practise.May confirm to N. M. C that student have met relevant standards of proficiency for the particular programme leading to registration. Signing off proficiency must be assessed by all existing sign-off mentor at least 3 occasions. The role of mentor on the preparation of practitioners who are fit for practice is paramount. However mentor need to be supported in her demanding role (Glyniscells pellet 2006). Mentors in the study identified constraints on their role owing to staff shortage, busy clinical work atmosphere, too many students.This result in lack of time to spend with students and left mentor feeling guilty. Kathleen Duffy (2004) identified some mentors failed to fail students early on their programme, pick things up later. Nurse mentors are faced with many difficulties in fulfilling the dual role of facilitator and assessor (Sharples Ketal 2007) ASSESSMENT Assessment defined as the measurement of candidate’s level of competence in theoretical and practical Nursing Skills (Brooker 2001, as cited in Howard and Eaton, 2003, page 46).Assessment in clinical practice ensures safety and competent standard of practice. Assessment is a critical element of the mentoring process, as Duffy (2204) explains mentors must ensure that assessment of clinical skills does occur as required. Many mentors have been passing students who should have failed in the hope that they will improve later although they are aware that this puts patients at risk. Kathleen Duffy was commissioned by the N. M. C to investigate the reasons for this.The four main issue is that emerged in her report of January 2003 included the mentor leaving the indication to the student about their problem for too late in their placement, the mentor having difficulty to take action during their placement because such action could eventually cause critical consequences to the student, the mentor having to face the challenge of a weak student because Nursing is viewed as a caring profession and such action would be uncaring and lack of adequate time for assessors in the clinical environment to work with students (Fraser et al 1998), lack of support for the mentor from lecturers when faced with a fail situation (Sharp 2000). Stuart (2007 page 1) defined assessment as the judgement of performance during clinical practice and any other ways of measuring profession al learning. There are 3 methods of assessment. They are Continuous Assessment, Formative Assessment and Summative assessment. Continues assessment provides a measure of how the student is progressing according to the level and knowledge expected at each stage of their training (R. C. N 2007).The assessment consists of formative and summative dimensions, the later being as all the outputs from the student in the clinical area are observed, providing opportunities for Nursing Practice to be explored and not missed. Gibbs (1998) suggests that assessment should be continues as they are more authentic. Formative assessment occurs throughout the placement and during learning activities using feedback and feed forward and can determine whether re-explanation, arrangement of further practice or moving to the next level is required. Summative assessment normally takes place at the end of the placement and focuses on how much students have learned and have the learning outcomes been met. It does judge achievement of the specified competencies for the student to progress in training.The formative and summative assessment are reliant on each other as Formative Assessment provides a facilitating process which guides and increases learning and serves to give a series assessments whereby a summative assessment can be made. Regardless of the type of assessment, employed every effective assessment must meet the four cardinal criteria. Which are Validity, Reliability, Discrimination and Utility (M. Quinn 2007). Dogra and Wass (2006) note any assessment of clinical performance need to accommodate the diversity of patients and their needs. So performance is judged in terms of cultural sensitivity. A mentor has an important part to play in the assessment of practical work, as well as providing education, role modelling and direct feed back (Nicklin & Ken worthy 2000).We assess the knowledge of the students and how competent they are (what) (In the case of the student nurse, how c ompetent she is in administering oral drugs). The staff nurse achieved this by asking the questions set out in the lesson plan (appendix 4) and evaluating the return demonstration. We assess because (why) we need to test the progress of the student, provide feedback to learners leading to future improvement and demonstrate to students that they have attained a goal or acquired a new skill (Cox & Harper 2000). In this situation, the staff nurse assessed (How) the skills and competency of the student through questioning and observing the return demonstration.As part of the preparation for the role of the mentor, the assessment of the student nurse related to the practical procedure of drug administration began prior to the procedure itself. The student mentor assisted the learner previously with information about other topics and skills in the clinical environment which helps her to reduce assessment stress as the learner was comfortable due to previous interactions as predicted by Ca lnan, 1983. In addition to this, to ensure that all relevant issues were covered, the mentor observed the student throughout the lesson by using a performance checklist as stated by Quinn, 2000 (p. 231) which was designed to identify the knowledge, skills and attitude required for efficient performance.The mentor also communicated clearly and assertively, which helps to interact in a more effective way (Wondrak, 1998). He gave verbal guidance to the learner and informed the student, prior to approaching the ward area that feed back would be presented in the privacy of the office to avoid embarrassment and promote confidence and discussion between the two. When I assessed my student the assessment tool choose to use observation and the use of checklist. Questioning, an important part of the assessing was aided by blooms classification system which enabled the student mentor to ask questions at different intellectual levels to determine the level of knowledge of the student. The learn er received ample time to answer the questions to her full potential.To facilitate self reflection, the staff nurse encouraged the student to discuss (Muijs & Reynolds, 2005) upon her own performance and the students realised how the assessment enhanced here knowledge. A mentor is also provided with the privilege to provide feed back targeting the improvement of the student. The staff nurse chose to give constructive feed back where criticism follows praise and then ends with a positive note which is hoped to give the student adequate confidence to deal with more negative aspects of his/her performance (Neary, 2000). The assessing section of the teaching session proved comparatively easier. I used Blooms Classification system to formulate questions at different intellectual levels in order to understand extend of the student knowledge.The practical demonstration was easy to assess as the checklist provided the exact actions that I should be looking for an assessing. I felt confident while assessing the student and observed every step he took carefully. Assessing is something that I thought it is always done automatically rather than theoretically and methodically it was quite interesting to relate it to theory. My assessor was pleased with my performance and advised me to keep it up. I think my confidence in the subject influenced the student to learn more from me as the image presented through usually givers other a good impression. If a situation arises again I would try my best to keep up my good performance. I feel that the improvement I could make realise on time.I should probably try to make the session longer so that the student has enough and more time to understand, improve, reflect and perfect. It would also help me to build up a better support with the student. This session provided me enough confidence. TEACHING Professional teaching in Nursing, Midwifery and Specialist Community Public Health Nursing, teaching is an International Enterprise that a ims to facilitate learning. It is characterised by an acceptance of responsibility for facilitating other people’s learning by means of planned and purposeful educational interventions (Quinn 2007 p. 183). Teaching can either be formal or informal. Formal is normally pre-planned whereas informal teaching tends to be spontaneous (Hinchiff 2004).For effective teaching to be carried out, it is important to understand the process of learning. Reece & Walker (2000) defines learning as a relatively permanent change. There are different learning theories associated with teaching, firstly, behaviourism, this theory is based on stimulus and response Pavlow (1936 – 1949) among other physiologist experimented on this theory. The humanist theory is however linked to feelings and experience. Maslow (1971) defines this theory as motivation and hierarchy of needs. Meaning the student must identify what he or she wants to learn. Lastly, the cognitive theory, this theory involves think ing and the mind.According Hinchiff (2004) suggest that some key elements are essential in creating a good environment for the student, which are approachable staff, welcoming confident enough to share knowledge supportive, helpful, available and contactable and knowledgeable. Teaching session was carried out to prepare staff nurse to be a mentor oral drug administration was the topic chosen for this session. The rationale for this decision is the fact it is an integral part of a patients care. I notice that numerous management students have been failing their drug assessment test. There are two management students in our ward, next week they have a drug exam. I choose this topic to try to create a difference to these unfortunate occurrences.Knowles indicate that adults are self directed and expect to take responsibility for decisions motivated about by the identification of humanistic needs (Knowles 1985). My students are adult and thus I chose andragogy to teach my students. Andra gogy is defined as the art and science of helping adults to learn. In contrast pedagogy, which can be defined as the art and science of teaching children (Knowles 1973)? According to Knowles 1990, andragogy is where a student controlled approach is employed and thus enhance the students self concept, promotes autonomy, self direction and critical thinking. While encouraging reflection on experience and involves student in the diagnosis, planning, enacting and allows the student to evaluate his or her own learning needs (Knowles 1990).On other hand, Pedagogy implies that learning occurs as a result of the input of others, the student – teacher relationship is unequal – student’s look-up to their teacher, teaching methods is teacher-led and the teacher accepts responsibility for the students learning (Hinchiff 2004 p. 69). The session took place in the staff room at the acute respiratory unit on Tuesday afternoon at 16. 30 hrs commenced after coffee break. The tim e chooses as there would be less activity compared to morning time. The rationale for this decision was to maximize concentration by the student and me (Gibbs 1998). The room was calm and quiet and devoid of any disturbance. It was also well ventilated, spacious and bright which ensured comfort for everyone in to the room. The atmosphere was positive for learning. The session was well planned and the room was arranged beforehand to produce the best possible learning atmosphere.The student mentor prepared handouts for the students prior to the teaching session in order to provide record of what had to be taught (Hinchiff 2004). The mentor prepared a lesson plan before the lesson, thus ensuring that everything was prepared; she made SMART aims and objectives (Hinchiff 2004) to reach perfectionism. British National Formulary was used to teach the student where to look for information pertaining to groups of drugs. The domains of learning described in Booms Taxonomy were used for the se ssion. In Bloom’s Taxonomy, the Domains of learning include Cognitive, the Psychomotor and the affective (Bloom 1972). I started the session by introducing myself and my assessor to the students. In addition I explained the aims and objectives of the lesson.Then I asked some few question regarding the drug administration (Cox & Harper 2000) to understand the scope of the student’s previous knowledge us it. The staff used Bloom’s Taxonomy of educational objectives (1956) to formulate questions at different intellectual levels (Bloom 1956) in the session. Staff Nurse described the N. M. C. guidelines and Whippscross Policy of oral drug administration. The Staff Nurse used a drug chart and explained to the student how to read it, explained the important document features to ensure safety. At the end of session the staff nurse demonstrate to the student the administration of oral drugs. The mentor followed the step by step policies of the N. H. S. efore and after th e administration of the drug while explaining the rationale for each action. After her demonstration, he asked the student for a return demonstration to facilitate evaluation. Finally, a short feed back session was held in the office and the student was provided with the opportunity to clarify her queries. The staff nurse began with positive feed back and then moved on to negative and constructive feed back. Ultimately the student asked to complete questionnaire to evaluate the session (see appendix 3). After the session, my assessor and myself sat down to reflect on the session. He gave me aspiring feedback about the session. ReflectionReflection is a process of reviewing an experience of practice in order to describe, analyse, evaluate and to inform learning about practice (Reid 1993). Reflection enables the practitioner to explore, understand and develop meaning, and also highlights contradictions between theory and practice (Johns 1995). Reflection can be two categories namely r eflection on action, which involves looking back at events that have occurred and reflection in action, which involves learning as it happens and adapting to new situations (Bulman & Schutz 2004). Baud et al (1998) defined reflection as an active process of exploration and discovery which often lead to much unexpected outcomes.Reflection helps to create an environment where professionals are helped to analyse and review their practice, thus enabling the professional to work in a more responsive, creative and untimely more effective manner (Redmond 2004). Reflection has been analysed by many and models have been designed to facilitate reflection. I choose the model, Gibbs’ Reflective Cycle (1998) to help me reflect on my session. I incorporated it into the teaching and assessing of my lesson for a methodical approach. Reflection is said to encourage practitioners to challenge the way they think, feel and believe (Burnard 1989). Reflecting on an experience is a highly skilled a ctivity, it requires an ability to analyse action to make judgements regarding their effectiveness in particular situations.Clearly, Boyd & Fales see self awareness and learning from experience as the key features of reflection. In Reflection, I felt that , humanistic approach was effective as it helped to make the student felt good about her. Contrary to my early fears, the students appeared to be confident about what she needed to know and asked questions accordingly. I would use pictorial demonstrations because this would have reduced the number of doubts that the students presented as many areas would have been self explanatory. Conclusion To develop the role of the mentor, I have made some recommendations. Staffs needs to be encouraged the student to teaching is a part of their role and need to be enthusiastic about this.Attending regular mentorship updates in order to provide relevant, evidenced based information and keep abreast of developments in students teaching may motiva te them and enhance professional development. A regular informal meeting at L. S. B. U between students and mentors to identify problems that arise and act accordingly. This would give both parties the opportunity to discuss what is expected and reduce barriers in the learning /teaching role and may improve the working relationship between mentors and students. Regular audit which are useful in identifying strength and weakness for teaching in the clinical area and all staff are to take part, they should be informed of date and time of audit and have the opportunity to participate in the ward evaluation. In conclusion becoming a mentor is one of the difficult roles of the nurse.It is a very big and serious responsibility because it is in the hands of a mentor to shape the development of the potentials and skills of the students. It is not just teaching a student, what he or she knows, it is about making sure that students will be knowledgeable and competent, enough to practice as a Professional Nurse in the future. Mentors are essential part of the Nursing Students and prepare the next generations to inherit our jobs and further improvement. To let students achieve their maximum potential, supportive and experienced mentors are required. An incompetent and different mentor could impair the students motivation to learn and thus create choose in the future.The N. M. C guidelines state that mentors are essential, however I am afraid they have left out the fact that enough time is also required to maintain the high standards set. This would ensure that students stretch their abilities to the maximum and that mentors are able to reflect upon their experiences and thus improve and perfect themselves to become much more experienced and competent. 10th December, 2008 To, Pauline Mills, Dear Madam, Please find enclosed herewith my mentorship essay preparation. Kindly check and re-correct the essay and return it at your earliest. Thanking you, Yours truly, SARAMMA KORUL LA Encl: Mentorship Essay (p. 1 -11)