A Reflection On My Learning Styles Education Essay

A Reflection On My Learning Styles Education Essay INTRODUCTION This reflective essay aims to draw reflection from experience acquired from the Learning from Practice and Reflection (LFPR) module studied at level 1. My own development during this period will be examined in addition to issues encountered in the progression of the event/activities endeavoured upon. In an attempt to demonstrate significant comprehension of my learning from experiences encountered during this process, emphasis would be made on the learning style(s) utilised and how these were examined and developed. My preferred and actual pursued roles will also be highlighted to show how I developed and/or changed behaviours. How I have managed to develop new and existing skills will be assessed and the extent to which I understand myself and my learning. Finally, I would evaluate the potential scope of improvements made and in need of being made by looking ahead in order to perceive how things would be done and what I would do differently resulting from lessons learnt from past experience. The aforementioned analysis will be well structured to cover the different stages (planning, implementation and evaluation) involved in the activity pursued, and will be made against a backdrop of theory and models that would be utilised and act as supporting evidence accumulated from the module. In doing so, one must also acknowledge the importance and relevance of such a topic due the wide scope it possesses to the extent of being applicable far and beyond this module, university life, but to greater dimensions at the peak of ones career. Learning styles, preferences and skills learnt and adopted could be further honed and tailored around ones expertise in order to maximise ones potential and capacity. This would prove crucial and particularly beneficial in areas where there is much at stake, not to mention the flexibility involved in its transferrable nature (the acquisition of transferrable skills such as organisational, decision making, communication, research, IT appropriate numeracy and group work) where its concept could be implemented in areas/situations of a less magnitude such as nurturing kids to adopt such learning techniques a an early age when starting a family or general everyday experiences. LITERATURE ON LEARNING STYLES/CYCLES PREFERENCES Honey and Mumford The process of learning has been found to be multi-dimensional as various schools of thought have come up with various theoretical models that conjure how people learn. Among the most renowned is Kolbs (1984 1995), who presented learning as a cycle; evolving on a constant basis. Viewing this one can easily reason perhaps why academics such as the likes of Kunzel(no-date) would argue from a psychological standpoint that learning is a journey or a lifelong process. The diagram below illustrates the Kolbs (1984; 1995) initial development of learning as a cycle: Subsequently deduced from the original cycle above is Honey and Mumfords (1992) learning cycle illustrated below: The second enhanced version seems to suggest that in every learning situation, the learning process involving the learner should move consciously through every stage of the cycle. However, this may be found contrary to practical reality and experience which show significant preferences for one or more of the stages over others and that not all learners are well grounded in all stages of the cycle. Although some learners may positively or negatively dislike one or some of the stages, there is nothing to prove or indicate that such preference systems make learners better or worse than one another. Relevant and directly aligned to each stage of the learning cycle, Honey and Mumford (1992) identified four different preferential methods in which people prefer to learn, namely; Activist, Reflector, Theorist and Pragmatist. People tend to operate in just one or in a combination of these modes depending on the degree of preferences, because rather than being fixed characteristics, these are assumed to be acquired characteristics adaptable either through evolved circumstances or at will. Additionally, it is said as mentioned by Honey and Mumford (1992), that ones managerial approach usually reflects ones learning style or vice versa. Honey and Mumford (1992) also found: Activists tend to prefer being proactively involved and dominated by imminent and new experiences with a philosophy of wanting to give a go at anything at least once. This consumes their days with activity and problems are usually tackled through brainstorming. Honey and Mumford (1992) also suggests that activists are busy looking for another activity once the short bursts of excitement from one has sedated. Apparently according to Honey and Mumford (1992), activists are bored with implementation and longer-term consolidation processes and are least productive in learning from passive situations centred on concept or theory that may include the likes of watching and listening to lectures or reading, but rather tend to thrive on and relish the challenge of new experiences. One may argue however, that this element of interest does in fact involve implementation however short-termist it may be, so perhaps it is long-term implementation that activist dislike, but can tolerate short-term as long as it serves their needs of interest and preferences. Activists also prefer not to review their learning achievements and opportunities and dislike situations requiring detailed preparation, solitary work or repetitive tasks. Reflectors prefer to stand back, listen, observe and ponder on experiences from various perspectives, and learn best when doing this. This process usually involves collecting information (either first-hand or from others) to be thoroughly thought through from every possible angle before coming to any definite conclusions, comments or actions. As a result, characteristics traits present in reflectors include postponing outcomes as long as possible; always exercising caution, whilst watching other people in action preferring to occupy a back seat in discussions and meetings, always thinking before speaking, adapting a low profile and possessing a slightly tolerant, distant and unruffled aura. Honey and Mumford (1992) suggests reflectors are weaker in learning when rushed into things without time to plan or with inadequate data, when pushed into role play duties like chairing a meeting. Theorists as learners enjoy analysing and synthesising; by combining and converting distinct facts and observations into comprehensive logical theories. Theorists are said to learn best when presented with a concept theory, system or model irrespective of the potential distance from reality associated with such application. This philosophy relishes logic and rationality. Honey and Mumford (1992) state that theorists enjoy being intellectually challenged; preferring to work with structure, a clear purpose, and being allowed to: investigate associations and interrelationships question assumptions and logic analyse reasons and to generalise from deductions Theorists are said to usually think things through in a well structured and logical manner with high perfectionist tendencies; restless unless and until things fit well into a rational scheme or sequence. Characteristic of this learning preference is keen interest on principles, theories, models, assumptions and systems thinking, and detached, analytical and dedicated to rational objectivity in nature. Anything flippant, subjective in judgement, ambiguous and lateral in thinking, tend to be of discomfort to theorists, who are weaker in learning when: supposed to do something without clear purpose activities are unstructured and ambiguous emotion is emphasised faced with shallow activities subject supporting data is unavailable feeling out of tune with the rest of the group (Honey and Mumford, 1992). Pragmatists are more concerned with making things work on a practical reality by possessing a keen interest on implementing theories, ideas and/or techniques learnt (either recently or previously) to test if they work. This is a feat in slight contrast with reflectors and theorists. Pragmatists are said to positively (and perhaps proactively) search out new ideas and relish opportunities to experiment with applications. They enjoy getting on with things, making practical decisions and solving problems, and are confident and decisive when acting on ideas proving attractive. Pragmatists are also practical and down-to-earth in nature; responding as a challenge to problems and opportunities with a can do, there always a better way or an it is good if it works attitude. Such attitude can be easily perceived as positivist and optimist in mentality or way of thinking. Honey and Mumford (1992) suggests that pragmatists are best at learning when there is a clear link between their current job or (team) role and what is being learnt (the subject matter). They are said to enjoy exposure to processes or techniques clearly practical in nature with immediate relevance where there is a high probability for an opportunity to exist for implementation. As identified by Honey and Mumford (1992), points of weakness in learning with such preference are where there are no immediate rewards, benefits and/or relevance existing from learning activity and/or event(s). After completing Honey and Mumfords (1992) learning styles questionnaire, my highest and second highest score was against reflectors and theorists respectively. This indicated that strengths and learning preferences centred on those of reflectors and theorists and weaker in comparison to adapting traits of activists and pragmatists learning styles. Additionally, my personal results of Honey and Mumfords (1992) learning survey indicated that I preferred watching and thinking than doing and feeling; which effectively placed me in a philosophy category. This complemented the theorist style of learning more than the reflectors by suggesting that I preferred: to dwell on observations and pull thoughts into an integrated whole in a structured manner, logical reasoning, theories, projects and models, analogies, systems, case studies and lectures; courtesy of Clarke (2010). Equipped with this knowledge, placed me in a better convenient position to benefit from choosing the most suitable and adaptable learning techniques, experiences and opportunities at given activities/event(s)/tasks such as the group activity we embarked upon as on a module requirement. Additionally, there are options now available at least consciously where learning styles can be developed in order to expand the range skills available for learning purposes. Considering that by preference, with regards to the three main stages involved in any given task/activity/event (planning, implementation and evaluation), reflectors and theorists are more keen and productive in the planning and evaluation sides of things as opposed to activists and pragmatists implementation, it is of no surprise that I also enjoyed and performed better during these stages (planning and evaluation) of our group activity. Pragmatically speaking this does not suggest however, that Honey and Mumfords (1992) learning cycle theory was not at all contradicted or called into question at times in reality, as it would be quite naive to deem it flawless especially considering the wide dimension of learning styles preferences theory and literature out there. This criticism of Honey and Mumfords (1992) learning cycle matches Smiths (2001) fourth criticism of the cycle which outlines that the ideological sequences do not necessarily equate to reality. Among other criticisms by S mith (2001) worth mentioning is the fact that cultural conditions and experiences are not at all considered and acknowledged, not to mention the subjective perhaps pre-judgemental and weak empirical evidence it relies on for diagnosis. The overriding criticism of this learning cycle is Smiths (2001) sixth but not least criticism which quite rightly points out that the relationship between knowledge and learning processes is much more complex than Kolb (1984) and Honey and Mumford (1992) suggest. Emphasising this point is the Islamic principle and philosophy described so eloquently by Abdalati (1975) as; the truth and knowledge are not entirely confined to sensory knowledge or perception alone. This principle is so firmly rooted when pondered upon that it goes further to expose the fact that any view held or derived by an individual(s) without infallibility or divine revelation, is usually based on the rationalisation of ones own prejudices. LEARNING LOG These were noticed and considered upon critical reflection of critical incidents aided by the utilisation of a learning log which kept track of how I was managing my learning. Consciously and deliberately, time was taken out to focus on my performance during the course; as is the emphasis of this essay. The objective of this is to review thoughts that led to specific actions, outcomes, and lessons learnt from experience in order to be well equipped and informed for future practice; weaknesses could be developed and repeated mistakes avoided. From an enhanced version of the earliest known version of the renown proverb initiated by Julius Caesar,: experience is the teacher of all things, author Pliny the Elder in Naturalis Historia (A.D. 77) mentioned experience as the best teacher, which does emphasis the rationale behind such learning methods. When used critically, the technique of critical reflection can assist one to hone skills. The learning log; which in essence is a diary, a pro gress file or a journal of event/activities with short term reactions to activities, can significantly in the reflecting process. The learning log used during this module can be summarised into three main sections, these were: An actual log; this was a detailed/brief account of what happened Immediate Reactions to situation/activity A Rear View; looking back at what significant outcomes would I take away from event/activity, what lessons were learnt and if anything could have been done differently looking ahead for the future One of the most significant of critical incidents logged (courtesy of Gallagher (2010)) during our group activity within the period of this module was recording briefly that I had left my phone behind on the day we were supposed to be selling cupcakes at university and only realising it 15 minutes after leaving the house on my way to pick up the cakes from a group members house. My immediate reaction was one in rational non-panic mode; with less emotional attachment to the situation I assessed the fact that it was not at all imperative to have my as opposed to the imperativeness attached to actually having cupcakes for sale, being on time to secure a good spot and to allow enough time to plan ahead on the day to make sure everything was in order running smoothly than rushing into things with less thought; traits usually associated with lateness. So I decided not to go back for it and proceeded to my destination which was to a team-members house to pick up the cupcakes. This of course complemented a philosophy style of learning, with the only contradiction being that if philosophers due think things through logically and prefer structure, then surely there should have been provisional scope made in my thoughts to make sure I did not leave my phone behind especially in an important occasion as our big day as far as our group activity was concerned where communication could play crucial roles for organisational and logistical purposes. The counter argument to this would perhaps be acknowledging the fact that no man is perfect not even the best of philosophers not to mention a mere student and besides, surely not all group members would forget their phones; so in such terms this was not a deal breaking error that would seal ones fate, but was easily absorbable and offset by other more superseding factors. In the looking back section of this log, lessons learnt was to go that extra mile to prepare a little bit more; perhaps by making a shortlist of essentials and to dos and tick each one and I go along; this ensures all bases are covered in events leading to a big day/event/activity/occasion/meeting and so on. This is something I could do differently in the future in any role applicable. Overall, I rated my performance and confidence in this critical incident as 4. PERSONAL DEVELOPMENT PLANNING Subject to necessary changes a personal development plan (PDP) is most relevant to target driven job/role as highlighted by Honey and Mumford (1992) and is usually utilised for unexpected opportunities and/or weaknesses. To monitor ad record progress, a PDP also identifies areas in need of improvement. Set criteria/targets are usually individualistic and unique to individual performance. Overleaf is a copy of one among PDPs made during module, but this drew reference to the group activity: What I am going to do Open the sales of cupcakes by picking up cakes, setting up stall and begin selling the cakes and the documented accounting for sales Why I am going to do this My personal contribution as s a group member in an attempt to achieve success; a goal that unifies all group members as we are all in this together How I am going to do this Plan ahead, through structured and logical manner, logical and rational reasoning over the logistics involved with the delivering of the above target. Make sure estimated time of arrival is early, cakes are ready for pick up on time, use selling, numeric and bilingual skills to the best of my ability to close as many sales as possible When I am going to do this On the 21/03/11 When I will review the results /how I will know I was successful Post 21/03/11 Courtesy of Honey and Mumford (2006) Quite similar to a learning log to the extent that it extracts from ones learning log and appraisal documents, but perhaps more challenging, target driven and development orientated. A PDP would usually include dates, event/activity, achievement/results, interpretation of achievement/results against a benchmark, lessons learnt and any possible room for improvement or what could be done differently is under-achieving. OTHER RELEVANT MODELS: VAK Leite et al. (2009) highlights one of the most renowned classifications of the different kinds of learning styles is Flemings VAK also known as VARK which is an expanded version of neuro-linguistic programming models. As an abbreviation the VAK stands for: Visual learners; prefer seeing/thinking things through pictures, handouts, visual aids like PowerPoint slides and so on. Auditory learners; prefer learning by listening via lectures, tapes, discussions and so on. Kinesthetic learners; prefer learning by experience; actually doing on a physical dimension; be it experiments, moving, touching, and active exploration to name a few (Walter et al., 2009). Upon taking the VAK survey, Visual learning was revealed as my preferred learning style and my goal thereon was to focus on visual aids as a main source of learning in order to maximise my educational experience. However, to avoid getting too carried away with this model, it is hard not to recognise the fact that all three styles within VAK are required for effective learning in the pursuit of knowledge and experience as they are inter-related/-dependent and used more often than not interchangeably. Although it supplemented my other identified styles of learning (reflector/theorists/philosophy), my preference for visual aid for instance as a visual learner would still require listening when benefitting from a PowerPoint presentation being presented by a lecturer unless one was deaf or chose to cover their ears and kinaesthetic element involved would be efforts and energy required to access it in the first place be it using a computer/laptop, jotting down notes or taking a walk into t he classroom again unless one was immobile or chose to be stationary. Emphasising this fact of objective criticism is the mere fact that losing any one of the imperative senses directly associate specifically with anyone of VAK classifications would equate to having a learning disability irrespective of what type of learner/learning preferences one is/has. BELBIN TEAM ROLES Source: XenerGie (no date) The above illustration outlines the nine different main team roles that people are scored on depending on how strongly they express behavioural characteristics of the nine roles, which are more or less self explanatory. The overall assessment process involved to derive such results is known as the Belbin Team Inventory or Belbin Self-Perception Inventory (SPI), which was instigated by Belbin (1981; 1994) to measure preference for the main roles. My SPI results indicated that my most natural roles (where I scored exceptionally high) were as: A Plant; described by Belbin (1981; 1994) as someone with bright ideas who prefers to work on his or her own and generates ideas without considering the practicality or considering others views and can be bored easily by others inputs. Plants are also described as weak at communicating with, learning from, or managing, other people. A Monitor Evaluator; Excellent in reasoning for solutions, views from a wider perspective when all options are considered, but similar to plants weaker at motivating, acknowledging, or facilitating others as rationality is favoured over emotions. A Completer Finisher; Possesses depth to efficiently assist a team to see task(s) through but with major emphasis on accuracy and perfection which can frustrate other practically minded members. Members feel safe by him although there still remains a tendency to annoy due to perfectionism characteristics. My results in totality with key for decipher and interpretation purposes are illustrated below: Courtesy of Belbin (1981; 1994) IM Implementer CO Co-ordinator SH Shaper PL Plant RI Resource Instigator ME Monitor Evaluator TW Team Worker CF Completer Finisher Very Low 0-5 0-3 0-3 0-1 0-2 0-2 0-3 0-1 Low 6-8 4-5 4-6 2-3 3 3-4 4-5 2-3 Mid-Range 9-12 6-9 7-14 4-7 4-7 5-9 6-10 4-8 High 13-15 10-13 15-18 8-9 8-10 10-11 11-13 9-10 Very High 16+ 14+ 19+ 10+ 11+ 12+ 14+ 11+ Courtesy of Belbin (1981; 1994) BELBIN SELF PERCEPTION INVENTORY EXERCISE DT360 From the results shown above, it is clear that absolute coordinating and team worker roles are best avoided as I had very low scores on them, although on average I am capable of assuming shaper and resource instigator roles with relative ease. Some may argue that a more objective and rational method of executing this model would have been to rank each statement in order of preference with the highest rank being made on a statement that best described ones behaviour/personality rather than being confined to 10 points where it is inevitable that some statements would be unaccounted for even though one may have a degree of response for them. Surely it would be fairer in distribution and unbiased if all statements were accounted for to some degree, although keeping the key hidden among the statements and not revealed until ones completed the survey does account to an extent for objectivity. The model can also seem quite daunting and complicated for participants with poor numeric skills; (as a total of 10 points has to be maintained for each number), to the extent that they may be easily confused, put off or end up providing a false reflection due to inaccuracies or poor calculations. Additionally, the fact that Belbin (1981; 1 994) defines an ideal team as consisting of 4 members and anything over this constitutes of a group. This implies that the model is best applicable to teams than groups, but in practicality teams in the workplace and in most cases than not are usually exceeding 4 members. The contradiction of this is that the total number of team roles being tested are 9 (far excessive than 4), although one may argue that depending on the overall goal/objective/activity/event at hand, it may not be an imperative to have all 9 roles present in your team, but perhaps the best/most suitable 4 selections from the 9 that would best serve the overall task at hand. JOHARI WINDOW Initiated by Luft and Ingham (1955), a Johari Window is usually used as a heuristic activity in an attempt to assist people to comprehend interpersonal relationships and communication much better and is seen as a cognitive psychological tool. In terms of input and facilitation, in comparison to the other models aforementioned, this model tends to be less individualist and more interactive (imperatively requiring others input). As revealed by Luft (1969), in practice, a list of 56 adjectives is provided (to both the subject and peers) and utilised by both in the same way but independently input (picking 5 or 6 adjectives), to describe the subjects personality, which are then sieved and mapped onto a grid similar to the one found below (relevant to myself and completed for this module): 2. BLIND SELF Warm Sympathetic Warm Proud Self-conscious OPEN SELF Happy Kind Nervous Adaptable Friendly Known to self Not known to self Known to others 3. UNKNOWN SELF Reflective Observant Logical Adaptable Organised 4. HIDDEN SELF Complex Independent Loving Modest Dignified Not known to others Handy (2000) describes this concept as a house with 4 rooms; moving in a clockwise direction: Room 1; represents traits of my personality that I share in common with peers in terms of awareness. These adjectives were selected by both me and peers. Room 2; represents traits of my personality that I am unaware of, but revealed by peers. These descriptions were selected by my peers only without my input. Room 3; represents traits of my personality that were oblivious to both me and my peers. These were in effect selected by the other aforementioned models revelations and indications; these adjectives that best described my found learning preferences/styles. Handy (2000) describes this room as the most mysterious where the unconscious or subconscious part of us noticed by neither ourselves nor others. Room 4; described as confidential; the part of us known only to us and not others. These adjectives were selected by only me. The limitation with this window is that the number of adjectives does not always tally with what is required; and an uneven distribution of selections would have to be made more often than not; which may invalidate findings to an extent in terms of bias. However, this only tends to be an issue if a requirement is made to ensure an even distribution of adjectives across all 4 rooms is achieved. There is nothing to suggest in the theory that an uneven distribution across the rooms is unacceptable or invalid, rather the main emphasis is actually only made on an even independent selection of adjectives between subjects and peers. The problem with this is, if I did not select any adjective that matched my peers selection, would mean room 1 would remain empty. There is also some ambiguity on the frequency of selection required for each participant; is it confined to once or are multiple frequencies of selection allowed to offset such limitation? CONCLUSION PLANNING This was part of the group activity that I enjoyed the most and quite rightly so as indicated by the learning cycle/preferences models. I was proactively involved in this part of the session and my confidence in doing so was mostly thanks to completing most of the learning style/preferences models in precedence to the actual activity. I made the most of knowing where my learning preferences, strengths and skills lay by maximising my potential input/contribution to the group activity. Demonstrating traits of a reflector, theorist, plant, monitor evaluator, completer finisher, in a visually orientated dimension meant this role and stage of activity was performed naturally. One of my most productive and influential contributions at this stage of the activity was the highly imaginative idea to suggest that we considered raising money for charity as this seemed feasible under the circumstances considering our limited resources in terms of lack of funding (a concession from which the idea to submit a funding request stemmed from; although this attempt ultimately proved futile), and limited capacity to produce a lucrative venture under such confinements such as limited timeframes and manpower. Deciding on actually which charity (in this case red nose) to support/represent came from another team member. I must admit that I did not pay much interest or attention on the ins and outs involved in seeing through, although I was quite passionate about the idea. Moving forward perhaps I should develop my pragmatism on this aspect a bit further in order to be more specialised on hands-on experience. IMPLEMENTATION It is obvious that this was not my strongest point and as opposed to the brainstorming phase of the activity, I was not too much involved in this part of the procedure. My main input in this stage of the process was merely driving to picking up the cakes from a group members house (who happened to be more involved with liaising with the producer and negotiating on a price) setting up the stalls and a passive participation in selling on the day of sale. During this time I was better at observing spanners at work, how they work and generating ideas from gone wells and not gone wells. I was more committed to tracking our progress on sales projecting sales based on current sales ad how long we may be expected go on for. It was my idea that we always made sure we had spare change available, which required for each of us to bring coins along on the day. This highlighted preferred passion for the evaluation sides of things as similarly expressed for the planning stages. There is a lot that I have learnt from the implementation process and there is also a lot more to learn provided I am more involved in this stage, the realisation that theories do not always work in reality for instance would more easily verifiable and assessable. EVALUATION I did enjoy the evaluation stage other than the aspects of implementation involved in this process. My evaluation skills contributed toward the drive that was derived from projected findings on sales that led to us completing sales three hours ahead of schedule whilst generating a healthy profit of 64.5% and a total contribution of pou

Life on Mars as a human :: essays research papers

"PLANET MARS, POPULATION 13,000", says the sign at the entrance of Mars, a "blink-and-you'll-miss-it" dot on the map of the solar system. It's a perfect story book planet: only six sets of traffic lights for our hover cars, a main street where you can say hello to any of the friendly, talkative beings nearby, lots of blazing rocks and a beautiful big canyon with an over-looking red sky. One thing a person from the planet would notice instantly, aside from the abundance of red rock and my planet's obsession with leaning buildings, is the fact that people of different races, other than green, stand out like flashing lights in a dark sky. See, the thing with Mars is the percentage of green beings is roughly 95 per cent. Don't get me wrong; in principle, there's nothing wrong with that. I'm just stating the facts. Given that my mother is Human and my father is from Uranus, however, I really stood out in Mars. For someone so physically and culturally distinctive, you may think that a small planet would be terrible to live in. But, for me, the experience was the total opposite. I never acknowledged my racial difference because no one else did. The only times I felt slightly out of place or uncomfortable was during discussions about different cultures at school. I'd always have this feeling that everyone was thinking about me and looking at me, wondering if I lived like the people we were discussing or not. To make myself feel better, I just thought of it as flattery. As their only real life subject, they could feel free to ask me questions. In my experience, being a minority is only a negative thing if you allow it to be. I didn't try to be someone I wasn't, so my race never did matter. Many people have blamed a lot of their problems on racism, stereotypes, and discrimination. Unfortunately, there are times when that is the reason. In some cases, however, people make it into a reason. They become so obsessed with the thought that anyone who is 'this' or 'that' is the problem. I have three words for them, just drop it. Stop making more problems, we already have enough. Sometimes the solar system would be better off colour blind. At times, I have been called an ‘apple,' green on the outside and white on the inside.

Psychological Affects of End-of-Life Care

As people approach the end of their lives, they with their families and their caregivers, face many tasks and decisions. They may be psychological, spiritual, or medical in nature, but all end-of-life choices and medical decisions have complex psychological components, ramifications, and consequences that have a significant impact on the suffering patients and their caregivers. Hospice is a special healthcare option for patients and families faced with a terminal illness. At Hospice there’s a multidisciplinary team of physicians, nurses social workers, bereavement counselors and volunteers that work together to address the physical, social, emotional and spiritual needs of each patient and family members (â€Å"Hospice†). The main focus of Hospice is to address the issues that are most important to the patients’ needs or wants at the end of his/her life. The term â€Å"Hospice† comes from medieval times when it referred to a place of shelter and rest for w eary or ill travelers on a long journey (Hospice).The name was first applied to specialized care for dying patients by Physician Dame Cicely Saunders, who began her work with the terminally ill in 1948 and eventually went on to create the first modern hospice—St. Christopher’s Hospice—in a residential suburb of London (National). Her lecture, given to medical students, nurses, social workers, and chaplains about the concept of holistic hospice care, included photos of terminally ill cancer patients and their families, showing the dramatic differences before and after the symptom control care. This later resulted in the development of hospice care as you know it today (National).Caregiving is associated with physical, psychological, and financial burdens. Hospice nurses perform many traditional nursing duties such as observing, assessing, and recording symptoms. They still work closely with physicians, administering medications and providing emotional support, al though psychologists do not have much of a presence in the hospice movement. Medications that hospice nurses administer and the symptoms they record are not intended to aid a patient in his or her recovery, but rather to make his or her remaining days as comfortable as possible (â€Å"Hospice†). Being a nurse of any kind is very difficult, but dealing every day with a dying patient requires an  extraordinary temperament, one that symbolizes great caring and patience (â€Å"Career†).It can be especially trying on nurses to attend patients who are as young as or younger than the nurse themselves are. Palliative care highlights the total well-being of the patient as well as that of loved ones and caregivers. The caregiver is there to listen, support, encourage, comfort and help the patient. Their goal is to prevent, treat, or eliminate discomfort whenever and, however it appears, never about giving up hope (â€Å"Career†). Every caregiver may be required to provi de a variety of care tasks including physical, emotional, and practical.Research shows that families find personal care to be the most physically and emotionally challenging aspect of caregiving. Emotional care involves listening, talking, reading, or playing music (Collins). Providing the kind and loving companionship that patient may need during the end-of-life process. Handling insurance and other legal matters, taking care of financial concerns such as paying bills, coordinating visits with loved ones, friends and hospice staff is all a part of practical care (Collins). Along with discussing and ensuring that all of the patients’ wishes are carried out if also the healthcare power of attorney (â€Å"What†). In 2009; 66 million Americans (3 in 10 U.S. Households) reported at least one person providing unpaid care as a family caregiver (Collins). Under Medicare, hospice is primarily a program of care delivered in a person’s home by a Medicare – approved hospice.Reasonable and necessary medical and support services for the management of a terminal illness are furnished under a plan-of-care established by the beneficiary’s attending physician and the hospice team (Berry13). Hospice care is available under Medicare only if: the patient is approved for Medicare Part A, the patient’s doctor and the hospice medical director certify that the patient is terminally ill with six months or less to live if the disease runs its expected course, the patient signs a statement choosing hospice care instead of standard Medicare benefits for the terminal illness, or the patient receives care from a Medicare-approved hospice program (â€Å"Hospice†).Hospice care can be provided by an agency or organization that is primarily engaged in furnishing services to terminally ill individuals and their families. To receive Medicare payment, the agency or organization must be approved by Medicare to provide hospice services (Berry15). App roval for hospice is required even if the agency or  organization is already approved by Medicare to provide other kinds of health services. Medicare pays the hospice directly at specified rates depending on the type of care given each day. The hospice can charge five percent of the reasonable cost, up to a maximum of five dollars, for each prescription for outpatient drugs or biological for pain relief and symptom management related to the terminal illness (Collins).When Medicare beneficiaries choose hospice care, they give up the right to standard Medicare benefits only for treatment of the terminal illness. If the patient, who must have Part A in order to use the Medicare hospice benefit, also has Medicare Part B, he or she can use all appropriate Medicare Part A and Part B benefits for the treatment of health problems unrelated to the terminal illness. When standard benefits are used, the patient is responsible for Medicare’s deductible and coinsurance amounts (Berry 14 ). All services required for treatment of the terminal illness must be provided by or through the hospice.If not through the hospice then Medicare will not pay for treatment for the terminal illness which is not for symptom management and pain control. If you receive care given by another healthcare provider that was not arranged by the patients’ hospice or if the patient is receiving duplicate care Medicare will no longer fund in the patients’ healthcare (Berry14). When a patient is expected to live six months or less is when hospice is referred. Although many hospice patients have cancer as their primary diagnosis, hospice provides care to patients of all ages who are dealing with any potentially life-limiting illness, including Alzheimer’s, congestive heart failure, chronic obstructive pulmonary disease (COPD), dementia, and emphysema.Once the patient has been diagnosed and chooses hospice care, this can generally take place at home or as in-patient care. Hos pice neither prolongs life nor hastens death, but controls pain and discomfort allowing a person to live as fully and comfortably as possible during life’s final journey (â€Å"Career†). Pain control is one of the central goals of hospice care. Every person facing a serious illness hopes for as little pain as possible. Fortunately, with advances in modern medicine, physical suffering can now be almost entirely manages, and in some cases eliminated. From the legal standpoint, the federal guidelines regulating hospice require the hospice to make every reasonable effort to assure that the patient's pain is controlled (Berry3).Most state laws governing hospice  also make pain control a primary and required component of hospice care. The hospice Interdisciplinary Team and the hospice Registered Nurse case manager are focused on making sure the patient is comfortable. The Attending Physician who orders all medications should be focused on the same goal, and in many cases d oes see to it that the patient is kept comfortable. Unfortunately, for varying reasons, some physicians may not order the needed medications to adequately control the patient's pain (Berry4). In these cases, the hospice staff must intervene to protect the patient and make sure the patient gets what is needed to control pain.The hospice Medical Director, being a physician, has the authority to give medical orders and can intervene to provide the patient with the needed medications. In fact, the hospice Medical Director is required by law to make sure the patient's medical needs are met; these needs include medication for pain (Berry4). When dealing with patients and families in hospice care, the psychological and social needs of both patients and family members must be met in order to improve the quality of life throughout the dying process.Many caregivers and loved ones feel overwhelmed by the fact that end-of-life may be near for someone they love; you have to have realization that the patient is not going to get any better despite your best care. It may bring feelings of frustration, anger, sadness, grief and loss to the family of the patient (â€Å"What†). Ignoring feelings of depression, anxiety, confusion or delirium can be harmful†¦ Expressing can be freeing. 48 children and spousal caregivers of hospice patients and 36 controls were evaluated shortly before deaths of their loved ones and again at 2, 7, and 13 months after their deaths. All subjects were administered the Hamilton Raitina Scale for depression, symptom innovatory and the Texas Revised instrument of Grief (Dutton 30).Caring for a loved one who is nearing death can be important time of growth for caregivers. Experience can bring a deep sense of joy and satisfaction in having helped to make a loved one’s last days happier, and more peaceful. Studies indicate that the majority of patients would like their spiritual issues addressed. Spirituality has to do with respecting the inherent value and dignity of all patients. It is very important for the patients’ beliefs to be known to healthcare workers so the patient is not disrespected in any way by the healthcare worker (Karnes2). Patients tend to become more spiritually connected during end-of-life care because they are  nearing the end of their journey.Families are impacted emotionally and spiritually and will be grieving the loss of their lived one whereas their journey is beginning (Karnes6). When a loved one dies, mourning is an essential step in the healing process for those suffering the pain and confusion of loss (Karnes8). Counselors work with clients to validate the experience of grief, find the strength and coping skills, and eventually regain a sense of hope (Karnes7). While grief is very personal, there are many common experiences that accompany the death of a loved one.Talking with a counselor helps clients learn more about the natural process of grief and identify areas of strength and support, as well as areas of potential growth (Collins). Grief support group sessions provide the opportunity for people to meet others who are experiencing similar losses. Grief that accompanies the death of a loved one often comes in waves-and sometimes those waves arrive in the days and weeks that follow. At other times, it may be months-or even years- before the reality of the loss sinks in (Karnes11).Family members may also be grieving over the fact that financial issues may accompany them after their loved one passes. There is always help for any patient or family member in need. After learning more about Hospice and the care that they provide it’s more of a â€Å"safe haven† and a place of comfort for you or your loved ones that are passing. Many others would personally choose hospice as their end-of-life care.

Mary Shelleys Frankenstein - 1179 Words

Repentance and stubbornness A hero is someone who remains seen in literature as a person with great courage and strength, yet though not always the case. The hero usually takes risk for the greater good. The Romantic hero becomes a type of literary idol with different morals. They are passionate about what they love, becoming obsessed with their newfound passion and become determined to perfect at what they do. They eventually become tragically doomed through creating their own individual moral codes by struggling with their internal battles within their minds. Mary Shelley presents us the first persona of a romantic hero through Victor Frankenstein in her book Frankenstein. Shelley fabricates Victor as the main narrator throughout the†¦show more content†¦Because of shooting the albatross, and cursing it with death the Mariner be came cursed with watching his entire crew die right in front of him. The Ancient Mariner describes the scene as being â€Å"cursed with his eye † referring back to how he was the one who doomed all of his crewmates to a horrible death yet his punishment of life in death is much worse (Coleridge428). Victor and the Mariner both realized creating their own moral code eventually made them carry a heavy burden, which they could never live down. The path of sin that both Victor and the Ancient Mariner both took led them into a path of isolation, yet both had different reactions to their solitude, although both felt a sense of misery and of isolation they both felt different views on being alone. Victor on one hand, wanted to be alone he felt as if he told anyone about his ingenious ideas they would think he was crazy. Instead of being called out of being a torturous human he would have rather â€Å"banished myself forever a friendless outcast,† because he did not want to hear how wrong he was for creating life (Shelley141). Although, before when he had a sane moment, he realized he wanted company because everyone he loved was dead. Victor spoke of how â€Å"none relieved [him] from oppression,† (Shelley121). He felt when he knew he became tragically doomed, foreshadowing his ultimate pursuit for theShow MoreRelatedMary Shelleys Frankenstein1689 Words   |  7 PagesGreat Expectations Fathers and Son, Frankenstein. The novel I have chosen to discuss is Frankenstein. Written in 1818 by Mary Shelley, Frankenstein is classified as a gothic novel, however, Shelly uses both realist and non-realist techniques. I will be looking at her reasons for writing the novel and what influenced her, as well as the realist and non-realist techniques used. I will be looking at some of the contemporary social issues that affected Shelley’s life at the time she wrote her novelRead MoreMary Shelleys Frankenstein Feminism1429 Words   |  6 PagesRobert Youshock Prof. Matthew Gerber HIST 1012 10/19/18 Mary Shelley’s Frankenstein: Feminism before it was mainstream? Writing a paper on the topic of Frankenstein days before Halloween might give you the wrong idea- lets clear something up straight away Frankenstein is the doctor not the monster and the monster doesn’t have a name (which we later learn is mildly important to the story). You see, Mary Shelley’s Frankenstein is arguably a story of creation, murder, love, and learning amongst manyRead More Mary Shelleys Frankenstein Essay929 Words   |  4 PagesMary Shelleys Frankenstein The characterization of Victor’s creature, the monster, in the movie although somewhat dramatically different from Mary Shelley’s portrayal in the novel Frankenstein also had its similarities. Shelley’s views of the monster were to make him seem like a human being, while the movie made the monster out to be a hideous creation. The creature’s appearance and personality are two aspects that differ between the novel and movie while his intellectual and tender sidesRead More Mary Shelleys Frankenstein Essay1312 Words   |  6 PagesMary Shelleys Frankenstein In order to illustrate the main theme of her novel â€Å"Frankenstein†, Mary Shelly draws strongly on the myth of Prometheus, as the subtitle The Modern Prometheus indicates. Maurice Hindle, in his critical study of the novel, suggests, â€Å"the primary theme of Frankenstein is what happens to human sympathies and relationships when men seek obsessively to satisfy their Promethean longings to â€Å"conquer the unknown† - supposedly in the service of their fellow-humans†. ThisRead More Mary Shelleys Frankenstein Essay1622 Words   |  7 PagesMary Shelleys Frankenstein Nineteen-year-old Mary Shelley didn’t know when she began it that her â€Å"ghost story† would become an enduring part of classic literature. Frankenstein is an admirable work simply for its captivating plot. To the careful reader, however, Shelley’s tale offers complex insights into human experience. The reader identifies with all of the major characters and is left to heed or ignore the cautions that their situations provide. Shelley uses the second person narrativeRead MoreEssay on Mary Shelleys Frankenstein1643 Words   |  7 PagesMary Shelleys Frankenstein In 1818 a novel was written that tingled people’s minds and thrilled literary critics alike. Frankenstein was an instant success and sold more copies than any book had before. The immediate success of the book can be attributed to the spine-tingling horror of the plot, and the strong embedded ethical message. Although her name did not come originally attached to the text, Mary Shelley had written a masterpiece that would live on for centuries. Read MoreEvil in Mary Shelleys Frankenstein1462 Words   |  6 PagesMary Shelleys Frankenstein is very much a commentary on the Enlightenment and its failure to tame the human condition through reason. The human condition can be defined as the unique features which mold a human being. The creature is undoubtedly a victim of this predicament. He grapples with the meaning of life, the search for gratification, the sense of curiosity, the inevitability of isolation, and the awareness of the inescapability of death. These qualities and his ceaseless stalking of hisRead MoreMary Shelleys Frankenstein Essay1086 Words   |  5 Pages Mary Shelley wrote the book Frankenstein sometime in the 1810s. She was born in London in 1797 (Biography). Her mother was an author of prime literary stock who was trying to encourage women to pursue their ideas and strive to earn the status as equals. The Scientific and Industrial Revolutions that were taking place around Mary Shelley certainly influ enced her while she was writing the book. The creation of machines and experiments at the time made people wonder what the limit of human technologyRead MoreMary Shelleys Frankenstein Essay846 Words   |  4 Pages Shelley’s Frankenstein does an excellent job at demonstrating the ideas and accomplishments of the enlightenment period. Shelly expresses these ideas and thoughts through the character of Victor Frankenstein who is an aspiring scientist seeking an intellectual challenge. Victor Frankenstein live s his hometown of Geneva and leaves in quest of a valued education in Ingolstadt. When Victor arrives at college he is lonely and finds himself in a new world in which he lives by himself. He than meetsRead More Mary Shelleys Frankenstein Essay753 Words   |  4 PagesMary Shelleys Frankenstein An outsider is someone who is not a member of a particular circle or group of people He/She is isolated (separated) from other people and regarded as being different such as people looking, dressing, acting or talk differently. Outsiders have always been around and always will exist! Because society (i.e. - those who are not outsiders) like someone to pick on to make themselves feel better or superior. Outsiders are treated in various ways, sometimes people

The Importance Of Proper And Effective Communication...

The use and implementation of proper and effective communication channels is one of the major issues that have been presenting a lot of headache to the nursing community in the US. In fact, this is considered to be one of the major issues that has ended up affecting the level and efficiency of the health services delivery (Kourkouta amp; Papathaniasiou, 2014). The lack of proper communication system between the nurses, between nurses and other health care professionals, and between the nurses and the patients is one of the major issues that has affected the quality of the healthcare services offered in various United States hospitals. As such, the identification of this gap is one of the most important aspect that requires the adequate application of the necessary interventions remedies in order to improve the level of service delivery. Detailed Description of the Proper Lack of Communication within the Nursing System The enactment of effective policies that can be used to improve the communication system within the nursing communication is one of the most important issues, which is lacking. This is a very important issue as it has culminated to the ineffectiveness in depiction of the patient-centered delivery of the health care services. In short, the nursing community lacks a proper mechanism that can be used to promote the effectiveness on the delivery of the health care services. Both the pre-services, as well as in-service training of the nurses do notShow MoreRelatedImportance of Cross Cultural Communications1209 Words   |  5 PagesEffective cross-cultural communication is one of the most important issues dealt with in business, particularly when a firm operates at an international level. Communication is a process with three key elements, which includes a source, an audience, and a channel. Communication derived from businesses will have listeners that include, but are not limited to customers, employees, suppliers, and the community (Caddy et al.). These listeners contribute to the success of a firm, which is why there isRead MoreEssay on Effective communication and its importance to supervision1585 Words   |  7 PagesEffective Communication and its Importance to Supervision Communication can often be overlooked and good communication skills can be easily assumed. If there is a lack of effective communication within an organization it can potentially affect every process. Every aspect and function of an organization relies on communication in some form. A supervisor must realize that only by ensuring effective communication can they have the proper expectations from their employees. Employees must receive adequateRead MoreManagement Issues And Resolutions : Motivation, Communication, Training Risk Management1411 Words   |  6 PagesRESOLUTIONS: Motivation, Communication, Training Risk Management While a person can be extremely intelligent in a general aspect they can lack emotional intelligence. This causes the work environment or people to be miserable, lack of motivation, and dissatisfaction with their jobs and quite often their lives. Another issue in the organization is communication skills or lack of thereof. Lastly inadequate training can and usually does lead to incidents and that is not using proper risk management techniquesRead MoreThe Nurse Of The Future Core Competency : Communication859 Words   |  4 PagesThe Nurse of the Future Core Competency: Communication Communication is any form of expressing and receiving of messages between individuals. The importance of Communication in the nursing profession is to maintain high quality care for the patient but also maintain effective collaboration between professionals. Boykins, D (2014) states that the â€Å"registered nurse is expected to communicate in various formats and in all areas of practice†. Various formats include speaking to patients and coworkersRead MoreUnderstanding The Importance Of Corporate Communication1260 Words   |  6 Pages1.0 Understanding the Importance of Corporate Communication: The companies and the organizations communicate through different kinds of channels. All these are defined under corporate communication. Every single types of communication are important for the organization. But before discussing the importance we have to know what corporate communication is. Corporate communication is a combination of different types of activities that are involved to establish a favorable relation between the stakeholderRead MoreCommunication Scenario721 Words   |  3 PagesCommunication Channel Scenarios MGT/521 Management November 27th, 2011 Communication Channel Scenarios In business, how information is communicated is very important and has a lasting impression. Selecting the correct method ensures that everyone is aware of any changes being made and has a clear understanding of how the changes will be implemented. In this paper, the student is responsible for reading three scenarios and responding accordingly. Scenario 1 In scenario one, theRead MoreEssay on Organizational Behavior1070 Words   |  5 Pages In todays high demanding world it is important for employees to understand the framework of their company. For an employee to be truly successful, they must have an understanding of organizational behavior, culture and diversity, communication, effectiveness and efficiency, and learning. Organizational behavior (OB) could be defined as the study that investigates the impactRead MoreThe Success Or Failure Of Any Firm Or Organization Depends Upon The Competency And Proficiency Of Its Workforce1584 Words   |  7 Pagesare various methods and techniques which can be used for employee retention via motivation, such as, providing bonuses for good performance, recreation facilities, career development programs, employee reward program and most importantly open communication (Sandhya and Kumar, 2011, page 1778). Employee retention is important to retain the talented workforce from leaving the organization. When an employee leaves an organization he takes with him all the important information regarding the organizationRead MoreKey Communiation Processes939 Words   |  4 PagesCommunication is the process of transferring information and meaning between senders and receivers (Bovà ©e Thill, 2012,p. 35). Communication is important, as it allows human to share vital informa tion of each other and allows exchange of ideas. In business, good communication sends a message of your company’s product and your vision to consumers, the government, and potential and existing investors. When you are communicating, there is a complex process involved. According to Bovà ©e and Thill (2012Read MoreRisk Communication and Risk Management1750 Words   |  7 Pagesï » ¿Risk Communication Abstract In this paper, I have discussed risk communication and risk management. In the first part of the paper, I have identified and explained the risk communication management and its significance. Later, I have discussed the importance of risk communication for security managers in any organization. Risk communication can be simply described as an interactive process of exchange of information and opinion among individuals, groups, and institutions; often involves multiple

Sacred Places - 1363 Words

The Sacredness of Mount Olympus ï ¿ ½ PAGE * MERGEFORMAT ï ¿ ½1ï ¿ ½ Sacred places represent the essential spirit of human kind, and at some point in time, was part of a significant event, ceremony, or spiritual worship. People venture to sacred places to satisfy the human spirit s desire for communion with themselves and their collective humanity. Sacred sites are the most loved and visited places on planet earth. When one arrives at a spiritual destination they find themselves closer to their individual realities. These places have the power to awaken the soul and enlighten the mind. Though some places today, such as Gettysburg, Pennsylvania, exist today as sacred places, they usually carry a different significance from those of mythological†¦show more content†¦The figurative home for the 12 gods has deeper meaning now, and faces heavy challenges to preserve it. According to Greek mythology the summit, shut from sight of men on earth by clouds, is home of the Olympian gods. Later the name Olympus was given to the remote heavenly palace of the gods, and only the twelve most important Greek gods lived there. The leader of the Greek gods Zeus lived there (he was the ruler of the heavens and earth). His queen Hera lived there along with their children Ares, Hermes, Apollo, Hephaestus, Athena, Aphrodite, and Artemis. Zeus s brothers Poseidon and Hades also lived there while ruling the seas and the underworld. The Olympians lived in majestic splendor similar to human beings in both their physical appearance and character traits. The gods would feast on ambrosia and nectar and took delight in mortal loves, sometimes even producing children, whom were known to be demigods, since they were half god and half mortal. Sometime during the 6th century B.C. the Olympian gods began to yield in importance to the mystery cults. Their beliefs changed again at the rise of Christianity. The Olympic Games started on Mount Olympus, held every four years as a celebration to honor Zeus. There the athletic games and contests of choral poetry and dance were invented. The games where held from 776 B.C. to A.D. 393. They originated on the plain of Olympia in Elis, and in the town of Olympia.Show MoreRelatedSacred Places1504 Words   |  7 PagesThe World Trade Center: A Sacred Site R. Clark, J. Frazier July 4, 2010 Greg Underwood University of Phoenix The World Trade Center: Sacred Site Myths, while imagined, have their own explanations of the divine, that to the faithful and those who take the myth on faith , see as true, sacred and unquestioned. For those who do not see myths as religion and the lore and stories in it mere stories , events and elements in it are curiously close to the beliefs and persuasive elementsRead MoreA Sacred Place1124 Words   |  5 PagesA Sacred Place A sanctuary is a sacred place where a person can feel safe and find peace within oneself. It is the theme of sanctuary that relates Irene Zabytko’s â€Å"Home Soil†, Raymond Carver’s â€Å"A Small, Good Thing† and Charlotte Perkins Gilman’s â€Å"The Yellow Wallpaper†, to one another. In Irene Zabytko’s â€Å"Home Soil†, the narrator tato talks about the harsh experiences he had in his past. He talks about how he was forced by the German’s to go out and herd up the crowds in the streets, â€Å"Read MoreThe Sacred Balance : Rediscovering Our Place1102 Words   |  5 Pagespollution, or other major environmental concerns.† (Loughlin). Drinking polluted water will harm individuals and their families but global warming has not appeared to danger us and so we do not worry about it (Walker). In the article, The Sacred Balance: Rediscovering Our Place in Nature, by David Suzuki, it is indicated that humans have lost interconnectedness with nature. In other words, people have put importance to the more unnecessary things, which are the main causes for us consuming chemicals in foodRead MoreA Different History and Where I Come from Essay813 Words   |  4 PagesBrewster and Sujata Bhatt both suggest the significance of place in helping to sha pe a person’s identity in their poems but they do it in different ways. Brewster suggests that places change our identity when she writes â€Å"People are made of places†. This shows that every different place we visit we take the memories and experiences that we had there and keep them in our minds and hearts forever. Whereas Bhatt suggests that when we go to a new place we forget who we previously were and change ourselvesRead MoreHow The Environment Affects A Person And Many Places1643 Words   |  7 PagesPlaces have a lot of significance tied to them depending on what they mean to people. The place that I am going to talk about in this paper reminds me of a peaceful place, because it has provided me with comfort and has allowed me to grow within this calm place. Oxford Dictionary defines place as â€Å"A building or area used for a specified purpose or activity: ‘the town has many excellent eating places’. Specific memories link with certain places that individuals go to, and have had them shape themRead MoreThoughts on THE G IFT Essay983 Words   |  4 Pagesunlike most as that I couldnt predict what was going to happen that made the girls leave the school. nbsp;Just as it says in the beginning paragraph quot;No one expected Merceditas C#225;ceres, on the day Carlotta Rodriguez was expelled from the Sacred Heart, to hang her silk sash from the doorknob, drop her medal of the Congregation of the Angels in the alms box, and walk out through the schools portico arm in arm with her friend, head held high and without deigning once to look back, with thatRead MoreBiography Of Donald Grantham s Music And Doctor Of Musical Arts2269 Words   |  10 Pagesupright and contained new music. This began to replace the elongated rectangle books that contained a fixed repertoire collection . Many famous shape-note books came from the 1800s such as: The Easy Instructor (1801), Christian Minstrel (1846), The Sacred Harp (1844), The Southern Harmony (1835), Harmonia Sacra (1832/1845), The New Harp of Columbia (1848/1867), ad The Christian Harmony (1867). These books consisted of strophic hymn tones, odes, anthems, and even folk hymns. â€Å"All of these books becameRead MoreThe Sacred and Profane in American Beauty Essay1648 Words   |  7 Pagesconcepts of the sacred and the profane has dominated religious and social commentary for decades. While these two, inexorably linked, concepts are most often related with respect to religion, we can apply them to the almost-religion of the â€Å"American Dream† for the purpose of analyzing the lives of Lester and Carolyn Burnham, Buddy Kane, and Angela Hayes in the film â€Å"American Beauty.† In â€Å"American Beauty† the experiences of the characters illustrates the dichotomy between the sacred and profane, theRead MoreReligious Traditions768 Words   |  4 PagesElements of Religious Traditions In the following paragraphs, I will explain how religious traditions describe and encourage the relationships with the divine, sacred time, sacred space or natural world, and with each other. Next, I will identify issues that are critical. Finally, I will include examples of various religious traditions. Relationship with the divine Divinity is the power of having attributes and the quality of being divine. In earlier times, divinity was believed to give anRead MoreThe Memorial And Museum At The World Trade Center1258 Words   |  6 Pagesfamilies and American people. Memorial gatherings and establishment of the memorial transformed the site into a sacred space for both religious and nonreligious men and women , not only in America but all around the globe. This essay examines 9/11 Memorial in the light of Micean Eliade â€Å" Sacred and Profane† In chapter 1 Eliade introduces a term hierophany. He defines it as something sacred that manifest itself to humans thought ordinary objects that belong to profane world. Those objects show duality

Marketing Research for Opinion Poll and Electoral- myassignmenthelp

Question: Discuss about theMarketing Research for Opinion Poll and Electoral. Answer: Introduction The topic discusses the launching of new Zest Sedan by Tata Motors, based on which the marketing research has been conducted. The research starts with the identification of ways of defining a sampling frame for the research and here the cluster sampling is found to be the most suitable. The various ways of defining the sampling approach are illustrated as well and based on the analysis; the non-probability sampling approach is the most effective. Lastly, the previous research approaches are assessed and reviewed for determining the efficiency of the research through delivery of good research outcomes (Armstrong et al. 2015). Part 3 A discussion of the alternative ways of defining the Sampling Frame for the research on the Zest sedan. Recommend one Based on the report considering the case study of Zest Sedan unveiled by Tata Motors in the recent time period, the marketing research has been done to focus on the various research methods and find out the most effective outcomes. The positive outcomes will mainly show how much the customers have been satisfied with the new care, i.e., Zest Sedan, that has been launched and whether it has managed to capture the various market segments properly or not. The sampling techniques are managed for considering the right samples and ensure that that proper research is done on the Zest Sedan that has been introduced by Tata Motors. There are both probability as well as non-probability sampling methods that can help in conducting the sampling process and maintain the validity and authenticity of the research that will be conducted (Babin and Zikmund 2015). While conducting research, it is important to clarify all the important things and define the population for remaining specific as well as collect data in a much fruitful manner. The sampling techniques help in selecting the right sample size, ensure that all the samples are part of the research conduction process for gathering data, and maintain the efficiency of the research effectively. There are both probability and non-probability sampling techniques that are used for carrying out the sampling process with ease and effectiveness. One of the major issues faced was to understand the feasibility of the study, and to overcome such issue, a sampling frame for the research on Zest Sedan has been defined for conducting the research in a fruitful manner (Burns and Bush 2013). It is often difficult to select a huge amount of information and data from many samples, and it can be time-consuming as well. In such situations, it is important to select a subset of the large population group, and this shall be done in a deliberate manner, though based on the aim and purpose of the research. There are various ways or approaches to defining a sampling frame like an opinion poll, electoral register, etc. The alternative ways of defining sampling frame could include records of customers who had purchased the Zest Sedan introduced by Tata Motors. The door to door survey could be used as well for selecting the responses of customers and check whether their needs and require nets had been fulfilled or not by purchasing the car (Crouch and Housden 2012). The population who have purchased the car is selected at first and then randomly a particular number of individuals have been considered as the samples. Suppose 200 people are proud owners of the Tata Motors Zest Sedan and as it is a huge sample size, so 50 people have been selected as samples randomly. In case such sampling frame is not considered, there can be certain limitations that can prevent random selection of samples because there are many individuals within the population who may not have the same probability of being selected as samples during the research (Dawar and Arora 2016). For that, the non-probability sample is considered. There is also cluster sampling, which is effective when the sample size is huge, and for that, it is quite difficult to undertake the research on such sample. To overcome this kind of issue, certain areas within the country are selected, and then samples are selected randomly from those particular areas. The political and social behaviours and at titudes of people are shaped by the way people live and work, and people within the cluster can be similar and sometimes different as well (Hair Jr and Lukas 2014). It is quite complex because successive random sampling is done starting with large clusters and then the sampling of subunits, furthermore followed by the sampling of smaller subunits. In spite of these issues, cluster sampling is considered as economically feasible and more practical, when compared to the other ways of selecting a sampling frame. Thus, the most effective way of defining a sampling frame could be the cluster sampling (Levy and Lemeshow 2013). Part 4 A discussion of the alternative ways of defining the sampling approach for the research on the Zest sedan. Recommend one Sampling approaches have been undertaken for conducting the research on Zest Sedan by selecting a particular group or sample and gain their responses. There are both probability and non-probability sampling approaches that have their own benefits and drawbacks. For probability sampling approach, members remain fixed whereas, in case of non-probability sampling approach, there is no such probability that individuals need to be part of the sampling process. The probability sampling approach is followed when every respondent has equal chances of being selected as samples and thus it is known as the random sampling. The opportunity for selection of samples remains fixed and known (Malhotra, Birks and Wills 2013). Based on the research topic, Tata Motors wants to assess the views and opinions of its customers regarding the quality of car that has been purchased by them. The sampling frame is organised at first, and then the company manages computerised records for selecting the customers randomly and gain their feedbacks and responses based on the Zest Sedan cars purchased by them (Singh and Mangat 2013). The alternative way of sampling approach could be the non-probability sampling approach which consisted of purposive sampling and convenient sampling. Here all the individuals are not provided with equal opportunities of becoming the part of the sampling process. There is no such probability of getting selected randomly, because the selection is purely based on the subjective judgment of the researcher, i.e., here the company. Purposive sampling approach is followed to select the samples according to their characteristics (Takeyasu 2013). The main purpose of using the purposive sampling is not to select the samples randomly and rather create samples to create a generalisation of data. It is supported by quantitative data collected from the samples. The convenience sampling allows for conducting interviews with the managers of Tata Motors. Based on the convenient time from their busy schedule they are allowed to take part in the sampling process to provide their useful opinions and id eas regarding the selling of the newly launched Zest Sedan along with how well it has fared in terms customer satisfaction within the business environment. By following this sampling approach, 50 customers and 5 managers could be selected as sample sizes during the research process (Wilson et al. 2012). Thus, the non-probability sampling approach could be recommended for conducting the research and bring out positive outcomes. Part 5 Explain why the approach expressed in the earlier sections will deliver an effective research outcome By following the previous sections, it could be understood that the post positivism research philosophy and deductive research approaches were followed while conducting the research fruitfully. The deductive research approach is a top-down approach that develops a theory at first, create a hypothesis, manage observations and finally make conformation related to the research topic. As the topic is based on the newly launched Zest Sedan by Tata Motors, so to obtain the opinions and responses of customers, it is important to develop theories or even use the existing theories to develop a hypothesis, observe the various findings and finally make a confirmation. It would be easy to observe the patterns of data and develop new theories that could maintain the effectiveness of the research (Armstrong et al. 2015). From the above sections, it had been seen that among the various research designs including the exploratory, explanatory and descriptive research designs, the descriptive research design was considered as the most suitable. It not only helped in predicting the future and how well the new car could be successful as well as focus on what and how could the customers be more satisfied. The descriptive research design as also useful for establishing a groundwork to explore the new areas for obtaining new data and information and understand the purpose of research in a detailed manner. The collection of data included gathering quantitative data from the respondents who were selected randomly while the qualitative data was gathered from the managers of the organization (Babin and Zikmund 2015). The articles, documents and internet web sites that were found relevant to the research topic provided validated information, which further maintained the reliability and authenticity of the research. Recommendations It is recommended to provide some additional time for conducting the research in much more details because the time allotted was not sufficient for completion of the research. The cluster sampling should be done properly so that the large and smaller subunits of the population does not get mixed, that might create complexities while finding positive outcomes for the research. For the company, i.e., Tata Motors, it is recommended to make other variants of Zest Sedan available in the Australian market for fulfilling the demands and preferences of different market segments. It is also recommended to follow proper digital marketing strategies to make people aware of the newly launched car and create brand awareness as well. Segmentation of market is recommended along with continuous interaction with the customers for identifying the areas that need improvements. References Armstrong, G., Kotler, P., Harker, M. and Brennan, R., 2015.Marketing: an introduction. Pearson Education. Babin, B.J. and Zikmund, W.G., 2015.Exploring marketing research. Cengage Learning. Burns, A.C. and Bush, R.F., 2013.Marketing research. Pearson Higher Ed. Crouch, S. and Housden, M., 2012.Marketing research for managers. Dawar, D. and Arora, S., 2016. Event Study on Stock Prices of Tata Motors-A Study on Launch of Zest.Wealth: International Journal of Money, Banking Finance,5(1). Gupta, M.I. and Joshi, N.M., CREATING VALUE THROUGH NUDGES IN CARS. Hair Jr, J.F. and Lukas, B., 2014.Marketing research(Vol. 2). McGraw-Hill Education Australia. Levy, P.S. and Lemeshow, S., 2013.Sampling of populations: methods and applications. John Wiley Sons. Malhotra, N.K., Birks, D.F. and Wills, P., 2013.Essentials of marketing research. Pearson. Singh, R. and Mangat, N.S., 2013.Elements of survey sampling(Vol. 15). Springer Science Business Media. Takeyasu, K., 2013. Consumers Activities for Brand Selection?Questionnaire Investigation to Automobile Purchasing Case.Journal of Computations Modelling,3(2), pp.151-182. Wilson, A., Zeithaml, V.A., Bitner, M.J. and Gremler, D.D., 2012.Services marketing: Integrating customer focus across the firm. McGraw Hill.