Nursing Case Study Essay Example | Topics and Well Written Essays - 2500 words

Nursing Case Study - Essay Example Prolonged immobilization is one of the main causes for DVT (Poelkens, et.al., p. 111). In this case, the patient’s decompression surgery could have contributed to the formation of the thrombus, and such thrombus later travelled up his chest cavity, manifesting as pulmonary embolism. Initially, a thrombus which separates from its original site then travels through the circulatory system then on to the inferior venacava (Smulders, p. 23). The right ventricle then pushes the thrombus to the pulmonary arteries where the thrombus eventually lodges. Since the pulmonary arteries branch out to smaller blood vessels, the thrombus will likely lodge itself there (Smulders, p. 23). Multiple thrombi may be seen in the pulmonary area and they may be big or microscopic in size; the bigger ones may totally or partially block the major branches of the pulmonary artery. Such thrombus cuts the blood flow in the pulmonary arteries and this can cause increased resistance to blood flow in the pulmonary blood vessels. In instances of 50-60% decreased perfusion, pulmonary hypertension, right ventricle strain, and cardiac heart failure may occur (McGill University). Pulmonary reflexes also cause the release of humoral substances which then lead to the constriction of pulmonary blood ve ssels, thereby increasing vascular resistance. The pulmonary embolism, along with the patient’s lumbar decompression is causing the manifestation of his other symptoms including: tachypnoea, pleuritic chest pain, tachycardia, dyspnoea, and fever. Assessment The patient’s pulmonary embolism was diagnosed; however it is still important to note the clinical presentation of this condition in the patient. Since the patient is at a high risk for having PE, it is crucial to note the manifestations of this incident. Some common symptoms include: dyspnoea, pleuritic chest pain, tachypnoea, and tachycardia (Fedullo and Tapson, p. 1247). However, these symptoms cannot sufficiently establish a finding of PE. These symptoms are all apparent in this patient. These may all indeed point to his pulmonary embolism, however, some of these symptoms may be due to his lumbar decompression surgery. Other diagnostic tests may be used in order to detect pulmonary embolism. The first test is the D-dimer test which evaluates

The Curtin Teaching Essay Example for Free

The Curtin Teaching Essay The Curtin Teaching, Learning and Student Experience Plan 2013-2017 outlines an ambitious vision for reforming teaching and learning, enhancing the student experience, optimising the education portfolio and the student experience. This vision, enabled through a number of strategic projects will position Curtin as leaders in globally innovative education; provide a richly interactive and personalised learning experience and provide opportunity for graduates, equipping them with skills for the future. It is in this context, that teaching excellence is defined. Key to the development of teaching academics, who are engaged in facilitating student learning, is the establishment of criteria to which excellent teachers can aspire. These criteria highlight the capabilities and skills that guide the successful recruitment, development, recognition and retention of quality teaching academics in higher education. The Curtin Teaching Excellence criteria provide a single set of measures to underpin all relevant reward and recognition processes, so that teaching excellence is clear and consistent with the University’s strategic goals. The teaching excellence criteria are designed to assist individual academic staff, particularly new and early career staff, in clarifying expectations, as well as providing guidelines to assist in the process of supporting academics and establishing guidelines for promotion and awards. The criteria will be used by academic staff and their supervisors as a formative development tool to identify career objectives, and development needs, in addition to forming the basis for informing promotion and awards. Curtin’s Teaching Excellence criteria are designed to be broad and flexible, whilst providing a robust and valid definition of excellent teaching within the Curtin context. The criteria are aligned to the teaching roles within Curtin Expectations for Academic Performance (CEAP)1 and the Curtin University Academic, Professional and General Staff Enterprise Agreement 2012-2016 Curtin’s Teaching Excellence Criteria Curtin’s Teaching Excellence criteria mirror those developed in an Office for Learning and Teaching Project2 and informed by criteria and evidence employed by the Office for Learning and Teaching3, the UK Professional Standards Framework for teaching and supporting learning in higher education  20124, the Higher Education Academy Benchmarking Project on Recognition of Teaching in Academic Promotion Project and analysis of criteria developed in other Australian universities. Staff who show evidence of ‘excellence in teaching’ will ‘contribute to systemic change in learning and teaching through ongoing knowledge sharing and dissemination, for example, presentations within the learning and teaching community, collegial mentoring, pairing and networking, and involvement in university and higher education committees’ (Office for Learning and Teaching). Curtin’s Teaching Excellence criteria aim to: 1. Support the initial and continuing professional learning of staff engaged in teaching and supporting learning. 2. Foster dynamic and culturally inclusive approaches to teaching and learning in transforming Teaching and Learning at Curtin through creativity, innovation and continuous development in diverse academic and/or professional settings 3. Acknowledge the variety and quality of teaching, learning and assessment practices that support and underpin student learning. 4. Facilitate individuals in gaining formal recognition for quality enhanced approaches to teaching and supporting learning. The Scholarship of Teaching and Learning (SoTL) for Curtin is systematic inquiry, critique, research and development in teaching, learning and the broader educational context which advances and publicly provides educational benefit to students, staff and the higher education sector. Teachers engaging in scholarship in teaching and learning seek to improve teaching at the tertiary level by: Consulting and applying the literature on teaching and learning Investigating their own teaching Adopting innovative teaching approaches Formally communicating their ideas and practice to peers through publication and other formal means; and Seeking and obtaining peer recognition for their ideas and practice. The scholarship of teaching and learning that underpins the teaching excellence criteria is taken from the definitions first proposed by Boyer (1990)5 and later adapted by the University of Queensland. Scholarly teaching Scholarly teaching in a discipline involves all of the following: striving for a high level of proficiency in stimulating students and fostering their learning in a variety of appropriate ways, being familiar with the latest ideas in ones subject,  being informed by current ideas for teaching that subject,   evaluating and reflecting on ones teaching practice and the student learning which follows. The scholarship of teaching The scholarship of teaching develops from a basis of scholarly teaching in a discipline but is not the same as excellent teaching. It involves exploring, testing, practicing and communicating improved pedagogies, learning processes, curricula, policies and learning materials. It meets the following additional criteria in the context of promoting student learning: It requires high levels of discipline-related expertise. It requires an understanding of who the learners are, how they learn and what practices are most effective in the context of the discipline (pedagogical content knowledge) It breaks new ground and is innovative It can be replicated and elaborated It is documented and subjected to peer review Educational Research Like other social science researchers, educational researchers are guided by theoretical and methodological paradigms. A research academic in the field of education deploys theoretical perspectives to understand educational practice. Educational research includes psychological and philosophical inquiry; historical, policy and cultural analysis; and empirical research on a range of areas including learning and teaching processes, pedagogy and curriculum studies. Such research tests the assumptions and worth of theory  in terms of whether it provides adequate explanations of the data and evidence. The aim of educational research is to expand our understanding of all aspects of education and to contribute to theoretical debates and developments in the area. The questions addressed are broader than those focused on in the area of teaching innovation and involve stakeholders beyond the context in which the innovation takes place (Research Assessment Exercise Guidelines, 2008)6. Curtin’s Teaching Excellence Criteria The seven criteria are: 1. Design and planning of learning activities, units and courses 2. Teaching and supporting student learning 3. Assessment and giving feedback to students 4. Developing effective learning environments, student support and guidance 5. Integration of scholarship, research and professional activities with teaching and in support of student learning 6. Evaluation of practice and continuing professional learning 7. Professional and personal effectiveness Evidence of Teaching Excellence at Curtin Teaching 1. Design and planning of learning activities, units and courses 2. Teaching and supporting student learning 3. Assessment and giving feedback to students 4. Developing effective learning environments, student support and guidance Evidence eVALUate Unit Summary Report including unit coordinator response eVALUate Teaching Evaluation Report Student learning outcomes: (retention and pass rates, student projects) Formal Peer Review Report Formal Teaching Evaluation Review – evidence of report Report from community partners and feedback on outcomes Faculty, University or national teaching awards Peer recognition of quality teaching eg invitations to teach in other universities Scholarship of teaching 5. Integration of scholarship, research and professional activities with  teaching and in support of student learning 6. Evaluation of practice and continuing professional learning Evidence Certificate of completion of Professional Learning program eg FOLT, ALUCP, ALCCP, ALFCP Formal teaching qualification in higher education e.g. Grad Certificate in Teaching Attendance at internal or external teaching-related workshops Training and experience from the relevant industry/profession/ discipline Invitation to present, design or evaluate a teaching and learning workshop Peer reviewed publications / citations University or national teaching and learning grants Details of grants, awards (successful and unsuccessful) and outcomes Service and Leadership in Teaching and Learning (including Community Engagement and Professional Practice) 7. Professional and personal effectiveness Evidence Independent reports from mentees Peer review/ reviewer of curricula which demonstrate engagement with the teaching/research nexus Peer review of curricula as an expert Leadership in supporting colleagues’ teaching through peer support and review. Outcomes of committee leadership Professional Association Awards that validate leadership and expertise in teaching and learning External Reports from the relevant industry/profession/ discipline Invitation to present, design or evaluate a teaching and learning workshop Invitations to present keynote at Teaching and Learning and disciplinary conferences on teaching and learning Membership of senior advisory groups to Government Leadership in external professional networks / interest groups in teaching and learning Recognition by national or international professional bodies (awards, fellowships, honorary memberships etc) Leadership of professional bodies Contribution to the review and development of national and international professional practice standards Leadership of a school, faculty, university or national teaching and learning initiative Level Dimensions of Curtin’s Teaching Excellence Evidence of achievement Teaching Teach and support student learning Design and plan for learning Assess and give feedback to learners Develop effective learning environments and approaches to student support and guidance A A developing profile in teaching and a scholarly approach to teaching as evidenced by: ââ€" participating in team teaching within an established program with appropriate mentoring ââ€" gaining experience in teaching in a variety of settings (eg small and large group, clinical, lab, field, research supervision) ââ€" developing skills in all aspects of teaching practice, with appropriate mentoring, including -curriculum design, -development of learning materials -analysis of learning needs of students -identification of appropriate approaches to teaching moderation of assessments -development of formative and summative assessment appropriately linked to learning outcomes ââ€" seeking ways to improve practice by obtaining and analysing feedback ââ€" embedding reflective practice within all aspects of teaching. ââ€" maintaining currency with the latest ideas in discipline ââ€" being informed of current ideas for teaching in the discipline Formal Peer review report Evidence of reflective practice and plan for improvement Teaching evaluation review report Evidence of planned learning activities designed to develop the students’ learning Sound knowledge of the unit material eVALUate TER 80% agreement or higher for two consecutive years and in most units taught B A developing profile in teaching and a scholarly approach to teaching as evidenced by: ââ€" using the latest ideas and research in the discipline in teaching and learning ââ€" applying current pedagogies in teaching and learning Formal Peer review report Evidence of reflective practice and plan for improvement eVALUate USR with unit coordinator response and response in unit outline Teaching evaluation review report Evidence of well-planned learning activities designed to develop the students learning Scholarly/informed approach to learning design Thorough knowledge of the unit material and its contribution in the course Effective and appropriate use of learning technologies Evidence of effective unit coordination and management of teaching teams and impact of mentoring on peers, colleagues Quality assurance and evaluation of teaching and learning (eg moderation, academic integrity) Student learning outcomes: (retention and pass rates, student projects) Additional evidence Tutor feedback on preparation, organisation, mentoring support Evidence of effective supervision of honours/postgraduate students to completion eVALUate TER 80% agreement or higher for two consecutive years and in most units taught eVALUate USR 80% agreement or higher for two consecutive years and in most units taught C Strong teaching practice evidenced by: ââ€" teaching in a range of different settings (1st year to PG; large and small group, different learning environments); ââ€" consistently high percentage agreement in teaching and unit evaluations; other evidence of positive student feedback and peer review ââ€" reflection, review and continuous improvement of curricula, teaching resources and teaching approaches; ââ€" application to teaching practice of new ideas in the discipline and new ideas about teaching in the discipline ââ€" Recognition through awards and prizes at School or Faculty level ââ€" Mentoring and supporting the development of teaching skills in Early Career teaching academics As per level B plus: Formal Peer review report Evidence of reflective practice and plan for improvement Teaching evaluation review report Tutor feedback on preparation, organisation, mentoring support Evidence of effective supervision of honours/postgraduate students to completion Report from community partners and feedback on outcomes Receiving a teaching award (faculty or university) D A sustained record of excellence in teaching practice at all levels as evidenced by: ââ€" Breadth and depth of teaching portfolio, ââ€" recognition through awards and prizes at University level and above Mentoring and supporting the development of teaching skills in Early Career and Mid-Career teaching staff As per level C plus: Teaching evaluation review report (External expert) Evidence of leadership of effective curriculum development at the program level. Evidence of contribution to the teaching or curriculum and/or discipline at the national level. Curriculum, learning materials adopted at other universities Receiving a teaching award including curriculum development (university or national) Details of leadership roles and specific contribution Feedback from staff mentored E A distinguished record of scholarly teaching at all levels as evidenced by: ââ€" demonstrable impact on student learning in and attitude towards the discipline over a sustained period ââ€" demonstrable impact on success of graduates over a sustained period ââ€" recognition through awards and prizes at National level ââ€" substantial role in mentoring and supporting the development of teaching skills of Early Career and Mid-Career teaching academics. As per level D plus: Teaching evaluation review report (External expert) Evidence of a leadership role and impact in curriculum design and review, planning and/or development at the (inter) national level Evidence of  significant curriculum, disciplinary contribution through published student learning materials, textbooks Leadership in mentoring and supporting colleagues in planning and designing learning activities and curriculum Details of mentoring and leadership support of colleagues External peer recognition and/or review on impact of curriculum, discipline, innovation Scholarship of teaching Engage in continuing professional learning in subjects/ disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practice A A developing profile in the scholarship of teaching as evidenced by: ââ€" Participation in the communication and dissemination of teaching practice within the discipline ââ€" Participation in research on how students learn in the discipline ââ€" Presentations on teaching and learning at local and national conferences Teaching evaluation review report Excerpts from unit materials demonstrating incorporation of current teaching and learning research into teaching activities Evidence of teaching and learning scholarship in the practice of teaching and curriculum development Evidence of teaching materials and curricula which demonstrate engagement with the teaching/research nexus Evidence of self-evaluation leading to changes in practice and student learning Evidence of professional learning Completion of FOLT (all modules) Completion of ALUCP (if in unit coordination role) Evidence of attendance at internal or external teaching-related workshops Evidence of participation in conference / forum relevant to teaching and learning Working toward a formal teaching qualification in higher education e.g. Graduate Certificate in Higher Education A developing profile in teaching and a scholarly approach to teaching as evidenced by: ââ€" using the latest ideas and research in the discipline in teaching and learning ââ€" applying current pedagogies in teaching and learning As per level A plus: Evidence of professional learning Completion of ALUCP, ALCCP and/or ALFCP (according to role) Evidence of attendance at internal or external teaching-related workshops Contribution and systematic participation in professional learning or disciplinary engagement in the area, scholarship of Teaching and learning Formal teaching qualification in higher education e.g. Graduate Certificate in Teaching Teaching evaluation review report Evidence application of current pedagogies in the practice of teaching and curriculum development Membership of disciplinary teaching network (e.g. teaching and learning network, HERDSA, OLT) A strong record in the scholarship of teaching as evidence by: ââ€" Demonstrated institutional impact through curriculum development at the discipline or interdisciplinary level; ââ€" Presentations on teaching and learning at local and national conferences ââ€" Success in attracting funding to undertake projects related to teaching practice in the discipline As per level B plus: Details of grants, awards (successful and unsuccessful) and outcomes Teaching evaluation review report Contribution and systematic participation in professional learning or disciplinary engagement in teaching and learning Peer reviewed publications in the Scholarship of Teaching and Learning (local and national conferences) An excellent record of scholarship of teaching as evidenced by: ââ€"  Demonstrated institutional impact in relation to teaching policy and practice ââ€" Evidence of text books or innovative teaching materials that are used elsewhere ââ€" Participation in international organisations related to teaching area ââ€" A strong record of scholarly publication in major international education journals ââ€" Invited presentations at national and international conferences Partner and/or lead investigator on externally funded teaching and/or curriculum projects As per level C plus: Contributes to teaching and learning policy development and practice Invitation to present, design or evaluate a teaching and learning workshop (evidence of invitation) Peer recognition of quality teaching e.g. invitations to teach in other universities, awarded a faculty and/or University teaching award. Leadership and innovation in teaching practices and supporting students recognised at the university, disciplinary, national level Leadership in supporting colleagues’ teaching through peer review and teaching evaluation Success in a university, national, discipline teaching award Peer reviewed journal publications in the Scholarship of Teaching and Learning Textbook publications or innovative teaching materials used in the higher education sector A distinguished record of scholarship of teaching as evidenced by: ââ€" Recognition as an eminent international authority for scholarship of teaching, as reflected in: high quality scholarly publications in international education journals invitations to present keynote addresses workshops at relevant national and international conferences Lead investigator on externally funded teaching and/or curriculum projects teaching fellowships †¢Evidence of text books or innovative teaching materials that are used elsewhere As per level D plus: Teaching evaluation review report (External expert) Evidence of successful, strategic leadership and innovation in enhancing quality teaching practices and supporting student learning at the university, disciplinary, (inter) national level Evidence of championing an integrated approach to academic practice in the university, discipline, (inter)nationally. Evidence of establishing effective organisational policies and/or strategies for supporting and promoting others (eg through mentoring, coaching) in delivering high quality teaching and support for student learning Evidence of Keynote addresses and workshops in national and international Teaching and Learning conferences Peer reviewed publications in the Scholarship of Teaching and Learning sustained publication record in high quality international journals Leadership in Teaching and Learning, Engagement and Professional practice A Demonstration of potential for leadership in teaching and learning Teaching evaluation review report Contribution and active participation in school teaching and learning committees Evidence of participation in external activities relevant to the discipline/profession and community engagement Demonstration of growing profile in service and leadership in teaching and learning Teaching evaluation review report Active participation in School committees with measureable outcomes details, role and outcomes Independent reports from mentees Peer review/ reviewer of curricula which demonstrate engagement with the teaching/research nexus Evidence of significant external contributions to the discipline/profession and community engagement Demonstration of effective service and leadership in teaching and learning ââ€"  As per level B plus: Teaching evaluation review report Successful prosecution of a major task (sustained or one-off project) that enhances performance of School/Faculty in teaching and learning Evidence of supporting the development of teaching skills in Early Career teaching academics Evidence of successful achievement in roles such as mentor, peer reviewer A significant leadership role in teaching and learning as evidenced by: ââ€" Leadership in curriculum development and renewal at School, Faculty and institutional levels ââ€" Leadership in introduction of new approaches to teaching and learning at School, Faculty and institutional levels ââ€" Invitations to participate in reviews of teaching and learning at other institutions; involvement in national educational activities ââ€" Participation in collaborative partnerships relating to teaching and learning with other educational institutions or other bodies As per level C plus: Teaching evaluation review report (External expert) Peer review of curricula as an expert Leadership in supporting colleagues’ teaching through peer support and review Outcomes of committee leadership Professional Association Awards that validate leadership and expertise in teaching and learning External Reports from the relevant industry/profession/ discipline Invitation to present, design or evaluate a teaching and learning workshop – evidence of invitation Invitations to present keynote at Teaching and Learning and disciplinary conferences on teaching and learning – evidence of invitation Leadership of a school, faculty, university or national teaching and learning initiative E A national and international leadership profile in teaching and learning as evidenced by: ââ€"  Impact on educational policy and curriculum development nationally and internationally; contributions to curriculum debates ââ€"  Leadership in educational activities of national and international organisations ââ€"  Leadership of collaborative partnerships relating to teaching and learning with other educational institutions or other bodies As per level D plus: Membership of senior advisory groups to Government Leadership in external professional networks / interest groups in teaching and learning Recognition by national or international professional bodies (awards, fellowships, honorary memberships etc) Leadership of professional bodies Contribution to the review and development of national and international professional practice standards

Robert Frost: A Man Of Many Words :: essays research papers

Robert Frost was born on March 26th, 1874. Frost was the son of William Prescott and Isabelle Moodie. His parents named him after the confederate general, Robert E. Lee. (Encyclopedia of World Bio) Robert Frost began kindergarten in 1879; unfortunately he was struck with stomach pains on the first day and never returned. He was then home schooled by his mother, whom was a teacher. Before his schooling was over he had been accepted to Lawrence High School, and finished at the head of his class. Frosts first job was teaching however he is best known for his writing, and his life's tragedies. (American Decades)   Ã‚  Ã‚  Ã‚  Ã‚  In 1912 Frost moved to England, and started writing full time. Within months he had written his first book, A Boy's Will, which was accepted for publication. (Contemporary Authors) I think Robert Frost is a master student because he liked school and strived for what he believed in, he accomplished goals he set despite tragic episodes in his life, and he became an inspiring author. Robert Frost strove for what he believed in which was becoming a successful writer. He had written his first published poem before he finished high school. He published a few more pieces, and then he graduated with Valedictory honors. He moved on to Dartmooth College. After leaving he was accepted to Harvard and was awarded the Sewall Scholarship for Academic Excellence. Frosts publishing went world wide and had people envying him everywhere in the world he went.   Ã‚  Ã‚  Ã‚  Ã‚  Robert Frost was also a master student because despite all the tragic times he was faced with he still dug deep to become one of the best writers of all time. Some of the tragedies he went through were, the death of his first son Elliot to cholera. His daughter Marjorie was sickened to perpetual fever. Two years after this incident his wife Elinor died of heart failure. Despite all of these tragedies Frost surrounded Himself with loving colleagues and continued to write successfully.   Ã‚  Ã‚  Ã‚  Ã‚  As an author Frost has inspired many. He had began delivering speeches, talks, and lectures. Frost did not only inspire those he lectured to, but he was inspired by the audience and fans to write more. Some of his best work was said to have happened after the start of his public speeches.   Ã‚  Ã‚  Ã‚  Ã‚  In conclusion I believe Robert Frost to be a master student mainly for the inspiration he's given.

Theories of varied motivation in psychology

It is said that entire psychology is about the study of motivation itself. In fact the science of psychology evolved to explain, answer and reason the ‘why’ of human behavior. Motivation holds the answer to this ‘why’ because when we attempt to reason for a particular behavior or attitude then basically we are finding the motivations responsible for that particular behavior (Gorman, 2003, 1). People perform a variety of actions through multiple roles according to their dominant motivation that guides their behavior. In psychological studies the implicit motivations determining human behavior are not only considered from point of view of biological drives and neurological impetus but they are also explained by relational aspect of human behavior where motivation is a dynamic aspect of the behavior that helps people to interact with the world (Nuttin, 1984,1).   Many theorist attempt to offer generalized explanation for a majority of human actions purely in terms of natural instinct or sudden impulse. Even the people engaged in performing those actions may also agree to this viewpoint. However, the theory of instinct and impulse presents an incomplete rational because there are critical external factors and attractions that also contribute towards the particular motivation. Therefore human motivation is a dynamic product of combination of intrinsic human traits as well as their environmental setting. Another important factor that plays an important role in explaining motivational factors in behavior is human emotion (Gorman, 2003, 89). Human beings experience a number of emotional states that continue to fluctuate and they act as causative factors in a large number of actions undertaken by them. As a matter of fact, motivation is a product of a very complex process of internal and external interaction of human beings with themselves and their surrounding and it acts as stimulant and provide energy for their behaviors and consequent actions. Psychoanalytic Explanation of motives Motives interests psychologist because they provide insight into the character and approach of individuals, providing psychologists with test materials on which they can further form and expand their theories. The reasons of specific actions, such as why did a person steal, why did he commit a murder, why did he participate in a cause where he was not interested, or why did he contributed a majority of his wealth to charitable causes can perhaps be better understood if the motives behind them are sought. The implicit notion is that there are some actions which deviant to a person’s characteristics and those that are difficult be explained by any standard rule based system (Peters, 1958, 28). Psychologists, in their attempts to explore the motives, that is the set of specific reasons for deviant as well as normal actions have given considerable attention to the unconscious self of human beings of which they are themselves unaware. The unconscious self is composed of repressed feelings of deprivations, unfulfilled desires and infant sexuality and it subtly acts on every human being to set the framework of many of their actions (Peters, 1958, 55). This theory of unconscious mental process, as proposed by Freud, and the psychoanalytic explanations it offered, did not profess to explain the entire gamut of human behaviors, but it certainly provided a more panoramic view to cause and reasons of many human actions that were hitherto conventionally explained on mere visible evidences. According to the new wisdom, actions performed by people have a long and complicated background and though they may appear final or conclusive in their immediate bearing, they are part of a long chain of interconnected events. Therefore even the simple question that why did John walk across the road take vast proportion in psychology. As explained by Peters (4), the simple answer that John crosses the road to buy some tobacco is insufficient, even though John himself in unaware of any other motive. To a psychologist, in crossing the road to buy tobacco, John is conforming to many social and cultural stereotypes such as he is not running or crawling across the road to get the tobacco (ibid, 5). If John had run, then his goal of obtaining tobacco would had fallen incommensurate with his action that should had warranted more urgent justification. However as John walks across the road, it indicates that procuring tobacco is a kind of activity that should be accomplished in a normal behavioral conduct to make it appear as an appropriate social function. A psychologist might further argue that John has secret liking for tobacconist’s girl, and he goes to the particular shop to see that girl, though he may himself be not aware of this. Another explanation might be offered that John had an unconscious disliking of work from which he wanted to escape and the act of going to tobacconist was a way for him to stay away from the unpleasant work. Its important to see here that in neither of these explanations John himself is aware of any other reason other than buying tobacco, but each of the region, both of them or several others can be true to the case. The Biological Approach to Motives The biological or physiological aspects of motives are perhaps the earliest explanations that were offered to reason for motives behind human actions and behaviors. This approach views human as ‘drive-oriented’ animals who are more the product of biological factors of cellular and neurochemical reactions, acting through our genetic traits alone and spurred by release of hormones to various actions. This physiological analysis puts instinct as the primary reason behind every human action and its framework basic human instincts such as desire to eat, drink, sleep and have sex combine to form the further ramifications of human behavior (Gorman, 2003,14). In this model, drives for specific actions stimulate people and they respond accordingly in their behavior. It states that behavior of people is the result of homeostasis, that is, the tendency to maintain a stable internal environment of body. Body responds to any deprivation that threatens the stability of internal equilibrium and unleashes corresponding behavior to correct it (Weiner, 1980, 11). Thus homeostasis drive theory accounts for situations where a person may be compelled to steal food if he is hungry, or run if he is threatened, as maintaining the internal equilibrium is principle motive of any living organism. Behavioral approach to motives As Nuttin (1984, 16) states, understanding of motivational process is critically dependent on understanding of dynamic aspects of human behavior. In the field of psychology behavior refers to cognitive activities that an individual performs in the context of a behavioral world (ibid, 17). These activities can not be understood if they are treated separately, and therefore an integrated model of behavior interpretation is required that views that takes a complete and related view of all the processes in the living organism. According to the behavioral model, the various biochemical functions and basic drives are encompassed by behavior that gives these individual traits their full meaning and purpose (ibid, 18). As such hunger, thirst, sleep, sex drive, fear, ecstasy, loyalty etc are not isolated factors in determining motives. Instead they are integrated as part of the behavioral structure that creates a sense of organic continuity. Thus seeing changes to watching and hearing changes to listening in the behavioral model. Various theories and models in the field of social behavior have come with suggestion that human behavior reflects a person’s intent to act (Orbell, 2004, 145). According to each of these models it is possible to predict behavior from intentions and behavioral control displayed by a person. Behavioral characteristics can successfully account for specific types of motivations seen with various actions. For example, harvesting, hunting and fishing are quite different behaviors, yet they are done with the same objective of procuring food. Similarly, despite their different behavioral traits, people are essentially same every where, in the sense that they seek love, trust, social respect, and financial stability, thus acting through almost identical motivational drives. Within the behavioral system, a form of unity and cohesion is attempted out of multiple elements interacting together in a motivational setup (Nuttin, 1984, 84). Humanistic Approach to Motives The humanistic approach in describing different motives for human actions is a relatively new field. Its fundamental principles, as stated by Weiner(1980, 409) are 1. Humanistic psychology studies people in their real life circumstances, where humans are subjects of the study, rather than object. People are described in their own consciousness and perceptions and the reasons and motives of their actions are placed along with their individuality, in a holistic and complete framework. 2. Humanistic psychologists also believe that human choice, will, their desire to move ahead in life, to grow and realize their potentials contribute to their actions, behavior and approach to life. 3. The dominant characteristics of any individual is to achieve personal potential, and develop their capacities and talents to highest level. Thus the central motivation in an individual’s life is to grow, move ahead and develop his or her own self. Conclusion Human actions would continue to be defined, analyzed and interpreted from a number of points of view, according to various theories, models and approaches to understand its complexity and give complete meaning to its attributes, in order to evolve a wholesome picture of factors that motivates people towards a varied degree of actions. Motivations can be best understood from the dynamics of behavior and the integrated setup that provides basis for planning, thinking, action and achievements of goals to people. Further, people are motivated to different actions based on their own perception of needs and requirements as well acting through their subconscious self, which explains for the difference in their perceived reason of their certain steps from the actual reasons justifying it. Reference Gorman, P, 2003, Motivation and Emotion, Routledge, New York. Nuttin, J, 1984, Motivation, Planning, and Action: A Relational Theory of Behavior Dynamics, (trnsltr) Jean E. Dumas ,, Raymond P. Lorion , Leuven University Press; Lawrence Erlbaum Associates. Leuven, Belgium. Orbell, S, 2004, Contemporary Perspectives on the Psychology of Attitudes: The Cardiff Symposium. (edit ) Geoffrey Haddock,   Gregory R. Maio, Psychology Press. Hove, England. Peters RS, 1985,The Concept of Motivation. Routledge & Kegan Paul :London Weiner, H, 1980, Human Motivation, Lawrence Erlbaum Associates, Hillsdale, NJ   

Prison culture

Encounter and Synthesis You will conduct an in-depth, I-hour interview with an individual or married couple from your selected cultural group to develop an understanding of the cultural factors that helped shape that individual's (or couple's) cultural identity. A variety of Issues may be explored in the Interview. The knowledge you gained from Parts 1 and 2, as well as your sense of the person/couple you Interview, will gulled you in how personal you can get with your questions. Cultural groups and Individuals ray on how private they are. SE their feedback regarding what areas you can probe. If the person is very open, go deeper. If not, then respect that cultural boundary and ask yourself why this boundary is there. Issues that you may wish to explore during the interview include, but are not limited to, the following: 1. Early childhood experiences and parental values 2. Earliest memories of recognizing membership in a culturally different group 3. The role of religion/spiritualit y 4. Immigration experiences 5. Similarities/differences between couples' interactions in the U. S. Compared to in he person's original culture 6.School experiences as a member of a cultural minority 7. Experiences with subtle racism or discrimination 8. Experiences with overt racism or discrimination 9. Ways the person/couple chose his/her/their career(s) or made career choices 10. The experience of being culturally different 1 1 . Attitudes about the â€Å"majority culture 12. Extent of desire to assimilate majority cultural attitudes, values, and lifestyles 13. Feelings of oppression 14. Feelings of anger toward majority culture 15. From the person's/couple's own cultural background, are there any racist attitudes toward or stereotyping of individuals from other particular cultures? 6. Strengths identified from the person's/couple's cultural background that help him/ her/them cope with living in the U. S. Once your Interview Is done, you will answer the questions below. Read all the questions before you begin so you will not repeat yourself. First person may be used in your answers. While this is not a regular academic paper (since it can be in outline form, consists of answering questions, and can be in first persons you must observe correct and current PAP style (1†³ margins, h† indents of paragraphs, everything bubble-spaced, correct citation style if used, etc. ).

How to Research German Ancestors

How to Research German Ancestors Germany, as we know it today, is a much different country than it was during the time of our distant ancestors. Germanys life as a unified nation didnt even begin until 1871, making it a much younger country than most of its European neighbors. This can make locating German ancestors a bit more challenging than many think. What Is Germany? Prior to its unification in 1871, Germany consisted of a loose association of kingdoms (Bavaria, Prussia, Saxony, Wurttemberg...), duchies (Baden...), free cities (Hamburg, Bremen, Lubeck...), and even personal estates - each with its own laws and record keeping systems. After a brief period as a unified nation (1871-1945), Germany was again divided following World War II, with parts of it given to Czechoslovakia, Poland,  and the USSR. What was left was then divided into East Germany and West Germany, a division that lasted until 1990. Even during the unified period, some sections of Germany were given to Belgium, Denmark,  and France in 1919. What this means for people researching German roots, is that the records of their ancestors may or may not be found in Germany. Some may be found among the records of the six countries which have received portions of former Germany territory (Belgium, Czechoslovakia, Denmark, France, Poland, and the USSR). Once you take your research prior to 1871, you may also be dealing with records from some of the original German states. What and Where Was Prussia? Many people assume that Prussian ancestors were German, but this isnt necessarily the case. Prussia was actually the name of a geographical region, which originated in the area between Lithuania and Poland, and later grew to encompass the southern Baltic coast and northern Germany. Prussia existed as an independent state from the 17th century until 1871, when it became the largest territory of the new German empire. Prussia as a state was officially abolished in 1947, and now the term only exists in reference to the former province. While an extremely brief overview of Germanys path through history, hopefully, this helps you understand some of the obstacles that German genealogists face. Now that you understand these difficulties, its time to go back to the basics. Begin With Yourself No matter where your family ended up, you cant research your German roots until you have learned more about your more recent ancestors. As with all genealogy projects, you need to begin with yourself, talk to your family members, and follow the other basic steps of starting a family tree. Locate the Birthplace of Your Immigrant Ancestor Once youve used a variety of genealogy records to trace your family back to the original German ancestor, the next step is to find the name of the specific town, village or city in Germany where your immigrant ancestor lived. Since most German records are not centralized, it is nearly impossible to trace your ancestors in Germany without this step. If your German ancestor immigrated to America after 1892, you can probably find this information on the passenger arrival record for the ship on which they sailed to America. The Germans to America series should be consulted if your German ancestor arrived between 1850 and 1897. Alternatively, if you know from which port in Germany they departed, you may be able to locate their hometown on the German passenger departure lists. Other common sources for locating an immigrants hometown include vital records of birth, marriage,  and death; census records; naturalization records and church records. Learn more tips for finding the birthplace o f your immigrant ancestor. Locate the German Town After youve determined the immigrants hometown in Germany, you should next locate it on a map to determine whether it still exists, and in which German state. Online German gazetteers can help locate the state in Germany in which a town, village or city can now be found. If the place appears to no longer exist, turn to historic German maps and finding aids to learn where the place used to be, and in which country, region or state the records may now exist. Birth, Marriage Death Records in Germany Even though Germany didnt exist as a unified nation until 1871, many German states developed their own systems of civil registration prior to that time, some as early as 1792. Since Germany has no central repository for civil records of birth, marriage,  and death, these records may be found in various locations including the local civil registrars office, government archives, and on microfilm through the Family History Library.   Census Records in Germany Regular  censuses  have been conducted in Germany on a countrywide basis since 1871. These national censuses were actually conducted by each state or province, and the original returns can be obtained from the municipal archives (Stadtarchiv) or the Civil Register Office (Standesamt) in each district. The biggest exception to this is East Germany (1945-1990), which destroyed all of its original census returns. Some census returns were also destroyed by bombing during World War II. Some counties and cities of Germany have also conducted separate censuses at irregular intervals over the years. Many of these have not survived, but some are available in the relevant municipal archives or on microfilm through the Family History Library. The information available from German census records varies greatly by time period and area. Earlier census returns may be basic head  counts  or include only the name of the head of household. Later census records provide more detail. German Parish Registers While most German civil records only go back to around the 1870s, parish registers go back as far as the 15th century. Parish registers are books maintained by church or parish offices to record baptisms, confirmations, marriages, burials and other church events and activities, and are a major source of family history information in Germany. Some even include family registers (Seelenregister or Familienregister) where information about an individual family group is recorded together  on  a single place. Parish registers are generally kept by the local parish office. In some  cases, however, the older parish registers may have been forwarded to a central parish register office or ecclesiastical archives, a state or municipal archive, or a local vital registration office. If the parish is no longer in existence, the parish registers may be found in the office of the parish which took over for that area. In addition to the original parish registers, parishes in most areas of Germany required a verbatim copy of the register to be made and forwarded annually to the district court - until the time when vital registration took effect (from about 1780-1876). These second writings are sometimes available when the original records are not, or are a good source for double-checking hard-to-decipher handwriting in the original register. It is important to keep in mind, however, that these second writings are copies of the original and, as such, are one step removed from the original source, introducing a greater chance of errors. Many Germany parish registers have been microfilmed by the LDS church and are available through the Family History Library or your local  family history center. Other sources of Germany family history information include school records, military records, emigration records, ship passenger lists and city directories. Cemetery records may also be helpful but, as in much of Europe, cemetery lots are leased for a specific number of years. If the lease isnt renewed, the burial plot becomes open for someone else to be buried there. Where Are They Now? The town,  kindom, principality or  duchie  where your ancestor lived in Germany may be hard to find on a map of modern Germany. To help you find your way around German records, this list outlines the states (  bundeslnder) of modern Germany, along with the historical territories that they now contain. Germanys three city-states - Berlin, Hamburg,  and  Bremen - predate these states created in 1945. Baden-Wà ¼rttembergBaden, Hohenzollern, Wà ¼rttemberg BavariaBavaria (excluding Rheinpfalz), Sachsen-Coburg BrandenburgThe western portion of the Prussian Province of Brandenburg. HesseFree  City of Frankfurt am Main, Grand Duchy of Hessen-Darmstadt (less the province of Rheinhessen), part of Landgraviate Hessen-Homburg, Electorate of Hessen-Kassel, Duchy of Nassau, District of Wetzlar (part of the former Prussian Rheinprovinz), Principality of Waldeck. Lower SaxonyDuchy of Braunschweig, Kingdom/Prussian, Province of Hannover, Grand Duchy of Oldenburg, Principality of Schaumburg-Lippe. Mecklenburg-VorpommernGrand Duchy of Mecklenburg-Schwerin, Grand Duchy of Mecklenburg-Strelitz (less the principality of Ratzeburg),  western  portion of the Prussian province of Pomerania. North Rhine-WestphaliaPrussian province of Westfalen, northern portion of Prussian Rheinprovinz, Principality of Lippe-Detmold. Rheinland-PfalzPart of the Principality of Birkenfeld, Province of Rheinhessen, part of the Landgraviate of Hessen-Homburg, most of the Bavarian Rheinpfalz, part of the Prussian Rheinprovinz. SaarlandPart of the Bavarian Rheinpfalz, part of the Prussian Rheinprovinz, part of the principality of Birkenfeld. Sachsen-AnhaltFormer Duchy of Anhalt, Prussian province of Sachsen. SaxonyKingdom  of Sachsen, part of the Prussian province of Silesia. Schleswig-HolsteinFormer Prussian province of Schleswig-Holstein,  Free  City of Là ¼beck, Principality of Ratzeburg. ThuringiaDuchies and Principalities of Thà ¼ringen, part of  Prussian  province of Sachsen. Some areas are no longer part of modern Germany. Most of East Prussia (Ostpreussen) and Silesia (Schlesien) and part of Pomerania (Pommern) are now in Poland.  Similarly,​  Alsace (Elsass) and Lorraine (Lothringen) are in France, and in each  case,  you must take your research to those countries.

KKK essays

KKK essays The closely shaved scalp and spouting white-supremacist beliefs are difficult to miss. Indeed, American skinheads have carved out a niche for their radical and very violent approach to what they deem as social and racial injustice, much the same way the Ku Klux Klan has achieved for its members throughout the twentieth century. As the world continues to spiral toward complete and utter eradication, there exists a select sector of the population that refuses to allow this to happen without at least a good fight. American skinheads have long been at the forefront of controversy in their indignation toward racial intolerance. These ordinary citizens believe the very social bureaucracy that it is supposed to protect is deceiving the entire country and even the world. They staunchly support the idea of running headlong into the alleged racial problem, wheeling firearms and taking control, just as much as they believe this to be the only way that white supremacy will ever dominate social thought. "Skinheads have a view of the world; it may be coarse, but it is not empty" (Mousavideh 70). While their efforts are born out of a desire to protect their particular race, American skinheads have been credited with scores of violent offenses, often inappropriately representing their ultimate cause. It is with great respect and dedication to their race that these militants work toward defending the world from negative impact of racial integration; however, in spite of their underlying desire to clean up the social wrongdoing, their actions oftentimes prove detrimental to their quest. Indeed, it can readily be argued that American skinheads are no different than any other militia group when it comes to attempting to assert its myopic opinion upon the general population. "The US states should pass and enforce laws banning private militias, and the federal government should enact backup legislation, to protect us all from unaccountable priva...