Human Resource Management Literature review Example | Topics and Well Written Essays - 1500 words

Human Resource Management - Literature review Example An organization manages its talent through the HR and this is how both HR and talent management are linked. HR has a responsibility of ensuring that the employees work for the achievement of the organizational goals. In order to manage the organizations talent, HR needs to come up with effective employee policies, etc (BRATTON, J., & GOLD, J. 2000; CHEESE, P., THOMAS, R. J., & CRAIG, E. 2008) There are different scholarly studies that discuss about the role of HR in the talent management and the organizational performance. One of the studies discusses about the different phases that occurred during the development of the theory of HR and performance. There are basically five phases that took place during the development of the theory of HR. The beginning phase was when the HR was actually associated with the performance of the company. There was a link made between the HR practices and the strategies of the businesses. The second phase was empiricism, when statistical surveys were us ed to support the development of the theory of HR. The phase was successful in establishing a positive relation between the HR and the organizations performance. ... The study links this theory to the current role of the HR. It also discusses about the challenges faced by the HR theory. The scope of the theory is too narrow. It argues that the workforce motivation and commitment are an important aspect of the increasing sophistication. It states that keeping in mind the respective workforce HR managers need to come up with the best practices to have the most positive outcomes and to have the greatest impact on performance. The study has some loopholes. It does not suggest how the HR managers can come up with good practices. It does not suggest exactly what models and research methods should be used to understand the impact of HR theory on the performance. It also does not suggest ways of talent management to bring out the best out of employees (GUEST.D 2010) Another study was conducted which focused on the Human Resource Management and the Corporate Performance in the UK. The study basically focused on that how human resource management can help the corporations to achieve competitive advantage through its workforce. It shows a clear relationship between the human resource management and performance but the study fails to establish the level of extent to which the HRM results in a higher performance of the corporations. During the course of this study it was found out that greater use of HR practices results in lower labor turnover higher profit contribution per employee but it does not ensure a greater productivity of the employees. There were 366 UK based companies that were studied by the researchers to establish the above results (GUEST.D, MICHIE.J, CONWAY.N & SHEEHAN.M 2003) Talent management is the most important aspect of the HR

Zora Neale Hurston and Her Contributions Essay Example for Free

Zora Neale Hurston and Her Contributions Essay As stated earlier, among the many prominent African American writers that proliferated during the Harlem Renaissance is Zora Neale Hurtson. Her autobiography tells us that it was her mother that urges her to â€Å"jump at de sun, we might not land on the sun but at least we could get off the ground†. On one hand, her father would brainwash her that it won’t do any good for a Negro to have a high spirit for the whites can’t just stand it. Her father even anticipated that Zora’s going to get hanged before she grows old. Her father maybe depicted as passive participant in the Black’s struggle for social liberation. However, it is claimed that he was just inculcating the idea of Southern Survival in his children (Hemenway 14). As a child, she lived a comfortable life at least when her mother was still alive. Her childhood was a relatively peaceful, calm, and wealthy life in a non-racist black community of Eatonville. It was the first all-black American community that was self-governed. It is a community where traditional black American culture survived and flourished. See more: Mark Twains humorous satire in running for governor essay It was said that Eatonville did not prepare Hurtson of the racist America and it was only when she transferred to Jacksonville that she realized there was a thing called racism (Witcover 27). Upon the death of her mother she was sent to Florida to go to school with a brother and a sister, Jacksonville is the very place that she learned that she was â€Å"colored. † When she was no longer supported by her father, she resorted in accepting different jobs such as a maid for the whites and a receptionist among others. Moreover, she worked as a waitress and attended school at Morgan Academy. Later on, she attended Howard Prep to prepare herself for the best university for the blacks in the United States. She continued to read voraciously during these times of her life. Finally, she published her first story in the literary magazine of the school entitled â€Å"John Redding Goes to Sea†. She was discovered by Charles Spurgeon Johnson to write in the Opportunity Magazine. She agreed and submitted her short stories namely â€Å"Drenched in Light†, â€Å"Spunk†, and a play entitled â€Å"Color Struck†. Johnson saw the potential and power in her works that he invited her to go to come to New York and â€Å"make a name for herself (Campbell 2-3). † Opportunity was a major voice in the Harlem Renaissance and her contributions were highly sought by the publishers (Witcover 16). Upon arriving in New York, the Harlem Renaissance is its full swing. in Harlem, there were a number of promising writers, painters, sculptors, musicians, and politicians that are engaged in activities that aimed for the liberation of African Americans against the white supremacy. These activities have been considered as â€Å"unrivaled† in the history of the United States. Among these writers are Hurston, Hughes, Cullen, Mckay. While they are not the first Black American writers that made its way to American literature, they were the first ones â€Å"to be conscious of themselves as black writers who believed that the bridge between the white and the black races depended upon the arts†. Because of their great pride in their black heritage, they established traditions that were followed by other prominent subsequent African American writers in the United States such as Toni Morrison, Alice Walker, and James Baldwin (Campbell 3). Her writings are obviously chronicles of the black life, most specifically the lives of the working and the lower-class people in the rural South in the United States. Her works stand along the vast and rich documentary sources of the black experiences from labor to culture. However, what’s unique with Hurtson’s literary contributions is that unlike her detractor’s way of portraying the blacks which view them vis-a-vis the whites, Hurtson’s style involves the portrayal of the blacks â€Å"in their own terms. † While oppression against the black is palpable during that era and is one of the favorite themes written by most African American writers, Hurtson chose to do away from oppression. She chose to represent and portray what and the blacks are doing and not what is done to them by their oppressors and tormentors. Her style zoomed in to the very nature of black life and examined them as black people that are capable of asserting their identities. Furthermore, her style allowed her to dissect every bit and parcel of the inner world of the African American life which aimed for one and only important thing: self-determination among the blacks (Plant 43). Hurtson depicted the beauty of the black culture by incorporating the experiences of the black people that were considered the underbelly of the black life. She manipulated the white patronage of Harlem Renaissance to her advantage. She is being criticized by her male contemporaries as being primitive in her portrayal of the American life for she has adhered to the stereotypes of black people that the Whites propagated. However, Hurtson also highlighted her criticism towards these perceived conception of the Whites towards the Blacks for she believed that they are incapable of becoming a custodian of the black culture. Moreover, apart from being a place of racial discrimination, Hurtson regarded the South as a place of â€Å"cultural creativity, family, and religion, where everyday life was lived with integrity in the midst of struggle against racial oppression (Patterson 10). † She believes in the experiences of the Southern Blacks as a rich subject in the arts and literature. Each Negro has the right to self-identity despite racist ideologies. This can be done by exploring the complex culture of Southern black towns, and discuss the every day life of black workers, black wives, and black children. Her emphasis on the experiences of the Southern blacks makes her portrayal of the African-American life even more real (Patterson 12-13). Eatonville is the most important geographic landmark in most of her short stories and novels. It was the town where she grew up and her father serving as a mayor. As a child, she grew up hearing stories in the porch of Joe Clarke’s, both the porch and the stories are retold by Hurtson in her fiction (Campbell 15). When it comes to the characters of her short stories and novels, they â€Å"are not only heroic, often fighting great odds, but they also demonstrate growth. [†¦] Hurtson’s protagonists are always in a state of becoming. They became capable of looking inside themselves in order to discover thei place in the world around them. Often they struggle against what they should become (Campbell 14). † For instance, â€Å"Sweat† is a story of a typical Negro life in Eatonville as many of her stories setting. It chronicles the experiences of Delia and her marriage to her husband Sykes. Their married life has always been in a downhill. At the onset, Delia has always been tortured and abused by Sykes. Secondly, Sykes has been seeing other women and has been maintaining a concubine. While it was Delia who sweated and earned for their survival, Sykes was still very ungrateful. He even plotted to kill her and get rid of her so he can live in her house with her concubine. In the end, he failed and Delia was able to take avenged against his abuses and tortures. On a deeper level, it romanticizes the theme of male domination over women and the feminine power that transcends all kinds of struggles. It highlights the strength of a woman through Delia’s ability to support herself and her husband despite his infidelity and brutality against her. This is just a mundane story of the Negros in a black community. It doesn’t in any way talk about oppression done by the whites. It just talks about two characters that are authentic in themselves that can stand as an embodiment of a typical Negro life. This is Hurtson’s way of asserting the African-American identity beyond any comparison and approximation of the superiority of the Whites. This is Hurtson’s way inculcating self-determination among the African-Americans who for a long time thought of themselves as subordinate to the Whites and the Europeans. By celebrating their experiences as unique, the blacks were able to believe in the beauty of their heritage and to find joy in their identities. Apart from being a black writer that is obviously aware of the African American’s sensibilities regarding black oppression and subordination, she is also an anthropologist. As Hemenway noted, Anthropology is an advantage for Zora for her to understand her deeper cultural roots. Her experiences of African American life plus her great understanding of the nature of their traditions and practices made her portrayal of the black experiences more poignant and authentic. In a particular instance, she understood the â€Å"richness and mutilayered meanings of the oral tradition† and â€Å"the creativity and imagination of black language and story telling (Campbell 4). † As a student of Franz Boa, Hurtson learned to appreciate and see the cultural wealth and legacy of her community more fully. By her skill, knowledge, and understanding of the nuances of African American, she strived to prove that the native Black Americans experiences and arts has both genius and authenticity that is traceable to the Africans and not the Westerns. Her fieldworks armed her with all the needed knowledge to prove to the Whites and the elitist Black Americans that their deeply-rooted culture is beyond to what the Whites has imposed on the Blacks (Plant 41). Her writings are best known as folklorism. In this style of writing, one exhibits the peculiarities of their cultures and traditions (Grinker 390). In her stories, Hurtson incorporates myths, legends, customs, practices and allegories that are uniquely and authentically African-Americans regardless of the Western’s criticism of their practices as backward. It is Hurston’s way of asserting Black’s way of life in its purest form. Apart from being a brilliant writer and chronicler of the Black’s experiences, Hurtson’s writings are also concern with the struggle of women in their search for emancipation against the issues of gender and race. She acknowledged the violence that is present among the lives of African American women but at the same time she criticizes the male domination that caused this violence. This was a â€Å"bold position† during those times where only a few writers like Hurtson can do among many other African – American writers (Patterson 8). She obstructed the perceived notion of women as oppressed and helpless as commonly portrayed in American Literature. She is known for her depiction of nonstereotypical black women such as rendering them as strong and courageous. As seen in the abovementioned example, Delia was the victor from the beginning up to the end. While she is being tortured and beaten up by her husband, she survived. While she is being emotionally battered by her husband, she endured. While she is being threatened to death by her husband, she avenged herself. Another example would be Janie in Their Eyes Are Watching God is one of the earliest American women â€Å"to develop cultural and personal identity (Champion 166). † However, this feminist stance of Hurtson was not immediately recognized during the period. Her intellectual ideologies have been given little attention at the time for the reason that there was still a palpable exclusion of Black women’s thoughts in the intellectual discourse of that era (Plant 2). She has been criticized by Richard Wright as having no interest in serious fiction. He said that Hurtson just continued to propagate the tradition that was forced upon the Negroes in her stories and novels which makes the Whites laugh. Wright wrote about blacks that resist the supremacy of the Whites but then Hurtson is the opposite. She wrote about the nakedness of the Blacks in such a beautiful manner and in such a colourful manner. The Black people’s nakedness, according to her, is not something that should be suppressed and forgotten. She believes that it should be accepted as part of the frontier spirit that defines each African American in a black community (Patterson 33-34). Her â€Å"ultimate moral stance is not only to absolve whites, past and present, of any wrong doing, but also to claim some value in the experience of enslavement†. She emphasized the fact that despite â€Å"the cruelty and moral wrong of slavery†, the Blacks still maintain a materially, intellectually, morally, and religiously strong and hopeful condition. Her writings do not dwell in the cruelties of the past and the cruelties of slavery and enslavement among the Blacks, she focused in the present, and celebrated the character that the Blacks developed and adopt in the course of the oppression. She wrote on how their lives have become after the enslavement and how they have maintained their culture in tact and unique among any other nation. She created some distance in the past that made a room in the understanding of the present. Too much contemplation in the past is a hindrance to the Black’s Present endeavours. The idea is to â€Å"settle for from now on (Plant 41). † Hurtson was able to â€Å"resist and subvert cultural hegemony because of a powerful worldview†. This is traceable to her individualistic worldview Washington’s theory of self-help, industry, and personal responsibility; her anthropological study under Franz Boas and Ruth Benedict among many others. All these contribute to an unwavering philosophy of individualism that help her survive the palpable racism bombarded towards the Blacks. These are also the contributing factors that developed her strength and will to resist negative controlling images and overcome Anglo-American hegemony. Her individualistic stance enabled her to engender an autonomous self that is necessary in the negotiation of hostilities in the community that she lived in along with all other African-Americans in the United States (Plant 4) Her philosophy of individualism is deeply rooted from the African-American folk ethos as a â€Å"fundamental site of resistance. † She understood the importance of the African American culture’s role in the emancipation of the African American people as an individual and as a community. She emphasized the idea of cultural survival as an important ingredient liberation and cultural appreciation as an important process in decolonization among the African Americans. She believed that the answer towards liberation lies in the African American culture and traditions themselves. To reclaim the Black life is to resist the Anglo-American domination and this can only be done by romanticizing the importance self-definition and self-emancipation among the Blacks (Plant 4).

Sociologists definition of religion

Sociologists definition of religion Even tough sociologists dont have a true definition of religion, they all generally believe that it is a belief in some sort of supernatural. Sociologists such as Functionalists, Marxists Feminists believe that religion is a conservative force, meaning that it inhibits changes within society and maintains the status quo. However, where Functionalists see this as a good thing, Marxists look at it from a more negative aspect. Other sociologists like Neo-Marxists, Marx Weber, and McGuire .. believe religion to be a source of change. The functionalist Emile Durkheim (1912) believed that religion is central to the reproduction maintenance of social order in societies. He argued that the main function of religion is to socialize societies members into a value consensus, by setting shared beliefs, rituals and sacred objects apart. He did an investigation on the role of religion, in a small tribal community in Australia; The Aborigines. He found that the members of this community worshipped sacred objects; objects that are things that are set apart forbidden, which evoke feelings of awe, respect deference, holy things. These objects, called Totems, were a symbol, -usually a plant or animal-, by which the tribes distinguished themselves from one another. In worshiping these sacred objects, individuals would obtain an identity and social membership (or collective consciousness), because they shared the same beliefs, values, traditions norms, that make social life possible. Durkheim stated that in worshipping a societys symbols, its members are unconsciously worshipping their society of which they are a part. According to Durkheim, these unifying practices and beliefs bind people closely together because it forms a balanced and solid moral community, which is a means of protecting individuals from anomie, alienation and other threats. This solidarity also gives individuals the confidence continuing motivation to face up life and ask for social support from other members whenever needed. This strengthens social solidarity, or collective consciousness in society- the sense of belonging somewhere. This is why Durkheim sees religion as conservative and inhibiting social change, which is desirable because its functional and people dont want to change anything about their ways of life. Durkheim was praised a lot for the ways he had done his research because he managed to keep an objective distance of a sociologist, and therefore made it his task to understand the functions of religion, and not to pass his judgements. Also, his argument that the sacred is a symbol of group values has been recognized by many, as in history, people have rallied to flags, crucifixes and holy scriptures. However, his research might be said to be somewhat out of date, as he took his analysis from pre modern societies, and it has to be asked how relevant his theory is in todays western societies. Also, because Durkheim never visited the aboriginal society himself, his methodology was said to be flawed. Some say that he misunderstood Totemism, ad generalized about other societies based on one small Aboriginal society. Durkheims theory on religion was ground breaking and very influential, inspiring much further research. The functionalist Bronislav Malinowski (1954) agreed with Durkheim on all the points he made about the role of religion. However, he focussed on the specific areas of social life with which religion is concerned, and managed to point out that another function of religion is to provide support for societys members in situations of social stress, like birth, death, marriage, divorce etc., where religion serves to reduce anxiety tension resulting, which threaten to disrupt social life. In this sense, religion keeps society stable at times of individual and societal confusion and disorder and makes sure that people dont reject the shared norms, values and traditions due to times of hardship. An example would be after the 2004 Great Indian Ocean Tsunami, where most of the worlds religions sent support teams to the disaster area helped to rebuild the place. They wanted to rebuild schools as fast as possible in particular, to maintain the important link between society, education religion. Unlike Durkheim, Malinowski actually went and lived in the society where his work was based on, gaining primary data. This is seen as a very positive thing, because no accusations of his work being flawed could be made. Also, his idea about how religion helps in time of crisis uncertainty can be seen in todays society e.g. the funeral of Princess Diana, where people gathered together expressed their grievance. However, like Durkheim, he makes broad generalizations based on his study of just one small scaled society, which obviously does not represent life in modern western society. The functionalist sociologist Talcott Parson (1965) believed that religion was a conservative force, because its the primary source of meaning for members of society. It provides answers to eternal questions dealing with death, the evil, suffering and justice. Often these questions appear to be unjustified, and therefore they might threaten to undermine peoples faith. However, religion provides answers; e.g. for the question why do evil people prosper religion might give the answer that these evil people will get punished for their deeds in the afterlife etc. By providing these answers, religion helps to make sense of all experiences, which keeps society in order and stable, therefore inhibiting changes. So, religion promotes social stability rather than change, by relieving tension frustration that could disrupt social order. However, Marxists would strongly disagree with this idea, as they believe that by focussing on the afterlife, people passively accept exploitation. Marxism is a conflict theory. Like functionalist, they believe that religion is a conservative force, but they dont see it from a positive view. According to these sociologists, religion is an institution of domination oppression, and a means of social control, inhibiting changes in the social class inequalities in society. They argue that religion legitimizes social inequality, keeping the working classes in a state of false consciousness, not being aware of the true nature of their exploitation passively accepting their lower status. This is because, according to Marx, religion acts as the opium of the people -it works as a pacifying drug-, as it doesnt solve any problems that people may have, but only dulls the pain, as people inactively put up with their sufferings, believing its Gods will and so unchangeable, remaining in a state of false consciousness, thinking they will be rewarded in heaven. Marxists on the whole believe religion creates passive individuals, who do not attempt to change the world for the better, but simply accept spiritual alternatives. The fact that Marxists believe that man makes religion, religion does not make men sums up their ideas. In other words, if an individual is alienated exploited, he or she is likely to turn to religion and find the answers there. This is the reason why most religions originate in the oppressed classes (the working classes), as they have a need in religion, to gain a sense of renewed strength and confidence to move on with life. According to Marxists, the ruling classes are using religion as a tool to maintain ideological control, making it less likely that the members of the working class will recognize the fact that they are being exploited therefore revolt in this way, religion is seen as a conservative force. Marxist have gained theoretical support from feminists because they agree with Marxists about the fact that religion causes conflict, passing on negative norms and values to members of society, although they believe these deal with gender inequality rather than class inequality. However, a negative aspect of the Marxist view is that they ignore secularization, as the ideological power of religion has been undermined by the fact that people in society tend to be less religious today than in the past. Also, they are too deterministic in saying that religion is a conservative force for social class inequalities. Religion can be a force for social change, and it has done so in the past, improving the lives of millions of oppressed working class people. E.g. the Civil Rights Movement (USA) where South African churches played a major role in changing white supremacist society. Also, the levellers in the English Civil War wanted a communistic society, basing their ideas on Christianity the Bible. Like Marxists, Feminists believe that religion is a means of social control, oppressing women and keeping men in power. They argue that religious beliefs are merely a patriarchal ideology, restricting social change and justifying social inequality. Feminist believe that through secondary socialization, religion teaches preaches the norms values of the men, helping to legitimize the suppression of women. Much evidence is given to support their view. Feminists argue that religion is seen from a male point of view; holy texts are all written interpreted by men, reference to male characters is a lot more than women in these texts, and Gods tend to be men in almost all major world religions. This gives men the feeling of being holier and gives a justification to see women as second hand citizens therefore, as I said, legitimizes gender inequality. Also, where there is reference to female characters in holy texts, a passive and nurturing gender role is attached to them.. ADAM EVE.. Gender role ideas are also reinforced in religious texts. Men are portrayed as being strong and insuperable Women on the other hand, are portrayed to be passive, unintelligent They argue that religion is a conservative force, as it reproduces, maintains legitimizes gender inequality. However, there are also sociologists who believe religion to be a source for social change. Firstly, Neo-Marxist, However, not all Marxists agree that religion is purely the opium of the people. Neo-Marxists, who are writers that have tried to update the writings of Karl Marx to suit new developments in society, have rejected the view that religion is merely a conservative force. They believe that religion can be a force for social change, being used by the working class to bring about social change. Antonio Gramsci (1971), who wrote his ideas about religion around the 1920s, was aware of the fact that the Roman Catholic Church had shaped the minds of its followers over centuries, supporting ruling class interest, by making the poor oppressed focus on the afterlife rather than this life. However, he believed that the working class could revolt to the class inequalities, by producing their own intellectuals, who represent working class experience therefore help to shape working class consciousness. Gramsci argued that religious beliefs and practices could develop that would support guide challenges to the ruling class because the church was not directly under their control. Otto Madurdo argued that social liberation could occur, (freedom through religion) but he believed this could only happen If the oppressed masses were not to produce their own intellectuals, but if they were go to their religious leader, taking their discontent to the churches and let them decide a plan of action bringing about changes as happened in Poland, South Africa and South America. This is called the liberation theology- freedom through religion. Father Camillo Marx Weber was another sociologist who believed that religion could be a source for change Strengths of his theory were that

Two Empires In Japan :: English Literature Essays

Two Empires In Japan Two Empires In Japan by John M.L. Young and The Christian Confrontation with Shinto Nationalism by Kun Sam Lee were the two books I used for this topic. The former, an intimate 100 year chronicle of the persecution by the Asian government with their demands that all people bow in Kyujo-yohai, ( worshipping the Imperial House from afar); and the struggle of the Japanese Christians in times of compromise and triumph under such totalitarian pressure. The latter a more detailed historical account of old Shinto and the earliest Christian missionaries. The following essay will focus on the conflicting ideologies within Japan between the Shinto militarists and the Protestant mission effort from it ¹s germination in 1859 until 1957. Dr. Young cites the entrance of Christianity into Japan at 1542 when a ferocious storm found two Portuguese sailors shipwrecked on the southern island of Tanegashima. The Japanese accepted the Romish syncretism of the gospel, but were more interested in the goods and technology that came with later Roman Catholic missionaries who arrived in 1549. The priests ¹ attempts at proselytization were not very difficult; the spirit in which their efforts were received is aptly demonstrated :  ³The images of Buddha, with slight application of the chisel, served as images for Christ. Each Buddhist saint found his counterpart in Roman Christianity; and the road- side shrines of Kannon, the Goddess of Mercy, were rededi- cated to Mary. Temples, altars, bells, holy water vessels, censers, and rosaries were all ready and could be easily adapted to the needs of the new religion. ( Young, pp. 12 ) Oda Noyabunga welcomed the Roman missionaries, for he needed their advanced weaponry to successfully defeat the Ashikaga Shogunate. Shortly after his victory, Noyabunga was assassinated and all priests were driven out of Japan in 1587 vis a vie a decree from Hideyoshi the Great. Sadly, Japan went more than 400 years without the influence of true religion in the entire land. Until the arrival of two Presbyterian missionaries, Dr. and Mrs. J.C. Hepburn in 1859. As the new missionaries became established they began starting mission schools for the children in which could become trained in the way of the gospel. However, after the Meiji Restoration of 1868 ( which consisted of the demotion of 270 Daimyo and over 2 million samurai giving up thier sword and status ), the indigenous religion of Japan, Shintoism, took a revitalized grip on the masses.

Principles of Education

Theoretical and practical teaching and learning are the fundamental aspects of education. Since the early 20th century, education has been an essential part of nursing (Bastable 2008). Nurse educators encounter a diversity of learning styles and are challenged when needed to develop and adapt their teaching methods to accommodate students learning (Arthurs 2007). Mentors have a responsibility to assist the student within practice, building upon the students level of training (Kinnell and Hughes 2010). This essay will discuss the importance of the nurses role in relation to teaching both students and patients and will critically evaluate the literature used to build a lesson plan (Appendix 2) whilst discussing the process of learning and teaching. An important role of the nurse since the mid-1800s has been the responsibility of teaching. Educating other nurses for professional practice and promoting health were included. Florence Nightingale, the ultimate educator, influenced the nurse’s role to include educating families, patients and colleagues (Glanville 2000). Tilley et al (2006), states that by the 1900s the importance of the nurse as teacher was understood as preventing disease and promoting health. The National Midwifery Council (NMC) has for years put forth statements on the functions, standards, and qualifications for nursing practice. Patient teaching and the nurse’s role as educator to colleagues and student nurses are key elements (NMC 2002). Obtaining formal preparation in the principles of teaching and learning is an important part as there is much knowledge and skill to be acquired as educator with efficiency and effectiveness. A learner cannot be made to learn, but an effective approach in educating others is to actively involve learners in the education process. † (Bodenheimer et al. 2002 cited in Bastable 2008: 13). By working as a team a partnership philosophy should allow the nurse’s role as teacher of patients, families and students to be obtainable. A growing body of evidence suggests that effective education and learner participation go hand in hand. The nurse should act as a facilitator, creating an environment conducive to learning that motivates individuals to want to learn (Arthurs 007). Nurse educators encounter a variety of learning styles when faced with prospective nurses. Nursing students will have a variable age group with younger students possibly unaware of their learning styles as well as mature students who may be rooted in one way of learning (Arthurs 2007). Nursing education being primarily clinically focused results in limited knowledge of teaching strategies causing challenges for the nurse educator, this mix can lead to student and teacher frustration with poor academic performance among nursing students. Dunn and Griggs (2000) argue that teaching styles more closely aligned to a variety of adult learners will promote retention and application of new knowledge, these factors were taken into account when designing appendix 2. Blooms Taxonomy (1956 cited in Moseley et al. 2005: 102) is a system that describes, identifies and classifies three domains of learning – cognitive, affective and psychomotor. These domains are used for the development of instructional objectives and learning outcomes (Appendix 1), the first steps in the development of appendix 2. These steps identify what is expected as a result of the students learning experience (Connolly and DeYoung 2004). Airasian (2001) argues that objectives limit the learning experience and does not expose the student to further their knowledge. Gronlund (2000) explains that the need to clearly communicate the teacher’s expectations to the students, specifying what a student should know and be able to do at the end of the session is the most important part. These points guided the learning objectives of appendix 1 aiming to allow the student to strive to achieve their own personal best in order to enhance the learning experience. Reece and Walker (2000) believed that a lesson plan is designed to help teachers proceed with a lesson logically. Can every possibility be provided for? Surely a lesson plan has to be tentative and accommodating allowing substitute teachers to follow if necessary. Therefore it is only a step by step guide with estimation of time, questioning and probability, however needs to retain adequate content in order to be followed and understood. Fleming and Mill’s learning framework typology (Nilson 2003) reflects learning in a physical sense of visual, auditory, read/write and kinaesthetic preferences. Visual learners rely upon sight for their learning needs, such as presentations, diagrams and pictures with the use of colour to enhance knowledge retention (Susskind 2005). Nilson (2003) explains that the auditory learner prefers information to be explained and benefit from verbal presentations such as lectures and discussions. Students with preference of reading or writing benefit from well-structured textbooks in order to understand new information. In contrast to this type of learning the kinaesthetic learner usually has excellent eye-hand-mind coordination valuing practical information with active involvement (Nilson 2003). The lesson plan of Appendix 2 is structured to accommodate varied learning styles and planned towards delivering a variety of teaching strategies helping the student retain and learn. The wide range of learning styles represented in a large group of nursing students makes a single type teaching strategy ineffective for some of the class (Arthurs 2007). Appendix 2 allows for Visual learning through the use of diagrams and direct observation of role play, Auditory learning by a power point presentation and discussion on own experiences, Reading/Writing learners gain from the use of hand outs with limited information encouraging further reading as well as a textbook style informative diagram with rational. Kinesthetic learning is accommodated by the use of a practical section for the clinical skill. Nilson (2003) distinguished that individuals only retain 10-20% of what they hear, by including visual material to the presentation this can increase by 50%. Speaking involves active cognition as well as hearing and can increase recall to 80%, by combining speaking and applied methods retention increases to 90%. Producing a lesson plan to teach in auditory, visual and experimental modes is important, increasing the successfulness of a session by allowing individuals a variety of learning styles enhancing the storage of the material to 97% (Knowels, Holton III and Swanson 2008). Learning to accommodate a range of learning styles will improve retention of intricate information for both student and patient (Arthurs 2007). However this could be argued that this is time intensive to design. Time is a premium for the nurse, it may be unrealistic to have time to design lesson plans that accommodate all learning styles present in large classes, Appendix 2 is applicable to a small class of 10-12 students, and would not work in a large lecture theatre of over 100 due to the structure. Information may only be taught through lectures due to time constraints requiring the student to further the topic at home. It is therefore imperative that the environment, and number of students is assessed in onjunction with a lesson plan otherwise these variables could result in an unsuccessful teaching session. When teaching a patient, the approach will change, however styles will remain similar. A patient will always learn best from a one to one short session that is informative with use of written sources such leaflets allowing the information to be kept by the patient for further reference. Hands on or observation experi ence is also an excellent form to teach a patient (Quinn 2000). The success of a one to one session with a patient or family relative will rely deeply on interpersonal skills. The pace of the teaching has to be judged carefully to ensure that the patient is keeping up, and the atmosphere needs to be informal and relaxed. Factors that might affect patients or students' ability and readiness to learn could include physical issues, psychological or emotional issues, and difficulties with cognition or the environment. Appendix 3 identifies a range of common expectations that are appropriate to nurse education students and contrasts these with a patient. There will be variations within the two learners, however the information will be valid for both. It is designed to ensure that nurse educators clearly understand the importance of assumptions towards learners (Quinn 2000). In reference to Appendix 4 different teaching methods would be used to manage the learning styles required by the patient and that of the student. Mrs Helen would need a substantial about of teaching and guidance in order to continue with her oral care and understand the importance of oral hygiene (Rosdahl and Kowalski 2008). This information would need to be informal, sensitive, and professional, working at the level of knowledge the patient comprehends, allowing Mrs Helen to understand through Visual learning with the use of leaflets and diagrams, Auditory through the giving of information and Kinesthetic through demonstration. As a mentor the nurse would teach the student through direct observation, possible contribution to the teaching of skills, followed by questioning and further research to develop the students’ knowledge (Kinnell and Hughes 2010) allowing for Visual, Auditory and Kinesthetic student learning. It is important to be able to consider and address your own learning needs in order to meet the needs of others in practice. Education is an important aspect of nursing, attaining the skills required for learning and teaching something new within the profession every day is vital as research and technology is always progressing. Key differences in the ways of approaching teaching within nursing include adoption of either a nurse focused approach or a patient focused approach (Forbes 2010). Without the correct understanding of learning styles the correct teaching strategy cannot be adopted which could result in poor education, misunderstood information retained by a student which could be passed onto a patient. Adopting patient focused approaches to nursing will allow the nurse educator to adapt to the teaching style necessary for the patient, ensuing exceptional guidance, support and education. Without this educating structure within the Nursing Programme, student nurses would not be prepared for the practice setting of communication, demonstration and most importantly continual education and teaching.

processor essay Essay Example

processor essay Essay Example processor essay Essay processor essay Essay Every PC has a Central Processing Unit (CPU) this acts as the brain of your system. It connects to the Motherboard and works alongside the other components processing many instructions at the same time between the different hardware and memory systems. Advancements in CPU technology now mean systems typically come with Dual Core, Triple core or Quad Core processors (on one single chip) instead of the traditional one core per chip. Now the total number of Cores can slot into a socket as before and a single heat sink and fan can keep everything to the right temperature. Types of processors: Intel Pentium Dual Core Processors The Intel Pentium processors with Intel dual-core technology deliver great desktop performance, low power enhancements, and multitasking for everyday computing. Intel Dual Core 13 Processors Intel Core 13 dual core processors provide 4-way multitasking capability with built-in performance headroom for software upgrades. Intel Dual Core 15 Processors Intel Core 15 processors deliver the next level of productivity. With Intel Turbo Boost Technology this quad-core processor with 4-way multitasking capability delivers extra speed whenever you need. Intel Dual Core 17 Processors The Intel Core 17 processors deliver best-in-class performance for the most demanding applications. This quad-core processor features 8-way multitasking capability and additional L3 cache. My personal view is there is little difference between using both makes and have run many stable and fast systems using both makes. The AMD processors do tend to run hotter than the Intel versions, but with a suitable fan this is easily kept under control. How processors works: The Central Processing Unit (CPU) Figure 1: The Central Processing Unit The computer does its primary work in a part of the machine we cannot see, a control enter that converts data input to information output. This control center, called the central processing unit (CPL]), is a highly complex, extensive set of electronic circuitry that executes stored program instructions. All computers, large and small, must have a central processing unit. As Figure 1 shows, the central processing unit consists of two parts: The control unit and the arithmetic/logic unit. Each part has a specific function. BeTore we Olscuss tne control unlt ana tne arltnmetlc/loglc unlt In aetall, we need to consider data storage and its relationship to the central processing unit. Computers se two types of storage: Primary storage and secondary storage. The CPU interacts closely with primary storage, or main memory, referring to it for both instructions and data. For this reason this part of the reading will discuss memory in the context of the central processing unit. Technically, however, memory is not part of the CPL]. Recall that a computers memory holds data only temporarily, at the time the computer is executing a program. Secondary storage holds permanent or semi- permanent data on some external magnetic or optical medium. The diskettes and CD-ROM disks that you have seen with personal computers are secondary storage evices, as are hard disks. Since the physical attributes of secondary storage devices determine the way data is organized on them, we will discuss secondary storage and data organization together in another part of our on-line readings. Now let us consider the components of the central processing unit. 0 The Control Unit The control unit of the CPU contains circuitry that uses electrical signals to direct the entire computer system to carry out, or execute, stored program instructions. Like an orchestra leader, the control unit does not execute program instructions; rather, it directs other parts of the system to do so. The control unit must communicate with both the arithmetic/logic unit and memory. The Arithmetic/Logic Unit The arithmetic/logic unit (ALL) contains the electronic circuitry that executes all arithmetic and logical operations. The arithmetic/logic unit can perform four kinds of arithmetic operations, or mathematical calculations: addition, subtraction, multiplication, and division. As its name implies, the arithmetic/logic unit also performs logical operations. A logical operation is usually a comparison. The unit can compare numbers, letters, or special characters. The computer can then take action based on the result of the omparison. This is a very important capability. It is by comparing that a computer is able to tell, for instance, whether there are unfilled seats on airplanes, whether charge- card customers have exceeded their credit limits, and whether one candidate for Congress has more votes than another. Logical operations can test for three conditions: Equal-to condition. In a test for this condition, the arithmetic/logic unit compares two values to determine if they are equal. For example: If the number of tickets sold equals the number of seats in the auditorium, then the concert is declared sold out. Less-than condition. To test for this condition, the computer compares values to determine if one is less than another. For example: If the number of speeding tickets on a arlvers recoro Is less tnan tnree, tnen Insurance rates are $425; otnerwlse, tne rates are $500. Greater-than condition. In this type of comparison, the computer determines if one value is greater than another. For example: If the hours a person worked this week are greater than 40, then multiply every extra hour by 1. 5 times the usual hourly wage to compute overtime pay. A computer can simultaneously test for more than one condition. In fact, a logic unit can usually discern six logical relationships: equal to, less than, greater than, less than or equal to, greater than or equal to, and not equal. The symbols that let you define the type of comparison you want the computer to perform are called relational operators. The most common relational operators are the equal sign(=), the less-than symbol(). Registers: Temporary Storage Areas Registers are temporary storage areas for instructions or data. They are not a part of memory; rather they are special additional storage locations that offer the advantage of speed. Registers work under the direction of the control unit to accept, hold, and transfer instructions or data and perform arithmetic or logical comparisons at high speed. The control unit uses a data storage register the way a store owner uses a cash register-as a temporary, convenient place to store what is used in transactions. Computers usually assign special roles to certain registers, including these registers: An accumulator, which collects the result of computations. An address register, which keeps track of where a given instruction or piece of data is stored in memory. Each storage location in memory is identified by an address, Just as each house on a street has an address. A storage register, which temporarily holds data taken from or about to be sent to memory. A general-purpose register, which is used for several functions. Memory and Storage Memory is also known as primary storage, primary memory, main storage, internal storage, main memory, and RAM (Random Access Memory); all these terms are used interchangeably by people in computer circles. Memory is the part of the computer that holds data and instructions for processing. Although closely associated with the entral processing unit, memory is separate from it. Memory stores program instructions or data for only as long as the program they pertain to is in operation. Keeping these items in memory when the program is not running is not feasible for three reasons: Most types of memory only store items while the computer is turned on; data is destroyed when the machine is turned off. If more than one program is running at once (often the case on large computers and sometimes on small computers), a single program can not lay exclusive claim to memory. There may not be room in memory to hold the processed data.

Gattaca Essay Example

Gattaca Essay Example Gattaca Paper Gattaca Paper The propaganda Is employed by the Party to hide the shortcomings and failures of the Party by transforming them into military successes. Remember our boys on the Malabar front! And the sailors in the Floating Fortresses! Just think what they have to put up with. Rowels time with the BBC can be seen as a major influence on his opinions on propaganda. During this time, the BBC spread false hate propaganda and relentlessly censored the news of the despicable polices that the Allied forces employed In German clues, of which including bombings and genocide. This censorship could be a major Influence in Rowels 1984 as correlations can be drawn between the two events. Also, individual ND intellectual thought is crushed by technology such as the telecasters due to the fact that any discordance will be captured by the telecasters and ultimately be crushed by the Thought Police. The individuals in the society are also physically oppressed by the Party. A persons own nervous system is his own worst enemy. This suggests that the Thought Police continually watches for any physical signs of disloyalty and are able to arrest anyone due to the slightest twitch of the face. The oppressive force of technology manifests itself in various characters throughout the text. Individuals like Parson are described as a beetle-like man with a flat face and tiny, suspicious eyes comparing him with the automatic and selfless nature of insects. In this way, it is clear to see that the individuality of the citizens have been completely suppressed by technology. Eve to her Daughters is a 1966 poem by Judith Wright which illustrates a utopia as expressed in a male-driven society. It depicts the fall of men, and Dams attempts to create a new utopia on Earth. The poem parodies the arrogant and pretentious world generated by technology, pioneered by a power-hungry, patriarchal society through satire. The second stanza highlights the flawed intrinsic nature of men He had discovered a flaw In himself and he had to make up for It, displaying the male ego of Adam. He attempts to create an tart n Tanat would match ten Garden AT tone Day embracing the effect of technology, The Earth must be made a new Eden with central heating Mechanical harvesters Combustion engines. However the natural beauty of the Garden of Eden, which was considered the religious Utopia by people belonging to the Christian faith, was replaced by a far from perfect place, a superficial, male-driven society created through the plight of Adam. : The values and ideas expressed in the poem are predominantly influenced by the political context of the poem. The Cold War was a period of tension, conflict and competition between the USA and the USSR and their allies from the mid sasss to the sass directly after the Second World War. The poem was written in 1966, at a time when the Cold War was reaching tremendous heights. Wright satirized this by representing Adam as a metaphor for both USA and USSR. Dams attempts on improving the technology on Earth can be interpreted as the respective spending of both USSR and USA in their light to surpass each other technologically and become the dominant superpower of the world. In this way, the idea of technology playing an essential part in dyspepsia fiction can be clearly seen in this text. Cattle is a science fiction film, directed by Andrew Niccole in 1997, which illustrates a dark vision of the future where society has become reliant on technology and genetic research. The use of technology as a tool of oppression permeates throughout all dyspepsia texts and most importantly in Cattle. The film forecasts society where parents are encouraged to decide the emetic makeup of their offspring before birth and individuals, who have not been genetically enhanced, suffer discrimination in all aspects of life. In this way, the society of Cattle attempts to eradicate undesirable traits seeks perfection in its individuals by providing each human with the best genetic makeup. This idea is seen continuously throughout the film. Vincent, an enhanced child is perpetually exposed to severe discrimination. Vincent observes a new class structure has arisen, not based on social status but on genetic makeup, known as genomes. These embers of the society are usually referred to as faith births, defectives, God children, or officially, in-valid. Though it is illegal to discriminate by means of genetic profile, the obstacles encountered by the invalids are clearly seen throughout the film. One particular scene which demonstrates this discrimination is where Vincent is rejected from schools as the school cannot afford the high insurance rates required to cover an in-valid child. The severe effects of this are seen by the close-up shot of the gate, shutting out Vincent face, symbolizing a Jail, where the rights of Vincent is restricted. Also the opening credits of the film highlights the letters G, A, T and C, symbolizing the four DNA bases, Adenosine, Guanidine, Thymine and Cytosine. This highlighting technique establishes in the beginning of the film that the letters belonging to the genetic code is more powerful than the other letters of the alphabet. The film also contains several close-up shots of blood, skin and hair, which alludes to that fact that the society of Cattle emphasizes the importance of genetic material, but also the fact that human beings are valued less than their DNA. The costuming in CATTLE also suggests a society dominated by uniformity, with all he employees of the corporation, wearing matching black suits, thus displaying the lack of individuality. In this way, Cattle expresses a world depicting the devastating power of technology which represses the individual. 1984 by George Orwell depicts a plectrum AT a totalitarian society winner ten Party NAS sleaze solute control over Its citizens, where the individual has been entirely isolated from their own individuality, and the human spirit has been completely crushed. The ideas in 1984 are predominantly influenced by Rowels negative view towards Fascism. Orwell was the staunch advocate of Democratic Socialism. Orwell believed capitalism was corrupt, but fascism would be calamitous. In 1984 the Party has seized absolute control over its citizens by means of suppressing individual thought. The belief in the inner spirit of men is the only conviction that Winston has, for that the Party cannot survive forever. He asserts that the probes, who have not killed off their loyalties, will overthrow the Party and the spirit of Men will eventually break free and eradicate this oppression. The Party is able to corrupt and suppress every vestige of human nature through their control of language their use of the repressive power genealogy. Through the control of the past, doublethink and telecasters that constantly bombard the citizens with propaganda; the party is able to isolate individuals from their individuality and of those around them. One specific character who acts as an impeccable example of the suppression of human nature is Winston wife, Katherine, who refuses but more importantly her inability to enjoy sex, highlighting the level to which individuals has been isolated from other individuals. Katherine sees sex as a duty to the Party and showing her absolute loyalty to no one, only Big Brother. OBrien provides Winston with a savage image of the future. If you want a picture of the future, imagine a boot stamping on a human face forever. Winston belief in the human spirit is eventually crushed by OBrien when he sees what he himself has become after an unknown time of torture, a shriveled, balding wreck. OBrien mocks him and calls Winston the guardian of the human spirit. In this way Winston finally has understood that he is nothing in the Partys perpetual search of power. 984 attempts to convey a dyspepsia where the human spirit has been completely crushed, where the individual has no power against the oppression and a world which offers no hope for the future. Eve to her Daughters attempts to warn its audience that submission to a dyspepsia will lead to oppression and ultimately the loss of human spirit. As a post-modernist poet, Wright adapts the characters of Adam and Eve from the Book of Genesis and parodies the arrogant world created by a power-hungry and patriarchal society. It depicts the plight of Adam to create a male-driven Utopia on Earth. However this Utopia was created at the expense of Eve, conveying the idea that the notion of Utopia is endless but entirely subjective. Second-wave feminism refers to a period of enemies activity which began during the late sasss and lasted through the late sasss. Where first-wave feminism focused on overturning legal obstacles to equality, the second-wave feminism addressed unofficial inequalities. The movement encouraged women to understand the psychological implications of sexist stereotypes, and to make them realize that they could achieve more in life than being identified as a housewife. The poem completed during the second wave of the feminist movement, attempts to reject the patriarchal values of the society by subverting the long established, male-generated belief that Eve tempted Adam into eating the forbidden apple, through the defiant opening It was not I who began it. I en second stanza relentless tons Idea He even compliance AT my cooking I en use of both the second and third person voice reinforces the arrogance Adam muff see, he was always an egotist. The narrator also calls on the women of general to challenge this Utopia, created by men and should not suffer under the expense of it as seen by the line l would suggest, for the sake of the children, that its time you took over. The poem, unlike Orwell in 1984, who creates a world in which the Spirit f Man is completely defeated, attempts to convey the idea that submission is not the answer, and freedom from this dyspepsia can be achieved if you challenge these patriarchal beliefs and not let its oppressive nature crush your human spirit. Cattle attempts to deliver a stark message, not condemning the power of technology, but rather the problems that will arise if humans believe that they are nothing more than their genes. The issue of genetic discrimination in the film is largely influenced by the initiation of the Human Genome Project. This was an international scientific research project conducted to understand the genetic makeup f human species. Many scientists and scholars rej ected this form of genetic sequencing as they believe this will only exacerbate the already social disparities present in the society. The film portrays the struggles of Vincent, who challenges the belief that the genes of a human determine their potential. Throughout the course of the film, Vincent avoids excels physically and socially despite his imperfect genetic profile. The film attempts to express the fact that in a genetically perfect world, the human spirit is lost. This human spirit and inner strength are lacking in individuals, such as Vincent brother, who, engineered with no flaws and is genetically superior to Vincent, has nothing to overcome and thus bears no motivation to confront the problems of a specific environment. In this way, he feels no need to improve himself. This is seen in the tagging of the film there is no gene for the human spirit. Niccole attempts to portray that the human spirit should be valued over genes and technology through a range of techniques. The staircase, shaped like in the form of a DNA strand acts as a visual metaphor for Eugene Morrows inability to live up to his potential despite his genetic profile. The film is also shot using color filters.