Inclusivity in Schools Study

Inclusivity in Schools Study This study focuses on my placement school to find out how inclusive it is regarding the special educational needs (SEN) students. The study puts in scope how lessons are delivered in the school and how the school meets the needs of the special educational needs students. To find answers to the enquiries, a specific case study research design was selected to provide an understanding of the numerous perspectives of the topic, involving multiple interviews with the staff of the selected school. Four members of school staff were selected for interview including The Special Needs and Disabilities Coordinator (SENDCO), one teacher and two teaching assistants. The interview questions have been based on the framework of the ten areas of inclusive education as presented at the report of National Council for Special Education (NCSE, 2010). Two students were selected in the study with similar special educational needs. One child had difficulties with spoken language and retaining information a nd the second one presented symptoms associated with dyslexia. The profile of these 2 students was mainly synthesized using information from the Child Provision Map found in the resources of the school and from my personal observations and experiences as their teacher. Diagnosis of Dyslexia Dyslexia is considered as one of the most common Special Learning Difficulties (SpLD) affecting roughly the 10% of the population, with 4% to be considered as severely disabled. Dyslexia is mainly transferred through hereditary mechanisms. A child that is considered dyslexic, might write letters in words or words in sentences, in wrong order. Also, they might be confused when they are forming sentences as they might find difficulties in spelling the words correctly. The reversal of the letters in words is considered as one of the key indications of a child with dyslexia. Although, literacy issues would be considered as one of the most common and visible indications of dyslexia, there are multiple other issues that cannot be detected easily. Some of the issues include, how mind is processing the receiving information, how they are stored, organised and recalled when necessary. In addition, dyslexic children have difficulties with time perception, processing information quickly and nav igation, as they get confused with physical (left, right) and compass directions (north, south, west, east) (British Dyslexia Association, 2016). NHS provides a similar definition for Dyslexia stating that it is a very frequent type of learning difficulty affecting skills linked to reading, writing and spelling of words (NHS, 2015). The symptoms of dyslexia vary widely amongst every case. More specifically, a person with Dyslexia might have issues with his phonological awareness, ability to memorise and process words quickly. (NHS, 2015). Thus, on the one hand, we have the medical definition provided by the NHS and on the other hand, we have a more broaden approach provided by the British Dyslexia Association (BDA), adding interesting parameters to the symptoms of Dyslexia. As it is clearly understood, one of the main issues of dyslexic people is the fact that they tend to have difficulties with processing texts whether its referring to reading or writing. However, as mentioned by BDA, the spectrum of symptoms is not limited here. It can be wider and more complicated. However, relevant literature states that it is very complicated to distinguish the symptoms of Dyslexia between poor readers and readers diagnosed as Dyslexic. The fact that both are facing the same literacy issues, leads to the conclusion that the literacy support is going to have a positive impact not only for the one group but also for the other group (Elliott Gibbs, 2009). There is evidence supporting the argument of Elliott Gibbs, proposing that D yslexia should be considered as a continuum ranging from mild to severe symptoms and it is not possible to categorise people into Dyslexic and not Dyslexic (Rose, 2009). This leads to the conclusion that interventions will have a positive impact not only for those considered as Dyslexic but also for those who are generally facing issues with literacy. Context of Research -National Context Nowadays, Dyslexia is a recognised learning difficult and is specifically mentioned in the Equality Act (HMSO, 2010). Under this Act, anyone that is characterised with such disadvantages, would be unlawful to be treated unfavourably. In addition, they should be offered adjustments and assistance whenever is needed so that they will not be disadvantaged comparing to non-disabled people (HMSO, 2010; GEO, 2010). Dyslexia is also mentioned in the SEND Code of Practice as a part of specific learning difficulties (SpLD) which influences multiple elements of knowledge (DfES, 2015). Based on the Code of Practice, schools are required to ensure that SEN students are included in the school activities along with the non-SEN students (DfES, 2015). In addition, the schools are obliged to help SEN students reach their targets and remove any obstacles that can hinder their learning via special education provision (DfES, 2015). It is evident in the Code of Practice, the willingness to place SEN children and parents at the centre of decisions. As it is being argued, local authorities are required to consider the views, wishes and feelings of the former. In addition, children and parents should always be informed and included in the decision-making process (DfES, 2015). -Schools Inclusive Policy Schools SEN policy is consistent to the SEND Code of Practice targets, ensuring that SEN students will be able to step from being dependent to be able to function independently; recognising the variety of special needs in the school and the necessity to meet their needs daily and developing the curriculum to ensure that all students are receiving enhanced and equal learning opportunities. In addition, it is the schools policy to recognise the achievements of the students which will improve their confidence and self-esteem, to encourage students be responsible for their learning and behaviour and introduce positivity amongst students. Thus, students will be focused on developing their strengths rather than their weaknesses. Finally, efforts to limit the gap between the SEN and the non-SEN students and maintain contact with parents, has always been a strict policy line (Appendix 2). OFSTED inspected the researchers placement school in 2014 (OFSTED, 2014). The report is showing that the proportion of SEN students receiving support in the school exceeds the national average. The report is showing that most of the SEN students are individuals with speech, language and communication difficulties. Even though the pastoral care for the students is outstanding, issues arise regarding the strategies followed by staff to support students make progress. Therefore, OFSTED suggests that more focus should be given in the school-based data so that suitable adjustments can accelerate their progress (OFSTED, 2014).

Consequential Validity Of An Alternate Assessment For Students

The purpose of educational research workers on alternate appraisals in assorted professional instruction publications were to carry general pedagogues toward collaborative instruction by supplying analytical research to back up general instruction for particular needs pupils. â€Å" Teacher perceptual experiences and the eventful cogency of an alternate appraisal for pupils with important cognitive disablements † examines the variables of instructor perceptual experiences that may consequence the cogency of alternate appraisal in respects to particular needs pupils ( Roach, A.R. , Elliott, S.N. , Berndt, S. , 2007 ) . R.J. Kettler and the research squad stated in their article, â€Å" What do alternate appraisals of alternate academic accomplishment criterions step? that the consequences from their survey back up the adaptative behaviour, academic accomplishments, and academic enablers as steps for academic accomplishment for particular needs pupils.IntroductionMany public sc hools and private schools are exchanging their schoolrooms and schoolroom directions to collaborative learning squad attack ( CTT ) . Collaborative learning squads consist of two instructors, one general instruction instructor, and the other, a particular instruction instructor. Together, they plan their educational strategic lessons and schoolroom direction to turn to the demands of their pupils, which included pupils with particular demands. These particular demands may besides include English as Second Language ( ESL ) and/or English Language Learners ( ELL ) pupils. Some instructors are for the alteration and others are against it. To justified collaborative instruction squads ( CTT ) , many research articles were written to carry instructors that collaborative learning squads are successful. For this article, two research articles about alternate appraisal for particular needs pupils from well-established diaries were chosen to confirm or non confirm the usage of collaborative instruction squads. Although two research articles about curative appraisal will non confirm the usage of this strategic educational attack, the articles will give some penetration for or against the CTT enterprise. The first article, â€Å" Teacher perceptual experiences and the eventful cogency of an alternate appraisal for pupils with important cognitive disablements † written by Andrew T. Roach, Stephen N. Elliott, and Sandra Berndt, focused on the analysis of mensurating the instructor ‘s perceptual experience in respects to the alternate appraisal for particular need pupils. Research workers were concern about how the instructors ‘ perceptual experience affects the result of the alternate appraisal when given to particular needs pupils ( Roach, Elliott, Berndt, 2007 ) . The research workers were concern about the attitudes instructors develop when they have to take the clip and pass the alleged ‘extra energy ‘ to administrate the alternate appraisals. Alternate appraisals are given when the particular needs pupils are non able to take the academic appraisals. The alternate appraisal ( AA ) must run into the province ‘s criterions before being administer ed to pupils. In the 2nd article, â€Å" What do alternate appraisals of alternate academic accomplishment criterions step? A multitrait-multimethod analysis † from Ryan J. Kettler and the research squad were more concern about ‘what ‘ the alternate appraisal steps. They were concern about what the AA really measures in footings of academic abilities and adaptative behaviours such as societal accomplishments, physical accomplishments, etc. To happen out the ‘what ‘ , the research workers used the ‘multitrait-multimethod analysis ‘ attack to acquire the replies. The consequences from the research were that â€Å" the AA reading and math tonss may reflect a unitary concept, the AA tonss are extremely related to adaptative behaviour and academic competency and accomplishment, and all these tonss represent an unique but overlapping concepts ( Kettler, Elliott, et. al. , 2010 ) . † Before analyzing the consequences of this research, the first article about instructors ‘ perceptual experience about alternate appraisals will be discussed.Teacher Perceptions and the Consequential Validity of an Alternate Assessment for Students With Significant Cognitive DisabilitiesThe consequences of this research may bespeak little sums of fluctuations of diminution positive attitudes/perceptions toward alternate appraisals among particular instruction instructors harmonizing to the pupil grade degree. To mensurate these consequences, the research workers created the WAA ( Wisconsin Alternative Assessment ) Teacher Survey – a paper and pencil study was given to instructors ( 4th, 8th, and 10th classs ) to finish and portion their perceptual experiences refering the WAA procedure and consequences. The consequences suggested that instructors were â€Å" by and large ambivalent to slightly positive. † Some reserves about the clip required to finish the appraisal were reported but the most of import find was that the study revealed the arrested development of positive perceptual experiences about the WAA procedure as pupil class degree advanced. Harmonizing to the research consequences, â€Å" there were no extra forecaster variable accounted for a important proportion of the fluctuation in instructors ‘ response on the WAA Teacher Survey ( Roach, A.R. , Elliot, S.N. , Brendt, S. , 2007 ) . † Although the research workers mentioned assorted restrictions about this research including geographic influence, the one major failing about this research is the answerability of the instructors ‘ perceptual experiences about the AA throughout the school twelvemonth. Teachers may show their feelings at the minute while taking the study. Emotions/attitudes and perceptual experiences do fluctuate throughout the school twelvemonth and there are many variables to act upon them. To corroborate the consequences, research workers of this undertaking will necessitate to take studies throughout the school twelvemonth and a few old ages subsequently to acquire a echt read on the instructor ‘s perceptual experiences about the AA.What Do Alternate Appraisals of Alternate Academic Achievement Standards Measure? A Multitrait-Multimethod AnalysisBefore analyzing the consequences of this research, the research attack needs to be understood to understand the consequences. What is the â⠂¬Ëœmultitrait-multimethod ‘ attack? The multitrait-multimethod ( MTMM ) attack is an integrative, multivariate ( many variables ) model for research intents. Teachers can consistently garner valid information and discriminate or distinguish it in a individual survey. The research survey consisted of the followers: Multiple Traits – Academic public presentation, Academic accomplishments, Academic enablers ( â€Å" for example, societal accomplishments, survey accomplishments, motive, and battle ) are student attitudes and behaviours that facilitate a pupil ‘s engagement in, and benefit from academic direction in the schoolroom † ( DiPerna, J.C. 2008 ) Adaptive behaviour Multiple Methods – Individually administered accomplishment trials Teacher completed evaluation graduated tables This peculiar survey was more comprehensive as it focused on faculty members and non perceptual experiences and it involved many provinces, non merely one remarkable province. The consequences indicated that AAs had common measurings with the related traits like adaptative behaviour, academic accomplishments, and academic enablers, significance, instructors will construe such findings as steps of academic accomplishment peculiarly for pupils with the most terrible cognitive disablements. The instructors will merely hold to do certain to go on doing the AA measures what it suppose to mensurate and non let it to mensurate adaptative behaviour, therefore, going more and more academic ( Kettler, et. al. , 2010 ) .DecisionIt is compulsory for particular pupils to take these alternate appraisals in order to carry through the province ‘s authorization but in malice of it, instructors should go on to educate pupils with particular demands for every twenty-four hours life, as this is necessary for their endurance. Harmonizing the writers, many instructors, irrespective of the legislative attempts, in peculiar collaborative instruction squads and such, to conc entrate on answerability for pupil acquisition in the nucleus academic topics, opt to keep a hard balance between academic accomplishments and non-academic accomplishments in their schoolroom direction. The valorous attempts of schoolroom instructors to supply non-academic accomplishments for pupils of important disablements to populate successful unrecorded exterior of schools are indispensable ( Kettler, R.J. , et. al. , 2010 ) . On the other manus and based on experiences working in CTT schoolrooms, it is recommended for future research to take into consideration the possible harmful effects of personality clashing of learning squads and it effects on the pupils. In add-on, research can be done on the kineticss of learning squads in the daily operations of the schoolroom, and the kineticss between the pupils and the instructors ( separately and jointly ) in order to heighten the research workers ‘ persuasion for collaborative instruction squads in general instruction schoolrooms.

Carl Jung and Sigmund Freud - 1412 Words

Carl Jung and Sigmund Freud Introduction Carl Jung (1875-1961) and Sigmund Freud (1856-1939) were two individuals whose theories on human personality would completely affect the way that people viewed the human mind. Carl Gustav was a practicing psychotherapist while Sigmund Freud created the discipline of psychoanalysis. The two men had seemingly identical beliefs about human behavior, but also had contrasting beliefs about concepts such as the ego, the psyche, and the state of unconsciousness. Carl Jung and Sigmund Freud’s Theories Sigmund Freud’s beliefs about personality were based on past experiences in an individual’s childhood. Freud stated that all human beings had three personality levels. These were the ego, the id, and the†¦show more content†¦The accuracy of Carl Jung’s theory on the Unconscious Carl Jung was initially Sigmund Freud’s student. However, Jung did not believe in Freud’s assertions about past negatives being the only things that affected the unconscious realm of the human thought process. One of the main reasons why Jung’s interpretation of the human collective unconscious is more practical and constructive than that of Freud’s psychoanalysis is because Jung’s interpretation has positive aspects that help rather than heal. For instance, Jung’s theory seeks to psychologically explain the significance of the role that religion plays in the formation of unconscious thoughts. Jung’s theory holds that people are mainly shaped by experiences that they have gone through even as they strive towards self-actualization. In addressing the significance of self-actualization within the collective unconscious, Jung demonstrated that it was his belief that the collective unconscious is an area that has constructive tools which help individuals to achieve their life goals (Nystul, 2006). Sigmund Freud’s belief in repressed negative memories being held in the collective unconscious was more indicative of the notion that the collective unconscious was quite destructive because it held all the things that people did not wish to confront. Another reason why Jung’s theory is more useful and believable than that of Freud is because Freud’s psychoanalysisShow MoreRelatedSigmund Freud and Carl Jung1331 Words   |  6 PagesSigmund Freud and Carl Jung Sigmund Freud and Carl Jung begun their relationship in 1906, when Carl Jung sent Freud a copy of his signed published studies, But Jung did not know that Sigmund Freud actually already owned a copy (well-Documented). Jung looked up to Freud and saw him as a father figure (well-Documented). Freud became Jung’s Mentor. In 1909, Freud and Jung toured the United States, and this is were they had a few disagreement on the unconscious mind. Jung thought Freud was negativeRead MoreSigmund Freud And Carl Jung1830 Words   |  8 Pages2015 Freud vs. Jung â€Å"One repays a teacher badly if one remains only a pupil. And why, then, should you not pluck at my laurels? You respect me; but how if one day your respect should tumble? Take care that a falling statue does not strike you dead! You had not yet sought yourselves when you found me. Thus do all believers -- Now I bid you lose me and find yourselves; and only when you have all denied me will I return to you.† (Nietzsche Quoted by Jung to Freud, 1912), [McGuire, 1974] Sigmund FreudRead MoreSigmund Freud And Carl Jung1949 Words   |  8 PagesSigmund Freud and Carl Jung are two of the world’s greatest historical personality theorists who studied the conscious and unconscious states of mind (Friedman Schustack 2011). Most importantly they worked together and built a friendship until their friendship was severed, and Carl Jung broke away from Sigmund Freud. There are allegations that their relationship was broken because of their disagreements pertaining to differential views of developmental psychology and individual personality theoriesRead MoreCarl Jung And Sigmund Freud1977 Words   |  8 PagesBefore going over the differences between the two psychologist, Carl Jung and Sigmund Freud, covering the similarities between them is just as important in the world of psychology. Carl Jung and Sigmund Freud both subscribe to the idea that there is a conscious mind and an unconscious mind. Our unconscious mind is basically where we store all of our repressed traits and that they kind of agreed on even though Jung believed that we also store ancestral memory, but we will go into that difference laterRead MoreDreams: Carl Jung and Sigmund Freud Essay1174 Words   |  5 Pagesdreams actually work there are two psychologists that have been able to pinpoint the true meaning of dreams. These two men are Carl Jung and Sigmund Freud. There are many different perceptions on how people dream, what dreams mean, and why people dream. Sigmund Freud is known as the father of psychoanalysis, along with a psychologist, physiologist, and medical doctor. Freud worked with Joseph Breuer to develop the theory of how the mind is a complex energy system.Throughout Freud’s life he encounteredRead MoreThe Personality Theories Of Sigmund Freud ( 1856-1939 ) And Carl Jung2919 Words   |  12 Pagespersonality theories of Sigmund Freud (1856-1939) and Carl Jung (1875-1961). Prior to Freud, personality psychology did not exist. Freud’s psychoanalytic theory conceptualized personality development in terms of psychosexual stages whereby personality was fixed by middle childhood. Freud explained that mental and physical illnesses were the result of an individual not being aware of the inner conflict which was experienced due to repressed infantile sexuality (Friedman Schustack, 2012). Jung, as part of theRead MoreA Comparative Analysis of the Psychoanalytic Theories of Sigmund Freud, Carl Jung, and Alfred Alders1012 Words   |  4 Pagesdifferences in the three theories that derived by Sigmund Freund, Carl Jung and Alfred Alders. The study will look at my personal opinion on the characteristics of the theory. An examination on the stages of Freuds theory will help to dissect personal characteristics (Burger, 2011). The use of real life examples will help to determine the Freudian defense mechanism theory. The similarities and the differences on psychoanalysis theories Sigmund Freund outlined childhood events as a major contributoryRead MoreFreud and Jungs Father/Son Relationship835 Words   |  4 PagesFreudJung Introduction The relationship between Carl Jung and Sigmund Freud began in 1906 when Jung sent Freud a signed copy of his published studies. Unknown to Jung, Freud had already purchased his own copy of the book after hearing how favorably his name figured into the writings. Six months later, Freud sent a collection of his latest published essays to Jung in Zà ¼rich.(The Well-Documented Friendship of Carl Jung Sigmund Freud, 2014,p.1) When the two were finally able to meetRead More Freud and Jung Essay1403 Words   |  6 PagesFreud and Jung The psychological genre as it relates to sociological and medicinal matters has gained an increasing amount of scientific approval. Impartiality and the scientific method are both integral components to a psychologist’s mode of practice. However, even the most esteemed of psychologists can only speculate at what makes human beings act the way they do. Absolutes play no function in psychology. Everything is relative and open to conjecture. Theologians give us their visions or thoughtsRead MoreEssay on Psychoanalysis1148 Words   |  5 Pagesmind. This would be Sigmund Freud. Freud, along with Carl G. Jung and Alfred Adler, has impacted the history of psychoanalysis. Further, he has influenced the lives of the men and women during the early 1900s. In todays society, the history of psychoanalysis is continually being discussed among many scholars. Paul Roazen, author of Encountering Freud: The Politics and Histories of Psychoanalysis, has dedicated his professional career to researching the impact of Freud and his followers not

The Ridge Terrace Group Home - 1344 Words

The caregivers at the homes assist in arranging medical care, such as routine appointments or follow-up care as needed, in the event the resident or his or her guardians do not. In addition, a staff member normally attends the resident’s medical appointment. Each resident, or his or her guardian, is allowed to seek treatment from a physician of their choice. If they do not chose a physician, the group homes will bring the residents for medical care to consulting physicians. Frances House pays its consulting physicians a total of $150 per month for their consulting services. The physicians then bill the resident’s insurance or public aid for the medical services provided. The Ridge Terrace group home consists of a large ranch-style†¦show more content†¦In Kenneth, Jr.’s situation, he was allowed to look at magazines and watch television due to his low cognitive abilities. In the evenings, the residents participate in activities that are designed to develop and reinforce such areas as social skills, stress management and independence with activities of daily living. According to Dina Bicker, Ridge Terrace’s Qualified Mental Retardation Professional (QMRP), and who presented very well at her deposition, Kenneth, Jr. initially was a pleasant resident that liked to have fun with the other residents. However, starting in approximately 2005, he became abusive and aggressive toward other residents and objects. His parents assert that his newly developed aggressiveness was due to frustration resulting from the staff not allowing him to express his emotions and not providing assistance with stress management. After the staff unsuccessfully attempted to use behavior modification programs in an effort to resolve his aggressive behavior, they took Kenneth, Jr. for an evaluation to Dr. Dennison, a psychiatrist at Sinissippi Center. Dr. Dennison is not an employee of Frances House. Instead, he is one of many health care professionals who are on Frances House’s referral list. Dr. Dennison evaluated Kenneth, Jr. on October 9, 2006, and diagnosed him with bipolar disorder. To treat this condition, Dr. Dennison prescribed Depakote and

Abortion Controversial Issues in Society Today - 1335 Words

One of the major controversial issues confronting the society today is abortion. I chose abortion as the topic of discussion since it contradicts my values and beliefs. Abortion is the extraction of the human fetus from the mothers womb with an intention to end the life of that fetus prior to its natural birth. Most religious people believe that abortion should be completely banned. They agree with the idea that it is simply a type of murder and murdering a person is a crime and abortion is just a different type of killing. Some other, generally non-religious people believe that abortion should be not be banned and it should be a personal choice whether a women gets an abortion or not. There could be some cases where the women has no†¦show more content†¦Russia’s government is making free abortions available to women who fall into several newly defined categories, through their twenty second week of pregnancy. Critics of the free abortions blame Russia’s declin ing birth rate on cheap abortions. In the past six months, twice as many deaths as births have been recorded in Moscow. Of course it’s sad, said Vaganov. The whole story is sad, the number of abortions still being performed is sad, mortality figures are sad.... The thing is that you can just see more of what used to be hidden from the public eye he said. We are just trying not to hide the new realities of life, and we are not neglecting the old ones.; P.O.V; The journalist is trying to show that the united states is not the only one facing challenges in abortion and is possibly biased towards the united states. Source:Cable News Network, Inc.2011 Article 4. A pregnant leukemia patient who became a flashpoint in the abortion debate in the Dominican Republic died Friday morning, a hospital official told CNN. The 16-year-old, who had been undergoing chemotherapy, died from complications of the disease, said Dr. Antonio Cabrera, the legal representative for the hospital. Her case stirred debate in her country, as her life was potentially at risk because of anti-abortion laws in the Dominican Republic. Doctors were hesitant to give her chemotherapy because such treatment could terminate the pregnancy -- aShow MoreRelatedAbortion Is The Most Controversial Right1377 Words   |  6 Pagesinduced abortions are common and occur among women of all social and economic groups. Where the abortion rate is high, it likely reflects that levels of contraceptive use are not sufficient to meet the fertility desires and family planning needs of women and couples. History/background of the issue: Since 1996, abortion rates declined by at least 2% per year in 12 of the 28 countries with complete abortion counts and trend data, and rates increased by this much in two countries. Abortion rates wereRead MoreAbortion : The Termination Of A Pregnancy Essay1606 Words   |  7 Pages In American culture today, Abortion is one of the most personal, widely discussed, and controversial topics. As stated in Merriam Webster dictionary, abortion is ‘the termination of a pregnancy after, accompanied by, r esulting in, or closely followed by the death of the embryo or fetus’. Pro-life and pro-choice sides take moral positions. While pro-life advocates fight against the termination of an unborn child, pro-choice advocates defend a soon-to-be mother’s legal right to make personal and heartrendingRead MoreEssay about Abortion, Society, And Gender926 Words   |  4 PagesAbortion, Society, and Gender Abortion is arguably the most controversial topic in all the issues revolving around reproduction. Women of all different races, classes, and religions have been practicing abortion since before the colonial era in America. The laws pertaining to abortion have changed many times, adding and removing discrepancies and stipulations throughout many years, and still to this day. The views of abortion in society during different time periods have also changed andRead MoreThe Constitutional Rights Of Abortion969 Words   |  4 PagesAbortion is perhaps the most disputed issue in America today. There are nine states in the United States that do not have specific laws prohibiting abortion after a certain point of pregnancy. This means that an abortion can be performed at any time, despite how far along the pregnancy is. This controversial topic is viewed through public opinion, legislatures, and the courts. There are three main concerns that are discussed within this issue: the constitutio nal rights of both the woman and the fetusRead MoreAbortion: A Controversial Debatable Topic Essay1505 Words   |  7 PagesAbortions have long been a controversial and debatable topic. Politicians and religious groups, and most individuals have a strong opinion or view regarding the topic. Society has two very different views regarding abortions. Those that oppose abortions for various reasons are considered pro-life, while those that believe abortion is a woman’s choice are considered pro-choice. The arguments that each side believes are considerably very different and often cause outrage or extreme emotional responsesRead MoreAbortion: a Controversial Issue1159 Words   |  5 PagesAbortion: A Controversial Issue One of the major controversial issues confronting the society today is abortion. I choose abortion as the topic of discussion since it contradicts my values and beliefs. Abortion is the extraction of the human fetus from the mothers womb with an intention to end the life of that fetus prior to its natural birth. The controversy surrounding abortion is whether it should be legalized or not? In my opinion, abortion is morally and ethically wrong because it leadsRead MoreThe Issue Of Pro Life1398 Words   |  6 Pageswhile it is still forming in the woman’s womb, known as abortion. The pro-life debate ranges from more than just abortion, as it stretches into the â€Å"releasing† of those who are sick on life support or the elderly. Pro-life is such a debated topic that sometimes it is tough to get the message out. Two forms of media that promote the message of pro-life are The Giver and Juno. Lois Lowry’s classic novel, The Giver, is about a utopian society, in wh ich the habitants are regulated by â€Å"sameness†. ChoicesRead MoreLaws Influence on Morals1738 Words   |  7 Pagesbased on their culture and society. They are also based on an individual’s interpretation of what is good and what is not, so they are almost always different for different individuals. They are not written rules, they can be interpreted differently based on factors such as: culture, society, religion and the way an individual was brought up. There might be a set of values, which may be common in society. These are what society finds acceptable. A lot of the societies today are pluralistic. This meansRead More Abortion Essay1130 Words   |  5 Pages Abortion: A Controversial Issue nbsp;nbsp;nbsp;nbsp;nbsp;One of the major controversial issues confronting the society today is abortion. I choose abortion as the topic of discussion since it contradicts my values and beliefs. Abortion is the extraction of the human fetus from the mother’s womb with an intention to end the life of that fetus prior to its natural birth. The controversy surrounding abortion is whether it should be legalized or not? In my opinion, abortion is morally and ethicallyRead More Abortion Essay910 Words   |  4 PagesAbortion Abortion is one of the most controversial issues of our day. People generally have strong views about abortion. It is an issue about life and death. Abortion draws out two different worldviews. The human world view, which says, You do whatever you want. Its your own choice not anyone else. In addition, the religious world, which I believe, says, ?God forbids us to murder, and knows that it?s a mortal sin.? I believe that the real reason that we see so many people wanting the

Night Creature Blue Moon Chapter 40 Free Essays

string(28) " cold chill wafted over me\." â€Å"Quit starin’ at me like you’re brain-dead, girl. Don’t tell me you didn’t imagine I was the one.† I hadn’t. We will write a custom essay sample on Night Creature: Blue Moon Chapter 40 or any similar topic only for you Order Now Not for a minute. Not once had I suspected my best and only friend of being a werewolf. But now†¦ so many things made sense. She smoked like a chimney, drank like a fish, Lord knows how old she was – yet she had the nose and ears of a†¦ wolf. Most important, she ran this town – or near enough. She received all the information before anyone else. She could control what the police learned, where they went. Having the sheriff as her compatriot was brilliant. Between the two of them it was little wonder they’d been able to get this far. â€Å"I should have known,† 1 muttered. â€Å"If Clyde wasn’t the leader, it had to be you.† â€Å"How you figure?† â€Å"Because no one told Clyde what to do.† â€Å"Except for me.† â€Å"Bingo.† The Indians continued to chant; they seemed to be in a trance. I glanced at Will and he took one step in my direction. A wolf lunged for his crotch. He jumped back and the animal’s teeth snapped shut centimeters away from his jewels. â€Å"Ah, ah, ah, Horace,† Zee admonished. â€Å"I need him for a little while. You can eat him later.† The wolf sat in front of Will and stared at him as if he were a lamb chop. â€Å"You know why you’re here?† she asked him. â€Å"I’m a bit fuzzy on the details since my book has a page missing.† She smiled. â€Å"Clever of me, hmm?† â€Å"You took the page?† I blurted. Zee nodded. â€Å"I broke into his office looking for the totem, but I found the book. I didn’t want to steal it, too obvious, so I tore out the end of the ceremony.† â€Å"You didn’t think he might order another one?† I asked. â€Å"Of course. That’s why I had Horace here keep an eye on pretty boy’s mail. Any packages he was to bring to me, which he did.† I glanced at Horace and realized he was the mailman. He was a little hard to recognize all furry like that. Did Zee have a werewolf planted in every walk of our lives? It appeared so. â€Å"What was on the page you tore out?† I asked. â€Å"The part that matters the most. What happens tonight.† â€Å"Which is?† â€Å"I become invincible.† Mandenauer, who’d been unnaturally silent until now, snorted. Zee turned in his direction. A snap of her fingers and the wolves parted. She crossed the distance between them. â€Å"You have something to say, Herr Mandenauer?† â€Å"No one is invincible. I have learned that much in all my years on the hunt.† â€Å"You will learn something new tonight. The wolf god cannot be destroyed. I will live forever and I will rule everyone.† â€Å"Why?† I asked. I couldn’t think of anything I’d less like to do than rule the world. What a shitty job. Zee spun toward me, and the wolves encircled Man-denauer once more. Anger brightened her eyes. â€Å"Because once I was powerless and Mengele made me a monster.† â€Å"Mengele?† I remembered what Mandenauer had told me about the Nazi. â€Å"You were one of his experiments?† â€Å"Yes.† â€Å"But you haven’t got an accent,† I blurted. Zee’s penciled-on eyebrows lifted. â€Å"That’s all you can say?† I was in shock. I knew that much. But I’d never met a native-born German who could lose the accent. She waved her hand. â€Å"I had plenty of time to practice my English. That was the least of my worries.† I glanced at Will. He made a swirling motion with his finger. Horace followed the movement as if Will’s hand were a prepackaged doggy treat. I got the message. Keep her talking. Why not? I didn’t want to get to the part where she needed my blood. â€Å"What were your worries?† She gave me an incredulous snort. â€Å"Look at me. Mengele couldn’t have infected me with his crap when I was twenty and beautiful? No, he had to do it when I was eighty and ugly.† I blinked. â€Å"You were eighty in the nineteen-forties?† â€Å"Werewolves don’t die, Jessie. Unless you shoot them with silver.† â€Å"I can take care of that for you!† Mandenauer called. â€Å"If you just return my gun!† â€Å"I could have killed myself if I wanted to die. If I do, that pig wins. I wanted a cure. I spent decades searching for one. I traveled the globe, investigated every werewolf legend, tried lotions and potions and incantations until I was so damn tired.† â€Å"And then?† â€Å"Then I came to Wisconsin, and I found something much better than a cure.† She smiled. â€Å"Ever hear ‘ if you can’t beat ’em, join ‘ em’? I much prefer ‘ if you can’t be cured, then become.'† â€Å"I’m a bit confused as to how you get to rule the world by becoming a wolf god.† â€Å"It’s not all that hard. If my army spreads, bit by bit, country by country, soon everyone is a werewolf.† Aha! â€Å"And you are their god.† â€Å"Works out quite nicely, doesn’t it?† Abruptly Zee crossed to the fire, grabbed a machete that had been heating at the edge of the flames. She beckoned to Will and to me, â€Å"Nuh-uh,† I said at the same time Will muttered, â€Å"No, thanks.† Zee gave an impatient sigh. â€Å"Jessie, I need your blood, but it really doesn’t matter to me if I get it after you’re dead.† â€Å"I thought you were my friend.† â€Å"I was. I am. I will be again if you help me. In fact†¦ † Her once dear face took on a feral yet speculative gleam. â€Å"You could join me. The world isn’t going to be fit for just plain folks. Let me give you a little nip – after, of course.† She wiggled the huge knife. â€Å"Then we can be together forever.† â€Å"As appealing as that sounds, I’ll have to pass.† â€Å"Sorry, you don’t get to decide. Now get over here, and your little friend, too.† â€Å"What do you need Will for? If I come, you can let him go.† â€Å"Jessie.† Will sounded exasperated. Zee ignored him. â€Å"You haven’t been listening, girl, and that’s not like you. I need wolf clan boy for the ceremony.† A cold chill wafted over me. You read "Night Creature: Blue Moon Chapter 40" in category "Essay examples" â€Å"What are you going to do?† Horrible images danced through my head. Human sacrifice. Sadomasochistic sex. And those were just the ones I knew the names for. â€Å"He has to draw the blood.† My mouth fell open. â€Å"That’s it?† Zee’s lips twitched. â€Å"What did you think? That I’d screw him here in front of you and everyone? You did say he was good in bed, girl, but I’m too old for that shit.† My cheeks heated. How I could be embarrassed at a time like this I’ll never understand. â€Å"Time’s a-wastin’ . Don’t make me send them to get you. I promise you won’t like it.† Two of the wolves growled, the fur along their backs lifting. Zee was no doubt right. I wouldn’t like it. But I’d like being a werewolf even less. Will cleared his throat. I looked at him. He looked toward Zee. I frowned and followed his gaze. The guns were in a pile near the edge of the forest, nearly out of sight. Zee didn’t seem to know they were there. Goody. Will and I joined Zee near the fire. She didn’t waste any time. As the Indians continued to chant, then throw a little magic dirt into the fire, the flames turned from orange, to crimson, to neon blue – she put the machete into Will’s hand. Holding on to his wrist, she grabbed mine. Will and I both struggled, but it was no use. Zee had the strength of a werewolf, not a little old lady. One quick slice across my forearm and it was over. Or maybe not. She dragged both of us nearer the fire, held my arm over the flames, squeezed the cut until a stream of red bathed the totem and dripped into the fire. Whoosh. The flames shot skyward. I shrieked and fell back, hitting the ground hard enough to make my teeth rattle. The machete clattered in one direction, Will in the other. But my gaze was riveted on Zee. The moon shone in a bright silver stream through the trees, hitting her and her alone. The light bathed her face, turning her skin an ethereal white as if she glowed from within. Zee plucked the totem from the fire, tossed the icon around her neck. The eyes of the stone wolf flared flame red. My blood stained her uniform shirt. It didn’t matter. The shirt ripped open as she changed. The Indians’chanting grew louder. The wolves began to howl. Mandenauer shouted something, but I couldn’t hear him, and I couldn’t take my eyes from Zee. The change was unlike anything I’d seen before. She didn’t become a wolf like Clyde – not completely. Instead, she remained upright, bipedal. White fur sprouted from her pores. Her feet became paws, but her hands stayed the same, as ears appeared on top of her head. Whiskers sprang from her lip; her nose and her mouth didn’t change. I blinked and she was a woman-beast. As if a switch had been thrown in the sky, the silver light of the moon went under a cloud. The Indians stopped chanting. The wolves went silent. Zee turned to me. Ugh, that just wasn’t right. Werewolves had human eyes. But Zee’s eyes had gone wolf. With fur all over her face, and the canines she revealed when she smiled, the effect was pretty repulsive. That wasn’t even taking into account the body of a human, covered with fur. She twirled for me, as if showing off a new dress. â€Å"Uh, nice tail,† I managed. â€Å"Thanks.† Her voice was different – gravelly, more a growl than a smoker’s grumble. She didn’t resemble the wolf god in the drawing, but I doubted the artist had ever seen one, either. â€Å"Walking upright is good,† Zee murmured. â€Å"And talking.† She wiggled her fingers. â€Å"Opposable thumbs will come in handy.† â€Å"I bet.† There was a flash of movement behind her and a sudden snarl from one of the wolves. Zee turned, and Will plunged the machete into her chest. All I could do was blink, shocked. Zee stared down at the hilt of the knife; then she lifted her gaze to Will. â€Å"You have got to be kidding me with this.† She grasped the machete and yanked it out, then tossed the thing into the bushes. A sickening slurping, sucking sound came from her chest. As I watched, the wound closed before it even had time to bleed. â€Å"Told you they’d come in handy.† She wiggled her thumbs. Then she backhanded Will so hard he flew into the forest in the wake of the knife. I didn’t realize I’d jumped to my feet and taken several steps after him until Zee grabbed me. â€Å"Not so fast.† She leaned closer. â€Å"How about a little nibble?† I backed up; she let me go. The guns were still behind her. I wasn’t going to get to them anytime soon. Will was unconscious, maybe dead. Mandenauer was still surrounded by wolves, if they hadn’t eaten him already. We were, to put it in the usual vernacular, screwed. â€Å"Join me, Jessie. I’ll rule; you can be my right-hand woman. We’ll have so much fun.† â€Å"All I have to do is get furry.† â€Å"It’s not so bad. You might even grow to like it.† She waved her hand at the werewolf army. â€Å"Most of them do. Embrace your inner wolf, girl. Or die.† A movement from the forest caught my attention. I cast my eyes toward the ground. â€Å"Let me think a minute.† â€Å"A minute, starting now.† I made a great show of rubbing my head. It still hurt, but what I really wanted to do was see behind Zee without her following my gaze. Will hovered in the sparse tree line at the edge of the forest. Though his lip was bloody, his cheek already swollen, he didn’t hesitate. He grabbed my pistol from the pile. Unfortunately, his hands were still bound and he fumbled, unable to lift the thing or fire it. His dismayed gaze met mine and I held out my hand. He tossed me the pistol just as I kicked Zee in the chest. Her wound might have healed, but from the way she howled it still hurt like a bitch. The gun connected with my palm as she gained her feet. Would silver bullets work on the wolf god? Only one way to find out. I shot her as she whispered my name. After the incident with the machete, I half-expected Zee to laugh and kick my ass. Instead, flames shot from the wound, so bright I had to shield my eyes. The wolves howled mournfully. When I lowered my hands, a great white wolf lay at my feet. She was beautiful and she was dead. How to cite Night Creature: Blue Moon Chapter 40, Essay examples

Crriculum on a Leadership Development

Question: Curriculum on a leadership development program for novice nurses," organization selected was Wisconsin Center for Nursing (WCN) for the assignment. Last weekes assignment is the power point attached and the .doxc file plus details below are how the assignment is to be completed. Answer: Nursing Leaders and education based industry standards Development of nursing leadership is significant in the changing health care system of todays world (Huber, 2013). Nurse leaders have the influence on patient outcomes, staff satisfaction and the fiscal status of the health care organization (Yoder-Wise, 2014). Nursing leadership development program are built by many organizations to provide novice nurses with knowledge on how to be an effective leader. The nursing curriculum is to be considered effective when there is a clear understanding of the standards that go with the curriculum. In leadership development, the standards guide the curriculum development (Waddell et al., 2015). The purpose of aligning the nursing curriculum with industry standards is to make the sure quality curriculum that has distinguishing features determining the fulfillment of the standard (MacPhee et al., 2012). Leadership development programs are to be built based on an extent of curriculum content. The Wisconsin Center for Nursing (WCN) is to develop a cu rriculum on leadership development program for novice nurses. The present paper is an industry standards paper the describes the industry standards pertinent to the proposed curriculum on leadership development. One agency, one state and one federal education-based industry standard, the purpose of the standards, how the standards are relevant to the proposed curriculum and how it will influence the development and how the proposed curriculum is going to meet the education-based standards and the advantages of doing so. Agency for Healthcare Research and Quality (AHRQ) and their proposed carriculum Agency for Healthcare Research and Quality (AHRQ) has set up some guidelines for nursing leadership that includes nursing education. The standards identify that all the specific aspects of nursing leadership must be included in the curriculum, and practical knowledge is to be given. The agency provides evidence-based material to the curriculum by studying the quality of care and the decisions for improving the healthcare outcomes (Kronick, 2014). Facilities that incorporate the standards to nurse education have high leadership qualities among the novice nurses. By aligning the leadership development curriculum on the guidelines, the aim of the curriculum will be fulfilled, and the nurses can assure improved and better health outcomes. The State of Wisconsin Board of Nursing states that the curriculum must be organized and developed for including the attitudes, abilities, skills and knowledge of nurses that is necessary for the particular levels of student achievement (Billings Halstead, 2013). By including the standards of the state board, nursing leadership development curriculum will succeed in meeting the standards of nursing practice. Experiences are to be provided for enabling the learner to enhance the skills and knowledge regarding leadership. The state board of nursing also states that the nurses must undertake a particular practice only if the nurse has the proper experience, knowledge and preparation to execute fairly the practice. The providing leadership education, the nurse educator, makes sure that the staff is complying with the requirement of licensure in the state for nursing. The American Nurses Association (ANA) developed the National Database of Nursing Quality Indicators (NDNQI) for teaching nurses and other members of the healthcare team to implement leadership throughout the course of their practice. The training standards program is to be incorporated in the nursing curriculum (Alspach, 2015). By including the training program, the curriculum will be aligned with the standards of ANA. By making the alignment, quality, safe and evidence-based practice will be implemented. The standards of ANA are regularly reviewed and applied as standards of care in nursing that is to be developed for accommodating the latest evidence-based practice in nursing. This has the potential to affect the care of the patients. The proposed curriculum of AHRQ and education-based industry standards The proposed curriculum would meet the education-based standards by the following steps. The curriculum would be determined to understand what the curriculum is about and the scope and sequence for learning. The main components of the curriculum would be a rationale, a short overview of the content description, the description of the student audience, connections to national standards, intended learning outcomes, an instructional plan, a plan for assessment and materials, texts and other resources for fulfillment of the curriculum (Keating, 2014). The curriculum would represent a huge shift in paradigm in the field of leadership development. The curriculum would be made by looking at the standards, recognizing the dispositions and knowledge and demonstrate the meeting of the standards (Iwasiw, 2014). The curriculum will allow the students to fulfill the outcomes. For this purpose, all the activities would be taken up that would reach the target. Curriculum assessment would be taken u p for allowing the students to track the success and the educators to determine whether the students are meeting the standards. New approaches to the teaching would be carried out and made in such a manner that the needs of the students are met (Richardson et al., 2014). Industry standards are the proper guidance for nursing leadership development curriculum by making specific the bench mark for measuring the curriculum. Incorporating the standards in the implementation of the nursing curriculum will make sure that learners achieve success and the nursing program fulfills the course objectives. The alignment of the industry standards is to match with the vision and mission of the facility and the competencies of the curriculum standards. Developing a nursing curriculum comprising of different standards makes sure that professional, safe and quality nursing practice is implemented. The focus of the curriculum is to be on the attitudes, skills and knowledge of the learners. By the integration of the industry standards into nursing curriculum, nurse educators make sure that the program is approved and accredited. By aligning with the industry standards, the process of care and clinical outcomes of the broad spectrum of care quality of the healthcare sys tem will be enhanced. The curriculum will provide support to the nurses for establishing the standards of excellence in care. With the help of the accreditation standards and the presence of multi-resources and the accreditation bodies, the curriculum topic, based on the latest evidence-based practice and the alignments of regulations and standards of the nursing practice. References Alspach, J. G. (2013).Core curriculum for critical care nursing. Elsevier Health Sciences. Billings, D. M., Halstead, J. A. (2013).Teaching in nursing: A guide for faculty. Elsevier Health Sciences. Huber, D. (2013).Leadership and nursing care management. Elsevier Health Sciences. Iwasiw, C. L., Goldenberg, D., Andrusyszyn, M. A. (2014).Curriculum development in nursing education. Jones Bartlett Publishers. Keating, S. B. (2014).Curriculum development and evaluation in nursing. Springer Publishing Company. Kronick, R. (2014). Patient safety: the Agency for Healthcare Research and Quality's ongoing commitment.Journal of nursing care quality,29(3), 195-199. MacPhee, M., Skeltonà ¢Ã¢â€š ¬Ã‚ Green, J., Bouthillette, F., Suryaprakash, N. (2012). An empowerment framework for nursing leadership development: supporting evidence.Journal of Advanced Nursing,68(1), 159-169. Richardson, J., Grose, J., Doman, M., Kelsey, J. (2014). The use of evidence-informed sustainability scenarios in the nursing curriculum: Development and evaluation of teaching methods.Nurse education today,34(4), 490-493. Waddell, J., Spalding, K., Canizares, G., Navarro, J., Connell, M., Jancar, S., ... Victor, C. (2015). Integrating a Career Planning and Development Program into the Baccalaureate Nursing Curriculum: Part I. Impact on Students Career Resilience.International journal of nursing education scholarship,12(1), 163-173. Yoder-Wise, P. S. (2014).Leading and managing in nursing. Elsevier Health Sciences.