Peer Buddy Program

Peer Buddy Program Secondary schools that have adopted inclusion programs have enhanced performances and interactions of student with disabilities and those without disabilities.Advertising We will write a custom research paper sample on Peer Buddy Program specifically for you for only $16.05 $11/page Learn More These schools adjust themselves according to Individuals with Disabilities Education Act (IDEA) and No Child Left Behind (NCLB) program in order to enhance learning, socialization, and friendship among all students irrespective of disabilities. Thus, the study shows how peer buddy programs serve purposes of enhancing inclusion (Hess and Chester, 2007). Authors like Carolyn Hughes and Erik Carter are outstanding in the field of peer buddy programs. They note that implementation of peer buddy programs step-by-step always gives successful results. Consequently, they identify several reasons and purposes why peer buddy program is important in promoting educational achievem ents among learners with disabilities and those without disabilities (Hughes and Carter, 2008). Well implemented peer buddy programs increase learners’ interests in learning and at the same time establish the role of each participating individuals in inclusion programs. The success of peer buddy program depends on educators, parents, counselors and students. Similarly, program implementations must also create inclusion by identifying unique students’ needs, strengths, weaknesses and common interests. This research paper seeks to establish the purpose, importance, and rationale of the study of peer buddy program on students with disabilities in high school, in both social and academic grounds. The paper will explore how provisions of suitable inclusion programs enhance academic, support, and promote socialization in the school environment. This is only possible through assessing and expanding peer buddy program, and including feedback of all participants. The proven str ategies of peer buddy program should change high schools into supporting and compassionate environment where all learners support one another. However, some studies show that some sections of educators are reluctant to make changes to their current teaching approaches in response to IDEA and NCLB programs.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Their methods still tend to exclude students with severe cases of learning disabilities (Cowne, 1998). At the same time, some teachers show relaxed approaches to inclusion programs because they do not have experience in such programs. This necessitates the purpose for this research paper. Importance of study This study seeks to find out the importance of peer buddy program in enhancing social and academic achievements of students in high school. Peer buddy programs for students with disabilities in the learning environment have been sources of fundamental concerns for educators and society at large. Consequently, inclusion issues have attracted both legislative and political supports. In every society, there are segments that are fighting to access equality of opportunity and social justice in the national educational systems. Therefore, the study is important in addressing the needs of learners with disabilities in high schools using peer buddy programs. Studies by Troyna and Hatcher established that education systems are necessary in perpetuating or lessening limitations associated with education for marginalized learners (Troyna and Hatcher, 1992). These findings led scholars like Slee, Vlachou, and Pijl critically analyze importance of special education on students with disabilities (Pijl, 1997). On the other hand, Tomlison has concentrated on the impacts of educational underperformance and disadvantages on individuals. In addition, society has placed education at the center of security, employment and opp ortunity (Tomlinson, 2000). Social justice systems have recognized the fact that individual’s characteristics and available resources are not the only factors controlling opportunities in education, and chances in life. Some factors like living conditions, family members and community influence life chances and educational opportunities. In all these, the key to success is social capital. Social capital entails ways of getting networks, trusts and norms that enhance cooperation and coordination for a mutual benefit (Putnamm, 1993). Therefore, a healthy society must rely on its social capital in order to make life possible for its members.Advertising We will write a custom research paper sample on Peer Buddy Program specifically for you for only $16.05 $11/page Learn More The current political situations favor the principle of inclusion and education for an inclusive society. Despite these favors, the failure by many education systems to support inclu sive learning programs is noticeable. Therefore, the aim has been to develop education systems and programs that will enhance the potential of every learner in society, and recognize and appreciate their differences. Chances are that learners who lack access to inclusive and mainstream education will not have all rounded experience. The problem is that people who invented past curriculums never meant schooling to accommodate every child. The disadvantaged learners are students with special educational needs. However, the current education systems tend to accommodate such learners through various programs like peer buddy program. Thus, the importance of the study is to identify how peer buddy programs promote equal learning for learners with disabilities in high school through distribution of social capital. Like any other social program, peer buddy program has also experienced some challenges. The main challenge lies in creating a sustainable social capital and social well-being in a fragmented and struggling school system. However, we must realize that peer buddy program is important when all participants get in an interactive mainstream school environment. For instance, scholars make references to the success of Metropolitan Nashville Peer Buddy Program. Despite these benefits and importance, educators rarely use such achievements to inclusion programs because of their invisibility. Educators must be aware of the contributions students with disabilities make to a school community. This is a problem because not many researchers have concentrated on peer buddy programs. In addition, available information concentrates on the needs of students with disability instead of focusing on the value students with disabilities add to education in a school environment. According to Young, the programs of inclusions have not gone unopposed. Most scholars note that people identify students with disabilities in terms of the relatively low share of social goods they have (You ng, 1990). Educators use various educational programs to reduce noticeable disadvantages in learners with special needs. The challenge is that all these programs rarely contain inputs of those most affected.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Therefore, the programs become undemocratic because the procedures and processes of distributing social goods are not favorable to some of the stakeholders. These procedures and processes show the values and interests of people who are in charge of the education system (Smith, 1986). The participatory approach works well in peer buddy programs. This is because the model advocates for the inputs of all participants. Policymakers use this approach in distribution of the predetermined public goods, status, and inputs of the participants. Participants identify social goods, policies, needs, and practices, which they negotiate and investigate using democratic and justice principles as the ideal approaches. Stenhouse also expresses his concern for the principle of difference because of a balance between an approach that gives all learners equal chances to access cultural goods, and a curriculum developed for the purpose of productive use (Stenhouse, 1975). Stenhouse indicates that student s with natural abilities and suited for the curriculum will gain more than other students. However, the participatory and peer buddy program will benefit all learners in long-term irrespective of disabilities (O’Donoghue and Chalmers, 2000). According to Elliot, accesses to programs like peer buddy enable students to acquire self-esteem in a learning community. This serves the importance of enhancing primary goods of promoting students’ achievements and social status (Elliott, 1991). However, achievements in education also depend on practices and policies of education. Educators have realized that it is only through carrying out comprehensive reforms to the existing educational, and institutional control that primary aims of peer buddy programs can achieve its missions. Past studies on the importance of peer buddy programs focused on education as a whole and ignored individual contributions. These approaches made teachers, learners and other educators irrelevant in the feedback but were only subjects of influence by forces in society. In conclusion, scholars like Bogdan and Biklin noted that any educational achievements knowledge learners got through such means were not helpful but misleading. This is because the approaches did not include the moral dimension of education according to inclusion and justice in education (Bogdan and Biklin, 1982). Rationale of study There are changes taking place in the education system. These changes show that peer buddy programs in education enable schools to accept and retain students with various disabilities. Therefore, this study highlights reasons why studying peer buddy program is necessary among educators. These were the students the education system initially segregated, or were in special schools. There are ways that schools can increase and participate in the provision of inclusion through curriculum support and development of socially representative students’ fellowship. This is the rationale be hind of the peer buddy program study. The issue of how best to give students with superior learning abilities and those who have disabilities is a matter of concern among the educators. Researchers like Oliver argue that mainstreaming does not help gifted learners. Oliver states that gifted students do not suffer from stigmatization and separation, which students with disabilities experience. He insists that separation works better for gifted students. This is because the program provides small class size, and wise use of time and resources than in regular class. In addition, Oliver insists that placement of gifted students in regular class limits their potential and creative abilities. He concludes that mainstreaming and inclusion programs like peer buddy in schools contribute to a diminution of potential in gifted learners. Oliver proposes a system whereby students’ placement should permit and encourage special classes and schools for gifted learners and those with disabili ties (Oliver, 1996). Most professional changes in education systems or structures aim at inclusive practices. Occasionally, these changes begin with an individual through enhancing self-awareness, self-evaluation and changing attitude towards inclusion programs like peer buddy. However, educators only implement those practices they believe promote inclusion. The professional approach to peer buddy program should encourage openness in discussions among participants. It is also necessary for educators to learn how to avoid hasty judgments in introducing new practices (Osgood, 2005). Educators use their own different approaches in peer buddy programs because there are no standard structures of rationality for general inclusion programs. However, there are criteria for making a judgment about peer buddy programs. Educators can only develop such criteria by dialogues among various participants. These discussions and dialogues are mandatory for any in peer buddy program. Educators must mo nitor goals and quality of a peer buddy program as an inclusive approach to learning through the use of problems and feedback. The education system remains the only alternative to solving social challenges in a school environment democratically. Participants can address issues of moral concerns in quality, equality and inclusion. Therefore, the aim of education is to provide a way so that people can comprehend educational equality and equal opportunity as social goods of the education system (Ainscow, 1999). Educators should determine the quality of education with no exceptions of equality. Consequently, educators must note that any peer buddy program must apply reputable educational practices. Researchers have noted that poor educational practices enhance negative practices among participants, to the extent of socially marginalizing learners within and beyond a school environment. Educators believe that equity in education is a matter of physical and human resource. Therefore, they may change peer buddy program into a resource of risk management whereby extents of the learners’ disabilities determine the limits of resource allocation in order to maintain equilibrium in a school environment (Slee, 1996). Slee argues that resources should support the development in school to enhance positive cultures through curriculum, teaching methodologies and extracurricular involvements. Conversely, she argues that the use of resources to enhance peer buddy program and mainstreaming should be challenged. According to Slee, a mere mainstreaming may conceal the underlying issues in peer buddy program, in a school environment. Students’ differences and diversity in a learning environment increase and strengthen the scope of educational culture. Therefore, a change in access to teacher and professional training for the creation of a professional diversity needs to occur in parallel with the increasing student peer buddy program so as to provide role models for di verse and different pupils. Peer buddy programs have situations which are complex in nature and require reconstruction of educational institutions. Therefore, it is better for educators to have insight and reliable knowledge on how such institutions operate. It is advisable to carry out inquiries rather than stick to preconceived ideas. In this regard, experimental inquiry is the basis of a democratic life, which implies a willingness to entertain novel ideas and the personal flexibility to carry out new ways of perceiving and acting. In peer buddy program, promoting students with disabilities to make their own choice is an important step to inclusion. Subsequently, educators must inculcate such choices into teaching programs. Educators must know that students with severe disabilities have limited chances of learning what depends on personal preferences. For instance, students with communication difficulties may not be able to express themselves verbally. Therefore, educators must b e able to identify problem behavior in their actions. At the same time, learners who have intensive support may learn by other means of making preferences. According to Shevin and Klein, teachers should incorporate students choice earlier enough in their instructional programs. Likewise, they should also increase the number of choices and domains for every activity students undertake. In making choices, educators must engage students in clear communication and indentify the extents of such choices (Shevin and Klein, 1984). Peer buddy program must involve goal setting and support. This idea comes from a theory of goal setting and attainment. The theory notes that goals are the main control of people’s actions. Teachers must base their goal setting strategies on identification and clear formulation of ideas in terms of objectives, actions, and tracking techniques. This is a participatory process. Peer buddy program must help students with severe disabilities achieve a step-by-s tep system in setting their goals. This process must ensure that students with disabilities remain as point of learning in the inclusion process. An example of a success story of the inclusion programs is the Metropolitan Nashville Peer Buddy Program. The peer buddy program aimed at inclusion among all learners. The program also aimed at increasing the knowledge capacity in inclusion programs. Finally, peer buddy program also focused on the distribution of information collected for social goods of other inclusion programs. The peer buddy program also aimed at giving support and resources to high school students with severe disabilities so that they become actively engaged in school life. Educators designed the inclusion program to promote students social skills. The Nashville program teaches normal students different manifestations of disabilities and their associated learning difficulties. At the same time, teachers and students learned motivational, instructional, and basic concep ts and techniques on how to help their colleagues with disabilities become part of the main school system (Guth and Hughes, 2011). Learners spent their time (at least a period per day) in activities of their choices, such as games, eating lunch, attending lessons, joining clubs, or just relaxing. The program created role models for students with disabilities. Students with disabilities received support from normal students for skill developments. Peer buddy engaged in collaboration activities with regular, special education teachers, vocational, students, and parents. They also carried out research on transition and inclusion activities. Educators used their findings as a benchmark for implementation of peer buddy programs, or similar ones in other states. In Nashville, there was general improve in all areas of focus. For instance, participants realized fundamental changes in both students with and without disabilities. In addition, students with disabilities participated in school activities than before. At the same time, all participants noticed improved activities and participation in community programs (Presley and Hughes, 1999). The significant social achievement was that all peer buddies showed improvement in interaction and involvements among regular students and students with disabilities. There were the formation of partnerships and friendships among students with disabilities and those without disabilities. Participants also noticed increased activities in leisure and recreational involvements. It is also of interest to note that all high schools in Metropolitan Nashville have incorporated peer buddy programs in their main school systems. There is a peer buddy grant coordinator. The coordinator works with administrators and guidance and counseling teachers in enhancing inclusion among learners with disabilities and learners without disabilities. In this regard, all participants recorded increased acceptance and awareness among participants concerning disabilities. The program developed permanent models that educators used outside Nashville area. Increased tolerance of others Reduced fear of human differences Increased awareness of disabilities Developed friendship with students with disabilities Increased social-cognitive growth 6% 12% 20% 43% 92% Source: Metropolitan Nashville Peer Buddy Program This is how important peer buddy programs have been in Nashville high schools. The programs adopted the use of peer teaching and tutoring to support inclusion in schools. Regular interaction among students without disabilities and those with disabilities built friendship, and promoted learning of new ideas among all participants. In this process, both students acquired new social interaction basic skills. In conclusion, peer buddy program has been important program in enhancing student inclusion and interaction. This is the rationale, importance and purpose of the study. We notice these gains in results of peer buddy program of Metropolitan Nashville high schools. For instance, participants recorded improvement in both social and academic achievements notably in disability awareness, changes in communication skills, understandings among participants in schools and community, making friends, and recognizing individuals’ differences. Reference List Ainscow, M. (1999). Understanding the Development of Inclusive Schools. London: Falmer Press. Bogdan, R. and Biklin, S. (1982). Qualitative Research in Education. Boston: Allyn and Bacon. Cowne, E. (1998). The Senco Handbook: Working within a Whole-school Approach. London: David Fulton. Elliott, J. (1991). Action Research for Educational Change. Buckingham: Open University Press. Guth, C. and Hughes, C. (2011). Inclusion on the High School Level: The Metropolitan Nashville Peer Buddy Program. Baltimore: Brooke Publishing. Hess, F. M. and Chester E. (2007). No Remedy Left Behind: Lessons from a Half- Decade of NCLB. Washington, DC: The AEI Press. Hughes, C. and Carter, E. (2008). Peer Buddy Programs for Successful Secondary School Inclusion. Baltimore, MD: Paul H. Brookes Publishing Co. O’Donoghue, T. and Chalmers, R. (2000). How teachers manage their work in inclusive classrooms. Teaching and Teacher Education, 16(8), 889–905. Oliver, M. (1996). Understanding Disability: From Theory to Practice. London: Macmillan. Osgood, R. L. (2005). The History of Inclusion in the United States. Washington, D.C.: Gallaudet University Press. Pijl, S. (1997). Inclusive Education: A Global Agenda. London : Routledge. Presley, J. and Hughes, C. (1999). Peer Buddy Program Manual: Metropolitant Nashville Peer Buddy Manual. Washington, D.C: Vanderbilt University Press. Putnamm, R. (1993). The prosperous community: social capital and public life. American Prospect, 13, 307–308. Shevin, M. and Klein, N. (1984). The Importance of Choice-Making Skills for Students with Severe Disabilities. The Journal of thc Association for Perons with S evere Handicaps, 9(3), 159-166. Slee, R. (1996). Inclusive education in Australia? Not yet! Cambridge Journal of Education, 26(1), 19-32. Smith, F. (1986). Insult to Intelligence: The Bureaucratic Invasion of Our Classrooms. New York: Arbor House. Stenhouse, L. (1975). An Introduction to Curriculum Research and Development. London: Heinemann. Tomlinson, S. (2000). Ethnic minorities and education: new disadvantages. London: Falmer Press. Troyna, B. and Hatcher, R. (1992). Racism in Children’s Lives. London: Routledge. London: Routledge. Young, I. (1990). Justice and the Politics of Difference. Princeton, NJ: Princeton University Press.

Ethics in Organization class, Term Paper Example | Topics and Well Written Essays - 500 words

Ethics in Organization class, - Term Paper Example Every minute was impactful and helped us connect with the real life situations that confront us every day. Thank you very much Dave. What an orderly lecture! The sequential presentation of the ten key points left a lasting impression on not only me but also my friends. On behalf of them and on my own behalf, I really want to express my deep and sincere appreciation for the life touching lecture. The creativity adopted in presentation stirred our thoughts to think beyond the ordinary. Indeed, thank you. It remains that the only thank you that we can effectively give is by conforming and transforming to fit into the teachings you presented to us. The emphasis on the thoughts for future was impressive and created a lasting mental image, it is the high time for me to begin setting the kind of goals you mentioned, having the attitude and above all remaining positive while conducting time to time personal evaluation. I really regard the tone of presentation since its input was evident; you are surely a blessing to us. Two things struck me and kept me thinking. You clearly mentioned about the need and essence for mentorship, having none myself was a point of thought and evaluation. Another thing is concerning the need to be part of the community. I clearly remember your words as if it had happened a few minutes ago, the community is very essential to us. The words expressed here are not enough but the commitment to do my best to impart my society in one way or the other will present a bigger thank you. We are truly appreciative of the fact that you kept out of your busy schedule to find time to be with us. What a joy to have heard from you. The sacrifice meant much to us, I am not sure whether we could be having the same mindset that we have today. We long for another

Customer equity Essay Example | Topics and Well Written Essays - 6000 words

Customer equity - Essay Example Value equity is the customer's objective assessment of the utility of an offering based on perceptions of its benefits relative to its cost. The sub drivers of value equity are quality, price and convenience. Brand equity is the customer's subject time and intangible assessment of the brand, beyond its objectively perceived value. The sub drivers of brand equity are customer brand awareness, customer attitude towards the brand and customer perception of brand ethics. Relationship equity is the customer's tendency to stick with the brand, beyond objective and subjective assessment of its worth. Sub drivers include loyalty programs, special recognition and treatment programs, community building programs and knowledge building programs. In the present relationship-marketing situation, most of the companies using technology such as E-mail, websites, call centers, databases and database software are helping to foster continuous contact between company and customers. Companies that want to develop strong customer relationships generally add financial benefits, social benefits and structural ties to its product. In providing financial benefits, companies provide customer the frequency rewards and club marketing. Today, most supermarket champions including Sainsbury offer price club cards and provide member customer with discounts. Many companies have created club membership programs to strengthen relationship with customers. Open clubs are good for building a database or snagging customers from competitors, limited membership clubs are more powerful long-term loyalty builders. Companies' personnel work on increasing social bonds with customers by individualizing and personalizing customer relationships. Customer relationship is more or less of the view that customer must maximize his or her relationship with the company through up selling and at the same time, enhancing profitability by identifying, attracting and retaining the best customers. Through better relations hip and customer's information, customer time could be saved. Putting better customer relationship requires developing a set of integrated applications to address all aspects of front office needs including automation of customer services, field service, sales and marketing. The main aim of better customer relationship includes acquiring, enhancing and retaining the customer. Sainsbury has done this quite successfully. To acquire and retain the customer and to develop a long-term relationship Sainsbury is providing healthy, safe, fresh and tasty food as well as at fair prices. Sainsbury's price competitiveness is currently the best. It has been for many years following the investment of more than 450 million pound over the last three years. Around 15,000 prices are checked every week to make sure its competitive position has been maintained. In August 2007, Sainsbury has launched. "Different values" campaign to provide its customer, the products of higher quality specifications and great values. In March 2003, Sainsbury launches "Feed your family for a fiver" campaign to reach out and maintain a long-term relationship with its customers through providing affordable, healthy and nutritious meals for a family of four could be prepared with the budget of 5 pound. Sainsbury's values are not just for food items but available for non-food

Braswell v. United States, 487 U.S. 99 (1988) Essay

Braswell v. United States, 487 U.S. 99 (1988) - Essay Example The courts however use the doctrine to deviate from the limited liability concepts in corporate organization to hold people responsible for action that target selfish interests. The doctrine of piercing the corporate veil is a corollary to the alter ego doctrine and involves breaching of the separate legal entity of a corporation to hold shareholders liable for actions that identify abuse of responsibility. In pronouncing personal liability of a shareholder, a court is said to have pierced the veil (Weil, Lentz, & Hoffman, 2012). The alter ego doctrine and the doctrine of piercing corporate veil are therefore concepts for equitable remedy that seek to protect innocent victims from unethical practices by shareholders, employees, or directors of corporate organizations, for personal gain. The alter ego doctrine establishes deviation from the limited liability concept of corporate organizations and the doctrine of piercing corporate veil is an implementation of the alter

Narrative Essay -- essays research papers

Narrative Essay problems with format It was a normal Friday in March except for the fact that I got my license. So my friends and I thought about what we were going to do now that I have my license. Well, we cruised around town thinking we were hot stuff and that we were better that most kids in school since I had my license before many of my friends. We decided that we'd go off-roading since I had the huge truck. It was a hunter green 1979 Ford F-250 Custom. It had huge 33-inch tires, a loud crackling exhaust, and a unique 2-inch thick oak plank flatbed. It really was a beast. So we roared around the backroads hitting bumps and flying into fields just causing a little mischief not doing too much harm. After a week of horsing around in the truck, we became quite bored. So we decided to do something else. We sat around pondering what to do, nothing really came to mind. So my friends and I decided to go to a girl in our class's birthday party at the local recreation center. So on the way to the party we contemplated what we'd do afterward. My friend Chris brought to our attention the he just bought a brand new paintball gun. So with that in mind, we decided that we'd cruise around after the party and shoot houses with it. So we went to the party. We danced, talked with friends, flirted around with the girls, and had an all-around good time. So at the party we discussed who and where we'd go shoot the paintballs. We unanimously chose to shoot a girl's house that we really disliked. Till this day, neither of us knows why we dislike her. But anyway, Shannon Everett was her name and her house was the target. So as the party came to a close, Chris, Sise, and I sprinted to the truck excited about the attack on Shannon's house. We speeded to Chris's house so he and Sise could change and to get the Trracer, the beautiful new gun. While waiting for them, I could only feel the adrenaline pump in my body. As Sise and Chris pounced down the stairs, Cathy, Chris's mom asked why we were all dressed in black at 10 :30 at night. She asked what kind of mischief we were going to cause tonight. We just snickered and said we were going up to my house for a nice friendly game of Night Capture the Flag. Little did she know that what we were doing was nothing of the sort. So Sise and I meandered to the truck while Chris scurried off behind the house. A couple seconds later we sa... ...s wrong what I did. He then informed me that he had the State Police investigation called off. I was like, you had an investigation on us, damn. So afterwards, I hung up and called Sise and told him the story on what to do. He too agreed to call right away and apologize since I mentioned the State Police investigation. After that, I called Chris to see what was up. Turned out that our mischief and lying cost him a month of groundation, no phone privileges no paintball gun for 3 months, and no driving with me school for the rest of the year. Even though he got into a lot of trouble, I was scot free, and so was Sise. My parents didn't find out till my senior year when were shooting the word about paintball gun crimes in our area. Chris and I were there and stated that we made the precedent of the Lehighton Paintball Militia. We then explained what and when we did it. Still the troubling question of how Mrs. Everett found out was on all our minds. Turned out that my cousin Derek ove rheard us at the party talking about our little attack and decided to rat us out. Till this day, we still mention about the incident and bust on Derek for ratting us out and we know never to do this again

Nursing Facilitator Model

Nursing Facilitator Model Evaluation of the Practical Implication of Implementing this Model: I can utilise this nursing facilitator model in my own workplace which is a medical ward but share multiple care setting at times. I am an active nursing member of the ward which gives me an opportunity to share my beliefs and model with other members in the ward for the improvement of the care. This model specifically focuses on four corners of nursing which can be easily accepted in general cares and help eliminate various confusion during the practice.It is constructed in a simple way. I also work as a diabetic representative of the ward. Hence, I get chances to interact with nurses of various wards during the meetings and this inflates my chances to explore the education to them. The easy method to expose this model among my colleagues at work is via ward meeting. Support from the leaders and opportunity to use them in real life settings is essential too. Not only this I can consult with the senior nurses of the hospital about their beliefs in the model and consume my model of care through their support.From my experience of working in a busy emergency to a quiet palliative setting, I am confident that this model will equally benefit to develop the proficiency of nursing and help boost patient care. They are quite excited to know my model and voiced that they are inspired by this model to use it in routine nursing cares. This will be implemented in various settings to be considered successful after being accepted by the members of my workplace who are willing to accept change in their daily life.This model help nurses to foresee their duty of care remaining within the scope of practice and accept the accountability of their action. This model is based on evidence-based practice and is completely based on the patient and health care needs. It consists of the concepts of real life practice without providing major effort to use in an individual practice. My experience of nine years of nursing in various sectors in different countries has explored the basic need of nursing as experience and education equally, valuing critical thinking skills, technical skills and knowledge on legal circumstances.This model will also assist to reduce the gap between the patient and nurse relationship. The long term influences will be to enhance the healing process of the patient, giving them satisfaction during their short hospital stay and nurses without being burnt down. My model suggests holding the legal and ethical boundary in the meantime. One of the crucial parts of nurses is accepting the responsibility and being accountable to the responsibility remaining within their scope of practice. This model is designed to be adapted by all the nursing members of my workplace.This model identify nurses need to learn through evidence based practice and reflection from the colleagues past experience. It should make individual difference in the caring attitude and care pattern to the patient in the small ward like ours. This model will be put in the notice board after discussed and informed to the colleagues and senior staffs of the ward. Therefore it will provide me the chance to receive advice or alter any changes if needed from the other members of the team. Once the effectiveness has been achieved, it will be published in a newsletter after gaining further interests from other wards too.This model is economically feasible in the private health care system due to managerial support of further education and quality improvement of the care. The other factors such as cultural background, religion, spirituality, individual level of understanding, family and peer support, community help and communication affects the nursing facilitator model. What is missing in my model? I have not considered artistic and interpretive reflection in this model but I have included experiential reflectivity. The neutral interpretative reflection guides nurses with div ersity of decision making skills and enhance their experience.Self reflection is an effective method of gaining knowledge. I think interpretive reflection is equally important to consider learning pathway in nursing. However, I think it might be the cause of misinterpretation of things at times. Sometimes it gets out of context and leads to negativity. There are further needs of developing the tools for this model. Is this model financially feasible? All the residents and citizens of Australia have current Medicare to cover their medical bills. I currently work in a private hospital of Australia and most of patients here are covered with private health cover.This model is designed for the adult health care system and different circumstances will be needed in other settings such as child birth and paediatric care. Consent will be taken first before the implementation of the facilitator model. The hospital where I work is considered as one of the biggest private hospital of the area. Therefore, it is financially feasible model. There will be a questionnaire developed to conduct the follow up result of the tests. It will include the quality of care; time consumed and further advises to improve the care design.The follow up can be attended though mails, emails or even telephone according to the desire of the patient and family. I found that the most stimulating area of this model is geriatric care setting; hence my main focus will be elderly patients. Not only that the majority of age group admitted in the medical ward are geriatric patients. In most of the public hospital there is a combined funding from community health, Government of health and ageing Australia and specific funding such as palliative care funding.This ward had private health care funding as well as government supported funding. Actions seem to be taken place in the case of elderly abuse at times but most of the times it is missed due to the cognitive issues such as dementia in majority of them. The trial will be commenced from the geriatric ward before formulating on any other wards such as surgical or paediatric ward. This model will require second weekly follow up to gain the feedback of the model and review the response from the other support services. Can the Nursing Facilitator Model improve nursing care in my area of work?This is a simple model that represents the central beliefs of nursing in a general ward setting. I look forward to present this nursing facilitator model in my area of work after developing the testing tools. I will enhance interests towards this model in the workplace by involving everyone’s ideas. It considers the relationship between different values in nursing for the provision of safe and qualitative care. It directs the nurses to deliver holistic care, respecting their culture and beliefs. It is about comprehending the leadership, individual decision making skills and education. References:Brown, D & Edwards, H 2008 (eds), Lewi’ s Medical-surgical nursing: Assessment and Management of Clinical Problems, 2nd edn, Elsevier, Australia. Bu, X & Jezewski, MA 2007, ‘Developing a Mid-range Theory of Patient Advocacy through Concept Analysis’, Journal of Advanced Nursing, vol. 57, no. 1, pp. 101–10. Canam, CJ 2008, ‘The Link between Nursing Discourses and Nurses’ Silence: Implications for a Knowledge-based Discourse for Nursing for Nursing Practice’, Advances in Nursing Science, vol. 31, no. 4, pp. 296-307. Croke, EM 2006, ‘Nursing Malpractice Determining Liability Elements for Negligent Acts’, Journal of Legal Nurse Consulting, vol. 7, no. 3, pp. 3-7. Hunter, LA 2008, ‘Stories as Integrated Patterns of Knowing in Nursing Education’, International Journal of Nursing Education, vol. 5, no. 1, pp. 1-13. McMurray, A & Clendon, J 2011, Community Health and Wellness: Primary Health Care in Practice, Elsevier, Australia. Lundqvist, A & Nilstun, T 2009, â⠂¬ËœNoddings’s caring ethics theory applied in a pediatric setting’, Blackwell publishing, Nursing Philosophy, vol. 10, pp. 113-23. Negarandeh, R, Oskouie, F, Ahmadi, F & Nikravesh, M 2008 ‘The Meaning Of Patient Advocacy For Iranian Nurses’, Nursing Ethics, vol 15, no. , pp. 457-466. Sheldon, LK & Ellington, L 2008, ‘Application of a model of Social information processing to nursing theory: how nurses respond to patients’, Journal of Advanced Nursing, vol. 64, no. 4, pp. 388-398. Sitzman, KL 2007, ‘Teaching-Learning Professional Caring based on Jean Watson’s Theory of Human Caring’, International Journal of Human Caring, vol. 11, no. 4, pp. 8-16. Vacek, JE 2009, ‘Using a Conceptual Approach with concept mapping to Promote Critical Thinking’, Journal of Nursing Education, vol. 48, no. 1, pp. 45-8.

The Pros And Cons Of Animal Shopping Problem - 1575 Words

So, I suppose although I am fairly predictable, I do look for new alternatives – ones that are more environment or have better standards in animal welfare. So, if I become aware that something I have been buying is not very ethical, then I will gladly swap to a more aware product. What I do is label comparisons, and then I can say what I put in the trolley is the best choice. Sure, sometimes it may cost a little more to swap, but you have to weigh the pros and cons. Usually, the total cost at the checkout is only a little more, and that OK. What Anne outlined in her interview dialogue was the flexibility and adaptability of the shopping process that was a recurring theme with all participants. Whether the primary criteria were price,†¦show more content†¦For example, at home, the Anglo-Australian household may eat mashed potato and beef rissoles with gravy, but in public celebrates multiculturalism by eating ethnic food (Holtzman, 2006: 373). Shopping for and Eating the Other Official multiculturalism refers to policy attempts to ‘promote’ ethnic, cultural and linguistic diversity as ‘positive’ (Carter 2006: 333). As Sneja Gunew puts it, food has long been the banal, acceptable face of multiculturalism (1993: 13). The term eating the Other comes from the US critical race theorist, bell hooks (2001). She argues that the consumption of racial difference by white people is seen as a source of pleasure. In particular, it represents disaffection with dominant white culture. Thus, she writes, ‘within commodity culture, ethnicity becomes spice, seasoning that can liven up the dull dish that is mainstream white culture’ (1992: 21). (p. 2) You can have ‘multiculturalism without ethnics’ in which food is abstracted from any notion of cultural history, colonialism and inequalities (Hage 1997). In this view, culinary cultural exchange is not progressive: the proliferation of eating ethnic food is not seen as a signifier of understanding or a shared future (Cook 2008). Influenced by Narayan, Duruz and Cook, we do this by emphasising the importance of examining Anglo-Australian whiteness and white food as ‘ethnic.’Show MoreRelatedThe Benefits of Being a Vegetarian896 Words   |  4 Pageschemical carcinogen is nearly so important in causing human cancer as animal protein†. There are nine categories of vegetarianism which include many different diets such as vegan, raw food and macrobiotic diets (ProQuest). The different categories of vegetarianism from which you can choose depend on your body type and lifestyle (Preyss Pro). Not being a vegetarian can lead to obesity, illness and harm to animals. These problems can be solved by more vegetarian foods being served in public places.Read MoreEntering the Pet Hotel Market948 Words   |  4 Pagesa full pet spa. 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