How Can Teachers Use Rewards And Praise - 1362 Words

When we think of our children at school we think of a well-managed classroom and an organized teacher who is providing ample opportunities for learning. For the most part classrooms are orderly and well behaved. Teachers recognize the importance of classroom management and a positive relationship with all students to ensure their learning. Although this is easier said than done, one of the most difficult challenges as a teacher is managing student’s behaviors. If one or a number of students demonstrate negative behavior it can cause an environment of chaos and disrupt learning for all students. How can teachers use rewards and praise in the classroom to help motivate and control student’s behaviors? What tools or strategies can†¦show more content†¦(Cherry, 2005) Watson was a famous psychologist that believed people’s behaviors are developed through conditioning and that our responses to environmental stimuli determine our actions. Other famous b ehaviorists are B.F. Skinner, known for operant conditioning; and Ivan Pavlov, a Russian Psychologist known for classical conditioning. There are several assumptions associated with behaviorism. These assumptions are the perspectives of behaviorist. The first assumption is that the person’s environment influences their behavior. Specialists believe that people can be conditioned to behave based on praises and rewards. Another assumption is that learning has not occurred unless you can witness a change in behavior. An important key to behaviorism is that the stimulus and response from the learner must happen at the same time. It is proven that humans and animals learn in ways that are very similar to each other. Many behaviorists use animals for their experiments believing that the results can help explain learning behavior in humans as well. The behaviors in the classroom are one of most important aspect of the learning environment. It is important as a teacher to alw ays remember the main goal in the classroom, academic success. In order to achieve academic success a teacher has to manage her classroom effectively. If a teacher loses control of the class and has to use instructional time to correct misbehavior it results in poor academic

Futsal Business Plan - 9711 Words

1. Company Overview 2.1 Business Description Company Name Sweat Planet Sdn Bhd Established Date 1 January 2011 Ownership Status General Partnership Type of Business Entertainment, Sports Event Management amp; Recreational Facilities Location PT 5517, Jalan BBN 1/1, Bandar Baru Nilai, 71800, Negeri Sembilan Company Logo Purpose: The main purpose of this business plan is for us to obtain additional capital from financial institution. Concept: This indoor sports facility will be equipped with 4 full international-sized Futsal courts made of artificial grass. This facility will also be equipped with lighting poles to enable evening and night play. Many value-added facilities will be provided to our customers such as, lockers, female†¦show more content†¦Our other objectives include: * To provide the best indoor soccer facilities to our customer, with specific emphasis on quality, customer service, satisfaction and value of money. * To launch a successful nationwide professional futsal league. * To introduce and manage annual futsal tournaments. * To introduce and manage feeder leagues for the nationwide league. 2.2 Company Ownership This company will be a general partnership owned by Ellynur Suhaili Sufri, May July August, Li Yue Rong, Wendy and Kenny. Figure 1: Organizational Chart 1.2.1 Tasks and responsibilities:- 1. Director - will be in charge in leading the company and the management team to achieve overall target and projection target. The leadership will emphasis on motivation 2. Marketing Manager - will be in charge in keeping Sweat Planet active and alive by doing promotions, advertising and also public awareness to make sure that the public is aware of our weekly and monthly activities and will try to focus on the current target market and plans to develop new and potential target market. These responsibilities also will allow Sweat Planet to educate the public about our futsal facilities and event management programs. 3. Sales Manager – will be in charge in making our income larger and larger. 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Nursing of Values and Modern Nursing Case Study - Free Sample

Question: Discuss about the Case Study for Nursing of Values and Modern Nursing. Answer: This is a reflective piece of work dealing with the themes of leadership and mentorship in the context of developing personality and professionalism as a degree level student preparing to become a registered nurse in the field of adult nursing. This paper discusses my role, responsibility, changing personal and professional values, accountability, my practice experience, and related theory. There are eight principles essential and central in nursing profession outlined by The Nursing and midwifery council (Alligood, 2014). The eighth principle refers to leadership and mentorship which are essential skills required by nurses. According to the department of health a nurse is required to act as a leader or an agent of change irrespective of position, qualification, for improving and enhancing care services for well being of patients (Fawcett Desanto-Madeya, 2012). Mentorship is the ability to facilitate learning, supervise and contribute towards professional development of others (Chen , Watson Hilton, 2016). Every nurse has to assume the role of mentoring sooner or later in the professional life. This concept highlights the fact that a nurse as a mentor fosters academic and clinical growth of novice nurse. A nurse leader is always pro-active in creating environment that is safe, positive and facilitates empowerment of nursing staff. This is also effective in minimizing barriers to process and perception of mentorship (Monaghan, 2015). In order to advance in the field of nursing with knowledge and skill sets requires support and nurture from senior and experience nurses. This helps facilitate safe, accountable and competent standard care (Jokelainen et al., 2013). According to Page McDonnell, (2015), for a nursing student development of self-concept and proper implementation of the theoretical knowledge into practice needs acceptance from nursing leader and senior staff. A positive learning experience helps develop attributes of a good mentor and leader. A negat ive experience effects learning process due to increase in stress, anxiety, and feeling of un-acceptance by instructors (Chen et al., 2016). Consequently, it effects perceptions and attitude of nurses towards their job and themselves. The purpose of this refection is to examine the leadership qualities and relate with my personal experience. This assignment is to identify my developmental needs and leadership strength. The study will consider the learning environment and how well the techniques to facilitate learning have been incorporated in my professional practice and analyze the areas needing more evaluation to develop. The same is included in the personal development plan given in appendix together with SWOT analysis based on the experiences. Gibbs reflective cycle will be used in this assignment for self evaluation as it is prompted by Gibbs that taking action is the key strategy for a practioners. The new understanding obtained by formulating an action plan can be implemented in the practice. The reflection is written in first person and the names have been has changed to maintain confidentiality and protect patient identity as per NMC code of professional conduct. This study does not include all the leader ship theories in great depth but is mainly centered on those that are required for future practice and applies to experiences as student nurse. The concept of Mentorship has been present in health care sector since several years. It is developing and evolving since 1970s but have been adopted by the operating department practioners and nurses in 1980 (Walsh, 2014). It is an effective and important role that has to be adopted by nurses at one point in their profession. The term mentorship is defined in various ways and it is believed by Page McDonnell, (2015) that these definitions add to the ambiguity of the role of mentor in todays nursing press. According to the Nursing and Midwifery Council or NMC the practioners who has met the eligibility criteria for becoming a qualified mentor and the one who supervises, assesses and facilitates learning in practice setting is the best mentor (Yoder-Wise, 2014). The reports of Cone, Giske, (2013) showed that 50% of the nursing students who are qualified has registered nurse is mainly the outcome of assessment conducted by the work-place mentor. Fallatah Laschinger, (2016) argues th at the concept of mentorship in nursing involves a nurse to apply a variety of learning approaches to assist the development of others. MacPhee et al., (2012) stated that mentorship is the relationship between the mentor and mentee where the former encourages the later to take responsibility of their learning needs to accomplish their goals. Currently, mentorship has become an integral part of nursing as well as other roles of healthcare practioners (Marquis, Huston, 2009). According to Jokelainen et al., (2013) a mentor is responsible to The NMC standards of codes for assessing the competencies of a student to uptake the role of registered nurse. They are accountable because they pass only those students whom they consider competent enough for nursing practicing. This signifies the mentorship role and the critical role played by a mentor in shaping a career of the students. Ultimately, the NMC is playing a vital role in protecting the standards set by the people for pre-registration theory and practice competency (Fawcett Desanto-Madeya, 2012). These standards require students to best suit the practice and for purpose at the point of registration (Laschinger et al., 2014). In my experience, I have come across different types of mentors playing their role in various ways. Some apply well-structured approach to the atta inment of the placement outcomes (Page McDonnell, 2015), whereas as some other mentors have more relaxed style in completing the paper work (DeNisco Barker, 2012). These mentors emphasize more on building rapport with the students as well as allowing them to recognize their own learning priorities. According to Yepes-Roi et al., (2015), the effective mentorship skills include empathy, communication, approachable, and non-judgmental. Further, Schoening, (2013) agrees that believing in mentees ability and motivating students is a best attribute of an effective mentor. Fallatah Laschinger, (2016) has put forward his idea of mentorship, which says that an effective mentor knows to strike a balance between educating student and fulfilling the responsibility of assigned duties. Giltinane, (2013) described that a toxic mentor is the one who avoid mentee and never makes them feel belonged. They are unavailable to their students most of the time after placing them in the new situation. They intentionally or unintentionally obstruct the learning process of the students. This decreases the self-esteem, confidence, and this negative experience leads to stress, anxiety and depression (Wong et al., 2013). Such students in turn fail to become effective mentors. Observational studies of Gilti nane, (2013) revealed that the problem arises when the mentee fails to openly communicate or challenge the mentor for the fear of adverse outcomes and mentor too fails to meet different expectations of the students. This fits a scenario where my friend Sarah could not express her concerns, as she never received evidence based backup. Huber, (2013) adds to this saying that an effective mentor is able to create a learning environment where students can explore their ideas involve voluntarily. This fact is consistent with the theory of facilitation proposed by Carl Rogers (MacPhee et al., 2012). The theory states that a mentee learns voluntarily when a teacher facilitates appropriate learning environment taking into consideration the learning wishes of the students and breaking any barriers to learning Giltinane, (2013). I have been fortunate enough to work under seniors who have tried to bring the best out of me and have demonstrated the best mentorship skills outlined by NMC. I was able to work in a positive environment and I have felt accepted by my mentor. I would definitely play a similar role in future after I turn to be an experienced registered nurse. Fortunately, I have never received any toxic mentorship. As a student I have experienced different situation where nurses have played an excellent role as mentor. I have been under one such registered nurse who can clearly identify the students with high incompetence and those who are on borderline in attaining competence. She gave the students a benefit of doubt and was quick in addressing the non-competence issues from the very moment she identified. She tended to give her students the benefit of doubt and well back up their concerns. I was blessed to have such pro-active mentor and I will bring these qualities to the role in the future. As a student I have observed that a mentor with strong knowledge base is better able and more willing to share the information than the opposite counterparts. During my second year I was mentored by a nurse with whom I could build a strong rapport. She was always positive in her attitude, sharing views and resolved my queries with great patience. However, she did not have similar bonding with other students in my team. The reason could be probably my purposeful involvement with her to obtain best learning outcome. With this experience I can conclude that students too should involve to their fullest with the mentors to obtain best of their knowledge. It may not be always possible for a mentor to realize students potential and proceed accordingly as no individual can be flawless in every role they play in life (Kelly, 2011). Therefore, a little conscious decision to continue to learn taken by student will help to avoid the negative experience from a toxic mentorship described by (Wong et a l., 2013). Julnes Jensen, (2016) believes that effective mentor engages in providing feedback to the students to make them aware if they failed to meet the required standards. Cone Giske, (2013) recommends a constructive feedback should be a part of assessment and progression and it should be objective and nonjudgmental as well as based on specific observation. This will promote student involvement in discussions and allow future learning to takes place (Julnes Jensen, 2016). A negative feedback is necessary to motivate students where as a negative feedback is essential to enhance or improve the performance by giving the student knowledge of what is going wrong (Yoder-Wise, 2014). The Royal College of Nursing advises a regular meeting between the mentor and students (Laschinger et al., 2014). It is necessary to discuss the progression and modify the action plan accordingly (Vaismoradi et al., 2016). This information is also consistent with the objectives set for mentors by the Nursing and Mi dwifery Council. It includes mentor to identify the level of knowledge a student has and assess the learning needs and expectations of the students (Fallatah Laschinger, 2016). Yoder-Wise, (2014) believes that this will help to best facilitate the learning opportunities, activities and integrate their practice experience. A student should also be aware of their own learning style and mange their academic experience (Galletta et al., 2013). I personally believe that it is difficult to teach without understanding the learners preference. Several times not only in first year but also in third year, I was unsure of my progress. This is where I have taken feedback from my teammates and mentor demonstrating accountability for my own development (see appendix Reflection1). It helped me in identifying my drawbacks such as exhibiting over confidence, disorientation, mismanagement of time due to laziness, and others. I remember the case of John where I could not collect all the details that were relevant. I was appreciated by mentor on several occasions for engaging in positive discussion with her. DeNisco Barker, (2012) believes that a student must engage in the process of continuous self-assessment and development. Just as patient empowerment is central to the patient-centered care, student empowerment is central to the student mentorship (McCallum et al., 2016). I could better self-assess myself when I was aware of my mentors expectations and had a good plan to track my progress (appendix 1). It helped me in defining my role clearly; hence, I could integrate into the team confidently. From my experience, I believe that the mentors also must take feedback from the student, as sometimes mentor tend to consider that all the students are on same page. Feedback helps a student to make a mentor aware about the changes required to create a suitable environment and enhance the learning experience (Huber, 2013). I have experienced that in Operation Theater we students were many a times left like a spare part. We had less opportunity to work with the mentor, which made us feel like a n irrelevant to their practice as a theater nurse. It leads to feeling of feel disempowered and under-valued. In short, I want to explain that not only the students who must reflect on their practice but also mentors, as learning is a lifelong practice (Schoening, 2013). The NMC also advocates using reflection as a tool to improve ones self knowledge (Giltinane, 2013). This is something I would definitely incorporate in my future role as a mentor to improve the results by designing a plan to meet the students specific needs. There are several different theories existing for best learning outcomes. However, every individual has different intellectual capacity and learning style, so; one theory may not be applicable for all cases. According to the Skinners reinforcement, theory the reward and punishment system of learning is best to motivate the students (Alligood, 2014). This is also the quality of a transactional leader (Chen, Watson Hilton, 2016). I can best explain this with my personal experience where I have less than desirable experiences when I was not meeting the requirements of my domains such as preparing extra set of assignment or suspension from next practical for an hour. However, this did not discourage me rather; it motivated me to strive more hard to prove my competence. I was rewarded with books or small mementos when I excelled in the given responsibility. Chen et al., (2016) emphasized the importance of role- modeling. It is not only refers to observing practice but also involves consi dered linkage between acquisition of practical skills and its underlying knowledge as opined by (Fawcett Desanto-Madeya, 2012). For example, my mentor Helen, in the first year ensured that I was aware of the then current guidelines and information related to effective surgical hand-washing. She also demonstrated me the correct scrubbing method in the format used in our department. She was always there when I failed to understand particular protocol and acknowledge my learning style. This is consistent with the David Kolbs experiential learning model (Monaghan, 2015). It describes that an effective nurse acknowledges the learning style of the mentee and carries out majority of the learning by role modeling. Page McDonnell, (2015) agrees with David Kolbs model stating that best learning outcomes are difficult to achieve in a formal teacher to student scenario. From my personal experience I can say that one can better learn by observing and adopting the values and beliefs of others. The theory of role modeling is highly relevant to mentors due to their busy workload dealing with patients. Therefore, they are left with teaching students by demonstrating their best skills and students are left with observe and learn option (Giltinane, 2013). I have implemented this model when I was a third year student and have been instructed to mentor first year students (see appendix-reflection 2). There are barriers to delivering high quality mentorship to the students. These barriers were identified to be lack of time due to high clinical workload (Page McDonnell, 2015). Consequently, mentors are too stressed to involve in open discussion with the students. Alligood, (2014) demonstrated that it leads to false judgment and the phenomenon of failing to fail students. The cause of this phenomenon was the emotional challenge faced by the mentors. They are not able to recognize the students problem on time and are highly unsure of students competency as registered nurse (Monaghan, 2015). Therefore, Chen, Watson Hilton, (2016) recommends that there is a need of effective leadership and management to support mentors and minimize the barriers. There is clear difference between leadership and management although both are used interchangebly. The former includes doing a right thing whereas the later is about doing things right (Galletta et al., 2013). It is specified by NMC under the domain of leadershipthat mentors also need to exhibit the leadership skills in the practice environment (Wong et al., 2013). To ensure sufficient time and support the students in learning phase demands a mentor to plan series of learning activities and prioritize the busy workload (Schoening, 2013). The NMC demands a nurse to act as a leader or an agent of change irrespective of position, qualification, for improving and enhancing care services for well being of patients (Yoon Shin, 2016) There is a saying that Good leaders were made rather born. MacPhee et al., (2012) defines leadership as a skill possessed by an individual to influence others to work passionately in accomplishing their predetermined goal. Laschinger et al., (2014) believes that effective leadership ensures the quality of care delivered and professional development. The main criteria for career development in rapidly growing health care environment are the changes in the leadership (Fallatah Laschinger, 2016). The manner in which a leader approaches or provides direction, implements plans and motivates people refers to leadership style (Chen, Watson Hilton, 2016). The three main leadership style as evident from a thorough literature review includes Autocratic, Democratic and Laissez-Faire. The autocratic leaders can make independent decisions and are efficient in controlling situation but they are dictatorial (Giltinane, 2013). This type of leader does not involve mentees to express their concerns for the fear of outcome and lack of motivation. A democratic manger is the one who encourages group participation creating a positive and motivating environment but retains the ultimate decision-making power (Vaismoradi et al., 2016). These types of leaders are effective in communication, honest, motivating and trustworthy and mentees enjoy to work under such leadership. Followers feel free to share their vision and concerns in presence of such leaders. On the other hand, a Laissez-Fair leader g ives the decision-making power to his subordinates and does not participate to guide or motivate the mentees (Young et al., 2015). A mentor can adopt any leadership style depending on the situational demand. In our department, mainly democratic leadership is adopted. All the students are encouraged to share their views and opinions during the clinical area visits. As per the literature review, here are eight main leadership theories identified two of which are discussed in the subsequent sections. A Transactional theory of leadership lays importance on the ultimate results and includes the reward and punishment policy (Fawcett Desanto-Madeya, 2012) where as the transformational theory of leadership deals with building relationships between the mentor and mentees (Chen et al., 2016). A transformational leader motivates the followers to accomplish their goals. The nurse Charlotte who was my mentor in the plaster unit always motivated me. She always encouraged the students to believe in their vision and meet their set goals. I realized working under her that motivation is critical to learning and professional development. Her mentorship has helped me in enhancing my knowledge and skills. According to Kelly, (2011) the transformational leadership is effective for successful professional practice. A health care organization is not a profit making body therefore, Wong et al., (2013) suggests that nursing leaders may require different set of qualities. They must possess the characte ristic such as integrity and the ability to work amidst several constraints from external agencies. As per Trait theory of leadership, a particular set of traits possessed by a leader makes him or her successful such as self-confidence, intelligence and others (Cone, Giske, 2013). However, in UK, transformational leadership is not well established (Saccomano Zipp, 2014). Prior to my admission as a nursing graduate, I have worked in range of industries that has developed my perspective on leadership skills. Based on my overall experience as nursing student, I believe that the core competent skills required for leading in any profession or organization are motivating, integrity, honesty, courage and continuity. Personally, I also prefer transformational leadership. There are different theories of effective leadership and mentorship; however, there exists a similarity between the two. A good mentor relies on certain leadership skills such as communication when mentoring student (Cone Giske, 2013). Julnes Jensen, (2016) agrees that effective leaders do mentoring to their students to their fullest potential. Employing mentorship is essential for improving nurse leadership skills (McCallum, Duffy, McGuinness, (2016). I envision my leadership role as a transformational leader as a leader of this style has skills to motivate their team, share their vision, and gain commitment, which improves the overall performance results (Julnes Jensen, (2016). I am passionate to motivate my staff by giving them objectives which is in their capability to fulfill as well as broaden their perspectives. This will sustain and increase their interests as it will give them an inspiring work life. The same is also envisioned by the Department of Health about how the l eadership will ensure the success of the NHS improvement plan(Marquis, Huston, 2009). In extreme challenging situation I may prefer to be a transactional leader particularly in the situation where my juniors are resistant towards objectives I have passed. This leadership is effective in this case as it involves the policy of reward and punishment (Vaismoradi et al., 2016). Conclusively, the experiences that I have gained through my practice have assisted in professional development. I have identified the areas that I need to improve as a leader and mentor by reflecting on the period during my placement. There are many leadership and mentorship theories related to nursing practice which have been discussed in the assignment, however I personally believe that a nurse should adopt one leadership style and mentoring approach that best suits the working condition as well as the newly entered nurses. Depending on the situation and the demand from my profession I would utilize the theories and best concept for improving my leadership and mentorship role. The leadership philosophy that I would prefer is to strive to become a leader with credibility and inspiring skills. This also includes being trustworthy, competent, hardworking and supportive, which are the attributes I expected in my mentor and team leader. I want to evolve as a competent and confident lead er. There is a need of self-assessment and understanding of the self-knowledge to be a successful leader (Jokelainen et al., 2013). Identifying personal strength in any area is required to set realistic goals and be able to capitalize on persona capabilities, strength and interests. It involves developing and action plan, which is a must achieve instrument to identify competences required to be accomplished during a practice placement in a specified time. This is recognized as a crucial task for nursing students preparing themselves to become registered nurses. It is essential because the future of profession, in both its integrity and knowledge are in the hands of students currently under training to become registered nurses. As a mentor I will incorporate evidence based practice in my area and I believe that assessing my personal strength and weakness will help me gain confidence in my abilities as future nursing mentor. I did face negative experiences as well toxic mentorship but I could get through this situation by staying focused on my nursing excellence and patient-centered. From my experience I can say that giving the best efforts is the only way to win respect from future colleagues which does include mentorship. It is beneficial to aware the clinical instructor about ones own kind of education preferred. This ensures building good rapport with nurses willing to mentor. It also allows the mentee to practice without stress and anxiety. In summary, the mentor-mentee relationship is significant and relevant in providing the surety of confidence in practice. I believe in change and continuous evolution without which stagnation is inevitable. It ultimately decreases the stability and viability of an individual irrespective of one is professional or not. It is sensible for nursing students to invest in programs that are developed with the concept of the mentorship in learning a it nurtures and fosters the bright minds of learners who are futures registered nurses. One must make a constant effort to move forward continuously and develop new education strategies such as mentorship. It will strengthen our profession and empowers the learner to make evidence based ethical decisions. References Additional standards. (2016). Nmc.org.uk. Retrieved 19 September 2016, from https://www.nmc.org.uk/standards/additional-standards/ Alligood, M. R. (2014).Nursing theorists and their work. Elsevier Health Sciences. Barritt, E. R. (1973, January). Florence Nightingale's values and modern nursing education. InNursing forum(Vol. 12, No. 1, pp. 7-47). Blackwell Publishing Ltd. Chen, Y., Watson, R., Hilton, A. (2016). A review of mentorship measurement tools.Nurse education today,40, 20-28. Cone, P. H., Giske, T. (2013). Teaching spiritual carea grounded theory study among undergraduate nursing educators.Journal of Clinical Nursing,22(13-14), 1951-1960. DeNisco, S. M., Barker, A. M. (2012).Advanced Practice Nursing. Jones Bartlett Publishers. Fallatah, F., Laschinger, H. K. (2016). The influence of authentic leadership and supportive professional practice environments on new graduate nurses job satisfaction.Journal of Research in Nursing, 1744987115624135. Fawcett, J., Desanto-Madeya, S. (2012).Contemporary nursing knowledge: Analysis and evaluation of nursing models and theories. FA Davis. Galletta, M., Portoghese, I., Battistelli, A., Leiter, M. P. (2013). The roles of unit leadership and nursephysician collaboration on nursing turnover intention.Journal of Advanced Nursing,69(8), 1771-1784. Giltinane, C. L. (2013). Leadership styles and theories.Nursing Standard,27(41), 35-39. Huber, D. (2013).Leadership and nursing care management. Elsevier Health Sciences. Jokelainen, M., Jamookeeah, D., Tossavainen, K., Turunen, H. (2013). Finnish and British mentors' conceptions of facilitating nursing students' placement learning and professional development.Nurse education in practice,13(1), 61-67. Julnes, S. G., Jensen, K. B. (2016). Mentors Experience of Nursing Students Knowledge in Clinical Practice.Klinisk Sygepleje,30(03), 183-195. Kelly, P. (2011).Nursing leadership management. Cengage learning. Laschinger, H. K. S., Wong, C. A., Cummings, G. G., Grau, A. L. (2014). Resonant leadership and workplace empowerment: The value of positive organizational cultures in reducing workplace incivility.Nursing economics,32(1), 5. MacPhee, M., Skelton Green, J., Bouthillette, F., Suryaprakash, N. (2012). An empowerment framework for nursing leadership development: supporting evidence.Journal of Advanced Nursing,68(1), 159-169. Marquis, B. L., Huston, C. J. (2009).Leadership roles and management functions in nursing: Theory and application. Lippincott Williams Wilkins. McCallum, J., Duffy, K., McGuinness, C. (2016). Mentorship practice and revalidation.Nursing Standard (2014+),30(42), 56. Monaghan, T. (2015). A critical analysis of the literature and theoretical perspectives on theorypractice gap amongst newly qualified nurses within the United Kingdom.Nurse education today,35(8), e1-e7. Page, A., McDonnell, A. A. (2015). Holding children and young people: identifying a theory-practice gap.British Journal of Nursing,24(8). Saccomano, S. J., Zipp, G. P. (2014). Integrating delegation into the undergraduate curriculum.Creative nursing,20(2), 106-115. Schoening, A. M. (2013). From bedside to classroom: The nurse educator transition model.Nursing Education Perspectives,34(3), 167-172. Vaismoradi, M., Griffiths, P., Turunen, H., Jordan, S. (2016). Transformational leadership in nursing and medication safety education: a discussion paper.Journal of nursing management. Walsh, D. (2014).The Nurse Mentor's Handbook: Supporting Students in Clinical Practice. McGraw-Hill Education (UK). Wong, C. A. (2015). Connecting nursing leadership and patient outcomes: state of the science.Journal of nursing management,23(3), 275-278. Wong, C. A., Cummings, G. G., Ducharme, L. (2013). The relationship between nursing leadership and patient outcomes: a systematic review update.Journal of nursing management,21(5), 709-724. Yepes-Roi, M., Varpio, L., Duboyce, R., Curtis, J., Dudek, N., Allard, R. (2015). Failure to Fail Underperforming Trainees in Health Professions: A BEME Systematic Review of the Barriers Inhibiting Educators.Preliminary findings at www. bemecollaboration. org/downloads/2269/Failure% 20to% 20Fail% 20pre sent% 20SDRME% 2029June2015_FINALend. pptx. Yoder-Wise, P. S. (2014).Leading and managing in nursing. Elsevier Health Sciences. Yoon, J., Kim, M., Shin, J. (2016). Confidence in delegation and leadership of registered nurses in long term care hospitals.Journal of nursing management. Young, J., Landstrom, G., Rosenberger, S., Guidroz, A. M., Albu, A. (2015). Leading Nursing Into the Future: Development of a Strategic Nursing Platform on a System Level.Nursing administration quarterly,39(3), 239-246.

Dr. Seuss How the Grinch Stole Christmas free essay sample

Dr. Seuss How the Grinch Stole Christmas! (promoted theatrically as The Grinch) is a 2000 American fantasy comedy Christmas film from Universal Pictures and Imagine Entertainment, based on the 1957 book of the same name by Dr. Seuss. It was the first Dr. Seuss book to be adapted into a full-length feature film. Because the film is based on a childrens picture book, many additions had to be made to the storyline to bring it up to feature-length, including some information about the backstory of the titular character. Most of the rhymes used in the book were used in the film, though some were slightly changed, and new rhymes were put in as well. The film was directed by Ron Howard, produced by Howard and Brian Grazer, and starring comedian Jim Carrey. The film received mixed reviews from critics, but spent four weeks as the number-one film in the United States. The Grinch is the second highest-grossing holiday film of all time with $345,141,403 worldwide, only behind Home Alone. Plot In the city of Whoville, everyone celebrates Christmas with much happiness and joy, with the exception of the cynical and misanthropic Grinch (Jim Carrey), who despises Christmas and the Whos with great wrath and occasionally pulls dangerous and harmful practical jokes on them. As a result, no one likes or cares for him. The postmasters daughter, Cindy Lou (Taylor Momsen), who is six years old, believes everyone is missing the point about Christmas. After finding him messing up the mail in the post office, Cindy Lou becomes aware of the Grinchs existence, and starts to become interested in the Grinch and his history, asking everyone what they know about him, and soon discovers that he has a tragic past. He actually arrived in Whoville by mistake, due to a wrong wind when he was a baby, and was adopted by two elderly sisters. Although he showed some sadistic tendencies as a child, he was not the cruel and selfish person who he later became; he was ridiculed by classmates (particularly by Augustus May Who, who is currently the Mayor of Whoville) because of his appearance with the exception of Martha May Whovier, a much-admired Whoville beauty who was pursued by both the Grinch and May Who. Before he shaved his chin after remembering what all the kids said, he made a gift for Martha by smashing some heirlooms of the spinster sisters and machining them into a metal angel. When everyone saw the Grinchs face covered with shaving tape the next morning, due to cutting himself repeatedly with the shaver, he became isolated. He lost his temper, caused havoc in the classroom, and ran away to live on Mt. Crumpit. He never returned home, and became an urban legend due to brief sightings. Cindy, touched by this story, decides to make the Grinch the main participant of the Whobilation, to the great displeasure of May Who, who reluctantly agrees after pressure from the townspeople who have been warmed by Cindys generous spirit. But when she offers an invitation to the Grinch, he turns down her offer. He gradually changes his mind, however, due to the promise of a gift and arrives late to the proceedings, dressed in a stolen Alpine mountain climber outfit. But just as the Grinch is enjoying himself, and is almost won over, May Who not only proposes to Martha in marriage, but also gives the Grinch an electric shaver as a bad joke. This causes the Grinch to lambast the Whoss Christmas celebrations for gifts they will dispose of later anyway, in the hopes of making them too ashamed to celebrate the holiday. He then goes on to ruin the party and upset Cindy Lou. The Grinch is pleased with his actions, but much to his dismay, he soon realizes that his attack does not remove the spirit of Christmas from the Whos, and that they will celebrate the commemoration of the Christmas tomorrow (also getting out a spare Christmas Tree for the town square). Outraged with the idea of spending another Christmas alone in his cave, the Grinch, who is convinced that the Whos only celebrate Christmas because of their extravagant gifts, decides to steal all their belongings while they sleep. Creating a Santa suit and sleigh, and running a test course that fails, the Grinchs burglary is successful despite again being surprised by Cindy-Lou and having to fabricate an explanation as to why he is stealing the family Christmas tree. He forces Max, his dog, to pull all the stolen things, when his flying sleigh runs out of fuel. The next day, the Whos discover the Grinchs scheme, and May Who denounces Cindy Lou as the root of the whole catastrophe. However, her father, Lou Lou Who, reminds everyone that they still have the Christmas Spirit the one thing that does not come from a store and that the principal meaning of Christmas is to spend it with family and friends, and not about giving or receiving gifts and putting up decorations. The people accept his speech, and begin to sing. This scene explains why the Whos celebrated Christmas despite the theft of all the gifts. Cindy Lou went to Mt. Crumpit to find the Grinch. The Grinch reveals that he intends to destroy all the stolen gifts after he hears the Whos crying, which he anticipates would be the result of his actions. However, he hears the joyful singing of the Whos. Frustrated at the failure of his plan, the Grinch realizes that Christmas means much more than mere material gifts, an insight that profoundly touches him and makes his heart grow three times its original size. However, the stolen gifts nearly fall off the cliff, and the Grinch desperately tries to save them to no avail. However, when he realizes Cindy Lou has come to wish him a Merry Christmas, the Grinch with enough strength to lift the gifts and Cindy Lou right over his head. After a long descent, the Grinch appears along with Cindy and the gifts, He explains the schemes and apologizes for his actions towards them. The Whos reconcile with the Grinch, while Martha turns down May Whos proposal and decides to stay with the Grinch instead, much to The Grinchs delight. The redeemed Grinch starts a new life with the Whos, and commemorates the Christmas feast with them in his cave. Cast Jim Carrey as the Grinch, a green creature who always hated Christmas since he was an 8-year-old child. It was revealed in his origin that he started to hate Christmas after his school classmates laughed at him when he tried to shave his chin. Before Jim Carrey was cast to play as The Grinch, Jack Nicholson and Eddie Murphy were considered to play, but both actors were scrapped. [citation needed] Jeffrey Tambor as Mayor Augustus May Who, Whovilles rude, arrogant, and judgmental mayor and the main antagonist of the film. He is revealed to be the school bully who picked on the young Grinch over his shaved chin, which motivated the Grinch to hate Christmas in the first place. He also denounces the Grinch every chance he gets and wants to have a Grinch-less Christmas. Christine Baranski as Martha May Whovier, the Grinchs lifelong crush and the romantic interest of May Who. She ultimately rejects the Mayor and chooses the Grinch. Bill Irwin as Lou Lou Who, Cindy Lous father and the postman of Whoville. Molly Shannon as Betty Lou Who, Cindy Lous mother and a rival to Martha May in a house-lighting contest. Taylor Momsen as Cindy Lou Who, a young Who who thinks the Christmas spirit in Whoville is lost. (In this version, she is six years old, whereas in the book and TV special she was no more than two). Kelley as Max the Dog and Frank Welker as his voice, who is the Grinchs pet dog and only companion on Mt. Crumpit. It is unknown how or when The Grinch got him. Clint Howard as Whobris, the mayors sycophantic aid. Mindy Sterling as Clarnella Who, one of the Grinchs childhood caretakers Jeremy Howard and T. J. Thyne as Drew Lou and Stu Lou Who, troublesome sons of Lou and Betty, and brothers to Cindy Lou. Jim Meskimen as Officer Wholihan, the chief of police. Josh Ryan Evans as an 8-year-old Grinch; his humiliation at school by May Who is what drives him into a hatred of Christmas. Anthony Hopkins as the Narrator. Bryce Dallas Howard as a surprised Who. Ben Bookbinder as an 8-year-old Augustus May Who; he tormented the young Grinch, which then motivated the Grinch to hate Christmas. Landry Allbright as an 8-year-old Martha May Whovier. She shows compassion towards the young Grinch. Reid Kirchenbauer as an 8-year-old Whobris. Soundtrack 1. Kids Today – Jim Carrey and Taylor Momsen * 2. Grinch 2000 – Busta Rhymes and Jim Carrey 3. Green Christmas – Barenaked Ladies 4. Christmas of Love – Little Isidore and the Inquisitors 5. Lonely Christmas Eve – Ben Folds 6. Grinch Schedule – Jim Carrey * 7. Better Do It Right – Smash Mouth 8. Whoville Medley (Perfect Christmas Night/Grinch) – Trans-Siberian Orchestra 9. Reindeer – Jim Carrey * 10. Christmas Is Going to the Dogs – The Eels 11. Youre a Mean One, Mr. Grinch – Jim Carrey 12. Christmas Means More – Anthony Hopkins and Jim Carrey 13. You Dont Have to Be Alone – *NSYNC 14. Where Are You, Christmas? – Faith Hill 15. The Shape of Things to Come – James Horner 16. Memories of a Green Childhood – James Horner + 17. Christmas, Why Cant I Find You? – James Horner and Taylor Momsen 18. Stealing Christmas – Anthony Hopkins, James Horner, Jim Carrey, and Taylor Momsen ~ 19. The Big Heist – James Horner + 20. Does Cindy Lou Really Ruin Christmas? – James Horner + 21. A Change of Heart – James Horner + 22. The Sleigh of Presents – James Horner + 23. He Carves the Roast Beast – James Horner ^ Legend:? *Dialogue? + Instrumental? ~ Includes Narration and Dialogue? ^ Includes Welcome Christmas Reception Box office Dr. Seuss How the Grinch Stole Christmas was a financial success at the box office, opening at number-one with a weekend gross of $55,082,230, for an average of $17,615 from 3,127 theaters and staying at #1 for a total of 4 weeks. It closed on April 30, 2001, after five months, with a final gross of $260,044,825 in the United States and Canada and an additional gross of $85,096,578 in other territories, for a total worldwide gross of $345,141,403. Critical reception The film received mixed reviews from critics. Rotten Tomatoes lists the film with a 53% rating,[2] while Metacritic lists the film with a 46/100 rating, indicating mixed or average reviews. Roger Ebert criticized the film, referring it a dank, eerie, weird movie about a sour creature who lives on top of a mountain of garbage, scares children, is mean to his dog, and steals everyones Christmas presents, and saying, There should be. . . a jollier production design and a brighter look overall. . . Its just not much fun. Awards The film garnered three Academy Award nominations, including Best Costume Design and Best Art Direction, and nominees Rick Baker and Gail Ryan won the Academy Award for Best Makeup. At the Golden Globes, Carrey was nominated for the Golden Globe Award for Best Actor – Motion Picture Musical or Comedy, losing the award to George Clooney for O Brother, Where Art Thou?. The film won a Saturn Award for Best Music. However, it was also nominated for two 2000 Golden Raspberry Awards for Worst Remake or Sequel and Worst Screenplay, but lost to Book of Shadows: Blair Witch 2 and Battlefield Earth respectively. [citation needed]

Drugs in sports

Abstract Drug use in sports has gained momentum in the recent past. The drug is used for performance enhancing (Coe, p. 224). Different sports have set up laws that are used to curb drug doping. Sports personalities use drugs to gain an advantage over the others. Performance enhancing drugs have been used in the Olympics by different people. For example, Thomas Hicks won the marathon after using strychnine.Advertising We will write a custom essay sample on Drugs in sports specifically for you for only $16.05 $11/page Learn More However, the use of stimulating substances was banned in 1928 by the International Amateur Athletic Federation (Hartgens, p. 513). Although the ban was instituted a long time ago, athletes still use drugs to enhance performance. In 1976, East Germany nearly won all the swimming gold medals after the players were given steroids (Longman, p. 124). There is a debate about whether to allow drugs to be used in sports or impose a total ban. The proponents of this debate argue that drug use alone does not guarantee success in the field. A magnificent performance is a combination of proper nutrition and practice. However, this is not true because some drugs enhance the performance of an individual. Drug usage in sports should be banned because of its effects. These effects include; it provides an avenue for some athletes to cheat, it compromises the credibility and integrity of the results and it is illegal (Coe, p. 224). Introduction A drug is a natural substance that is taken to alter the general body functions (Wilson, p. 180). Drugs are used for several purposes. The nature in which a drug is used depends on the purpose of the drug. It can be used for; curative, stimulating, performance enhancing or as food. People consider any substance to be a drug based on the existing culture or legislature. Some traditions consider some drugs as food. Laws have been established about drugs based on the effects of the drug i n the body. It is illegal to use a drug that has been prohibited by a government or any organization. However, some drugs have been prohibited but can be used in the treatment of patients. Additionally, some drugs can be taken without the knowledge of an individual. In such a case, the drug is found in a substance that is taken as food. Using drugs to boost performance should be banned because it makes the sport lose its original intended meaning and it also causes several environmental and health problems (Hartgens, p. 513). Drugs should be used in sports Performance enhancing drugs should be allowed to be used in sports. Drugs that enhance performance satisfy the expectation of spectators watching games. People expect to watch a unique ability in the sports personality. This is made possible through the use of drugs because it gives an athlete the ability to demonstrate sports creativity.Advertising Looking for essay on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More Many fans watch athletes with the expectation to watch unique traits in the athletes (Wannamethee, p. 163). This makes the sport to become interesting. It is difficult to display a unique trait that is different from the human traits without the influence of performance enhancing drugs (Longman, p. 124). The major expectation of the fans is players to demonstrate creativity during the game. Therefore, many people consider a competition to be fair if all the players are allowed to use the drug. Here, all the players will have the same effect of the drug and the best will come out based on his creativity. It is upon the players to manipulate the drug through excellent training to obtain the best results (Wannamethee, p. 163). Technology has been introduced into sports. All people around the globe are comfortable with the use of technology in sports and disregard drugs. Technology is a result of creativity in the sports. Since the genetic m ake up of athletes is the same, drugs would not provide an advantage over other players (Warburton, p. 78). Performance enhancing drugs have been used in other aspects of the human life. For example, many classical musicians use drugs to enhance their performance on stage. An excellent classical presentation requires a proper control of the pulse rate and blood pressure (Russell, p. 442). The musicians use the beta blockers to enhance the stage performance. A low pulse rate and blood pressure contributed by the beta blockers reduces the effects of stress and this gives the musician confidence to exhibit a sterling performance (Brantigan, p. 90). An outstanding stage performance is the expectation of the classical music fans. Using drugs to enhance a stage performance does not give the musician an advantage over others. It depends on the human creativity and practice (Brantigan, p. 90). Drugs should not be allowed in sports Drugs should not be allowed in sports because it provides an avenue for some athletes to cheat (Haugen, p. 67). The doping process for athletes is not accurate. This gives some athletes who use the drugs an added advantage over those who do not use the drugs (Haugen, p. 67). The doping process is not used in all games. Therefore, there is no level playing field for the players. Consequently, a total ban on the use of drugs to enhance performance should be instituted to ensure that all the players have been given a level playing field. Players who use drugs and win competitions are not the genuine winners. Although other people argue that a level usage of drugs will make the players level in the field, the actual performance in the field does not reflect the potential of the player. A total ban on drugs in all sports gives a level playing field that reflects the exact potential of the players (Longman, p. 124).Advertising We will write a custom essay sample on Drugs in sports specifically for you for only $16.05 $11/page Learn More Additionally, different players from different countries have varying abilities to access the drugs. Therefore, if the drugs should be allowed, athletes from developing countries will not access the best drugs. The only way to have a level playing field for all players is through a total ban on the drugs in sports. Integrity in sports is the driving force behind the sports events. Using drugs by a section of players compromises the credibility and integrity of the results (Wilson, p. 214). To maintain credibility and integrity, drugs should be banned. Other players win after using drugs that have been prohibited. Here, the integrity of the results is compromised. The results obtained as a result of using prohibited drugs are illegitimate (Warburton, p. 78). Also, they lack authenticity. The spirit of any competition is to allow for a level playing where every player is given an opportunity to express his ability. A winner in such a competition is accepted by all the fans around the globe. When a winner is declared after using drugs, the value of the sport is reduced. Therefore, the value of the sport remains a major issue in any sport or competition. Additionally, good personalities are expected to be role models (Browne, p. 497). Using drugs is prohibited and illegal. Allowing athletes to use drugs is itself an act of breaking the law. Good role models should obtain success through hard work and determination as opposed to using drugs (Browne, p. 497). In conclusion, drug use in sports should be based on the purpose of the drug. When the drug is used to enhance creativity, then it makes the sport interesting. However, these give the athletes a competitive advantage over the others. As such, the natural ability of the athletes is not properly rewarded. Although drugs make sports interesting, it makes the sport’s lack integrity. Additionally, drugs make the results of a competition to lack integrity and lose value. Additionally, diffe rent players from different countries have varying abilities to access the drugs. Therefore, if the drugs should be allowed, athletes from developing countries will not access the best drugs. The only way to have a level playing field for all players is through a total ban on the drugs in sports. The best way to ban using drugs is through a global organization. This institution should be equipped with excellent doping mechanisms to ensure that all the players are screened properly before participating in a competition. In addition, drug use in sports should be banned because of it adds a competitive advantage, and causes severe effects to the users. These effects include; it provides an avenue for some athletes to cheat, it compromises the credibility and integrity of the results and it is illegal.Advertising Looking for essay on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More References Brantigan, C 2005, ‘Effect of beta blockade and beta stimulation on stage fright’, American Journal of Medicine, vol. 5. no. 72, pp. 88–94. Browne, A 2009, ‘The ethics of blood testing as an element of doping control in sport’, Journal of Medical Science Sports, vol. 3. no. 31, pp. 497–501. Coe, s 2004, ‘We cannot move from strict liability rule’, The Daily Telegraph, 25 Feb, p.21. Hartgens, F 2004, ‘Effects of androgenic-anabolic steroids in athletes’, Sports Medical Journal, vol. 9. no. 34, pp. 513–554. Haugen, K 2004, ‘The performance-enhancing drug game’, Journal of Sports Economics, vol. 4. no. 5, pp. 67–87. Longman, J 2004, East German steroids’ toll: ‘they killed Heid, Oxford University Press, New York. Russell, G 2002, ‘Effects of prolonged low doses of recombinant human erythropoietin during sub maximal and maximal exercise’, European Journal App lied Physiology, vol. 30. no. 86, pp. 442–449. Wannamethee, G 2004, ‘Haematocrit, hypertension and risk of stroke’, J Intern Med, vol. 23. no. 235, pp. 163–168. Warburton, C 2007, The Economic results of prohibition, Columbia University Press, New York. Wilson, B 2004, Hall overcomes cancer, then red tape to reach Olympics, Associated Press, London. This essay on Drugs in sports was written and submitted by user Moshe G. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The monster and Victor Essay Example

The monster and Victor Essay Example The monster and Victor Essay The monster and Victor Essay Essay Topic: A Woman Killed With Kindness Throughout the novel it becomes apparent the Frankenstein is a morally weak person. His creation kills Frankensteins younger brother, William, and Justine Moritz, a young girl adopted into the Frankenstein household, is blamed for the murder. Although Frankenstein knows Justine is innocent, he doesnt come forward because he fears no one would believe him. His courage does not match his arrogance and his grandiose ideas of himself. He might feel bad that Justine would have to hang, but he isnt brave enough to do anything about it. I was firmly convinced in my own mind that Justine, and indeed every human being, was guiltless of this murder. p. 62 Towards the end of the novel, many changes, somewhat ironic, become apparent. Firstly is the transformation of Victor Frankenstein from a happy, innocent and bright little boy with a loving family and a contented childhood to a guilt-ridden man, obsessed by his work. He becomes despondent, and at times suicidal, not to mention homicidal. By the end of the novel Frankenstein is ill beyond cure and so traumatised from his lifelong battle with his creation that he has little strength to recount his tale to a his friend, Robert Walton. The Monster has murdered most of his family, and those left of his family are distant from him. Another ironic change to Frankenstein is that at the start of the novel he is so obsessed with the creation of a super human being that he gives up everything else in his life to focus on this work. Then, through the rest of the novel, Frankenstein becomes possessed with destroying his creation, because of the wrong it has done to him. Although Frankenstein realises that he has made a mistake, and regrets bringing the being to life and recognising that he has ventured beyond the acceptable boundaries of science, by the end of the novel, when he is with his friend Walton on a boat in the Arctic, hunting down the monster, he urges them forward even though they will probably die, showing that he never really learned his lesson that sometimes there is point when you should stop, even if it is possible to go on. This ice is not made of such stuff as your hearts may be; it is mutable and cannot withstand you if you say that it shall not. p. 164 In contrast, his friend Walton is more sensible and concerned about the lives of the seamen and does not want to go on. Alas! yes; I cannot withstand their demands. I cannot lead them unwillingly to danger, and I must return p. 165 He is taking responsibility for his crew; something that Frankenstein could never to do. Walton learns that you have to consider other peoples lives and feelings before trying to achieve your own goal. Throughout the novel, Frankenstein hardly ever thinks about other peoples feelings, whether it is his creation, his father, Justine, or Walton and his crew. Frankensteins Creation The second main character of the story is Frankensteins creation. His creation is also a complex character and it is through him that Shelley deals with issues of identity, prejudice and responsibility. Frankenstein doesnt give his creation a name, something that denies the Monster an identity. This implies that the Monster is not unique or an individual, which at first denies him a real existence. Frankenstein calls the creature various names such as It showing he doesnt regard the creation as having a soul, Monster, Wretch which are both derogatory terms implying monstrosity and Daemon implying he is naturally evil or even possessed by an evil spirit. Ultimately, Frankenstein implies that the being belongs in Hell. From this, the Monster starts to believe he truly is a fiend and actually a fallen angel but refuses to accept that it is his own fault and warns Frankenstein to take responsibility for his actions. One night the creature takes refuge in a small hovel adjacent to a cottage. In the morning, he discovers that he can see into the cottage through a crack in the wall. Observing his neighbours for an extended period of time, the monster notices that they often seem unhappy, though he is unsure why. He eventually realizes, however, that their despair results from their poverty, to which he has been contributing by surreptitiously stealing their food. Torn by his guilty conscience, he stops stealing their food and does what he can to reduce their hardship, gathering wood at night to leave at the door for their use. Vowing to learn their language he acquires a basic knowledge of the language, including the names of the young man and woman, Felix and Agatha. Unobserved and well protected from the elements, he grows increasingly affectionate toward his unwitting hosts. The monsters growing understanding of the social significance of family is connected to his sense of otherness and solitude. The cottagers devotion to each other underscores Victors total abandonment of the monster; ironically, observing their kindness actually causes the monster to suffer, as he realizes how truly alone, and how far from being the recipient of such kindness, he is. This lack of interaction with others, in addition to his namelessness, compounds the monsters woeful lack of social identity. Formerly a mysterious, grotesque, completely physical being, the monster gradually becomes a verbal, emotional, sensitive, almost human figure that communicates his past to his creator, Victor Frankenstein in eloquent and moving terms. But, far from seeing the monsters humanity beneath his grotesque appearance Victor just fears him more. Before, it was the monsters physical strength, endurance, and apparent ill will that made him such a threat; now, it is his intellect. The monster clearly understands his position in the world, the tragedy of his existence and abandonment by his creator, and is out to seek either redress or revenge. For the first time, Victor starts to realize that what he has created is not merely the scientific product of an experiment on dead matter but an actual living being with needs and wants. While Victor curses the monster as a demon, the monster responds to Victors coarseness with surprising sensitivity, proving him an educated, emotional, exquisitely human being. For the reader, whose experience with the monsters ugliness is second-hand, it is easy to identify the human sensitivity within him and sympathize with his plight, especially in light of Victors relentless contempt for him. The gap between the monster and Victor, and between the monster and human beings in general, is thus narrowed. One of the ways in which the monster demonstrates his eloquence is by alluding to John Miltons Paradise Lost, one of the books he reads while living in the peasants hovel. The first of these allusions occurs in these chapters, when the monster tries to convince Victor to listen to his story. He entreats Victor: Remember, that I am thy creature: I ought to be thy Adam; but I am rather the fallen angel. P. 73 By comparing Victor to God, the monster heaps responsibility for his evil actions upon Victor, scolding him for his neglectful failure to provide a nourishing environment. In this part of the novel, the Monster starts to question his own existence, after reading work of literature. This shows he is now intelligent and philosophical. In contrast to this, Frankenstein takes life for granted. Without a real identity, the Monster needs more information about himself. He is self-aware, which is the main quality that separates the Monster from animals. This is unlike Frankenstein who has little self-awareness. My person was hideous and my stature gigantic. What did this mean? Who was I? What was I? Whence did I come? What was my destination? These questions continually recurred, but I was unable to solve them. P. 99 The Monster also questions why humans are always the victimised ones, and why he is always the perpetrator. He is bemoaning mans narrow-mindedness and injustice. While everyone else has rejected and committed crimes against him, he is still the one to be prosecuted. He then talks of the innocent people he has killed, and begins to feel remorse for his deeds: You hate me; but your abhorrence cannot equal that with which I regard myself This shows his guilt for what he has done, in contrast with Frankenstein who never seems to learn his lesson and never shows remorse. The Monster requests a partner from Frankenstein, a basic request and a basic counterbalance to the immense loneliness the Monster feels. What I ask of you is reasonable and moderate; I demand a creature of another sex and it shall content me. Oh! my creator, make me happy do not deny me my request! This shows the Monster is very realistic compared to Frankenstein and also that he desires someone that will accept him for who/what he really is. This is compared to Frankensteins ideas which are God-like in proportion. Through out the novel the two main characters take on reversed roles. The monster starts to hate Victor because he has no one to relate to and so tries to make Victor feel the pain of his loneliness and so kills anyone close to Victor, finally killing Victors new wife and indirectly Victors father, who dies a few days later, of the shock. Like the monster, Frankenstein finds himself utterly alone in the world, but instead of pity for his creation, he just feels hatred and with his hatred he soon takes on very inhumanity of which he accuses the monster. He becomes very ill by his worry and obsession and follows the monster to the barren Arctic north to track him down to murder him, just as the monster has murdered his loved ones. There he meets his friend Walton who helps him search for the monster. They become trapped in ice and Victor, knowing that he is near death, urges his friend Walton to carry on their search. Frankenstein dies and Walton finds the monster crying over his creator. The monster tells Walton of his sufferings and how he regrets killing people and now that his creator is dead, the only person he ever related to, he, too, is ready to die so he leaves for the Northern ice. This open ending leaves the questions in the mind of the reader to ponder. 1) Through the character of Victor Frankenstein, we are invited to ask what makes us human and what are our limits. 2) Through the character of the monster, we are left asking, was he Adam or Satan? Was he a victim or a criminal? And so what does it mean to be human?

Compare and contrast Essay Example | Topics and Well Written Essays - 750 words - 4

Compare and contrast - Essay Example Some studies have argued that the nutritional value of both fresh and frozen food is the same, and in some cases, can be higher for frozen/canned foods. This is exactly what has been suggested by a research conducted in 1997 by the concerned department in one of the American universities. Furthermore, research has concluded that canned pumpkins may provide 540% of Vitamin A versus 26% for the same amount of fresh pumpkins (Squires, 1997). Similarly, canned poultry and fish, which are high in protein content, remain unaffected by heat and, therefore, possess the same nutritional value as that of their fresh counterparts. In fact, the canning process ensures higher calcium content in canned poultry and fish than otherwise. On the other hand, differences in nutritional value between fresh and canned produce have been observed. This is because of the time at which the food is picked. Fresh food (including fruits and vegetables) contains highest nutritional value when purchased in season. Grocery stores often indulge in the practice of picking fresh produce before it is fully ripe. On the contrary, food picked for canning is often fully ripe. Thereafter, the heating process during the canning process destroys the vitamins resulting is lower nutritional value (Rinzler, 2011). According to one study, the amount of carotenoids (convertible into Vitamin A by human body) is depleted by the heating process in canned foods (Edwards & Lee, 1986). Furthermore, the use of chemical preservatives to prolong the shelf life of canned foods can prove to be highly unhealthy, yet deceptive. This is because, while the food may â€Å"appear† to be fresh, it may have become toxic or stale by being kept that way for a long time. I have personally experienced this when using a can of mushrooms where the mushrooms ‘appeared’ fresh but gave me food poisoning the next day of consuming it. Next, there exists controversy related to the cost of canned vs. fresh food. Most p eople seem to believe that canned food is more costly than fresh food. This is true, to some extent, because canned food costs groceries more to purchase compared to fresh foods (Price, 2012). Therefore, these high costs of purchase may be passed on to customers as high prices. Furthermore, the higher costs of canned food reflect the added convenience that people purchase when they pay a higher price for such food. Canned food can technically be bought at any grocery store or supermarket and may be ready to consume, requiring no prior preparations. The lower costs of fresh food are attributed to the lower convenience attached to such food as fresh food, including fruits and vegetables, may have to be cleaned, washed or prepared prior to consuming it. Owing to the convenience (no prior preparation required) offered by canned foods, it is no wonder that the working class has been drawn towards them in their busy routines (Strasser, McGovern, & Judt, 1998). On the contrary, there are s ufficient reasons to suggest that fresh and organic food costs significantly more than canned food. The term â€Å"organic† has given a new meaning to what was previously known as ‘fresh’ food. This label has increased the cost of the food possessing the label as organic produce, unlike canned and processed food, is usually free from harmful chemical fertilizers and pesticides (Ricke, Loo, & Johnson, 2012). Most