Personal effectiveness and reflection on the past

Personal effectiveness and reflection on the past To maintain anonymity and protect confidentiality, all identifiable information pertaining to people or places has been made anonymous throughout the reflective portion of this assignment. (done) Introduction Reflection is recap of previous experience and reflective practice is to look back on an consequence and make it more meaning full and to identify what to do in the future to practice better (Burnard 2002). It is further supported that all definitions of reflection emphasise that there is no learning without reflection and further add to this, not all emphasis is centre on peoples emotions and feelings (Sugerman et al 2000). (done) It also pointed out that reflective practice can add knowledge in individuals practice and improve the knowledge and competent (Bulman et al 2004). John ( 2000) believes that reflection can be describe differently, or example, reflecting in action can be defined as a involvement in an event and what happened during event. On action is when rewinding the memory to turn the information into knowledge. Davis (2003) stressed that under taking educational programs may help to practice effectively. And also, he warns that some people without being aware, recurring the positive experience and avoids the negative experience and this can be due to de-motivation and the barriers of reflective practice. Jasper (2003) further suggests that additional education is needed to improve individuals thought and ability to overcome stressful situations. (done) Model of Reflection For one to benefit from effective reflection, one should follow a model to be sensible and easy to understand (Brooker et al 2003). Bulman et al (2004) quotes Johns (2000) cautioning that models are designed to assist in reflecting but, not set to prescribe what reflection is . There are many models to reflect on and, Platzer et al (1997, cited in peate 2006) that no model is better than others. Chosen Model After gathering information and evidence from different sources, the author has chosen Gibbs( see appendix 1) reflection model as it seems straight forward and easy to follow. Bulman et al (2004) confirmed that Gibbs reflection model is well favoured by practitioners and according Jasper (2004), Gibbs model follows six stages and at each stage, questions are asked. The stages are easy for practitioners to follow and can be analysed critically. (cronin et al 2004) believes that the stages are in certain order and following one another creating a cycle. Kolbs reflective cycle considers events in a cyclical way as in Gibbs model. Jarvis (1987) cited in Moon (2004) criticised the model for its simplicity and missing other factors like transfer of learning. I find it too ordered, too regular, too predictable. It seems to imply that we must move through the cycle and move on to the next stage, rather than letting experiences enter into our souls to rest there, (Newman 1999, cited in Moon 2004, p 115). Description I had just gained my qualification as dental implant nurse and dental implant co-ordinator, when this patient was referred to me by dentist to instruct and inform her about financial agreement and appointment times. Because I was newly qualified dental implant nurse, my experience was quite minimal. The patient was a middle age female, living with her husband and children, Asian background, housewife and spoke very little English. The dentist offered her an implant placement treatment plan. Patients lower right first molar was missing and she wanted to replace the missing tooth with dental implant. It was a one to one session in a quiet room and during this session I realised that the patient is not interested in knowing about financial agreement as she was on, income support, benefit and she was confident about having dental implant free of charge. During the conversation, I realised that patients English understanding level was minimal and she was not fully aware about her dental treatment. Therefore, I tried to avoid using dental jargon and illustrated the instruction and information, which I have been asked to provide for patient, in a simple term. I used simple term, spoke slowly, used pictures and models and confirmed patients understanding. With the little communication we had, I managed to find out that the patient was not able to pay for her dental implant treatment as she was unemployed. I asked the patient to bring along one of the member of her family, who speaks and understands English well, on her next appointment to visit the dentist. (done) Feelings When patient walked to room I started to panic as I never been involved in such a situation. I also stereotyped her as ignorant and not interested to listen to my instruction, because she was looking quite and confused. However, I tried not to panic and be patient. I didnt want to disappoint and embarrass the patient by asking her some question that she may not be able to answer. (done) Evaluation I have learnt how to handle different patient with different backgrounds. I believe the good thing about this experience was that I managed to overcome most of communication barriers that exist. I wasnt able to completely extinguish dental jargons and deal with unexpected situation, but my biggest worry was that through my communication. I might have conveyed poor message. As a result, the patient might have not understood why she should have paid for her dental implant trea tment. I judged the patients approach as social exclusion, lack of knowledge and understanding language had made her look confused. However, I miss-judged her as someone ignorant. (done) Analysis When the patient was referred to me, by the dentist, the paper work should state that the patient is having difficulty communicating in English. Miscommunication between dentist, receptionist and nurses could cause difficulty for the patient to trust them and return back to the surgery for treatment, because the patient may lose trust or feel ignored. During the conversation, it was difficult to assume if patient apprehended why she had to see me. The patient was smiling, looking confused and saying yes almost for everything I was saying. And this made me concerned whether the patient understood why she had to see me. My prejudgment toward the patient could have negative impact on the patient due to being unemployed and not being able to pay for dental treatment could have cause an embarrassing or even disappointment situation for the patient. Because the patient couldnt communicate English adequately, I felt that I might have overloaded her with too much information and have created communication barrier. Conclusion John (2009) state that reflecting on critical incidence aids to construct picture of what happened and how to practice better in the future. But he also warns that the practitioners should avoid altering their practice to suit a particular framework. The author agrees with this statement and further ads to this that practitioners can adopt reflection as a habit in order to practice efficiently in the future. The author also adds that previous practice can be overlooked or taken into grand to improve and work effectively at present and in the future.

Spirituality in Shakespeares Hamlet Essay -- GCSE Coursework Shakespe

     Ã‚  Ã‚   Can anyone possibly deny the spirituality within the Shakespearean tragedy Hamlet? Yes, some literary critics do. But most critics agree with the contention of this paper – that there is considerable spirituality present in the play. In his essay â€Å"Hamlet: His Own Falstaff,† Harold Goddard sees that Hamlet was made for â€Å"religion† and several other purposes: He [Hamlet] was made, that is, for religion and philosophy, for love and art, for liberty to â€Å"grow unto himself† – five forces that are the elemental enemies of Force. And this man is called upon to kill. It is almost as if Jesus had been asked to play the role of Napoleon (as the temptation in the wilderness suggests that in some sense he was). If Jesus had been, ought he to have accepted it? The absurdity of the question prompts the recording of the strangest of all the strange facts in the history of Hamlet: the fact, namely, that nearly all readers, commentators, and critics are agreed in thinking that it was Hamlet’s duty to kill, that he ought indeed to have killed much sooner than he did. (12)    Goddard’s highlighting of the main question underlying the narrative of the play – a moral question – indicates the spiritual nature of   Hamlet. Not all critics appreciate the spirituality in Hamlet. A.C. Bradley’s Shakespearean Tragedy: Lectures on Hamlet, Othello, King Lear and Macbeth presents a different interpretation regarding the presence of spirituality within the play:    For although this or that dramatis persona may speak of gods or of God, of evil spirits or of Satan, of heaven and of hell, and although the poet may show us ghosts from another world, these ideas do not materially influence his representation of life, nor are they used... ...Tragedies.† Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Rpt. from Shakespeare’s Women. N.p.: n.p., 1981.    Rosenberg, Marvin. â€Å"Laertes: An Impulsive but Earnest Young Aristocrat.† Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. from The Masks of Hamlet. Newark, NJ: University of Delaware Press, 1992.    Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. Massachusetts Institute of Technology. 1995. http://www.chemicool.com/Shakespeare/hamlet/full.html    West, Rebecca. â€Å"A Court and World Infected by the Disease of Corruption.† Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. from The Court and the Castle. New Haven, CT: Yale University Press, 1957.    Wilson, John Dover. What happens in Hamlet. New York: Cambridge University Press, 1959.

World War I and the War in Iraq

World War I was the great armed conflict of 1914-18. Until World War II, it was often called the Great War because it was the most destructive and widespread war the world had ever seen. Wold War I began as a local conflict over a minor issue. Eventually it engulfed much of Europe and drew in, directly or indirectly, the entire major powers of the world. The first declaration of war was made by Austria-Hungary against Serbia (now part of Yugoslavia) on July 28, 1914. Before the armistice was signed on November 11, 1918, 28 nations (counting the British Empire as one nation) were directly engaged in the conflict (Roth, pp. 216-218/ 2003). On one side were France, Belgium, the British Empire, Russia, and Serbia; and, later, Japan, Italy, the United States, and 16 other countries. They were called the Allied and Associated Powers, or the Allies. The opposing side consisted of Germany, Austria-Hungary, the Ottoman Empire (Turkey, and Bulgaria. They were known as the Central Powers. After the war, there were reduced to small separate states and Czechoslovakia was created from Austro-Hungarian territory in Central Europe. The Kingdom of the Serbs, Croats, and Slovenes (which became Yugoslavia in 1929) was established, comprising Austro-Hungarian lands in the Balkans and the kingdoms of Serbia and Montenegro. Poland, which had been partitioned among the Germans, Austrians, and Russians in the 18th century, was re-established along its historical borders (Brook-Shepard, pp. 64-67/ 2002). Finland, Estonia, Latvia, and Lithuania were freed from Russian domination. In the Middle East, Iraq, Syria, Lebanon, Egypt, Hejaz, (a territory within modern Saudi Arabia), Transjordan (modern Jordan), and Palestine were carved out of the Ottoman Empire. France’s quick defeat in World War II has been attributed, at least in part, to the devastation it suffered in World War I. The vast system of overseas holdings of Great Britain began to change from an empire to a commonwealth. The war was at least partly responsible for the success of the Russian revolution and the rise of Communism. The United States, after the war, its first experience of being involved in European affairs, declined to take a role as a world leader and retreated into isolationism, refusing to join the League of Nations (Robbins, pp. 161-164/ 2004). Many people thought of World War I as â€Å"the war to end all wars,† fought â€Å"to make the world safe for democracy. † Because of an overly harsh peace treaty, the weakness of the League of Nations, a worldwide economic depression, and the rise of fascism, the war had the opposite effect. It made the Second World War almost inevitable. About four years ago, on the 20th of March 2003, a multinational military force marched in to Iraq. More than 40 countries joined in together to form a coalition force, with the US providing the most number of invading forces to oust Saddam Hussein’s regime. Amidst protests and anti-war campaigns around the world, the coalition force led by the United States and United Kingdom — plunged in to the Iraq War. Official statements given by U. S. President George W. Bush’s administration, as to the reasons for the invasion, were primarily to: †¢ remove Iraq’s alleged production and accumulation of weapons of mass destruction †¢ stop Saddam Hussein’s support on terrorist activities †¢ give freedom to the Iraqi people from Saddam’s reign of terror (â€Å"President Discusses Beginning of Operation Iraqi Freedom†) Due to the unpopularity of the government’s decision and the subsequent turn of events, the public continuous to give other speculations as to why the invasion had to be done. In U. K. initial public support was mainly based on the issue that Britain had a moral case to uphold in behalf of other nations (â€Å"Moral Case for Iraq War, Key to Initial UK Support†). But those that consider the possible long-term damage concerning their country’s welfare believed the need to refrain from getting involved: that it might eventually endanger civilian lives in case of retaliation by terrorist groups, and the economic cost of war. After the military attack on Iraqi soil, evidence to support the Bush government’s justification for the invasion was still lacking, insufficient, and vague. Had the purported danger been present, it would not have taken only 21 days to topple down Saddam’s government with minimal loss on the coalition’s forces. Saddam’s Soviet-built armaments were ill-equipped and no match for the invading forces, disproving the US claim. For most, it did succeed to eliminate Saddam, but nevertheless, failed to eliminate the problem in Iraq or helped the plight of the Iraqis, who now have to contend with not one but many oppressive guerilla-group factions that try to rule in Iraq.

Perception And Perception Of Perception - 1782 Words

Perception has played an immense role in shaping what it means to be human. Our ability to perceive has given humans the ability to cognate at a higher level than any other animal and has given us the evolutionary advantage needed to progress our species. However, as technology has advanced and caught up to humans in the ability to think, it presses us to think of another dividing line that makes us into humans and leaves technology behind as just robots. This line is our ability to react emotionally to what we perceive. We are able to feel, which is the ability to have an emotional response to the environment we are perceiving. Any robot can now interpret its environment and make adjustments based on what the input was, but while doing this, robots are not able to sense what they are perceiving. In Sherry Turkle’s Selections from Alone Together: Why We Expect More from Technology and Less from Each Other, she discusses what it takes for a computer to be close enough to be ali ve, and brings up the question of what is missing to make them the same as humans. Oliver Sacks also brings up interesting stories of how people’s experiences can bring them to question what it means to be alive, in his story â€Å"The Mind’s Eye†. Also in Ethan Watters’ â€Å"The Mega-Marketing of Depression in Japan†, he brings up that going through tumultuous emotions associated with things such as suffering, love, and death are what it means to be human. While the ability to perceive is not a uniqueShow MoreRelatedPerception And Perception Of Perception1727 Words   |  7 Pagesbetween people cause many problems which is relevant to a concept called perception. In this essay, the concept of perception will be described through academic definitions and knowledge also with practical examples. 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Artists often try to portray a scene that has an emotional and psychological effect on the viewer, by drawingRead MorePerception And Perception Of Color1360 Words   |  6 PagesPerception of Color What if I told you that my red was different from your red? The first thing you might wonder is how I could possibly know this or you may even want to see evidence to support my claim. However, experts have shown several different ways to convey that we do, in fact, perceive colors differently. Few things have been proven in distinguishing perception, but there are copious amounts of evidence suggesting that we perceive color differently because of our brains, past experiences