Personal Goals Essay Example for Free

Personal Goals Essay My goal in life is to become a neonatal nurse practioner; this not only accomplishes my long-term professional goal but a long-term personal goal as well; I want to provide for my family, and set an example for my children. To teach them that if they work hard and never give up they can accomplish anything. My professional short term goal is to be able to stop my two in the morning paper route and become employed by the local children’s hospital; giving back to a wonderful profession that helped me when my two littlest were in the NICU. My personal short term goal is to pass my courses as they come here at University of Phoenix, and gain the necessary knowledge to become the best nurse and mother I can possibly be. The skills I need to accomplish these are good time management, attention to detail, compassion, and persistence. I hope to be able to pass these qualities on to my children, but also use them in my professional life as well. To accomplish these goals there are a lot of milestones to achieve along the way. First I had to receive my ADN-RN degree; this was something I did not know if I could accomplish. With the loving support, understanding and help from my family I graduated and made the Dean’s list, all while pregnant, working a full time job and taking care of 4 other children. Next milestone, after six years, was deciding to back to school to obtain my BSN, this too will be an uphill climb but I will accomplish it. It took me forever to get all the paper work in order, get the financial aid needed, get my transcripts from my other university, but through it all I was helped by the wonderful staff here at University of Phoenix. After all that are my Masters degree and my NNP license my final milestones as my professional goals are concerned but just the beginning of the rest of my career. Along the way my personal milestones will be to get into a house that I do not rent, watch my children go off to college themselves and enjoy the peace and quiet of an empty house. By doing these things, taking one step at a time and enjoying he moments I will be gaining the necessary skills to not only be a great nurse but a great teacher to my children; good study habits, time management, determination, and will to accomplish the goal at hand will be needed in both my profession and as a mom. According to Anonymous 2002, â€Å"nearly 40,000 low-birth-weight babies are born each year in the United States, there will continue to be a market for neonatal nurses. † This saddens me to think of all the babies in the NICU, but also reassures me that I will always have opportunity to be employed and able to take care of m y family. Salaries vary by region but may start â€Å"in the upper $30’s to $40’s† (Anonymous 2002). This financial security will allow me to not only support my family, get a house of my own, but also continue my education with minimal stress. Putting in my due diligence not only academically but personally helps alleviate doing everything last minute. By setting aside a few hours a day for rigorous studies allows me to budget the rest of my time accordingly between my children, me and research to improve my career. I recommend a planner or calendar of some sort to keep you accountable for how your day is spent. Remember the dishes will be there, the laundry will eventually get folded, the paper will get written but time with your family can never be replaced, so make sure to schedule that time as well. It helps sometimes to step back regroup and get a perspective of why you are doing this and relax. According to Harvey and Leslie (2006) â€Å"†¦senior neonatal nurses can do much to develop an evidence and research culture on units and to guide program development. † This milestone is also a great goal of mine, to be able to make a difference in neonatal evidence based practice. To apply my knowledge, do research, better a prognosis and pass it on to the next generation of nurses. This should be a goal of every nurse to improve the medical field while being advocates for our patients. By building good time management skills now while I am still in school will help me prepare to continue doing so in my professional and personal life. In Harvey and Leslie (2006) it also states, â€Å"by developing a substantial community of people embedded in clinical settings and universities who can address these diverse issues surrounding research leadership, neonatal nursing will move to a new era of evidence based practice. In conclusion, I want to make a difference this is my short and long term professional and personal goal. To help my fellow student succeed in their endeavors when possible, but to also see my own children grow, prosper and head out into the world themselves. Cappleman (2004) describes â€Å"the process of initiating, maintaining, and eventually terminating the professional-family relationships. † I want the families to be comfortable talking with health care professionals as people not just doctors and nurses; to ask questions, learn how to care for their infants on their own. Cappleman (2004) witnessed â€Å"teaching mothers how to interpret their infants’ behavior, and helping them to acquire skills in caring for them, are therefore essential nursing activities. † I recommend becoming more than just a nurse to our patients; become a confidant, friend, mentor, shoulder to cry on giving them the necessary tools to eventually take care of themselves, but also making them feel comfortable in asking questions and talking to us when necessary. By breaking down these barriers we not only care for the medical needs but emotional and psychological as well. When we allow ourselves to become in tune with our patients by sharing of ourselves, our fears it shows that we are people too. This allows us to be more caring and sincere in our personal lives to show compassion and understanding for those around us. Although there is no formal training, time management issues, obstacles and milestones I have accomplished with difficulty, and more to come, my goal remains to become a neonatal nurse practioner, be an example to my children and make a difference in the world.

roman empire and mondern day europe Essay -- essays research papers

Part I Figure 3.3 on page 67 illustrate the influence of the Roman Empire in relation to road construction and transportation and the similarities of those early systems with modern day Europe. A great deal of events has occurred between the time periods of the two maps. The first major road system was established by the Roman Empire from 300 BC and onwards, mainly for economic, military, and administrative reasons. The road system relied on solid road engineering methods, including the laying of foundations and the construction of bridges. This was also linked with the establishment of pan-continental trading routes like the Silk Road that linked Europe and Asia by 100 BC. After the fall of the Roman Empire after the 5th century, integrated road transportation fell out of favor as most roads were locally constructed and maintained. Due to the lack of maintenance of many road segments, land transport became a very dangerous activity. It wasn’t until the creation of modern nation-stat es in the 17th century that national road transportation systems were formally established. Through central government efforts the French built their Royal Roads system spanning 24,000 km, over which a public transport service of stage-coaches carrying passengers and mail was created. The British built a 32,000 km system of turnpikes where tolls have to be paid for the use of a road. It was mostly a private sector effort. 1794 introduced the beginning of modern road transportation with the first ...

Importance of Talking for Teachers and Childrens Learning

This survey will be based in C Infant School, a Leicester interior metropolis school. Most of the observations will come from a twelvemonth 2 category. This school is a really big baby school which is really culturally diverse, with huge differences in abilities amongst the kids. A Talk is considered to be important for larning, non merely for kids but for instructors also.A This assignment will be looking at the importance of talk for kids ‘s apprehension of the universe and besides the importance of talk for instructors to understand kids. This assignment will look at what different theoreticians have to state about the function of talk for acquisition and so expression at my survey and findings to see if there are any links to the literature.ALiterature ReviewThere is a scope of grounds carried out by research workers which look at talk for acquisition. Myhill et Al ( 2006 ) believes that the teacher- student talk enhances acquisition and kids learn by being asked inquiries by their instructors. Their survey focused on the issues environing oppugning kids and believed that this is the most important function of talk for acquisition. This survey was called the TALK undertaking and this undertaking looked into the different types of questioning.A The instructors who participated in the TALK undertaking saw oppugning to be more about scaffolding acquisition and non so much about commanding the lesson content. They felt that oppugning encouraged kids and allowed instructors to supervise what kids understood. It besides gave chances to kids to rehearse thoughts and develop their thought. The Talk undertaking showed that instructors use different types of oppugning schemes. The instructors cardinal positions on oppugning were that oppugning is a manner of affecting kids, unfastened inquiries are superior to closed inquiries, good inquiries are the tools of the trade for effectual instruction and the best inquiries facilitate acquisition and thought ( Myhill et al. , 2006 ) . Evidence from the TALK undertaking showed that a individual lesson might incorporate short explosions of factual oppugning to get down the session and so travel on to inquiring inquiries to look into apprehension. Types of oppugning differed depending on cont ent, context and age of kids. This undertaking showed that comparing one type of inquiry to another does non assist judge how appropriate or effectual the inquiry may be in relation to the context, but raised the inquiry that is factual oppugning overused? Besides, how instructors might utilize different types of oppugning that infusion more luxuriant, developed and thoughtful responses from kids. A Besides back uping Myhill et Al is Tough ( 1977b as cited from Moyles, 1989 ) . Tough stated that certain types of inquiring is indispensable to advance kids ‘s thought. A Agring with Tough ( 1977b as cited from Moyles, 1989 ) is Aschner ( 1961 as cited in Gall, 1970 ) who claimed that inquiring inquiries is one of the basic ways by which the instructor stimulates an person ‘s thought and learning.A Barnes ( 2008 ) nevertheless, found oppugning in learning a two manner procedure. He believed that in order to increase the usage of acquisition, kids should besides be oppugning their instructor every bit good as themselves. This sets thoughts in their heads which are more likely to hold a longer permanent consequence on their memories.A Wegerif and Dawes ( 2004 ) agreed that oppugning was a good beginning for increasing talk. They found students believing and acquisition was higher when it involved instructors promoting treatment after every inquiry. Mercer and Dawes ( 2008 ) believe that kids are encouraged to speak and hold more clip to believe about an reply before showing it. Scrimshaw ( 1997 ) argued that kids do non cognize how to transport on a treatment due to put land regulations ( in Mercer and Dawes, 2008 ) .A There has been research which illustrates that talk differs in conformity to the country of course of study being taught. In numeracy there is a greater opportunity of factual inquiries being asked, whereas in literacy there are more unfastened inquiries which can be asked. This is because numeracy consists of a set reply. Nonetheless, in 1999 the DfEE found that talk can be encouraged in acquiring kids to explicate how they reached their replies in numeracy ( Myhill et al, 2006 ) . Keogh and Naylor ( 2007 ) found the best manner of promoting talk in scientific discipline is through reasoning, discoursing and researching, ignoring land regulations. Furthermore, it is of import to hold land regulations for talk because this maintains societal order and the instructors ‘ duty to maintain talk â€Å" curriculum-relevant † ( Mercer and Dawes, 2008 ) .A Alexander ( 2008 ) believes effectual acquisition is achieved if instruction is linked to a kid ‘s society values and through forming relationships. Evidence on this research focused on talk for larning in different civilizations and their different results. Harmonizing to Alexander, ( 2008 ) talk is a ‘skill that the pupil acquires instead than something that pupils and instructors together do in order to larn ‘ . It was made clear in this survey that talk is non merely merely a conversation between two individuals but besides about human dealingss. Alexander ( 2008 ) suggests, if the relationship between instructor and pupils is excessively formal ( teacher bases and pupil listens ) this has an consequence on schoolroom talk. Whereas, if a instructor sits with the kids who are positioned in a manner they can see each other, perchance set uping tabular arraies in a â€Å" horseshoe or square form † so speak can be achieved more efficaciously. The kids are so able to listen to each other every bit good as think from their equals positions in relation to whole category acquisition. ( Alexander, 2008 ) A Piaget ( 1967 ) was a review of many other theoreticians working in this field nevertheless, he agreed with Alexander ( 2008 ) to some extent. He argued that although kids being straight involved with talk was of import it was non cardinal to his chief findings. A kid learns by detecting, absorbing and building thoughts about what they hear and visualise around them. This is more of a â€Å" constructive procedure † ( Mercer and Littleton, 2008 ) . He believed it is more effectual for kids to speak to each other in groups instead than an adult/teacher. This is due to experiencing a sense of similarity and equality amongst other kids, whereas, kids might experience threatened to discourse their positions with an authoritative/powerful figure such as an adult.A Doise at Al ( 1981 ) had similar findings which show group work being more effectual than single work. When kids come into contact with other kids with different positions this allows and encourages the kids to re-examine their ain initial thoughts. This can so take to possible acknowledgment of a higher order solution that resolves the struggle ( in Mercer and Littleton, 2008 ) . Furthermore, Geekie et Al ( 1999 ) found that every bit good as kids being straight involved with more knowing persons, these persons should move as function theoretical accounts. They should believe aloud when speaking to kids to assist heighten their acquisition ( in Waugh and Jolliffe, 2008 ) .A A A A A Although Vygotsky ( 1978 ) agreed on Piaget ‘s position of larning being a constructive procedure he gave more accent to societal interaction and acknowledged this as being the â€Å" nucleus development procedure † ( Mercer and Littleton, 2008 ) . His theory explained that all persons have a Zone of Proximal Development which describes the difference between what a kid can achieve and when their acquisition is supported and besides what they can achieve when larning independently. Harmonizing to Paiget talk for acquisition was more effectual during equal interaction between kids of a similar ZPD. However, Vygotsky argued that the interaction between the â€Å" more and less knowing † encouraged the function of speaking. ( Mercer and Littleton, 2008 ) .A A survey by Barnes ( 2008 ) found that the most of import facet of a kid ‘s ability to larn through talk is by building new thoughts in relation to what they already know. By â€Å" seeking out † new ways through talk frequently builds on kids ‘s apprehension of the universe ( Barnes, 2008 ) . This links to what Bruner ( 1961 ) believed which is kids learn through detecting things for themselves. Although Bruner thought active duologue is an of import portion of larning he focused more on the usage of memory. Children are able to get new cognition and understanding with the aid of old cognition stored in their memories. In order for kids to absorb information their acquisition should be simplified which they can retrieve and remember when obtaining new cognition. This is what Bruner referred to as the preservation of memory. Bruner believed the function of talk for acquisition was an of import dependent on kids ‘s handiness for linguistic communication used i n the schoolroom, which would subsequently make up one's mind on their preservation of memory.AMethods and procedureTo get down with I felt it was of import to detect how my wise man facilitates talk in the schoolroom in order for me to make the same. I decided to detect my wise man in both literacy and maths to see the different ways my wise man facilitated talk. Across two literacy Sessionss ( appendix 1 ) , my wise man asked the kids many unfastened inquiries, but alternatively of replying straight off they were told to ‘talk to your spouse†¦ ‘ to discourse what the possible replies could be. There was a batch of mated talk during the whole category debut which chiefly occurred after my wise man asked a inquiry. During the chief activity the kids were given inquiries to discourse and speak about and were informed to speak to their equals on their tabular array to discourse and portion their thoughts with each other. They were besides told that at the terminal my wise man would travel about and listen to what ideas each group has come up with to portion with the category as a whole. During the chief activity my wise man went around the little groups merely listening to treatments and merely intervened to widen their ideas and replies. Having observed those two Sessionss it was clear to see that my wise man facilitated talk a batch throughout the lessons, giving clip for kids to discourse thoughts and replies. This was done in many ways from discoursing inquiries and replies in braces, little groups and as a whole category. It is of import to state that talk was ever encouraged after inquiring a inquiry ( normally open ) . This was besides the instance in the two maths Sessionss I observed ( appendix 2 ) . My wise man asked inquiries which could merely hold one correct reply but still encouraged the kids to work with their spouses to work out the replies. Open inquiries were besides asked to see how kids work out the replies, ‘what do I necessitate to make? ‘ It was besides of import to detect my two focal point kids, Dylan and Dhrumil to see how they interact during mated talk, little group treatments and whole category treatments. While I was sharing a book with Dylan ( appendix 3 ) I found he tended to associate parts of the narrative to his personal experiences and talked a batch about his personal experiences. When I asked some closed inquiries Dylan would answer with a yes or no but ever extended the replies by stating me why. During an R.E session ( appendix 4 ) I asked the category a inquiry, ‘what is your particular topographic point? ‘ and each kid had to state me what their particular topographic point was. I found that Dhrumil answered with merely saying a topographic point and Dylan stated his particular topographic point and besides said why. After detecting both kids it became clear that although Dylan was able to reply inquiries and widen them by giving inside informations and saying why, Dhrumil would be given to give an reply without widening it. Therefore, this led me to inquire more unfastened inquiries or inquire farther inquiries in the lessons I planned and taught in order to larn more about him and his understanding. The observations of my wise man ‘s instruction and planning helped me to compose up my ain programs. Differentiated activities harmonizing to group abilities, doing lessons every bit active as possible and encouraging kids ‘s thought through oppugning were all taken into consideration. I wanted to seek easing more elaborate talk and treatments as this was more fruitful cognition to assist me understand the kid and their thought. As a consequence, I made certain I asked a batch of unfastened ended inquiries and ever asked inquiries to widen their thoughts and ideas. I decided to make this in the same method as my wise man, holding kids work in braces, groups and whole class. Although I did this for most Sessionss I decided to concentrate on easing talk during the maths Sessionss. I asked a batch of inquiries to happen out what they ab initio know ( appendix 5 ) , ‘how could we mensurate†¦ ? I asked inquiries to see what they understood ( appendix 6 and 7 ) , ‘what have you found out? Why have you put this object in this portion of the diagram? ‘ I asked many different types of inquiries during the maths Sessionss, as normally mathematical inquiries tend to hold one consecutive factual reply. I asked different types of inquiries as it would assist me understand what the kids already know, why they have done something, how they worked the reply out. It besides helps me to set up any misconceptions the kids may hold and assist me to place kids who have grasped a construct and those who may non hold. Furthermore it helps me to measure the kids ‘s cognition and apprehension and this information is important is this will steer me t o be after harmonizing to kids ‘s learning.Analysis and reading of evidenceAfter looking at different theoreticians ‘ stance on talk for acquisition and my ain findings, it is clear to see that oppugning plays a cardinal function in teachers/adults larning and apprehension of kids. This is apparent in two of my numeracy lesson ratings ( appendix 9 ) . In both these ratings it states how inquiring helped me to place kids who had troubles and kids who were more than able. It is besides apparent to see that oppugning plays a cardinal function in kids ‘s acquisition and apprehension ( appendix 10 ) . In this rating it states that oppugning helped develop the kids ‘s thoughts. Therefore, this links and supports Myhill et Al ‘s ( 2006 ) belief that the teacher- student talk enhances acquisition and kids learn by being asked inquiries by their instructors furthermore that oppugning kids is important in the function of talk for learning. To advance talk in the category I was based in, I made certain I asked inquiries which helped me understand what the kids have done, how they have done it and why. This is apparent in the maths and literacy Sessionss ( see appendix 5, 6, 7 and 8 ) . I asked different types of inquiries during the session, inquiries which required callback of the old Sessionss, inquiries to happen out what they thought and their ain positions, inquiries which required them to give sentiments and satiate why and inquiries to widen their thought. All these different types of inquiries were asked so I could understand the kids better. Learn more approximately them as persons and besides see them develop new thoughts. Once one kid gives a response to a inquiry it normally stimulated others to give their thoughts including new thoughts. This was good as it promoted originative thought, therefore associating with Aschner ( 1961 as cited in Gall, 1970 ) , who claimed that inquiring inquiries is one of the ba sic ways by which the instructor stimulates an person ‘s thought and learning. Furthermore, as these were normally unfastened inquiries the kids had the freedom to state what they wanted without the fright of giving a incorrect reply. Normally when kids are asked inquiries which require consecutive replies, I found that in some instances they would either be loath to reply, which could propose fright of being incorrect or they would merely take random conjectures. This so links in good with many of the theoreticians, Tough ( 1977 as cited from Moyles, 1989 ) who said about certain types of oppugning being indispensable for kids ‘s acquisition. It was of import to advance talk to measure and measure them as persons and besides program for patterned advance. Although unfastened inquiries were utile in acquiring a scope of different thoughts and replies, sometimes I needed to inquire inquiries which required a right reply, so a specific reply. This was the instance in certain maths Sessionss ( appendix 5 and 6 ) . Asking closed inquiries helped me understand if the kids understood or knew the reply. If an incorrect reply was given I found inquiring how they worked the reply out helped in placing if their methods were wrong which in bend resulted in the incorrect reply or if their methods were right but the reply was wrong due to small errors and mistakes. Therefore inquiring both opened and closed inquiries are really of import as it would merely do me more cognizant of what the kid understands, what they are fighting with, what misconceptions they have and overall assist me understand the kid. Therefore, besides ensuing in m e reflecting on my ain pattern excessively see what I may be making incorrect, what other schemes I could utilize to assist persons, how I can widen their acquisition and so on. Thus, back uping Myhill et Al ‘s ( 2006 ) findings from the TALK undertaking how instructors might utilize different types of oppugning that infusion more luxuriant, developed and thoughtful responses from children. Furthermore grounds obtained from observations of my wise mans oppugning manner ( appendix 1 and 2 ) , promoting talk and treatment after every inquiry, supports Wegerif and Dawes ( 2004 ) that oppugning is a good beginning for increasing talk and that pupils believing and acquisition is higher when it involved instructors promoting treatment after every question. After looking at my grounds most of them relate to the thought of oppugning being a cardinal point in talk for acquisition. This is besides apparent in my literature reappraisal. Questioning is seen to be important for kids ‘s acquisition, understanding and believing besides oppugning is important for adults/teachers to understand children.Conclusion ( a )The chief findings from all the research surveies are that most of the theoreticians believe that acquisition is an active procedure, through interaction with equals and grownups. Underliing all their theories and schemes is talk, as talk is required for interaction. Most of the research I looked at stated oppugning to be the most important factor in talk for larning. Most significantly instructors ‘ demand to see the type of inquiries they ask, inquiries which will non merely promote talk but aid instructors understand kids. To reason I found that talk does assist kids ‘s acquisition, understanding and believing. This is through oppugning and interaction between others. What makes it more effectual is varied oppugning and guided or supported interaction. I have learned that factual inquiries are merely every bit good as unfastened inquiries, but they are merely effectual when used in the right contexts, for the right content and for the right ages. However, it is most likely to be more effectual when a assortment of inquiries are asked in a individual lesson. This would profit me and others as I will be doing certain to inquire varied inquiries to assist me develop as a instructor and aid develop kids ‘s acquisition also.Conclusion ( B )I found that talk is important for kids ‘s acquisition as hearing others positions and thoughts helps boom their ain positions and thoughts. But most significantly I found that instructors need to advance talk more by the types of inquiries they ask. I found that inquiring different types of inquiry non merely helps me as a instructor but the kids besides. It helps me understand what the kids know, their old cognition and besides how that cognition has grown over clip. It helps me assess k ids ‘s cognition of topics, makes it more seeable to see which kids are fighting and which are progressing ; hence, it makes me more cognizant of what I need to make in order to assist persons to travel them frontward. Before I conducted this survey I held the belief that kids speaking was of import for us as instructors to cognize what they understand but did non see the importance of instructors speaking every bit good, but most significantly instructors supplying the chance for talk. But after holding looked at other research and holding experienced it myself I believe that in order for kids to speak instructors need to supply the chance for talk particularly after oppugning, giving kids clip to discourse and develop thoughts, whether this is in braces, little groups or as a whole class.

Race, Racial, And Racial Relations Essay - 2216 Words

Introduction Race is a way to categorise and understand the differences in a people and culture based on physical traits. In the words of Downing (2005:2) â€Å"Race has become a social fact: a self evident characteristics of human identity and character. Consequently, it is therefore essential to register explicitly the non scientific basis of race as a social category.† The way race has been represented in the media has had an influence on the interpretation people create on race and the stereotypes that are associated with them. These stereotypes create a sense of who belongs to what race; whether the stereotype is negative or positive. Media has the power to showcase these ideologies to mass audiences, constructing a way of thinking and interpretations on the other. These ideologies of race are important in understanding how racial relations and differences are shown to a mass audience, and how the media can create and emphasis attributes on a race. A critical analysis will be discusse d on how racial differences and racial relations are represented and has it changed over time in the media, focusing on one specific medium. Racial differences Television as a medium has a profound influence on what people are exposed to, especially in regards to News report programs. It is used in every country, broadcasted in every language, bringing coverage of local and foreign messages to large audiences. Race is a socially constructed reality, and television has had a profound affect inShow MoreRelatedRace, Racial, And Racial Relations Essay2253 Words   |  10 PagesIntroduction Races are a way to categories and understand the differences in a people and culture based on physical traits. In the words of Downing (2005:2) â€Å"Race has become a social fact: a self evident characteristics of human identity and character. 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