Critiquing evidence based practice research Article

Critiquing evidence based practice research - Article Example The research seeks to identify the accuracy of different BP measurement devices in hospitalised patients suffering from heart rhythm disorder. The problem of accuracy in the results from different measurement methods lacks significance since in general nursing practice; BP measurement is performed using the automated non-invasive devices for hospitalised patients. The manual non-invasive devices are commonly utilised in outpatient sections of the hospitals. While the quantitative approach of research remains appropriate for this kind of research, a better analysis would have been making comparison between different automated BP measurement devices. This would be significant to the nursing profession as these are the devices utilised in all hospitals in acquiring the blood pressure of hospitalised patients(Pickering et al. 2005). The utilisation of automated devices within the hospital environment has been preferred because of patient comfort. Discomforts might cause patient movements , which result in blood pressure alteration.The research question has been stated explicitly within the context of the research. Explanations offered for development of the research questions and subsequent research variable identified within the research have also been clearly stated. The materials utilised in reviewing the existing condition have significant relevance to the study, and clearly identify the problem as defined by the researchers. The available information regarding the problem being researched justifies the need to undertake further research on the identified problem. This would provide increased understanding of the factors contributing to occurrence of the problem stated. The conceptual framework and rationale behind the study have been appropriately identified within the research the identification of the variables and research problem has been based primarily on the utilised academic sources of reference for the research. Methods The study was undertaken in a co mmunity hospital with the approval of the hospital’s investigational review board. The approval granted by this board signifies accreditation of the study, and subsequent satisfaction of the requirements stipulated by the institution in undertaking professional studies. Despite the approval from the investigational board, the patients’ rights might have been violated as they were not informed of any research being undertaken. The information provided to the researchers was provided in agreement with the institution and lacked approval or acceptance from the patients. The privacy agreement by the hospital not to divulge patients’ information became breached by providing details of patients’ conditions, which the researchers utilised in making their sample selection. The study was not subjected to external reviewing except by the hospital board. While the study takes actions to prevent patient risk, it presents no

On Becoming a Great Early Childhood Educator Essay Example for Free

On Becoming a Great Early Childhood Educator Essay One of the best professions that an individual could ever have is that of being an early childhood educator. The said profession goes far more than teaching theories and knowledge within the four walls of the classroom. It actually includes molding and shaping the future of the country through the youth. Many people are trying to become an educator of children in the community but only few of have the authentic qualifications that fulfill the requirements of becoming a great teacher. This is considered as a fact since many people view teaching as a mere process of transferring of knowledge to the students. Nevertheless, the role of a teacher is not actually bounded on these expectations. As William Arthur Ward puts it, â€Å"a mediocre teacher tells, a good teacher explains, a superior teacher demonstrates, but a great teacher inspires† (Thinkexist. com, 2010). Educators nowadays should not be limited to transferring knowledge to the students. They should serve as the catalysts of change and development of the students. The paper tackles my personal vision of myself as an early childhood educator. It discusses the factors that are considered to be essential in becoming a great teacher, which include the required training for the educator, the very definition of an early education, the model classroom, the materials and equipments for the classroom, and many others which are based on my personal point of view. On becoming a professional early childhood educator To become a professional early childhood educator is not an easy task since one needs to conform to the professional qualities that a great teacher should have. Among the professional qualities which are essential in becoming a great educator is the knowledge of the teacher regarding the subject matter that he or she will teach. It is not enough for a teacher to know his or her subject well. Rather, it is also important that he or she possesses the in-depth understanding of the discipline or lesson that he or she is teaching. Likewise, a teacher is to be considered great if he or she has the ability to relate and integrate other branches of knowledge to the lesson, subject or discipline that he or she is teaching. This means that the teacher should not be only limited to the topic that he or she is required to lecture during a particular day. For example, it is indeed advantageous to teach writing skills while at the same time teaching the values of preserving and conserving the environment. In this situation, the teacher is able to hit two birds with one shot. The teacher trains students on writing, which is one of the standards in the English subject, while he or she also integrates preserving the nature, which is a very good topic in Biology. Along with the mastery of the subject matter is the good facility of the teacher to lesson plan making. Since it is considered to be the backbone and soul of the class, the lesson plan is indeed important to assure that everything will go smoothly in the teaching and learning process. Hence, a teacher must always have a lesson plan in order to assure the success of the teaching-learning process. As equally important as the understanding of the teacher to the subject matter of the class, a great educator should also have the in-depth understanding to the most important factor in the teaching-learning paradigm – the learners. If a teacher does not have the full understanding on the growth and development of the learners, he or she will most likely fail in the teaching-learning process. For instance, to be able to become successful in educating the children, the teacher should know the different learning styles and habits of the students. Some students may learn easily with the use of visual aids; some may adapt quickly with the aid of real objects and models; and some may enjoy listening to sounds and music. It is important for the teacher to have the ability to classify the students according to their learning styles and habits since some of them maybe visual, realistic, auditory and the like. Furthermore, the teacher should have the needed knowledge regarding the different teaching methodologies and strategies to satisfy the unique needs of every learner in the classroom. Since different learning styles require different learning needs and strategies, a great teacher should have a full grasp of the different methodologies in teaching a lesson (Cole, 2008). For instance, visual learners learn best through the use of visual aid, realistic learners learn through the use of models and real objects, and auditory learners learn through the sense of hearing. In this case, the teacher should have the perfect timing and proper usage of the different methodologies and strategies on teaching the learners. A flash card, for example, is best for drill, mastery and memorization. Smartboard, on the other hand, is intended for interactive participation of the learners (Promethean, n. d. ). In relation, the Socratic Method is deemed best for initiating critical thinking among the students. Modeling, however, is ideal in assisting the students in the classroom activities like in the application and evaluation parts (Fathman Crowther, 2006). Indeed, there are a variety of methods that a teacher can use inside the classroom. The teacher should only have the knowledge on the proper use and timing of these methodologies to assure the success of the teaching-learning process (Killen, 2006). Aside from the mastery of the subject matter and the knowledge on the learning styles and teaching strategies, a teacher should also have his or her own educational philosophy in order for him or her to understand the whole educational paradigm. It is important for a teacher to know the guiding principles that make up his or her total personality. Based on the different educational philosophies, a teacher may be considered as a realist, idealist, existentialist, and the like. A realist teacher uses real objects to transfer knowledge to the students. An idealist teacher, on the other hand, uses thought-provoking questions to initiate critical thinking among the students. An existentialist or constructivist, moreover, believes that practical application is the very essence of learning (Steffe Gale, 1995). If a teacher has the knowledge regarding his or her own educational philosophy, he or she will be guided accordingly on his or her teaching methodologies and strategies while considering the learners’ various learning styles and habits. Lastly, to be able to become a great educator, a teacher must also be knowledgeable regarding the current events and advances that the modern world has to offer. Since education is described to be flexible, a teacher should know the latest trends that could help improve the teaching and learning system in the classroom. For instance, because of the technological advances that science has brought to us, most of the classrooms nowadays are using the Smartboard instead of the typical chalkboard or whiteboard. Since this technology brings comfort to the teacher and learners, it is advantageous if the teacher will use it as one of the teaching devices inside the classroom. Another example is the use of computer, LCD projector, PowerPoint and other media presentation, video, speech laboratory, Internet and many others. With the use of these technological advances, the classroom could serve as a comfort zone for both teacher and learners. Hence, on my perspectives, I need to possess the above professional qualifications in order for me to become a great early childhood educator. I must be trained on the mastery of particular subject matters, understand my students’ various learning styles and habits, understand the different teaching methodologies and strategies, know my personal educational philosophy, and discover the different technological advances in the field of education. My vision of what an early childhood education ought to be Aside from knowing the various students’ learning styles and habits and the different teaching methodologies and strategies, early childhood education for me also means knowing the very definition of Howard Gardner’s Theories on Multiple Intelligences (MI). Early childhood is considered to be the most critical stage in the life of every individual since it is said to be formative in nature. It is the stage where an individual learns everything in his or her life. Hence, it is very important that the teacher should know how to guide and assist the learners carefully and properly. It is not really enough that the teacher knows how to teach the learners to count, read, speak and write. The teacher must also know how to maximize the development of the learners into its fullest. One of the best ways to maximize the full development of every child in this generation is the consideration of the Theory of Multiple Intelligence. This theory states that every individual has his or her own intelligence based on their abilities and capacities. Based on this theory, learners may be categorized as visual-spatial, linguistics, bodily-kinesthetic, mathematical-logical, musical, naturalist, interpersonal and intrapersonal. Prior to the discovery of the MI theory, students’ intelligence is being measured by their mastery on reading and counting. Nevertheless, in the current educational set up of our country, intelligence is measured through the different dimensions of the skills and capacities of the students. For instance, a student who knows how to play a musical instrument skillfully may be considered as a genius in music. Likewise, a student who has an incomparable skill on word formation and sentence composition may be regarded as linguistically-gifted. Moreover, a student who draws or paints incredibly may be considered to be visually-intelligent. I do believe that this concept is indeed important in the early childhood education since it will help me in maximizing the skills and capacity of my students. As a great educator, I must let my students develop and progress all the aspects in their individuality in order for them to attain maximum early childhood education development. This practical application of the MI theory, furthermore, should be coupled with the different teaching strategies that will enhance each student’s intelligence. For instance, I could allow the linguistically-gifted students to play with word formation or word puzzle games in order to satisfy their needs as linguistics learners. More so, I could also let those who are mathematically-intelligent to solve problems and equations as part of their motivation or application and evaluation activities. The interpersonal-intelligent students, on the other hand, can have debates, group discussion and other activities which entail speaking and communication. Indeed, early childhood education is not an easy task in comparison to other levels of education. The teacher in this level, aside from serving as the â€Å"loco parentis† of the learners, should be intelligent, careful and wise in choosing the proper teaching methodologies to suit the various learning styles and multiple intelligences of the learners.

Effective Instructional Strategies For Adult Learners

Effective Instructional Strategies For Adult Learners College and universities across America are experience a change in student demographics from traditional to adult students. The adult student (those 25 and older) population in higher education continues to grows (Palazesci Bower, 2006; ODonnell Tobbell,2007; Giancola, Grawitch, Borchert, 2009; Vaccaro Lovell, 2010). The U.S. Department of Education reported an increase in nontraditional students from 28% in 1970 to 39% in 1999. Today, the U.S. Department of Education reported in its National Center for Educational Statistics(2006) reported that first-time full-time students are now in the minority in higher education. This growing population of adult learners bring unique characteristics to the learning environment. One might then expect to observe significant difference in instructional strategies of instructors of traditional and adult students. However, despite the unique characteristics of adult learners, the traditional approach to instructional strategies, in particular the lecture method, used in many traditional classrooms is utilized in the adult learning environment as well. While there are no inherent negative outcomes associated with the lecture method (Masikunis, Panayiotidis, Burke, 2009; Giers Kreiner, 2009; Revell, Wainwright, 2009), characteristics of adult learners may provoke the investigation of alternative instructional strategies. Adult Learning Malcom Knowles first introduced the idea that adult and children learning differently due to developmental and experiential differences in the 1970s (Knowles, Holton, Swanson, 2005). Prior to Knowles work, pedagogy was the focus of instructional strategies in higher education. The pedagogy model required the instructor to be in control of the learning and was the main focus of Knowles coined the term andragogy to describe a core set of principles of adult learning to build a more effective learning process for adults (p. 2). The six principles of andragogy are: The learners need to know; Self-concept of the learner; Prior experience of the learner; Readiness to learn; Orientation to learning; and Motivation to learn. (p. 3) Knowles stressed andragogy as a process model rather than the content model characteristic of pedagogy. The difference is not that one deals with content and the other does not; the difference is that the content model is concerned with transmitting information and skills whereas the process model is concerned with providing procedures and resources for helping learners acquire information and skills. (Knowles, Holton, Swanson, 2005, p. 115) Knowles maintained these principles, or assumptions, as foundational in designing meaningful learning experiences for adult learners (Merriam, Caffarella, Baumgartner, 2007). In addition to considering the characteristics of adult learners, Merriam, Caffarella, and Baumgartner (2005) emphasize the importance of recognizing learning in an adults life occurs in structured and informal learning environments. This recognition allows educators of adults to take into consideration the vast experience and knowledge adult students bring to the learning environment. Prior knowledge then becomes foundational to the learning experience. Also, the recognition that learning occurs in multiple arenas of life enables educators to assist adult learners in understanding they are lifelong learners. This may lessen the adults anxiety of entering a formal educational setting. The learning environment may be new, but the experience of learning new knowledge or skills is not. Lifelong learner is part of the adults life. Brookfield (1986) addressed the social aspect of adult learning. the acts of teaching and learning and the creation and alteration of our beliefs, values, actions, relationships, and social forms that result from this are ways in which we realize our humanity (p. 1). From this belief, Brookfield (1986) presented six principles for facilitating learning: Participation in learning is voluntary; adult engage in learning as a result of their own volition. Effective practice is characterized by a respect among participants for each others self-worth. Facilitation is collaborative. Facilitators and learners are in a cooperative enterprise in which, at different times and for different purposes, leadership and facilitation roles will be assumed by different group members. Praxis is placed at the heart of effective facilitation. Learners and facilitators are involved in a continual process of activity, reflection upon activity collaborative analysis of activity, new activity, further reflection, and collaborative analysis, and so on. Facilitation aims to foster in adults a spirit of critical reflection. The aim of facilitation is the nurturing of self=-directed, empowered adults. While Knowles advocated that adults learn differently than children, he understood the application of andragogy assumptions were dependent on the learning situation. In all learning situations, the needs of the learner are paramount in designing an effective learning experience. Knowles (as cited in Knowles, Holton, Swanson, 2005) stated: My intention, therefore, was to present an alternative set of assumptions to those that had been traditionally made by teachers of children, so that others would have another choice. I saw them as assumptions to be tested (not to be presumed), so that if a pedagogical assumption was the realistic condition given situation then pedagogical strategies would be appropriate. For example, if I were now, at age 66, to undertake to learn a body of totally strange content (for example, the higher mathematics of nuclear physics), I would be a totally dependent learner. I would have very little previous experience to build on, I probably would have a low degree of readiness to learn it, and I dont know what developmental task I would be preparing for. The assumptions of pedagogical assumptions would be appropriate. (p. 146) However, with that said, in many learning situations adult learners do bring a readiness to learn, do have experiential background, and XXXXXXXXXXXXX. In this context, learning strategies appropriate to the adult learner should be considered. Institutional Reaction to Adult Learners Despite the continual struggle of adult learners for voice and value in higher education (Sissel, Hansman, Kasworm, 2001), institutions appear to acknowledge the unique population of adult learners (Simpson, 2004). Institutions offer degree programs specifically addressing the need to provide alternative student services, multiple delivery modes (in-seat and online), and flexibility in scheduling (Durey, 2007). Matkin (2004) identifies two distinct markets in higher education: the residential student (traditional students) and the nonresidential (nontraditional student). The members of the two markets have different reasons for seeking education, different backgrounds, different service needs, and different pathways through which they are attracted (recruited) to education (p. 62). While, some in higher education academy may still harbor distrust in these nontraditional programs for adult learners, Tweedell (2007) contends many programs that target the adult population have been mor e deliberate in planning and implementing quality than other education programs whose theories and practices are rooted only in tradition (p. 5). In addition to addressing opportunities for adult students to pursue higher education opportunities, educators must investigate and implement instructional strategies that address the needs of adult learners. Instructional Strategies Several models of adult learning inform best practices in adult learning. Knowles (as cited in Brewer, 2005) provided guidelines for development and practice in adult learning programs. Central components of Knowles theory are self-directedness , a focus on experiential learning, learner reliance on past experiences, adult motivation to learn, and goal orientation associated with problem solving (p. 23). Effective instructional strategies for adult learners: Incorporates learners goals and objectives Provides opportunities for content to build on past experiences and knowledge Focus on problem oriented and practical strategies Require active learner participation Provides opportunities for application of new knowledge and skills Provide opportunities for both independent and collaborative learning Implications for Faculty Development Conclusion

An Analysis of Representing Representation Essay -- Fried, Michael

The Studio of the Painter portrays the social and cultural position of the artist. The center group consists of a nude female model, a young peasant boy, and Courbet himself working on a landscape. To the left is a group of people who represent a cross spectrum of society and the various social classes; while to the right are some of the artist’s friends—including the well-known essayist Baudelaire. This painting, along with several others, was hung in Courbet’s Pavilion of Realism; the exhibit was created after Courbet refused to paint to the rules of the French Academy in order to be shown at the Exposition Universelles des Beaux-Arts. Rather than portraying a woman as the traditional allegory, Courbet uses her as the inspiration behind the landscape painting thus creating a connection between the standard female nude and nature. The painting has connections to the theory of absorption by Courbet portraying all of the figures being absorbed in their own thoug hts so that the viewer is being ignored and is rendered unnecessary. Like a play at a theatre, the scene portrayed can be seen as a theatre production being performed for the viewer and essentially makes the viewer believe that they are uninvolved. Overall, the painting is a statement of Courbet’s desire to go beyond traditional painting and viewer roles and create a new way of separating art from the collective eye. Michael Fried’s article Representing Representation focuses on the central group of Courbet’s Studio of the Painter as a â€Å"desire to reduce to an absolute minimum all sense of distance between [the] painting and beholder.† As his introduction, he states that he will compare the painter in the Studio to one of Courbet’s well-known self portraits—The Man with t... ...s from what he is actually trying to say and could frustrate a reader who just wants to learn about Courbet’s Studio. If Fried had covered only one of the topics that he writes about the essay could have been much stronger and more focused than what he has produced rather than a conglomeration of several ideas that the reader has to process in order to get the main idea of what the author originally set out to do. Fried’s analysis is well-written and well-supported and in the beginning he clearly sets out what he is going to cover, but overall it is a lot of information being covered in a portentous style that disconnects the reader from the writing—much like Courbet set to disconnect the viewer from the painting. Works Cited Fried, Michael. "Representing Representation: On the Central Group in Courbet's "Studio"." Art in America, September 1981, 127-133, 168-173.

Being on Time Essay

Time: It is the universes theoretical constant that governs, sometimes with an iron fist, the everyday lives of humans. Time has many different measurements. There are stellar measurements, such as the phases of the moon or the rotation of the Earth around our Sun. There are extremely long measurements of time, like the geological epoch that can span for tens of millions of years, and there are very small measurements such as planck time, a unit commonly used to measure events in quantum mechanics and is so small that a single unit of planck time is the equivalent of 10-43 seconds. People have always measured time in one form or another. Beginning with our ancestors, who began to measure the phases of the moon almost 30,000 years ago, to the Egyptians who began to measure time using shadows cast by large Obelisks, effectively being the very first sundials. Today, we use a common standard of time in our day-to-day lives. Sixty minutes in an hour, twenty-four hours in a day, three hundred sixty-five days in a solar year; but time has always been used to measure and record important events. This has never been more evident as it has been in the twentieth and twenty-first centuries. In this era of human history, punctuality is one of the key elements of our workforce, and particularly in the military. In our world, being on-time carries more with it than just a smooth operation of events. Here, being at the right place at the right time can mean the difference between life and death. As members of the United States Army, we have made a commitment to obey our unique laws and regulations, of which precision and conscionable timing is reflected. In our Uniform Code of Military Justice, timeliness is addressed under our Punitive Articles. Chapter 10, Article 86: ABSENCE WITHOUT LEAVE Any member of the armed forces who, without authority– (1) fails to go to his appointed place of duty at the time prescribed; (2) goes from that place; or (3) absents himself or remains absent from his unit, organization, or place of duty at which he is required to be at the time prescribed; shall be punished as a court-martial may direct. With this being said it is very important for an individual to be at his/her appointed place of duty at least 15 minutes prior to the time stated. Every soldier knows the military motto â€Å"If you are 15 minutes early you are on time; if you are on time you are late! † This is something that was drilled into us during Basic Training and AIT. I understand the punishment I have been given is not to humiliate me, but make sure I adhere to the military standard at all times. I am an epitome of the soldier’s creed and I wear my uniform proudly. All though I am not perfect I strive for perfection every waking moment of everyday. I am currently paying for my actions in a previous incident and by completing the task I was given I hope to prove that I am not a loss; but someone that can be counted on when needed. I will from this point and all those times in the future; make sure I am at my appointed place of duty. If for any reason I am not able to make it on time, I will be sure to contact my chain of command and let them know why and bring evidence of the incident if instructed.

4 things recruiters look for in your resume told by a Facebook manager

4 things recruiters look for in your resume told by a Facebook manager On the annual lists of the best places to work, the tech sector always has a sampling of the hot new startups and companies- but there are also the perennial favorites, like Google and Facebook. This means that the recruiters and hiring teams for these companies are inundated with every kind of applicant and resume you can imagine. Really, they’ve seen it all. So what works with the hiring czars at these hyper-competitive companies? Let’s look at some tips from Jeff Raynar, a hiring manager at Facebook, and how you can apply them to your own resume. 1. Tell your story.When you’re fighting against a pile of probably similar resumes, your uniqueness needs to stand out. The best way to do that is to distinguish your story from the next guy’s. Buzzwords are easy, but creating a clear, cohesive narrative can be more effective.How to do this on your own resume: Make sure your resume bullets aren’t just a laundry list of tasks you’ve held, but a sto ry about how you’ve grown and developed throughout your career, taking on new responsibilities and adding new accomplishments. This is also where your cover letter comes in- you have several paragraphs to show the reader why you’re a great fit for this job and who you are. Use action verbs, not buzzwords. And make sure your story is clear and not too long- think elevator pitch, not monologue. Ideally, you’ll have a chance to talk more about your story in an interview, but on the resume you really just want to stand out from the crowd and get the attention that can get you to the next level.2. Don’t mess with formatting.You might think that the best way to make your resume stand out is to make the font bold, or brightly colored. Not so- the traditional format does just fine, and is a classic for a reason.How to do this on your own resume: You don’t need bells and whistles to grab attention- use your content and words to show your passion, your accom plishments, and your skills.3. Think of it as a marketing presentation.Whether you work in the marketing field or not, you are marketing a product: you. It’s important to understand your audience and target your message (e.g. your resume) accordingly.How to do this on your own resume: Research the heck out of the company, including the job description. What are they seeking? What does the company value, based on its mission statement or website? This info will help you decide what to prioritize in your skills and experience bullets.4. Proofread your resume.Whenever you send in a resume or cover letter, it should be clean and as error-free as humanly possible. You want to impress the reader, but if they can’t even get past glaring typos or unclear grammar, it decreases the chances that they’ll pass your resume on to the next level.How to do this on your own resume: Give everything a close read before you hit â€Å"send.† If at all possible, get a fresh set of eyes. Have a trusted friend or family member read over your materials to make sure a) there aren’t any major mistakes; and b) everything is clear and makes sense. After a while, you’ll start to glaze over your own writing and may miss small mistakes that a third party would notice. So always make room for this extra checking step before your submit.Getting noticed can feel like an uphill challenge when every job opening attracts hundreds of applicants, but the more work you put into your resume now, the better the chances that yours will be one of the lucky resumes chosen from the crowd.