Friday, January 31, 2020
Richman Investments Essay Example for Free
Richman Investments Essay Overview To stop malware problems from occurring at Richman Investments Protecting Richman investments employees, partners and company from illegal or damaging actions by individuals either knowingly or unknowingly Internet /intranet/ extranet related systems including but not limited to computer equipment, software, operating systems, storage media, network accounts providing electronic mail, www browsing, and FTP, are the property of Richman investments. These systems are to be used for business purposes in serving the interests of the company and of our clients and customers in the course of normal operations Purpose The purpose of this policy is to mitigate the improper use of company computer asset these rules are in place to protect the employee and Richman investments. Inappropriate use exposes Richman investments to risks including virus attacks, compromise of network systems and services, and legal issues. Scope I would like to implement a new AUP policy to stop these problems from occurring they need to design an AUP to let user know what they can or can’t do on the system. And use the IT department to restrict access to removable devices. Policy 1.While Richman investments network administration desires to provide a reasonable level of privacy, users should be aware that the data they create on the corporate systems remains the property of Richman investments. Because of the need to protect Richman investments network, management cannot guarantee the confidentiality of information stored on any network device belonging to Richman investments. 2.Employees are responsible for creating guidelines concerning personal use of Internet/Intranet/Extranet systems. In the absence of such policies, employees should be guided by departmental policies on personal use and if there is any uncertainty, employees should consult their supervisor or manager. 3.For security and network maintenance purposes, authorized individuals within Richman investments may monitor equipment systems and network traffic at any time. 4.Richman investments reserve the right to audit networks and systems on a periodic basis to ensure compliance with this poli cy. Security and Proprietary Information 1.The user interface for information contained on internet/intranet/Extranet related systems should be classified as either confidential or not confidential, as defined by corporate confidentiality guidelines details of which can be found in the HR policies. Examples of confidential information include but are not limited to company private, corporate strategies, competitor sensitive, trade secrets specifications, customer lists, and research data. Employees should take all necessary steps to prevent unauthorized access to this information. 2.Keep passwords secure and do not share accounts. Authorized users are responsible for the security of their passwords and accounts. System level passwords should be changed quarterly; user level passwords should be changed every six months. 3.All PCs, laptops and workstations should be secured with a password protected screensaver with the automatic activation feature set at 10 minutes or less or by logging off when the host will be unattended. 4.Use encryption of information in compliance with acceptable encryption n use policy 5.Postings by employees from a Richman investments email address to new groups should contain a disclaimer stating that the opinions expressed are strictly their own and not necessarily those of Richman investments unless posting is in the course of business duties. 6.All host used by the employee that are connected to the Richman investments , Internet/Intranet/Extranet, whether owned by the employee or Richman investments shall be continually executing approved virus scanning software with a current virus database unless overridden by departmental or group policy. 7.Employees must use extreme caution when opening email attachments received from unknown senders which may contain viruses, email bombs, or Trojan horse code. Unacceptable use The following activities are in general prohibited. Employees may be exempted from these restrictions during the course of their legitimate job responsibilities system administration staff may have a need to disable the network access of a host if that host is disrupting production services. Under no circumstances is an employee of Richman investments authorized to engage in any activity that is illegal under local, state, federal or international law while utilizing Richman investments owned resources. Email and communications activities 1.Sending unsolicited email messages including the sending of junk mail or other advertising material to individuals who did not specifically request such material email spam. 2.Any form of harassment via email, telephone or paging whether through language, frequency or size messages. 3.Unauthorized use or forging of email header information. 4.Solicitation of email for any other email address other than that of the poster’s account with the intent to harass or collect replies. Enforcement Any employee found to have violated this policy may be subject to disciplinary action up to and including termination of employment
Thursday, January 23, 2020
Japan and Its Customs Essay -- Japan Japanese Customs Essays
Japan and Its Customs General Information on Japan Japan has a population of approximately 125 million people packed tightly into a rather small geographic area. The official language in Japan is Japanese. Japanese is spoken only in Japan. The literacy rate in Japan is very close to 100 percent and 95 percent of the Japanese population has a high school education. Japan’s form of government is parliamentarian democracy under the rule of a constitutional monarch. The dominant religion is Shinto, which is exclusive to Japan. However, the Japanese have no official religion. Appearance 1) Make appointments before you arrive in the country Japanese don’t like newcomers. Make appointments before you arrive in the country. The best way is to be introduced personally by a Japanese agent, or better, by a Japanese business partner. Before you make an appointment send detailed information about your company. Your Japanese partners expect you to ask for the same. 2) Be on time As a general rule, the Japanese are always on time. There are no such things as being "fashionably late" or making a "grand entrance". If an event is to begin at 09:00, then it is best to arrive a few minutes early to get yourself organized and be prepared to begin right at 09:00 (not 09:05). 3) Dress conservatively In general, the Japanese are much more conscious of their appearance in public than we are in the West. Some Japanese would rather spend money on clothing than on food. In the large cities your clothing is a sign of your background, social status, or wealth. In general, women do not wear sleeveless tops, shorts, or revealing styles. To conform to the typical businessman's style, men wear dark two piece suits with plain white shirts and conservative ties. The Japanese do not wear excessive amounts of jewellery that are obvious signs of wealth. Although a piece of jewellery might be expensive, it is worn with a sense of quality, not quantity. Behavior 1) Greet with a long and low bow Bowing represents humility. You elevate, honor, and respect the other person by humbling yourself or lowering yourself. The lower you bow, the more you are honoring or respecting the other party. As a Westerner, you are not expected to initiate a bow, but a bow should always be returned (except from personnel at department stores and restaurants who bow to welcome... ... or letter openers; -     items totaling an even number, such as four flower stems (the number four symbolizes death); items totaling nine (the number symbolizes suffering) -     flowers are generally used at times of illness, death, or courting only -     white and yellow chrysanthemums are for funerals Conclusion The Geert Hofstede analysis for Japan is dramatically different from other Asian Countries such as Hong Kong, Korea or China. In Japan Masculinity is the highest characteristic. The lowest ranking factor is Individualism, which coincides with their high ranking in Uncertainty Avoidance. Japan is a more collectivist culture that avoids risks and shows little value for personal freedom. Power Distance     Individualism     Uncertainty Avoidance     Masculinity     Long term orientation Japan     54     46     92     95     80 Romania     90     32     90     42             PDI – Power Distance IDV – Individualism MAS – Masculinity UAI – Uncertainly Avoidance LTO – Long term Orientation      â€Å"Anyone going to Japan will find it illuminating. Anyone going to do business in Japan will find it a must.†                    Ronald Dore
Wednesday, January 15, 2020
Positive Learning Essay
Introduction Student behaviours in schools have been perceived by researchers for years. Over the past twenty-five years, Sugai, (2009) states that Gallup Polls have specified, behavioural complications are on the top trials schools face. To establish and scan these behaviours, checklists of behaviours are available that included the most usual behaviours observed by te schools teachers (Algozzine, 2003). Such behaviours includes anxiety, disobedience, isolation, destructiveness and disruptiveness. Safran, Safran, & Barcikowski, (1985) states, such behaviours occupy teachers for an undue amount of time. Safran & Safran, (1984) reports that teachers normally spend sixty- ninety precent more time with misbehaving students than with the rest of the students. Johnson & Fullwood, (2006) states that teachers spend up to ninety precent more time with problematic students. Many new teachers have trouble dealing with persistent misbehaviour. They become exasperated because their previous responses had little impact. They spend substantial time distressing about the problem and often feel as if their authority and power is being challenged. A common way of consolidating behaviours is the division of internalising against externalising behaviours. Internalising behaviours such as anxiety, shyness, or inattentiveness mainly affect the student demonstrating the behaviour. Externalising behaviours such as fighting, aggression, and disobedience are outer-directed behaviours. It is essential to understand student behaviour from an eco-systemic viewpoint. This principle highlights the composite, unified and co-dependent type of relationships between a variety of relational, intra-personal and environmental factors that impact the everyday behaviours of teachers and students. The behavioural change in social systems does not take place in the direct approach of the positivistic custom. Instead, behaviours should be observed as cycles of communication. In other words, the students’ behaviour is assumed to be affected and dependent on the behaviours of other people around them. (De Jong. 2005). To learn the approaches and opinions of different people regarding student misbehaviour, a research was commenced through conducting informal interview of six people belonging to different groups in the society. The purpose was to get different views and perceptions on why students misbehave; interviewees included people from different groups such as practicing teachers, retired school teacher, parents, pre service teacher and a non-teaching professional. The interview consisted of several informal and open-ended questions in order to grasp the in-depth knowledge about various reasons of student misbehaviour and their solutions. The approach uses a series of questions intended to offer perspective on the student’s misbehaviour and assistance in creating responses. 2. 0 Participants: Following interviewees were selected for interview. Names have been kept confidential to maintain privacy. 1. Interviewee 1 (Female): is a full time teacher is her early 30’s. 2. Interviewee 2 (Female): is a pre-service teacher in her 20’s. 3. Interviewee 3 (Male): is a pensioned off school teacher in his late 50’s. 4. Interviewee 4 (Female): is a 38 years old mother of three children. 5. Interviewee 5 (Male): is a father of three children in his early 40’s. 6. Interviewee 6 (Male): is a non-teaching professional and postgraduate student in his early 30’s. During the interviews, many common themes regarding student misbehaviour, their reasons and impacts were discussed. Various researches and theories were also linked with the answers in order to analyse the root cause of such behaviours and the suitable responses. 3. 0 Understanding the Reasons for Difficult Behaviour: Understanding multiple causes of student misbehaviour can aid you to select the most applicable solution. Questions on physical, emotional and environmental factors were asked which helped in understanding the main grounds of problematic misbehaviours: 3. 1 Question – What are the physical causes of misbehaviour? Interviewee 1 suggested that the consumption of illegal Medication and Drugs by school students modify their behaviour in numerous ways. She once took students on an excursion, and one student arrived drunk showing extreme behaviours (drowsy, overly active). Students usually recall information when they are in the same state (drunk) as when they learned it (Eich, 1989). Interviewee 2 answered that students don’t take good care of their health and feeling unpleasant can make them irritable, although misperception and distraction may be more usual reactions. She also pondered that Fatigue is common in academic life and increases, when exams dates are near. When the pressure of exams increases, politeness is usually absent in students. Hearing and vision problems also result in student misbehaviour. A student with such debility may appear troublesome. Interviewee 3 answered that vision/hearing difficulty of student or even the teacher raises the risk of confusion thus leading to miscommunication and the possibility that student or teacher might get offended. 3. 2 Question – What are the major Emotional Challenges? Teachers have to choose if to get personally involved when emotional challenges are the reason for rude behaviour. Talking privately with associates or the counselling centre can benefit the teacher to choose when a student requires referral for professional assistance. Interviewee 6 specified that when school students reach an adults’ age, they’re usually given charge for their major decisions in life thus they might feel lonely once confronted with loss. Grief may be uttered as anger or guilt, depression and denial. Interviewee 3 believed that a small incident in the class (like forgetting the textbook) may activate a strangely big response and usually the teacher is merely an aim for the expression of the student’s sentiment. 3. 3 Question – What are the major Environmental Factors? Interviewee 1 discussed that class size and culture contribute to varying student’s behaviours. Big classes can buoy up a student or students to behave as if they were in a cinema or even a tv lounge. Interviewee further commented that supportive educational activities might aid in reducing the blockades that a big class creates among the teachers and the students. Every culture has a different standard regarding student’s unpunctuality to class or when it is suitable for a student to talk. If all every student is going to experience a specific cultural atmosphere after graduation, it may be easier to have classroom environment that matches with the work environment. Routine and Stimulation are other environmental factors identified by Interviewee 2 commented that excessive routine result in boredom, however too little creates confusion. A lot of motivation generates difficulties for the students who normally have trouble handling their activity level, and too little motivation results in disruption in the class. Interviewee 1 opined the importance of an unconventional learning environment. Some students require alternate flexible atmosphere but taking away students from the regular schoolroom should be the last alternative, and is grounded upon the belief that not all effective educational experiences happen in the classroom and thinking broadly about education is critical. 4. 0 Importance of behaviour management: 4. 1 Question – How important is behaviour management in effective teaching and learning? For many teacher and school front-runners in the past, a silent and disciplined classroom was the symbol of effective teaching. There is no doubt that regimented classrooms and schools enable effective teaching and the decent behaviour management skills are essential for teachers to perform the primary task of improving students’ performance and learning outcomes. Interviewee 3 stated that behaviour management is a key skill for both experienced and beginning teachers. Interviewee 6 specified specifies that it is brilliance in teachers that makes the utmost difference. Hattie’s research about the key impacts on the variance in student success examined the differences between experts, proficient and experienced teachers (Hattie, 2003). Interviewee 1 suggested that the student behaviour is indissolubly associated to the quality of the learning capability and teaching skills. Active pedagogics is acute to student engagement. She advised that good quality of teaching increases the student engagement and reduces behaviour matters. She further recommended that optimistic relationships between students and teachers are significant to encourage correct behaviours and attaining learning objectives. 5. 0 Role of parents: 5. 1 Question – How can parents contribute in improving the behaviour is students? Successful parent participation develops not only good student behaviour and attendance but also significantly affects student accomplishments. Parents can exhibit involvement at home by reading with their kids, assisting with homework, discussing school events and by attending functions or volunteering in classrooms. Being an experienced father, Interviewee 5 advised that parents are occasionally hesitant to get involved in school because they don’t have spare time or because they don’t speak smooth English. He said however â€Å"the biggest issue is the disconnection between the school and the parents†. Interviewee 4 on the other hand answered, â€Å"Parents consider that they are not welcomed. They often have had a lesser adequate experience with their own schooling†. However she firmly believed that parents should remain open and supportive with teachers and other school staff when dealing with issues of student misbehaviour. Retired school teacher Interviewee 3 recommended that school staff should mediate with parents while dealing with behaviour and misconduct issues. He also suggested that parents should back the school’s Student Behaviour Management Policy and should work with their children to assist them to understand their responsibility and obligations towards others. 6. 0 Effects of Teacher Gender: 6. 1 Question – How teacher gender affect the student behaviour? Interviewees were asked about the possible differences for teachers’ patience founded upon the gender of the teacher. Since both male and female teachers are present in the classrooms and the students are engaged in the classrooms with both genders, it is significant to recognise the characteristic differences. Teachers’ gender, teachers’ attitude, and the reporting of behaviour problem are found to have a connection (Ritter, 1989, Stake & Katz, 1982). Interviewee 3 believed that teacher tolerance and student behaviour have a give-and-take relationship, in that students’ behaviour influences the teachers’ patience levels for behaviours, teachers’ approach and opinion of the student, and the contagion influence of behaviour on the rest of the students in the class, resulting in academic achievement of the students. He also considered that students are more involved, behave more properly, and perform at a greater level when taught by teachers who shares their gender. On the other hand, Interviewee 6 suggested that the male teachers used more clarifications and general instructions than the female teachers. They also ask more questions and call for more student answers than female teachers. 7. 0 Conclusion: The interview with diverse group of people of both genders helped in identifying the main causes of student misbehaviours and efficient ways of addressing such behaviours. There are always students in classrooms who tend to meet their desires and wants through inappropriate behaviour. Having a range of alternatives (that are consistent with the needs and values of the teacher) can be exceptionally valuable when reacting to incidents of misconduct in complex classrooms. Both verbal and nonverbal communications are important when answering to persistent disobedience. Teachers should develop an â€Å"I mean it†demeanour by using firmness and clarity. Many student misconduct problems can be resolved by reorganising the environment. This might be done to ease proximity control, isolate students who cannot workout self-control, or eliminate students from an area where there are disruptions. Teaching students to adjust their own behaviour benefits students recognise their feelings and their wants and aiding them learn how to search for substitutes to unproductive behaviour. Teachers and parents need to be working together rather than being adversaries.
Monday, January 6, 2020
The Effects Of Domestic Violence On Children - 3116 Words
Millions of children witness the abuse of women by their intimate partners physically. Abusive behaviors are a problem in families, not seen only through the eyes of adults but, their children as well which terms them as indirect victims. Individuals who are exposed to domestic violence as children often display the behavior issues which include violent aggressive behavior as adults (Gorman 2010). Domestic violence is defined within the field of criminology as a pattern of abuse. Domestic violence consists of acts committed in the context of adult intimate relationship. Aggressive Behavior in any relationship that is used by one partner against to gain or maintain control over another intimate partner, including physical abuse, emotional abuse and psychological abuse are wrong. (Gordis, Margolin , and John 2007) Such violence is perpetrated as intentional torts against men and women every day. All violence is unacceptable, and harmful to the victims of the actual crime and the wit ness. These actions also threaten the security and well-being of children within the family. (Learning network, 2012). Young males exposed to violence have lasting physical, mental, and emotional harm. Violence has a way to be introduced to all children; we define violence as destructive physical aggression intentionally directed at harming other persons or things. ( Bartol 2005 ). Humans become violent by acquiring aggressive models and actions from society. ( Bartol, 2005 p. 241) BecomingShow MoreRelatedThe Effects of Domestic Violence on Children1529 Words  | 7 PagesProject: The Effects of Domestic Violence on Children Trudy Root Kaplan University CM107-11 Children are negatively impacted by the surrounding of domestic violence in multiple ways, in which need to be identified. The audience that needs to be aware of domestic abuse’s effects on children is adults that care for children; such as pediatricians, teachers, counselors, and parents. The issue that needs to be addressed is the negative effects on children involved in a domestic violence situationRead MoreThe Effects Of Domestic Violence On Children1387 Words  | 6 Pages Literature Review: The Effects of Domestic Violence on Children By Taralyn Dean SW 8570 March 11, 2015 Introduction Today this paper will be exploring the affects of intimate partner domestic violence and how this impacts the children. The children of theses situations are the bystanders of these physical and emotional events. This paper will review in depth what other professionals are saying about the children of the domestic violence relationships and also the findings andRead MoreThe Effects Of Domestic Violence On Children Essay1383 Words  | 6 PagesIn a similar study by Ybarra, Wilkens, Lieberman (2007) the goal was to determine if domestic violence leads to functioning shortfalls, and what its effects it has on a child’s behavioral and cognitive functioning. In homes where domestic violence happens, young children are more likely to witness violence than older children. It was hypothesized that children who witnessed violence at home had lower verbal capabilities, and would display greater internalizing and externalizing behaviors. ParticipantsRead MoreEffect of Domestic Violence on Children692 Words  | 3 PagesASSIGNMENT 1 DOMESTIC VIOLENCE ID: S99003183; URIAM ROBATI ABSTRACT Domestic Violence has a great effect on children. Domestic violence also known as domestic abuse, spousal abuse or child abuse is recognized as a pattern of abusive behavior by one or both partners especially those in marriage. This coercive behavior is used against another person to obtain power and control over the other party in a relationship. Domestic violence takes many forms such as physical violence which includesRead MoreDomestic Violence And Its Effects On Children1445 Words  | 6 PagesWhat is domestic Violence? Domestic Violence is described as violent or aggressive behavior within the home, typically involving the violent abuse of a spouse or partner. Many children end up being the victims to seeing domestic violence in the home which is very unhealthy to their development. Some children may development resentment toward both parents- one for not leaving and the other for causing the abuse. Depression, aggressive behavior, emotional distress and suicide depending on the severityRead MoreEffects of Domestic Violence on Children1124 Words  | 5 PagesThe biggest victims of domestic violence are the littlest. The home is a suppose to be a safe and secure environment for children with loving parents and free from violence. Children need a secure environment where they can come home to when the outside world is unsafe. However, every year there are millions of children who’s homes are not a safe haven. Millions of children are exposed to a parent being violently assaulted. Domestic violence is a prevalent social issue in America today. First, whoRead MoreThe Effects Of Domestic Violence On Children And Children1541 Words  | 7 Pageslife. Domestic abused affect women and children. Lots of women are more at risk in their own home. Spouse abuses happen when one person in the marriage chooses to control the other party by using fair intimidation physical, emotional abuse. Domestic violence displaced many families because they are trying to get away from their abuser. Abuse can range from physical, mentally, emotional or psychological. One of every 5 woman are said to have experience an abuse from their partner. The effect of DomesticRead MoreEffects of Domestic Violence on Children908 Words  | 4 PagesEffects of Domestic Violence on Children by Mary Pelham English 1010-19 5 October 2011 Pelham i Outline I. Effects on younger children A. Feelings of deprivation Read MoreThe Effects Of Domestic Violence On Children963 Words  | 4 PagesThe Effects of Domestic Violence on Children Many children witness domestic violence each day. Most times, children witness their mothers being abuse by their fathers, step-fathers, or mother’s boyfriends. According to Couchenour and Chrisman (2011), â€Å"Women and children are at greater risk of being victims of abuse than are men†(p. 131). Witnessing violence or being abused at home has serious effects on children. This article explains the short-term and long-term effects that domestic violence hasRead MoreEffects Of Domestic Violence On Children990 Words  | 4 Pagesexposed to domestic violence at an early age, that child adapts to these adverse circumstance and situations (Holmes, 2013). Therefore, children who are regularly exposed to domestic violence may initially display less aggressive behaviors than children who are never exposed. However, this is due to their fear of being a victim of a physical assault (Holmes, 2013). This finding was interesting because it shows how deeply the children are affe cted by exposure to domestic violence. The children become
Sunday, December 29, 2019
How Long Can We Continue Using Fossil Fuels Without...
How long can we continue using fossil fuels without detrimental effects? With every passing moment our planet is slowly becoming contaminated with the fossil fuels we use and the green house gases they emit. Not only do fossil fuels contaminate the planet we live in, but they also cannot be replenished and will run out eventually. We cannot reverse these effects, however i think there is one alternative energy source that scientists have been working on that can be incorporated to reduce the damage. The government should be utilizing solar power more often because the world needs to eradicate its dependance on fossil fuels, solar power is the most efficient renewable energy source and should be incorporated more often over fossil fuels. To†¦show more content†¦The first modern solar panel that was efficiently effective was accidentally built by Gerald Pearson, Calvin Fuller and Daryl Chapin who were able to construct a one that could take in six percent of direct sunlight. In todays world we already use solar power for a items as small as a calculator to extremely large power plants that can power large cities. Some watches, calculators, and certain radios are run by solar cells that will never run out of bateries making them very effective. Almost all of the worlds satelittes are run on solar power, if they werent otherwise, they would run out of power. There are large desalinization plants that use solar power in places where there is very little amounts of water. Solar powered cars should be ivestigated into more by scientists because transferring gas to solar powered cars would be extremely benificial to the environment. However, the drawback of these cars would be that they cant run on cloudy days and only can go at high speeds for a short amount of time. Therefore, solar powred cars are only used for experiments and racing now. Amazingly, the amount of enerygy that Sun shines down on the earth in one hour equates to the same amount of energy used by the worlds population in the entire year. Solar power should be used more than fossil fuels beacuse it s clean and produces no harmful emissions. Easily renewable because it gets its energy from theShow MoreRelatedGlobal Warming Is A Problem1381 Words  | 6 Pagesoccurring in our forests (NRDC). Many people, mostly politicians, believe that global warming is a problem that doesn’t exist. Global warming is a real issue that we cannot solve unless we all work together to fix it. The results of climate change are detrimental to the way we live our lives and the animals of the planet as well. If we as a species don’t acknowledge the problem, it cannot be resolved. The first major problem produced by global warming is deforestation. Deforestation is the permanentRead MoreThe Effects Of Organic Farming On The Environment1678 Words  | 7 Pagesagriculture. Combined with the changes in agriculture, changes have taken place in our environment as well. Industrial agriculture has led to soil degradation, ground water contamination, and prodigious amounts of fossil fuel and water usage. Organic farming is a way to combat these detrimental environmental effects, by avoiding chemical fertilizers and herbicides and taking advantage of biodynamic farming, not only are healthier products be grown, but the environment will be nurtured as well. There hasRead MoreHuman Population Growth916 Words  | 4 Pageswas â€Å"Growth is good.†There was no worry about the lives being harmed or how large our impact was, or even of the future repercussions our actions might have. However, this once-carefree opinion has twisted and mutated and created a monster: human population growth. It’s big. It’s fast. And there’s almost no way to stop it, with our current rate of increase. The consequences of our forefather’s actions, carried out so long ago and not given so much as a backwards glance, are now coming back toRead MoreFossil Fuels Are Not Dead Dinosaur Remains2021 Words  | 9 PagesContradictory to what many people believe, fossil fuels are not dead dinosaur remains. â€Å"In fact, most of the fossil fuels we find today were formed millions of years before the first dinosaurs†(â€Å"Fossil Energy: How Fossil Fuels Were Formed,†n.d.). They were formed from prehistoric plants and animals that lived many millions of years ago and are considered non-renewable because they are not sustainable and cannot be easily replaced due to their formation taking billions of years. â€Å"When these ancientRead MoreThe Environmental Crises Essay1322 Words  | 6 PagesMany aspects our daily lives in the capitalist society we live in are causing grave destruction to our planet. Issues such as global warming, bottling water, and the search for oil and fossil fuels are some of the most known environmental crises taking place in the US. I believe the US could in fact find safe, profitable solutions to many of these problems as long as it is willing to be proactive and address the serious issues at hand while they can be corrected. If the US does not step in and set regulationRead MoreFossil Fuels Are Not Dead Dinosaur Remains1921 Words  | 8 PagesMadison Flanagan â€Æ' Contradictory to what many people believe, fossil fuels are not dead dinosaur remains. â€Å"In fact, most of the fossil fuels we find today were formed millions of years before the first dinosaurs†(â€Å"Fossil Energy: How Fossil Fuels Were Formed,†n.d.). They were formed from prehistoric plants and animals that lived many millions of years ago and are considered non-renewable because they are not sustainable and cannot be easily replaced due to their formation taking billions of yearsRead MoreExtraction Of Oil And Gas2087 Words  | 9 PagesThe world, as we know it, is dependent on oil and gas. Oil and gas enables the world to have energy, to travel to and from various locations, controls the economy, and essentially makes the world go round. As the world becomes more dependent on oil and gas, becoming a single energy-consuming unit, it begins to solely function on energy by craving more of it, crashing without it, and obtaining it by any means necessary. Whether drinking water sources become contaminated or alterations in tectonicRead MorePersonal Technology And Climate Change1917 Words  | 8 PagesPersonal Technology and Climate Change As the world’s leaders gather in Paris, France for the 2015 Climate Change Conference, the world awaits for news of how nations will deal with the realities of climate change. Our leaders will hopefully work together to address issues such as global warming, greenhouse gas emissions (GHG), species extinction, rising seas, stronger storms and increased storm damage, and more heat related illness and disease. Many other issues have been identified and have comeRead MoreCoal as a Resource Is It Ethical2917 Words  | 12 Pagesthere is a constant give and take environment over energy. The use of fossil fuels and coal has become politically incorrect in our green-centric society. The use of media and spin is one of the most important tools being used by companies that make use of fossil fuels. There is an economic incentive for these companies to downplay the potentially harmful nature of these energy sources. While the usage of coal and other fuels is easy, it is also seen by m any as environmentally and morally reprehensibleRead MoreIs Playing Of The Rain A Safe Option?2075 Words  | 9 Pagesaround the world trees have stopped growing with no leaves on them, fish have died out of the blue, and humans are starting to have unexpected lung issues. Have we ever thought where this might be coming from? Acid rain is a type of rain contaminated with acidic chemicals that is caused mainly by the burning of coal and other fossil fuels. Acid rain did not gain that much attention until it started becoming known in 1960. When doing more research, the scientists started figuring out what was happening
Saturday, December 21, 2019
Personal Narrative - Original Writing - My Mind Was...
I crept back into the Lynch s, Ross trailing close behind me. You know we don t have to sneak in to my own house, he whispered loudly. I shushed him, squeaking the front door closed. This was the tricky part, stealthily getting past the rest of the family to the guest bedroom. Ross s bare feet fumbled carelessly as if he not learned to walk quietly, and instead relied on the hushed muffle of my steps. I imagined I was in the FBI, Ross being my loud side kick. My brain tuned out sounds around me as I played my own spy theme music. Ba na na na na na duh nuhh. My mind was interrupted by soft words. I listened intently to the jabbing voices heard nearby, perhaps in the kitchen or living room. It was difficult for me to dodge each noise†¦show more content†¦Good morning sunshine, Riker teased Ross, his voice hitched as his eyes met mine. I hadn t thought about him since the night before, images of him dancing and laughing with that girl. My stomach pounded into a heavy knot. Why wasn t this easy? Why couldn t I just be with one of them and be totally and utterly happy? I scanned the sun lit room, Serenity wasn t there, she must had gone home last night like I should have. Why can t my girlfriend sleepover but Riker s can? Rocky whined. Ross s fist balled slightly, in close proximity to mine. My girlfriend did, Ellington stuck his tongue out through his smile. She needed one more day away from that place, give her a break. Right? He patted the open seat next to him, welcoming me to come closer. For some odd reason I obeyed his every move. His plate was clean, food residue lightly painted the usual white. My stomach growled angrily with rage but I was distracted as Riker s consuming eyes sunk into mine. His head and voice lowered to mine, Can we talk? Before I could answer his chair huffed against the floor, his hand placed in front of my nose to help me up. I decided not to take it, I knew Ross was watching. Riker and I filed in at the step of the long, descending stairs. I wanna show you something. He spoke powerfully, unlike before. Riker, I- Before I could continue he raced upShow MoreRelatedANALIZ TEXT INTERPRETATION AND ANALYSIS28843 Words  | 116 Pagesindividual and depends to a great extent on his knowledge and personal experience. That’s why one cannot lay down a fixed â€Å"model†for a piece of critical appreciation. Nevertheless, one can give information and suggestions that may prove helpful. PLOT The Elements of Plot When we refer to the plot of a work of fiction, then, we are referring to the deliberately arranged sequence of interrelated events that constitute the basic narrative structure of a novel or a short story. Events of any kind, ofRead MoreMetz Film Language a Semiotics of the Cinema PDF100902 Words  | 316 Pagesreferences. ISBN 0-226-52130-3 (pbk.) 1. Motion picturesâ€â€Semiotics. 2. Motion pictures Philosophy. I. Title. 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Friday, December 13, 2019
Mentoring and Enabling Learning in the Practice Setting Free Essays
Mentoring and enabling learning in the practice setting A reflective account of my experience of facilitating learning, assessing and teaching a student or co-worker, and how this experience will inform my future development within the mentor or practice teacher role. Student Number: 2930211 Word Count: 3150 Part 1: Introducing the Mentorship role I am a band five registered paediatric nurse based on an orthopaedic and spinal surgical ward in a tertiary paediatric hospital. I am currently engaging in completing my training to become a qualified mentor. We will write a custom essay sample on Mentoring and Enabling Learning in the Practice Setting or any similar topic only for you Order Now This reflective account details my experiences assessing, teaching and facilitating the learning of a student during their practice based learning, and how this experience may affect my future practice. Throughout the account, in order to protect the identities of people, trust and clinical setting involved confidentiality will be maintained via the use of pseudonyms or omission of names (Nursing and Midwifery Council (NMC), 2008a). The function of practice based learning is to provide experience, serving an important role in developing the skills of the student in interacting with patients and their families assisting in technical, psychomotor, interpersonal and communication skills (Ali and Panther, 2008). Practice based learning provides an opportunity to link theory and practice, and promotes professional identity development (Fishel and Johnson, 1981). Practice based learning is also crucial in the profession of nursing due to the vocational nature of the work, and necessity of assessing clinical competency and safeguarding the public (Rutowski, 2007). By ensuring specific standards are met with assessment in practice, it effectively ensures that students are fit for practice at point of registration (NMC, 2004). My demonstration of demonstrating my eligibility to supervise and assess students in a practice setting and successful completion of the NMC approved mentorship programme will allow me to meet the definition of a mentor (NMC, 2004), and perform an important role that every nurse has to assume formally, sooner or later (Ali and Panther 2008, Figure 1) Figure 1. (Synthesised using NMC 2008b, Rutowski 2007, Beskine 2009) Part 2 The NMC Standards In order to ensure that there is a set level for supporting learning and assessment in practice, the NMC devised and provided a set of standards for which mentors, practice teachers and teachers are required to meet (NMC 2008b, Ali and Panther, 2008). The agreed mandatory requirements include a developmental framework, the standards, and information regarding application of the standards to assessment in practice. The competence and outcomes for a mentor are underpinned by eight domains (Figure 2, NMC, 2008b). Figure 2. (NMC, 2008b) Number Domain 1 Establishing effective working relationships 2 Facilitation of learning 3 Assessment and accountability 4 Evaluation of learning 5 Creating an environment for learning 6 Context of practice 7 Evidence-based practice 8 Leadership When considering the eight domains within my own clinical practice area I consider establishing effective working relationships and leadership to be of particular importance. The establishment of an effective working relationship is vital due to working together with families and providing care for the family as the patient, rather than just the child (Casey, 1988) in order to provide a good standard of care. Establishing effective working relationships also serves to reduce poor student experiences and improve ability to assure competence to practice (Beskine 2009, Dowie 2008). When considering the importance of family centred care, as well as the promotion of an effective working relationship, leadership is a key theme. Leadership in my clinical setting involves role modeling, improving care and influencing others (Cook, 2001) as well as considering situational forms of leadership (Faugier and Woolnough, 2002) when communicating with different parties in different situations. Leadership in my practice setting could range from working with a difficult family, which may require participative leadership, or a situation where I need to be assertive. I must frequently act as an advocate for the child (Children Act 1989), requiring a more autocratic approach (Bass and Bass 2008). Both establishing effective relationships and leadership require skill, knowledge and experience and can be central to providing quality care (Department of Health 2004). Key professional challenges surrounding learning and assessment in my practice area include difficulty due to the busyness and staffing levels on my ward, which is known to affect the quality of assessment in practice (Phillips et al, 2000). The pressure of clinical commitments and lack of available time has an affect on the organisation and supervision of students during clinical placement (Caldwell et al 2008). Other difficulties may include inconsistency in performance influencing assessment of fitness for practice (Duffy and Hardicre 2007a), or students who are not compliant with support available and provided should they be failing (Duffy and Hardicre 2007b). Reluctance to fail a failing student due to poor assessment or finding the failing process too difficult (Duffy 2003) also serves as a professional challenge in my practice area. The NMC Standards to support learning and assessment in practice (2008b) do provide a framework for mentors, but due to the nature of the document it is not comprehensive enough to consider all aspects of competence assessment (Cassidy, 2009). It could be considered that some level of assessment remains subjective despite the framework being provided, due to the inherent nature of the involved profession and the variation of skills to be assessed. Holistic assessment of competence is difficult to structure a framework, particularly when considering a students reflexive action to utilise their knowledge skills and attitude with emotional intelligence (Freshwater and Stickley 2004, Clibbens et al 2007). These issues may become more prevalent when considering the possibility of a mentors failure to fail a student (Duffy, 2003). These is somewhat rectified by the responsive development of ‘sign off mentors’ who make a final judgement on the fitness for practice of the student at the end of their training (NMC 2008b). Further support can be given to the NMC standards to support learning and assessment in practice (NMC 2008b) by documents such as ‘Guidance for mentors or nursing students and midwives’ (Royal College of Nursing (RCN), 2007) a toolkit which assists in providing support and strategies for mentors. Part 3: My practice based assessment session Practice based assessment is a core method of assessing the knowledge, skills and attitude of a student (Bloom 1956, Wallace 2003), but is complex to ensure objective management (Carr, 2004). To accommodate a diversity of patients and needs (Dogra and Wass, 2006), different types of assessment are necessary, all of which are part of the mentor student relationship (Wilkinson et al 2008, Figure 3, NMC 2008b). Figure 3. ( Wilkinson et al, 2008) Type of assessment Description Mini clinical evaluation exercise. Snapshot of student performing core clinical skill. Can be integrated into ward environment or routine patient encounter (e. g gaining a pain score from a patient) Direct observation of procedural skills. Observing a student carry out a procedure and providing feedback afterwards (e. g performing aseptic non touch technique to prepare a dressings trolley). Case based discussion. A structured interview to explore behaviour and judgement (e. g discussing aspects care of a patient and what a student did or observed). Mini peer assessment. A group of qualified professionals providing feedback on an individuals performance, includes self assessment (e. g feedback from other nurses that supervise a student in their clinical placement). The method of assessment must be considered in terms of reliability, validity, acceptability, educational impact, and cost effectiveness in order to evaluate the suitability of the assessment itself (Chandratilake et al, 2010). Assessment of formal knowledge allows review of conceptual knowledge, including considering potential risks or other influencing factors. Assessing an individual in practice, or their craft knowledge, allows reflection and development on experiential learning (Price, 2007). Both formal and craft knowledge are required to be continuously assessed to understand the student in order to understand how the student reads risk situations and uses concepts to address practice requirements (Price, 2007). When assessing students it is important to establish four key areas (Hinchliffe 2009, figure 4). Figure 4. (Hinchliffe 2009) Key area Description Knowledge What do they know? Skill What do they do? Performance How well do they do it? Motivation Why do they do it, and how do they feel about it? Continuous assessment has limitations with regards to validity and reliability for numerous reasons. There is a requirement for co-ordination between educators and service providers to agree on appropriate assessment pathways for formative and summative assessment, allowing an appropriate level of assessment and practice theory link (Price, 2007). A mentor in a complex clinical setting combined with the pressure of continuous assessment on students in front of patients, family, relatives and other professionals has an impact on performance and may increase the anxiety of the student or the assessor (Price, 2007). Anxiety may also be caused by the mentors eeling of competence to assess, the student feeling ready to be assessed (including contributing personal factors), as well as changes in curriculum causing mentors to feel less competent in assessing certain areas (Price, 2007). My assessment was of the competence of a first year student utilising pain assessment tools appropriately to successfully gain a pain score from a post operative patient. I considered this to be an area of importance due to the integral part of professional training pain assessment is recommended to serve; considering pain as the fifth vital sign (Royal College of Nursing (RCN),2008). Considering the expectations of first years participation in observing vital signs, competence is important for patient safety (Lomas 2009) . I would consider this assessment a direct observation of a procedural skill (Wilkinson et al 2008). An observing qualified mentor was present and observing at all points of the assessment and feedback. The observing assessor provided written feedback regarding the assessment provided (Appendix 2). The assessment was planned including the criteria and a number of questions developed, to test the learners understanding (appendix 1). The criteria for assessment was structured and at an appropriate level for the student on both a theoretical and practical level (Stuart, 2007). The developed questions were aimed to make the student provide rationale for their choices within and around the assessment, aiming to make the assessed skill less of a series of tasks and provide a more versatile skill applicable in different ways (Cassidy, 2009). I waited until the ward was quiet to ensure there would not be interruptions and the assessment would not be compromised (Rutowski, 2007). Initially, I introduced myself to the student, as it was the first time we had met, this aimed to familiarise myself with the student and aim to reduce their anxiety (Price, 2007). I went on to tell the student what exactly I wanted them to do, approximately how long it would take and reassured them not to be worried as this was not a formal assessment, aiming to reduce anxiety (Price 2007) and make expectations clear. It was identified by my observing assessor that I did not enquire as to previous experiences of the learner. Although I knew that the student was a first year and the assessment was appropriate as such, enquiring further into their experiences may have provided a link that would have altered the assessment in some way and perhaps have assisted in supporting further growth (Newman and Pelle, 2002). My assessor also felt that outcomes should have been more clearly identified at the beginning of the assessment. Though the information was provided, and in an appropriate environment (Price, 2007) a shorter almost bullet point summary at the end of discussing outcomes may help to prepare the student for what is expected of them (Stuart, 2007) and reduce confusion or anxiety (Price, 2007). When the student had completed the first criteria, I asked her my first question. This took into consideration the students approach to communication (Dickson et al, 1997) and their knowledge of basic child development (Sheridan et al 1997), knowledge applicable to core skills in many ways. The student correctly prioritised the order of pain evaluation, completing the second criteria (International association for the study of pain (IASP) 1994, Broome 2000). I asked the student the second question at this point, the student demonstrated theoretical ability to integrate with the nursing team to provide safe and effective care (Stuart 2007, Lomas 2009). Finally for the assessment the student communicated well with the child and their family demonstrating effective family centred care (Casey 1988) and successfully gained an appropriate pain score (IASP 1994) using the ‘Wong-Baker faces pain rating’ (Wong et al 2001). After the pain score had been gained I asked my final question which was how often should pain observation be done, which the student correctly responded to in accordance with RCN (2008). My observing assessor felt that at points my speech was too fast and noted that I needed to repeat myself on occasion. Speaking at a slower rate allow a student to digest and understand information given to a better level, and prevents them from becoming overwhelmed with information faster than they can process it (Prozesky 2000). I provided a feedback session for the student, aiming to develop a sustainable proactive learning relationship with the student (Cassidy, 2009), which included an action plan made with the student (Appendix 3). Considering that the student was essentially competent at the skill, the action plan was focussed on gaining a greater range and experience in order to gain a more reflexive experienced quality regarding the skill and provide more holistic competence (Cassidy, 2009). The feedback was provided positively and constructively and seemed to help with the students self esteem with regards to the skill, creating a more supportive working relationship and conducive learning environment (Clynes and Raftery, 2008). The student-mentor relationship is crucial to the students learning experience (Ali and Panther 2008, Beskine 2009, Goppee 2008, NMC 2008b, Wilkes 2006, White 2007). Effective communication skills can help identify a student causing concern at an early stage in order to pre-empt failure (Caldwell et al, 2008). Though feelings of sadness or failure may be felt by the student and mentor from failing assessment, and this provides a challenge, it is important for mentors not to avoid these situations if a student has not met desired outcomes as this may have far reaching implications on student progression (Duffy and Hardicre 2007a, Duffy and Hardicre 2007b, Wilkinson 1999). The feedback was scheduled and provided shortly after the session aiming to give the student prompt support if required and to correct any unsatisfactory behaviour if present (Duffy and Hardicre 2007b). Considering the feedback, and my own reflections on the assessment, there is need for my future development. I will also endeavor to speak more slowly and learning more about the student prior to assessment. , and provide a more clear identification of outcomes . I would consider gaining feedback on the students performance from the patient and their family in the future. This would allow us to take into account the view of the service user and family to promote clinical excellence and family centred care is of a high quality (Department of Health 2004, Casey 1988). Overall, my observing assessor thought that my assessment of the student was appropriate for their level of knowledge, skill and attitude (Bloom 1956, Hinchliffe 2009, NMC 2008b) and effective in determining the level of competency in this area. Part 4: My practice based teaching session I prepared a teaching plan (appendix 4), a powerpoint presentation (appendix 7), handout of the presentation and a handout of the various tools for pain assessment (appendix 8) before my teaching session. This teaching took a mostly behaviourist approach as opposed to a cognitive approach, however, discussion during the learning allows for a more cognitive approach(Figure 5). I arranged for a qualified mentor to observe and assess my teaching and the feedback I provided to the student (appendix 5). They provided written feedback on my session (appendix 6 and appendix 9). My assessor noted positive use of further reading and handouts, to enhance the students personal knowledge and support for further adult learning (Knowles 1990, Beskine 2008). Provision of printed handouts, particularly with space for notes beside them, may help accommodate students who have dyslexia, and may otherwise struggle to absorb the information provided (White, 2007). Figure 5. (Synthesised from Bullock et al 2008, Goppee 2008, Hinchliffe 2009) Learning theory Description Behaviourist Information provided by teacher, student relatively passive. Cognitive (humanisitic) Student centred. More useful in vocational teaching like nursing. Relates past experience (knowledge or theory). I booked and prepared the seminar room on the ward to ensure there wouldn’t be disturbances, a formal teaching session with clear aims of what to achieve (Goppee, 2008). Utilising a space like this creates a professional and friendly environment helping create a good learning environment (Beskine 2008, Hand 2006). My assessor observed that I had created a welcoming environment. My assessor commented on the high quality of the evidence based content within the teaching session, my own skill and knowledge in this particular area. Providing good evidence based information assists in providing excellence in care (Department of Health 2004, Beskine 2008). Using examples from practice also helped describe to the learner applications of the theory to practice (Knowles 1990). My assessor noted my good eye contact and body language, reassuring the student encourages continued attention, interest and a positive relationship (Dickson et al 1997). My assessor commented upon the open questions I asked, keeping the student interested, engaged and relating to practice, encouraging cognitive learning (Figure 5). Further learning revolved around the student as an adult learner identifying how to best expand their knowledge in this area by approaching it in a more kinaesthetic learning style (Pashler et al 2009, Figure 6). Figure 6. (Synthesised from Dunn et al 1996, Given and Reid 1999) Learning Style Advantages Disadvantages Visual Learns through images, visual tools or imagining events. May need more time to complete tasks. May have decreased interest in theoretical values. Auditory Learns well through talks or lectures. Absorbs sequenced organised information well. May use checklist. Highly unlikely to be able to multitask. Can focus on one area at a time and neglect ‘the big picture’. May not work well in groups. Kinaesthetic (Tactile) Learns through doing. Tends to enjoy the experience of learning. Finds it easy to demonstrate. May miss instructions or information if presented orally. May find paying attention to detail difficult. My observing assessor noted that at some points the speed of the session was a little too fast. This may cause the student to become confused or not absorb the information that I am teaching (Prozesky 2000). On reflection I can use this experience to expand my personal knowledge and how to develop further (O’Callaghan 2005). I will speak more slowly so that the learner can gain more from my teaching session, and consider the student as an adult learner with previous experiences, which can be used as a resource (Knowles 1990). I could also have asked how the student learned best and accommodated their learning style effectively (Rassool and Rawaf 2007). A wider range of learning styles (figure 6) would accommodate all types of learning (Rassool and Rawaf 2007, Pashler et al 2009). I would also put more emphasis on patient safety issues (Beskine 2008). Part 5: The Leadership skills required by a Mentor I am aware that being a mentor is part and parcel of leadership behaviour (Girvin, 1998). Transformational leadership concentrates on the ability to influence situations or people by affecting their methodology of thought and role modelling (Girvin, 1998). Transformational leadership in nursing encourage autonomy and enable students or staff to reach their potential and promotes good interprofessional rapport (Pollard, 2009). By acting as a role model in my clinical setting and seeking to address obstacles inherent in mentorship on the ward, it is possible that I could not only develop myself and the students that I mentor, but also other mentors on the ward and their behaviour and practice in a positive way (Girvin 1998, Pollard 2009). Obstacles such as staffing levels, busy ward environment and the pressure of clinical commitments impact upon me damaging the effective working relationship between myself and the student (Beskine 2009, Hurley and Snowden 2008, McBrien 2006). Finding time provide written feedback in a students documentation can be limited (Price, 2007). By e-mailing other mentors evaluations of my shifts with their students it may become common practice providing a greater range of student evaluation and a positive learning environment (Cassidy, 2009). This feedback can then be sent to the mentor at a quieter time, and discussed with the student prior to, signing and entry into their documentation with time being less of an issue. Despite this being a good use of resources and time management (Beskine 2009) I have already tried this and found often mentors are not interested unless the evaluation bears a particular negative weight with regards to poor performance which must be addressed urgently. Anxiety of the student, or my own as the assessor may effect the reliability, subjectivity or the validity of assessment (Price, 2007). Effectively facilitating the learning of students requires flexibility and understanding for different learning styles including (Bullock et al 2008, Goppee 2008, Hinchliffe 2009, Dunn et al 1996) including adult learning (Knowles,1990) and students with learning difficulties (White, 2007). Strong links between practice and theory (Stuart, 2007) must be in place to ensure suitability of assessment and teaching. Along with these issues, the student-mentor relationship must be nurtured to provide a quality learning experience (Ali and Panther 2008, Beskine 2009). Discussing a students preferred learning style in their initial interview may encourage the student to engage in a higher standard of adult learning (Knowles 1990, Rassool and Rawaf, 2007). This can help me alter my strategies to create a better relationship between myself and the student (Beskine, 2009). I am currently supervisor to a first year student on first placement who has studied in school and sixth form, they do not have a great deal of experience with adult learning, and they have needed additional support and provision of resources to facilitate their learning, articularly with practical skills. Orientation is the gateway to a successful placement (Beskine 2009). Students must be assessed fairly and objectively (Ali and Panther 2008, Duffy and Hardicre 2007a), though this may cause unpleasant emotions to both the student and assessor it is important that this is done, to ensure student progression is not damaged (Duffy 2003, Duffy and Hardicre 2007a, Duffy and Hardicre 20 07b, Rutowski 2007, Wilkinson 1999) and competence is insured for patient safety (NMC 2008b, Lomas 2009). I aim to ensure that the students I work with and assess are competent and fit for practice (NMC, 2008b). It is important to regularly work with students and have clear objectives from the initial interview (Duffy and Hardicre, 2007a). I am aware that it is my responsibility to ensure concerns with a students performance are raised by midpoint at latest, so that by final interview, there should be no surprises for the students summative assessment of their progress and level of competence (Duffy and Hardicre, 2007a). Asking children and parents their opinions on students working with me, and their performance can provide an insight into the family centred care the student is providing (Casey, 1988) and may allow a greater interpretation of holistic reflexive performance (Cassidy, 2009). On the negative side, a parent is not aware of the pressures upon the student (Price, 2007). The parent of a sick child is anxious themselves and will be more subjective than objective. In conclusion, mentoring is a complex and diverse role, and one I will take on with focus and and knowledge, and endeavor to continue to develop as a practitioner, assessor and teacher in the clinical setting. This reflective process has been incredibly valuable in preparing me to be a mentor, and my personal and professional development. I have gained a much deeper understanding of the mentor student process through investigation of the various aspects of NMC standards, as well as various assessment and teaching strategies. Areas on which I must develop are clear, and in completing this ourse I feel adequately prepared, and look forward to further developing my skills and knowledge within this role. REFERENCES References Ali PA, Panther W (2008), Professional development and the role of mentorship, Nursing Standard, 35-39, Date of acceptance April 3 2008. Bass, B. M. Bass, R. (2008). The Bass handbook of leadership: Theory, research, and managerial applications (4th ed. ). New York : Free Press. Beskine D (2009), Mentoring students: establishing effective working relationships, Nursing Standard, 23, 30, 35-40. Bloom B (1956), Taxonomy of Educational Objectives Handbook I: The cognitive domain, New York, David McKay co Inc. Broome. M (2000), Helping Parents Support their Child in Pain, Paediatric Nursing, accessed online, accessed 05/01/2011 at 12:52. Carr SJ (2004) Assessing clinical competency in medical senior house officers: how and why should we do it? Postgraduate Medical Journal. 80, 940, 63-66. 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