Create Activity Night Opportunities for Families

Create Activity Night Opportunities for Families While students in grades 7-12 may be testing their independence, parents and caregivers may feel as though they are becoming less necessary. Research shows, however, that even at middle school and high school grade levels, keeping parents in the loop is critical to each students academic success. In the 2002 research review  A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement,  Anne T. Henderson and Karen L. Mapp conclude that when parents are involved in their children’s learning both at home and at school, regardless of race/ethnicity, class, or parents’ level of education,  their children do better in school. Several of the recommendations from this report include specific types of involvement including learning-focused involvement activities including the following: Family nights focused on content areas (arts, math, or literacy)Parent-teacher conferences that involve students;Family workshops on planning for college; Family activity nights are organized on a central theme and are offered at school during hours that are favored by (working) parents. At the middle and high school levels, students can fully participate as well in these activity nights by acting as hosts/ hostesses. Depending on the theme for the activity nights, students can demonstrate or teach skills sets. Finally, students can serve as babysitters at the event for parents who need that support in order to attend. In offering these activity nights for middle and high school, consideration should be given to the age and maturity of the students in mind. Involving the middle school and high school students when planning events and activities will give them ownership of an event. Family Content Area Nights Literacy and math nights are features in elementary schools, but at the middle and high school schools, educators can look to feature specific content areas such as social studies, science, the arts or technical subject areas. The nights could feature student work products (EX: art shows, woodcraft demonstrations, culinary tastings, science fair, etc.) or student performance (EX: music, poetry reading, drama). These family nights could be organized and offered school wide as large events or in smaller venues by individual teachers in classrooms. Showcase Curriculum and Planning Nights While much attention has been been on the curriculum revisions taking place nationwide  to align with the Common Core State Standards, individual school district curriculum changes are what parents need to understand in planning academic decisions for their children. Hosting curriculum nights in middle and high school lets parents preview the sequence of study for each academic track offered in the school. A overview of a schools course offerings also  keeps parents in the loop  on  what students will learn (objectives) and how measurements for understanding will be done in both  formative assessments  and in summative assessments. Athletic Program Many parents are interested in a school districts athletic program. A family activity night is an ideal venue to share this information for designing a students academic course load and sports schedule. Coaches and educators at each school can discuss how parents should be aware of the time commitments required of participating in a sport, even at the intra-mural level. Preparation of coursework and attention on GPAs, weighted grades, and class rank given in advance to parents of students who wish to participate in college athletic scholarship programs is important, and this information from athletic directors and guidance counselors can begin as early as 7th grade. Conclusion Parent involvement can be encouraged through family activity nights that offer  information on a variety of relevant topics such as those listed above. Surveys to all stakeholders (educators, students, and parents) can help design these family activity nights in advance as well as provide feedback after participation.  Popular family activity nights can be repeated from year to year.   Regardless of the topic, all stakeholders, share responsibility in preparing preparing students for college and career readiness in the 21st Century. Family activity nights are the ideal venue to share critical information tied to this shared responsibility.

Apple and Samsung Competitive Strategies Essay Example | Topics and Well Written Essays - 1000 words

Apple and Samsung Competitive Strategies - Essay Example In order to identify the difference in corporate culture at Apple and Samsung, both the organization’s corporate culture would be assessed to elaborate the difference. The corporate culture of Apple and Microsoft is as follows;According to Tim Cook, Acting CEO at Apple, the company believes in providing its customers with innovative and simple products to provide its customers with the best product available in the market. Furthermore, the company believes in controlling and owning its primary technologies and to focus on only those markets where the company can make contribution. At Apple, importance is given only to the accomplishment of personal goals not 100 percent but 110 percent. This indicates that Apple value what is important for the organization (Tobak, 2011). At Apple, collaboration and cross-pollination are the source of its success and by doing so; the company is able to provide the customers with innovative products that other in the technological industry canno t. The greatest and the most interesting thing about Apple is that it does not care about its competitors and at Apple things are done when the company feels right. At Samsung, employees are provided with opportunities to pursue their dreams and the company takes full advantage of the talent and knowledge of its employees. In order to provide the customers with great and innovative products, employees at Samsung are encouraged to develop creative ideas that would attract customers. At Samsung, speed and adaptability are the center of focus of corporate culture. The company has extra-ordinary marketing campaign due to which it has a competitive edge over Apple; its fiercest rival in the technological industry. Diversity is another major part of corporate cult

Choose a topic Research Paper Example | Topics and Well Written Essays - 1250 words - 2

Choose a topic - Research Paper Example Fluctuations in prices and wages were a proof of such, as did sudden changes in the patterns of transactions and relations between agricultural workers and landowners. For instance, sharecropping became widespread in northern Italy, and many assume that feudalism in Europe was completely disintegrating because of the grave need of landlords for eager workers (Byrne 57-58). A number of destitute became wealthy, and the wealthy became wealthier as resources were reallocated by means of inheritances and additional economic prospects. This paper analyzes how the Black Plague changed Europe, particularly the region’s economy. Governments were forced to modify their techniques of collecting revenue, while getting involved in at times radical means to sustain the status quo between the rich and the poor. The cursing by the plague of the clergy right together with their supporters changed numerous beliefs of the people about the Church and its part in holding humankind within God’s mercy. Women and men took part in religious activities without the precaution previously performed to educate, train, and screen them, and detractors commented about the unfavorable outcome (Spielvogel 234). It is not an exaggeration to say that the foundations of Protestantism were built after the massive plague. European culture transformed as well, while vernacular literature and learning progressed against the Latin of the Church and governments. Not merely were there substantially raised demands and additional prospects for priests, craftsmen, and farm laborers, but also for teachers, doctors, legal officials, and law yers. Newly built universities and schools seemed to fulfill the need and demand, and several of them supported reforms that finally ended the medieval period (Spielvogel 234-5). However, the greatest impact of the Black Plague was on the European economy. The epidemic took the lives of both those who supplied the goods and those who demanded them, yet generally

How You Are Using Reflective Practice Nursing Essay

How You Are Using Reflective Practice Nursing Essay The aim of this assignment is to discuss how I am using reflective practice and codes of conduct in my journey to becoming a health professional. Through this discussion, the relationship between reflection, codes of conduct, and professional development will be demonstrated. For the purposes of this assignment, references to a reflection on an aspect of my clinical practice; namely maintaining patient confidentiality, will be made (see appendix). This reflection is guided by Gibbs Reflective Cycle (1988) (cited in Jasper, 2003, p. 77). I selected this framework as it allows one to reflect in a systematic manner on positive aspects of the experience as well as areas for improvement. Indeed, this aspect of my clinical practice will form the context of this assignment, as well as other relevant standards of conduct (Nursing Midwifery Council (NMC), 2008). The following paragraphs will discuss codes of conduct and the process of reflection with reference to my professional development. Nursing practice is underpinned by clear regulatory principles (the NMC code of conduct, 2008). The code provides standards of conduct, performance and ethics for nurses and midwives and is a tool in safeguarding the wellbeing of the public. As Goldsmith (2011, p. 12) states, the code should be used to guide daily practice. However, Sutcliffe (2011) argues that the code can be difficult to implement in practice. Sutcliffes argument is supported by first-hand experience during my placement. The following excerpt summarises the experience on which I reflected: During visiting hours on the ward a gentleman approached me to ask for the whereabouts of a patient (this patient had recently gone to theatre). In a helpful manner, I proceeded to inform the gentleman of the patients location. However, the conversation was interrupted by a member of staff who correctly established the identity of the visitor. In these circumstances, I did not uphold a key principle of the code: to respect peoples right to confidentiality (NMC, 2008, p.3); in spite of the fact that I had learnt about this principle prior to going on placement. This key standard of conduct is reiterated in the guidance published by the Department of Health (DH, 2003) and by the Caldicott report (1997) (cited in Crook, 2003). Whilst reflecting-on-action following this experience, the code offered a benchmark against which I evaluated my professional conduct. As a developing health professional I learnt that I must respect a persons right to confidentiality and I must act as an advocate for those who I am helping to care for. My reflective process highlighted the importance of regularly referring to the code and other supporting guidance so as to develop my professional practice in this area. In my reflection, I propose an action plan for managing subsequent situations. This action plan applies other pertinent aspects of the code, for example, to work effectively as part of a team, to share information with your colleagues (NMC, 2008, p.5) and to keep clear and accurate records (NMC, 2008, p. 6). With reference to applying these principles to my practice hereafter, I would consult the patients notes to confirm next of kin and patients location (i.e. theatre) and effectively communicate with colleagues about this situation. Furthermore, confidentiality is underpinned by trust (Pattison Wainwright, 2010). Gibbs action plan (1988) functioned as an aid to my learning and development. Throughout my career I plan to consider and reflect on the fundamentals of the code whenever I am thinking of my learning obje ctives and professional development (Goldsmith, 2011). Johns (2004, p. 1) proposes that the reflective process is a way of being within everyday practice. To illustrate this further, the technique allows the practitioner to become mindful of self within the context of a particular experience. The intention is to resolve incongruity between a practitioners own vision and actual experience (Johns, 2004). Schà ¶n (1987) (cited in Johns, 2004, p.1) distinguishes between reflection-on-action (as shown by my reflection) and reflection-in-action. For example, reflection-in-action refers to occasions when a practitioner takes a momentary pause during a particular experience in order to make sense of it and to consider how best to proceed. Consequently, as we become accustomed to thoughtfully analysing our practice following an event (on-action), the ability to reflect-in-action becomes a part of everyday practice (Johns, 2004). Mention should be made here of an absence of conventional research to support this argument; although anecdotal eviden ce has been found (Johns, 2004). These two layers of reflection; namely in-action and on-action, are the cornerstone of professional development. For me, reflection as a learning process will facilitate the move from a novice learner to an intuitive expert, by means of developing implicit knowledge accumulated from past experiences (ORegan Fawcett, 2006). As I reflect on subsequent experiences in the remit of patient confidentiality, I will develop practical and professional knowledge. The benefits of using reflective practice have been well documented. ORegan Fawcett (2006) explains that the process reduces the gap between theoretical knowledge and nursing practice and fosters the development wisdom and implicit knowledge. Fawcetts argument has been illustrated by my reflective process. It is important to discuss what it means to be a professional nurse in order to evaluate its significance to the reflective process and codes of conduct. A registered nurse acquires a body of specialist knowledge from the educational and practical setting. However, the idea of holding a body of knowledge is arguably less important than the ability to draw on intuitive knowledge, tuned through previous practical experimentation and reflection (Schà ¶n, 1987 Stevenson, 1990). My personal experience of the reflective process is that it facilitates the move from reflection-on-action to reflection-in-action. Similarly, this sophisticated skill reduces the perceived theory-practice gap. ( To summarise this discussion, I have used Gibbs reflective cycle to reflect on an aspect of my clinical practice; namely patient confidentiality. The code (NMC, 2008) has functioned as a benchmark against which I have evaluated my professional knowledge and behaviour. Indeed, the NMC advocates the use of reflective practice for professional growth. I can conclude that an improved skill in reflective thinking will drive my professional growth. Similarly, the values highlighted by the code are equally essential for the development of my professional accountability. It is important to note that the mutual function of reflective practice, codes of conduct and professional development is to ultimately deliver excellent nursing care to our patients. References Crook, M. A. (2003) The Caldicott report and patient confidentiality. Journal of Clinical Pathology, 56 (6): 426-428. Department of Health (DH). (2003) Confidentiality: NHS code of practice. Leeds: DH. Gibbs, G. (1988) Learning by doing: a guide to teaching and learning methods. Oxford: Further Education Unit, Oxford Brookes University. Goldsmith, J. (2011) The NMC code: conduct, performance and ethics. Nursing Times, 107 (37): 12-14. Institute of Health Records and Information Management. (1997) The Caldicott Report. London: IHRIM. Jasper, M. (eds.) (2003) Beginning reflective practice. Cheltenham: Nelson Thornes. Johns, C. (2004) Becoming a reflective practitioner. 2nd ed. Oxford: Blackwell Publishing. Nursing Midwifery Council (NMC). (2008) The code: standards of conduct, performance and ethics for nurses and midwives [online]. Available from: http://www.nmc-uk.org/Documents/Standards/The-code-A4-20100406.pdf [Accessed 25 February 2013]. ORegan, H. Fawcett, T. (2006) Learning to nurse: reflections on bathing a patient. Nursing Standard, 20 (46): 60-64. Pattison, S. Wainwright, P. (2010) Is the 2008 NMC code ethical? Nursing Ethics, 17 (1): 9-18. Schà ¶n, D. (1987) Educating the Reflective Practitioner. San Francisco: Jossey-Bass. Stevenson, J. S. (1990) The development of nursing knowledge: accelerating the pace. In Chaska, N. I. (ed.) The nursing profession: turning points. St Louis: The C.V. Mosby Company. pp. 597-607. Sutcliffe, H. (2011) Understanding the NMC code of conduct: a student perspective. Nursing Standard, 25 (52): 35-39.

Artificial System Of Sand Is Also Called The Mechanism Sand Essay

The Anatolian Peninsula, Also Called Asia Minor, Is Bounded By The Black Sea To The North, The Mediterranean Sea†¦ Anatolian peninsula, also called Asia Minor, is bounded by the Black Sea to the north, the Mediterranean Sea to the south, the Aegean Sea to the west, and the Sea of†¦ Premium Literature Of Region 7 Buyser-Aquino -Our Pride translated by Juliet B. Samonte -Letter to Pedro, U.S. Citezen, Also Called Pete by Rene Estella Amper -The Clay Pipe by Marcel M†¦ Premium Genres Of Literature or something and is not about that particular person or thing. * Letter to Pedro, US Citizen, Also Called Pete by Rene Amper viii. Narrative†¦ Premium An Analysis Of Letter Of Credit Operation In Nepal is an import LC while for the advising bank it is an export LC payment by means of letter of credit involves action between two banks, one in the importer’s country†¦ Premium Debate Argumentation and Debate Critical Thinking for Reasoned Decision Making TWELFTH EDITION AUSTIN J. FREELEY Late, John Carroll University DAVID L†¦ Premium It ( International Technology) to monitor all your monthly financial statements, and call the appropriate company or bank immediately to report issues. Also, review your credit report each year†¦ Premium Wwasfasf Business Driven Information Systems Paige Baltzan Daniels College of Business, University of Denver Amy Phillips Daniels College of Business, University of†¦ Premium Codendma Countries of the world Population gures are based on 2002 estimates. Country Afghanistan Albania Algeria Andorra Angola Antigua and Barbuda Argentina Armenia†¦ Premium English Novelists rich and famous. Pamela is written in a form of letters (epistolary novel) and it is also called Virtue Rewarded.Clarissa Harlow†¦ Premium Faizi invested, lent, or borrowed. 8the excess of a companys assets over its liabilities. 3 a capital letter. 2adj. 1 (of an offence or charge) liable to the death penalty†¦ Premium Environmental Converrastion summary particularly if you are sending your CV to recruitment agencies where a letter may become detached. You can also call this a career aim, profile or personal†¦ Premium Ptlls Assignments generation of: batch mailings using a form letter template and an address database (also called mail merging); indices of keywords and their page†¦ Premium The Concept Of Law recognition is more like a social practice than it is like a black letter rule of any sort. He also calls this fundamental rule. To follow and engage in the social†¦ Premium Random Spreadsheet Software data is organized in rows and columns, which collectively are called a worksheet. Database Software allows you to create and manage a database†¦

Body Piercing and Tattoos in America - Free Essay Example

Sample details Pages: 3 Words: 822 Downloads: 2 Date added: 2017/09/15 Category Advertising Essay Did you like this example? Daylinda Smith Dr. Mc Williams Exp. Writing 3200 October 28, 2009 Body Piercings and Tattoos in America For many people, body piercings and tattoos are on the fringe of society. People do this as an act of rebellion against the social standards. In many cultures, these body modifications have negative or positive acceptance, but in American’s society, body modification, for many decades, has received a very negative response. Nevertheless, body piercings and tattoos have become more mainstream. In many movies, advertisements, music videos, and television programs, people have flaunted their body piercings and tattoos. When did body modification become more acceptable in America’s society, and is it a passing trend in society? The answer is no. It was not until the middle 1990’s that body piercing came into style because of musicians and celebrities. Body modification appeared in the mid to late 1990’s and started gaining acceptance with performers like Brittany Spears and Christine Aguilera showing off their body piercings in music videos. The Craft, Fairuza Balk plays a character that has a nose piercing. This movie was produced in1996 and is one of the first movies where a main actress has a visible body piercing. Don’t waste time! Our writers will create an original "Body Piercing and Tattoos in America" essay for you Create order This actress portrayed a teenage girl in high school who would reach out to the younger generation of the mid 1990’s who needed a new way to distinguish themselves. However, this movie is one of the first media genres that would have body piercings and tattoos on a visible part of the body. In television show Charmed from the television season from 1998 to 2007 casted Holly Combs, Rose McGowan, and Alyssa Milano, all three of which had visible tattoos. Alyssa Milano did not only have tattoos but also a nose piercing on the television show. This television show ran for eight seasons beginning with the main characters all having some type of body modification in plain sight of the audience. Charmed was directed towards the younger generation in high school and young adult audience from 18 to 25 years old. With body piercing and tattoos in such obvious places on the actresses, the audience would gain the perception that body modification had become more acceptable. These young adults would move from the body modification as an act of rebellion to more of a fashion trend. Movies and television shows are not the only media that display performers with body piercings and tattoos. According to Sally Kubetin, â€Å"By the 1950’s and 1960’s, tattooing had become a mark of the marginalized among Americans, becoming a more common sight on prisoners, motorcycle bikers, and gang members—and rarely, if ever seen on Wall Street broker† (Kubetin). The media genre of music has been known for decades to have musicians with tattoos. The musicians of rock were best known for these tattoos. Musicians in bands such as AC/DC, Aerosmith, Iron Maiden, Poison, and many others have tattoos. Nevertheless, tattoos still received a negative response from conservative Americans. Singers in their 20’s and 30’s like Christina Aguilera and Brittany Spears were some of the first musicians that had body piercings. Singers were the pivoting point for young adults and people of their early twenties, proving that body piercings and tattoos were acceptable in society. Those in their twenties and thirties that are interested in body modification; aid the trend to imitate singers, but it has become acceptable within society to have body piercings and tattoos. Jenn Horne, on the College Student Journal states, 4â€Å"Today, tattoos and piercings have become more mainstream. This study reports the survey of 400 undergraduates at a large southeastern university. Regarding tattoos, 27% (women more than men) reported having a tattoo† (Horne and Knox). Tattoos and body piercings are very popular with growing population getting more of them every year. The different entertainment genres have drawn a new interest in tattoos and body piercings. Since the people in their twenties and thirties have embraced the idea of body modification the interest of these has gained popularity in society. According to Horne and Knox, â€Å"While no national data are available, numerous smaller studies suggest that about 20 percent of young age 18-25 have a tattoo; one third have a piercing â€Å" (Horne). This is due to so many celebrities getting more and more tattoos and body piercings. The response is that tattoos and body piercings have moved from being an unacceptable act of rebellion to a social normal. Body piercings and tattoos will remain acceptable in society as long as celebrities have them and desire these body modifications. Works Cited Charmed. Brad Kern. Paramount Pictures. 998-2007 Horne, Jenn and David Knox. â€Å"Tattoos And Piercings: Attitudes,Behaviors, And Interpretations Of College Students†. College Student Journal (2007): 1011-1020. Academic Search Premier. Ebsco. Austin Peay State University. Oct. 23 2009: https://web. ebscohost. com/ehost/ detail Kubetin, Sally Koch. â€Å"Researchers Seek To Quantify Prevalence Of Piercings, Tattoos: Are Tattoos, Piercings Mainstream?. Family Practice News. 34. 7 (2004): General Onefile. Gale. Oct 23. 2009: https://find. galegroup. com/gtx/start. do The Craft. Andrew Fleming. Columbia Pictures. 1996

Genetic, Chemical, And Functional Characteristics

Beginning in the mid 1800’s, Gregor Mendel discovered that hereditary factors determine an organism’s physical, chemical, and functional characteristics but would take many years before being accepted . Once Mendel’s work was rediscovered in the 1900s, scientists began to search for the molecule involved in inheritance that led to the discovery of deoxyribonucleic acid (DNA) the hereditary material present in the cells of all living organisms. In 1928, Frederick Griffith performed the first major experiment that led to the discovery of DNA by studying two strains of the pneumococcus bacteria. Of the two strains he studied, one caused pneumonia (lethal) and had a smooth appearance while the other strain did not cause pneumonia (non-lethal)†¦show more content†¦Then exposing live non-lethal cells to the macromolecules separately. When the live non-lethal cells were exposed to the lethal strain DNA, they were transformed into lethal cells. Avery concluded that when the lethal cells in Griffith’s experiments were killed, DNA was released. Some of the non-lethal bacteria incorporated this DNA into their cells, and this changed the bacteria into lethal cells. Avery’s conclusions were not widely accepted in which many scientists continued to question and experiment to determine whether proteins or DNA were responsible for the transfer of genetic material. In 1952, Alfred Hershey and Martha Chase published results of experiments that provided defining evidence that DNA is the transforming factor. These experiments involved a bacteriophage, a type of virus that infects bacterial cells. Three components made the experiment ideal for confirming that DNA is the genetic material: First, they are easy and inexpensive to maintain; second, they can produce new viruses rapidly by injecting a part of themselves into a host cell; and third, bacterial viruses consist simply of a core of DNA surrounded by a protein coat. Hershey and Chase then labeled both parts of the virus to determine which part was injected into the bacteria and which part was the genetic material. Using a technique called radioactive labeling, Hershey and Chase were able to trace the outcome of the