Case study Essay Example | Topics and Well Written Essays - 1000 words - 39

Case study - Essay Example It must be noted that at the present moment my career as well as family life are in harmony. On the one hand, I am able to pay sufficient amount of attention towards matter that contribute to my development as a professional. On the other hand, I feel that I always have to spend with my family and I can hardly recall any instances when I had to experience any difficulties because of work in terms of my work life balance. Nevertheless, if I think about the issue in question in the long run, I might point out that the mindset of corporate America does not really suit me when it comes to harmonizing work and family. I see that the government has taken a rather radical position with regard to maternity leave. I do acknowledge the fact that capitalism and free market by far constitute the fundamental beliefs of the American way of life; however, similar to many people, I am strongly convinced that the government is able to do better when it comes to caring after its citizens. If 160 other countries in the world were able to adopt a similar practice and did not collapse, then the United States might follow the suit as well (Shaw & Barry, 2015, 451). The question whether the United States should require companies to provide paid maternity leave is extremely controversial. On the one hand, this is exactly what people want it to. In spite of the fact that there are numerous generations of families who raised their children without paid maternity leave, the majority of the public feels that this might be a valuable contribution to their welfare. On the other hand, there is a considerable number of people who dislike socialism and would oppose to any elements of it being introduced into the capitalistic American society. That is why the government should not require companies to provide paid maternity leave as it would distort the economic environment within the country. In addition to that, if a company

The Irish Participation in the American Civil War Essay

The Irish Participation in the American Civil War - Essay Example As the discussion highlights the Fighting 69th is lead by Thomas Francis Meagher during the American Civil war and led the said Union through the main visions. One is to have a clear message towards Britain on an action supporting the Union in Ireland regarding the interventions favoring the opposing group. For that matter, it also confirmed the second objective that is to set the goals of the Irish people to have a unified support for the group. Lastly is to have a unified cooperation from the Catholic minority. This paper outlines that Thomas Francis Meagher and the Fighting 69th had been chosen to represent the significant characters in the American Civil War on the basis of the courage and determination that they possess in helping the people of the US. It can be perceived that even with the conflicts in their homeland, the members of the group went to fight their battles to be able to contribute if not for the achievement of the unified goals of the people in Ireland but in the United States. Meagher although an Irish exile due to political reasons, had been able to contribute in the American Civil War by leading the Union. Included in the contributions of the Union can be related to the lineage and history of service through the period of the American Civil War. From the 1st Regiment of the Irish Brigade, the 182d Infantry New York State Volunteers and the 69th National Guard Infantry, the contributions of the group can be considered notable. These groups were united by Meagher under th e Irish Brigade with the historical fight during the Seven Days battles.

Reflection Paper on Nursing Mentor

Reflection Paper on Nursing Mentor Scenario/Situation I was working with preceptor to supervise undergraduate students on their clinical rotation in different units of Aga Khan University Hospital. The students were divided into two groups; my preceptor and I supervised one group and another course faculty supervised the other group. It was the end of second week of clinical rotation, when one group of students complained to my preceptor that their assigned teacher is not visiting them for the last two weeks even not responding their e-mails and phone calls. In addition, they also stated that clinical preceptor is not facilitating them for their clinical based project because there was no direct communication between course faculty and preceptor. My preceptor kept quiet and did not respond to the students. My role in the Situation/Scenario I was surprised to hear the complaint stated by students because I wondered that how it could be possible that a teacher, who is working in a standardized institution (AKU), will not fulfill her responsibilities. I assumed that teacher must have been going to clinical but due to some reason, she might not be able to see some of the students. Based on my assumptions, I defended the teacher in front of the students by saying that â€Å"how it can be possible that she did not visit students for a single day on their clinical rotation†. In response to my verbal defense for the teacher, students showed anger by muttering to each other, â€Å"She is doing favor of the teacher and not paying attention to our concern†. Reflection Later on, I reflected on the scenario and asked a few questions to myself. Did I answer appropriately to the students? Why my preceptor kept quiet in front of students? What could be the reason that teacher is not going to supervise students on their clinical? Is it not expected from a teacher to visit students on their clinical? What are the students’ expectations from their clinical rotation? What is the role of clinical preceptor in facilitating students on their clinical? Analysis of the Situation and my Learning After analyzing the situation, I regretted for what I said to the students after knowing the fact that teacher did not supervise students for a single time. I realized that I should not respond to students as I did based on my assumptions of a standardized institute rather I should take some time to analyze the situation and then respond to students according to the scenario. If I would be given a second chance for the same kind of situation/scenario; I would say, â€Å"let me give some time to ask from the teacher that how we could solve the situation or facilitate you (students)† in order to be fair with the teacher and students as well. I thought a number of reasons for silent attitude of my preceptor in front of students. I assumed that there could be two alternatives for demonstrating silence by my preceptor; one is that she is not concerned about others what they are doing in their job. The second reason could be that she might be already aware of the situation that other teacher is not attending the clinical. I discussed this issue with my preceptor and I was surprised to know that my preceptor was already aware about the situation and she had forwarded the report to the respective director of undergraduate program. There could be a number of reasons if a teacher is not performing his/her duty to supervise students on their clinical as required. One could be personal attitude of a teacher that she/he may not be interested in supervising students on clinical; the second reason could be poor health of a teacher. Besides, there could be a possibility that teacher is overburdened due to some other assignments restricting her to perform the job. I realized that, a teacher must report it to the prospective supervisor or director whatever the reason he/she had rather than ignoring and compromising the students’ learning. I have learnt from the situation that if I would be given the responsibility of clinical supervision of students, I would perform my job as per the requirement. If there would be some reason, I would report my concerns directly to my supervisor/director. Furthermore, I would arrange some alternatives for it; for example, I can request to some other faculty for replacing my duty and facilitating students on their clinical rather than compromising students’ learning and giving a bad impression of myself to students. Role of a Teacher and a Preceptor in students’ clinical based learning I have analyzed the role of a teacher and clinical preceptor through available literature; a teacher should supervise the undergraduate students during their clinical to facilitate them for better learning outcomes (Borch, Athlin, Hov, Duppils, 2013). If a teacher is not monitoring students on clinical then it is not only difficult for a teacher to grade/mark their clinical evaluation, but also compromise students’ learning in terms of not addressing their learning needs. Furthermore, the role of preceptor is also very crucial in facilitating the students for required clinical hours and clinical based learning. A preceptor’s support and guidance facilitate students to gain confidence and ease their anxiety during clinical hours (OConnor, 2014). I learnt from the scenario that there are a number of essential aspects of effective preceptorship model. Preceptor must be informed in advance (before the commencement of students’ clinical hours) for what is expected from her/him and must be agreed to facilitate the student for his/her learning. There must be clear communication between course faculty and clinical preceptor for students’ facilitation for their clinical learning. In addition, course faculty must arrange a face-to-face meeting with clinical preceptors and students so that the expectations of students and preceptors should be communicated ahead of time. Role of Students in Clinical Based Learning The role of students is also very important in clinical based learning environment. For clinical based learning, students are expected to formulate and share learning objectives with their course faculty and clinical preceptor. Moreover, students are required to fulfill the required clinical hours and work under clinical preceptor’s supervision for completion of learning objectives. Students should discuss the issues and concerns with their preceptors and course faculty as needed. In addition, students value the presence of a teacher for their learning during clinical (Bjork, Berntsen, Brynildsen, Hestetun, 2014) as they can openly discuss their concerns and issues related to their preceptor and clinical environment. It enhances their confidence level and makes them responsible and accountable for their learning. I have learnt from the scenario that, clinical based learning is both challenging and rewarding for the students. Students may come across different types of challenges such as, development of learning objectives in relation with the course objectives, and prepare self for each clinical day. On the other hand, students learn best from their clinical based experience and gain confidence in decision making with facilitation of the preceptor. In addition, they also experience teamwork by coordination with preceptor and course faculty. To conclude, clinical based learning is significant particularly in nursing profession. For clinical based learning, students should provide the opportunity for application of theoretical concepts into practice in order to prepare them as the future nurses. For clinical education, students, course teachers, and clinical preceptors play an essential role in achieving the desired results for students’ effective learning outcomes. Course teacher must be accountable for their responsibilities towards students’ clinical learning and assessment. In addition, regardless of the reason, one must approach the suitable way to solve the issues rather than assuming or ignoring the situation. Moreover, students, course faculty, and preceptors must have clear expectations from each other about their clinical rotation and the learning objectives.

Spanish-American War :: essays research papers

The cause of the Spanish-American War relates directly to Cuba, and the sinking of the U.S.S. Maine. In 1895, Cuba was extremely governmentally disorganized, and was beginning to rise against Spain. The Cuban’s soon adopted a conception that the more damage that they did to the Cuban mainland, the faster the Spaniards would leave Cuba, and the Americans would help the Cubans to win their independence. The Americans soon came to Cuba, in an attempt to assist the Cubans in their fight for freedom. The Spanish intervention with Cuba threatened the trade routes that America had near, and with Cuba. By helping Cuba, America would be vastly saving itself economically because these routes were highly valuable. During this time you must remember that the United States had a new, powerful Navy, and they were anxious to show their power off to the rest of the world. Cuba served as the perfect stage to put on a show. When Spanish General Weyler arrived, he controlled the rebellion in Cuba by herding the Cuban citizens into enclosed concentration camps. They were detained under very unsanitary and inhumane conditions. Many of them died. This treatment of the Cuban people by the Spanish angered the American public, and they demanded that war be declared against Spain. The American people were clearly disgusted by the way the Spaniards treated the Cubans. Why wouldn’t they be? The Spaniards treated them like scum. They were livid; the Americans wanted the government to take action against the Spaniards for the actions they took against the Cubans. Both Presidents Cleveland and McKinley tried to keep America out of war. In 1896, Congress overwhelmingly passed a resolution that called for President Cleveland to review the impending situation in Cuba. The anti-imperialist Cleveland refused to do anything. But, on February 15, 1898, the American battleship U.S.S. Maine anchored in Havana Harbor exploded. Two hundred and sixty of the American crewmen were killed. On April 11, 1898 President McKinley went to Congress and asked for American troops to stop the war. Congress agreed and on April 25 the U. S. declared war on Spain. In McKinley’s declaration of war against Spain, he stated "For the recognition of the independence of the people of Cuba, demanding that the Government of Spain relinquish its authority and Government in the island of Cuba, and to withdraw its land and naval forces from Cuba and Cuban waters, and directing the President of the United States to use the land and naval forces of the United States to carry these resolutions into effect.

Critical Thinking and Its Beneficial Use Essay

There are nuggets of wisdom about life that tell of applicable truths about it. We can surely find an array of them: â€Å"live like there’s no tomorrow†, â€Å"do good and avoid evil†, â€Å"do not do unto others what you do not want others do unto you†, among others. But there is one adage about life that most people – if not all people – will personally come across as they grow old in life. It goes by the phrase, â€Å"life is the best teacher in the world. † Even modern schools of thought accede to this; for one cannot simply dismiss the truth that lies in the fact that â€Å"experience†¦is a major resource in learning situations† (Brookfield, 1986, p. 38). True enough, there are experiences in life that teach vital lessons. They can figure in the learning one draws from school, or the decisions one takes on oneself, or even mistakes one commits in the process. But learning from the past does not necessarily have to translate to committing so many indecisions and mistakes in life. While learning generally stems from the lessons one draws from the past, one does not always have to commit mistakes to know which decision works or not. There can be a lot of things at stake and far many more things to lose were one to put on an attitude of laxity in facing life. Surely, life may allow certain latitude for mistakes; but the general thumb-rule about it runs by the premise that one engages first in thoughtful consideration of possibilities and consequences before making a major decision. As it were, this is where critical thinking comes in. Critical Thinking: Its Nature and Aspects Critical thinking is basically an exercise involving correct reasoning. At the very least, critical thinking is done to arrive at a correct judgment over matters that may or may not lead to a certain kind of decision. Thomson would define critical thinking as an exercise that is â€Å"centrally concerned with giving reasons for one’s beliefs and actions, analyzing and evaluating one’s own and other people’s reasoning, devising and constructing better reasoning† (Thomson, 2002, p. 2. Fundamentally, critical thinking is a process and not a possession of an immediate or intuitive knowledge. One does not usually engage in critical thinking if he or she is not willing to undergo its meticulous process – a process which may involve the following activities: recognition of the problem, gathering of facts, analyzing gathered data, evaluation of other possibilities, and, last but not least, drawing logical conclusions (Thomson, 2002, p. 2). According to Thomson, there are at least three major aspects involved in critical thinking. First, to think critically means analyze the kind of reasoning one submits. In this process, one is enjoined to â€Å"pick out those features of language which tell us that reasoning is taking place† (Thomson, 2002, p. 5). It must be remembered that reasoning is done on a daily basis. Which is why, one needs to discern the nature of reasoning one encounters – whether it is descriptive, analytic, or in many cases, argumentative. The second aspect is the assessment or evaluation of the correctness of the reasoning. Assessment is quite important in the critical thinking process since it entails reviewing all the facts being presented as bases for arguments. â€Å"Assessment,† says one book on learning, is â€Å"a process of reasoning from evidence† (Pellegrino, et. al. , 2001, p. 42). Too often, one’s reasoning becomes correct or not based on the way one assumes judgments over facts. It is therefore important to get into what the facts tell. After all, facts don’t lie; and for one to use them as vital for critical thinking, facts are must observed well, interpreted reasonably and understood correctly (Pellegrino, et. al, 2001, p. 44). The third aspect is about drawing conclusions – logical conclusions that is. Usually, any kind of reasoning will have both premises and conclusions. One’s task is to see the coherence of the premises (gathered from facts or observations) with the conclusions (usually comes as judgments or decisions being made over something) being forwarded. Critical thinking has to end up making a kind of judgment after all things are considered. But at the end of this process, one must always remember that the repercussions of one’s judgment shall measure the amount of critical thinking one has engaged in before making decision. The fruit, they often say, does not fall far from the tree. By Way of Conclusion: Exercising Critical Thinking in Life The profession that I have requires a lot of critical thinking as well. Being assigned as a security manager for a defense contracting company, I am tasked to oversee the performance of at least five to seven persons under my care. I realized that handling people is not like sitting on some paper works or transcripts. To manage people means to give an ear to many of their reports and assessments. Since as persons, they are entitled to act on their particular judgments, it is my task to be critical about what they tell me. Too often, I see myself evaluating if a person has to be fired from his or her post after committing serious errors in the field. Yet there are instances too when I would find sufficient reasons to give an erring employee another chance depending on circumstances that defined the moment. Either way, I am required to be very careful about the situation, and exercise critical thinking for that matter. My experiences made me realize that critical thinking has two important benefits. First, it reduces the possibility of errors. Since my job involves a lot of decision making not only about the nature of jobs that need to be done, but also the way my people should do them, I have to avoid as many mistakes as possible. A mistake of firing an employee for instance may have serious repercussions not only for the company for also for the family of the employee I fire. Critical thinking – and all the processes that it entails: recognition, assessment or evaluation of facts, and drawing logical conclusions – helps me a lot in minimizing the possibility of committing a very bad decision. Second, I came to appreciate critical thinking as a good way to make my decisions logical and objective. Many times, I am faced with decisions over people. As much as I want to be very objective about them, I am also faced with the fact that I can operate based on my personal biases about people. Critical thinking enables me to dwell on the facts, and base my decisions not so much on the basis of personalities, but on account of results or issues. Works Cited Brookfield, S. (1986). Understanding and Facilitating Adult Learning. California: Jossey-Bass. Pellegrino, J, Chudowsky, N. & Glaser, R. (2001). Knowing What Students Know. Washington, DC: National Academy. Thomson, A. (2002). Critical Reasoning. A Practical Introduction. New York: 2002.

Management Competency Framework Essay

Introduction Blaenau Gwent’s new competency frameworks have been developed to support the Authority’s ambitions to continually improve the services we provide to our customers. A group representing all Directorates within the Authority developed the frameworks, and consultation also took place with all department management teams to ensure the frameworks are appropriate and fit for purpose. The frameworks are focused on attitudinal and behavioural competencies, rather than those that look at technical skills. This is because we traditionally have been able to address technical gaps in knowledge through established training and development activities. Behavioural and attitudinal development has not had the same intensity of attention, and the frameworks aim to address this, as it is a crucial aspect of continually improving the services we provide. This particular framework applies to those who report to a Divisional/Service Manager and have an operational management role (which includes managing others), or where the professional /technical role requires regular operation at this level. Below are answers to some of the questions you may have about the frameworks. What is a Competency Framework? Competency frameworks are a method of describing the underpinning values that shape and define the culture of the Authority. They also provide clear focus to support the development of staff in order to deliver the best possible services. The competencies within the frameworks have been substantially derived from the People Strategy, the Staff Opinion Survey, and consultation with senior managers, and are focused on ensuring we have the capacity to deliver the strategic objectives of the Authority and make Blaenau Gwent a better place to live and work. There are two generic frameworks that the Authority will be using; 1. Management Competency Framework – this will apply to you if your job involves you supervising or managing other people. The Management Competency Framework splits into 3 levels. The particular level that applies to you depends on the level of your management responsibilities. 2. Generic Competency Framework – this will apply to you if your job does not include supervisory or management responsibilities. There are a number of competencies in each framework. Underneath each is a general description of the competency, followed by a list of attitudes/behaviours that would indicate competence in the relevant area. The list is not exhaustive but is designed to give a flavour of the approach that the Authority encourages in all staff that the framework applies to. There is also a negative statement at the end of each competency to indicate the sort of behaviour that is actively discouraged, as it works against the principle of continual improvement that the Authority is striving for. 3 Why do we need a competency framework? The competency framework serves several purposes, which together enable the Authority to improve and develop its staff and services. The framework: 1. Informs prospective recruits what is expected of them 2. Informs staff of the sort of attitudes and behaviours the Authority encourages when carrying out their duties 3. Informs staff of what they can expect from their managers 4. Shapes and defines a culture based around strong principles such as partnership, continuous improvement, constructive challenge, and being citizen centred 5. Supports staff at all levels in their development in order maximise their potential The frameworks also link to some of the key strategies that drive the objectives of the Authority, such as the People Strategy and the Training & Development Strategy & Policy. The headline competencies are closely linked with the Authority’s strategic objectives, as these are crucial to fulfilling our obligations to our customers. How will they be used? Initially all staff will receive information about the frameworks and be encouraged to informally assess themselves against the framework that applies to them, with a view to developing their skills in all areas of the framework. The frameworks will also be built into a revised Performance Review Scheme (PRS) and recruitment process. The frameworks will be reviewed and revised to ensure they reflect the needs of the Authority and its staff. Leading People Leads and motivates others to continually improve performance. Is approachable, supportive, and demonstrates integrity, fairness, and high personal and professional standards. A Blaenau Gwent Manager Sets the standard of leadership for the service Provides clear direction and goals for the service Takes direct responsibility and is accountable for actions Ensures the principles of equality and diversity are embedded in the service Recognises and celebrates others’ contributions & achievements Challenges inappropriate behaviour A Blaenau Gwent Manager does not Consider it someone else’s job to inspire the service Communicating the Vision Sees the â€Å"big picture†. Interprets and sets out how the vision is linked to the service. A Blaenau Gwent Manager Translates the vision into operational objectives Develops long term objectives and strategies for own service area to achieve the vision Proactively promotes the vision to others Ensures others understand how their role contributes to achieving the vision A Blaenau Gwent Manager does not Regard the vision as unconnected from service objectives Facilitating High Performance and Results Is enthusiastic, ambitious, determined, and confident to challenge, ensuring high levels of personal and service achievement. Has stamina and willpower to deliver results. A Blaenau Gwent Manager Is committed to continually improving performance of self and others Sets ambitious performance targets and priorities for self and others Gives regular, constructive feedback on team/individual performance Motivates others to achieve and improve performance Recognises and celebrates success Challenges poor performance appropriately Seeks learning opportunities from results A Blaenau Gwent Manager does not Regard the status quo as acceptable Maximising Potential Develops and encourages personal development to improve performance and contribute to continual improvement. A Blaenau Gwent Manager Encourages and develops personal accountability in others Encourages others to think for themselves Promotes risk-taking and supports appropriately Develops the skills, experience, and ambition of others at all levels to enhance flexibility of services Promotes development in self and others Supports and trains others in own areas of expertise A Blaenau Gwent Manager does not Make negative assumptions about others’ ability to contribute Communicating Communicates openly and effectively, ensuring that messages are clear and concise. Adapts content and style to help others understand. A Blaenau Gwent Manager Promotes a culture of open communication Communicates effectively, using a variety of styles, with a broad range of people Creates and develops networking opportunities to influence Actively listens and respects others’ points of view Checks own and others’ understanding A Blaenau Gwent Manager does not Fail to consider the most effective way of communicating Making Informed Decisions Ensures decisions are based on sound evidence and linked to improving services. A Blaenau Gwent Manager Considers implications of proposed decisions Ensures decisions link to continually improving performance Understands problem solving is part of the improvement process Has the confidence to make ambitious, difficult, or unpopular decisions Is able to justify and explain decisions A Blaenau Gwent Manager does not Accept decisions without reviewing or challenging Working Together Understands and contributes to effective working across all sectors, and identifies potential areas of improvement, ensuring partnerships are focused on outcomes. Works effectively with colleagues in all departments. A Blaenau Gwent Manager Understands partnerships in the context of the â€Å"big picture† Promotes and contributes to multi-agency partnerships to continually improve services for the citizen Networks effectively internally and externally Identifies the expertise of others Proactively shares knowledge and information Seeks out the most appropriate people to contribute to partnership working, both inside and outside the service A Blaenau Gwent Manager does not Pay lip service to partnerships or work in isolation Promoting a Citizen Centred Culture Drives and promotes an outward-facing culture and service that is genuinely citizen focused. A Blaenau Gwent Manager Recognises the importance of contributions from the community to setting and achieving continually improving services Promotes and develops a continually improving citizen-focused culture within the service Contributes to initiatives enabling regular consultation and feedback from citizens on the quality and appropriateness of service delivery. Engages with the community appropriately and respectfully Is an ambassador for the organisation and the community it serves A Blaenau Gwent Manager does not Deliver services that meet organisational needs rather than the needs of citizens Working With Councillors Understands the political context and is aware of own role and responsibilities when communicating with Councillors or referring to others. A Blaenau Gwent Manager Establishes and continually improves positive and appropriate interaction with all Councillors Provides timely, constructive, high quality professional advice to assist the political decision making process Abides positively with the protocols relevant to the political relationship Is confident to refer enquiries to others when appropriate A Blaenau Gwent Manager does not Allow self or colleagues to be intimidated or fail to adhere to appropriate protocols when self or colleagues interact with Councillors, including inappropriately influencing, or being influenced, to the detriment of the organisation Pushing the Boundaries Is creative and innovative in seeking to continually improve the service. Manages change effectively and is willing to take calculated risks. Challenges where appropriate. A Blaenau Gwent Manager Regularly and constructively challenges the status quo Proactively thinks how potential change will affect the citizen Taps into the innovative and creative potential of others Considers different methods/approaches Encourages others to suggest new ideas Supports and develops others’ ideas Looks creatively inside and outside the organisation for new ideas and actively shares good practice A Blaenau Gwent Manager is not Satisfied with maintaining the existing arrangements and performance of the service