Reading between the Lines In Search for Fallacies

One of the most topical issues in the sphere of literature, the problem of fallacies will always remain on the agenda. Sometimes it seems that conveying the idea of the story without distorting it or suggesting a slightest deviation from the topic is completely impossible.Advertising We will write a custom essay sample on Reading between the Lines: In Search for Fallacies specifically for you for only $16.05 $11/page Learn More Analyzing the text â€Å"Help Those Who Help, Not Hurt, Themselves†, one can notice a number of fallacies to mark. Although the idea of the text is quite clear, certain issues might cause quite an example of a common misunderstanding. A good example of a typical fallacy in the text is the metaphor that links the homeless people to the homeless animals, in the given case, the squirrels in the park. Calling both of them homeless, the author thus allows the following suggestions: the people are homeless; the squirrels are as w ell. Saying that the government gives the homeless financial support, the author of the text thus allows the supposition that the government provides financial support for squirrels as well, which is obviously not true. The example of the fallacy driven above can be classified as a typical formal fallacy that presupposes a conclusion based on false logical considerations. An obviously erroneous train of thoughts, this leads to a conflict within the text, making it somewhat ridiculous and thus hindering the understanding of its purport. Another example of fallacy in the given text is the typical verbal fallacy; to be more precise, it is what must be called a straw man – the peculiar means of distorting the truth. A verbal fallacy, it can possibly lead to certain confusions as well. Assuming that all homeless people are poor, the government considers that they must be assisted in the same way as the poor – namely, by providing them with the financial help that is suffici ent to sustain their life and keep them away from leading a vagrant lifestyle. However, it is obvious that such assumption is not a single inch closer to the truth. The last, but not the least, is the so-called ad populum. As the author of the text emphasizes, the society is completely guilt-ridden, which results in the fact that the society starts feeding beggars. Logically, this can be positioned rather as a false attempt to call for the people’s feeling of compassion instead of really helping people cope with the problem.Advertising Looking for essay on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is obvious that, trying to solve the issue concerning the beggars in the country, the government is applying to the publics mercy, asking them to help those in need. However, regarding the state of the beggars, one can see clearly that these are the alms given to them only make the situation worse. Getting used t o the charity, these people forget how to earn for a living, which means that they will never be able to return to the society. Thus, it must be admitted that in the given case, there is a misconception commonly known as ad populum taking place. it must be mentioned that fallacies are of considerable impact on the result of the argument. Once using inconsistent arguments, one inevitably loses the argument. Unless the ideas driven for the discussion are well developed and thought-out, the result of the debates will be a failure. Therefore, considering the facts and the circumstances, one has to take special care of the basic facts and evidence available. This essay on Reading between the Lines: In Search for Fallacies was written and submitted by user Dalia O. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The Ultimate Resume Guide for Every Job Seeker

The Ultimate Resume Guide for Every Job Seeker Remember that old song by Destiny’s Child, â€Å"Skills, Skills, Skills†? Oh, wait, that was â€Å"Bills, Bills, Bills.† Still, you can still use that old tune to remind you that skills are the beating heart of your resume. Work experience and your network are essential to get you to the next step, as is a solid interview performance, but skills are what get you hired. Think of them as a kind of currency: you collect them along the way, and trade them to employers in exchange for experience and more skills to add to your wealth. They’re also something that affects every level of job seeker, from the least-experienced folks just starting out to those who have many years in the trenches and are looking for a new job. No matter who you are, you can always find new and better ways to build and showcase your skills to take advantage of new opportunities. 1. Which Skills Belong On Your Resume?2. The Newbie Applicant3. The Changing Careers  Applicant4. The Paus ed Career Applicant5. The Promotion Seeker via ImgurWhich Skills Belong On Your Resume?â€Å"Skills† can seem like an abstract concept. We hear about social skills, communication skills, job skills, sports skills. On the most basic level, skills answer the question, â€Å"What am I good at doing?† or â€Å"What are my competencies?† In the context of the resume, we get more selective and focus almost entirely on the types of skill areas that help you do your job:Communication skills: How you convey needs and results to colleagues or clients, or how you present yourself in writing and in personProblem solving skills: How you approach challenges in the workplaceOrganization skills: How you structure your tasks, and set up the resources you need to do themTechnical skills:  How you use tools (like specific equipment, programs, or processes) to do your jobInterpersonal skills: How you interact with bosses, colleagues, team membersHard Skills vs. Soft Skillsâ€Å" Hard† skills are those that are easily quantifiable, and can be learned formally. Some examples:Software training or competency (like Adobe Photoshop, Microsoft Office, InDesign, SalesTracker)Program certificationsComputer programmingForeign language fluencyTyping (words per minute)Hard skills are important because they show immediately what you can do. If you have training in Photoshop or other photo editing software, that tells the resume reader that you have a very specific area of expertise. Hard skills are ones that can be developed fairly easily, though tutorials, classes/education programs, or practice.RELATED:  13 Skills You Need to Put on Your Resume â€Å"Soft† skills are those that are a little more subjective and open to interpretation- but don’t be fooled into thinking they’re less important! Some examples:CommunicationWork ethicProblem solvingTeamworkOrganizationMultitaskingAdaptabilityCreativitySoft skills are harder to pick up; they tend to come more through experience and personality instead of a class or tutorial. However, soft skills are gaining more traction in the job hunt world, as hiring managers look for personalities that will mesh well in their work environment. This is not to discount the importance of experience and hard skills- but recruiters and others are turning more and more to the less quantifiable strengths (sometimes referred to as â€Å"emotional intelligence†) that suggest a well-rounded candidate.So which set of skills reigns supreme? Well, neither- and both. The best resume will have a strong showing in both categories, so you’ll need to find a balance between them. The important thing to remember is that your resume should play to the strengths required by the job you’re seeking. If you’re applying for a job that has a heavy computer programming focus, emphasize that on your resume, but also make sure to include bullet points about how your softer skills support t hat hard skill. The way you use these skills on your resume may also be affected by what kind of goal you’re hoping to achieve in your job hunt. If you’re a non-traditional candidate (entry-level, applying for jobs after a break, or already employed), the best format for you is likely a skill-based resume over the traditional reverse-chronological format. Let’s walk through different job seeker scenarios to see what would be the best way to use your skills on your resume.The Newbie ApplicantIf you’re just entering the workforce, creating a resume can be really tough. How do you fill in that page when you don’t yet have much experience? This is where skills become especially important- because you may not have work experience yet, but you definitely have skills. It’s just a matter of framing those in a â€Å"hire me† way. Through your classes and activities, you likely picked up experience in problem solving, or teamwork, running meeti ngs, or communicating with others. These may not fall under the heading of â€Å"work experience† per se, but don’t count out your skills just because you haven’t been paid for them (yet!).RELATED:  10 Biggest Job Search Mistakes of New College GradsAccording to The Muse, there are many soft skills that you may have picked up along the way without even realizing it, including:Analytical skillsTeaching classesEditing publicationsDramatizing ideas of problemsOrganizing people and tasksRaising fundsCommunicationMotivating othersSetting up demonstrationsAdvising people writing reportsCoordinating eventsMeeting the publicCustomer ServiceFinding informationManaging your own timeBookkeepingCounseling peopleInterviewing peopleProblem solverSchedulingEnduring long hoursIncreasing productivitySelling productsEscorting VIPs on toursInventing new ideasOffice managementInvestigating problemsDisplaying ideas graphicallyHandling complaintsPersuading othersUpdating filesAdmin istering programsDelegating responsibilityAnalyzing dataArranging social functionsAdvertising/promoting eventsSpeaking in publicEvaluating programsProposing alternate approachesConfronting other peopleCorresponding with othersInterpreting languagesListening to othersEntertaining peoplePreparing materialsManaging an organizationDispensing informationWorking under pressureHandling detail workSketching charts and diagramsWorking collaboratively with people with different backgroundsImagining new solutionsPlanning organizational needsMaking decisions with incomplete informationSupervising othersCollecting moneyRunning meetingsCompiling statistics And don’t forget personal skills as well- those can show potential employers what kind of employee you’d be. Prized personal skills include punctuality, flexibility (think â€Å"adaptable,† not â€Å"gymnast†), responsibility, persistence, and creativity. The best way to use those on your resume is to tailor the docu ment to the job description for which you’re applying, and come up with examples (bullet points) of those skills that match the job. After all, the hiring managers will understand that you’re fresh on the job scene, experience-wise, but you want to help them understand how you’re already well equipped for that next step into the career world. Your career path might be a blank slate at this point, but you’re not.The Changing Careers  ApplicantA similar scenario is someone who’s changing careers, or shifting lanes within an industry. If you’ve decided to pull a career switcheroo and pursue a different type of job from the ones you’ve already held, experience can be as much as an issue as it is when you’re just starting out.RELATED: 6 Things You Must Know About Changing Career In that case, a skills-based resume could help ease that transition. In this kind of resume, you put a hefty â€Å"Skills† section front and center , followed by an abbreviated work history section- tailored to the highlights you can most easily apply to your potential new job/industry. You can also skip bulleted points, and just include company names, position titles, and dates. Definitely include any volunteer experience or internships, classes, etc. that pertain to your hoped-for job. On a traditional chronological resume for an experienced employee, you’d likely skip those (unless directly relevant to your job), but here you’re aiming for flexibility and the transferability of skills you already have.The Paused Career ApplicantResume gaps can occur for a lot of different reasons: job loss + challenging hiring landscape, personal issues, maternity/paternity/family leave, etc. Whatever the reasons, your skills can be recruited to help ease the frustration of experience/work history gaps on your resume. The most important thing to remember is that this isn’t necessarily a dealbreaker: you just need to do a little extra work and tailoring to show that the gaps don’t define your career path or goals. The skills-based resume is a good option for you as well. You want to emphasize that regardless of your experience, you have the tools necessary to be a great employee.RELATED:  6 Ways to Handle Employment Gaps on Your ResumeFor your skills-based resume, it’s extra important to customize your resume for the individual job description. You’ll need to be able to a) get your resume seen by someone who might be screening for more experience or who’s currently working in the field; and b) convince the reader that hmm, this person may have a gap, but s/he’s got experience and the right skills, if not doing it currently. Before applying, do your research:Which tasks/skills are specifically outlined in the job description?What background information can you find about the company’s values? (Company websites often have mission statements, or brief summari es of the company’s values and goals.)Does anyone in your network work at this company? If so, the benefits are twofold: this person could help get your resume in the right inbox, but he or she could also give you some insight into what the company’s culture is like, and what qualities would be most welcomed.Once you have as much info as you can find, tailor your â€Å"Skills† bullets. For the work history, you can keep the position info brief and as vague as you dare- just know that if you don’t include dates or company names, it could be either a red flag to a reader, or lead to specific questions about it in an interview. It’s okay to be honest about gaps and employment dates†¦just be prepared to speak to why, then pivot the conversation about how you’re ready for the opportunity at hand.The Promotion SeekerIf you’re seeking an advancement where you already are, your case is a little different from the resume builders mentione d above- you’re already in, you just want to go up. In that case, it can be easy to dismiss the need for a resume at all. After all, they already know you, right? Not so fast.RELATED:  7 Workplace Tips For Getting a PromotionThe resume can be a great way to reintroduce yourself, the you that has picked up skills and experience (and maybe even awards or professional certifications) along the way. Your old resume is likely picking up dust (literally or digitally) somewhere in HR’s files. No one’s likely to dig it up to give you the promotion you deserve, so take the initiative to update your resume and show why you deserve a promotion or raise. This has the added benefit of your experience: back when you applied, you probably framed your resume based on what you thought would apply to the job. Now you know what applies to the job, because you’ve been doing it. You can refine skills that are directly relevant, and weed out ones that never really applied to your day-to-day. You can also add specific examples and achievements from your time at the company.The skills-based resume is a good format for a promotion because your work history is less crucial here. They know where you’ve been†¦right in cubicle C. It’s good to keep the abbreviated work history section in there, just to give the powers that be a reminder of your path to your current position- but the spotlight should really be on the skills you have, and have built in your current job.If you’re looking for a raise, emphasize skills that show you going above and beyond your basic job description. If you’re looking to move into a more senior position, emphasize your leadership and management skills. Again, you have the benefit of inside information about the job and the company, so use that to tailor the heck out of your resume. Don’t just brush off your old resume file†¦start from scratch and think deeply about what skill areas you wa nt to emphasize.Skills, Skills, SkillsSkills are one of the most effective tools you have in shaping your career narrative. Names, dates, and titles only go so far in telling a hiring manager what you can do. No matter where you are in your career, crafting a resume that makes your skills shine could be the key to your next big opportunity.

Exam question Essay Example | Topics and Well Written Essays - 1000 words

Exam question - Essay Example The case of Taco Co of Australia v Taco Bell P/l (1982) ATPR 40-303 sets forth the guidelines of what is deceptive and misleading. There must be a relevant section of the public that the statement is aimed; in this case as good as new are the purchasers of ovens; as is the information of serving in the last month. That there was a misled consumer/bystander who came to an erroneous conclusion, which is the belief that the oven was just serviced. Finally, the reason for the misconception needs to be discerned, which in this case is directly from the mouth of the representative. Therefore in the case of Commercial Ovens co there is a breach of s. 52, but there has also been a breach of s. 53, which is a specific false representation which is also a criminal offence. There are a variety of remedies for Beta Restaurant which are under s. 79 fines if there is a breach of a criminally sanctioning section, such as s. 53. Prosecutions have to be done by the ACCC. In addition there are injunctions, as s. 80, which can be made by any person. The applicant need not have suffered from the misrepresentation, as per World Series Cricket P/L v Parish (1977) ATPR 40-040. There can also be the disclosure of information or corrective advertising, which is also contained within s. 80, as per Janssen Pharmaceutical P/L v Pfizer P/L (1986) ATPR 50-654. There are also damages as covered under s. 82 that Beta may also receive. The applicant needs to establish three scenarios, which are; a loss or damage has occurred; the conduct contravenes; and the loss or damage was caused by the respondent's conduct. In this case there has been a loss due to the loss of business, because the deserts were not ready. The conduct has contravened Part V because there has been a misr epresentation. Finally, if Beta had known about the servicing and actual state of the oven then they would have bought or planned differently. The misrepresentation therefore has caused the loss. The damages would be the amount if the misleading conduct had not happened, in addition as per Steiner v Magic Carpet Tours P/L (1984) allows for mental anguish or loss of enjoyment damages also to be added to the actual damages. Beta is probably entitled to both sets of damages because the misleading information will have led to loss of reputation, which would cause mental anguish. The one fact that Beta has to remember is to sue within 6 years from when the damage is suffered. 3. Will the ACCC be interested in Commercial Ovens Co. (2 marks) The answer is yes because Commercial Ovens will have breached s. 53 for direct misrepresentation over the servicing of the ovens, which lends itself directly to the statement of as good as new. Therefore criminal sanctions should be taken by the ACCC. Question 2: Matt and Bill's partnership to be a legitimate partnership in business has to satisfy three categories, which are; carrying on a business; in common; with a view to a profit. Matt and Bill's partnership has satisfied these three factors. They are carrying on a business, which is a restaurant called Silver Spoons. They are both

Environmental and Industry Analysis Essay Example | Topics and Well Written Essays - 500 words - 1

Environmental and Industry Analysis - Essay Example Good-to-Go customers place orders with the business via telephone or company website, and then the company collects the requests and consequently delivers them to the customer. The business strengths include partnerships with other restaurants and print and online advertisement. However, their weaknesses rely on diversity as they only deal in restaurant industry and have not considered exploration possibilities. Registration Express refers to a company that conducts registration of a customer’s vehicle at the Department of Motor Vehicles. The inherent strengths of the company involve its comprehensive techniques, ideas, skills, and knowledge relating to the varied requirements for vehicle registration at the Department of Motor Vehicles (DMV). Besides, the company has long lasting intimate relationship with majority of the employees at DMV who willingly assist them. The main weakness of the company remains that it specifically advertises its services only online via social media including Facebook. Moreover, the company remains entirely dependent on the inherent regulations outlined by DMV. Grocereaze exists as a new business, and not much information remains available concerning the corporation. The company provides services relating to shopping and delivery of groceries to their esteemed customers. Grocereaze advertises via bulletin boards. Guam Concierge Services will employ technological applications in order to differentiate itself from other concierge-related companies within Guam, and guarantee an inherent reputation based on its trusted service. The company will use Dashboard cameras and Ipads to ensure provision of trusted services to customers. The business would initiate a policy that will require Dashboard cameras to remain turned on while performing errands for a client. Based on Dashboard cameras, if there will exist any disputes in the service offered by the company a camera would provide a timestamp and record all

Research project Essay Example | Topics and Well Written Essays - 1500 words

Research project - Essay Example The historical context of the UK wine industry will be analyzed in that the people and firms who decided to develop the wine industry in the UK will be focused upon. Factors which were vital in the process of early development in order to continue the production of wine and maintain its success will be looked at. The competition in the market for the wines produced in the UK will be researched. It would be analyzed just how conducive the prevailing climate in various parts of UK are for the growth of grapes and the availability of land. The government policies and rules and regulations with regard to the production of wine in the UK would also be considered. Whether these are supportive to the UK wine industry or not will be highlighted. Research will be conducted to find out the general popularity of wine among British people and whether the popularity is increasing or not. The awareness and knowledge about the British wine in the hospitality industry such as among the restaurants a nd hotels in the UK would also be considered. That is how much restaurants and hotels are ordering British wine from their suppliers and the demand for these by the customers will be looked at. It is also hoped to highlight upon how the hospitality industry can contribute and support the development of wine industry in the UK such as with different ways of advertising and promotion. Finally this project hopes to give an insight about the future of the UK wine industry and in which direction it is heading. The popularity of UK wine is at an all time high. This has prompted some research in this area. Wine, which could be considered as a convenience product is taken by UK people with their daily meals. The wine industry could be defined with reference to enterprises mainly involved in producing wines, brandy sprits and brandy. This enterprise also includes bonded wine cellars who are engaged in

Personal Reflection on Learning Outcomes of Professional Practice

Personal Reflection on Learning Outcomes of Professional Practice In order to reflect upon my learning throughout this module, I will identify and critically discuss three Module Learning outcomes that reflect the range of possible issues of the Nursing and Midwifery Council (NMC) Proficiencies (2004). I will then identify appropriate literature and reflect on my learning and experience. This will enable me to identify personal strengths and areas for further development. The first learning outcome is: Recognise the importance of reflective practice and understand the process of reflection. The second outcome chosen is: Discuss the difference between data and information?. The third outcome is: Demonstrate appropriate non-verbal and verbal skills, including the use of silence, open and closed questions and summarising, to gather information. *Please note that the names of the patients mentioned in this essay have been changed in order to protect their identity for confidentiality reasons. 1 Recognise the importance of reflective practice and understand the process of reflection This outcome relates to the NMC Proficiency of Demonstrate the responsibility for ones own learning through the development of a Record of Achievement of practice and recognise when further learning is required. Reflection is a new method of learning for me. With regard to nursing, the term reflection and reflective practice has been defined by many academics, resulting in various models and theories being developed. The Oxford Mini-dictionary for Nurses (2008) describes reflection as the careful consideration of personal actions, including the ability to review, analyse and evaluate situations during or after events. It is an essential part of the learning process that will result in new methods of approaching and understanding nursing practice. Johns (2000) defines reflection as a window through which the practitioner can view and focus self within the context of his/her own lived experience in ways that enable him/her to confront, understand and work towards resolving the contradictions within his/her practice between what is desirable and actual practice. Schon (1983) proposed that reflection occurs on action or in action. The first occurs after the incident whereas the latter occurs during the incident and is said to be the hallmark of the experienced professional (Somerville Keeling, 2004). The more traditional theories and models base reflection on critical incidents. Love (1996) states that a critical incident does not have to be negative or dramatic but should provide deep thought and raise a professional issue. Gibbs (1988) developed The Reflective Cycle. The model divides the reflective process into sections; Description, Feelings, Evaluation, Analysis, Conclusion and Action Plan (see Appendix 1). Johns (2000) developed a Model of Structured Reflection (MSR) (see Appendix 2) As with Gibbs (1988) Reflective Cycle, the MSR uses a series of questions to guide an individual through the reflective process. Johns model is based on five cue questions; Description, Reflection, Influencing Factors, Could I have dealt with it better? and Learning. The volume of studies and models on reflection demonstrates the value that is placed on this tool. Newell (1992) described the process of reflection to be a cornerstone of nursing professionalism. Gustafsson and Fagerberg (2004) support the notion that reflection is a vital tool and advantageous in terms of the improvement of a nurses professional development and patient care. Many consider journal writing to be an effective reflection strategy (Johns 2000; Paterson, 1995; Cameron Mitchell, 1993; Lauterbach Becker, 1996). Journal writing is considered to offer writers the opportunity to become participants/observers of their own learning, to describe a significant experience and to reflect on that experience to see what they can learn from having had it (Weisberg and Duffin, 1995). While in clinical practice, I have written a journal of my experiences. I recognise its value to aid reflection as I feel that the act of writing things down is important. This is supported by Somerville and Keeling (2004). To demonstrate my understanding of reflective practice, I will now reflect on an incident that occurred while on placement when I was feeding a patient, named Tom*. I will utilise Gibbs (1988) model as this is my first experience of using reflection and feel that it is concise and appropriate at this stage. Tom had dementia and had recently suffered a stroke, which had left him confined to bed. As Tom had difficulty feeding himself, I offered to assist him; he smiled, agreed and appeared to recognise me. Halfway through the meal, Tom became agitated and asked if the food was mackerel. I told him that it was turkey. He shouted aggressively that he wanted mackerel and then became verbally abusive towards me. I was unable to calm him so I left the room with an assurance that I would be back soon. I then asked a senior nurse for help. This was the first time that I had fed a patient but felt comfortable. I knew Tom well and felt that I had built up a rapport with him. I was pleased that he seemed happy and relaxed. When he shouted I felt shocked, worried and conscious of other peoples reactions; they may think that I had done something wrong. Even though Tom was disabled he did have some use of one arm so I was afraid that he might become violent. I was upset that I had to stop feeding him and leave the room. When I left I felt relieved but also anxious that I may have contributed to the way Tom was feeling. When evaluating and analysing the incident, I was pleased initially with the way the task started as on admission he had a poor appetite. The negative side of the situation was that Tom became angry and didnt finish his meal. I realise that dementia is a complex progressive illness and there may be times when a patient experiences sudden mood changes. I believe that I would now do things differently if a similar situation arose. With hindsight, I questioned whether I should have just agreed with Tom that the turkey was mackerel then this incident may not have occurred. However, this raises ethical issues such as whether it can be acceptable to not tell the truth. A report published by the Nuffield Council on Bioethics (2009) discusses the ethics of dementia care and states that ethical dilemmas arise on a daily basis for all those providing care for people with dementia. Research suggests that challenging someone with dementia could be detrimental and cause unnecessary distress (Shellenberger, 2004). Naomi Feil developed validation therapy between 1963 and 1980 as a technique to communicate with patients with dementia by recognising and accepting their view of reality of people with dementia in order to provide them with empathy and respect (The Validation Training Institute, Inc). In the future I could use this technique; for exa mple, when Tom asked if it was mackerel he was eating I could have replied by asking him if he liked mackerel which would have avoided giving a direct answer. With regard to strengths and areas of development, I feel that I have reflected successfully on this incident. However I would like to strive to reflect in action as opposed to on action as this is the most effective. In terms of development, I believe that it would be beneficial to patients and myself to learn more about caring for patients with dementia. The Dementia UK Report (2007) published by The Alzheimers Society states that there are currently 700,000 people with dementia in the UK. The report also predicts that by 2025 there will be over 1 million people with dementia so it is inevitable that I will be caring for many dementia patients in my career. In summary, although the models of reflection span over 20 years and vary slightly, the principle of reflection is very similar, which implies that reflection is a robust tool and still applies to modern nursing. I have learnt that reflective practice is a vital tool, particularly when associated with journal writing. Continuous reflection will allow me to develop skills and knowledge to enable me to provide the best care possible for patients and their families. 2 Discuss the difference between data and information This learning outcome links to the NMC proficiency of Demonstrate literacy, numeracy and computer skills needed to record, enter, store, retrieve and organise data essential for care delivery. As a student Im not involved in using my computer skills on the ward but eventually will be involved in audit and data entry. My literacy and computer skills are demonstrated throughout my portfolio and assignment. I demonstrate my literacy and numeracy skills when writing patient evaluations, calculating fluid balance and assisting with drug calculations. There are many examples of data and information used within nursing care. Due to the broad nature of this area I have focused on a particular type of data and information to demonstrate my understanding of these terms. My focus is data collected from patients vital signs and the information that relates to this. I will demonstrate how the process of giving information to patients rather than just data is an essential part of nursing. Gathering, giving and recording both data and information accurately is vital. Data can be described as facts and statistics used for reference or analysis. The term information can be defined as the meaning applied to the data (Concise Oxford English Dictionary, 2008). Observation data collected from patients includes pulse rate and rhythm, blood pressure, respiration rate, temperature and oxygen saturate percentage. These measurements are taken on admission as it is important to gain base-line readings to which future readings can be compared. It is necessary to apply meaning to this data to form information to be able to judge a patients condition. Throughout the module I have learnt what data means in terms of acceptable values. As I now have the information about the data I can make judgments about data. For example, I now know that the information I can get from the blood pressure data of 160/110 mmHg is high (Blood Pressure Association). However, this information needs to be put into context to allow use of the information to make a judgement. For example, if a patient has just completed cardiovascular exercise, this may account for a high blood pressure reading. With this information, the plan would be to wait for 30 minutes before repeating to gain more accurate data. Readings can vary temporarily due to a number of reasons; for example, medication, an existing health condition, fluid intake, exercise and alcohol consumption. However, a change in blood pressure can indicate deterioration in condition, which alerts health care professionals to investigate. In order to show my understanding of the difference between data and information I will now give an example of an incident that occurred while on placement. During observations of a 70 year-old lady named Eileen*, I noticed that her systolic blood pressure had dropped from 127 to 90 mmHg. Her other observations remained consistent. I informed a senior nurse who asked a doctor to review the patient. I discussed her fluid intake with her as this could have had an adverse effect on her blood pressure. As she had only drank a small amount I encouraged her to drink more and continued monitoring. Eileens blood pressure eventually returned to her baseline. This example shows how data, such as blood pressure readings, prompts gathering information which, in turn, enables problem solving. As demonstrated, I need to have an understanding of the information gathered from the data but additionally I feel that it is important that patients understand what the data means. Bastable (2006) defined patient education as the process of assisting people to learn health related behaviours so that they can incorporate those behaviours into everyday life and achieve a goal of optimal health and independence in self care. I will now provide an example of my experience of patient education: During a blood pressure check on Paul*, who was hypertensive and took multiple medications, I asked him whether he would like to learn about blood pressures. He gladly agreed so I explained what the reading was and what can affect blood pressure. I explained that exercise, healthy eating, low salt intake and weight control would have a beneficial effect on his blood pressure. He was unaware of how his current lifestyle could have a detrimental effect on blood pressure and said that he now intended to make some lifestyle changes. Research supports my thoughts about the benefits of giving patients information about aspects of their health rather than just the data. Florence Nightingale, who has been described as the founder of modern nursing, recognised the importance of educating about adequate nutrition, personal hygiene and exercise in order to improve well-being (Bastable, 2006). The Department of Health (2009) states that giving people relevant, reliable information enables them to understand their health requirements and make the right choice for themselves and their families. (Bastable, 2008). Partridge and Hill (2000) found that patients who are well informed are better able to manage their health, have improved psychological outcomes, have fewer exacerbations of their condition and less hospital admissions. Glanville (2000) states that if clients cannot maintain or improve their health status when on their own, we have failed to help them reach their potential. Abbott (1998) reported that by involving patients in their state of health by keeping them informed has been proved to improve patient satisfaction and concordance. However, there is research to suggest that providing information may not result in a change in health outcomes (Kole, 1995; Sherer et al. 1998). They found these reasons to be that patients dont understand the information, are unable to absorb it due to pain, anxiety, or that they choose not to act upon it. Additionally, absorption of information is decreased when there is too much information; therefore health outcomes remain unchanged. The question is how much is too much information? This is difficult to determine. In terms of personal strengths, I felt very satisfied that I had initiated this conversation which resulted in Paul considering lifestyle changes. On reflection, this incident highlighted the importance of patient understanding and has encouraged me to take time to educate patients where possible. It has emphasised the need for continuous learning so that I am able to answer questions and educate patients. Additionally, I am aware of my limitations and when to seek advice or refer patients to others. I also need to develop confidence in speaking to patients about sensitive issues such as weight management by researching this area. 3 Demonstrate appropriate non-verbal and verbal skills, including the use of silence, open and closed questions and summarising, to gather information This outcome relates to the NMC Proficiency of Engage in, develop and disengage from therapeutic relationships through the use of appropriate communication and interpersonal skills. Communication is a reciprocal process that involves the exchange of both verbal and non verbal messages to convey feelings, information, ideas and knowledge (Wilkinson 1999; Wallace 2001). In nursing, communication and information gathering is essential to provide quality care. Sheldon, Barrett Ellington (2006) report that Communication is a cornerstone of the nurse-patient relationship. Information gathering commences from when the nurse greets the patient. In order to communicate non-verbal and verbal cues are used. Non-verbal skills are portrayed with body language and impact on communication (Hargie Dickson 2004). These include posture, facial expressions, head movement, eye contact and hand gestures showing active listening. Verbal skills include the use of silence, open and closed questions and summarising. The tone of voice and rate of response are significant. The emphasis is on effective communication; the way we communicate can hinder or enhance the information we gather. Sheldon et al. (2006) state that the power of effective nursing care is strengthened and enriched by good communication. Maguire and Pitceathly (2002) suggest that clinicians with good communication skills identify patients problems more accurately, patients are more satisfied with their care and are less anxious. It has been reported that that ineffective communication can lead to patients not engaging with the healthcare system, refusing to follow recommended advice and failing to cope with the psychological consequences of their illness (Berry, 2007). The scenario below demonstrates my understanding of appropriate verbal and non-verbal cues. It is part of a conversation with a patient on admission regarding current medical history. When meeting Arthur*, a 78 year old, I smiled, introduced myself and explained the purpose of our conversation. I asked Arthur Do you have any chest problems? he answered Yes. I then asked What chest problems do you have and how do they affect you? he answered I have emphysema causing wheezing and a cough. I also get breathless when walking and have oxygen at night I left a brief silence at this point. Arthur then disclosed I cough up a lot of horrible phlegm in the morning which is embarrassing. He then asked will I get a chest x-ray. I asked Have you any particular worries about your chest? to which he replied well I am quite worried about lung cancer. I told him that I would pass on his concern to the doctor and then summarised our conversation. With regard to verbal responses, I initially asked a closed question as I wanted a specific answer. Silverman et al. (2005) supports the theory that closed questions are appropriate when wanting to narrow the potential answer. Due to Arthurs response I asked an open question to encourage him to go into more detail. An open question often results in a lengthy answer, so I used fillers such as mmm throughout, to show active listening and to encourage him to continue. The brief pause was successful as it enabled Arthur to disclose his embarrassment. I summarised his response in order to clarify what Arthur had said for my own benefit but also to give the patient confidence that I had understood and opportunity to correct me if not. With regard to my non-verbal communication, I kept an open posture with eye contact and leant forward slightly to show that I was listening. I also ensured that my facial expressions were appropriate. For example, when greeting Arthur I smiled, but during descriptions of distressing symptoms my facial expression was one of concern. Egan (2002) supports the notion that conveying these non-verbal cues in this way will facilitate emotional disclosure and encourage the patient to talk more freely. Egan derived the acronym SOLER to portray awareness of the non-verbal responses; facing squarely, maintaining an open posture, leaning slightly forward, having appropriate eye contact and being relaxed. There are approximately 700,000 different non-verbal cues that may or may not have meaning (Birdwhistell, 1970; Pei, 1997). As nurses, we must be aware of our use of non-verbal cues as they can convey unintentional meaning. In addition to awareness of our responses it is imperative to be aware of patient cues, as this is part of the information gathering process. Arthurs hesitancy indicated to me to remain silent to encourage further disclosure. Being aware of patients verbal responses is more straightforward than what their non-verbal responses convey and it may be that patients body language contradict the spoken word (Miller, 1995). Barriers to communication include anxiety, language, hearing, sight or speech impairment. During communication, I would like to think that I am non judgemental. According to Underman Boggs (1999) most of us have personal biases regarding others that are based on previous experiences. In relation to my scenario, Fuller (1995) suggests that health care professionals may underestimate the verbal capacity or abilities of older people, which results in their conversations being undervalued. In terms of personal strengths, I feel fairly confident with the use of verbal and non-verbal cues and how these can deter or catalyse communication. I feel that I used silence successfully as Arthur disclosed embarrassment and mentioned about an x-ray, which he may not have done otherwise. I was able to reassure him that we would provide a disposable sputum pot and acknowledged his fear of cancer. I realise that it can be difficult communicating about sensitive information and this is an area of development for me, which I feel will improve with experience. Although at this stage of training I would not be expected to lead consultations for diagnostic purposes, it was informative to research consultation models. I intend to become more familiar with these models in order to utilise some of the communication skills (Newell, 1994). To form an overall conclusion, I feel that through theoretical learning and clinical experience I have demonstrated my achievement of the NMC Proficiencies (2004). I have critically discussed and concluded each learning outcome in turn throughout the essay but to summarise; patient focus and effective communication are paramount. I feel that in terms of reflection, self-awareness is key (Rowe, 1999). This will enable me to look at my skills to recognise strengths and areas of development to ultimately provide best practice in patient care. I realise that I will gain experience and confidence as my training progresses. Word Count: 3289 References Abbott, S. A.(1998) The benefits of patient education Gastroenterol Nursing. 1998 Sep-Oct;21(5):207-9. Bastable, S. (2006) Essentials of Patient Education. London. Jones and Bartlett Publishers. Bastable, S. (2008) Nurse as Educator: Principles of Teaching and Learning for Nursing Practice. Third Edition. London: Jones and Bartlett Publishers. 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(1999) Self-awareness: improving nurse-client interactions. Nursing Standard. 14, 8, 37-40. Scherer, Y.K., Schmieder, L.E., and Shimmel, S. (1998)The effects of education alone and in combination with pulmonary rehabilitation on self-efficacy in patients with COPD. Rehabilitation Nursing 23: 2, 71-76. As cited by Caress, A. L. (2003) Giving information to patients. Nursing Standard. 17, 43, 47-54. Schà ¶n, D. (1987) Educating the Reflective Practitioner. San Francisco: Jossey-Bass. Sheldon, L. K., Barrett, R. Ellington, L (2006) as cited in Nursing knowledge and Practice; foundations for decision making. London: Bailliere Tindall. Shellenberger, S. (2004) Therapeutic Lying and Other Ways To Handle Patients With Dementia. Wall Street Journal, November 11. Silverman, J., Kurtz, S. Draper, J. (2005) as cited in The Royal Marsden Hospital Manual of Clinical Nursing Procedures. Student Edition, Seventh Edition. London: Wiley-Blackwell. Somerville, D Keeling, J. (2004) as cited in Nursing Times http://www.nursingtimes.net/nursing-practice-clinical-research/a-practical-approach-to-promote-reflective-practice-within-nursing/204502.article [30th October 2009] Underman Boggs, K. (1999) Communication styles. Interpersonal Relationships: Professional Communication Skills for Nursing. Third edition. Philadelphia PA, WB Saunders. Validation Training Institute Inc. http://www.vfvalidation.org/web.php?request=index [10th December 2009] Wallace, P. R. (2001) as cited in The Royal Marsden Hospital Manual of Clinical Nursing Procedures. Student Edition, Seventh Edition. London: Wiley-Blackwell. Weisberg, M. Duffin, J. (1995) Evoking the moral imagination: using stories to teach ethics and professionalism to nursing, medical and law students. Change, 22. Wilkinson, S. (1999) as cited in The Royal Marsden Hospital Manual of Clinical Nursing Procedures. Student Edition, Seventh Edition. London: Wiley-Blackwell. APPENDIX 1 Gibbs (1988) model of reflection

Father Child Relationships in The Chosen, Dead Bodies Everywhere, and S

Father Child Relationships in The Chosen, Dead Bodies Everywhere, and Sherwood Anderson's Tandy      Ã‚  Ã‚   The novel The Chosen by Chaim Potok presents an important theme that is mirrored in other works of literature. The Chosen's portrayal of a dysfunctional father-child relationship is present in the song "Dead Bodies Everywhere" by the band Korn and in Sherwood Anderson's short story "Tandy". All three works depicted fathers who attempted to change their children into someone different. The works showed how this could hurt the children's relationship with their respective father. The pieces of literature also show how this type of dysfunctional father-child relationship can lead to the child finally disavowing their father and previous life. The Chosen, "Dead Bodies Everywhere", and "Tandy" all show Fathers that try to change their children, the damage caused by this effort, and finally the total renunciation by the child of their previous life.    In The Chosen, "Dead Bodies Everywhere", and "Tandy" the major factor in a dysfunctional father-child relationshi...