The Negative Effects of Consumerism on Environment Essay

The Negative Effects of Consumerism on Environment - Essay Example The paper tells that the people in the past were lived in a society of producers; however current people are living in a society of consumers. There are plenty of reasons for this change. Heavy industrialization, development of science and technology and the subsequent changes happened in the life styles and life philosophies of people are some of the major reasons for increased consumerism. There is nothing wrong in transforming our society from the production dimension to consumer dimension if such changes may not cause any harm to our environment. Unfortunately, environmental problems or destruction is directly proportional to the rate of increase of consumerism. In other words, along with the increase in consumerism, increase in environment destruction is also taking place. It is impossible for humankind to survive long if consumerism increases at its present rate. The effects of consumerism on the Earth’s environment are: loss of resources, increased pollution, and loss o f energy. This paper analyses the causes of increased consumerism and its effects on environment. Loss of resources is the major effect of increased consumerism. It should be noted that population is growing at alarming rates whereas the available resources in this world are being reduced because of increased consumption. Scarcity of drinking water is a problem everywhere in this world. It should be noted that drinking water resources are exhausting day by day even though the water levels in the sea are gradually rising because of global warming. There are plenty of people in this world who purchase goods just for increasing their social status. Current consumers compare the goods in the hands of their friends, relatives and neighbours with the goods in their own hands and then take purchasing decisions. Such habits results in wastage of resources and over exploitation of resources. Deforestation is taking place rapidly to find enough space for establishing industries. Nobody take c are about the fact that trees or forests play an important role in maintaining the global climate suitable to living things. Deforestation results in big climate changes and subsequently the life is this earth may become extremely difficult. Carbon dioxide is harmful to the environment whereas oxygen is good for the environment. Trees absorb carbon dioxide and liberate oxygen to this world. Thus, trees help the environment in maintaining a balance between carbon dioxide and oxygen in the atmosphere. Destruction of trees results in increased content of carbon dioxide in atmosphere which is not good for living things. All the living things in this world are interconnected each other in some ways. In other words, the existence or survival of all the living things in this world is necessary for the sustainment of human life. The destructions of animals and birds may affect human life in many ways. For example, snakes are the enemies of rats. Killing or destruction of snakes may result i n increased number of rats. Increased number rats means farmers may not get proper yield from their agriculture. In short, snakes are necessary to maintain the number of rats in this world to a particular level. However, climate changes and environmental problems are causing big destruction of animal life. â€Å"There was a story in the newspaper saying that 37 percent of species could become extinct due to climate change† (Mayell). Increased pollution is another effect of increased consumerism. Air, water and land pollution are caused by increased consumerism. It is already proved that atmospheric temperature is increasing day by day because of environmental pollutions and increased consumption of resources. Atmospheric temperature rise results in global warming. It would be difficult for mankind to live in this world, if the atmospheric temperature rises at its present rate. Automobile use is increased a lot in recent times. Automobiles

DNA Profiling Techniques in Forensic Science Essay Example for Free

DNA Profiling Techniques in Forensic Science Essay Abstract Since 1985, DNA profiling in forensic science has become very important in this virtual era of technology and in the world of science that solves both major and minor crimes. Small traces of DNA are considered in all circumstances from how the DNA was collected to fully obtaining the profile in its significant form. Traces of sweat, blood and semen are the most common type’s evidence found at crime scenes. There are several different methods for creating a DNA profile such as STR (Short Tandem Repeat), PCR (Polymerase Chain Reaction), Y chromosome analysis, Restriction Fragment Length Polymorphism (RFLP) and Mitochondrial DNA (MtDNA) analysis. All these types of methods are able to extract DNA from a chosen sample taken from a crime scene. DNA profiling is the information of how a sample is processed and analysed and a DNA profile must be created by collecting and analysing VNTR’s (Variable Number Tandem Repeats), these are unique sequences on the loci which is an area on chromosomes. Most DNA sequences in different people look too similar to tell apart whereas VNTR result in bands that are unique enough for identification of individuals. Introduction DNA (deoxyribonucleic acid) is the hereditary material in almost all living organisms. In 1953 researchers J. Watson and F. Crick saw the structure of DNA. DNA consists of two long strands that are built up chain like, each consisting four nucleotide subunits, attached to a sugar phosphate backbone. Adenine (A), guanine (G), cytosine (C) and thymine (T) are bases that are arranged pairwise in the middle of the DNA stand. The nucleotides are covalently linked together, from which the bases A and T, G and C bind by a hydrogen bond (Bray et al 2010: 173). Figure 1 shows the order of the bases, which determine the biological information available for building, and maintaining an organism, the sugar phosphate group molecules form the vertical side piece and the base pairs form a ring shape to create a spiral called a double helix. The two backbone chains run in opposite directions, this is specific for base to base bonding which allows this genetic information contained in DNA to be copied accurately from one generation of cells to the next. Figure 1 – DNA By Jaspreet (Bray et al 2012) There are 23 pairs of chromosomes in humans inherited from our parents, with each parent contributing one half of each pair. Chromosomes are made up of DNA, 22 pairs are autosomes and the last pair is a sex chromosome fig 2 shows this. Autosomes are chromosomes that are not sex chromosomes; they are individual which means that each person has a DNA profile as unique as a fingerprint. No two DNA profiles or fingerprints can be the same due to the combination of marker sizes found in each person makes up his/her unique genetic profile. When determining the relationship between two individuals, their genetic profiles are compared to see if they share the same inheritance patterns at a conclusive rate. Chromosomes are located in the nucleus of each cell and consist of long DNA strands where they are tightly packed and coiled around specific proteins called histones, which are looped and fixed to specific regions of the chromosome. There are 5 different kinds of histones (H1, H2A H2B, H3 and H4); they all bind to DNA to form chromatin in the nucleus during cell division where the chromatin condenses into visible structures that are the chromosomes itself. The DNA wrapped around each histone core is 200bp (base pair) long. Histones can be purified from DNA as H2A and H2B stick together as do H3 and H4 therefore making 8 proteins in each histone core with DNA wrapped is called a nucleosome which is 10nm (nano meter) fibre thickness, H1 is not part of the histone core as it binds to the nucleosome to give an even more structure to the chromatin and waits for the next interaction to take place. Fig 2 – 23 pairs of Chromosomes DNA is specific to its kind where identical twins are formed when a fertilised egg splits into two and develop into a full embryo. Identical twins will have the same genes making them alike in everything controlled by the genes itself. Although they have different phenotypes the DNA itself is expressed in different ways too. If identical twins are raised in different environments and stimuli they can develop some changes such as a genotype for a particular weight and height but this can only happen if they have enough food or a genotype for a potential IQ but again this will rely on the education and the right kind of stimulus received for that individual. Variation within humans result in the genes inherited from your parents and the environment you live in. (David Wright, 2000: 162) Main Body The techniques for identification of DNA profiling only need just a small amount of DNA but in some methods a larger amount is needed. DNA profiling is carried out when human biological fluid or human tissue is found at crime scenes and is used for evidence to link or exclude a possible suspect from the scene. DNA profiling can only be used if there is enough DNA within the sample taken and is only useful for comparing the samples. Samples taken can be compared to a national database of DNA profiling where there are over 700,000 samples in the UK national database alone. When there is a match, the two samples may have originated from the same person but before DNA can be profiled, it must be extracted from the sample in any of the following analysis depending on what the sample is and how much of it you have. One of the first techniques that were adapted for forensic DNA profiling was Restriction Fragment Length Polymorphism (RFLP) where this kind of analysis determines variation in the length of a single DNA fragment. If two samples originate from different sources, RFLP can differentiate them using fewer loci than other systems. RFLP can determine whether a single sample contains DNA from more than one person but this can only happen if there is a large amount of greater quality DNA, this technique is stated to be ‘laborious and difficult to automate’ (Rudin and Inman. 2002: 41) (2). Fig 3 shows the RFLP process. Fig 3 – RFLP by Jaspreet (Botstein 2012) Polymerase Chain Reaction (PCR) is a process where a specific region of DNA is replicated over and over again to make copies of a particular sequence. Fig 4 shows the process which involves the heating and cooling of samples in a thermal cycle pattern of three steps denaturation, annealing and elongation. The strands get separated and bind to primers (fig 5), which are pieces of DNA so that they attach to the DNA at each end of the region for it to be copied. PCR is very sensitive and effective in many ways in the use of forensic science. PCR only needs a small amount of blood compared to RFLP needs about a quarter. Fig 4 – PCR by Jaspreet (Prof Santiago 2012) The primers used in PCR define the region of the genome that will be analysed. Primers are short pieces of DNA that anneal to the template molecule at either end of the specific region Fig 5 illustrates this. For a forensic PCR analysis the primers must bind to the regions of the DNA sequence to effectively amplify the human DNA while at the same time taking precautions not binding DNA to any other species. (Goodwin et al, 2007) Fig 5 – Primers binding to the DNA strand which is known as the annealing stage. By Jaspreet (Davidson 2012) Short Tandem Repeat (STR) technology is a forensic analysis that evaluates specific regions, loci that are found on a DNA strand. STR is when the repeat units are shorter and each loci can be used simultaneously of two to six bases long. STR regions are analysed for forensic testing between one DNA profiles to another. The purpose of having a core set of STR loci (13 set loci) is to ensure that all forensic laboratories can get the DNA from databases and share valuable forensic information. STR’s does have some limitations on sensitivity where it will work on degraded DNA samples such as damaged body tissue or bone destroyed by fire but sometimes there just isn’t enough sample to be tested giving no results at all for example aged bone. To test even smaller sample of DNA currently mtDNA is the choice of technique. (Gill et al, 2001) Mitochondria produce 90% of a cells energy, and contain their own genomes in the form of a double-stranded circular molecule known as mitochondrial DNA (mtDNA). MtDNA is important for finding missing person’s investigations, mass disasters, and other forensic investigations. MtDNA is valuable for determining DNA recovered from damaged, degraded, or very small biological samples that techniques such as STR cannot extract with small amounts of DNA. MtDNA is a small circular genome located in the mitochondria, which are located outside of a cells nucleus. Fig 6 illustrates this. There are two properties of mtDNA: high copy number and maternal inheritance. Samples such as hair, bone and teeth can be used to examine common ancestry between individuals. Maternal inheritance such as grandmother, mother and daughter all have statistically the same mtDNA sequence within them as they have been passed on from generation to generation. This can help to find unidentified remains for analysis and comparison of the mtDNA profile to any maternal relative. High copy number is valuable for when the amount of material within the cell is very small for analysis. (Goodwin et al, 2007) Fig 6 – MtDNA by Jaspreet (Ferullo 2012) Y-chromosome analysis targets only the male population of biological samples as they are passed down from father to son unchanged, except when mutations occur. They can also be used to trace family members amongst males only. A reference Y-chromosome profile has to be compared with an unknown sample match for significance, to confirm that the match actually exists. The Y chromosome DNA testing is important in situations where a small amount of male DNA may be recovered in the presence of excess female DNA, such as in sexual assault evidence. Y chromosome analysis can also benefit missing person’s investigations as it extends the range of potential reference samples. Since fathers pass their Y chromosome onto their sons unchanged all males in a paternal lineage will possess a common Y chromosome haplotype. Conclusion DNA profiling technology is constantly evolving where techniques such as PCR, STR and mtDNA and new loci are being discovered and are being used widely around the world to solve crimes globally. From research and experience we know that the technique RFLP requires too much DNA for the process to take place, it also takes longer too this is the reason why forensic scientist do not use this anymore. However, PCR can be used to amplify very small amounts of DNA, usually in 2-3 hours, to the levels required for RFLP analysis. Therefore, more samples can be analyzed in a shorter time. The ability to analyse such small amounts of samples of evidence taken from crime scenes increases the automation and promises faster and more effective results for forensic evidence in court. DNA degradation can be easily identified on an electropherogram where the process can reduce the height of some alleles, making them too low to be recognised from the data. When there are too many samples of DNA degraded it is classed as no results being obtained and can complicate the interpretation of the samples if two or more are similar to each other. Degradation is more likely to occur during the technique of STR as the amplification of specific regions on the DNA strand will not be successful. References Books 1. John M. Butler, 2005, Forensic DNA Typing – Biology, Technology and Genetics of STR Marker. Elsevier Academic Press (USA). 2nd Edition, page 42 and 63. 2. Norah Rudin and Keith Inman, An introduction to Forensic Analysis, 2nd Edition, CRC Press LLC 2002, page 41, 58 3. Alberts Bray et al, 2010, Essential Cell Biology. Garland Science, Taylor Francis Group LLC. 3rd Edition, page 173 4. William Goodwin et al, 2007. An Introduction to Forensic Genetics. John Wiley Sons Ltd. Page 41, 71, 127-132 5. David Wright, 2000. Human Physiology and Health. Heinemann Educational Publishers. Page 22, 162. Websites 6. http://www.nij.gov/topics/forensics/evidence/dna/basics/analyzing.htm#mitochondrial accessed 21st November 2012 at 11.30am 7. http://www.iitk.ac.in/infocell/Archive/dirnov3/science.html accessed November 20th, 2012 8. Ferullo, Daniel. 7.342 Powerhouse Rules: The Role of Mitochondria in Human Diseases,Spring 2011. (Massachusetts Institute of Technology: MIT OpenCourseWare), http://ocw.mit.edu (Accessed 29 Nov, 2012). License: Creative Commons BY-NC-SA Journals 9. Gill, P., Sparkes, R. and Tully, G. (2001). DNA Profiling in Forensic Science. John Wiley Sons Ltd. (1), 1-6. (http://onlinelibrary.wiley.com/doi/10.1038/npg.els.0001001/pdf) accessed 19th November 2012 10. Renata Jacewicz, Krzysztof Lewandowski, Joanna Rupa-Matysek, Maciej Jedrzejczyk, Mieczysław Komarnicki and Jarosław Berent. 2012. Genetic investigation of biological materials from patients after stem cell transplantation based on autosomal as well as Y-chromosomal markers. Int J Legel Med. (1), 1-4. 11. Andreas Meyerhans, Jean-Pierre Vartanian and Simon Wain-Hobson. (1991). Strand Specific PCR amplification of Low Copy Number DNA. Nucleic Acids Research. 20 (3), 521-523.

Tracing Sexual Difference: Beyond the Aporia of the Other :: Philosophy Philosophical Essays

Tracing Sexual Difference: Beyond the Aporia of the Other ABSTRACT: A reading of Luce Irigaray suggests the possibility of tracing sexual difference in philosophical accounts of personal identity. In particular, I argue that Irigaray raises the possibility of moving beyond the aporia of the other which lies at the heart of Paul Ricoeur's account of self-identity. My contention is that the self conceived in Ricoeur's Oneself as Another is male insofar as it is dependent upon the patriarchal monotheism which has shaped Western culture both socially and economically. Nevertheless there remains the possibility of developing Ricoeur's reference to 'the trace of the Other' in order to give a non-essential meaning to sexual difference. Such meaning will emerge when (i) both men and women have identities as subjects, and (ii) the difference between them can be expressed. I aim to elucidate both conditions by appropriating Irigaray's 'Questions to Emmanuel Levinas: On the Divinity of Love.' I. Introduction Here I appropriate two questions from Luce Irigaray's 'Questions to Emmanuel Levinas: On the Divinity of Love' in order to disruptively refigure Paul Ricoeur's account of self-identity, without assessing Irigaray's reading of Levinas. Irigaray suggests the possibility of tracing sexual difference in philosophical accounts of personal identity. By 'tracing' I mean to follow the marks left by that which is no longer present to that which is never entirely spoken, i.e. sexual difference. I argue that Irigaray makes possible moving beyond the aporia of the Other which lies at the heart of Ricoeur's account of self-identity in Oneself as Another. This aporia is a self-engendered paradox which, as I have demonstrated elsewhere, Ricoeur is not able to go beyond: he cannot name the Other/other (whether l'Autre as a general category for the Other or l'autrui as a term for another person). My contention is that in appropriating Irigaray's questions, we can begin to refigure Ricoeur's account of self-identity, extend his use of 'the trace of the Other' and conceive the non-essential meaning of sexual difference. As it is Ricoeur's account of self-identity seems to eclipse sexual difference in being dependent upon the patriarchal monotheism which has shaped western cultures both socially and economically. Yet according to Irigaray sexual difference will be conceiveable once (i) both men and women can gain identities as subjects, and (ii) the difference between them can be expressed. Arguably Ricoeur's notion of narrative identity, to which I will return, could express this difference and these distinct identities.

The Negative Impact of Television on Education Essay -- Teaching Educa

The Negative Impact of Television on Education Television is a pervasive and complex part of children's lives, there are many factors that affect how much and what they view. In the essay 'Teaching as an Amusing Activity' (1987), Neil Postman argues television conditions us to tolerate visually entertaining material measured out in chunks at a time. He explains the ways in which the media is changing the way our children are learning. Neil Postman starts off by explaining how television is being used as an attractive and seductive medium to make children to like school with shows such as Sesame Street. He describes how in a classroom setting allows the student to participate in asking questions and being interactive, while television lures the children with stimulating, colourful and creative images. Neil Postman then compares the difference in learning behaviours between the classroom setting and sitting in front of the television, which is the problem that is facing America today. Television does not encourage children to go to school but also affects their cognitive and social development. Neil Postman continues on with his idea on how children should learn. It is not what they are learning, since television shows can all be educational, it is how you learn it that is important. By watching television, the children are only expected to play a viewer role, while not realizing the familiarity of their role as a student in a classroom. This is leading American cultur...

Higher Education Institutions Essay

Higher Education Institutions need to continually adapt to meet the needs of students, employers, and society in general. In order to meet these needs, the theoretical knowledge and skill-based components required by graduates when entering the workforce must be constantly reviewed. As a consequence, academics face constant challenges in developing innovative teaching practices, activities promoting skill development, and assessment tasks which will equip graduates with the necessary employability skills for their profession, for lifelong learning, and for self-development. The use of reflective practice as an integral component of undergraduate assessment and skill development is observed across a variety of academic disciplines. Reflective practice is typically used across these disciplines to engage students in the development of self reflection skills and abilities, and in contextualizing the links between theoretical knowledge and professional experience and outcomes. Reflective practice can be defined as a learning process involving the examination of individual critical incidents and behaviors, the deconstruction of one experiences’ in light of knowledge held, and the resultant formation of new knowledge which can be applied to personal or professional practice (Davis, 2003; Klenowski & Carnell, 2006; Murphy, Halton, & Dempsey, 2008; Pedro, 2005). Reflective practice is self-regulated, and engages the learner in a process of relating theory and practice (Kuiper & Pesut, 2004; Lesnick, 2005; Pavlovich, 2007). Research has indicated that the development of reflective practice skills, and the engagement of higher education students in this process allows for the examination of how personal experiences prompt learning, and how this learning relates to professional experience (Bates, 2008). The process of engaging in reflective practice allows the development of personal and professional skills which lead to an integration of personal knowledge and experience, academic theory and knowledge, and relevant professional experience (Donaghy & Morss, 2007; McMullan, 2006; Thorpe, 2004). In addition, this newly integrated and formed knowledge, through guided facilitation or supervision, can then be applied to future professional outcomes and experiences (O’Halloran, Hean, Humphris, & Macleod-Clark, 2006). Recent research highlights the need for reflective practice processes to be contextualised to the post-graduation employment sector students are preparing to practice within (Boud & Falchikov, 2006; Lesnick, 2005; Pedro, 2005). As such, it is recommended that student assessment be based upon students developing the skills for work which are needed beyond the university experience. Encompassed within the development of these skills, is the need for students to reflect upon and judge their learning experiences and achievements, determine how adequate their performance has been, critically engage in a process of selfreflection, and evaluate their performance (Hinett & Weeden, 2000; McMullan, 2006). This process initiated and developed through the teaching of and engagement in reflective practice, leads students to self-direct their learning, and work-tasks, identify and be motivated to develop areas for change, and promotes further learning. Hence, learning is contextualised through ref lective practice (Boud & Falchikov, 2006; Lesnick, 2005; Pedro, 2005). It is important to note reflective practice is not only beneficial to undergraduates, but also to university tutors, lecturers, and course coordinators (Clegg, Tan, & Saeidi, 2002; Crow & Smith, 2005; Pedro, 2005; Thorpe, 2000). Not dissimilar to that observed in students, the process of assessors examining student assessments containing prose written in the form of reflection, places academics in a position to question the perceived needs of students, and the curriculum being taught relative to (i) what modules are being taught in the curriculum, (ii) why specific curriculum modules are included within the course syllabus, (iii) if the curriculum modules are effective in meeting student and workplace needs, (iv) if curriculum modules need to be changed to better address the perceived needs and skills of students and workplaces, and (v) how can the identified curriculum modules be changed (Pedro, 2005). The analysis of student reflections can lead to an examination of the pros and cons of the current course curricula, and the redevelopment and realignment of this curricula to enhance student learning and skill development (Bulpitt & Martin, 2005; Kember, McKay, Sinclair, & Jess Heerde & Berni Murphy, Reflective Practice Annotated Bibliography, 2009 4 | PageWong, 2008). Furthermore, the transferability of skills from higher education into the workplace may be enhanced, and the employment opportunities for students post-graduation increased through assessment of student reflections (Bulpitt & Martin, 2005; Harris & Bretag, 2003; Pedro, 2005). It was my third semester being a student nurse where I posted at Hospital Selayang. The accidents happened on Thursday morning. There are about 8 patient on beds and some of them are tractions, having a wound dressing on leg and some having amputation. At that time, our CI is not around because she has to handle 2 wards. The accident occur when one of staff nurse assign me to do simple wound dressing. I and one of my members prepared all equipment needed to do wound dressing. After we finished completing equipment, we immediately go to the patient and start to dressing. Because of ward are too busy, we decided to do without any supervise by staff nurse. During dressing, the sister suddenly came and saw us do the dressing without supervise by CI. More badly, we forget to put inco-pad below patient leg. The sister shouted us to stop the dressing and leave from the patient. The sister said that we are not allowed to do any procedure without supervise by our CI. Then she blame us for not obey the guide line of wound dressing. I have to do a report about what occurred just now. After being scolded by sister and CI, I felt guilty and can’t stop think about it just a simple wound dressing I had made a mistake. At that time, I still blaming myself for the mistake I have done. I never thought that it will happen to me. I was shocked and feel scared because I not doing the procedure in supervised by my own CI and caught by sister in ward. This is the first time I heard sister’s voice and facing in front of me. I became numb, speechless and my mind turns to blank and empty. I felt very guilty and I cannot stop thinking it every time I went to posting area. I felt very stressful because sister was annoyed. I will take this accident as a great lesson to make a change in me in future. As I analyzed and encounter the situation, I reflect myself on how it could be occurred and happened to me. the first and the main point are, I felt very confident in accomplishing the wound dressing procedure. This is because I felt that the procedure was simple so I obey the guideline of wound dressing in which I forgot to put incontinence pad and failed to maintain sterility on my field. Beside that, because of lack of knowledge I had also made my dressing procedure become complicated to handle. I also realized that my level of knowledge of wound dressing still low. Little experiences are not enough to master wound dressing procedure. Furthermore, I realized by doing the procedure without supervised by CI of staff nurse. I made a big mistake which is not followed the role as a student nurse. I should not do anything without supervised by CI. Obey CI instruction is a bad behavior that I have to change to be a good student. In my point of view, I feel that the situation could change in the future is I must do more practice on my wound dressing procedure. At this time, I need more knowledge to answer sister’s question and most importantly, I must be careful in maintaining sterility so that I will not be scolded by sister. The implication of mistaken the wound dressing principle to the institution are, the students from same institution will be rejected from that hospital because of less quality. The student nurse will encounter self low-esteem to face patient because of their seniors. Plus, the family members will lost belief in our work and not allow the student to do any procedure on the patient. Besides that, they will not trusting to my own institution and we have to hand over to staff nurse in-charges. In my recommendation, I could improve my skill to change in the future by a continuously practice in correct way of dressing. The repeated practice of wound dressing will help me to enable a good skill on that procedure. My theories are still in lower position. So, I have to gain more knowledge and information to make it perfect. The skill will be more skillful by supervise from the CI. She will correct any error while I am doing any procedure and added with some brilliant point. Beside that, I must make sure that all equipments are complete without missing any apparatus in doing wound dressing. I have to double check to minimize risk of forgotten equipment. With all this, the result of being mistake will be zero. I am not aware that all nurses should being in a collaborative network that foster partnering with others. This is because most of the nurse today receive perception during their orientation to a clinical position or coaching for a special project or promoting they are spires them. Beside that, I also being aware that if someone to be more perfect to done a wound dressing. We must need a concept of mentoring in nursing and suggest its strongest relationship is as a ‘teaching learning process for the socialization of nurse scholars and scientists and the proliferation of a body of professional knowledge’ (steward and Krueger, 1996). This is because a student a student must need a help from their CI will tell his or her student for what is wrong or what is right. I also being aware of the nurse need to broaden their connection with others so that each nurse is introduced to the multiple benefits of being network. This is because of my scenario I did get any connection the staff nurse to observe me done a dressing made my mistake. it would be advantages to begin getting involved with this mentoring spirit early in one’s career. It is known that nurse who had been mentors tend to mentor other (Vancer & Olson (1998); Yoder (1998)) In this scenario, I have learnt from my experience need an mentoring in nursing encompassed a guided experience, formally or in formerly assigned, over a mutually agreed-on period, that empowers the mentor and mentee to develop personally and professionally with the auspices of caring; collaborative competent, and respect environment.

Exploring Reliability and Validity

Exploring Reliability and Validity Types of reliability and validity used in the â€Å"Values and Motives Manual† One type of testing reliability used in the article is the inters of valid scores shown by the correlation co-efficient between VMI affection and 16PF are ‘privateness’ with a coefficient of -0.41, social desirability/ impression management with a correlation coefficient of 0.4, and those with higher values (Values and Motives Questionnaire, n.d., p. 23, table 5). VMI and OPP constructs indicate two scores having a correlation coefficient of 0.7. It indicates that the scores are strongly related. As a result of strong correlation, the social desirable coefficient for the two constructs is 0.58, and a central responding correlate of 0.75. Correlation coefficients that are less than 0.5 (normal) are invalid. For VIM/OPP, the valid scores are altruism/ cynical-trusting (0.51), traditional/ detailed-flexible (-0.58), affiliation/ reserved-gregarious (0.73) among others (Values and Motives Q uestionnaire, n.d., p. 25, table 6). Sample size and nature of population The larger the sample size, the lower the standard error. A high value in the standard error reduces the validity of the test. It may indicate that the scores are different from those in the population. The samples have been selected from a population which tends to have a higher education index than the overall population in the country. The population is more sophisticated because it mainly consists of undergraduate and postgraduate students. The research outcome may be different if the sample if drawn from the country’s population (Values and Motives Questionnaire, n.d.). An opinion about the test The test is valid and reliable if it used to interpret values among college students. It includes both undergraduate and postgraduate students. However, it cannot be used to make conclusions about the country’s population.Advertising We will write a custom critical writing sample on Exploring Reliability and Validity specifically for you for only $16.05 $11/page Learn More Kaplan, R., Saccuzzo, P. (2009). Psychological Testing: Principles, Applications, and Issues (7th ed.). Belmont: Wadsworth Cengage Learning. Phelan, C., Wren, J. (2006). Exploring Reliability in Academic Assessment. Retrieved from https://chfasoa.uni.edu/reliabilityandvalidity.htm Values and Motives Questionnaire. (n.d.). â€Å"Lecture notes†.

Free Essays on Religious Traditions Of Taoism

Overview Taoism is a principal philosophy and system of religion that began in China. It is based on the teachings of Lao-tzu in the sixth century B.C. and on subsequent revelations by Chuang-tzu and others. It advocates a simple honest life, and noninterference with the course of natural events. (dictionary.com, 2004.) It has remained in China and been used hand-in-hand with Confucianism. It has slowly spread west, and in these hectic times, it is being used as a reprieve from today’s troubled world. The main theme of Taoism is to align oneself with Tao, or â€Å"the way.† It is the natural order of things. Taoism combines a way of living as one with nature, mediation, and worshipping and rituals to combine a philosophy into more than a religion – into a way of life. Yin and Yang The symbol of yin and yang is the graphical representation of Tao. Yin is the female side of nature, and is represented by the black part of the circle. Yang represents the male side and is the white side of the circle. Together, they represent balance. Without yin, the yang side would be unbalanced, and vice-versa. This applies to everything in nature. Day and night balance each other out. Floods balance out fires. Peace balances out chaos. When our lives are calm, they are balanced. The theory of yin and yang helps to show Taoists that when things are chaotic, something is out of balance. We must reflect and meditate to analyze these imbalances and work to get our lives back in harmony. The Principle of Non-action Taoists believe that the art of â€Å"We Wei† or non-action is the path to Tao and salvation. Wu wei does not mean that you sit and wait for things to happen to you. This means that you reflect on your actions before you do them, and see how the will affect nature and those around you. It saves energy in that you are not â€Å"swimming upstream,† but rather you are examining the current to find the best way to approach a... Free Essays on Religious Traditions Of Taoism Free Essays on Religious Traditions Of Taoism Overview Taoism is a principal philosophy and system of religion that began in China. It is based on the teachings of Lao-tzu in the sixth century B.C. and on subsequent revelations by Chuang-tzu and others. It advocates a simple honest life, and noninterference with the course of natural events. (dictionary.com, 2004.) It has remained in China and been used hand-in-hand with Confucianism. It has slowly spread west, and in these hectic times, it is being used as a reprieve from today’s troubled world. The main theme of Taoism is to align oneself with Tao, or â€Å"the way.† It is the natural order of things. Taoism combines a way of living as one with nature, mediation, and worshipping and rituals to combine a philosophy into more than a religion – into a way of life. Yin and Yang The symbol of yin and yang is the graphical representation of Tao. Yin is the female side of nature, and is represented by the black part of the circle. Yang represents the male side and is the white side of the circle. Together, they represent balance. Without yin, the yang side would be unbalanced, and vice-versa. This applies to everything in nature. Day and night balance each other out. Floods balance out fires. Peace balances out chaos. When our lives are calm, they are balanced. The theory of yin and yang helps to show Taoists that when things are chaotic, something is out of balance. We must reflect and meditate to analyze these imbalances and work to get our lives back in harmony. The Principle of Non-action Taoists believe that the art of â€Å"We Wei† or non-action is the path to Tao and salvation. Wu wei does not mean that you sit and wait for things to happen to you. This means that you reflect on your actions before you do them, and see how the will affect nature and those around you. It saves energy in that you are not â€Å"swimming upstream,† but rather you are examining the current to find the best way to approach a...