Media Influences on Adolescent Social Norms and Identity ...

Adolescence is a time where an individual’s sense of identity starts to emerge and a majority of their social norms are perceived. In this day and age, adolescents live in a world heavily submerged around media, which plays an important and habitual part of an adolescents life. In a national survey conducted in 2009, adolescents on average spend more than 7.5 hours using some sort of media a day (Rideout, Foehr, Roberts, 2010). With this unprecedented access to the world, individuals are learning and connecting with many different people and ideas through the media (Brown Bobkowsi, 2011). With different forms of media playing an influential part in an adolescents’ life, their perceived social norms may be seriously influenced.†¦show more content†¦Research has greatly indicated and proven that media exposure has an impact on the normative perceptions of substance use and relationship behaviors among adolescents. Studies have shown that media content and patte rns of usage are considerably related to adolescent perception of gender roles, romantic relationships, and sexual behavior. Repeated contact or subjection to sexualize subject matter on television or different forms of media has been related to individuals perceived normative gender roles (Herrett- Skjellum Allen, 1996). Negative and socially impaired beliefs about relationships, for example such as ‘‘fate brings soul-mates together, disagreement is destructive to a relationship, partners should be able to sense each other’s thoughts and feelings’’ (Holmes, 2007). Also with persistent disclosure to sexually explicit content related with more positive attitudes or norms toward â€Å"uncommitted sexual exploration† as well (Brown and Bobkowski, 2011). Social media gives the impression that alcohol usage is normative among young individuals. Adolescents may develop a perceived social norm of alcohol use among peers of varying ages because ages of individuals on social networking sites vary greatly. In an experiment conducted by Dana M. Litt and Michelle L. Stock, they examined the roles and impact of social networking sites perceived social norms of alcohol usage of adolescents. Their results showShow MoreRelatedSocialisation, Personal Identity, Gender Identity And Gender Roles1313 Words   |  6 PagesSocialisation, Personal identity, Gender Identity and Gender Roles: Boundless.com defines ‘Socialisation’ as â€Å"a term used to refer to the lifelong process of inheriting and disseminating norms, customs and ideologies providing the individual with the skills and habits necessary for precipitating within one’s society, thus the means by which social and cultural continuity are attained† (Boundless.com, 2015). The process of socialisation involves an individual such as an adolescent to have interactionsRead MoreHow Societ Influences Gender Identity3802 Words   |  16 PagesIntroduction The impact of social and cultural norms on the way an adolescent shapes and perceives identity has come under greater scrutiny in recent years. Although societies differ in the specific nature of the attributes associated with maleness and femaleness, each society attempts to communicate the gender norms to children and adolescents through various mechanisms. Acculturated gender roles have a significant influence on the way parents rear children, which impacts the way the children viewRead MoreSexuality and the development of a sexual selfhood is a development that can occur during900 Words   |  4 Pagesis unique based on personal, social, and contextual reasons. This development arises from an intertwining of physiological and psychological processes and is tightly related to identity. Historically, research on sexuality has been driven by a public health agenda, which is overshadowed by moral panic and bad outcomes of adolescent sexuality (i.e. STIs, unintended pregnancy, etc.). This perpetuated widespread abstinence policies in institutions in which adolescents were involved. This heteronormativeRead MoreCommunication Between African American Mothers and Their Daughters1740 Words   |  7 Pagesthe restrained prospects for African American males. As a result, girls observed the dual identity of their mothers and other prominent women in the society and internalized these identities (Lee Ashcraft, 2005). Despite so many challenges and stressors during parenting, African American mothers play a significant role in development of perceived self-identity and goal oriented behaviors among their adolescent daughters. Mother-Daughter Relationship According to Bynum Kotchick (2006), scholarsRead MoreMedia s Influence On Our Attitudes And Behavior Essay1313 Words   |  6 PagesIn our society, the mass media have enormous influence on our attitudes and behavior, and what we see shapes our views and our living. In the 21st century, children are digital consumers, who using TV, computers, gaming systems, as well as smartphones and tablets. Once the baby enters the world he or she is surrounded by media devices. The average American child, age 2-17, watches 25 hours of TV per week, plays 1 hr per day of video or computer games, and spends an additional 36 min per day on theRead MoreMean Girls, By The Queen Bee s And Wannabees Essay1108 Words   |  5 PagesThe period of adolescence is crucial in the development of identity and social integration, and for many teens can be very trying. From the moment children begin attending programs such as daycare and elementary schooling, they are transferred from an environment that no lon ger exclusively contains their parents, to one where they are integrated with other children who are similar in age; also known as peers. In the United States, adolescents spend twice the amount of time within peer groups from aRead MoreAn Individual’S Sexual Curiosity In And Enticement To Other1095 Words   |  5 Pagesstimulating feelings and experiences, speak to human sexuality. Different from sexuality, biological sex is classified through genetics, anatomy, hormones and physiology; female or male. An individual s intelligence of their own gender refers to gender identity or sociocultural classification, which is also set apart from sexuality; however, it is constructed on biological sex and shapes sexual orientation. Sexuality is practiced and displayed in several ways that include opinions, imaginations, desiresRead Moreâ€Å"Don’t forget to take out the trash,† the mother tells her fourteen-year-old son. The son only1400 Words   |  6 Pagestypical example of a teenager in rebellion. The adolescent years, the years in which one develops his or her own identity, are marked by confusion, acceptance, and rejection. Therefore, numerous people conclude that teenage rebellion is natural – something that is bound to occur. But this is not necessarily so. Since humans grow substantially during the thirteen to nineteen age period and are constantly in search of their place in society, adolescents in particular are easily influenced by their surroundingsRead Mor eHow Does Self Discrepancy Of Media Influenced Body Image Affect Adolescents Self Esteem?1235 Words   |  5 PagesSection A: Project Details Title: How does self-discrepancy of media-influenced body image affect adolescents’ self-esteem? Abstract: Research has shown that exposure to thin-ideal media is related to body dissatisfaction. Consequently, the accumulated dissatisfying emotions regarding one’s body can evolve into distorted body perception. Such disturbed body image has been evident as associated with low self-esteem. Nonetheless, little research has sought to elucidate the rationales for these perplexedRead MoreTeen Pregnancy : Education Is A Virtue851 Words   |  4 Pagescultural norm where women as young as twelve are married off to men to conceive their children. Back then, it was acceptable for young women to bare a child once first menarche and have as many children as her body could bare. In today’s society, teen pregnancy is looked down upon, yet sexual appealing imagery is solicited throughout social media, television networks, magazines, and music. So how is it that teen moms are subject to ridicule and mockery when they are ill educated, media influenced

Deaf The Deaf Community - 1351 Words

There is a Deaf community within nearly every community in America. Spanning across the country, this community overlaps with many other minority groups. There is a Deaf community within nearly every minority group not only in America, but worldwide. According to DeafQueer.org, the Deaf LGBT community is a community is a minority within a minority, making up ten percent of the Deaf community, or 2.8 million people. Although they span many races, classes, and sexualities, Deaf LGBT people tend to identify as Deaf first and foremost. With this diversity however, come ignorance, discrimination, prejudice, and hate. Deaf LGBT people face discrimination based on their ability to hear, their sexuality, sexual identity, race, and class. This†¦show more content†¦Both oralism and reparative therapy are damaging in teaching that being different is something to be ashamed of, invoking guilt to create a sense of shame in difference. Another similarity both Deaf and LGBT share is acts of resistance that make their communities known nationwide. For Deaf people, Deaf President Now was a major event in their quest for civil rights, while for the LGBT community; the Stonewall Uprising was the turning point that would launch their journey towards equality. While both communities have their own unique struggles and issues, there is an overlap in the communities made up of people that are both Deaf and LGBT identifying. Like many other minorities in the Deaf community, Deaf LGBT individuals have their own smaller subset within the larger Deaf community. As members of this community, Deaf LGBT people face their own struggles that come as a result of being both Deaf and LGBT. While the Deaf community tends to be very accepting, homophobia towards fellow Deaf people still remains an issue. From a historical standpoint, the Deaf community has a tendency to be more conservative, leading to prejudice. (Gianoulis) In the past, degrading signs have been used for LGBT individuals, such as using a sign that indicates the word fairy to describe gay men. (Gianoulis) Many Deaf LGBT people also hesitate to come out for fear of rejection from their community. (Luczak 64) When a Deaf person does come out, they find that it is nearly impossibleShow MoreRelatedDeaf : The Deaf Community1299 Words   |  6 Pages The Deaf Community All around us there is sound, whether it takes the form of birds chirping, people talking, or dogs barking. Every day we wake up to an abundance of sound. Hearing is a part of our senses and what if that was taken from us, or we were born without it? There are many people who have never had the luxury of hearing the sound of music or the voices of their loved ones. It easy to think that having a deaf child or losing your hearing is a tragedyRead MoreDeaf : The Deaf Community787 Words   |  4 PagesDeaf Athletics The deaf community is proud of their many accomplishments, and their athletes are not an exception. For many people hearing and deaf sports are a way to relieve stress and express inner emotions. The deaf community offers various amounts of sports for deaf. For deaf adults there are the Deaflympics, USADB basketball, and USA Deaf sport federation. The Deaflympics is a way for deaf athletes to compete on the same level as hearing athletes. Deaflympics started originally as the InternationalRead MoreThe For The Deaf Community849 Words   |  4 Pageseven born different. Our society narrowed scope views Deaf people as less, uneducated, and unworthy for the opportunities abled people are innately handed. There is a lack of opportunities that Deaf people received based on their disability in terms of jobs and acceptance. The feeling of acceptance is one thing the hearing community has felt at least once, if not their entire life, however it is a feeling that may be unknown to the Deaf community. Hearing is something people take for granted becauseRead MoreThe Deaf Community and Deaf Culture Essay1199 Words   |  5 PagesFrom antiquity, being deaf was looked upon as an undesirable and a culture which was disconnected with the rest of mainstream society. Often members of the community found themselves ostracized by members of other cultures, who viewed them with suspicion, and were thought to be possessed, or in communion, with undesirable â€Å"spirits†, particularly during the advent of the Christianity that was in practice during the Middle Ages. During this period, before the advent of Gutenberg’s metal, movableRead MoreDeaf Community Definition of d/Deaf 1823 Words   |  8 PagesThe phrases deaf-mute, deaf and dumb are outdated and no longer acceptable. The majority of deaf individuals have the ability to speak, but choose not to use their voices. It is difficult for them to learn speech when they cannot hear sound, and they simply feel uncomfortable speaking. When we define deaf, the parameters of the definition should be determined. The audiological definition can be used -- that is, one that focuses on the cause and severity of the hearing loss and whether or not hearingRead MoreThe Community Of The Deaf935 Words   |  4 Pagesproposal it is necessary to clarify what it is meant by Deaf. For the sake of this proposal Deaf will refer to individuals who cannot hear at all or are hard of hearing to the point it is necessary to use sign language to communicate Selecting a Sample The unit of analysis for the purposed study are Deaf individuals that are currently incarcerated at prisons located in the areas of the United States that have the greatest population of the Deaf. The prisons chosen are Rochester Correctional FacilityRead MoreBlack Deaf Community1051 Words   |  5 PagesAbstract The Black Deaf Community seems silly to believe the existence of itself, but in reality based on surveys and observations, it seems rather smart. Going through the supplemental reading, I have noticed the Black Deaf community consists of strong and proud members of both, overcoming many issues thrown at them. This paper will discuss the issues and show how amazing the community really is. To be a part of two different cultures at the same time seems almostRead MoreThe Community Of The Deaf1147 Words   |  5 Pagesproposal it is necessary to clarify what it is meant by Deaf. For the sake of this proposal Deaf will refer to individuals who cannot hear at all or are hard of hearing to the point it is necessary to use sign language to communicate Selecting a Sample The unit of analysis for the proposed study are Deaf individuals that are currently incarcerated in prisons located in the areas of the United States that have the greatest population of the Deaf. The prisons chosen are Rochester Correctional FacilityRead MoreBlack Deaf Community601 Words   |  2 PagesPrevious researches on Deaf cultures were mostly on superficial issues such as the typical cultural differences between the deaf and the hearing communities, the history of Deaf education, the distinctions of the deaf from the Deaf, and the critical points in the fight against discrimination. Sociolinguistics of sign languages also has its typical subjects such as Martha’s Vineyard, justification that American Sign Language is a true language, and the spectrum from Signed Exact English to AmericanRead MoreThe Deaf Community and Its Culture1545 Words   |  7 Pagesminor, I was not sure what to expect. Through my brief introduction of Deaf culture during my first sign langua ge courses, I knew some vague details about historical events. Gallaudet had been mentioned several times within not only my workbook, but also by my professor. I could have given you a short synopsis of the oral movement that threatened to wipe ASL out as a language. Though I knew these facts, and a few traits about Deaf culture that I had experienced firsthand, there was so much that I

Nursing Theorists Mentorship

Question: Describe about the Article for Nursing Theorists for Mentorship. Answer: Mentorship can be defined as an equal and community oriented learning relationship between two people with common objectives and shared responsibility for the achievement of the relationship. According to Alligood (2014), the mentor is the aide, master, and good example who help in the development of another or less experienced mentee. In numerous occasions, mentoring is an unconstrained relationship that creates between two individuals. Nevertheless, tutoring can likewise be fruitful when the guide and mentee are combined or coordinated deliberately. This is regularly the case in medicinal services offices when a mentee moves into another part. The mentee is combined with an accomplished medical attendant to take in another position and create in the part Vanlaar et al. (2016). As stated by Olson et al. (2014), the supervision of nurses, especially with respect to their mentorship indicates that nurses utilize and appreciate the opportunities provided by such schemes for promotion of practice. Most of the literature review in this case usually includes the supervision of practicing students, but of late, more priority has been provided to the supervision of the qualified nurses. This essay aims to discuss the key qualities of an effective mentor, identifying the behavior of an underachieving second year student, and provides an outline for application of learning styles and theories to the present case study, in order to promote the development of the mentee. It also highlights the importance of the environment of clinical learning (Esposito et al. 2016). Every student achieves success related to their learning outcomes only when they undergo placement. However, certain student cannot perform according to the expectation. As discussed by Vanlaar et al. (2016), evidence reflects the fact that every mentor finds such an aspect to be a challenging part of the role of a mentor. Many studies revealed the fact that mentors find difficulty in recognizing and assessing the performance of those students who displays problems in behavior or their attitude. Thus, more attention needs to be given to such students to assess their weakness and strength (Kim 2016). According to Olson et al. (2014), the underachieving students generally display a wide range of behavioral aspects. First of all these set of students shows an unenthusiastic attitude such as lack of interest, no sign of questions, etc. Secondly, they are normally not reliable due to poor attendance and punctuality. As stated by Vanlaar et al. (2016), such students displays lack of confidence and possess a high level of anxiety. Fourthly, the underachieving students lack theoretical knowledge, skill and also possess unreliable clinical performance. Fifthly, the care provided by such student is incomplete, and the record also reports about their incompetence's. Moreover, these student's lack interpersonal skills, lack of response to the received feedback, poor professional conduct, failure to improve and progress through placement and conflicts with personal issues. Therefore, it is very important to construct a learning module and set up a healthy environment in order to enhance the learning process (Esposito et al. 2016). In this case, the second year student who was underperforming in the last placement when assessed during the second placement was found to possess all the attributes and behaviors of an underachieving student. According to Vanlaar et al. (2016), the student not only lacked interpersonal skills, theoretical and clinical knowledge, she also avoided working with her concerned mentor. Additional to this her modes and techniques of care giving to the patients were not proper and clinical and according to the nursing practice. Even after repeated instructions and warnings provided by the mentor, she continued to make mistakes and her nursing practices were unsafe and lacked the professional boundaries. So as a mentor it is very important to recognize the areas which need to be improved and plan for a learning style that encourages her to achieve success in the medical field (Damber et al. 2012). Mentors are one of the intrinsic parts of any placement shell. The roles of a mentor are to recognize the problems associated with the student, identify the key goal, achieve support from colleagues, develop an action plan and then address the concern relating the underachieving student appropriately within the time frame. The role of a mentor is influenced by several contributing factors such as time constraints, the uncertainty of the outcome, conflict with the pattern of shifts, lack of confidence in order to deal with the certain issues, etc. (Olson et al. 2014). According to Scanlan et al. (2001), the most important professional responsibility of an effective mentor is to prevent students without proper professional skills from becoming a registered practitioner in the field of nursing. Although there might be serious personal and emotional consequences on a students life, failing to prevent them from continuation of the education program might lead to problems in the healthcare sector. In this case, the nursing mentor should first supervise the student and construct a feedback, assess his performance, set an objective, determine the areas that need to be focused and provide her the support and create a clinical environment to motivate her to work effectively. Learning is a process of acquiring dictated subject matter. A mentor should therefore work with his effective communication, professionalism and honesty in regards to enhance his teaching skills (Eddy et al. 2015). A practice placement provides the ability to a student to work effectively and in accordance with the integration of the theory into the nursing practice. So it is very important for a mentor to facilitate and evaluate the students learning achievements and competencies. In order to achieve success in terms of mentorship it is very important to realize the requirements or attributes that a mentor should possess. As stated by Eddy et al. (2015), emotional intelligence can be defined as the ability to identify ones own feelings and others as well in order to motivate and manage the emotions of oneself and others. Emotional intelligence is a cognitive aspect that can measure by intelligence quotient. Emotional competencies are the outcome of emotional intelligence. These are capabilities that one must learn and develop. As a mentor emotional intelligence can act as a framework for understanding ways that ones behaviour can contribute to positive work environment (Papaioannou et al. 2016 ). The profession of nursing requires a high level of emotional work. According to Papaioannou et al. (2016), a nursing mentor only becomes successful when he or she can regulate his or her own emotions and express those emotions for the need of the patient through their teaching and knowledge distribution quality. Sometimes the role of a mentor becomes difficult in constructing a compassionate and positive work environment in order to aid the student nurses to cope up with the emotional situations and at the same time manage their own emotional transition. The emotional intelligence framework is divided into two distinct division i.e. self-awareness, social awareness and self-management. Self-awareness is the attribute that help an individual to understand and manage situational variations of his or her own internal emotions. Self-management helps in building the strength in oneself and social awareness is created on the grounds of skills of compassion. Thus a mentor should possess the se two qualities (O'Brien et al. 2014). Mentoring is a vital element of the educational training which helps an individual develops into a professional. It relates to self-development, self-awareness, career development of a mentee. Literature review reveals that nurses who are in the progress of becoming a mentor or student supervisor should have sound knowledge about their clinical setting and also should follow certain principles. While acting as a mentor, he or she not only provide constructive feedback to the students to improve their clinical skills, also shares her own knowledge, experience, and feedbacks to solve their problems (Daniel et al. 2015). A mentor should be able to hold up students poignant into precise part of practice or a height of practice further than first registration, recognizing their individual requires in touching to an altered level of practice. Waters (2009) discover the qualities which patients rate in professional nurses and establish these qualities to be as attentiveness, professionalism, caring, organized, kindness, sympathy, cheerfulness, advocacy, efficiency, thoughtfulness, selflessness, and politeness. Such qualities would thus include a precondition for shaping nurse-patient relationship achieved through clinical learning styles (Ashktorab et al. 2015). In general, there are several learning styles that can be used in the clinical practice. The most frequently used learning style implemented in nursing is visual, aural, verbal and physical or kinesthetic method. Practical learning is more effective way of learning in the clinical practice. Learning styles are important in the field of teaching since it promotes better integration of theoretical knowledge into practice. During assessment learning style aids in identifying whether the teaching mode is effectively transferring the rules and professional values in the student or not. A positive learning atmosphere always improves the quality of the nursing care. One of the learning styles involves the theory which probably is learnt through structured interaction (Jonassen and Land 2012). One of the theories based on learning is andragogy theory which is also known as the adult learning theory, was developed by Malcolm Shepherd Knowles, which is reviewed with respect to its assumptions, principles and practices (Merriam and Bierema 2013). Andragogy is a method which promotes self-directed learning. There are six primary assumptions of Andragogy: An autonomous self-concept and self-direction this refers to the psychological need of a student or an individual to be treated as responsible or capable enough to handle their own tasks. This would provide a positive gesture to the student (Knowles, Holton and Swanson 2014). A higher level of experience No change in the basics, an attempt to impose on the background knowledge could lead to resistance or withdrawal from the procedure pf learning. Identification of the reasons to learn something To provide sufficient reason or information on why learning a particular topic could be useful. It is often not convincing for an adult to know that learning is good for them. A learning motivation for personal need In the case of an adult, the basic need of learning comes from the inadequacy of performance in a particular field. Identifying that particular reason in the student could help in convincing the need of learning a particular topic. Pragmatic orientation Individuals tend to learn things, which are useful in their daily life, or they would be able to utilize the information to a practical extent. This would help enhance the practical knowledge of the student. Internally driven motivation participation of an adult in a learning process is mainly driven by their personal requirements than superimposed by an external reason. Identifying the internal reason of the student would help in acknowledging the problems in a better way. Motivating the student would also help in enabling the student to focus on the topic (Merriam 2015). The second theory is Cognition theory that alludes to mental action including considering, recollecting, learning and utilizing dialect (Kendall and Hollon 2013). When we apply a subjective way to deal with learning and educating, we concentrate on the understanding of data and ideas. On the off chance that we can comprehend the connections between ideas, separate data and modify with logical connections, then our retention of material and comprehension will increase (Stevens 2013). Since Cognitive, learning depends on ones feeling and behaviour and thus relates to all forms of knowing, including thinking, memory, comprehension, motivation, perception and psycholinguistics. It is a more practical form of approach, and requires an imaginative perception of the student (Estes 2014) The third theory of learning is Behaviorism which is a learning hypothesis that lone spotlights on dispassionately detectable practices and rebates any autonomous exercises of the psyche. Behaviour scholars characterize learning as just the securing of new conduct in view of natural condition, connections, then our retention of material and comprehension will increase (Seimens 2014). This hypothesis is moderately easy to comprehend in light of the fact that it depends just on detectable conduct and depicts a few general laws of conduct. Its positive and negative support strategies can be extremely effective, for example, in medicines for human issue including autism a type of mental imbalance, tension issue and reserved conduct. Behaviorism is regularly utilized by instructors who punish or reward such students (Jonassen and Land 2012). Learning satisfaction is a term that can be represented as an individuals emotional affordance of the measure at which the nursing students learning experiences match his or her expectations on a course. According to Knowles et al. (2014), andragogy theory teachers direct the apprentices to their own understanding rather than providing them with details. This approach differs with pedagogy where students depend on the instructor to instruct the learning. On the basis of the pedagogical approach, a mentor will be able to act as a facilitator in order to deliver instructions and assist the mentees in pursuing self-directed learning. According to the cognitive theory, an individuals acquisition can be achieved y observing others through social interactions and experiences. If a mentor examines his or her belief on a students behavior or reason of failure then, through interaction behaviors can be changed. Teachers role becomes easy with understanding of the students behavior and action. Thus, innovative approaches should be used to recognize the strength and weakness of the student. One of such effective approach is the SMART goal approach (Siemens 2014). As discussed by Estes (2014), the SMART goal approach during the first interview will involve firstly a specific goal which will help to understand the students complications and also identify the areas where he or she needs obtain skills and knowledge. Secondly, the measure would involve communication with the student, assessing him or her and giving back feedbacks and also helping the student to realize the importance of the learning through clinical practices. Thirdly, he objective of the interview is achievable by designing a questionnaire which would be able to identify the strength and weakness of the student. The interview would be conducted to understand the initial requirement of the clinical teaching during the students placement. Thus, communication through interview is relevant. The time limit of this interview would be two hours and the duration is enough to understand the initial requirements in terms of teaching further. Clinical environment highly effects student learning experience. This is evident from certain literature reviews. According to Ashktorab et al. (2015), belongingness includes feelings of safety, feeling linked to the clinical nurse team and that their personal and professional values are in coordinated with the bigger clinical group. In one of the literature review, it was discussed that students who feel anxiety during the placements may experience less learning opportunities which might cause student attrition in future. Since a clinical environment leaves a mark on the learning experience of the student the beginning of the learning session should be effective. The role of induction in clinical settings is important since it is mode of welcoming the new staffs and also makes them feel that they are part of the team. In addition to this an induction also imparts necessary safety and peril management information, gives interior obligatory training and provides nurses the realistic data they will require to start their fresh jobs. In the context the setting mentioned have several clinical aspects that would motivate and encourage the student learning. Firstly, there are numerous mentors that might be available to seek help. Highly improvised technical equipment is available to help the students to cope up with every situation. Audio and visual tools are available for clinical teaching. Moreover, the student has the access to the library in order to gather theoretical knowledge and it also promotes evid ence-based practice (Estes 2014). In order to understand the pros and cons of the clinical setup, it is important to use the SWOT analysis practice. One literature review aimed at identity shared aspects of the job from which further work could emerge to support the three aims of the association and, especially, to further nursing leadership across Europe. This study was done through SWOT analysis. The SWOT analysis in accordance with the above clinical context states that the clinical setting has records of commitment and sharing with the opportunity to access patient for clinical practice for the students. But restriction towards certain things can be ethical and patient confidentiality disclosure can be a big threat. The Strengths of the clinical setting is that the environment possesses a strong ethos of sharing, commitment and openness to increase student confidence. The Weakness of the setting is that ant restrictions in accordance to student performance can lead to ethical and personal issues. The Opportunitie s of the whole learning set up involves the openness to use patients to improve practical skills. The Threats include the fact that confidentiality can be a big risk. (Estes 2014). The SWOT analysis reflects the various strengths and weaknesses of the setup that can be utilized to design the action plan. The action plan must involve identification of the weakness of the student and areas that need to be improved. Recording of the data through observation, feedback, preparation of mock documents. Data should be set the weekly basis to review the progress of the student. Examination results should also be collected and entered in the data entry documents. Feedback is an important part of the learning. In the clinical approach, it is very important to receive feedback from both the end. A mentor feedback reveals or gives the opportunity to the student to realize the areas that need to be rectified and accordingly improvement can be made. In terms of student, feedback gives the teacher to understand the areas where a teacher still needs to work on in order to make the student a clinical professional (Merriam 2015). Another significant part of the learning process is assessment. Assessment is a mode of evaluating the level of understanding of a student. In terms of the clinical practice, assessment has high significance. Healthcare deals with patient care. Therefore, any minor mistake can give rise to a lot of health complications. Thus assessing a student timely on a short term basis (formative) and also long term basis (summative) is important to judge the level of students understanding (Merriam 2015). Thus it can be concluded that the functionality of good mentorship is based on supporting practice-based education and delivering instruction and the conveyance of protected and viable information. It is observed as a critical means for the transference of information into practice and advances a learning society within an association. While various concerns and challenges around the present system for mentorship rose up out of the discoveries, numerous shown that advancement was required inside the current framework as opposed to entire change. In this essay, I have not only highlighted the learning styles and theories but also outlined an action plan, regarding the application of the same. I believe that the promotion of new models of mentorship will help in the development of the methods, which enable sharing of education and practice, promote distribution of the same, and assessment of the new models of mentorship. This can be brought about by adopting the following methods According to Merriam (2015), creating an online resource center, which would provide recent tools and information, would favor the practice-based knowledge. Certain recommendations that can impact on the future practice as a mentor are development of tools in support of local utilization and assessing their impact. Building or development of evidence based data system, which demonstrates the inter-relationship between the mentorships and its outcomes, at both inter and uni-professional levels. Establishment and facilitation of social networks, which involves communities practicing mentorship and promote contacts between mentors. Using nomenclature for designations, which utilize or support practice-based learning. Promoting of the value of mentorship and focusing on the development of the future workforce. Development and sponsoring an award system that highlights the good practice of mentorship. Exploring new methods of mentorship to facilitate better integration of nursing within i nter -professional working (Jonassen and Land 2012). References: Alligood, M. R. (2014).Nursing theorists and their work. Elsevier Health Sciences. Ashktorab, T., Hasanvand, S., Seyedfatemi, N., Zayeri, F., Levett-Jones, T. and Pournia, Y., 2015. Psychometric testing of the Persian version of the Belongingness ScaleClinical Placement Experience.Nurse education today,35(3), pp.439-443. Butterworth, T., Faugier, J. (2013).Clinical supervision and mentorship in nursing. Springer. Damber, U., Samuelsson, S. and Taube, K., 2012. Differences between overachieving and underachieving classes in reading: Teacher, classroom and student characteristics.Journal of Early Childhood Literacy,12(4), pp.339-366. Daniel, S., Switzer-McIntyre, S. and Evans, C., 2015. Clinical practice facilitator: an innovative mentor role for Internationally Educated Physical Therapists in a Bridging Program.Physiotherapy,101, p.e290. Eddy, L.D., Dvorsky, M.R., Molitor, S.J., Bourchtein, E., Smith, Z., Oddo, L.E., Eadeh, H.M. and Langberg, J.M., 2015. Longitudinal Evaluation of the Cognitive-Behavioral Model of ADHD in a Sample of College Students With ADHD.Journal of attention disorders, p.1087054715616184. Esposito, G., Manuel, J., Lavi-Martnez, D.F.S. and Iorga, E.M., 2016. 7 Underachieving student experiences in the INSTALL programs.Working with Underachieving Students in Higher Education: Fostering Inclusion Through Narration and Reflexivity, p.85. Estes, W.K., 2014.Handbook of Learning and Cognitive Processes (Volume 4): Attention and Memory. Psychology Press. Jonassen, D. and Land, S. eds., 2012.Theoretical foundations of learning environments. Routledge. Kendall, P.C. and Hollon, S.D. eds., 2013.Cognitive-behavioral interventions: Theory, research, and procedures(Vol. 21). Academic Press. Kim, N.Y., 2016. An Analysis of English Learning Style of Underachieving Student in High School: Based on Factor, Regression and Cluster Analysis.à ­Ã‹Å"„à «Ã…’â‚ ¬Ãƒ «Ã‚ ¬Ã‚ ¸Ãƒ «Ã‚ ²Ã¢â‚¬ ¢Ãƒ ¬Ã¢â‚¬â€Ã‚ °Ãƒ ªÃ‚ µÃ‚ ¬,88(à «Ã¢â‚¬ ¹Ã‚ ¨Ãƒ ¬Ã‚ Ã‚ ¼Ãƒ ­Ã‹Å" ¸), pp.81-97. Knowles, M.S., Holton III, E.F. and Swanson, R.A., 2014.The adult learner: The definitive classic in adult education and human resource development. Routledge. Merriam, S.B. and Bierema, L.L., 2013.Adult learning: Linking theory and practice. John Wiley Sons. Merriam, S.B., 2015. Adult Learning Theory: A Review and an Update.Culture, Biography Lifelong Learning,1(1), pp.59-71. O'Brien, A., Giles, M., Dempsey, S., Lynne, S., McGregor, M.E., Kable, A., Parmenter, G. and Parker, V., 2014. Evaluating the preceptor role for pre-registration nursing and midwifery student clinical education.Nurse education today,34(1), pp.19-24. Olson, J.M., Herman, C.P. and Zanna, M.P., 2014.Relative deprivation and social comparison: The Ontario symposium(Vol. 4). Psychology Press. Olson, J.M., Herman, C.P. and Zanna, M.P., 2014.Relative deprivation and social comparison: The Ontario symposium(Vol. 4). Psychology Press. Padfield, B., Knowles, R. (2014). Development of learning facilitation roles for unregistered practitioners.Nursing Standard,29(16), 35-40. Papaioannou, S., Mouzaki, A., Sideridis, G.D., Antoniou, F., Padeliadu, S. and Simos, P.G., 2016. Cognitive and academic abilities associated with symptoms of attention-deficit/hyperactivity disorder: a comparison between subtypes in a Greek non-clinical sample.Educational Psychology,36(1), pp.138-158. Robinson, E., Niemer, L. (2010). A peer mentor tutor program for academic success in nursing.Nursing education perspectives,31(5), 286-289. Scanlan, J.M., Care, W.D. and Gessler, S., 2001. Dealing with the unsafe student in clinical practice.Nurse Educator,26(1), pp.23-27. Siemens, G., 2014. Connectivism: A learning theory for the digital age. Stevens, A.L., 2013. A cognitive theory of inquiry teaching.Instructional design theories and models: An overview of their current status, p.247. Vanlaar, G., Kyriakides, L., Panayiotou, A., Vandecandelaere, M., McMahon, L., De Fraine, B. and Van Damme, J., 2016. Do the teacher and school factors of the dynamic model affect high-and low-achieving student groups to the same extent? a cross-country study.Research Papers in Education,31(2), pp.183-211. Waters, D., Crisp, J., Rychetnik, L. and Barratt, A., 2009. The Australian experience of nurses' preparedness for evidenceà ¢Ã¢â€š ¬Ã‚ based practice.Journal of Nursing Management,17(4), pp.510-518.

The Advantages Of Stupidity Essays (948 words) - Intelligence

The Advantages Of Stupidity Most people say being stupid will lead no where. They claim that it is the worst possible condition in which to spend one's life, and if possible, it should be completely avoided. They would even suggest if the symptoms of stupidity are caught in the early stages, it could easily be treated by a surgeon. The most effective method used to do this is the chainsaw technique, later described in volume two. Yet, perhaps if people took a closer look at some of the advantages stupidity had to offer, they wouldn't have such a negative attitude toward it. After reading this paper, one will understand the advantages of stupidity. Admittedly, stupidity has certain disadvantages. Life isn't a bowl of cherries. And being stupid doesn't make it any fruitier. Being stupid can annoy even the most sensitive people. If one acts stupid, and does it in the wrong crowd, like a group of adults, it will seem more immature than funny. If one is forced to act stupid while dealing with lower life forms, for example, high school teachers, one may encounter barriers such as cruelty and insensitivity, with the utterance of statements like, "Think with your head straight!" or, "You have a brain, use it." Yet these are all true, there are still many advantages to stupidity. The first advantage is very easy to understand. Stupid people are never asked to do a lot. Many have noticed that people tend to steer away from someone they feel may be stupid. This is for a very good reason. The stupidity which they posses makes a name for themselves, a name which can be very difficult to shake. Possibly, it is a word which describes the working habits of the person, such as "crappy". Yet, this creates a positive situation for the stupid person. They will have a lot of free time on their hands for more of lifes truly meaningful pleasures. Some of these activities are combing facial hair, and counting the pixels on a Sony TV. Now, there has been a rumour going around that suggests that stupid people have low expectations. This is true. They are so stupid that they don't realize great from O.K. They could have a Sanyo cordless phone, but would probably choose instead a Pierre Cardin alarm clock telephone, because it comes free with their sensamatic folding bed. And someone with the "advantage" of stupidity might have a hard time doing certain tasks, or setting things up. Yet this isn't all bad. For example, if a stupid person leaves the chore, and comes back to it later, no one will be able to understand it. Would they get fired from their job? No. For the very simple reason that no one would understand their work except for them. The job would have to be given back to the stupid person, perhaps with a higher salary, or someone would do it for them, leaving them with even more free time! Free time is great for brainstorming (Admittedly this seems to be a bad choice of words!). Yet the ideas stupid people create tend to be original. For example, when was the last time someone stupid said something, and made one think about it? It seems that people are always talking about someone elses dumb idea. An example of such an idea would be, "How many stories will that english teacher drop before having a stroke?" This would suggest that stupid people may have the upper hand when it comes to thinking up original ideas. In fact, the next time someone wants an original idea for something, they should try talking to their local, community stupid person. The reason for this is that while a stupid person thinks with his head, he does not do so an organized manner. This is why they have so much creativity. By thinking in this fashion, their ideas have a natural tendency to flow more easily, without the interruptions which occur from the editing of thoughts that logical people would have normally. Thus if someone else should say to one, "That was a stupid idea!" one should merely look that person straight in the eye, and say, "Thank-you!"

Detective story Essay Example

Detective story Essay Example Detective story Essay Detective story Essay The inspector, like other inspectors in most of detective stories, is very intelligent and has many different ways of getting people to confess and give vital information, either using methods from the rulebook or by instinct. Again this is what makes a successful detective. For the inspector to be able get them to confess about how they were all linked to the death of the girl he insists that he talks to them one after each other so in private he can ascertain the personality of each individual and then he can see what technique would be best for getting them to talk. The inspector seems to have this power over the family such as when Gerald croft asks if he can leave and not carry on, Inspector Goole tells him in a firm manner to stay and carry on, and Gerald does as he is told straight away, so he has a feeling of superiority over them, again just like ones conscience. Each one of the Family is viewed as a suspect, as they are all linked to her death but they are not as in most other detective stories, as they have not actually committed a crime, but they all contributed to her suicide by causing her pain and suffering during their time with her. At first they all seem to deny the fact that they know who she is or that they have never actually met her before and it takes a lot of persuasion and information to get them to say how and why they knew her. A creation of tension is made very appreciable, as it is done so easily but is very effective, and example of this would be when the inspector is getting to a point where you are about find out what the certain person that he is interviewing something happens and so it creates the tension that you want to know what they are going to say. On top of this there is that permanent feeling of suspense running through your body for the whole of the book or play, as to find out who was responsible and who the inspector really is. This keeps you constantly guessing. Cliffhangers are used in the play creating tension and suspense, for example when we find out that it is Eric who is the father of Evas baby. It creates a final sudden halt to the scene and leaves you thinking about many aspects of what will happen next and wondering if he is the reason why she killed herself because of his lack of support in her time of need. This play was set in a pre-1914 period, and so the characters will be slightly interesting with conversation about if they believe a war will start and the Father is always looking at the prospects of the future and it seems all he cares about is making profit from his company. We then find out about Erics life and the fact that the other family members had lives that no one else suspected of. This adds more suspense, making you continually guess about what happened. As a final conclusion, I think that it is the tension and suspense effect that Priestly uses to make contrasts, to keep you guessing throughout the story, and yes, this book does fit into the category of a detective story.

Geography for Kids

Geography for Kids ThoughtCo includes a large collection of resources that are appropriate for children. This article provides easy access to the best of our resources for kids who are aspiring geographers, have a geography quiz coming up at school, or are part of a bee. Geography 101 As a starting point, Geography 101 provides a bunch of information about geography with links to articles all over ThoughtCo. Among others, youll find information on these topics: The definition of geography.The history of geography.The different branches and divisions of geography.Information on studying geography and working as a geographer. Preparing for the Geography Bee The National Geography Bee is for kids in the fourth through eighth grade. Kids can learn about the Bee and how to prepare. If your school is one of the 1,000 that participate in the Geography Bee, the information and links in this article can help your students prepare. All About Geography This article teaches kids some of the important basics of geography and answers questions such as these: What is geography?How does geography differ from geology?What do geographers do?How does one become a geographer? Basic Earth Facts This page for kids includes a listing of fun facts about the planet earth such as these: The size of the earth.The number of countries on our planet.The highest and lowest points on the surface of the earth.The age of the earth.And, more... Geography Quiz Think youre a geography expert? While this quiz might be a challenge to most kids, the true geographic fanatic will appreciate the challenge. Both kids and adults will test the depth of their geographic knowledge with these fifteen questions. U.S. State Capitals This is a great resource for kids who need to memorize the United States state capitals for their geography class. From Juneau (Alaska) to Augusta (Maine), youll find every capital along with population, education, and income information for each city.   Capitals of Every Country This listing is a great reference for kids studying the countries in geography class. Did you know that Yerevan is the capital of Armenia or that Paramaribo is the capital of Suriname? This article can help you brush up on your knowledge of important world cities. All About Physical Geography Physical geography is the branch of the science with which most people are familiar. It includes the study of  climates, flora, and fauna, the atmosphere, landscape features, erosion, and more. This article gives an overview of the physical geography and provides numerous links to further information. All About Cultural Geography Geography isnt all about mountains, bodies of water, and other physical features of the earth. With this article, youll learn about the human side of geography. Youll learn how languages, economics, governmental structures, and even the arts are connected to the physical features of our world. We hope these resources help you and your kids learn geography. Enjoy!

Mao Zedong's view on writers and artists Essay Example | Topics and Well Written Essays - 750 words

Mao Zedong's view on writers and artists - Essay Example On attitude, Mao Zedong speaking at the Yenan Forum talked on the issue of attitude towards different matters. The difference in attitude was in relation to the enemies, allied fighters at the front row of the war and the last groups were the masses. He encouraged the writers to criticize the enemy, that is the Japanese Imperialists, and expose their cruelty while at the same time point out the inevitable outcome, defeat. Such criticism would act to encourage the anti-Japanese fighters to fight with more vigor. However, the Allied fighters were to be that of alliance and criticism. They were to receive praise for any achievement towards any achievement in addition to their resistance to Japan. In case they were not doing enough though, the literary and art experts had the moral authority to criticize them. The proletariat had to be supported for their struggle and input in the revolutionary process. Mao Zedong noted that different audiences existed. These referred to the people who the literary and art works were directed at. Giving the examples of Shensi-Kansu-Ningxia border region, Kuomintang area Shanghai area, he noted that there were different expectations amongst those areas. The audiences consisted of workers, peasants, soldiers, and students. They, therefore, needed revolutionary work tailored to meet their needs. This difference meant that part of the audience was literate while another section was not. An effort, therefore, had to be made to ensure that the information was made available to all the segments of the population.

See below Dissertation Example | Topics and Well Written Essays - 1750 words

See below - Dissertation Example In the last thirty years legal barriers to the employment of women in correction have been removed. Larger numbers of women are now employed in this sector, but there are still issues relating to the concentration of female employees in certain jobs or facilities (horizontal segregation) and at certain levels in correctional organizations (vertical segregation). In the corrections context the segregation between administration and â€Å"frontline† staff, often expressed in the terms â€Å"contact† and â€Å"non-contact† may disguise deep prejudices about what kind of work is â€Å"appropriate† for men and for women. This kind of prejudice is hard to remove. The barriers which now exist are more likely to be cultural and social, as male employees seek to maintain their dominant position. Men are more likely to appoint men, and some of the prevailing cliches about violence and control favour a masculine view of the world. The issue of women being hampered in their career progression by the dominance of men is common in many areas of employment and not just in corrections. There has been extensive work on the â€Å"glass ceiling effect† which is what happens when invisible barriers are placed in the way to prevent women from having equal chances against men. (Wirth, 2001) Studies have shown that gender stereotyping has often used by male correction officers in the past to argue oppose integration of male and female staff. Women’s alleged weakness and vulnerability to rape from prisoners, for example, has been often cited as evidence that women officers in prisons are a security risk. In previous years subtle practices like height and weight requirements filtered out many women from particular roles, but nowadays the arguments used for the preferment of men are more likely to be made on the basis of security concerns, or alternatively the rights of prisoners, the majority of whom are men, to have their privacy respected by keeping their living quarters free of the presence of women. Scholars have pointed out that the evidence from the 1980s and early 1990s shows a greater awareness of the issues, but a mixed result in terms of actual career chances for Women. From the mid 1990s onward there is evidence of considerable intervention and positive action to address equal opportunities in correctional facilities. Key achievements such as the appointment of Kathleen Hawk as the first female Director of the Federal Bureau of Prisons in 1992 are evidence of this. Some of the barriers to women’s success are due to the long traditions that have been built up in training and on the job which unintentionally favour men. Feinman describes for example the tendency of women to achieve lower scores than men on a rifle shooting exercise which was addressed at first by offering women extra training. It was noticed that the rifles were unnecessarily heavy: â€Å"A new lighter and more effective rifle was selecte d, and women achieved very high scores immediately† (Feinman, 1994, p. 168) Other factors such as the location of many male prisons in rural areas can make it difficult for women with children to relocate in order to take up promotion opportunities. A minority of women in senior positions also means that there is a lack of female role models and mentors for future generations.

Critical Literacy Essay Example for Free

Critical Literacy Essay â€Å"Read the word to read the world. † (Freire) Being critically literate is not just about being able to understand words. It is about reading, listening, or hearing texts and coming up with your own thoughts on them. Being able to discuss your thoughts between many different people using your life and knowledge as a baseline. Critically literate citizens challenge thoughts by advocating as well as being active in their government. An activist uses literacy to critically understand and challenge social and political power. Activists enjoy collaborating with other groups to change attitudes, policies, and laws. They use and interpret language to challenge and shape themselves and institutions. Illegal immigrant supporters are a good example of critical literacy. How you perceive what you read will enforce if you are on the pro- or anti- side of the debate. Asking a simple question about The United States jobs you will receive many different answers based on the knowledge and understanding of the particular person you are asking. Some activists believe that illegal immigrants help the economy by working for low costs. Others believe they take U. S jobs that citizens could benefit from regardless of wage. Using the knowledge they have obtained from news casters, articles, and other people they dissect the information to come up with their stance. Activists then are able to knowledgeably speak out about the changes they want to achieve. The Communists Manifesto, by Karl Marx, is a critically literate book that brings to light what Marx believes as class struggles and problems of capitalism. The book gives readers an understanding of Marxs theories about society and politics. Bell Hooks, a feminist, feels that literacy is essential to the future of the feminist movement because the lack of reading, writing, and critical skills serves to exclude many women and men from feminist consciousness. Not only that, it excludes many from the political process and the labour market. (infed. org) Thomas Jefferson felt that â€Å"Information is the currency of democracy. † Cutting apart the information will give you a better sense of the government and your rights. Jefferson believed there was a correlation between literacy, citizenship and successful self-government. (Sparagana) When you are well-informed then you could be trusted with your own government. Using media outlets and websites people have the opportunity to critique news articles, get people to notice their problems, and ask government officials the questions they have. Do a search for a news outlets website and article after article will have a spot to post your opinion as well as question the writers point of view and the opinions of others who have posted. Having the internet easily accessible makes it even easier to keep tabs on the government. Having open options to ask or write your president or any other elected official questions from the information you have obtained will make it easier to have a discussion and either change their minds or have your own changed. Being able to critically look at the texts you are able to challenge government in a way to make your own voice heard. Critical literacy is important knowledge to have. Without it you would not be able to form your own opinions and not be able to understand the opinions of others. Having freedom of speech is a precious thing that we all should take advantage of. We are given a voice to to speak what we feel regarding every aspect of our lives. A critically literate citizen is necessary for a meaningful participation in society. Whether it is to have an in-depth discussion with your friends, writing and reading books, or watching a movie critical literacy brings meaning to your life.

The Marranos :: essays research papers

Marranos The term marrano refers to the Crypto-Jews from the Iberian peninsula, i.e. descendants of Jews who were forced to adopt the identity of Christians. The term marrano denotes in Spanish "damned," "accursed," "banned"; also "hog," and in Portuguese it is used as an opprobrious epithet of the Jews because they do not eat pork. The name was applied to the Spanish Jews who, through compulsion or for form's sake, became converted to Christianity in consequence of the cruel persecutions of 1391 and of Vicente Ferrer's missionary sermons. These "conversos" (converts), as they were called in Spain, or "Christà £os Novos" (Neo-Christians) in Portugal, or "Xuetes" in the Balearic Isles (from Catalan xua, a local pork concoction that it is said it was consumed in public by Xuetes to show how Christian they were), or "Anusim" (constrained) in Hebrew, numbered more than 100,000. With them the history of the Iberian Peninsula, and indirectly that of the Jews also, enters upon a new phase; for they were the immediate cause both of the introduction of the Inquisition into Spain and of the expulsion of the Jews from that country. The wealthy Marranos, who engaged extensively in commerce, industries, and agriculture, intermarried with families of the old nobility; impoverished counts and marquises unhesitatingly wedded wealthy Jewesses; and it also happened that counts or nobles of the blood royal became infatuated with handsome Jewish girls. Beginning with the second generation, the Neo-Christians usually intermarried with women of their own sect. They became very influential through their wealth and intelligence, and were called to important positions at the palace, in government circles, and in the Cortes; they practised medicine and law and taught at the universities; while their children frequently achieved high ecclesiastical honors. Classes of Marranos The Marranos and their descendants may be divided into three categories. The first of these is composed of those who, devoid of any real affection for Judaism, and indifferent to every form of religion, gladly embraced the opportunity of exchanging their oppressed condition as Jews for the brilliant careers opened to them by the acceptance of Christianity. They simulated the Christian faith when it was to their advantage, and mocked at Jews and Judaism. A number of Spanish poets belong to this category, such as Pero Ferrus, Juan de Valladolid, Rodrigo Cota, and Juan de Espaà ±a of Toledo, called also "El Viejo" (the old one), who was considered a sound Talmudist, and who, like the monk Diego de Valencia, himself a baptized Jew, introduced in his pasquinades Hebrew and Talmudic words to mock the Jews. The Marranos :: essays research papers Marranos The term marrano refers to the Crypto-Jews from the Iberian peninsula, i.e. descendants of Jews who were forced to adopt the identity of Christians. The term marrano denotes in Spanish "damned," "accursed," "banned"; also "hog," and in Portuguese it is used as an opprobrious epithet of the Jews because they do not eat pork. The name was applied to the Spanish Jews who, through compulsion or for form's sake, became converted to Christianity in consequence of the cruel persecutions of 1391 and of Vicente Ferrer's missionary sermons. These "conversos" (converts), as they were called in Spain, or "Christà £os Novos" (Neo-Christians) in Portugal, or "Xuetes" in the Balearic Isles (from Catalan xua, a local pork concoction that it is said it was consumed in public by Xuetes to show how Christian they were), or "Anusim" (constrained) in Hebrew, numbered more than 100,000. With them the history of the Iberian Peninsula, and indirectly that of the Jews also, enters upon a new phase; for they were the immediate cause both of the introduction of the Inquisition into Spain and of the expulsion of the Jews from that country. The wealthy Marranos, who engaged extensively in commerce, industries, and agriculture, intermarried with families of the old nobility; impoverished counts and marquises unhesitatingly wedded wealthy Jewesses; and it also happened that counts or nobles of the blood royal became infatuated with handsome Jewish girls. Beginning with the second generation, the Neo-Christians usually intermarried with women of their own sect. They became very influential through their wealth and intelligence, and were called to important positions at the palace, in government circles, and in the Cortes; they practised medicine and law and taught at the universities; while their children frequently achieved high ecclesiastical honors. Classes of Marranos The Marranos and their descendants may be divided into three categories. The first of these is composed of those who, devoid of any real affection for Judaism, and indifferent to every form of religion, gladly embraced the opportunity of exchanging their oppressed condition as Jews for the brilliant careers opened to them by the acceptance of Christianity. They simulated the Christian faith when it was to their advantage, and mocked at Jews and Judaism. A number of Spanish poets belong to this category, such as Pero Ferrus, Juan de Valladolid, Rodrigo Cota, and Juan de Espaà ±a of Toledo, called also "El Viejo" (the old one), who was considered a sound Talmudist, and who, like the monk Diego de Valencia, himself a baptized Jew, introduced in his pasquinades Hebrew and Talmudic words to mock the Jews.

Iranian Literary Arts Festival Essay

Cultural Festivals are usually done to celebrate traditions and cultures of certain places in order to preserve and maintain its significance. The festival I visited was the Iranian Literary Arts Festival at Project Artaud Theatre in San Francisco, California at 450 Florida Street last November 17, 2007 produced by the Translation Project. It is a commemoration of Iranian literary arts, which includes activities such as film screenings and art exhibits. However, the highlight of the event is the world premiere of Icarus/Rise, a play about the myth of Icarus written by Niloufar Talebi. Also, other Iranian films were shown almost everyday in theaters. With this celebration, it shows that the Iraqis like literature, especially poetry and film and they give importance to it thru the activities conducted in this festival. The contemporary issue here for the Iraqis is that they value the fruits of the Persian culture that is shown in the Iraqi movies screened during the festival that also featured literary panel discussions, art auctions and gala dinner. This experience was a surprise for me regarding their culture. I heard a lot about Iraq before, and they were all about wars, suicide bombings and brutality, and so with this festival, I have seen a different side of their country. Now I know that their culture is rich in literary arts and that they value it. I also realized that the literary treasures of a country say a lot about their culture and their history. Though I wasn’t able to watch all of the movies, I have felt the value they gave to such treasures. With this experience, I conclude that cultural festivals play a significant role in the present day by preserving and reliving the culture of a region, and it also helps the residents get to know their forefathers since it says a lot about the way of living of the people in the past. I also realized that every person should know the value of this festivities, and participate in every cultural festivals they can go to because its like a time machine that they can go back to the past and relive the good old days of their community. Reference Iranian Literary Arts Festival. November 18, 2007. Retrieved from http://www. sfgate. com/listings/event. php? events,e263149 The Translation Project. November 18, 2007. Retrieved from http://thetranslationproject. org/

Parents Influenced on Their Children

influenced of parents to their children Parental Influences on Personality: A Comparison of Trait and Phenomenological Theories Stu Dent SS# 123-45-6789 Psych 210: Theories of Personality Dr. Cervone — Fall, 2001 Parental Influences on Personality: A Comparison of Trait and Phenomenological Theories A seemingly obvious fact about human nature is that our personality is influenced by our parents. Intuitively, it seems as if the way our parents raise us exerts an enduring influence on the nature of our personality.By teaching certain types of behavior and by punishing actions of which they disapprove, parents may significantly influence the behavioral and emotional styles of their children. This intuition, however, contrasts with a second one. Common knowledge tells us that siblings often differ greatly from one another. One brother may be outgoing, the other shy. One sister may be conservative, the other liberal. Since siblings have the same parents, and parents tend to treat t heir children similarly, such examples seem to suggest that parents’ style of child rearing might make little difference to the personality of their children.The question of parental influences on personality, then, is an interesting puzzle for scientific theory and research in personality psychology. Theories of personality have taken different viewpoints on the question of parental influences on personality. This paper addresses two theories that present contrasting views. These are the trait and phenomenological theories of personality. In the trait theories, the basic variables of the theory are people’s traits, that is, their â€Å"broad predispositions . . . to respond in particular ways† (Pervin & John, 2001, p. 26). Most trait theories try to identify a common set of traits that can be used to describe the personality of any individual. These â€Å"nomothetic† trait theories rely on the statistical procedure of factor analysis to identify dimensio ns that can be used summarize individual differences in personality traits. Researchers using this technique commonly identify a set of five trait dimensions. These Big Five personality traits include extroversion, neuroticism, conscientiousness, agreeableness, and openness to experience (Pervin & John, 2001).Once one identifies a set of basic traits in this manner, a primary question is to identify where the traits come from. Why do some people have more or less of a given trait than others? Almost all trait theorists have sought biological explanations for variations in traits. People are seen to inherit a given level of a trait in the same way that they might inherit hair color or height. This viewpoint is consistent with findings on genetics and personality, which indicate that identical twins’ personalities are far more similar than would be expected by chance (Pervin & John, 2001).The trait theories, then, have an interesting implication for the question of parental inf luences on personality. If personality is defined in terms of personality traits, and if traits are thought to be inherited, then parental styles of child rearing would appear to have little influence on children’s personality. The only influence parents would have on their children’s personality is a biological one. They pass their genes on to their children. According to the trait theories, parents interpersonal interactions with their children would exert little effect on the child’s personality development.A very different view is put forth by proponents of phenomenological theories of personality. The primary focus of the phenomenological theories is the individual’s subjective experience of their world, that is, their phenomenological experience (Pervin & John, 2001). In particular, people’s subjective experience of themselves, or their self-concept, is seen as the core of individuals’ personalities. Among the most prominent of the phe nomenological theories of personality is the self theory of Carl Rogers (Pervin & John, 2001).Rogers contended that people’s psychological experiences are not determined by objective events in the world, but by their subjective interpretations of these events. These interpretations, in turn, are heavily influenced by a person’s self concept. Specifically, people may experience psychological distress when they cannot integrate their daily experiences with their sense of who they really are, as might be manifested by a person’s saying that â€Å"I just haven’t been acting like myself lately. † Alternatively, a person might feel guilty or depressed if their ctions do not meet their â€Å"ideal self,† that is, the person’s subjective sense of what they ideally should be like; in such circumstances, a person might report that â€Å"I’m disappointed with myself. † People’s self-views, then, are a primary determinant of their overall experiences. With regard to the question of parental influences, Rogers’ phenomenological theory has a very different implication than that deriving from trait theory. According to Rogers, self concept, like other aspects of phenomenological experience, is not inherited but instead develops gradually as people interact with the world and the other people around them.Rogers suggests that people develop a positive self-concept if they experience â€Å"unconditional positive regard,† that is, if people consistently respect and accept them for who they really are. People who experience unconditional positive regard, then, should have a positive view of self that enables them to approach daily activities in an open-minded, psychologically flexible and creative manner. In contrast, less positive personality development occurs if people experience â€Å"conditions of worth,† that is, if other people establish criteria, or conditions, for what is valued be havior.Such individuals may experience a more negative view of self that leads them to approach life activities in a more cautious, tentative, self-critical, and unconfident style. Since parents are generally the major source of influence in the early years of child development, the extent to which parents display unconditional positive regard to their children, as opposed to imposing conditions of worth, should influence long-term personality development. A primary question, then, is how one might be able to test these theories one against the other.Since personality theorists are attempting to development conceptions of human nature that can be evaluated by objective empirical evidence, it should be possible to marshal scientific evidence that bears on the relative merits of the two theories. For the question of parental influences on personality, one key source of evidence would be longitudinal studies, that is, studies that examine the same individuals across a long period of ti me. Ideally, such work would measure aspects of child rearing early in life and determine whether they predict personality characteristics as measured later in life.Such a study has been conducted by Harrington, Block, & Block (1987). They studied a large group of people at two points in time: early childhood and adolescence. During early childhood, the researchers obtained measures of the degree to which each child’s parents exhibited a â€Å"Rogerian† style of child rearing, that is, a style in which few conditions of worth were imposed on children and, instead, children were accepted for who they are and were allowed to explore the world freely. There were two such measures.One was a self-report of parents’ child-rearing styles, and the other was an observational measure in which researchers observed parents interacting with their children and coded whether the parents acted in a prototypic Rogerian manner. They two measures were combined into an overall inde x of Rogerian child rearing. In adolescence, the researchers obtained a measure of creativity. Teachers were asked to rate the degree to which the research participants, who were their students, approached tasks in an open-minded, creative manner.Since the researchers had measures on the same individuals at two points in time, they were able to determine the degree to which the childhood measure of parenting style predicted the adolescent measure of creativity. The finding strongly supported Rogers’ theory of personality development (Harrington et al. , 1987). Just as Rogers would have predicted, children whose parents treated them in a Rogerian style turned out to be adolescents who were judged as being more creative. Child rearing style was a statistically significant predictor of creativity.Importantly, this was true even when the researchers controlled for a measure of intelligence that also was obtained during childhood. It is not merely the case that intelligent childre n were treated in a Rogerian style and also were creative. Instead, even controlling for intelligence, parental child rearing predicted creativity. In evaluating the two theories, the results clearly support Rogers’ phenomenological perspective, as noted above. Children’s experiences of alternative parenting styles seem to have influenced a significant aspect of their personality and to have done to in exactly the manner Rogers would have anticipated.In contrast, the results conflict with the trait theory position that personality characteristics are largely inherited and that aspects of the environment that are shared by multiple siblings, such as parental child rearing style, exert little influence on personality characteristics later in life. Since the work of Harrington et al. (1987) was conducted a number of years ago, one might ask how trait theorists, in light of these results, could maintain their view that parental styles of child rearing exert little influenc e on personality. The results would seem to provide objective evidence against their theories.One possibility is that trait theories are focusing only on specific, narrow aspects of human personality, and that parental child rearing styles exert an influence on other aspects of personality that trait theorists have overlooked. Recall that, as described above, the core variables of trait theory are people’s average tendencies to exhibit general styles of emotion or behavior. It is noteworthy that none of these personality trait variables addresses people’s self-concept. Although trait theorists surely do recognize that people have self-concepts, they seem to have eliminated the notion of self-concept from the core of personality.Self-concept is not a â€Å"personality structure† in their view. This seems hard to defend, since people’s views of themselves are such a central feature of psychological experience. By focusing on overt styles of behavior, rather than the inner psychological life of the individual, including his or her views of self, trait theories may be missing an important aspect of human nature. The development of a stable conception of oneself and one’s personal qualities is a critical feature of personality, and it may be one that is shaped to a large degree by interactions between children and their parents. References Harrington, D. , Block, J. H. & Block. J. (1987). Testing aspects of Carl Rogers’ theory of creative environments: Child-rearing antecedents of creative potential in young adolescents. Journal of Personality and Social Psychology, 52, 851-856. Pervin, L. A. , & John, O. P. (2001). Personality: Theory and research (8th ed. ). New York: John Wiley & Sons. Notes (Your paper would not have these notes; these notes merely are intended for members of the class. They correspond to the circled numbers in the margins of the text. ) 1. This was a rare instance in which I wanted to quote directly fr om another source, in order to get the precisely correct definition on the term.To indicate that the material is taken directly from the textbook, I put the passage in quotation marks and included the page number in the book that contains the original material (p. 226). Note that you have to take these two steps even if you take only a few words from the other source. Even though it was only 7 words, Pervin and John wrote those words, not me, so they have to be in quotes. Otherwise, the material would be plagiarized. Any material that comes from another source and that appears in your paper has to be in quotation marks, and you must include the page number on the book or journal that contains the original material.In general, you should have very few passages of directly quoted material. The words in your paper should be yours, not somebody else’s. 2. This paragraph is a useful one for this paper assignment. Perhaps the most difficult part of the assignment is to figure out h ow specific, concrete research findings relate to the general, abstract ideas of the personality theories. You should make clear to the reader how the study that you review relates to the two theories. 3. When writing the paper, you should provide some information about the type of study your are reviewing, as in this paragraph, and then should review the results.

Free Essays on Blink 182 Speech

Sci: Blink 182 is a punk band with very expolsive history. Introduction: I'm sure you all have heard that song "Whats My Age Again" by Blink 182. But there is more to Blink 182 than most people know. You may think, "How is this possible? They're on MTV and played on the radio." Well, they have 6 CDs, over 10 music videos and more music that you can imagine. I'd bet you will find that this band has made good music from the beginning, even before they where famous. I. The Band A.Mark Hoppus 1.Mark Huppos is the bass guitar player and vocals for Blink 182. 2. Mark was born on March 15, 1972 in California 3. When Mark was 15, he recevied his first bass guitar and amp from his dad for helping paint his house. 4.He met 14 year old Tom Delong in 1991. 5. Mark started college to become an english teacher but once the band was making enough money to support him he dropped out and became a full time musician. B.Tom Delong 1. Tom Delong is the guitar player and other vocalist for Blink 182 2. Tom was born December 17, 1975 in San Diego, California 3. He started playing guitar at a very young age. C. Scott Rayner 1. Scott Rayner was the original drummer for Blink 182 2. In 1997 Scott left the band under pressure from his family to gain his high school diploma. D. Travis Barker 1.Travis Barker was born on November 14, 1975 2. He started playing drums before he can even remember 3. Travis was in a band called the Aquabats previous to being in Blink 182. 4. Travis Barker joined the band in 1997 after Scott Rayner quit. II. The Band History A. Blink started in 1992 when Mark Hoppus, Tom Delong, and Scott Rayner came togather to form "Blink" B. At the first the band was just called "Blink" and was an ordinary high school band. C. Originally Blink played local shows in the San Deigo Punk scene. D. Blink was known for their power packed shows and livley performances. E. In 1994 with t... Free Essays on Blink 182 Speech Free Essays on Blink 182 Speech Sci: Blink 182 is a punk band with very expolsive history. Introduction: I'm sure you all have heard that song "Whats My Age Again" by Blink 182. But there is more to Blink 182 than most people know. You may think, "How is this possible? They're on MTV and played on the radio." Well, they have 6 CDs, over 10 music videos and more music that you can imagine. I'd bet you will find that this band has made good music from the beginning, even before they where famous. I. The Band A.Mark Hoppus 1.Mark Huppos is the bass guitar player and vocals for Blink 182. 2. Mark was born on March 15, 1972 in California 3. When Mark was 15, he recevied his first bass guitar and amp from his dad for helping paint his house. 4.He met 14 year old Tom Delong in 1991. 5. Mark started college to become an english teacher but once the band was making enough money to support him he dropped out and became a full time musician. B.Tom Delong 1. Tom Delong is the guitar player and other vocalist for Blink 182 2. Tom was born December 17, 1975 in San Diego, California 3. He started playing guitar at a very young age. C. Scott Rayner 1. Scott Rayner was the original drummer for Blink 182 2. In 1997 Scott left the band under pressure from his family to gain his high school diploma. D. Travis Barker 1.Travis Barker was born on November 14, 1975 2. He started playing drums before he can even remember 3. Travis was in a band called the Aquabats previous to being in Blink 182. 4. Travis Barker joined the band in 1997 after Scott Rayner quit. II. The Band History A. Blink started in 1992 when Mark Hoppus, Tom Delong, and Scott Rayner came togather to form "Blink" B. At the first the band was just called "Blink" and was an ordinary high school band. C. Originally Blink played local shows in the San Deigo Punk scene. D. Blink was known for their power packed shows and livley performances. E. In 1994 with t...

Repudiate, Refute, and Reject

Repudiate, Refute, and Reject Repudiate, Refute, and Reject Repudiate, Refute, and Reject By Maeve Maddox How can I resist jumping into the fray over Sarah Palins use of the word refudiate? Heres the notorious tweet as it originally appeared: Ground Zero Mosque supporters, doesn’t it stab you in the heart as it does our throughout the heartland? Peaceful Muslims, please refudiate.† Here is the tweet with which it was replaced: Peaceful New Yorkers, pls refute the Ground Zero mosque plan if you believe catastrophic pain caused @ Twin Towers site is too raw, too real. I was amazed and delighted that a mere word could cause such a stir. Within minutes, it seems, we were informed that the word had been used once before, in 1984, by science-fiction writer John Sladke. Looking up Sladke, of whom Id never heard, I learned that he wrote satire. That could explain his use of refudiate. The word is a portmanteau that seems to combine refute with repudiate. The corrected tweet uses refute where reject would be more appropriate. Refudiate is an amusing word and one which, like misunderestimate is going to be used a lot in jest. It does not, however, seem to bring any new meaning or connotation to the language. repudiate: To cast off, disown (a person or thing previously claimed as ones own or associated with oneself). Repudiate is a transitive verb. You repudiate something or someone you no longer wish to be associated with. You can repudiate a debt, a wife, or a belief. †¦this paper argues that it may well be in poor people’s interests for their governments to repudiate debt.   Its time to repudiate this doctrine and satisfy U.S. energy needs without reliance on military intervention. Will NAACP repudiate their own racist comments about Kenneth Gladney, caught on tape? J.C. Watts says Christians should repudiate extremist groups refute: To prove (something) to be false, esp. by means of argument or debate. Refute is also a transitive verb. You refute an argument or a doctrine or a claim by offering evidence to disprove it. Does Neuroscience Refute Free Will? Trademark Owners Often Can Refute the First-Sale Doctrine The major evidence that refutes Mr. Stinnett’s claim †¦ comes from archival documents that were declassified in 1999†¦ Vice provost Dr Patrick Prendergast told the news provider the plans [to include non-traditional students] refuted the perception among some of TCD as an elite institution. Gerdemann hopes to refute the continually underlined idea that no one can contest the Tour de France without doping†¦ reject: To refuse to recognize, acquiesce in, submit to, adopt, or allow†¦; to refuse to believe (a statement, etc.), to discard from consideration. NZ Government must reject whaling plan Belmonte, Lakas reject plan to slash pork barrel Scotland must reject dependency culture Germany Will Probably Reject Opel Aid Request, Lawmaker Says By all means, have fun with refudiate. Just dont use it in your serious writing when what you mean is repudiate, refute, or reject. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:Creative Writing 101Loan, Lend, Loaned, LentEnglish Grammar 101: Prepositions

Who benefits from whistleblowing Essay Example | Topics and Well Written Essays - 2250 words

Who benefits from whistleblowing - Essay Example One of the biggest beneficiaries of whistle blowing is the public because it is through the activities of whistleblowers that they come to attain knowledge concerning what is going on in their lives. Whistle blowing allows the public to make an assessment of the activities that are taking place in their societies and to take action to prevent any negative effects of the said activities from affecting them. In most instances, whistleblowers, especially in the public sector, provide information to the public, not for their own benefit, but as a means of doing the right thing (Wilkey 2003, p.331). When whistle blowing takes place, it is for the benefit of the public because it makes the public aware of incidents that might be going on secretly and causing them harm. For example, a whistleblower might bring to light information concerning a drug from a pharmaceutical company that while it is officially believed to be effective, is in fact having negative side effects on its users. The in formation gained from the whistleblower leads to investigations whose results, if they are found to be true, end up helping the public a great deal. Not only does such information ensure the safety of patients who might have used the drug, but it also helps those patients who had negative side effects to successfully sue the company involved and receive compensation. Therefore, in this case, a major beneficiary of whistle blowing activities is the public since it is the audience of the information and it is the only one which can put pressure on the government to act in bringing accountability to public institutions. Business organisations can also be beneficiaries of whistle blowing and this is especially based on preserving their reputations. Businesses that encourage a culture of internal whistle blowing make it possible for information to be given to management

The Perceptions and Preferences of Students towards e-learning Research Paper

The Perceptions and Preferences of Students towards e-learning assessments in Oman - Research Paper Example   The definition of e-learning has been comprehensively put by Carry and Willis (2001, pg 20) that e-learning processes are whichever forms of learning that applies technological network or computerized technology in knowledge delivery, knowledge facilitation, and interaction. As depicted in an array of literature, of particular interest has been to ascertain the actual implications of e-learning and this has been as largely theorized as debatable. On one hand, as documented by Hall and Snider (2000, pg 95), e-learning process has the potential of cutting across culture while opening doors to new ways of thinking, the sense that it is a delivery vehicle that is ideal for education and learning. Secondly, education systems and institutions should adopt e-learning because it is rich in information. Students can access information at any time, regardless of place. Thirdly, e-learning is a way forward to imparting knowledge to marginalized groups, that is, students with physical disabi lities who have to overcome distance barriers and communication barriers to access education. Fourthly, e-learning is flexible. On the other hand, e-learning has also been ascribed certain fears. As asserted by Johnston, Killion, and Oomen (2005), considering how globalization has drastically reduced the knowledge shelf life, e-learning is not an exceptional subject to related setbacks. One way in which students could meet a demand of non-discrete learning curve is to participate in e-learning while keeping into account the time and place variables of the highly globalized world, yet the e-learning framework does not assure this. Moreover, the processes pertaining to the adoption of e-learning process tends to be more complicated than solely suggesting it depends on the teaching staffs and faculties. As if not enough, how are web-based technologies mainstreamed in the cultural-education context and would it be effective for all faculties? According to Cuellar and Dyrbye (2002), all these points add to its complexity, implying the high chances failure. This division has an implication on the popularity of the e-learning by students. Thus, the question is how popular could be e-learning education and assessments. Ascertaining the popularity of e-learning will go a long way in informing the extent that the policymakers will go in qualifying its necessity. This is because the perceptions of e-learning have an impact on the ease at which e-learning can be adopted (Kook, 1997). Ethical Implications The study does not elicit ethical subject or implications. It touches on the aspect of education and simply entails asking the students perception of the topic area. From another point of view, this does not have any ethical sensitivity point. Research Methodology The most appropriate approach to ascertaining the perception of the students towards the e-learning is by conducting a research. The proposed research would entail a questionnaire to students on how they feel ab out e-learning assessments. The questionnaire was designed. Care is taken to ensure that the questions are as objective as possible while, at the same time, it was designed in a way that will enable the questions to turn away from the fatigue social desirability prejudice.  Ã‚  

Management Information Systems IP Four Essay Example | Topics and Well Written Essays - 750 words

Management Information Systems IP Four - Essay Example The other is flash crash: machines go wild case study where the market equity in a flash, plunged to a historic low. The third is the Piloting the Valero with real-time management case study in which the Valero, a Texas-based oil refinery needed a system that could be able to display real-time data about issues concerning the plant. Reality Gets Better Case study Virtual reality is a three-dimensional space, which is a computer generated interactive space. Virtual reality immerses its users in the virtual world while the augmented reality keeps in touch with the real world. Augmented reality uses any of the three major display techniques to be able to achieve the blend of reality mixed with real-life images and graphic effects. The display techniques are hand held displays, head mounted displays that provide the virtual environment and shut out the real world, and spatial displays that mount graphical information on physical surfaces. It has been used to improve marketing in the sens e that it helps involve the customers and is able to communicate to the customers in an interesting and interactive way with relevance to them. In 2009, Esquire magazine was able to use this in their advertising where they added several stickers, which had designs that had this ability. When held up to a web camera, it started interactive video segments featuring the issue’s cover, Robert Downey Jr. (Ovide, 2009). In image guided surgery, a CT scan and MRI provides the necessary data that is superimposed on the patient in the operating room. In real estate, this has been employed to help the user find information they need on the go, since smart phones have GPS, cameras and internet. Therefore, one can just point their phone on a building and the value of the building per square meter and a small photo accompanied by a live image project from the phone’s camera, hence provide real estate information on the go (Macintosh, 2010). Flash Crash: Machines go wild case study The U.S stock markets on May 6, 2010 experienced a sudden and quick plunge at 2:42 PM, which left Dow Jones 600 points down. Twenty-five minutes later, Dow had gained almost the points it had lost. This flash crash appeared to have happened when a single mutual fund company engaged in abrupt selling activities that caused a chain reaction. The high-frequency traders HFTs are the ones now doing the work that the stock specialists used to do, including the matching of buyers and sellers efficiently, which the market makers did. In a case where the algorithm cannot handle the complexity of the event, a flash crash occurs. The algorithm in the case of Overland park on May 6 dumped 75,000 contracts and was instructed to sell them with disregard to price and time, and continued to sell and the prices dropped sharply. It would normally take five hours to sell them but this took twenty minutes (Bowley, 2010). The NYSE activated circuit breakers where the trading traffic is shifted to human stockbrokers intended to slow the trading process and to avoid the plunge (Bowley, 2010). Electronic trading simply showed that it allows the flash crash to occur over a short period of time and is able to amplify sudden market moves, which can go either side and happen faster with minimal chances of intervention (Henderson, 2009). Piloting the Valero with real-time management Valero energy is one of the largest oil refineries in the US,

Nickel-mediated Polymerization of Methyl Methacrylate

Nickel-mediated Polymerization of Methyl Methacrylate Abstract: The Ni(II) complexes [Ni(5-C5H3 R2)(X)(NHC)] 1a–f combined with MAO was tested in methylmethacrylate (MMA) polymerization. The complex 1f, bearing the bulky 2,6-diisopropenylphenyl substituents in the NHC ligand was found to be the most effective in the polymerization of MMA with TOF up to 200 h-1 resulting in a syndiotactic, high molecular weight PMMAs which can be explained by anionic, MAO-centered polymerization mechanism. Introduction: A great deal of attention is currently being paid to polymers containing polar monomers,  which may give rise to new high-performance materials with high adhesion and toughness and good dyeing and moisture adsorption properties.1 Metal-based catalysts tolerant of polar functionalities, which perform homopolymerization, and if possible copolymerization with nonpolar olefins, are being sought. Late transition metal complexes look promising because of their lower oxophilicity,2 and probable tolerance against polar monomers, and against impurities in polar olefins polymerization. Acrylates are polymerized and copolymerized for many different uses including coatings,  textiles, adhesives, and paper.3 Commercial poly(methyl methacrylate) has been produced since 1927.4 Like many other polar monomers, acrylates are commonly polymerized by 18radical5 or anionic mechanisms. In addition, polymerization of acrylates with late transition metal complexes has been studied.6 Metallocene  group IV complexes are known to be excellent for this type of polymerization. Half-sandwich nickel(II) complexes with N heterocyclic carbenes (NHC) of the general formula [Ni(5-C5H4R)(X)(NHC)] (R = H or alkyl, X= Cl, Br, I) was synthesized by reacting nickelocene or its derivatives and suitable imidazolium salts . The diamagnetic property of these compounds helps in showing some C-C bond forming reactions. But, complexes 1 are very active in aryl dehalogenation and aryl amination, hydrothiolation of alkynes and oxidation of secondary alcohols as a precatalyst. Experimental: Materials and synthesis: Methyl methacrylate (MMA) Methyl acrylate (MA), [Ni(acac)2], Toluene, Purified THF, and hexane 1,3-bis(1,1-dimethylbut-3- enyl)cyclopentadiene complexes 1a–d and 1f [Ni(5-C5H5)(CH3CN)(IMes)]+(PF6)− [5] [Ni(5-C5H5)(Cl) (PPh3)] MAO (10% wt. solution in toluene) Synthesis of 1e: A hexane solution of n-BuLi (2.5 mL, 5.1 mmol) and a THF (5 mL) solution of  1,3-bis(1,1-dimethylbut-3-enyl) cyclopentadiene (4.83 mmol) was added and the mixture was stirred for 2 h at ambient temperature. This solution was added to the solution of [Ni(acac)2] (1.199 g, 4.67 mmol) in THF (10 mL) at −78 oC. A color change immediately from green to red is observed and a suspension of 1,3-dimesitylimidazolinium chloride  [12] (1.693 g, 4.96 mmol) in THF (10 mL) was quickly added at this temperature. The reaction mixture was allowed to warm up to ambient temperature and stirred for a further 2 h. The volatiles were removed under reduced pressure. The solid residue was extracted with hexane (20 mL) and filtered through Celite. Complex 1e was isolated by crystallization as a red, microcrystalline solid. Polymerization: 14mg of Complex 1f(0.0255 mmol) dissolved in 15ml of toluene in a schlenk tube with a magnetic stirrer in it. To this solution, MAO ((5.10 mL, 10% wt. in toluene, 7.65 mmol) which is red in color was added by a gas tight pipette which results in a brown solution. The obtained brown solution was stirred at ambient temperature for half an hour. Now MMA(2.72 mL, 0.0255 mol) was added and the apparatus is placed in a oil bath maintaining 50oC with vigorous stirring. The reaction mixture was now quenched with excess of CH3OH (200 mL) and then filtered. PMMA was collected by filteration and washed with CH3OH and kept for over night drying. The obtained polymer is purified with small volume of CHCl3 and stirred overnight with 10% aq. HCl. The organic and the aqueous phases are separated and the organic phase is poured into excess of CH3OH. A white solid PMMA was isolated by filteration. 2.4. Characterization NMR spectr at ambient temperature on a Mercury-400BB spectrometer operating at 400 MHz for 1H NMR was recorded and at 101 MHz for 13C NMR was recorded. EI (70 eV) mass spectra on an AMD-604 spectrometer was recorded. MALDI-TOF mass spectra w with a Bruker Daltonics ultrafleXtremeTM mass spectrometer using HABA matrix was recorded. The average molecular weights were measured on a LabAlliance liquid chromatograph equipped with a Jordi Gel DVB Mixed Bed column (250 mm Ãâ€" 10 m) using CH2Cl2 as the mobile phase at 30 à ¢- ¦C and calibrated with standard PMMAs. 2.5. Crystal structure determination The selected single crystals mounted in inert oil were transferred to the cold gas stream of the diffractometer. Diffraction data was collected at 100(2) K on the Oxford Diffraction Gemini A Ultra diffractometer with graphite-monochromated Mo-K radiation. Cell refinement, data collection, data reduction and analysis were performed with the CrysAlisPRO [13]. Empirical absorption correction using spherical harmonics was applied. The structure was solved in monoclinic space group P21/c by direct methods using the SHELXS program . It is worth noting here that the skew angle ÃŽ ² is very close to 90à ¢- ¦. Full-matrix least-squares refinement against F2 values was carried (SHELXL-97 and OLEX2. Table 1 Crystal data, data collection and refinement parameters for complex 1e. Complex 1e Empirical formula C38H51ClN2Ni Crystal size (mm) 0.07 Ãâ€" 0.07 Ãâ€" 0.40 M ·(g mol−1) 629.96 Crystal system Monoclinic Space group P21/c (no. 14) Z 4 F(0 0 0) 1352 Temperature (K) 100(2) Dcalc. (g cm−3) 1.251 Absorption coefficient (mm−1) 0.688 Radiation Mo-K ( = 0.71073A)ËÅ ¡ range (à ¢- ¦) 3.3–30.0 Index range −20 ≠¤ h ≠¤ 20; −13 ≠¤ k ≠¤ 13; −13 ≠¤ l ≠¤ 13 Reflections collected 37,962 Unique data 9684, Rint = 0.0355 Observed refl. [I > 2ÏÆ'(I)] 8195 Data/restraints/parameters 9684/17/415 Goodness-of-fit on F2 a 1.043 Results and discussion: Synthesis: The series of Ni(II) complexes 1a–d and 1f (Scheme 1) was prepared from nickelocene or 1,1’ bis(allyl)nickelocene and the suitable imidazolium salt. Complex 1e bearing the 1,3-disubstituted cyclopentadienyl ligand could not be obtained by this route. Therefore, it was synthesized form the pentamethylcyclopentadienyl congener [4e] from [Ni(acac)2] by the one-pot two-step procedure intermediate {(5-1,3- R2C5H3)Ni(acac)} (Scheme 2). Scheme 1. Ni(II) complexes used in this study, where R = allyl (1d) or 1,1-dimethyl-but-3-en-1-yl (1e); Mes = 2,4,6-trimethylphenyl, Dipp = 2,6-diisopropylphenyl. Scheme 2. The synthesis of complex 1e, where R = 1,1-dimethyl-but-3-en-1-yl, Mes = 2,4,6-trimethylphenyl. From the symmetry of the molecule, it is found that the geometry of the molecule was trigonal planar. The bond angles and the lengths between nickel and its substituents are approximately same compared to the related compounds. Due to week contact between H(29A) hydrogen of mesityl methyl group C(29) and the chlorine ion [H(29A) ·Cl(1) 2.57 and C(29A) ·Cl(1) 3.5346(15)A] it resulted in the formation of a week intra molecular C H ·Cl hydrogen bond. 3.2. Polymerization: Polymerization was performed under the similar environment of the styrene polymerization with an excess of commercial MAO. A toluene solution of complex 1 was treated with an excess of MAO (Al:Ni = 100:1) for 30 min at ambient temperature. Then MMA (MMA:Ni = 1000:1) was added and the polymerization was run in a sealed Schlenk tube for 3 h at 50 à ¢- ¦C. The reaction mixture was separated as a homogenous mixture. Molecular structure of complex 1e. Polymerization of methyl methacrylate with complexes 1–3 and MAOa. The bromide analog 1b displayed slightly higher activity compared to 1a, while complex 1c bearing the alkyl-aryl NHC ligand was somewhat more productive than 1b in the productivity of the [Ni(Cp)(X)(NHC))]/MAO catalytic system. Substiuted cyclopentadienyl ligands was examined and complex 1d with allylcyclopentadienyl ligand gave the same result as 1a. It was reasoned that the allyl group might be too small to induce any effect. Therefore complex 1e with two bulky substituents was synthesized and tested to give the same conversion as 1d. By introducing the more bulky 2,6-diisopropylphenyl substituents in the NHC ligand (complex 1f) the yield of PMMA was 34% and when the excess of MAO was increased (Al:Ni = 300:1), the isolated yield of PMMA was increased to 60%. Changing the solvent resulted in a disappointing yield which was predicted to be due to the solubility problem. 1H and 13C NMR spectroscopy were used to determine the microstructure of PMMA. Syndiotactic-rich polymers were resulted toluene where atactic PMMA was obtained with hexane and this was because of the formation of MMA polymers via different mechanism in hexane and toluene. Isolated Methanol soluble oligomeric MMA were studied by MALDI-TOF MS which suggests more than one mechanism was operating the reaction. Scheme 3. Rationale for the formation of poly(methyl methacrylate) with [Ni(Cp)(X)(NHC)]/MAO. The structure of Ni complex had considerable effect on the overall yield of MMA with no influence on the molecular weight distribution or tacticity of the resulting polymer and the Al : Ni ratio do not effect the tacticity of the polymer. It was supposed that MMA polymerized by co ordinative anionic mechanism described in scheme 3. Conclusion: It can summarized that the complexes 1a-f and 2 can initiate polymerization of MMA in the presence of MAO with TOF up to 200h-1. The results of PMMA with GPC, NMR and MS imply a anionic, MAO-centered mechanism of polymerization catalyzed by Ni(II) species. References: 1. H. Martin in Ziegler Catalysis (Eds. G. Fink, R. Mà ¼lhaupt, H. H. Brintzinger), Springer  Verlag, Berlin, 1995, p 15. 2. G. Natta, P. Pino, G. Mazzanti, U. Giannini J. Am. Chem. Soc. 79 (1957) 2975. 3. A. Andresen, H.-G. Cordes, J. Herwig, W. Kaminsky, A. Merck, R. Mottweiler, J. Pein, H.  Sinn, H.-J. Vollmer Angew. Chem. 88 (1976) 689. 4. H. Sinn, W. Kaminsky, H.-J. 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