For the film JFK, what is Oliver Stone's agenda Essay

For the film JFK, what is Oliver Stone's agenda - Essay Example Johnson was a member of the ring that planned Kennedy’s assassination (Stone 589). So, the most critical question in this film is the director’s agenda when he was making up this film. This essay examines Stone Oliver’s agenda in the film and whether the film was received, by both the public and the media, as it was intended. The assassination of President John F. Kennedy was a thrilling event that left the American people and the world startled. The world was confused the most when such an injustice in a developed world was tainted by unexplained occurrences when the assassination investigations started. The film captures this in detail by going back to the years when President Kennedy was President and the unfolding of the events that supposedly cost his life. Among the ones captured are the early years of Vietnam War, the invasion of the Bay of Pigs, the missile crisis in Cuba, and the Laotian civil war (Brent 51). It was in November 22, 1963 that President Ke nnedy was brutally killed. It was after this occasion that New Orleans Jim Garrison and team got some hints on the assassination, and they commenced their investigation but the Federal Government publicly rebukes the developments (Salewic 80). The New Orleans attorney is forced to close the case when the alleged assassin Lee Harvey Oswald is murdered before he could go on trial. This occurrence further startled the world as to the game which Kennedy’s assassins had launched. After this closure, the film captures the reopening of the investigation in 1966 when Garrison related his encounter to Senator Long while he was on a plane trip. The inaccuracies in the Warren commission’s report enabled Garrison to identify some conflicts. In the film, several witnesses are interrogated by Garrison and his staff including other witnesses involved with Oswald. His informal investigations led to another suspect Ferrie, who is put on the spot when a witness testified that he saw Fer rie conspiring with Oswald, Shaw, and some Latin men to murder the President (Gary 1). Another interesting development was placed by Jean Hill who told the investigators that she witnessed the killing, and had heard four to six shots in total coming from the grassy Knoll, but was coerced by the U.S. Secret Service to testify that she had heard three shots from the book depository (Brent 52). This revelation led Garrison team to believe that there were changes made to Hill’s testimony given to Warren commission. Garrison investigators revealed that from their logical analysis of the alleged crime scene, the shots were not made by one person; there were others who were involved in the shootouts and thus, Oswald was not the only assassin. Given that there were two close shots, there was a possibility that two more assassins were involved. Another message that Oliver was sending to the world was that the then senior government personalities and the security ring were involved in the murder. In this case, the film reveals that Garrison discovered electronic surveillance microphones placed in his offices and meets X, a high official in Washington DC who revealed that the government, the CIA, the FBI, the U. S. Secret Service and the then Vice President Lyndon Johnson had a motive to cover up the cause of Kennedy’s death (Gary 1). Mr. X explains that president Kennedy was killed because it was

Benchmark risk management in Australia, UK and USA Research Paper

Benchmark risk management in Australia, UK and USA - Research Paper Example Since the greatest threat to physical installations and assets is from terrorist activities, therefore, it is pertinent to review what planning and strategies have been defined by the selected police departments in countering terrorist acts and risks associated with them. Geographic Scope United Kingdom, United States of America and Australia Summary of Best Practices related to Risk Management of Physical Assets and Infrastructures Integration of security and safety plans and strategies, so as to ensure that the whole system operates with full force and concentration. Communication and coordination with community in order to bring down risks associated with potential threats. Effective communication of potential threats and risks with concerned authorities and stakeholders. Making use of technology to avoid or prevent damages from unforeseen events. Categorical assessment of risk related to physical assets and infrastructures, so as to understand the degree of risk associated. Integ ration of controlling, coordination and command for risk management. UNITED KINGDOM London Police Department The London Police Department is divided into four directorates which assume different responsibilities. For each of the directorates, a separate risk management strategy is devised by the police department, under the leadership of Stephen Rimmer, the Director of Strategy Modernization and Performance Directorate. In the coming lines, the researcher would discuss a number of risk management strategies adopted by the London Police Department, in order to protect its physical assets from terrorist attacks, natural disasters and riots, but the focus would be on terrorists’ attacks as this factor is considered as being more destructive for physical assets of London Police Department. KEY STRATEGIES TO COUNTER RISK ASSOCIATED WITH PHYSICAL ASSETS London Police Department uses a 360 degree mechanism for its field operators to report any damage in case of terrorist attack, acc ident or natural disaster. Besides, wireless cameras are also installed on the site where physical assets are installed by the Police Department. Risk Management Process and Mechanism By communicating with field operatives, the staff sitting at the central monitoring area fetches information about the damage occurred to the physical assets of the organization. After receiving the information about the damage, the central monitoring area’s staff evaluates the level of risk assumed by the field operatives, occurred to a physical asset. These physical assets might include security check points, railway stations, heavy traffic points, hospitals, shopping malls and etc. The figure given below would help the readers to understand, how this whole process works: As it can be observed, that this is a simple process to avoid any damage from the previously mentioned incidents, that may result in an unfavorable impact on the physical assets of the London Police Department. From evaluatin g, the process enters into the policy formulation or mitigation plan development phase where the experts designs a risk management plan to ensure that the organization does not loss on the monitory value of the physical assets mentioned. The installation of surveillance cameras is another strategy that London Police Department has used wisely over the years to overcome the monitory loss that it incurs from the damage to physical assets of the organizations. These surveillance came

Introduction to Cross-Cultural Psychology Essay Example for Free

Introduction to Cross-Cultural Psychology Essay Having culture as a field of psychology makes sense because culture plays a significant role in everyday life. Culture allows someone to define who they are how they survive. Expressions of who one is can be done in many ways, by behavior, appearance, and language. Without culture, one’s human nature would rely on instinct to remain alive. Culture is a product of one’s environment. How important culture is and how culture influences oneself and others will be discussed in this paper. Examining various types of relationships as it pertains to culture and cross cultural psychology will also be deliberated. Critical thinking and the role it plays in cross cultural psychology and the use of scientific method will also be covered. Definition of Cultural and Cross-Cultural Psychology There are many avenues when looking at what culture stands for, but for most there is an agreement that culture is passed down from one generation to the next, there is a strong influence of molding one’s behavior, and that culture is learned. One’s environment is based on the culture that he or she is subjected to. Culture influences humans in many ways that is what makes humans human. Culture separates individuals from any other species and affords one the opportunity to use instinct and cultural knowledge to survive. Culture is woven into one’s fabric of daily life, and aids in how one interacts with others. By definition psychology is the study of performance and human behavior, so when tying to define one’s actions, it is imperative that incorporating one’s culture into the equation. See more: how to start an essay The behaviors of a person can be directly related to the environment or various biological factors, but, behavior can not be solely answered by just those two things without examining the social cultural conditions which impact that person’s behavior. Cultural psychology looks for the connection between psychology and one’s culture. By looking at this link the correlation between culture and behavior is recognized. Acknowledging this permits that cognitive operations are the variable in culture and oneself based on the environment that he or she is surrounded by (Segal, Dasen, Berry Poortinga, 1999). Culture can bring people together as well as separate others. Cross-cultural psychology is a newer specialty in the field. This field does not just focus on one specific culture when attempting to clarify the actions of someone’s behavior. Rather it views many different cultures that could be affected a person. It is imperative to know not to confuse race, ethnicity and society with culture. They do offer a look at a person’s individualism but it is different than one’s culture. A society consists of people where a culture is a common interest shared by persons with in a group that lead to a given behavior. To understand human behavior, viewing other approaches like sociological, cultural mixtures, integrative approach, eco-cultural and evolutionary all help in understanding how a human’s behavior could fluctuate based on. For example, when looking at the evolutionary approach views the biological factors contributing to the behavior over the eco-cultural approach views the environment (Shiraev Levy, 2010). The Relationship between Cultural and Cross-Cultural Psychology There are two different disciplines, anthropology and philosophy, that overlap in cultural psychology. Then reviewing other disciplines there is a wider viewpoint when researching various actions that others do. The purpose of cultural psychology is to unearth how someone’s culture affects behavior as well as how the connection is generated. Human energy cannot be the only factory determining one’s predisposition. Cultural psychology interprets that one’s mind should not be viewed as separate when explaining behavior. However, cross culture psychology relates to not only history and anthropology but also similarities and differences between histories. Regardless, both disciplines take into account culture so their foundations are close. The difference occurs because cultural psychology is interested in the relationship with culture someone has versus cross-cultural being interested in comparison on cultures (Shiraev Levy, 2010). The Role of Critical Thinking in Cross-Cultural Psychology Using critical thinking the right way, there are many ways that critical thinking that be a benefit. Life can be complex and complicated to understand. Critical thinking provides someone the ability to steer through life with a certainty. This being said, critical thinking is learned, not n inherited trait. Being able to think hypothetically, decrypt puzzles, synchronizing thoughts and communicating all require critical thinking. Using critical thinking means that one asks questions that will ultimately solve problems. If someone is unqualified or unskilled, it is possible they will not develop to full potential. By developing the critical thinking skill, this means that one could grow and learn. The use of language, patience when making important decisions, and ability to organize (Hunter, 2009). All of those that were mentioned are influences in cross-cultural psychology. Language can lead to discrimination for example. The way words are translated can be confused because of the way that it is understood. Translating word for word could lead to an incorrect translation. Understanding that any language can be translated into other meanings causing traumatization or inspiring depending on the interpretation. The research is another part of cross-cultural psychology that is attached to critical thinking. Research that is conducted without bias, emotion, choosing right from wrong, and accepting validity and reliability of that research is a form of critical thinking. It is normal for there to be comparisons made when linking groups or cultures. Here are a few instances how critical thinking and cross-cultural psychology are intertwined. Without a critical thinking understanding how culture affects behavior could form the wrong impression (Segal, Dasen, Berry Poortinga, 1999). Methodology Associated with Cross-Cultural Research Research is a critical part of cross cultural psychology. Without having research the only information about cross-cultural psychology would be assumptions. Psychologists who focus their studies on cross cultural psychologists are intrigued with the commonalities between cultures. As psychologists explain, foretell and manage various behaviors of those they observe they do so because humans are consumed with the interactions he or she has with others resulting in behaviors. Generating research is done by scientific investigation. Cross cultural psychology research is subdivided into quantitative and qualitative research. Quantitative research is done through observation by mode, median and mean. Qualitative research is nconditioned settings or a natural setting. This method is picked when the variables are impossible to gather because the tools are not available. There are two different strategies that are also available to use; the application orientated and comparativist strategy. The data collected by these strategies can be done through systematic or random sampling (Shiraev Levy, 2010). â€Å"Observation (naturalistic and laboratory), survey (direct and indirect), experimental studies (independent and dependent variables), content-analysis, psychobiography, meta-analysis, focus-group method† (Shiraev Levy, 2010, pp. 5-40) are all available to psychologists who are interested in cross cultural insestigations. When using cross cultural psychology hindrances could occur. Language could create problems when completing research consequently ensuring correct translation is of the utmost importance. Investigators should be able to decipher a specific method as realistically as possible. Attention should also be paid when associating two phenomena and also avoid biases at all times (Shiraev Levy, 2010). Conclusion Since culture plays a vital role in one’s life, it is critical to recognize that it is what causes one’s behavior. Culture is manmade and appears all of the time without much thought. It is important for one to be a successful psychologist that there is a clear understanding of both cultural and cross cultural psychology and how it effects the individual as well as his or her environment. Because of cultural psychology one can trace the connection between culture and psychology and eventually behavior. Viewing various parallels in cultural psychology can help see the differences as well as similarities between cultures and how it impacts one’s actions. Without it, there will always be a mystery surrounding humanity.

Assessment Strategies: Paramedic Education

Assessment Strategies: Paramedic Education Paramedics have, historically, been algorithmically led through all clinical procedures and decisions which do not directly centre on clinical decision making. It has been indicated that this system of paramedic training concentrated on life threatening conditions with protocol driven practice, based on limited underpinning knowledge (Williams, 2002). They have undergone front-loaded, fit-for purpose courses which has suited the operational need of the Ambulance Service. Over the last ten years United Kingdom (UK) ambulance services have become increasingly aware that there is a need to evaluate their educational provision. It became evident that paramedics needed to move on from surface to deep thinking strategies and develop a greater thinking repertoire. The paramedic profession is currently at a major crossroads in its development with the transition from a training paradigm to one of higher education (British Paramedic Association, 2006). This evolution in paramedic education he ralds a shift away from a training ethos of surface learning and expository teaching, best described by Ausebel (1968) as the presentation of the entire content of what is to be learned in its final form. This commentary will discuss the current assessment strategies used within paramedic education by higher education institutes (HEIs) including the assessments implemented in the clinical practicum. The various methods and delivery of assessment will be explored including, formative, summative and feedback. My own personal experiences and involvement with the assessment of paramedic students will also be discussed. This discussion will attempt to highlight the validity and reliability of certain assessment strategies such as objective structured clinical examinations (OSCE), portfolios, work-based assessment. The concept of role models for paramedic students during their time on clinical placement will also be explored. In the UK, the Institute for Healthcare Development (IHCD) is the awarding body for paramedic qualifications and have been involved in prescribing the curriculum, content, and assessments for all paramedic training throughout the UK. IHCD produce multiple choice questionnaires, short answer and clinical assessment tools which have been seriously challenged by the British Paramedic Association (BPA) which is the professional body overseeing paramedic practice and education. The assessment strategies employed by IHCD have been criticised for their errors of format and content relevance (Cooper, 2005). They were also seen as a tick-box exercise for the employers legal liability. IHCD assessment processes were criticised for their validity, reliability, and feasibility, with the BPA highlighting a clear need to identify alternative methods of assessment such as objective structured clinical examinations with links to competency frameworks (British Paramedic Association, 2006). The use of a variety of different assessment methods has now become a characteristic of paramedic education within HEIs. Currently HEIs employ a plethora of assessment methods including simulation, standardised patients, written examinations, oral examinations (viva voce) and reflective portfolios. During their time in the clinical practicum paramedic students are also continually assessed with regard to their clinical competencies. Pugsley and McCrorie (2007) state the need to have valid, reliable, fair and defensible assessments due to increased litigation from students are adding new dimensions to educator roles. With the ongoing change within paramedic education there has been a need to move away from standard assessment methods such as written examinations. Historically, educators have used the same assessment methods for all of the competencies of a paramedic, even when they were ill-suited to the task. For example, it is critical for a paramedic to be able to communicate effectively with patients but an assessment of this aspect of competence is not tested well by written examinations or a viva voce in which the student-patient encounter is unobserved. To correct this problem, several methods of assessments which are new to paramedic education are being implemented with ongoing development. These new methods focus on clinical skills, communication skills, procedural skills and professionalism. An importan t role of the teacher relates to assessing students competence. This hold great relevance within pre-hospital environment as life, health and welfare of patients is potentially at risk if students are not accurately assessed which may lead to future paramedics with low levels of clinical competence. Stuart (2007) states that assessment can be formative and summative with Boud (2000), claiming that both forms of assessment influence learning. Formative assessment can guide future learning, promotes reflection and provide reassurance (Epstein, 2007) whereas summative assessment tends to take place at the end of module or program of study and is used to provide information about how much students have learned and to what extent learning outcomes have been met (Stuart, 2007). Many of the assessment strategies can be used as either a method of formative and summative assessment (see table 1). Any particular method of assessment will have its strengths and its intrinsic flaws. The use of several different assessment methods may partially compensate for the intrinsic flaws in any one method (Epstein, 2007). Validity and reliability are deemed as critical for determining the usefulness of a particular method of assessment (Van der Vleuten, 1996). Validity is the extent to which the assessment measures what it was designed to measure (Quinn Hughes, 2007). Reliability indicates the consistency with which an assessment method measures what it is designed to measure (Messick, 1989). OSCE The teaching and assessment of clinical skill proficiency is a major part of paramedic education. Paramedic degree programs throughout the UK are using and developing OSCEs as an approach for the assessment of clinical skill performance. OSCEs have been utilised in advanced life support, trauma, medical condition scenarios as well as individual clinical skills. Newble (2004) states that OSCEs are better suited to assessing clinical and practical skills, often with a high degree of fidelity. Stuart (2007) warns that OSCEs have limitations as a method of assessment due to the performance of students under laboratory conditions may not accurately reflect their real performance in the clinical practicum. Other limitations also exist such as students finding OSCEs highly stressful (Phillips, Schostak Tyler, 2000; Brand Schoonhein-Klein, 2009). An OSCE also tends to focus more on the assessment of basic skills rather than cognitive skills (Redfern, Norman, Calman, Watson Murrels, 2002). A major limitation is the compartmentalisation of the clinical patient assessment process and students may not learn to holistically assess patients (Stuart, 2007). There is conflicting evidence throughout the literature regarding the reliability and validity of OSCEs as a method of assessment. Goaverts, Schuwirth, Pin et al. (2001) have reported high reliability and validity for this assessment strategy, whereas Phillips, Schostak and Tyler (2000) claim that OSCEs are seriously flawed due to lack of inter-assessor and intra-assessor reliability. Hodges (2003) points out that OSCEs are a social drama with students modifying their own behaviour in an attempt to convey the impression that the assessor desires. There are measures that have been reported to increase the validity and reliability of the use of OSCEs and these are listed in Appendix X. I have had some experience of assisting with OSCE assessments and have found that almost no training has been provided for the assessors which in my opinion, made them unreliable. The assessors are given objective checklists but a personalised form of scoring was sometimes used due to the lack of assessor experience or understanding of the assessment strategy. One of the OSCEs required an assessment of a students ability to perform advanced life support (ALS) with the checklist containing a total of 111 points to be assessed (see appendix X). This created problem with the reliability of this particular OSCE as the assessors found it difficult to observe the student as well as check they were performing everything on the checklist. This OSCE lasted almost 30 minutes which not only caused fatigue to the student but also to the assessor. According to Reznick et al. (1992) the heavy workload on the assessor can affect their performance. A lengthy OSCE can also cause student fatigue which may affect their performance (Rutala, Witzke, Leko, Fulginiti Taylor, 1990). As part of my ongoing development as a teacher I have started to design an OSCE for the assessment of some basic clinical skills. Some of these have already been designed for other healthcare professions but none are paramedic education specific. Simulation ALS Simulations are increasingly being used in paramedic education to ensure that students can demonstrate integration of prerequisite knowledge, skills, and affect in a realistic setting. For these aspects of competence, the use Sim-Man which is a physical simulator that models the human body with a very high fidelity is currently used extensively at my employing university. This form of simulator is very realistic and can provide an excellent assessment of skills. These simulators are used in conjunction with observed structured clinical examinations (OSCE). Standardised Patients A standardised patient is a person trained to portray a patient with a particular medical or traumatic condition. They are used to assess a students ability to collect medical history and physical examination data (Tamblyn Barrows, 1999). Following the encounter between the standardised patient and a student, both the standardised patient and an assessor make judgements about the students performance based on history taking, physical examination and communication skills. Checklists are developed for each patient scenario focusing on the students ability to collect the relevant data. Skills in summarising and interpreting the information collected are often measured following the encounter consisting of open-ended questions or short answers. I have found this to be the most realistic form of assessment outside of the clinical practicum and research has shown that reasonable levels of reliability and validity can be achieved (Norcini McKinley, 2007). However, McKinley and Boulet (200 4) warn that there is a drift in assessor stringency over time and that the standardised patients themselves become increasingly inconsistent portraying a patient. This assessment strategy is very expensive to use and has been implemented infrequently. As part of my role as an associate lecturer I have had the opportunity to take part in this form of assessment. The students were required to perform a cardiac assessment on a standardised patient. Prior to this summative assessment they were given a lecture on cardiac assessment, a demonstration of the assessment and many hours practice time with support from the lecturing team which included myself. A checklist (see appendix X), a viva-voce question sheet (see appendix X) and a short answer paper (see appendix X) were all designed. Following the patient encounter the standardised patient and I went through the checklist to ascertain the ability of the student. The viva-voce followed where open-ended questions (see appendix X) were a sked to allow the student to discuss their findings and plans for treatment which was followed by the short answer paper (see appendix X). Work-based Assessment Work based assessment of learners in the clinical cenvironment Assessment plays a major role in the process of medical education, in the lives of medical students, and in society by certifying competent physicians who can take care of the public. Society has the right to know that physicians who graduate from medical school and subsequent residency training programmes are competent and can practise their profession in a compassionate and skilful manner (Shumway Harden 2003). Miller (1990) proposed his now famous pyramid for assessment of learners clinical competence (Figure 2). Knowledge tested by written exams Application of knowledge tested by clinical problem solving etc. Demonstration of clinical skills, tested by OSCEs, clinical exams, competency testing (Competency) Daily patient care assessed by direct observation in the clinical setting (Performance) Adapted from Miller (1990) At the lowest level of the pyramid is knowledge (knows), followed by competence (knows how), performance (shows how), and action (does) The clinical environment is the only venue where the highest level of the pyramid can be regularly assessed. Assessment in the workplace is quite challenging as patient care takes top priority and teachers have to observe firsthand what the learners do in their interaction with patients and yet be vigilant that patient care is of the highest quality. Paramedic students need to retain vast amounts of information, integrate critical thinking skills as well as having an ability to solve a range of complex clinical problems often under intense pressure. In an effort to enable this I have started to acknowledge the need for alternative teaching, learning and assessment strategies. Educational literature supports the use of concept mapping as a means to promote learning and is seen as a metacognitive strategy (Novak, 1990; Pinto Zeitz, 1997; Irvine, 1995). I have explored the idea of concept mapping and have now started to use it within my teaching practice. I view the goal of concept mapping as a way to foster learning in a meaningful way, to enable feedback and to conduct learning evaluation and assessment. As a learning resource, concept maps can facilitate a students understanding of the integration and organisation of important clinical concepts (Pinto Zeitz, 1997). A group of the paramedic students I currently teach found that concept mapping encouraged them to think independently, promoted self-confidence and provided them with a greater awareness of connecting across different areas of knowledge. From my own perspective I view concept mapping as a creative activity which assists the students in becoming active learners. It is also seen to allow students to organise theoretical knowledge in an integrative way as well as fostering reflection into the learners understanding (Harpaz et al., 2004). During and following the use of concept mapping sessions numerous opportunities arose to identify student misunderstandings allowing provision of relevant feedback and clarification of content. According to Kinchin and Hay (2000) the use of concept mapping highlights the learners constructions of connections as well as a useful form of communication between the teacher and learner. As an assessment strategy concept maps can be used either formatively or summatively (West, Park, Pomeroy Sandoval, 2002) by identify ing the learners valid or invalid thoughts and links. However, Roberts (1999) warns that a suitable scoring method must be selected for each particular type of map due to their great variation in style. I have used concept mapping with individual students and small groups of students and it has been effective when dealing with the differential diagnosis of certain conditions. For example, the causes of chest pain are numerous but it is important for a paramedic student to be able to understand and differentiate between the different causative factors. A lesson was planned, delivered with handouts provided (see appendix X). Over the next two weeks the students were formatively assessed individually by using concept maps to illustrate their understanding of the causes of chest pain. A decision was made to use a relaxed approach in an effort to overcome any anxiety so the assessment became an informal discussion. As the students progressed through the task I was able to gain insight into what each student knows and how they arrange knowledge in their own minds. I was able to give feedback on their misunderstandings, misconceptions and errors. Paramedic educators rarely use concept mapp ing as a teaching or learning method but I see them as valuable tool in revealing students misunderstanding of concepts which could in turn lead to the identification of potential clinical errors. FEEDBACK Effective feedback may be defined as feedback in which information about previous performance is used to promote positive and desirable development. Giving feedback, whether corrective or reinforcing, is complicated but is an essential part of paramedic education. Feedback plays a central part in the support of cognitive, technical and professional development (Archer, 2010). Cognitive theorists view feedback as a comparison between actual performance and the intended performance level (Locke Latham, 1990). According to Kluger and DeNisi (1996) this will highlight the gap between a learners knowledge and the required knowledge and provide a learning catalyst. Behaviourists conceive feedback as a way of modification or reinforcement of behaviour (Thorndike, 1931). In the health care education literature including paramedic education, feedback seems to lack any form of theoretical basis (Colthart, Bagnall, Evans, Allbutt, Haig et al., 2008). Paramedic education feedback is often problematic for both the provider and recipient. The diversity of the feedback settings creates multiple challenges for paramedic educators in the provision of effective feedback. Settings such as bedside teaching, practical skills training as well as the often chaotic environment have been utilised for the provision of feedback by myself. The protection of the professional standards, the rights and safety of patients as well as the self-esteem of the paramedic student must be safeguarded. Added to this is the acknowledgement of the psychosocial needs of the paramedic students as well as ensuring that the feedback is accurate and honest (Molloy, 2009: Higgs, Richardson Abrandt Dahlgren, 2004). These challenges are an ongoing issue within paramedic education but despite this feedback has been described as the cornerstone of effective clinical teaching (Cantillon Sargeant, 2008). An important factor necessary for progress is the provision of feedback. Parsloe and Wray (2000) suggested that feedback is the fuel of improved performance, that it can provide motivation. However, they do warn that motivation can be reversed if you get the feedback wrong. Feedback should be viewed as a positive tool as even negative aspects of feedback actively encourage learners to improve practice; Bennett (2003) affirms that it can also highlight strengths and weaknesses which in turn can lead to enhanced practice. There are many types of feedback used to support learners and these can have either a directive or facilitative function. Directive feedback can inform a learner of what requires some type of corrective measure whereas facilitative feedback can involve the provision of suggestions to facilitate learners in their own revision (Archer, 2010). Feedback specificity may also be variable. Specific feedback can sometimes be beneficial for an initial change in performance but it may have a negative effect on the learners ability to further explore their performance which can lead to an undermining of subsequent performance and learning in the long term (Goodman, Wood Hendrix, 2004). Less specific feedback can lead to uncertainty for the learner that may subsequently lead to a reduction in learning (Kluger DeNisi, 1996). Verification and elaborative feedback are structural variances of directive and facilitative types of feedback. Feedback can simply indicate that an answer is correct (veri fication) or it may facilitate the learner to arrive at the correct answer (elaboration). According to Bangert-Drowns, Kulik, Kulik and Morgan (1991) the guiding principles of feedback are that it should be specific, with verifying and elaborative feedback enhancing effectiveness. I have attempted to utilise a number of types of feedback for my learners since the start of my current studies on the Post Graduate Certificate in Education (PGCE). I will now go on to discuss some of the methods of feedback utilised for the different learners I am currently supporting. I have utilised many of the types of feedback interchangeably and have slowly gained a conscious knowledge of their appropriateness. Throughout their placements paramedic students have regularly received constructive feedback which is usually delivered contemporaneously which is something that Price (2005) recommends. A large proportion of the feedback has been delivered informally and is often carried out in between emergency calls and has often been given as a running commentary during student/patient interaction. Non-verbal communication is seen as a strong method of conveying meaning and is often utilised in providing feedback (Stuart, 2007). Non-verbal communication serves several functions which can be summarised as giving and receiving information, expressing emotions, communicating interpersonal attitudes (e.g. warmth, dominance and liking) and establishing relationships (Williams, 1997). Non-verbal communication requires acute observation by the receiver for accurate interpretation of the message (Golub, 1994). Non-verbal communication includes specific behaviours that include proximity, touch, eye-contact and eye gaze, facial expression, body posture and head movements. I have used this form of communication as a method of feedback during bedside teaching sessions and when the student is involved within patient care episodes. A nod and a look of approval are seen as positive feedback which all ads to the feedback process. More formal feedback is given at the end of each shift. The timing and format of these feedback sessions are of great significance. For feedback to have maximal motivational impact on learning, it should take place while it is still relevant and points raised are therefore more meaningful and alive (Hays, 2006). During these feedback sessions the format is a blend of oral and written. A copy of the written element is given to the student to place in their portfolio. Fish and Twain (1997) believe written notes are essential in providing continuity in the monitoring of progress. Initially, the students were asked to provide a self-assessment of how they felt the shift had gone. This was an addition to the feedback cycle and encouraged learners to be more self-aware and more self-critical but gives an insight into how the student feels about their progress (Mohanna, Wall Chambers, 2004). Rather than a one-way process the feedback becomes collaborative. On further exploration of the literature I became aware that involving the learner in comparative self-assessment that places them at the centre of the feedback process will not always improve competence. Paramedic students are frequently required to self-assess their performance in an attempt to identify their own strengths and weaknesses in relation to other peoples views. Written feedback is important for learners as well as teachers. As an on-line tutor for a local HEI I provide support and feedback to paramedic science students via email. These students send me there work in progress and constructive feedback is given (see appendix X). Any negative comments made are supported to produce positive outcomes which is something that Webb (1955) advocates. According to Archer (2010), lengthy and complex feedback maybe ignored with its main messages lost. In effort to counteract this problem some of my written feedback has been deliberately left concise. In conjunction with verbal feedback students on clinical placement are provided with daily written feedback on patient encounters (see appendix X) which are supported by further written feedback monthly, quarterly and at the end of the clinical placement (see appendix X). I consider the use of feedback on student progress generated from other sources such as other paramedics and assesors as highly important as part of a systematic approach. Feedback from a variety of sources is described as multi-source feedback (Archer, 2007). Paramedic students on clinical placement are sometimes rostered to work with other Clinical Supervisors or paramedics. Early in a paramedic students placement a critical development issue was identified by one of my colleagues who had completed a set of shifts with the student. The unacceptably slow pace of the students clinical practice including patient assessment, patient management and long turnaround times at hospital following incidents had been fedback to me. As a students practice placement progresses, evidence of care activities should be gathered showing increasing speed and dexterity with increasing clinical experience (Stuart, 2007). Early support is vital in preventing the student with a learning issue from experie ncing the cycle of failure (Cleland, Arnold Chesser, 2005). Other key personnel who had observed the student in practice were consulted to ensure that the issue was as prevalent and problematic as had initially been assessed. Eliciting the opinions of other assessors also helps provide a more fair and unbiased assessment of a students abilities (Gomez, Lobodzinski Hartwell West, 1998). The issue was then raised with the student whilst they were performing a task too slowly. Stuart (2007) highlighted the critical importance of the critical role of providing feedback in learning and support. Furthermore, providing feedback of a development issue whilst it is relevant and alive is important for memory recall (Bailley, 1998: Gipps, 1994). The key to support struggling students however is to identify specific reasons for poor performance (Cleland, Arnold Chesser, 2005). Furthermore, major feedback which corrects a particular performance deficit should end with a plan of action (Branch Paranjape, 2002). During a feedback session with the student, input regarding specific areas where time could be saved was requested by the student but a specific action plan had not been prepared. Providing poor quality feedback may make the student feel they are being personally judged and can lead to defensiveness or reactivity (Katz, 2006). In order to rectify this, the student was closely observed in practice for a set of four shifts in order to identify specific areas of slow practice (see appendix X). A three month plan was negotiated with the student to rectify the problem and a ten point action plan developed which identified ten areas where the student could save time on each call attended (see appendix X). Data was collected over a three month period of the students on scene times and hospital turnaround times. The student was not informed of this in order to avoid the Hawthorne effect when working with other members of staff where a subjects normal behaviour and/or study outcomes are altered as a result of the subjects awareness of being under observation (Mangione-Smith. Elliott, McDonald McGlynn, 2002). Branch and Paranjape (2002) state that evaluation should follow efforts at remedying the learners problem. The results of the data after the three month period were therefore presented in chart format to the student (see appendix X) which provided tangible proof that the student had demonstrated real evidence of progress. Just as paramedic students are interested in their progress, so too should the paramedic educators be interested in the quality of their teaching. The measurement of teaching quality can be a very complex, multi-perspective task that may include many different approaches (Hays, 2006). One form of teaching quality assessment is student feedback. Collecting student feedback also sends messages to students that their views are welcome (Hays, 2006). With this is in mind teaching assessment tools were designed to elicit the students opinions on the teaching provided (see appendix X). Other feedback has been provided from peer observations (see appendix X). Prehospital education is changing rapidly, and as demonstrated the way paramedic education is delivered at clinical practicum level is also evolving. In order to establish quality and stability in this rapidly changing delivery of education, eliciting feedback from students is critical (Jones, Higgs, de Angelis Prideaux, 2001). A feedback questionnaire was designed to elicit the students opinions on the quality of the learning timetable and reference handbook after three months of the placement period. The students indicated a very high satisfaction rating for the timetable and particularly the reference handbook (see appendix X). Feedback was also gained via a questionnaire regarding general teaching effectiveness in areas such as quality of feedback, supervisor/student relationship, goal management and mentoring activities (see appendix X). Whilst overall the feedback obtained regarding general teaching and mentoring effectiveness was very positive, one of the students indicated some dissatisfaction with the prioritisation of goals. This was discussed further with this student who expressed concerns that it was unclear in reference to the learning timetable which goals were of a higher priority than others as the learning objectives were set out in chronological order. Patients have also been able to add to the feedback process as they can provide testimony to the students performance. This type of feedback is unique to healthcare professionals and is deemed influential in changing performance (Fidler, Lockyer, Toews, Violato, 1999). However, Archer (2010) warns that feedback elicited from patients may lack validity with Crossley et al. (2008) suggesting that there is limited correlation with other sources of feedback. This form of feedback is often utilised when a student has been driving the ambulance and the patient is asked about the comfort of the journey to hospital, which is naturally carried out in earshot of the student. Giving feedback In the clinical environment it is vital to provide feedback to trainees as without feedback their strengths cannot be reinforced nor can their errors be corrected (Ende 1983). It is a crucial step in the acquisition of clinical skills, but clinical teachers either omit to give feedback altogether or the quality of their feedback does not enlighten the trainees of their strengths and weaknesses. Omission of feedback can result in adverse consequences, some of which can be long term especially relating to patient care. For effective feedback, teachers need to observe their trainees during their patient interactions and not base their words on hearsay. Feedback can be formal or informal, brief and immediate or long and scheduled, formative during the course of the rotation or summative at the end of a rotation (Branch Paranjape 2002). Reflection on feedback Role Modelling Ambulance services in the UK are slowly becoming reliant on undergraduate paramedic education programs to meet their employment needs (JRCALC, 2000). The HEIs and ambulance services have now forged strong links and work closely with one another in the education of student paramedics with the ambulance services providing the clinical practice placements. The clinical practicum is an important component of a student paramedics development. This practicum seeks to integrate theory and practice as well as enable the development and assessment of professional competencies. During this time in practice the student will have many opportunities to develop skills and to refine these skills based on performance feedback by clinical su

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the UK. Section 2 (2)9 provides for the making of delegated legislation in order to implement EU obligations10 . Furthermore, section 2 (4) states that ‘†¦.any enactment passed or to be passed, other than one to be contained in this part of this act shall be construed and have effect subject to the foregoing provisions of this section’.11 This section requires EU law to have primacy over existing and future domestic legislation. This gives effect to the doctrine of the supremacy of EU law. As a consequence of the rule in Section 2 (4) all primary legislation enacted by Parliament was to be interpreted by all courts according the EU law requirements. This obliges the courts to disregard legislation which is inconsistent with EU law. The case of Costa v ENEL12 introduced the doctrine of supremacy. In this case, the European Court of Justice confirmed that community law prevails over any national law of member states that is incompatible with it. In this case it was said: ‘By contrast with ordinary treaties, the E.E.C Treaty has created its own legal system which on entry into force of the treaty becomes an integral part of the legal systems of the member states and which their courts are bound to apply’. In the key case of Factortame (No 2)13, The House of Lords accepted the supremacy of EU law in 1991 and gave effect to Community law that was incompatible with an Act of Parliament. In this case, UK legislation violated community rights concerning discrimination and the free movement of workers. The House of Lords were in a position where they had to choose whether to apply an Act of Parliament or community law. As a result the House of Lords held the Merchant Shipping Act 1988 as invalid as it was in direct conflict ... ...membership of the European Union has undoubtedly limited Parliament’s power of supremacy as it prevails over any national law that is in conflict 14 Vauxhall Estate Ltd v Liverpool Corporation [1932] DC 15 Constitutional and Administrative law, Alex Carroll, 7th edition, 2013, Pearson Education Limited p.95 16 Thoburn v Sunderland City Council [2002] EWHC 195 17 Constitutional and Administrative law, Alex Carroll, 7th edition, 2013, Pearson Education Limited p.60 4Constitutional and Administrative law 153642 with it. The UK Parliament is still able to withdraw the UK from the membership of the European Union because it was a voluntary act for the UK to join the EU’s legal order. However no longer is domestic law the only law applicable in the UK, times have changed and it is clear that the membership of the European Union has weakened Parliamentary supremacy.

dark side :: essays research papers

â€Å"THE DARK SIDE†   Ã‚  Ã‚  Ã‚  Ã‚  Sara was a 15 year old girl who had just moved into new town with her mom. Her parents got divorced and she was taking it very hard. She missed all her friends and family she left back home and she felt out of place. All she wanted is her old life back and be happy like she used to be. But that was impossible and she just had to deal with the situation.   Ã‚  Ã‚  Ã‚  Ã‚  She started her first year of high school and she hated it. She didn’t fit in with the crowd, the teachers picked on her, and her grades were poor. She gave up on her hobbies, like sports, and drawing; things that she enjoyed doing. In other words, she became depressed. Spending all her time daydreaming of a better life, during the night, she stayed up and cried. She felt so lonely, wanting to escape to a far off place.   Ã‚  Ã‚  Ã‚  Ã‚  As those terrifying days passed, she met this group of kids. Others didn’t like them because of their gothic ways. Kids were scared of them, and became known as the outcasts. Sara became acquainted with them fast. They started to hang out more, she felt comfortable around their presence. She also started to like the activities they did like spells, witchcraft, rituals, and ceremonies that took place at the cemetery. She was fascinated and glad that she found her spiritual side.   Ã‚  Ã‚  Ã‚  Ã‚  She automatically changed. She became this unknown person. Her mother and the people around her noticed that she became weird. But she enjoyed what she did, because it gave her a sense of power and control over her life. Although, what she didn’t know was that the witchcraft became her obsession. She stared to get more involved in it. Now not only did she did spells, Voo Doo Dolls, and rituals but she started â€Å"Black Magic†. Which is very dangerous, and it might even cause disaster. Her habits got so out of hand that even the crowd didn’t want to hang around with her, because they were afraid to mess with Black Magic. Sara believed so strongly in the evil powers that she decided to invoke the evil spirit.   Ã‚  Ã‚  Ã‚  Ã‚  At midnight, she went to the cemetery all by herself. She made a fire and drew the devil stars around it with human blood. She kneeled down in front of the burning fire, holding the black book in her hands, she said the following words â€Å"EVIL SPIRIT COME TO ME, I INVOKE THEE†, and she threw a mixture into the flames.

Productive and Counterproductive Behavior in Organizations Essay

If the leader of an organization you were considering making an investment in was consistently tardy to meetings and procrastinated deadlines, would it make you reconsider where you were putting your money? You want to know that the person has ambition and is organized. The ideal person would be right on time, prepared, and be eager to conduct business. These are some of the differences of productive and counterproductive behaviors. And they can directly influence to the success, or failure, of the organization. I would define counterproductive behavior as having the opposite effect of the desired goal of the organization, whether it is intentional or not (The Oxford Pocket Dictionary of Current English,2009). It would require an employee to be doing, or not doing things detrimental to the organizations goals. Things like obsessive absenteeism, harassing coworkers, or being the bully around the office are some examples of unintentional counter productivity. Now, an employee who is angry or upset with the company, or maybe has interest in moving to another organization, can be very counterproductive. This employee could sell trade secrets, intentionally supply incorrect information, or just stop caring all together in every detail of their work. And depending on the importance of that employee, that can contribute to the failure of the organization. Productive behavior is keeping in mind the goal of your organization and only doing or deciding on something if it is going to positively affect that goal. Some examples of productive behaviors are always being on time, being efficient, and effective at achieving your own personal goals as well as your organizations. These are the kinds of people that you would want motivating the rest of your employees. If that positive attitude and eagerness is spread around, that can only be even more beneficial to the organization. Simply having an employee with a productive attitude can have an amazing impact on your organization. If they start every day being proactive and honestly giving their best to the organization, other people are going to recognize this, and want to return that attitude. The employee will see it in their achievements, as well as others around them. Their job performance will be outstanding because someone with productive behaviors will always be dependable and loyal to the organization. Any employee having counterproductive behavior is going to be a liability to your organization. Their poor job performance will have a direct effect on everyone around them. Even if it is something as small as being five minutes late for work, three or four times a week, it needs to be addressed. It will create a negative environment for your employees. Those who are on time every day will be resentful of this employee, and feel he is being given special treatment. If it is a constant problem with a specific employee or department, it is crucial to find out why and solve the issue quickly before it has major negative effects on your organization as a whole. To persuade your employees to be a little more productive in their behaviors, try things like offering bonuses every month for employees who are on time every day and are clocked in for all hours scheduled. Also, try ensuring that the right tools and equipment is made available. It will help to keep operations of the organization orderly and efficient. And, in turn, makes it easier for your employees to be productive and also form those habits themselves. The best way to discourage counterproductive behaviors is to basically have a non-tolerance policy. Your organization needs to make it known that it does not tolerate tardiness, absenteeism, harassment, or any other acts that negatively affect the organization without some sort of repercussions. That, coupled with employees seeing the rewards and opportunities offered for being productive, should definitely help detur counterproductive behavior. In closing, productive and counterproductive behaviors can basically make, or break, an organization. Leaders need to do everything in their power to ensure their employees have the best tools and opportunities available. While also remembering to keep them productive and lead by example, you have the start of an extraordinary organization.