The Ghost in Shakespeares Hamlet Essay -- GCSE English Literature Cou

The Ghost in Hamlet      Ã‚   In Hamlet Shakespeare has designed a supernatural, ethereal character who lacks a physical existence, and yet who is a participating character in the drama. It is the Ghost, the subject of this essay.    Marchette Chute in â€Å"The Story Told in Hamlet† describes the ghost’s activity prior to the opening scene of Shakespeare’s tragedy:    The story opens in the cold and dark of a winter night in Denmark, while the guard is being changed on the battlements of the royal castle of Elsinore. For two nights in succession, just as the bell strikes the hour of one, a ghost has appeared on the battlements, a figure dressed in complete armor and with a face like that of the dead king of Denmark, Hamlet’s father. A young man named Horatio, who is a school friend of Hamlet, has been told of the apparition and cannot believe it, and one of the officers has brought him there in the night so that he can see it for himself. The hour comes, and the ghost walks. The awed Horatio tries to speak to it but it stalks away, leaving the three men to wonder why the buried king has come back to haunt the land. [. . .] Whatever the message is that has wakened the ghost, it refuses to share it with them. (35)    As Chute indicates, the Ghost makes his appearance even before the play has opened. In the beginning scene of Hamlet, Marcellus, Barnardo and Horatio see the Ghost and trifle with it in an effort to prompt it to communicate with them. Horatio and Marcellus exit the ramparts of Elsinore intending to enlist the aid of Hamlet, who is dejected by the â€Å"o’erhasty marriage† to Hamlet I’s wife less than two month’s after the funeral of Hamlet’s father (Gordon 128). There is a post-coronation social gatheri... ... Diego: Greenhaven Press, 1996. Reprint from Shakespeare’s Women. N.p.: n.p., 1981.    Rosenberg, Marvin. â€Å"Laertes: An Impulsive but Earnest Young Aristocrat.† Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. from The Masks of Hamlet. Newark, NJ: Univ. of Delaware Press, 1992.    Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. Massachusetts Institute of Technology. 1995. http://www.chemicool.com/Shakespeare/hamlet/full.html    West, Rebecca. â€Å"A Court and World Infected by the Disease of Corruption.† Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. from The Court and the Castle. New Haven, CT: Yale University Press, 1957.    Wilkie, Brian and James Hurt. â€Å"Shakespeare.† Literature of the Western World. Ed. Brian Wilkie and James Hurt. New York: Macmillan Publishing Co., 1992.

From the Pillars of Civilization to the Pillars of Law :: Law College Admissions Essays

From the Pillars of Civilization to the Pillars of Law As sweat dripped down my nose and mixed with the dirt, I yelled, "I found glass!" Glass is considered a rare find, and upon hearing my announcement the excavation team stopped digging. Later, as I sat under the overhang on the laboratory roof patiently brushing dirt off a pottery shard and reconstructing a pot from the shard, I realized that archeology parallels the process of producing a paper, piece by piece and note-card by note-card. I came to Mallorca, Spain because of my passion for Egyptology and archeology. I was determined to excavate, and although Mallorca is not Egypt, this was my opportunity to do so. I love solving puzzles - discovering pieces, analyzing their importance, uncovering relationships and then utilizing the information to produce a final work. An archeologist discovers an object; draws on knowledge of the culture, materials available, and history to analyze the object; deciphers its role and determines its value. Writing, research, legal study, and legal prac tice share this process with archeology. Instead of finding a pottery shard in soil, the discovery is information and requires research and analysis. The challenge of researching and analyzing an unknown subject is the most enjoyable part of academic life. An honors thesis I wrote on Colombian environmental policy allowed me to study a topic about which I had been ignorant. I chose Colombian environmental policy because my Latin American Politics class did not cover Colombia, and I was interested, after writing about French and American environmental policy, in continuing my study of different countries' environmental policies. Colombia, however, presented a greater challenge than the other two countries due to the paucity of available material. After the Colombian consulate was unable to help me, I located one of the few experts in the field who directed me to relevant material. I threw myself into a provocative topic, formerly unknown to me, and transformed it into something about which I was knowledgeable. The process is like discovering a shard, or if lucky, a piece of glass. The Colombian paper also stands out as one of my favorite projects because of the analysis and interpretation it required. The class analyzed events using a matrix comprised of political, social, international, and domestic factors. The environmental articles offered no obvious examples of reasons for the events; my analysis relied solely on my interpretation. From the Pillars of Civilization to the Pillars of Law :: Law College Admissions Essays From the Pillars of Civilization to the Pillars of Law As sweat dripped down my nose and mixed with the dirt, I yelled, "I found glass!" Glass is considered a rare find, and upon hearing my announcement the excavation team stopped digging. Later, as I sat under the overhang on the laboratory roof patiently brushing dirt off a pottery shard and reconstructing a pot from the shard, I realized that archeology parallels the process of producing a paper, piece by piece and note-card by note-card. I came to Mallorca, Spain because of my passion for Egyptology and archeology. I was determined to excavate, and although Mallorca is not Egypt, this was my opportunity to do so. I love solving puzzles - discovering pieces, analyzing their importance, uncovering relationships and then utilizing the information to produce a final work. An archeologist discovers an object; draws on knowledge of the culture, materials available, and history to analyze the object; deciphers its role and determines its value. Writing, research, legal study, and legal prac tice share this process with archeology. Instead of finding a pottery shard in soil, the discovery is information and requires research and analysis. The challenge of researching and analyzing an unknown subject is the most enjoyable part of academic life. An honors thesis I wrote on Colombian environmental policy allowed me to study a topic about which I had been ignorant. I chose Colombian environmental policy because my Latin American Politics class did not cover Colombia, and I was interested, after writing about French and American environmental policy, in continuing my study of different countries' environmental policies. Colombia, however, presented a greater challenge than the other two countries due to the paucity of available material. After the Colombian consulate was unable to help me, I located one of the few experts in the field who directed me to relevant material. I threw myself into a provocative topic, formerly unknown to me, and transformed it into something about which I was knowledgeable. The process is like discovering a shard, or if lucky, a piece of glass. The Colombian paper also stands out as one of my favorite projects because of the analysis and interpretation it required. The class analyzed events using a matrix comprised of political, social, international, and domestic factors. The environmental articles offered no obvious examples of reasons for the events; my analysis relied solely on my interpretation.

Succubus Dreams CHAPTER 10

When I came home from Seth's the next day, there was another note stuck to my door reminding me about the package. I plucked it off and went inside, surprised to find Vincent there again. I'd figured his angel business would be keeping him busy elsewhere. â€Å"How's it all going?† I asked. I rummaged through my cupboards, looking for food. I'd skipped breakfast. â€Å"I mean, if you can tell me without having to kill me.† He sat at my kitchen table, leafing through newspapers. â€Å"Ah, well, still can't give you details, of course, but I can say that†¦um, well, progress isn't being made as quickly as we'd like. There's leftover lasagna in the refrigerator if you want it.† I opened the refrigerator door. Sure enough. â€Å"Wow. Did one of the angels conjure this up for you?† â€Å"Only if you consider Yasmine's cooking a type of conjuring.† I uncovered the casserole dish. It looked great. There might be magic afoot after all. I put a piece in the microwave and set the timer. Sitting down across from him, I peered at the spread out newspapers and remembered finding them left out the other day. â€Å"You sure like your news.† He grimaced. â€Å"Most of it's depressing.† Glancing at the headlines, I had to agree with him. Murder. Corruption. Theft. â€Å"You hear about the cop shooting the other day?† I asked. â€Å"That one was really depressing.† Vincent turned his attention away from a story about domestic abuse. â€Å"No, what happened?† â€Å"This cop was outside a convenience store and claims someone was inside shooting his partner. So, he ran in, gun in hand, and started shooting. He ended up killing his partner himself.† Vincent frowned. â€Å"Huh. I hadn't heard that one,† he murmured. From the distracted look in his eyes, his mind had clearly latched onto something I wasn't privy to. I gave him a sidelong glance. â€Å"That mean anything to you? Maybe to this mission from God you're on?† His easy smile returned. â€Å"You're good but not that good. You know I can't say anything.† The microwave dinged, and I retrieved my food. As I stabbed a piece of cheesy pasta, I recalled what he'd said about Yasmine's cooking. My curiosity got the better of me. As it often did. â€Å"Vince†¦Ã¢â‚¬  I began slowly, carefully keeping my eyes on my food. â€Å"I know it's none of my business†¦Ã¢â‚¬  He laughed. â€Å"I always love it when people introduce topics like that – and then go ahead and dive in anyway.† Blushing, I shut my mouth. â€Å"No, no,† he said, clearly entertained. â€Å"Go ahead. What were you going to say?† â€Å"I†¦well, nothing really. It's just, I mean, it doesn't matter to me†¦but I just sort of noticed that you and Yasmine seem, um, close.† His levity faded. I quickly looked up and met his eyes apologetically. â€Å"I'm sorry,† I blurted out. â€Å"Forget I said anything.† â€Å"No†¦it's, I don't know.† He folded up the newspaper, staring at it without really seeing it. â€Å"Yeah, I guess. I've known her for a long time, and after a while, it's easy to†¦well, she's easy to like.† â€Å"Yeah, she is.† A few pregnant moments passed. When he spoke again, I heard affection in his voice. â€Å"I first met her at this fair in Akron, of all places†¦about, oh, fifteen years ago. Not sure what she was doing there – you never do with them – but I found her walking away from a concession stand. She had this giant tower of cotton candy. I swear, it was taller than she was. And, since I could tell she was an angel, it made the situation that much more absurd.† The story made me smile too. It also shed light on why he was here with the A-Team. I could tell she was an angel. He was another gifted human, like Erik and Dante, who could sense the immortal world. â€Å"And you went and talked to her?† â€Å"I hadn't planned to, but then the cotton candy started to fall over, so I went to help her and ended up eating half of it myself.† â€Å"That's sweet,† I said. â€Å"Er, no pun intended.† It didn't matter that in the last few months, I'd fucked one guy in an office chair, used a leather whip on another, and gone down on another in the back room of a seedy club. I still loved romantic stories. â€Å"She started asking for my help after that, off and on, once she realized what I could do. It was supposed to just be that†¦nothing more than her, you know, professional cases. But after a while, we couldn't help it. We're together all the time now.† I swallowed another piece of lasagna. It was divine. Seriously. â€Å"Do any of the other angels know?† â€Å"Yeah, right. Joel barely tolerates me now†¦Ã¢â‚¬  â€Å"But obviously, you guys aren't, um, you can't be – â€Å" â€Å"No, but it doesn't matter. It doesn't have to be physical. Really, it's ironic. Angels are creatures of love. They're supposed to love everyone. They're just not supposed to love one person so much more than another.† â€Å"That's stupid,† I stated adamantly. â€Å"To you, maybe. And to me, I suppose. But to her†¦well, she devotes her entire existence to the service of a power and cause bigger than all of us. To be so in love with something – or someone else – is distracting. You can't serve two masters without eventually betraying one.† I looked down again, turning over his words. â€Å"And yet you guys still stay together. Sort of.† He shrugged. â€Å"In as much as we can. Maybe I should move on with my life, but, honestly, there's no one else I want to be with. I accept what she is. It's why I love her. I'd rather be with her in a limited capacity than none at all.† Goosebumps rose on the back of my neck. He'd just stated a variant of what Seth used to tell me all the time, back when I would continually urge him to leave me and find someone else. I'd accepted his choice by now and honestly couldn't imagine not having him in my life. But still. Sometimes I didn't entirely get how he could be okay with everything between us; hearing another person support such a choice was refreshing. As though reading my mind, Vincent gently asked, â€Å"Am I hitting too close to home? Carter mentioned a boyfriend†¦Ã¢â‚¬  â€Å"No. Yes. I don't know. He – Seth, my boyfriend – says the same thing as you. That if it can't be any other way†¦well, then this is the way he wants it.† â€Å"Exactly. And thus, life goes on.† Vincent started gathering up the newspapers. â€Å"I tell you though, I think your side and hers are both so fucked up, it's not even funny. Why the rules? Why does a succubus always have to take away someone's life when she's with them? Why can't you have the choice? And why can't Yasmine make love? Why can't she be in love?† Good question. I don't think Vincent really expected an answer, but I had to give one anyway. â€Å"Because that's the way it is. The way the system works. The way it's always worked.† â€Å"The system is fucked-up,† he said. I thought about it and nodded. â€Å"No arguments.† Smiling, he reached for his coat and slipped it on. â€Å"You're okay for a succubus.† Vincent left, off to do whatever it was one did with a posse of angels. I almost envied him because I had something to do that I wasn't looking forward to at all. It was another necessary evil. I had to get Tawny a job. After that debacle of a dance lesson, I'd told her I'd help. I might not be able to do much about my mysterious energy loss or angelic romances, but I sure as hell could do something to expedite Niphon's departure. I drove down to Seatac, a city that owes its entire existence to the Seattle-Tacoma International Airport. It's more of a shadow, really, spreading around the airport in a blanket of long-term parking lots and cheap hotels. It also has a couple of strip clubs because really, what else are out-of-town businessmen supposed to do in their downtime? It was late afternoon, so business was slow when I stepped inside Low Blow. A few bored-looking men sat scattered throughout the place, which was dingy and in need of some serious redecorating. Or, well, any decorating. A couple of the guys glanced up with interest as I walked through. Apparently, I held more appeal than the poor brunette trying her damnedest to fuck a pole in time to the dulcet sounds of Pink Floyd's â€Å"Young Lust.† I opened my mouth to speak to the bartender, but a voice behind me interrupted. â€Å"Ho†¦ly†¦shit. I don't believe it. I don't fucking believe it.† I turned and looked into the long, narrow face of Simon Chesterfield, the proud proprietor of this dive. Between his face and lanky body, he always reminded me of a weasel. His black mustache never quite seemed able to grow in completely, and he dressed in brand name clothes that were always one size too small. He was chummy with the local Hellish players, and rumor had it he was in line to be an imp, eventually selling his soul for immortality and the chance to be a diabolical salesman. â€Å"You finally come to dance for me, doll?† â€Å"You wish.† For a sleazy guy who ran a sleazy establishment, Simon actually had a legitimate appreciation for dance. I'd once seen him trying to choreograph his strippers and had been impressed by his sense of aesthetics and rhythm. His employees hadn't really caught on. Such talents were kind of wasted here, and I used to wonder why he didn't take his business to one of the more affluent suburbs where he could get a higher caliber of dancers. The reason he stayed, I'd later learned, was that this was a better venue for all sorts of other shady business he conducted. Still, Simon had a sharp eye and knew what a good dancer I was. He'd been on me for years to come work for him. â€Å"We need to talk,† I explained. â€Å"Business.† â€Å"It's what I do.† With a sweeping gesture, he pointed to a doorway beside the bar. â€Å"Let's go to my office then.† His ‘office' was barely a broom closet, but it had a stool for me to sit on. Resting my heels on a mid-level bar, I brought my knees up to my chest. It made my gray linen skirt slide up a bit. Simon watched with an interest that was more professional than personal. â€Å"Fuck, woman. You come dance for me, and I could make a killing.† He shook his head and collapsed into a rolling faux leather chair. â€Å"A succubus on my stage. Fuck.† I tilted my head to the side. â€Å"It's funny you mention that because that's kind of why I'm here.† I think my innocent tone set his alarms off. He eyed me suspiciously. â€Å"I thought you said you didn't want a job.† â€Å"Not me. We just got a new succubus, and she's looking for a gig. Didn't you hear?† â€Å"No†¦Ã¢â‚¬  He frowned. â€Å"And she wants to dance? Here?† â€Å"Yep,† I said glibly. â€Å"She can't wait to take her clothes off.† Wasn't that the truth. Simon leaned back in the chair and put his feet on the desk. Casual pose or not, he was still on guard. â€Å"What's the catch?† â€Å"Why does there have to be a catch? You should be excited about this. We're doing you a favor.† â€Å"You're offering to drop a succubus into my lap. That sounds too good to be true, so it is too good to be true.† He paused, still thinking. â€Å"And why are you here instead of her?† â€Å"I'm altruistic.† â€Å"Georgina,† he said warningly. â€Å"Okay,† I admitted. â€Å"She's kind of†¦new.† â€Å"How new?† â€Å"Really new. Still under warranty.† â€Å"There's still a catch here somewhere.† â€Å"Well†¦she's†¦Ã¢â‚¬  I spun through my mental rolodex of adjectives. â€Å"Inept.† He raised one narrow eyebrow. â€Å"Inept?† â€Å"She's still learning how to get men.† Since Simon probably wanted sexy women working for him, I figured it wasn't worth mentioning that Tawny wasn't so much learning as she was still trying to find her way to class. â€Å"And she's a, um, bad dancer.† â€Å"How bad?† â€Å"Bad.† â€Å"Can you be a little more specific on what level of bad we're dealing with?† â€Å"Remember Gigli?† â€Å"Jesus. So, why do you think I'd want to take on a shitty dancer?† â€Å"Simon,† I exclaimed. â€Å"All your dancers are shitty.† â€Å"Not all of them,† he said. â€Å"And it's not like I'm trying to get more. We have standards.† I gave him a pointed look. â€Å"Alright, alright.† He ran a hand through his gelled black hair. â€Å"What do I get in return?† Now I was the indignant one. â€Å"What do you mean? You're getting a succubus dancer. What else do you need?† â€Å"I'm getting a succubus charity case. I'm the one doing you a favor.† His eyes were shrewd. Yeah. He'd make a good imp someday. He was this close to breaking out a contract. â€Å"I want you. Dance for me two nights this week.† â€Å"No.† â€Å"One night.† â€Å"Simon, there is nothing in this world that's going to get me to dance here, not even a succubus charity case. Pick something else.† â€Å"Okay, fine.† He pondered. â€Å"You. I want you.† â€Å"Hey, I just told you – â€Å" â€Å"No, no. Not as a dancer. As in right now. On the desk.† I sighed. That kind of want. â€Å"Look, if I've gotta hire a bad succubus, I might as well fuck a good one.† â€Å"Interesting logic. Aren't you worried about your soul?† He looked at me like he couldn't believe I'd had the audacity to ask such a thing. It was similar to the look I'd given him when he said Low Blow had standards. â€Å"Noted.† I stood up. â€Å"But not this body. Pick another shape.† Simon snorted. â€Å"You think I'm interested in a pinup girl crossed with an Ann Taylor model? Fuck that. I want a sixteen-year-old version of Liza Minnelli. In a school girl's uniform.† I stared. â€Å"I have no idea what that would look like.† He started undoing his pants. â€Å"You're a smart girl. Figure it out.† Sighing again, I shape-shifted, taking on a small body with a black pixie haircut. Baby smooth skin. Green plaid skirt with matching vest. Simon grunted his approval. Turning, I rested my hands on the desk and bent over, thrusting my ass out toward him. I hoped it would be over soon. If I could just get the weasel comparison out of my head, this would probably be a lot easier. I felt his hands slide along my legs as he pushed the skirt up. Suddenly, he froze. â€Å"A thong? Are you insane, woman?† â€Å"You're a sick bastard,† I told him. The thong changed to white cotton panties. â€Å"Don't I know it.† He pushed the panties down and thrust forward. Well, I guess it was a thrust. Simon wasn't that well-endowed. I was on the verge of saying something like, â€Å"Are you there yet?† Alas, the Tawny situation was too dire. I couldn't risk Simon changing his mind about her for the sake of a joke, no matter how funny. But, whatever Simon lacked in size, he made up for in enthusiasm. He gripped my hips, nails digging into my bare flesh as he pounded away. I had to keep a fierce hold on the desk. Eventually, seeking variety, Simon flipped me over to my back. He unfastened my blouse and bra, exposing small, perky breasts that had just â€Å"blossomed into womanhood.† Eyes on them and not my face, he grabbed my legs and spread them so that my ankles practically rested on his shoulders. He returned to the task at hand, and when he finally came, I have to admit I welcomed the energy burst. It wasn't a lot – the guy practically worked for Hell already – but I needed it. Simon pulled out of me, and I sat up, mildly sated from an energy standpoint, if not a physical one. I honestly hadn't done much but lie there the whole time, but he regarded me as though we'd just gone through the entire Kama Sutra. â€Å"Definitely worth putting up with an inept succubus,† he said happily, pulling his pants back up. I wanted to say that he might want to withhold judgment until he actually met Tawny, but instead, I just smiled. I knew when to keep my control switch on.

Healthcare Technology: A Summary Report Essay

In 1992, the American Nurses Association’s (ANA) Congress of Nursing Practice supported the recommendation of the Council on Computer Applications in Nursing to officially recognize nursing informatics (NI) as a nursing specialty. The ANA currently defines NI as a specialty that integrates nursing science, computer science, and information science to manage and communicate data, information, knowledge, and wisdom in nursing practice (American Nurses Association [ANA], 2008). The purpose of this paper is to discuss the current use of healthcare information technology (HIT) in the acute care setting by interviewing a nurse working in HIT and analyze its impact on the professional nursing practice. The Interview Jayne Thompson, RN, BC, MSN is employed at Memorial Medical Center in Springfield, Illinois as a Clinical Application Support Specialist. Memorial Medical Center, is a 504 bed, Magnet designated, level one trauma center located in Central Illinois and the flagship hospital of the Memorial Health System, which is comprised of four hospitals and affiliated with Southern Illinois University School of Medicine. A one-hour interview with Jayne was scheduled and held on March 13th 2013 at 7:00 AM in her office. Interviewee Jayne has worked at Memorial Medical Center for twenty-five years and began her career as a staff nurse on the cardiac surgery unit where she developed a passion for nursing research. This led to a position as a research nurse for the Prairie Education and Research Cooperative (PERC) in Springfield, IL where she coordinated clinical trials on cardiac stents. As a research nurse, Jayne’s need for gathering and sharing data spurred an interest in healthcare informatics and in 2008 she enrolled in Walden University’s Masters degree program in Healthcare Informatics. Upon graduation in 2010 Jayne moved into her current position as Clinical Application Support Specialist. In 2012 she completed her certification in Nursing Informatics. Jayne’s responsibilities include ensuring the effective performance of the computer information system, Cerner, which is used within the Memorial Health System. She sees her role as a liaison between nursing and information technology (IT) to guarantee that nursing is represented in decisions that impact clinical systems in the acute care setting. Jayne gathers end users’ (users for which the product is designed) concerns, suggestions and, criticisms regarding the workflow process and brings them to the attention of the IT department. Together they build, trial and implement computer system changes, which are then taken back to the end user. Education and Training The American Nurses Credentialing Center (ANCC) describes an informatics nurse specialist (INS) as a master’s prepared nurse. In order to qualify to take the ANCC exam, a nurse must be, at minimum, bachelor’s prepared (nursing or other related field of study), complete a minimum number of hours of work experience and graduate study. Currently two designations for certification in NI are available through the ANCC. Nurses certifying with a baccalaureate degree or higher degree in nursing use the designator RN, BC while nurses certifying with a degree in a related field, i. . computer sciences use the designator RN, C. (Hunt, Sproat, & Kitzmiller, 2004). The nurse, new to an informatics role needs to become familiar with current definitions, literature and know the scope and standards of the profession as established by the ANA (ANA, 2008). Following the completion of her MSN, Jayne needed her role as Clinical Application Support Specialist further defined based on the sc ope of responsibilities and relationships expected for the proposed implementations of the Cerner system. Challenges Jayne sees advancing evidence based nursing (EBN) as one of the biggest challenges facing nursing. The INS must focus on converting available data information into practical, accessible information that can enlighten practice. This is accomplished through alerts and computerized decision support (CDS), which make evidence-based guidelines available at the point of care (Simpson, 2007) Finding the best tools and methods for managing vast amounts of information requires the INS to develop methods for storing data, in both the short and long term and garnering information and knowledge eeded to support clinical practice, research and education. A second challenge facing the INS is the cost of delivering health care. Health care costs are a burden to society as a whole and likely to increase along with the number of uninsured individuals (McCormick et al. , 2007). Of concern is a shortage of registered nurses projected to spread across the country between 2009 and 2030 (American Associat ion of College of Nursing [AACN], 2012). The INS serves as a liaison with nursing and IT in developing technology and providing educational programs necessary to support care delivery. The goal is to optimize the existing and projected nursing workforce and ensure continuing quality of care amid the anticipated nursing shortages. Role of Information Systems â€Å"Informational systems (IS) deal with the development, use and management of an organization’s information technology (IT) infrastructure† (McGonigle & Mastrian, 2012, p. 29). As an INS, Jayne acknowledges that nurses spend the majority of their time providing direct care to patients and hope that an EHR will increase this patient-interaction time and consequently the quality of care delivered. Conversely, providing care requires the documentation of clinical information as an inherent aspect of routine care and is essential from both professional and legal standpoints. Nurses, according to Jayne consider an IS to be efficient if the system reduces their documentation time, even if the time savings do not translate into better patient care. Developing and introducing a new aspect of an IS for clinical practice can be frustrating, according to Jayne who often sees healthcare professionals preferring to work in silos (operating in isolation from others), rather than collaborating with other professionals in related fields of practice. Information comprises a wide range of aspects including patient-specific data, research information and procedure information. IS offer tremendous opportunities to enhance clinical practice and appropriateness of care and to increase efficiency and effectiveness in healthcare organizations (Oroviogoicoechea, Elliott, & Watson, 2008). It is important to develop and refine functional ISs that meet the needs of today’s healthcare industry while evolving to handle future demands of the healthcare community. Role of Privacy Patients cite privacy, together with security, as their issues of greatest concern about electronic records. The ANA Code of Ethics for Nurses with Interpretive Statements mandates that nurses protect a patients right to privacy and confidentiality (American Nurses Association [ANA], 2010). The use of an electronic health record (EHR) makes it difficult for an unauthorized person to gain access. According to Jayne, the IT department serves as the gatekeeper for data security. Within the Memorial Health System a provider needs a login name and a password to access the Cerner EHS. Additionally, Cerner maintains an audit trail, required by the privacy rules of the Health Insurance Portability and Accountability Act (HIPAA), that documents who has accessed individual records, as well as what part of the record was viewed. Firewalls and antivirus software protect the organization from hackers and viruses, encryption of data exiting the health system is essential since under (HIPPA) if data is stolen but encrypted the organization is exempt from fines. Physical access to computers and software is a foundation of computer security. Placement of computer monitors, privacy screens and a 30-second time-out feature prevent inadvertent viewing of protected health information (PHI). Greatest Learning EHRs have a huge impact on nursing documentation. Although nurses are the largest group of end-users they have had minimal input in the design of EHRs. The INS works synergistically with nursing and IT to design and implement documentation software, which is integrated into the clinical workflow and functions optimally in clinical practice. If this collaboration does not occur, â€Å"the frustrations of nurses may lead to an ‘EHR–practice gap’ similar to the long-existing ‘theory–practice gap’, or nurses may alter their clinical practice to fit in with rigid systems, thereby losing the heart and soul of nursing as a profession† (Stevenson, Nilsson, Petersson, & Johansson, 2010, p. 70). To ensure that the essence and complexity of nursing are not lost, the INS must be aware of the clinical needs of the nurse and the benefits of the IS which best supports patient care.

Willy Russell Wrote Educating Rita

Throughout the play Wily Russell successfully conveys the message that education is more than just passing exams. He does this by characterization, language, form and structure, society and history, all of which I will be covering in this essay. Wily Russell characterization of Frank and Rata allows the audience to be aware of each of their needs and exaggerates their changes by the end of the play. They act as needy educators, progressing, learning and teaching one another.Frank Is Rite's English professor, he Is drunken, delusional and generally, worn down by his circumstances such as his failed marriage and his Inability to continue writing his poetry, but he Is educated. Frank Is unhappy In life, we can see this as he has an excessive need to drink alcohol. In order to fuel his adulation he has taken on Open university applicants, â€Å"l suppose I did take it on to pay for the drink†. Wily Russell created Frank with a drink problem because it shows he is miserable in life , as he needs to drink to numb the pain and ignore his sadness.He is extremely self deprecating, â€Å"it's myself I'm not too fond of†, this is because he sees himself as being responsible for his failed marriage, he dislikes his robotic students and his poetry is unpublished, Frank knows that Rata will lose her originality, â€Å"you will have to abandon our uniqueness in order to pass examinations. I'm going to have to change you. â€Å", and therefore this Is a worry to him. These unfortunate events have led to Frank having a low self-esteem resulting in Franks abuse of his own body by way of drink.Frank Is a poor role model as he doesn't realism he needs to face his problems and change because he Is old, traditional, stuck In his ways, and thinks It's too late, this Is symbolized when Rata tells Frank to fit the door handle, Frank says â€Å"l suppose I always mean to† to which Rata responds â€Å"that's no good always meaning' to, is it? â€Å". I think this n essential part of Franks character because he needs someone to aid him and bring about the process of self-improvement, someone to show him that life is more than being unhappy and someone to boost his self-esteem, Rata.Rata is an opinionated, intimidated, open minded, honest, naive, working class, Lilliputian hairdresser going against expectations in order to seek an education. When asked by Frank, â€Å"What do you want to know? † she replies, â€Å"Everything†. Despite hurdles she has got to a position In life where she has the opportunity to change and she Is determined to do so, as she wants to know â€Å"everything†.Wily Russell has created Rata In this Individual unique manner, she neither fits the norms expected of her peers nor Franks ‘Robotic students', so that she is a breath of fresh air into Despite helping Frank later in the novel Rata becomes reluctant to do so as she starts to think that he is helpless, â€Å"If you could stop pouring th at Junk down your throat in the hope that it'll make you feel like a poet you might be able to talk about things that matter†. She realizes that he needs her more than she needs him and therefore moves further away from him.In the opening stages of the novel Rata is very eager ND determined to learn; this is unusual of Franks students and is the reason why he values her fresh uniqueness so highly. Wily Russell has given Rata great determination; this enables her to not only make significant changes to herself but also to change Frank because he admires her as do the audience, â€Å"l think you're marvelous†. Atone point in the play Frank is reluctant to educate Rata as he doesn't consider himself worthy to teach her without her Joining the ranks of his robotic students, however as usual Rata has the last word and wins Frank over.Wily Russell has characterized Rata and Frank in this manner so that they can learn room each other, although Frank sees his role in Rite's lif e as her educator he himself will be forced to accommodate significant changes in life by Rata. I think Wily Russell is very successful in reflecting on the whole of society's way of life through Frank and Rata, showing their differences and how education involves more than Just gaining knowledge of literature. It is important that as an audience we like the characters and we have a relationship with them so their well being becomes an interest to us.This makes the play more exciting and involves the audience because if something bad happens to the harassers it affects us too, if something good happens this affects us equally. A character can also be intentionally portrayed so that the audience dislike them, this still creates a relationship with the character and still involves the audience and an example of this portrayal of character is Denny. I felt angry when Denny burnt Rite's books because he was trying to deny Rata, an endearing character, of an education and I was happy whe n Rata moved out.Russell makes us sympathies with the two characters as he wants the audience to care for and be involved with Frank and Rata, also characteristic them to be endearing. He does this by making Rata confide in the audience and Frank as well as being extremely open. He makes Frank unhappy in life, miserable and self- deprecating. Instead of walking into the classroom and talking about literature Rata talks about other matters such as smoking â€Å"l hate smoking' on me own. An' everyone seems to have packed it in these days†, art â€Å"that's a nice picture, isn't it? And swearing, â€Å"it's the aristocracy that swears more than anyone†. When asked, â€Å"would you like to sit down? † by Frank she sharply replied â€Å"no! † as she is not a typical student. These hints of individuality make us like Rata because she is new to us as she is to Frank. Mire's the first breath of air that's been in this room for years†. She passionately tel ls us everything about herself and enjoys talking to us. We can see this as she says, â€Å"l talk too much, don't l? I know I talk a lot. I don't at home. I hardly ever talk when I'm there.But I don't often get the chance to talk to someone like you; her back and like her talking to us. We sympathies with Rata because she has had a hard time getting to a point at which she is able to have an education and she has difficulties in learning because of the issues at home. In Act 1 Scene 4 Rata tells us that she writes her essays at work because her husband doesn't like her doing it at home, â€Å"Denny gets dead marked if I work at home. He doesn't like me doing' this. I can't be bothered arguing' with him†.Some people may not sympathies with Rata because she often doesn't let Frank have a say, interrupts him and puts him in uncomfortable situations such as when she says â€Å"Look at those its†, this makes Rata seem over powering and insensitive towards Frank who is alr eady unhappy in life. The audience sympathies with Frank because he is unhappy in life and often puts himself own â€Å"Everything I know†¦ Is that I know absolutely nothing†. We feel sorry for Frank as we can see that he is a better person than he thinks he is. As we already have established that we like Rata the fact that she likes Frank makes us like him too.She tells Frank â€Å"If I'd got some other tutor I wouldn't have stayed† she also says he is scoring â€Å"ten out of ten† and tells him to â€Å"go to the top of the class an' collect a gold star†. We trust Rata that Frank is a good person. The popularity of a character is often dependent on another characters views, such as when Rata speaks badly of Denny, â€Å"l hint he's thick†, this hints towards what Dyne's character will be like in the play and straight away puts him down in the audiences eyes. People may not sympathies towards Frank in instances such as Act One, Scene Four whe n Frank gives Rata his work to criticism, â€Å"you want literacy criticism?I want an essay on this lot by next week† Frank could be seen as guilt tripping Rata because she will now be forced to return to Frank and speak badly of his work. This will be portrayed as hurting Frank as he is already fragile and could be seen as a nasty act on Rite's part, she will have to act superior to her professor and put him down. Frank misjudged Rite's character and put her in a potentially damaging situation, which caused Rata a lot of stress and discomfort, â€Å"What me? Some stupid woman who gives us all a laugh because she thinks she can learn† and â€Å"I'm a freak†.Franks efforts to include Rata in an upper class circle could have been seen as inconsiderate as she wasn't at the stage where she could comfortably fit in, he should have reassessed to situation to ensure he wasn't doing Rata any harm. Also, Franks reluctance to teach Rata could be seen as selfish because he is more concerned about himself losing her company than her being pappy. However, I believe that Frank was looking at the situation from both of their points of view; he was never trying to hurt or slow Rite's progression but instead, think what was best for her.As Rata becomes educated she learns about different aspects of literature such as sentimentality, subjectivity and literary criticism. She studies a number of authors and becomes knowledgeable of literature. We can see that Rata has learned about literature when Frank says â€Å"you recognize the hallmark of literature now'. She recites Blake from memory â€Å"O Rose, thou art sick† and is knowledgeable of him muff don't do Blake without doing Innocence and Experience†. She talks about Peer Gent, Blake and Shakespeare â€Å"We were talking about Shakespeare†.Rata can now make her own decisions about literature, Frank earlier commented that Rata would not â€Å"richer† if she looks â€Å"below th e surface†. Rite's newly acquired knowledge is vital in the role of the beginning of change. She uses her literary skills when talking to other students and making new friends. However this literature would not be important to her if she didn't want to change as she is using education to empower her, this would not be necessary if she did not desire change. Rata learns a lot about life throughout the play which shows that education is more than Just about passing exams.Rata learns that through education she can break away from the traditional expectations placed on a working class woman in the sass's and by the end of the play she realizes that education offers freedom to make choices in life. She also learns that education in itself does not provide a better life but does give her the empowerment to make change if she so wishes, â€Å"l might go to France, I might go to me mother's. I might even have a baby. I Dunn. I'll make a decision. I'll choose†. Education has giv en Rata a new unique outlook on people; she learns to see them for who they are and not for their class or literature knowledge.Through education Rata found new confidence in her ability to achieve much more than she ever thought possible, it opened up new horizons for her. By the end of the play Rata had knowledge of literature but more importantly she had a greater understanding of life. What Rata learned about literature will help her to pass exams and in the long run will only affect her in a small way compared with what she learned about life that will affect everything she does such as her thinking, reasoning, the way she treats others and herself.Education matured Rata and gave her skills and choices that will stay with her forever giving the message that education is about more than Just passing exams. Frank learns that he is a better teacher than he thought he was at the start of the play and learns to reinvent his teaching skills, â€Å"l wanted to come back an' tell y th at. That hay good teacher. † He sees that his knowledge has empowered Rata and has potentially made her happier.However, Frank may think that Rite's changes are bad ND feel responsible for Rite's loss of individuality as he did earlier in the play, â€Å"l shall insist upon being known as Mary, Mary Shelley', by saying this and referring to the author of Frankincense Frank is questioning his skills as a teacher because he think he has created a monster in Rata. Rite's open personality inspires Frank to face his problems more head on â€Å"If you could stop pouring that Junk down your throat in the hope that it'll make you feel like a poet you might be able to talk about things that matter†.In the earlier stages of the play Frank was hiding from problems such as his rink issues, unhealthy diet, relationships, lack of confidence and attitude towards Rite's education. Rata influences Frank because he sees the way she accommodates change in herself which in turn encourages him to take a close look at himself and the ways he too can change, she adds humor and Joy to his life helping him to not view himself so negatively.Following this process Frank learns to be more relaxed about life and face his problems rather than hiding behind his drunkenness, Rite's personality inspires Frank to be more light-hearted and reveal Franks true self. By he end of the play I think that Franks changes as a teacher are more important to him because he realizes that he has to power to influence people, now that he has discovered this it will be easier for him to practice and take into account when around him.What Frank learns as a person is still very important to him but by the end of the play he seems to forget all that he has learnt by reverting to his old ways, in Act Two Scene Three we find out that Frank gave a lecture drunk, â€Å"Passed? I was glorious! Fell off the rostrum twice† and says to Rata, â€Å"Sod them – no, buck them! , this shows that what Frank learnt wasn't as important to him because he choose to take the easy way out rather than the more beneficial way to himself. Russell uses Rite's language to show Rite's changes.At the start of the play Rata speaks in a crude and socially unacceptable manner. As she becomes educated she is inspired by Trash's dialect and mimics her choice of language. However, by the end of the play Rata reverts back to her old manners of talking like an uneducated woman. When Rata first meets Frank she speaks in a very strong Lilliputian accent and is very direct, she TTS people in uncomfortable positions, this can be seen when she starts to talk about an erotic painting using words such as â€Å"its†.Frank reacts to this by coughing and hastily looking down on some papers, this shows he is embarrassed talking about a sexual topic unlike Rata. Rite's language represents her as being uneducated, Frank speaks in a posh way, as he is educated; his vocabulary is wide and well chosen. T he different language makes it easy for the audience to realism and be reminded of their different backgrounds; language is a good comparison between the two characters. In the next scene Rata changes her language, she tries to speak like an educated upper class member, when asked â€Å"What's wrong with your voice? By Frank, Rata replies, â€Å"Nothing is wrong with it, Frank. I have merely decided to talk properly. As Trash says there is not a lot of point in discussing beautiful literature in an ugly voice. † Rata chooses to change her voice because she doesn't feel worthy of discussing poetry in her own â€Å"ugly' voice, she considers her newfound self to be of more importance than her uneducated self and therefore wants to rid of any relations to her old ways. She has lost her uniqueness and innocence that Frank valued so highly in her.I don't think this change in Rite's character is a positive one because it shows that Rata considers class and status to be more impor tant than a person, I think that this change will not make Rata any happier because she is only doing it to please Trash, and despite not knowing this at the time, it does not suit her other unique characteristics. By the end of the play Rata averts back to her original language, she says, â€Å"l Dunn. He's a bit of a wander really. But Vive never been abroad. An' me mother's invited me to here's for Christmas.I think this is because Rata has realized that language is an unimportant external change and doesn't make a person any happier. Rata is still liked by Frank despite her uneducated language possibly even more so because it gives her individuality. Rata language is probably similar to Russell own, as he is from Liverpool. Having Rata speak in such a manner makes the play appeals to people whose language is similar and will allow Rata to be easily related to by a wider audience. Wily Russell only has two characters in the play; this unusual amount helps exaggerate the differen ces between Frank and Rata.They create a culture clash as they were brought up in different manners; they have different backgrounds and now have different expectations for the future. In the past Frank was educated and grew up to live in â€Å"Former' an upper-class part of Liverpool. Now, he has lost all his aspirations and lives to drink, â€Å"l did take it on to pay for the educated because she thought â€Å"studio' was Just for wimps† and didn't try hard at school because it would have parted her from her friends, â€Å"if I'd started taking' school seriously I would have had to become different from me mates, an' that's not allowed†.Now, Rata wants an education, she wants to learn â€Å"everything† and her hopes for the future are to discover herself, â€Å"See, I want discover myself first. Do you understand that? † The two characters learn from each other. Russell has put Rata and Frank together because they educate each other, in terms other t han Just literature and examinations. They are moving towards one another's pasts and are both needy of each other. At this point in the novel Franks influences on Rata have been focused mainly in an academic sense, â€Å"assonance. Well, it's a form of rhyme†.Rata teachings have inspired Frank, â€Å"l think you're the first breath of air that's been in this room for years†; possibly even driving Frank away from his predicted future. Having two characters in the play makes it easier for the audience to hear Frank and Rite's opinions. It is easier for the audience to see how they are different I. E. In language. And finally, it makes the audience endear towards the characters because they are different and willing to help each other. We don't like one and dislike the other because we sympathies with them both and their different situations.However, there are some problems with having only two characters, the audience could get uninterested because of the lack of variet y created in the play. We only see the story from two different viewpoints and therefore have a limited understanding of the social effects and implications of the play. It could be difficult for the audience to fully understand the impact of the characters changes on Frank and Rite's family and friends as we are never given a first person account. Russell uses clever devices such as Dramatic Irony in the play.Dramatic Irony occurs whenever we see one of the characters say something negative of the other because we know they like each other through their body language and speech, â€Å"He glances at his watch, moves to the window, looks out, glances at his watch again and then moves across to the books. † In this case Franks body language clearly shows he is waiting with great anticipation for Rite's arrival. He also often compliments her to the point at which his efforts could be perceived as a little flirtatious, â€Å"irresistible thing like you†.Rite's speech indic ates she too likes Frank â€Å"Because you're a crazy mad pips artist who ants to throw his students out the window, an' I like you†. Rata shows her affection more openly than Frank despite her insult. The Dramatic Irony keeps Frank and Rite's relationship more interesting to the audience and makes the audience intent on watching the play as they want to know how their relationship ends. An interesting relationship is vital in this particular play because there are only two characters and so much of the play is dependent on their varying relation.The structure of the play changes throughout. In Act One Rata needed Frank to teach her, she was demanding, Hereford she controlled the action, said the most and always had the last say. However in the next act, Rata changes her voice and accent, attempting to speak like a member of the upper class and converses freely with Franks other students as she thinks she is educated and therefore is on their level. There is a dramatic revers e in roles at this point in the novel.It is now that Frank needs Rata, Frank needs to change doesn't need Franks help anymore and accuses him of trying to hold her back, now that she knows â€Å"what clothes to wear, what wine to buy, what plays to see, what papers and books to read†. Rata thinks differently to what she did before, Frank earlier commented that Rata would not â€Å"overcomplicated† Blake, but she now makes her decision that Flake's poetry is â€Å"richer† if she looks â€Å"below the surface†, this shows she doesn't think she needs Frank to tell her what to do anymore.The more Rata is changing the less dependent she becomes upon Frank. She makes independent decisions and believes she is better than Frank as she goes against his word, â€Å"l don't need you. Vive got a room full of books†. She adopts an opposite view to at the start of the play when she begged for Franks enlightening knowledge. Frank expresses his views to this chang e and says to Rata, â€Å"Found a new song to sing have you†, this suggests that Frank doesn't like Rite's change and thinks she is pretending to be something she's not.This change made me empathic with Frank because he is still interested in Rata and she is no longer interested in him. Frank has given Rata much throughout the course of the play and Rata seems unwilling to help Frank in return at his time of need. If I were to direct to play I would dress Rata in costume that symbolisms school life and education to exaggerate her change. She would be rearing a university scarf or Jumper apposed to cheap, second hand, common clothes representing an uneducated person of working class status, which she may have worn at the start of the play.Frank would be dressed in a messy, worn, suit and his classroom would be untidy and dusty especially the bookcase in order to exaggerate one well kept book hiding a supply of alcohol. The set is important because it is a part of Frank that is enticing for Rata, â€Å"I'm guan have a room like this one day. There's nothing phones about it. Everything in its right place. (After a pause. ) It's a mess. But it's a perfect mess. This use of costume and set would exaggerate both Frank and Rite's characters, providing a visual representation for the audience.Russell makes the audience think about society by using stereotypes and prejudices. His particular use of stereotyping raises a number of questions amongst the audience, concerning the following issues; society's influence, the government, the education system and personal values. Rata is a working class hairdresser, â€Å"you're a ladies hairdresser†, living on an estate in Liverpool, â€Å"our estate†, expected to stay at home and raise a family. This stereotypical working class woman trying to better resell makes us question our values.We ask ourselves whether or not it is right that society tells us what to do, is it right that Rata should be told to sta y at home with her harnessing husband and be forced to have a baby against her will, â€Å"Come off the pill, let's have a baby', or should Rata be allowed to push her family into uncertainty in attempting to better herself? In the 1970/sass the government overlooked the working class, they suffered due to the lack of investment made in the housing and schools, their chances in life were reduced and not cared about.The working class ere kept suppressed and unknowing so that they didn't start to question other peoples or the government's values. Most accepted the dreary situation, as it was hard to bring about change. Education empowered those who had it and those who audience see that it is not Rite's fault that she got into the miserable situation she did in life. Hearing of Rite's family personally made me angry as they conformed to typical stereotypes and were categorized by society, at first when reading the play I was cross that they couldn't see ahead and see any other aspect s of life other than theirs, â€Å"he's blind, he doesn't want to see†.However my mood and feelings towards Rite's family changed as my anger turned to sympathy. Denny is scared of change, he feels safe in his current situation because he knows it. He feels threatened by Rite's change and therefore he tries to stop her, â€Å"he'd burnt me books and papers†, Denny is not trying to change, unlike Rata Denny is following another stereotype, being uneducated he is not willing to change. He is safe in his world and doesn't want Rata to branch out and explore other aspects of life because this would mean change to Denny. Denny doesn't want to be affected; he thinks he is happy living in his cocoon.If Rata gets an education Denny will lose control and will no longer be able to conform to societies expectations of a man to provide. I felt sorry for Denny because to him Rata was having an affair with education, â€Å"Rata: You'd think I was having' a bloody affair. Frank: Are n't you? † This has the same effect to Denny as it would is Rata had an affair with a man, however having an affair with another man would be socially unacceptable and Denny would receive more support, instead he would be left â€Å"wondering' where the girl he married has gone†.By Rite's family going out, getting drunk and singing, â€Å"l .NET into the pub an' they were singing', all of them singing'. † They are accepting their situation but also trying to escape from it at the same time. Rite's mother says to her â€Å"there are better songs to sing than this†, this metaphor means that the family could be doing better for themselves. Rata wants to get away from this, she probably sees herself in her family and realizes that she needs to move on. Information about Trash affects us in two very different ways.At first Rata builds a picture that enables us to form an impression of an educated, refined woman from an educated family, Know she's dead classy. Y . Now like, she's got taste, Winnow like you Frank†, this information makes the audience happy because Trash now symbolisms what Rata is aspiring to and Rata is closer to achieving her goal of bettering herself. When Trash attempts to commit suicide we are distraught because Rite's dreams have been shattered, â€Å"l thought she was so cool an' together – I came home the other night an' she'd tried to top herself. Magic isn't it? â€Å".Rata has been crushed by someone she longs to be. The information makes us cross because we like Rata and sympathies with her. Wily Russell suggests there is a middle ground between the working class and the upper lass by making Rata a freethinker and giving her educated views on all aspects of society, â€Å"Just because you think we're all O. K. , that we're all surviving', with the spirit intact† and â€Å"he's blind, he doesn't want to see†, Rite's thoughts and attitudes toward the world are broad and are not limited like those of her family she can reflect on her own situations and is not â€Å"blind†.Without these views Rata would be part of the stereotypical working-class, this can be seen by Franks prejudice views on Rata before and after he meets her, he starts by saying â€Å"some silly woman's attempt to get into he mind of Henry James† and after meeting her changes his views and speaks fondly of her, describing her as â€Å"funny, delightful, and charming†. Rata feels as though she is out of place with her family yet also does not feel comfortable with Frank and his associates.My opinions on a middle ground based on Russell suggestions are that the middle ground is a classification of working class that aren't ‘stuck in a rut'. A middle ground is based on thoughts and attitudes such as Rite's open-minded thoughtful views. Choices in education in the 1970/sass's seem limited, especially to the working class. Just by writing the play Russell make's the point that it is highly unusual that a working class woman is having a higher education.Attitudes were also very bad concerning school and education, Rata tells us about her past views about school, â€Å"studying' was Just for wimps† and she is surprised she got another chance to go to university and get a higher education, â€Å"l was dead surprised when they took me†. In the early sass's it was even possible to leave school and start work at the age of 15, choices in education have changed vastly as it is now an accepted norm that a woman such as Rata could go to university.The descriptions of the education system make us cross as the government at that time didn't care much for education and a lack of investments were input to the education system. Rata shows that the old education system failed many that had the potential to be educated. However, she also shows us that against all odds you can achieve the unexpected. Russell makes the main point that education can be a form of escape; it doesn't provide all the answers but gives a person choice and empowerment. Education makes a person consider all the options and look at life from different aspects.Education is always the fuel behind improvements made in the characters and shows that Russell thinks educations main purpose is to improve upon oneself. Wily Russell is extremely successful at teaching us lessons about the purpose of education as most of the lessons learnt show that education is about more than Just passing exams. I think â€Å"Educating Rata† brilliantly raises themes of social class, education, relationships and personal changes; the play is a credit to Russell skills as a writer as he writes about serious issues in a comical manner, which attracts an extremely widened audience.

Explain How Children and Young People’s Development Is Influenced by a Range of Personal Factors

Explain how children and young people’s development is influenced by a range of†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Personal factors There are many factors that influence a child/young person development such as health issues, sensory impairment, disability, learning difficulties. Even before birth a child needs to reach many milestones and however small or large they can cause a delay in a childs development and in many cases are completely out of the childs or parents control.Faulty genetics for example is a factor that is completely out of our control and as a child grows they could face obstacles from their peers if they have the wrong hair colour or are smaller or taller than average. Certain factors before birth can be avoided if a mother-to-be takes care of herself such as not smoking/drinking or taking drugs and this provides the best for her unborn child. If these situations are not avoided issues like low birth weight, traumatic birth, lack of oxygen at birth can all cause long ter m issues and thus contribute to the way a young person learns and develops.If a child suffers from health issues such as asthma, it may make them unable to take part in activities and then lessen the understanding of being able to be part of a team. Learning difficulties, physical disabilities and sensory impairments like blindness and deafness can again can make them unable to socialise and work with other children which is a major part in helping and assisting their development, also they could be withdrawn and make them feel like they don’t belong. A child with learning difficulties can also be held back so then

Management research coursework Essay Example | Topics and Well Written Essays - 1000 words

Management research coursework - Essay Example Thus, the purpose of the article is revealed that after analyzing various aspects of educational validity, the article will provide a research methodology framework for assessing the educational validity of business gaming simulation. Thus, the introduction is solely aimed at depicting the background that necessitates the study, and also at narrating the outline of the research paper. Thereafter, a brief explanation is provided about the method used to conduct research, the usual methods section seen in a research paper. The writers point out that the research was conducted ‘using total enterprise simulation’ (Stainton, Johnson & Borodzicz (2010, p. 705). Then, the researchers resort to a brief literature review to show that the assessment of validity is an ongoing issue and that an effective research methodology for business gaming simulation is yet to come. The article also makes the purpose clear that it is aimed at analyzing validity from an educational or learning p oint of view. The next section goes deep into the concept of educational validity and finds the two elements; design and implementation as the factors that dictate educational validity. ... The next section looks into the other factor in educational validity; that is implementation. The researchers show how a simulation should be implemented. The first point is incorporating practical experience will present real life problems, thus giving the students a chance to reflect upon what they learnt. In addition, they bring in the point that while the ‘learning by doing’ approach is adopted, there is the need for a facilitator to provide coaching, support and motivation. The researchers, after analyzing the problems involved in achieving educational validity, move on to developing a methodology framework for assessing the educational validity of a business gaming simulation. It is pointed out that none of the presently available studies has developed a process for designing, implementing and validating a total enterprise simulation. It is necessary for any research dealing with educational validity to assess the internal educational validity, external educational validity and external representational validity. According to Stainton, Johnson, and Borodzicz (2010, p. 710), internal educational validity means the ability to teach the student the relations in a business environment and external educational validity means the resemblance of the simulation with the real world environment. If it represents a real world environment, it has got representational validity. Three theoretical propositions are made to assess educational validity. According to the first proposition, if the participants understand the causes of their business results, the internal educational validity is evident. According to the second