Accountability and Assessment in Nursing Mentorship

Accountability and Assessment in Nursing Mentorship Introduction The Nursing Midwifery Council (NMC) (2008a, p.23) declares in its Standards to Support Learning and Assessment in Practice that a â€Å"mentor is a mandatory requirement for pre-registration nursing students†. This simply means that student nurses must be guided by nurse mentors. The Royal College of Nursing (2009, p.3) declares that the â€Å"significance of the role of a mentor and the quality of the mentorship offered in practice cannot be over-emphasised†. The NMC (2008a, p.23) defines a mentor as â€Å"a registrant who, following successful completion of an NMC approved mentor preparation programme or comparable preparation that has been accredited by an AEI (approved educational institution) as meeting the NMC mentor requirements has achieved the knowledge, skills and competence required to meet the defined outcomes†. The NMC (2008a, p.13) also provides for eight domains in the framework to support learning and assessment of students in practice. In essenc e, this means that in order to become an effective mentor, a nurse must be able to accomplish these eight domains. These domains are establishing effective working relationships, facilitation of learning, assessment and accountability, evaluation of learning, creating an environment for learning, context of practice, evidence-based practice and leadership (NMC 2008a, p.13). This essay will explore one of the eight domains, specifically the domain of accountability and assessment in mentorship. This will be done in relation to mentoring two first-year adult branch nursing students placed in the Dermatology Department. Before proceeding any further, it is imperative to relate that the NMC (2008b, p.3) declares the need to respect people’s right to confidentiality. In compliance with this, the real identities of the student-mentees will be kept anonymous. Main Body Accountability is essential in the professional practice of nursing (NMC 2010, n.p.). A literature review in defining professional nursing accountability conducted by Krautscheid (2012, p.45) revealed that accountability is usually linked with responsibility particularly the responsibility for one’s own actions and behaviours related to the practice of one’s profession. The professional accountability of a nurse is expressed by no less than the Nursing Midwifery Council in its Code for Standards of Conduct, Performance and Ethics. To be specific, the NMC (2008b, p.2) states that â€Å"as a professional, a nurse is personally accountable for actions and omissions done in practice and must always be able to justify one’s decisions†. The accountability of a nurse as a mentor is also grounded on the same NMC Code. The NMC (2008b, p.5) states that a nurse must facilitate students and others to develop their competence. This specific provision directly requires a nurse playing the role of a mentor to be accountable for the learning of students during practice placements. In the case of the two first year adult branch nursing students, it is safe to declare that a mentor is accountable for the total learning experience of the students while in the placement. To effectively mentor the two students, it is necessary to first establish a positive mentoring relationship with them. This is because a positive mentor-mentee relationship can help make the mentor and the mentee feel more comfortable with each other and this facilitates the smooth interaction and communication between them. Gopee (2011, p.28) supports this when he declared that a mentor and his or her mentee are initially strangers to each other and so they must develop rapport and cultivate a positive working relationship in order for the mentorship to really work. A practice placement is where students begin to apply their knowledge and practice skills in order to achieve the required competence for registration (RCN 2006, p.1). The need for a strong and positive mentoring relationship is crucial especially because clinical placements can be a daunting environment for the students. This is particularly true during the first few days of the placement. A clinical placement can pose a great challenge for students such as during a busy day and the ward or department is understaffed (Levett-Jones and Bourgeois 2011, p.227). It is therefore vital for the mentor to initiate a friendly but professional approach when interacting with the students in order to help them feel at ease in the clinical environment of the placement. One way by which this can be done is for the mentor to conduct an orientation wherein the students are made familiar with the different areas of the Dermatology Department and are introduced to the entire healthcare staff working there. Beskine (2009, cited in Walsh 2010, p.23) state that an â€Å"orientation is the gateway to a successful placement†. Walsh (2010, p.23) suggests that an initial orientation is a vital part of helping a student get off on the right foot and make the most of their placement. Walsh (2010, p.23) further relates that one strategy for the mentor to accomplish this is by sharing with the students information about one’s personal experiences as a student and one’s expectations as a mentor. This strategy can be made formal by providing an information or welcome pack. Typical contents for a welcome pack include a welcome letter encouraging the student to visit the placement prior to that start of the actual placement, the location of the placement, a list of learning opportunities and learning outcomes, the expected roles and responsibilities of the students, a dress code or guidelines on what to wear and the shift hours (Stuart 2013, p.157). It should contain a de scription of the various areas within the ward or department and a list of the names of personnel working within the placement (Bailey-McHale and Hart 2013, p.129). The importance of making the two students feel welcome in the placement is actually a simple but effective means of showing one’s accountability as the mentor for the students. This is because it is clear that a mentor is accountable for the total learning experience of his or her students and the first step to ensure the learning of students begins with making the students familiar and comfortable within the learning environment. This should then be followed by conducting an initial assessment of the learning needs of the students related to the area of the placement. A mentor is responsible for making initial interviews with students to assess their learning needs and to develop a plan on how to address these needs (RCN 2006, p.6). Naturally, the interview will be smooth sailing if the mentor is successful in building a positive mentoring relationship with the students. In interviewing the two students in the Dermatology Department, it is important to take into consideration the preferred learning styles of the students. In essence, this means that along with identifying the learning needs of the students, it is also vital to identify how they can learn best from the placement. The Royal College of Nursing (2006, p.6) states that a mentor’s responsibility includes being approachable, supportive and being aware of how students learn best. There are many theories and models that can be adopted to label the preferred learning styles of students. An example of this that may be use in the two students is the Honey and Mumford learning styles model. The Honey and Mumford model identifies four types of learners namely activists, reflectors, theorists and pragmatists. An activist learner is a hands-on learner and prefers to learn by trial and error (Temple 2012, p.75). A reflector is someone who prefers to be thoroughly informed before acting on a situation (Temple 2012, p.75). A theorist is someone who utilises theories to make sure that a particular u ndertaking makes sense (Temple 2012, p.75). A pragmatist is someone who learns best by observing a demonstration from an expert (Temple 2012, p.75). In the case of the two students placed in the Dermatology Department, both have been identified to be pragmatists and so actual teaching of the skill of bandaging was done through demonstrations which the students carefully observed. A simulation strategy was also used wherein the two students were given the opportunity to practice their bandaging skills onto a mannequin before they were allowed to perform the skill onto real patients while under supervision. In using the demonstration and simulation strategies, it is crucial for a mentor to also take into consideration the internal and external factors that affect student learning. This can be further identified by using the SWOT (strength, weaknesses, opportunities, threats) Analysis. The SWOT Analysis is a useful tool to help mentors identify factors that can either improve or hinder their mentoring skills (Murray and Rosen 2010, p.103). The strengths and weaknesses are the internal factors that affect the efficiency of mentoring while the opportunities and threats are the external factors (Murray and Rosen 2010, p.103). In the case of the two students, one prevailing strength that has been identified is their genuine eagerness to really learn while in the placement. For the mentor, one strength is the mastery of the nursing skills that need to be taught to the students. One weakness of the students was their initial hesitation to interact with the mentor. One weakness of the mentor is the initial uncertainty on how to begin interaction with the students. One opportunity is the presence of diverse learning opportunities in the placement while one prevailing threat is the very hectic schedule of the department which causes frequent interruptions during actual teaching sessions. In teaching the two students about correct bandaging, it is also important to adopt the concept of andragogy. To simply put it, andragogy refers to adult learning which is in contrast to pedagogy which is all about child learning (Walsh 2010, p.82). The concept of andragogy implies that adults prefer to take an active role while children are passive learners and therefore leave everything to the discretion of the teacher or mentor (Kinnell and Hughes 2010, p.60). Base on these premises, teaching the two students who are adult learners will require the mentor to actively seek the students’ input. This means that the mentor should not on his/her own decide on what and how to teach the things which the students need to learn in the placement. The mentor should brainstorm with the students on how the students’ learning needs can be best met. This will allow the students to have a more active role in planning their own learning during placement. There is also the need to consider the current level of aptitude of the students in relation to the skills that will be taught to them. In this case, the Benner’s Skills Acquisition Model will be helpful. Stuart (2013, p.126) states that a student or even a newly qualified nurse will have to pass the five stages of nursing competence as identified in Benner’s Model. The model classifies learners into five stages namely novice, advanced beginner, competent, proficient and expert. It is safe to deduce that the two students being mentored are still under the novice stage; hence, it is vital for the mentor to create teaching strategies that would fit their current level of knowledge and skills. For instance, it would be unfair to teach the students advance skills on four layer compression bandaging without first teaching them the basic principles of bandaging. Blooms Taxonomy should also be adopted by a mentor to enhance teaching sessions. Cannon and Boswell (2012, p.140) state that Bloom’s Taxonomy is an important learning theory as it distinguishes learning into three domains: namely affective, cognitive and psychomotor. Teaching correct bandaging skills naturally involves the cognitive domain since it requires mastery of steps or procedures. It also involves the psychomotor domain because it entails using instruments and tools. It also incorporates the affective domain because it requires positive and encouraging feelings and emotions which help motivate a student to do the procedure correctly. It is also important for a mentor to make the learning objectives SMART. This means that the objectives are specific, measurable, attainable, realistic and time-bounded. In the case of the two students, this has been achieved since the objective involves making the student understand and perform the steps of bandaging. This makes the objective specific. This will be done under supervision with the policy on bandaging as the criteria. This makes it measurable and realistic. The said objective is to be accomplished at the end of the placement. This makes it time-bounded. A mentor’s accountability naturally includes assessing the students’ performance. Aston and Hallam (2011, p.60) relate that assessing students’ learning while they are under one’s mentorship is one of the important role of a nurse mentor. This is grounded on the Nursing Midwifery Council (2008a, p.16) declaring that students must be supported and assessed by mentors. Mentors are responsible for assessing the total performance of students including their knowledge, skills, attitudes and behaviours (NMC 2008a, p.23). It is vital to relate that there are basically two types of assessment namely formative and summative assessment. Formative assessment happens during the course of the placement wherein it is done on a continuous basis to gauge how much progress a student has reached without necessarily grading such progress (Kilgallon and Thompson 2012, p.153). It typically involves the giving of feedback in order for the student to further improve (Kilgallon and Thompson 2012, p.153). This kind of assessment is done in order to prepare the student for the final assessment which is the summative assessment. Summative assessment marks the end of the mentorship and involves the actual grading of the student’s final performance (Kilgallon and Thompson 2012, p.154). It is essential to point out that the giving of feedbacks is an important component of effective student assessment. Kinnell and Hughes (2010, p.96) relate that â€Å"feedback must be constructive and not destructive†. It must highlight the strengths as well as the weaknesses of the student (Kinnell and Hughes 2010, p.96). Kinnell and Hughes (2010, p.96) further relate that it must emphasise areas for improvements and incorporate praises appropriate for the student’s achievements. Constructive feedbacks given by mentors and the clinical staff can help the student grow and develop as a future professional (Levett-Jones and Bourgeois 2011, p.48). One strategy for the effective giving of feedback is to use a strategy called feedback sandwich. This involves sandwiching a negative feedback between two positive feedbacks to avoid hurting the student’s feelings and self-esteem (Elcock and Sharples 2011, n.p.). There are several methods and strategies by which a mentor can effectively assess a student’s competence. The Royal College of Nursing (2009, p.8) states that assessment can be done through direct observation, simulation, objective structured clinical examinations or OSCE, testimony of others, student self-assessment, written portfolio evidence, active participation, interactive reflective discussion, learning contracts, guided study, interviews, patient comments, peer evaluation, collection of data, case studies and team mentorships. In the case of the two students, one was assessed through direct observation and questioning while the other was assessed through direct observation and through written reflection. This was in consideration of the fact that one student has a prior degree in English literature, while the other one was awaiting a dyslexia test; hence, it would be unfair for both of them to be assessed through written reflection. In assessing student performance, the mentor’s accountability includes making sure that all the possible opportunities for learning has been exhausted and that the students have been given ample time to master the skills that will be assessed from them. This is because it would be unfair for the students to be assessed for skills which were never taught to them or where they were never given a chance to improve on it. This points to the accountability of the mentor to the students he or she is mentoring. There is also the accountability of the mentor towards the general public. This accountability signifies that ultimately the mentor’s role in guiding students is to ensure that future generations of nurses are truly competent to serve the general healthcare consumers. This suggests that if after giving opportunities to improve, the student has failed to show competence, then the mentor must not hesitate to give a failing mark. On the other hand, a study conducted by Duf fy (2004, n.p.) revealed that failing students is a difficult thing to do for majority of mentors and this is because it raises emotional issues for the mentor. The emotional dilemma of failing a study is carried by mentors and sometimes this emotional stress overcomes the need to practice a fair and objective mentoring. It is logical to assume that sometimes the decision to either pass or fail students is influenced by the personal sentiments of the mentor towards the students. This is something that should be avoided because it threatens the very essence of why there is a need to assess students under mentorship. A good mentor is someone who knows when to empathise with students and when to detach themselves in order to objectively assess a student’s performance; therefore, it is important for a mentor to learn when to empathise and when to be objective. In essence, this means that in assessing the final performance of the two students in the Dermatology Department, it is i mportant for the mentor to be objective and set aside any personal friendly relations which he or she may have established during the course of the mentorship. Conclusion Accountability and assessment in mentorship in this case involves the responsibility of the mentor to ensure the learning of the two students in the Dermatology Department. Being accountable for their learning starts with establishing a positive mentoring relationship with them. This can be accomplished by using a friendly but professional approach. An orientation can help the mentor inform the students on what to expect from the placement. It is important to assess the students’ learning needs and learning styles by using different theories and models. This is important in order to maximise their learning in the placement. Using demonstration and simulation are only two of the many teaching strategies that may be used to effectively mentor students and the choice of strategy depends on the kind of learner a student is. Assessment is another important role of a mentor. This can either be formative or summative assessment. Assessment should be fair and objective. A mentorâ€⠄¢s personal friendship built during the course of the mentoring relationship should never hinder objective assessment of students’ performance. References Aston, L. and Hallam, P. (2011). Successful mentoring in nursing. Exeter: Learning Matters Ltd. Bailey-McHale, J. and Hart, D.M. (2013). Mastering mentorship: A practical guide for mentors of nursing, health and social care students. London: SAGE Publications Ltd. Cannon, S. and Boswell, C. (2012). Evidence-based teaching in nursing. London: Jones Bartlett Learning International. Duffy, K. (2003). Failing students: A qualitative study of factors that influence the decisions regarding assessment of students’ competence in practice. [online]. Available from: http://www.nmc-uk.org/documents/Archived%20Publications/1Research%20papers/Kathleen_Duffy_Failing_Students2003.pdf [Accessed on 12 October 2014]. Elcock, K. and Sharples, K. (2011). A nurse’s survival guide to mentoring. [online]. Available from: http://books.google.com.ph/books?id=t6na8wOS5X4Cpg=PT131dq=feedback+sandwich+mentoring+nursinghl=ensa=Xei=bjY6VPSCHs-ruQSjloH4Bwved=0CBwQ6AEwAA#v=onepageq=feedback%20sandwich%20mentoring%20nursingf=false [Accessed 12 October 2014]. Gopee, N. (2011). Mentoring and supervision in healthcare. 2nd ed. London: SAGE Publications Ltd. Kilgallon, K. and Thompson, J. (Eds.) (2012). Mentoring in nursing and healthcare: A practical approach. Chichester: John Wiley Sons, Ltd. Kinnell, D. and Hughes, P. (2010). Mentoring nursing and healthcare students. London: SAGE Publications Ltd. Krautscheid, L. (2012). Defining professional nursing accountability: A literature review. Journal of Professional Nursing. 30(1):43-47. Levett-Jones, T. and Bourgeois, S. (2011). The clinical placement: An essential guide for nursing students. 2nd ed. Chatswood: Elsevier Australia. Murray, C. and Rosen, L. (2010). Mentor updating: Other activities/sources of evidence. In: C. Murray, L. Rosen and K. Staniland (Eds.). The nurse mentor and reviewer update book. Maidenhead: Open University Press, pp.95-111. Nursing Midwifery Council (NMC) (2008a). Standards to support learning and assessment in practice. London: NMC. Nursing Midwifery Council (NMC) (2008b). The code: Standards of conduct, performance and ethics for nurses and midwives. [online]. Available from: http://www.nmc-uk.org/Documents/Standards/The-code-A4-20100406.pdf [Accessed on 10 October 2014]. Nursing Midwifery Council (NMC) (2010). Regulation in practice. [online]. Available from: http://www.nmc-uk.org/Nurses-and-midwives/Regulation-in-practice/ [Accessed on 10 October 2014]. Royal College of Nursing (RCN) (2009). Guidance for mentors of nursing students and midwives: An RCN toolkit. London: Royal College of Nursing. Royal College of Nursing (RCN) (2006). Helping students get the best from their practice placements. London: RCN. Stuart, C. (2013). Mentoring, learning and assessment in clinical practice: A guide for nurses. 3rd ed. Philadelphia: Elsevier Churchill Livingstone. Walsh, D. (2010). The nurse mentor’s handbook: Supporting students in clinical practice. Maidenhead: Open University Press.

Lebanese Americans

The present paper is designed to show the adaptation of immigrants in the United States. We will include Alison Lambert, who is the representative of the Lebanese nation, was born in Lebanon and moved to the United States country for permanent residence two years ago. The principal issue to clarify in this essay will be whether it was difficult for Mrs. Lambert to assimilate with US culture and people, what differences she has found between two cultures and how different cultural norms influence her living in the new for her country on the daily basis.Immigrants in AmericaA lot of people from different countries come to the United States in search for their good future. There exists a myth that living in the United States is like a paradise, but it is not always so. The presidents of the United States together with other senators promote legislation to confer some kind of guest worker. Many people think that all those bills should not be accepted, because they are immoral. When they invite people from other countries to the United States they show them that they fit only for obsequious jobs that the Americans do not want to do. They think that they are too good for it. When foreigners start working in the United States at first they get miserable payment for the work they do.There is no expectation that you will rise up the economic and social ladder. There are a lot of bills all over the country which regulate rights of the guest worker. There are points when the foreigner can be expelled from the work and deported back to his country where he will continue his life in poverty. The bottom line in all of them is almost the same. It says that the Americans are not equal in their rights with other people who came from other countries to earn money. The plot is hidden but still it exists.America is a country that invites immigrants who arrived there legally and who comply with their laws and Constitution, who understand and can freely speak their language. Such pe ople begin their career with low-paid jobs. But such people have a chance to rise into a middle class and realize their dream. Such countries as Germany and France showed their folly of a guest worker economy. Immigrants do low-paid jobs. But now there are a lot of people in these countries who don’t absorb. People do not agree with the social welfare system. Let’s find out more about the adaptation of the people from Arabic countries in the United States by telling a story about one of the immigrants from Lebanon, Mrs. Lambert.Mrs. Lambert considers family and close people to be the most important in her life.The principal difference in the family values between Lebanese and American culture is that when one is young, one never looks into the future considering oneself outside family. Family appears to be the core of everything they plan to accomplish in life. American society is more independent in relation to family as a notion. Lebanese people share everything they have with their families, and they grow surrounded by their family members. Their cousins, sisters, brothers, with whom they grow, often appear to be their best friends.Each of them knows that he or she is the most important person in his or her life, and she was used to grow in such surrounding. What she has noticed in the United States of America and what is absolutely absent in the Lebanese families, and in Lebanon in particular, is the disease which she would call ‘family’ disease. This is the disease which is very popular among American children. In her society family is something which will never let her and her countrymen down. She was very much assisted by her family members when she has first entered the United States. Now she is not only in constant touch with all her relatives, but all members of her family help each other on the daily basis to the maximal extent.Mrs. Lambert is a teacher; she feels at present that her cultural difference does not prevent he r from effective working with the students and effectively performing in her daily life. Her first and probably, the biggest difficulty was the language. She had basic knowledge of the language, but it was not enough to teach students; and in order to acquire good position she had to learn it very fast. On the other hand, the accent is still very visible when she speaks and some students ask her about her origin. She was lucky not to see any discrimination in relation to her Lebanese identity on the side of her students. However, there are many Lebanese immigrants who also came to the United States to work and suffered from discrimination there.Most of native citizens are surprised on the fact of Lebanese very close family ties. When Mrs. Lambert tells the stories of her life, some of them cannot clearly understand the idea of family being the core of their lives, as well as that one can be so much connected with the family through all his or her life. Her assumption of the family n orms influences her behavior on the daily basis, and it is doubtless; it becomes even more vivid in the light of the norms according to which one lives.When people immigrate they face different difficulties and challenges. The principal challenge for Mrs. Lambert is the difference itself, the difference in cultural norms. She doesn’t think there are disadvantages in her culture. She thinks that every culture has its own advantages and disadvantages. Still, when one comes to another country he or she is a foreigner. The language is the biggest challenge between any two different cultural identities. Mrs. Lambert was faced this challenge and almost coped with it. Yet, she clearly understands that many other cultural challenges are ahead of her.Mrs. Lambert thinks that it is important to assimilate with the culture of the country one now is living in.She supposes that this assimilation is inevitable; however, the extent to which this assimilation should take place with every new comer should be reasonable. Mrs. Lambert’s family was afraid of her losing her identity on entering another country for the permanent residence; and it was probably one of her most important cultural challenges – to adjust to the new cultural surrounding without losing too much of her own cultural traditions. Assimilation with the cultural traditions of the other country often becomes the means of getting stable position and solid basis for human relations.When immigrants come to another country it is significant and highly important to have a source of strength and support there. It is necessary to have something which unite foreigners and help them feel a little bit be home.It may sound surprising, but yet family remains the principal source of support for her in the U.S. This is the peculiarity of her culture – not only is the family the stem of Lebanese identity, but it is also not influenced by the distance. She also gets a lot of support from the local Leb anese community. They have regular meetings during which they discuss urgent problems and issues, and try to find solutions beneficial for everyone. It is very often, that the members of the community ask for assistance in solving cultural problems, not only related to the language, but to the misunderstanding of the people they are surrounded by of their cultural preferences.Cultural identity at times becomes the matter of difficulty in getting assimilated to the new surrounding. Lebanese culture is not very well supported and popularized there, and it is often that Lebanese newcomers appear in cultural vacuum. Thus, this community and regular meetings become the means of supporting those who need this support. Very often people face personal misunderstanding with the native population, and they try to find the way out of the conflict.In the light of all above said, and taking into account the theories of cultural identity, it is possible to note the following. Cultural identity co nflicts are usually called intractable, and thus, they are not possible to be resolved through the traditional approaches. The frames of the individual identity are extremely influenced by the cultural identity and cultural surrounding. The differences in culture often become the ground for the cultural conflict, as the difference in cultural ideas and preferences may be taken by the other side as not simply an outrageous idea, but ridiculous and unreal understanding of the world.For the better cultural communication it may be suggested, that the attitudes towards other cultures should be more tolerate. The cultural ideas and beliefs expressed by the representatives of the other culture should not be taken as unreal or unacceptable. Differences in culture between people will always exist, and thus for the more effective communication it is important to understand and accept the significance of the traditions, which are valued by the other culture, as well as try to better explain th e traditions into which the newcomer would wish to assimilate. However, and what is more important, it is not allowed to break the cultural identity of the person; the difference in cultural views does not mean they are wrong.ConclusionThe issue of cultural identity was always urgent, and with the growing opportunities for migration, this issue will not soon lose the necessity of being discussed. However, it is important to understand one thing in relation to cultural conflicts: the differences between cultures should not and won’t be erased; they should be treated with tolerance. In conclusion It is important to say that it is up to everyone to decide whether to lead a life of immigrant or not. There are a lot of possibilities to have a nice life in one’s own country where one will be respected. Nobody will look at him or her as if he or she is an alien. One’s country is one’s home one must be proud of it. Everyone must do everything possible to make one ’s own country be respected. Escaping from problems at home and going abroad in search for good life and a great number of possibilities to realize oneself is not a way out.Works citedCarrithers, M. Why humans have cultures. Oxford: Oxford University Press. 1992 LeBaron, Michelle. Bridging cultural Conflicts: New Approaches for a Changing World. San Francisco: Jossey-Bass Publishers. 2003 Mathews, G. Global culture/ Individual identity: Searching for home in the cultural supermarket. London: Routledge. 2000 Stone, Douglas F., Patton, Bruce, and Heen, Sheila. Difficult Conversations: How to Discuss What Matters Most New York: Penguin Press. 2000

Get the Scoop on John Hopkins College Essay Samples Before Youre Too Late

Get the Scoop on John Hopkins College Essay Samples Before You're Too Late Our customer support will gladly tell you whether there are any special offers at the present time, and make sure you are getting the very best service our company may deliver. You're able to access a whole international marketplace online. When you locate a service you enjoy, don't neglect to look at my review of it. Use the assistance of true academic experts and receive the service you have earned! The Appeal of John Hopkins College Essay Samples The committee is likely to present their approval on Tuesday. You should take a look at the rankings of the school in different categories together with its general ranking. Since thousands of students apply to Johns Hopkins, you have to figure out ways to stick out from the remainder of the pack. The character of my occupation is very diverse and I was astonished by the simple fact that there's a program provided by John Hopkins University that is likely to make my professional life more meaningful and productive. Bridget's essay is quite strong, but there continue to be a couple little things that could be made better. If you wish to join the band of Blue Jays, you will need to be a stellar studentand you'll have to compose a killer Johns Hopkins essay. And, due to this, Levi Strauss and his blue jeans continue to be around today. Just pick 1 thing to work on, and begin. The essay is a significant area of the application. Besides having an exceptional SAT score, you would have to think of the ideal college essay. In spite of exceptional grades, a poorly written essay gives you a poor name. These seven sample essays respond to a wide variety of thought-provoking questions. Here are twenty-two of the greatest hooks Stanford applicants have to give. Chemistry is a subject which, basically, supplies you with useful information concerning the different substances or kinds of materials that compose the physical world around us an d the way in which they behave or react with one another. This expert guide to college applications will offer you all of the strategies and data you should create a really spectacular application! On-line programs are also offered. Another part of my goal in helping people is that I would like to assist with the research in locating the cure for cancer. They came from all over the world to stake their claim and find their fortune. Well, at least the manner that most folks approach it. Thus, get to understand what well being is, and learn how to love it. Choosing Good John Hopkins College Essay Samples Another useful strategy is to ask your family members or friends for their opinions as it's natural to seek out advice on such an important essay. He laughed and said that it turned out to be a wonderful change a seventeen-year-old knew so specifically what she wished to do. On-line application is advisable. If that is your very first time thinking of employing a writing se rvice, you are certain to have questions. The most frequently encountered paper writing service that the majority of our clients require is essay writing. Employing a writing service is the perfect approach to have a well-written essay to use as a guideline to make sure the essays you write are hitting each of the critical points and are at the appropriate depth necessary for your academic grade. Question marks go outside the finished quotation mark in the event the full sentence asks the question. A quick sentence is utilized to produce the emotional resolution of the admission essay. When you're deciding on a school, there are a number of things that may be more important than whether the school you attend is among the top ranked nursing schools. The norm nowadays is that almost everyone is so out of balance they need some level of health intervention. There are a lot of advantages of studying at one of the top rated American medical schools. Apart from college loans, th ere's the stress of keeping up a GPA to put in the university that you dream about. Any accredited nursing program will probably teach you the skills you want to understand. Every student demands help with homework from time to time. Medical schools would like to know that you've got the qualities and characteristics they're seeking. Other nursing schools are also good and give a high excellent education also.

Is Survivor All Fun And Games - 1725 Words

Is competing on a reality television show like Survivor all fun and games? The contestants on Survivor all have to endure the many stresses that come with the competition. â€Å"Stress is a common experience that has negative effects on individuals such as diminished physical and mental health†. (Lewandowski, Maddingly, and Pedreiro). Contestants are constantly having to deal with the social stresses of the situations they find themselves in. Survivor is a game of developing social bonds with the people competing against one another and then breaking them when the time is right; whether the situation is establishing dominance in the social hierarchy or forming an alliance, both can be equally stressful. Secondly, they must endure countless physical stresses. Survivor contestants are constantly dealing with things like extreme hunger, dehydration, heat exhaustion, extreme weather, or just not having the simple comforts of life we all take for granted like blankets and pillows. Lastly, Survivor contestants are constantly having to deal with the psychological stresses of the competition as well. The contestants are constantly dealing with things like Competitive Anxiety, Competitive Arousal, or just knowing that all the surrounding people are against them and will most likely stab them in the back at some point in the next forty days. Survivor may be a game show, but it is far from a fun game to play; the causes of stress from being a competitor on a reality television show likeShow MoreRelatedOverview of The Cardiovascular System1676 Words   |  7 Pagescapillaries and back to the heart. Systemic division- blood flows from heart to every capillary â€Å"except alveolar† and back to heart. The cardiovascular system has 3 main functions †¢ Transportation- The cardiovascular system transports blood to almost all of the body’s tissues. †¢ Protection- The cardiovascular system protects the body through its white blood cells. Platelets and red blood cells form scabs to seal wounds and prevent pathogens from entering the body and liquids from leaking out. †¢ Regulation-Read MoreAndroid Game Essay1007 Words   |  5 PagesStrategy Games for Android 2017 Games are entertaining but they can also be challenging. There lies the magic of games – you can be having a lot of fun while also making your brain work just a little harder. The ultimate brainteasers are strategy games and the good news is that Android is full of great strategy games. If you’d like to make your work commute just a bit more engaging or have something relaxing to do at the end of the day, here are the games to download. These strategy games for AndroidRead MoreEssay on Why We Crave Horror Movies1046 Words   |  5 PagesWhy We Crave Horror Movies by Stephen King the author tries to prove that the modern day horror movie is are relief of violence, are fix of adrenaline and fun, and also something that can dare the nightmare. In a lot of ways these things can be related to real life situations. My relief of violence is playing video games, and my fix of fun and adrenaline is when I play football, and something that dares my nightmare is when I challenge my brother. In the essay, Why We Crave Horror Movies,Read MorePersuasive Essay : Video Games892 Words   |  4 Pagesrecruitment tactic has joined the military’s arsenal. A video game has been created that supposedly will aid in increasing interests in relation to serving in the army. Frankly, this convention is utterly irrational, moronic, and an incredible waste of taxpayer’s resources. Video games have long been portrayed as a fun activity. So why take an event as serious as war, and implement it in a platform that is designed to be an escape from reality? The game focuses on the adrenaline rush of the fight... And canRead MoreHumor Is More Than Mere Silliness956 Words   |  4 Pagesthreaten the most evil. These qualities speak to its inherent potential – a potential that has not yet been entirely tapped or even recognized. Holocaust survivor Emil Fackenheim said, â€Å"We kept our morale through humor,† and many other survivors of the Holocaust, POW camps, torture and abuse have shared his sentiment. The stories of these survivors and findings of modern medical research support the notion that humor is an extremely effective tool for managing our advanced awareness and for creatingRead MoreEssay on The Hunger Games: Fiction or Reality?1212 Words   |  5 PagesFiction is â€Å"the act of feigning, inventing, or imagining†, but in Suzanne C ollin’s book, The Hunger Games, fiction is merely a reflection of what is already going on in the world today (â€Å"Fiction†). Could this fiction novel, The Hunger Games, really be America’s future? Well, major themes in the book such as inequality between rich and poor, suffering as entertainment, importance of appearance, and government control point toward the answer being yes. Primarily, the major comparison between theRead MoreLord of the Flies Summary1001 Words   |  5 Pagescrashes on an isolated island. The only survivors are all male children below age 13. Two boys, the fair-haired Ralph and an overweight, bespectacled boy reluctantly nicknamed Piggy find a conch which Ralph uses as a horn. Two dominant boys emerge during the meeting: Ralph, and Jack Merridew, a redhead who is the head of a choir group that was among the survivors. Ralph is voted chief, losing only the votes of Jacks fellow choirboys. Ralph asserts two goals: have fun, and work toward rescue by maintainingRead MoreThe Great Depression : The Biggest Economic Downfall1674 Words   |  7 PagesThe Great Depression is the biggest economic downfall America has ever experienced. It was a time when almost all Americans suffered, one way or another. It was a devastating period for several people and, therefore, thousands went through rough family separations, poverty, and other emotionall y challenging experiences. Starting in 1929 lasting ten years, this was one of the longest economic downfalls in the history of such a modernized world, and unfortunately, the people were highly affected, asRead MoreWhy Video Games Is Well, Obviously Because It s Fun1058 Words   |  5 PagesWhy Play Video Games Well, obviously because it’s fun. Gaming is just another kind of entertainment, after all. However, there are many kinds of games with each their own reason why I play them. Often times, I play different kinds of games for entirely different reasons. Most of the time I play it for either the story or for the challenge. However, I play various kinds of games and there are various different reasons why I play them. Moreover despite popular beliefs that game causes violence, thereRead MoreNegative Effects Of Video Games1240 Words   |  5 PagesDead Space 2, Mortal Kombat, Call Of Duty, Assassins Creed, Naughty Bear and Kane and Lynch 2: dog days: these are just some of the violent video games that are out in the market right now. You can buy these games for multiple devices and counsels, and many of the main characters are either a psychopath, a criminal, a army officer, a lone survivor in a zombie apocalypse, or a medieval knight fighting their way to save the princess. Peopl e never thought about the effects that videogames have on