The Birth of Venus by Sandro Botticelli

One of Sandro Botticelli’s most celebrated works of art speaks to a traditional legend †the introduction of Venus (1485â€1486). This work of art shows the fantasy of Venus’ birth. Botticelli based the image in a book: â€Å"the profane Birth of Venus and the crowning ordinance of the holy Venus. It was composed by Ange Poliziano, in view of a tribute by Hesiod. † (Berger Foundation, 2006) â€Å"The impact, regardless, is unmistakably agnostic, taking as motivation composed portrayals by the second century student of history Lucian of magnum opuses of Ancient Greece, was made at once and place when most fine arts delineated Roman Catholic themes.It is to some degree astonishing that this canvas got away from the blazes of Savonarola's campfires, where some of Botticelli's other â€Å"pagan† affected works died. Botticelli was near Lorenzo de Medici. Due to their fellowship and Lorenzo's capacity, this work was saved from Savonarola's fires and the objection to the Church. † (Wikipedia, 2006) The image can be isolated into three sections: At the left, Zephyr and Chloris fly with tangled appendages. Around them, there are falling roses with brilliant hearts. At the correct part, the trees structure some portion of a blossoming orange woods, identified with the Greek legend of Hesperides’ consecrated garden.At the inside shows up the Nymph, that may be one of the Greek goddesses of the seasons (Spring or Flora) which invites her ashore; and the shell where it tends to be seen perhaps not Venus’ birth however the second when she arrives at Paphos in Cyprus, having been conveyed by the shell. Tolstoy’s understanding of craftsmanship Leo Tolstoy, other than his notable writing work, has built up his own hypothesis of workmanship, which accentuates the significance of workmanship to individuals through the correspondence from the specialists to the beneficiaries their feelings and sentiments. For him craft smanship is a mean of correspondence of feeling as opposed to ideas.The craftsman conveys using shading, sound, development or words, a feeling or feeling that he has recently experienced. Tolstoy denies various originations on craftsmanship, similar to those which state that is an appearance of some baffling thought, or that workmanship is an approach to let off the overabundance of vitality put away by men, or simply unadulterated joy. For Tolstoy workmanship is a mean of association among men, fundamental to life, cultivating the profound advancement of mankind. Birth of Venus under Tolstoy’s point of view It can be expressed that Botticelli takes from various craftsmen and masterminds the establishments which uses to communicate his sentiments and emotions.During his time, the renaissance, old folklore was appreciated once more. Craftsmen and men of science assembled around the rulers, and they all lived respectively. Among these men enthusiasm for the past developed and they began to interpret Virgil, Homer, Hesiod and Pindar. Accordingly, it was entirely possible that the humanist thoughts proliferated quickly. The craftsmanship in Florence began to development and the humanist thoughts were joined into the artists’ work. To decipher workmanship it is critical to focus on the connections â€Å"between themes in progress being referred to and other social marvels of the time, including abstract and religious records. † (Matthew, 1997)Boticcelli’s Birth of Venus, painted for Lorenzo di Pierfrancesco de Medicis, is an unmistakable case of what Tolstoy alluded in his hypothesis. Without correspondence between these individuals it may be difficult to deliver this composition. It mirrors the thoughts that were normal among these men. Presently, there is the reality of what sentiments or feelings Botticelli attempted to communicate. The account of Venus’ birth is a celestial message which carried magnificence to humankind. It may be comprehended that the painter attempted to speak to this legend in a significant manner. The canvas conveys Botticelli’s feelings before the intensity of nature’s innovative force.Collingwood’s vision of craftsmanship Collingwood’s vision of workmanship expresses that â€Å"the masterpiece is a simply fanciful article, existing just and genuinely, in the artist’s mind and that it is an outflow of the craftsman feeling. † (Collingwood, 1938) Therefore, if the work just exists in the artist’s mind, its physical portrayal is an approach to speak to it to other people. The way that Collingwood sees craftsmanship could be clarified in a specific order: the craftsman has sentiments which are oblivious, he gets mindful of them through feelings and its looks, and in this manner he is aware of the feeling.Then, the way that he frees from the persecution of these emotions is through his masterful articulation. Therefore, craftsmanship is the way that the craftsman communicates his own feelings for himself. â€Å"Communicating that feeling to others is secondary† ((Collingwood, 1938) as he sees aesthetic creation as, essentially, a procedure of self affirmation. The goal is to make it comprehended the way that the craftsman who has communicated the feeling felt in having the feeling. Birth of Venus as per Collingwood’s point of view Under Collingwood’s viewpoint is intricate to build up an examination of Botticelli’s picture.According to his specific perspective on craftsmanship, the painter attempts to communicate his feelings in a manner to comfort his brain. In this manner, it is important to comprehend what sentiments or feelings were â€Å"perturbing† Botticelli’s mind. He was attempting to investigate his own feelings, in this manner the main thing that can be broke down is the optional correspondence, the one that is conceivable gratitude to the way that the craftsman uses to communicate a language that may be comprehended by everybody. What feelings were driving the painter? By taking a gander at the image one may asses that he feels overpowered and astonished by nature’s force.Also, other than the excellence of the artistic creation, an exceptional length of Venus’ neck and the uncommon edge that her left arm portrays help to achieve congruity, improving the sentiment of an inconspicuous and delicate being, as the story says, a blessing from paradise. Botticelli painted â€Å"men and women†¦daddened never-endingly by the endless supply of the extraordinary things from which they shrivel. † (David, 1980) Conclusion Collingwood’s hypothesis of craftsmanship contradicts to Tolstoy’s. While Tolstoy says that the main explanation of workmanship is correspondence, Collingwood says that craftsmanship is an absolutely nonexistent article, existing just in the artist’s mind, in this manner is a declaration of the craftsman emotion.They both know about the way that feelings are amazingly basic in the production of workmanship, yet Collingwood’s record of the feelings is altogether different from Tolstoy’s. He says that the craftsman articulation is a method of self freedom from the sentiments or feelings, while Tolstoy’s says that the craftsman needs to convey an inclination that the craftsman has recently experienced. For Collingwood, creation is here and there greedy, while for Tolstoy is a demonstration of correspondence basic for comprehension among mankind. References The Birth of Venus (Botticelli) From Wikipedia, the free encyclopediahttp://en. wikipedia. organization/wiki/The_Birth_of_Venus_%28Botticelli%29 Rampley, Matthew, 1997 â€Å"From Symbol to Allegory: Aby Warburg's Theory of Art†. Diary article; The Art Bulletin, Vol. 79, Cowart, David, 1980 â€Å"Thomas Pynchon: The Art of Allusion† Book. Southern Illinois University Press, Wikipedi a. 2006 Sandro Botticelli article. November. <http://en. wikipedia. organization/wiki/Sandro_Botticelli> Jacques-Edouard Berger Foundation. â€Å"World Art Treasures† <http://www. bergerfoundation. ch/Sandro/44venusprintemps_english. html> R. G. Collingwood, 1938, Art as an Expression

Parola Island The Pink Beach of Camarines Norte free essay sample

A mystery heaven in Camarines Norte. This island have white sand, precious stone water and small scale virgin woodland. The tranquility, the remarkable experience and straightforwardness of this island was exceptional spot in your life.No one is island yet this island is the a standout amongst other island Ive ever observed. (Paki right na lang). This is Calalanay Island in Jose Panganiban Camarines Norte. In the event that you need to get away from the truth, overlook any pressure, misfortune in your life, and to make another and exceptional memory it is the best spot for you.Calalanay Island is situated in Jose Panganiban Camarines Norte. A milestone specked by sublime tress and verdant grass bordered by white sand, the island offers adequate spot shade and level surfaces for any one to pitch a tent.To reachable the island its set aside some effort to go around one (1) hour to see the mystery heaven in Jose Panganiban. We will compose a custom exposition test on Parola Island: The Pink Beach of Camarines Norte or then again any comparable subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page You injoy the white sand and particularly the blue-green water its methods the sea shore its to deep.There are no retreats on the island so you certainly need to bring your own endurance pack things and food. Youd need to bring these, if necessary.†¢ Tent, umbrella, defensive under layers, hammock†¢ Food and water containers†¢ Flashlight, flame, fire making tools†¢ Sunblock or after sun moisturizer, creepy crawly repellents†¢ Your own devices and force bank.First you should reach Camarines Norte in the event that you will be originating from outside the province.By Air: The closest business air terminal is in the Naga Camarines Sur. From Manila take 40 minutes plane ride to Naga. At that point take an open van or transport to daet Camarines Norte then take another open van or transport to Jose Panganiban. You can take a tricycle to city office and request that local people get to larap port. Via land:From Manila take a transport making a beeline for Panganiban Camarines Norte it will discovered Cobao and Pasay terminal. Travel time is around 8-10 hours. Once in Panganiban search for tricycle to city office, request that they get larap port.

2011 Transfer Update - UGA Undergraduate Admissions

2011 Transfer Update - UGA Undergraduate Admissions 2011 Transfer Update We are finally at the finish line for Summer Transfers! While we have about 15 or so left, generally extremely challenging files with a great deal of coursework from colleges we have not worked with before, we are now starting on Fall transfer applicants. I know that this is a little later than expected, but a few things came up that pushed back our timeline. Please know that there are about 75 or so summer transfers that were incomplete, and some of these applicants will be receiving emails concerning the fact that we have old transcripts that do not have the most up-to-date work on them, and these students should get in a new transcript ASAP. As for Fall transfers, we will begin with applicants that sent in their applications and materials first, and then work from there. I cannot give you a time estimate right now, as we still have not hit the Fall transfer deadline, so I have no idea how many overall applications there will be this year. As well, the people on the phones cannot guess about a decision timeline, so please do not call us if that is your only question. We receive a large number of emails, calls, posts, etc. saying that applicant X needs to sign a lease in Athens, so they need to know now if they are admitted. I have good and bad news on this issue; first, there are a large number of available places to live in Athens (a buyers/renters market), so do not panic about this issue. The bad news is that stating this situation in an email, phone call, post, etc. will not change our timeline for reviewing your file, so my best answer is to just be patient. I hope this helps, and Go Dawgs!

Indian Reorganization Act of 1934

The Indian Reorganization Act, or the Wheeler-Howard Act, was legislation enacted by the U.S. Congress on June 18, 1934, intended to loosen federal government control over American Indians. The act sought to reverse the government’s long-standing policy of forcing Indians to abandon their culture and assimilate into American society by allowing the tribes a greater degree of self-government and encouraging the retention of historic Indian culture and traditions. Key Takeaways: Indian Reorganization Act The Indian Reorganization Act, signed into law by President Franklin Roosevelt on June 18, 1934, loosened U.S. government control of American Indians.The act sought to help Indians retain their historic culture and traditions rather than being forced to abandon them and assimilating into American society.The act also allowed and encouraged the Indian tribes to govern themselves while increasing the federal government’s efforts to improve living conditions on Indian reservations.While many tribal leaders praised the act as the â€Å"Indian New Deal,† others criticized it for its shortcomings and failure to realize its potential. The act returned control of the land and mineral rights to former Indian lands back to the tribes and sought to improve the economic condition of the Indian reservations. The law did not apply to Hawaii, and a similar law passed in 1936 applied to Indians in Alaska and Oklahoma, where no reservations remained. In 1930, the U.S. census counted 332,000 American Indians in the 48 states, including those living on and off reservations. Due largely to the Indian Reorganization Act, government spending on Indian affairs increased from $23 million in 1933 to over $38 million in 1940. In 2019, the U.S. federal budget included $2.4 billion for programs serving the American Indian and Alaska Native population. While many tribal leaders hail the Indian Reorganization Act as the â€Å"Indian New Deal,† others, saying that it actually had a negative effect on Indians, called it the â€Å"Indian Raw Deal.† Historical Background In 1887, Congress had enacted the Dawes Act, intended to force Native American Indians to assimilate into U.S. society by abandoning their cultural and social traditions. Under the Dawes Act, some ninety million acres of tribal land was taken from Native Americans by the U.S. government and sold to the public. The Indian Citizenship Act of 1924 had granted full U.S. citizenship only to American-born Indians living on reservations.   In 1924, Congress recognized Native American’s service in World War I by authorizing the Meriam Survey assessing the quality of life on the reservations. For example, the report found that while the average national per capita income in 1920 was $1,350, the average Native American made only $100 a year. The report blamed U.S. Indian policy under the Dawes Act for contributing to such poverty. The abysmal conditions on Indian reservations detailed in the Meriam Report of 1928 drew sharp criticism of the Dawes Act and drove demands for reform. Passage and Implementation The Indian Reorganization Act (IRA) was championed in Congress by John Collier, President Franklin D. Roosevelt’s Commissioner of the Bureau of Indian Affairs (BIA). Long a critic of forced assimilation, Collier hoped the act would help American Indians govern themselves, retain their tribal reservation lands, and become economically self-sufficient. As proposed by Collier, the IRA met stiff opposition in Congress, as many influential private-sector interests had profited greatly from the sale and management of Native American lands under the Dawes Act. In order to gain passage, supporters of the IRA agreed to allow the BIA, within the Department of Interior (DOI), to retain oversight of the tribes and reservations. While the act did not terminate existing private-sector ownership of any Indian reservation lands, it did allow the U.S. government to buy back some of the privately owned lands and restore it to Indian tribal trusts. In the first 20 years after its passage, the IRA resulted in the return of more than two million acres of land to the tribes. However, by not disturbing existing private ownership of reservation lands, the reservations emerged as patchwork quilts of privately- and tribally-controlled land, a situation which persists today. Constitutional Challenges Since the enactment of the Indian Reorganization Act, the U.S. Supreme Court has been asked to address its constitutionality on several occasions. The court challenges have typically arisen from a provision of the IRA under which the U.S. government is allowed to acquire non-Indian land by voluntary transfer and convert it into Indian land held in federal trusts. These lands may then be used for certain activities intended to benefit the tribes, such as Las Vegas-style casinos in states that do not otherwise allow gambling. Such Indian tribal lands also become exempt from most state taxes. As a result, state and local governments, as well as individuals and businesses objecting to the impacts of large Indian casinos, often sue to block the action. Legacy: New Deal or Raw Deal? In many ways, the Indian Reorganization Act (IRA) succeeded in delivering its promise of being the â€Å"Indian New Deal.† It directed funds from President Roosevelt’s actual Great Depression-era New Deal programs toward improving conditions on the Indian reservations that had suffered under the Dawes Act and encouraged renewed public appreciation and respect for Native American culture and traditions. The IRA made funds available to help Native American groups buy tribal lands lost to the Dawes Act’s allotment program. It also required that Indians be given first consideration for filling Bureau of Indian Affairs jobs on the reservations. However, many historians and tribal leaders argue that the IRA failed American Indians in many aspects. First, the act assumed that most Indians would want to remain on their tribal reservations if the living conditions on them were improved. As a result, Indians who wanted to fully assimilate into white society resented the degree of â€Å"paternalism† the IRA would allow the Bureau of Indian Affairs (BIA) to hold over them. Today, many Indians say the IRA created a â€Å"back-to-the-blanket† policy intended to keep them on the reservations as little more than â€Å"living museum exhibits.† While the act allowed Indians a degree of self-government, it pushed the tribes to adopt U.S.–style governments. Tribes that adopted written constitutions similar to the U.S. Constitution and replaced their governments with U.S. city council-like governments were given generous federal subsidies. In most cases, however, the new tribal constitutions lacked provisions for separation of powers, often resulting in friction with Indian elders. While funding for the needs of Indians increased due to the IRA, the annual budget for the Bureau of Indian Affairs remained inadequate to deal with the growing demands of economic development for the reservations or to provide adequate health and educational facilities. Few individual Indians or reservations were able to become financially self-sustaining. According to Native American historian Vine Deloria Jr., while the IRA provided opportunities for Indian revitalization, its promises were never fully realized. In his 1983 book â€Å"American Indians, American Justice,† Deloria noted, â€Å"Many of the old customs and traditions that could have been restored under the IRA climate of cultural concern had vanished during the interim period since the tribes had gone to the reservations.† In addition, he noted that the IRA eroded reservation Indians’ experience of self-government based on Indian traditions. â€Å"Familiar cultural groupings and methods of choosing leadership gave way to the more abstract principles of American democracy, which viewed people as interchangeable and communities as geographical marks on a map.† Sources and Further Reference Wilma, David. â€Å"Wheeler-Howard Act (Indian Reorganization Act) shifts U.S. policy toward Native American right to self-determination on June 18, 1934.† HistoryLink.org.â€Å"Indian New Deal.† US National Archives: Pieces of History.â€Å"Indian Affairs: Indian Affairs Funding.† US Department of the Interior (2019).â€Å"Meriam Report: The Problem of Indian Administration (1928).† National Indian Law LibraryDeloria Jr, Vine, and Lyttle, Clifford. â€Å"American Indians, American Justice.† 1983. ISBN-13: 978-0292738348Giago, Tim. â€Å"Good or Bad? Indian Reorganization Act Turns 75.† Huffington PostKelly, Lawrence C. â€Å"The Indian Reorganization Act: The Dream and the Reality.† Pacific Historical Review (1975). DOI: 10.2307/3638029.

College Athletes Should Not be Paid - Free Essay Example

Sample details Pages: 4 Words: 1114 Downloads: 9 Date added: 2019/05/30 Category Career Essay Level High school Topics: Should College Athletes Be Paid Essay Did you like this example? College sports, an industry that earns billions because of the millions of people that gather to watch athletes play, has come under fire for not paying said athletes. While many think that athletes should be paid in college, such a practice would be impractical, most athletes do not generate enough revenue to be paid, such a system would violate the essence of being a student-athlete, and the profits that are generated by sports benefit the school as a whole. College football began to increase in popularity in the late 19th century. The sport was far more violent in its early days, with concussions, broken bones, and general pains and fatigue rampant in the sport. In 1905, President Theodore Roosevelt (R, 1901â€Å"09) gathered the heads of college athletics programs to discuss reforms that would make college sports safer. In December of that year, 62 colleges formed the Intercollegiate Athletic Association of the United States (IAAUS), a body tasked with drawing up a set of standard rules and regulations to be followed by all member colleges. In 1910, the IAAUS changed its name to the NCAA. The organizations Web site describes it as a discussion group and rules-making body. In 1921, the NCAA organized its first national championship: The National Collegiate Track and Field Championships. In 1939, the organization introduced a basketball championship, to be decided by an eight-team tournament. The tournament grew in both size and popular ity, over the next several decades; in 1975, the tournament was expanded to 32 teams. In 1957, meanwhile, the NCAA began to allow universities to provide athletic scholarships for players they felt would benefit their teams. Once that happened, observers note, schools began competing to find the best players. Don’t waste time! Our writers will create an original "College Athletes Should Not be Paid" essay for you Create order Allen Sack, a professor of business at the University of New Haven, in Connecticut, and a former college football player, notes that it was in the wake of that decision that commercialized college sports started down the slippery slope toward open professionalism. College basketball grew more popular†and more profitable†in the late 1970s. BusinessWeek journalist Jason Zengerle describes 1979 as a momentous year, in which future NBA superstars Larry Bird and Magic Johnson garnered national attention by facing off in the NCAA basketball title game between Birds Sycamores†representing Indiana State University in Terre Haute†and Johnsons Spartans†representing Michigan State University in East Lansing. Around that time, the Nike sportswear company began paying NCAA coaches to outfit their players in Nike apparel. Such endorsements soon became common, with coaches earning thousands of dollars a year for showcasing corporate-branded sports apparel. Critics of paying college athletes note that only a small number of them compete in sports or on teams that generate revenue. They argue that if players were paid, a handful of exceptional athletes would receive large salaries while most players would receive a pittance and would probably no longer be offered valuable athletic scholarships. Basketball coach Paul Hewitt of the Georgia Institute of Technology in Atlanta argues, Few players truly move the needle in terms of attendance, TV ratings, or merchandising. If players were paid, he argues, youd get a few guys making a lot of money, and others fighting their way onto campus. I think in the long run; the majority of student-athletes would lose in that type of market. Kapur argues that paying college athletes would ruin college sports for most of them. He argues, When you boil it all down, college sports are really about getting a good education and doing what you love to do for just a few more years before you have to knock it off and get a real job. So, before we consider anything else, why should anyone reform a system and attempt to cater to a tiny minority when it is generally working for the other 97%? If it aint broke, dont fix it. Some professional athletes insist that college players do not†and should not†play out of a desire to make money. Matt Ryan, who played football for Boston College and is now the quarterback of the NFLs Atlanta Falcons, argues, [T]heres an innocence to it thats great about college football. Indeed, many critics of paying college athletes insist that there is simply a sanctity about amateur sports that would be violated if players were paid. John Lombardi, president of the Louisiana State University Sys tem, argues, College sports must be conducted with the talent of amateurs who do not receive direct individual payment for their services beyond what is appropriate for school expenses. If they receive more, then they become employees of the university, playing not for the team but for the money. Lombardi notes, It is the principle that matters. We succeed with intercollegiate sports because we work hard to put only amateur students on the field, we construct restrictions to keep our student-athletes as continuing members of our university, and we rigorously exclude those who step over the line into the professional world or fail to maintain some minimum standard of student status. Critics of paying college athletes also defend the large amounts of money that universities make from their athletics programs. The late NCAA President Myles Brand once said that a college athletics program, like the university as a whole, seeks to maximize revenues. In this respect, it has an obligation to conduct its revenue-generating activities in a productive and sound business-like manner. Others note that when a college or university earns a lot of money from college sports, the entire university benefits, not just the athletics department. David Schmidly, the president of the University of New Mexico in Albuquerque, notes, One of the most effective ways to market your university nationally is to have a really quality athletic program. It helps recruit faculty, students, and donors. It helps with the image of the whole university. Supporters of paying college athletes assert that players should be paid simply because their hard work makes money for other people. Boyce Watkins, a finance professor at Syracuse University in upstate New York, argues, If what you do earns money, then you have the right to negotiate for your share. When Tom Cruise makes a film, he gets paid quite well. He doesnt get the money because hes a nice guy, he gets paid because he is generating revenue for someone else. Thats how capitalism works. While this is a good point, it doesnt consider the fact that college athletes are amateurs and that theater students dont receive the money they generate for the drama program. While supporters of paying college athletes have good arguments, the fact of the matter is that most athletes dont generate enough to be paid, it wouldnt work as a system, and that paying them crosses the line of amateurism into professionalism.

Essay on Gibbs Nursing Model on Reflection Free Essays

string(23) " was able to help him\." Introduction There are a number of different models of reflection that are utilised by professionals to evaluate past experiences. The two main types of professional reflection are reflection-on-action and reflection-in-action (Somerville and Keeling, 2004). Reflection-on-action encourages individuals to re-live past events, with an emphasis on developing a more effective action plan for any future, similar events that may occur. We will write a custom essay sample on Essay on Gibbs Nursing Model on Reflection or any similar topic only for you Order Now However, this type of reflection does tend to focus more on the negative aspects of our actions rather than the positive behaviours that were demonstrated during the event that is being reflected upon (Somerville and Keeling, 2004). Reflection-in-action is a deeper and more interactive form of reflection that encourages individuals to observe and reflect on past situations from the point of view of themselves and of others around them at the time of the event. Self-reflection and reflection upon events that happened within a work environment are important for individuals within the nursing profession (Paget, 2001). Reflection allows medical professionals to challenge and develop their existing knowledge, maximising the opportunity for learning and to avoid mistakes that may have been made in the past (Royal College of Nursing, 2012). The Gibbs (1988) model of reflection suggests that the process of reflection is systematic and follows a number of specific steps in order to be successful. This model of reflection is a type of formal reflection, which draws on research and puts forward a theory as to how most effectively put into practice to process of reflection. The process can be broken down into six key steps: Description: this step explores the context of the event and covers fine details such as who was present at the event, where it happened and what happened. Feelings: this step encourages the reflector to explore their thoughts and feelings at the time of the event. Evaluation: this step encourages the nurse to make their own judgement about the event and to consider what went well and what went less well about the event. Analysis: this step delves even deeper into reflection on the event and encourages the nurse to break the event down into smaller episodes in order to facilitate analysis. Conclusions: this step explores the potential alternatives that may be used to deal with the situation that is being reflected upon. Action Plan: this is the final step in the reflection process. The action plan is put into place in order to deal more effectively with the situation if or when it may arise again. The Royal College of Nursing (2012) believes the Gibbs (1988) model of reflection to be particularly superior because emphasises the role of emotions and acknowledges their importance in the reflection process. Nursing can often be an emotionally charged career, especially for nurses working in areas such as psychiatric health and palliative care. Therefore, reflection on these emotions and exploration of how to manage them and improve management of them in the future is of particular importance in the nursing profession. Case Study Step One (Description) A young male patient aged 16 years came into the clinic around three days ago. He complained of low self-esteem and is feeling fed up and depressed because of pimples and spots on his face. The patient was worried thatgirls would not be attracted to him because of the spots. The consultation took place with just myself present, no other nurses were in the room at the time of the appointment. The consultation lasted around half an hour, during which time myself and the patient discussed the history of his problems with his skin and the emotional distress that the spots were causing him. The patient disclosed that he had begun to get spots at around age 14 when he had started puberty and that it had begun to make him feel extremely self-conscious. The patient described the negative effect that the acne was having. For example, he has been bullied at school and is feeling apprehensive about starting sixth form in September because he believes that he will be the only sixth former with s pots. Based on the reasonably lengthy history of the acne, the presence of acne on the face and the negative emotional effect that the acne was having, a three month dosage of oxytetracycline was prescribed for the patient. Step Two (Feelings) During the consultation I had a number of feelings. Primarily I felt sympathy for the client because his situation reminded me of my own time as a teenager. I suffered from bad skin from the ages of 14 to about 20 and it severely affected my own self-esteem. In a review of the literature, Dunn, O’Neill and Feldman (2011) have found that patients suffering from acne are more at risk of depression and other psychological disorders. However, the review also found that acne treatment may lead to improvement of the psychological disorder that are so often co-morbid. This made me feel re-assured that prescribing oxytetracycline had been the right thing to do. My own experiences of acne also meant that I was able to relate well to the patient. I also felt some anger during the consultation. This anger was directed at the patient’s peers who had been cruel enough to taunt and tease the patient because of his acne. I also felt regret and guilt. I regretted not referring the pati ent onwards for emotional support and for not exploring the psychological impact of the acne in more detail. I also felt a sense of pride that this young man had the courage to come to the clinic by himself to seek help for his acne. I remembered how upsetting acne was as a teenager and I remembered that I would have been too embarrassed to have ever gone to a clinic or to have sought help from an adult. In turn, I also felt happiness. I felt happy that this young man had come to the clinic and I felt happy that I was able to help him. You read "Essay on Gibbs Nursing Model on Reflection" in category "Essay examples" Step Three (Evaluation) On evaluation, the event was good in a number of ways. Firstly it added to my experience of dealing with young people and in dealing with the problems that are unique to this population of patients. I have not had many young patients during my nursing career and I welcome the opportunity to gain experience with this group. Furthermore, it re-affirmed my career choice as a nurse. During your career you always have doubts as to whether you have chosen the correct path. However, there are points in your career when you feel sure that you have made the right choice. However, there were also some negative elements. Firstly, the appointment was quite short and I am worried that this may have made the patient feel rushed and uncomfortable. After the consultation I did some research into the effects of acne in young people. Purvis et al. (2006) have found that young people with acne are at an increased risk of suicide and that attention must be paid to their mental health. In particular, the authors found that directly asking about suicidal thoughts should be encouraged during consultations with young people. This information only served to make me feel more anxious and I wished that I had bought this up with the patient. Step Four (Analysis) On reflection, being able to relate to the patient increased my ability to deal more effectively with the situation. I feel that the patient was able to open up more to me because he sensed my sympathy for him and his situation. Randall and Hill (2012) interviewed children aged between 11 and 14 years about what makes a ‘good’ nurse. It was found that the ability to connect to them was extremely important and so I think this is why the patient felt comfortable opening up to me. On reflection, I am also now convinced that the patient coming to see me was a very positive event. The patient could have chosen to go on suffering and could have chosen not to open up and talk about the problems his acne was causing. In a review of the literature, Gulliver, Griffiths and Christensen (2010) found that young people perceived embarrassment and stigma as barriers to accessing healthcare. Therefore, it could have been very easy for the patient to have avoided coming and seeking help. I felt a range of both positive and negative emotions during the consultation, and I think this re-affirmed for me that I enjoy nursing and enjoy helping others. It is important to genuinely care about patients and to provide them with the best care possible. This would be hard to do if you did not feel empathy for patients. The experience also helped me realise that I need to actively search out training and learning opportunities regarding working with young people with mental health issues. Step Five (Conclusion) If the same situation was to arise again I think that I would approach it in a slightly different way. In particular, I would have offered to refer the patient to further support services. During the consultation the patient mentioned that he felt that the spots on his face made him unattractive to the opposite sex. In addition to providing medication to get to the biological and physiological roots of the problem, on reflection I think it would have been beneficial to the patient to have provided information about charities that offer self-esteem and confidence building. Such charities that offer these services include Young Minds (http://www.youngminds.org.uk/) and Mind (http://www.mind.org.uk/). In retrospect, I also believe that I should have given the patient a longer consultation time in order for us to have explored the psychological impact of his acne in more detail. Coyne (2008) has found that young people are rarely involved in the decision-making process when it comes to t heir consultations. Therefore, giving the patient more time to discuss his problems may have improved his sense of wellbeing as he felt more involved in his care process. Step Six (Action Plan) There are a number of elements to my action plan. Firstly, I will make sure that in the future the consultation room has leaflets and information pertaining to mental health problems in young people. This way, young people can access the information if they perhaps feel too embarrassed to talk about it. Hayter (2005) has found that young people accessing health clinics put a high value on a non-judgemental approach by health staff. Therefore, in future I would be sure to be aware of my attitude and make sure that either subconsciously or consciously; I am not making any judgements about the patient. Hayter (2005) also found that young people had serious concerns regarding confidentiality, especially during busy times at the clinic. Therefore, in the future I would be certain to reassure young people that their details and consultations are kept completely confidential. To re-assure young patients, I may ask them to sign a confidentiality form, which I will also sign in front of them. Furthermore, my action plan will include improving my knowledge and awareness of working with young people as a nursing professional. This will allow me to increase the tools and skills I have for dealing with young people with complex needs. During the consultation I felt anger toward the patient’s peers who had teased him. In the future, I will focus on being more objective when dealing with a patient who has been the victim of bullying. References Coyne, I. (2008) Children’s participation in consultations and decision-making at health service level: A review of the literature. International Journal of Nursing Studies, 45(11), pp. 1682-1689. Dunn, L.K., O’Neill, J.L. and Feldman, S.R. (2011) Acne in adolescents: Quality of life, self-esteem, mood and psychological disorders. Dermatology Online Journal, 17(1). Available at: http://escholarship.org/uc/item/4hp8n68p [Accessed 20 October 2013]. Gibbs, G. (1988) Learning by Doing: A guide to teaching and learning methods. Oxford: Further Education Unit. Gulliver, A., Griffiths, K.M. and Christensen, H. (2010) Perceived barriers and facilitators to mental health help-seeking in young people: a systematic review. BMC Psychiatry, 10(1), pp. 113. Hayter, M. (2005) Reaching marginalised young people through sexual health nursing outreach clinics: Evaluating service use and the views of service users. Public Health Nursing, 22(4), pp. 339-346. Paget, T. (2001) Reflective practice and clinical outcomes: practitioner’s views on how reflective practice has influenced their clinical practice. Journal of Clinical Nursing, 10(2), pp. 204-214. Purvis, D., Robinson, E., Merry, S. and Watson, P. (2006) Acne, anxiety, depression and suicide in teenagers: A cross-sectional survey of New Zealand secondary school. Journal of Paediatrics and Child Health, 42(12), pp. 793-796. Randall, D. and Hill, A. (2012) Consulting children and young people on what makes a good nurse. Nursing Children and Young People, 24(3), pp. 14. Royal College of Nursing (2012) An exploration of the challenges of maintaining basic human rights in practice. London: Royal College of Nursing. How to cite Essay on Gibbs Nursing Model on Reflection, Essay examples

Motivation and Self-managed Work Teams free essay sample

?External Locus of Control Individuals with a belief that what happens to them is due to luck or chance. The belief that events in one’s life, whether good or bad, are caused by uncontrollable factors such as the environment, other people, or a higher power. Which Factors influence perception? Attitudes Moods Motives Self-Concept Interest Cognitive Structure Expectations Perception is: A process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment. Terminal Values: Prosperous Life, Exciting Life, Accomplishment, Pleasure, Equality, Friendship What Is Important to Managers: Sense of Accomplishment, equality, and Self-Respect According to Rokeach, Terminal_____ values refer to desirable end-states of existence. Instrumental Values: Ambitious, Broadminded, Capable, Cheerful, Clean, Honest, Responsible Hard working-broadminded, capable. What are intrinsic factors of motivation? Internal desires to perform a particular task, people do certain activities because it gives them pleasure, develops a particular skill or its morally the right thing to do. Examples: Achievement, Recognition, Work Itself, Responsibility, Advancement, Growth. What are extrinsic factors of motivation? Factors external to the individual and unrelated to the tasks they are performing. Examples include: Policy and administration, Supervision, Relationship with supervisor, Work conditions, Salary, Relationship with peers Motivational factors are intrinsic factors, like advancement, recognition, responsibility, and achievement, that are directly related to job satisfaction. The absence of motivational factors does not cause dissatisfaction; rather, a state of neutrality. Cognitive evaluation theory A version of self-determination theory which holds that allocating extrinsic rewards for behavior that had been previously intrinsically rewarding tends to decrease the overall level of motivation if the rewards are seen as controlling Motivation: any internal condition, although usually an internal one, that initates, activates, or maintains an organisms goal directed behavior. Self-determination Theory : a theory of motivation that proposes that three basic, organismic needs (competence, autonomy, and relatedness) characterize intrinsic motivation. Motivation that focuses on 5 levels of needs? Maslow’s Hierarchy of Needs: (low to high) Self-Actualization, Esteem Needs, Social Needs, Safety Needs, Physiological Needs. McClellands Theory of Needs: 3 NEEDS : states that workers are motivated by three needs: need for achievement, need for power, and need for affiliation. The most successful managers will have an appropriate fit between their job and their dominant need. Equity Theory: Individuals compare their job inputs and outcomes with those of others and then respond to eliminate any inequities. -a theory that attempts to explain relational satisfaction in terms of perceptions of fair/unfair distributions of resources within interpersonal relationships Goal Setting Theory: This theory states that goal setting is essentially linked to task performance. It states that specific and challenging goals along with appropriate feedback contribute to higher and better task performance. a theory that states that people will be motivated to the extent to which they accept specific, challenging goals and receive feedback that indicates their progress toward goal achievement. Self-efficiency and Goal commitment Specific and clear attainment of goal According to the goal-setting theory of motivation, goals should be difficult but attainable Five Stage Group Development- Forming Uncertainty stage Storming Intragroup conflict Norming Cohesiveness, relationships develop Performing Fully functional Adjourning Wrap up, prepare to disband Group Role: A set of expected behavior patterns attributed to someone occupying a given position in a social unit. Group Norm: Acceptable standards of behavior within a group that are shared by the groups members Role Identity: refers to the attitudes and behaviors that are consistent with a role Role expectations: describe how others believe you should act in a given situation.. common class of norms appearing in most work groups: Performance norms, Appearance, Arrangement. Define Work Group and identify how it interacts : A group that interacts primarily to share information and to make decisions to help each group member perform within his or her area of responsibility. summation of each group members individual contribution. Goal Share information Synergy -Neutral (sometimes negative) Accountability Individual Skills Random and varied Group cohesiveness can be increased by doing what? 1. make the group smaller 2. encourage agreement with group goals, 3. increase the time members spend together 4. increase the status of the group and the perceived 5. difficulty of attaining membership in the group 6. stimulate competition with other groups, 7. give rewards to the group rather than to individual members 8. physically isolate the group Formal Group: A designated work group defined by an organizations structure. a group in which the structure, goals, and activities of the group are clearly defined Informal Group: a group that managers or nonmanagerial employees form to help achieve their own goals or meet their own needs Problem –Solving Name the 4 most common types of teams in an organization. problem-solving teams- only make recommendations (5-12 team members) 2. self- managed work teams- solve problems but implement solutions and take responsibility for outcomes. (10-15 members) 3 cross-functional teams -employees from about the same hierarchical level but different work areas, who come together to accomplish a task. 4. virtual teams- use computer technology to unite physically dispersed members and achieve a common goal. Brainstorming: a group problem-solving technique in which members sit around a let fly with ideas and possible solutions to the problem Problem-Solving Teams: groups of 5 to 12 employees from the same department who meet for a few hours each week to discuss ways of improving quality, efficiency, and the work environment Cross-Functional Teams: Employees from about the same hierarchical level, but from different work areas, who come together to accomplish a task Virtual Teams: teams that use computer technology to tie together physically dispersed members in order to achieve a common goal Organizational demographythe degree to which members of a work unit share a common demographic attribute, such as age, sex, race, educational level, or length of service in an organization, and the impact of this attribute on turnover. What is the advantage of a non-cohesive group? When performance norms are low, productivity may be higher than a cohesive group. 4 Key Components of effective teams: 1 . Context -adequate resources, effective leadership, a climate of trust, and a performance evaluation and reward system 2. Composition -the ability and personality of team members, allocation of roles and diversity, size of the team, and members preference for teamwork. 3. Work Design autonomy, skill variety, task identity, task significance 4. Process member commitment to a common purpose, establishment of specific team goals, team efficacy, a managed level of conflict, and minimized social loafing. Social Loafing: The tendency for individuals to put forth less of an effort when working in a group than when working alone. the tendency for people in a group to exert less effort when pooling their efforts toward attaining a common goal than when individually accountable Group Think: occurs within a group of people, in which the desire for harmony or conformity in the group results in an incorrect or deviant decision-making outcome. Group members try to minimize conflict and reach a consensus decision without critical evaluation of alternative ideas or viewpoints, and by isolating themselves from outside influences. The act or practice of reasoning or decision-making by a group, especially when characterized by uncritical acceptance or conformity to prevailing points of view decision making by a group (especially in a manner that discourages creativity or individual responsibility) Work Team: a group of people with complementary skills who are committed to a common mission, performance goals, and approach for which they hold themselves mutually accountable. Self-Managed Work Teams: groups of 10 to 15 people who take on responsibilities of their former supervisors Define WORK TEAM and identify how it interacts. A group whose individual efforts result in performance that is greater than the sum of the individual inputs. potential for an organization to generate greater outputs with no increase in inputs. Goal Collective performance Synergy -Positive Accountability Individual and mutual Skills Complementary Synergy is an attribute of work teams which results in a level of performance that is greater than the sum of the individual inputs. A company switched from assembly lines to self-managed work teams. What can team members do to improve the synergy and success of their teams? Assign individual roles rather than mutual team roles Organizational Culture: Advantages of a Strong O. C. : 1. provides stability to an organization, 2. ees have the same opinions about the orgs mission and values as leaders, 3. the orgs core values are both intensely held and widely shared. 4. should reduce ee turnover because it demonstrates high agreement about what the org represents -unanimity of purpose builds cohesiveness, loyalty, and organizational commitment. 5. less of a need for mgmt to be concerned with developing formal rules and regs to guide ee behavior. What does a positive organizational culture emphasize? building on employee strengths, rewards more than it punishes, and emphasizes individual vitality and growth. 7 primary characteristics of an organizations culture: 1. Innovation and risk taking 2. Attention to detail 3. Outcome orientation. 4. People orientation 5. Team orientation 6. Aggressiveness 7. Stability Organizational culture is descriptive, whereas job satisfaction is evaluative. When does an organization experience culture creation success? the founders personality becomes embedded in the culture. How do organizations transmit their culture to their ees? 1. stories (history), 2. rituals (repetitive activities of key values), 3. material symbols (what is important), and 4. language ( acronyms and jargon)