Professional Portfolio Essay Example | Topics and Well Written Essays - 2500 words

Professional Portfolio - Essay Example Likewise, I have designed assessment and evaluation tools such as questionnaires, interview, and survey. Aside from actual Nurse Educator experience, I also have a wide range of clinical nursing experiences, which have provided me with more depth and insights regarding my experience of Nursing as a profession, as an art, and as a science. I am currently working on my MS in Nursing Education at the ------University. I have earned my BS Nursing at ----University. I have also gained Post Graduate Certification for Public Health. In addition, I have attended various seminar-workshops to hone my nursing skills and knowledge. I have attached a copy of my CV, which shows my work experiences, educational background, and relevant personal information. I look forward to hearing from you. Respectfully yours, Curriculum Vitae Name: Address: Telephone #: Email address: Education 20—to Present Master OF Science in Nursing Education ---------- University Units Earned : ( No of Units ) School Yr B.S. Nursing -------- University School Yr Certificate of Post Graduate Training in Public Health ------- University Certifications Basic Cardiac Life Support Certification Advance Cardiac Life Support Certification IV Certification Work Experiences Year Public Health Nursing Supervisor --------Health Department Conducts researches and studies regarding health issues of the Community Coordinates with the other government agencies regarding the health issues of the community Spearheads awareness campaigns Heads the Committee involved in dissemination of information, education, and training of nurses Led fund raising activities Year Senior Psychiatric Nurse Psychiatric Hospital Middle East Conducts training seminars for the Staff Plots the schedule of the Staff nurses Coordinates with the management regarding activities and concerns relevant to the Ward Monitors and provides primary care for various psychiatric cases like schizophrenia, depression, manic-depressive psychosis, ETOH withdrawal, and other similar cases Assists in procedures such as EEG, electroconvulsive therapy and other similar therapies Participates in occupational theraphy Year Associate Professor II Institute of Health and Sciences -------- University Has Taught the following Courses:------- Serves as Thesis Adviser Member of the Committee handling the evaluation of the students Year Assistant Head Nurse University Hospital and Medical Center New York City Coordinates with Sectors of the Hospital regarding the flow of patients, the number of available beds, the need for CNAs and other similar concerns Year Nursing Supervisor Nursing Home and Rehabilitation Center Plans the activities of the patients Conducts training of nurses Involves in the selection of hiring process of nursing staff Conducts seminars, training, and informal learning activities for the nurses Membership New York State Nurses Association Sigma Theta Tau International Honor Society of Nursing Recognition Model Nurse of th e Year Seminar- Workshops Attended Performance Appraisal System Better Teaching Through Effective Speech Communication Empowering Preceptorship Reproductive Health Care Urban Primary Health Care Health Care Delivery System in the Urban Setting Researches 1.Beliefs and Practices on Hypertension of Selected Residents of------- 2. The

Regency Plazza Essay Example for Free

Regency Plazza Essay 2.1. Post-teaching Assignment: Group Project Students will be allocated to groups with 6 to 7 students per group. Each group is required to submit a detailed written report on the Regency Plaza case study. 70% of the Assignment2 overall mark is allocated to the written report on the Regency Plaza case study. Case Synopsis: Designed to examine the process of project management during the development cycle of a luxury condominium building for the Regency Plaza group, this case explores the issue of how the design, development strategy, project organization, and project personnel are interrelated. More specifically, it looks at how these factors shape the day-to-day operations of a development and how they affect the formal and informal mechanisms that a project  manager has at his or her disposal. Case Assignment Questions: 1. Evaluate the project definition phase of the Regency Plaza project. How do the problems that emerged during the project relate to how the project definition phase was managed? Dilanka 2. Evaluate the role of the project manager (Kris Hodgkins) in the case. What skills do you think are required to be the project manager for the Regency Condominium Development Project? How well do you think that Kris Hodgkins meets these skill requirements? Do you think Kris Hodgkins was a good project manager? Janaka 3. Evaluate how well risk was managed in the Regency Plaza project. You should use the four stage Risk Management framework from the module in answering this question. Dinidu 4. Given the situation that Kris Hodgkins finds herself with the Millers at the end of the case, evaluate all of the options available to her and recommend the course of action your group thinks she should take? Anusari Each and every question should include †¢ Theoretical background †¢ Application of theory †¢ Findings †¢ Analyze findings First read the case and prepare rough note. I’ll inform you the word count later for each and every part. Guidelines for the written assignment: †¢ The report should contain a minimum of 2500 and a maximum of 3000 words. The word count is from the start of the Executive Summary to the end of the Conclusions sections and does not include the cover page, references and appendices. †¢ The required format for the layout of the report is as follows: o Cover page as per UCD specifications.   Executive Summary †¢ In a single paragraph, summarize the contents of the entire report. This should written last when the rest of the report is completed, so that you know what you are summarizing. Hasitha/ Sachintha o Introduction to the selected project †¢ Briefly give an introduction to the project you have chosen to analyze. †¢ Outline your plan to analyze the project, i.e. what topics you will use and the elements of theory or frameworks within those topics you will apply to the project. Hasitha/ Sachintha o Analysis of the Project †¢ Using the theory in the module topics, analyze the project. †¢ You should not spend too many words describing the theory you use (referencing it is sufficient), but devote most of the effort to applying the theory to the information you have obtained about the project. o Discussion and Conclusions †¢ In this section, you discuss your findings and explain why the project can be deemed a success or failure – what worked well and why, what didn’t work and why, and what your group would have done differently if you were the project manager. †¢ Identify the key learning points in the project and what your group learned from undertaking the assignment. All   References †¢ All third party material used in the report must be listed here using a formal referencing system such as the Harvard system. These must be correctly cited where used in the body of the report. †¢ This assignment will enable students to identify the challenges of Project Management in the global business environment, and to develop the following skills: teamwork due to the group nature of the task, written communication, and research skills from gathering information from multiple sources about their chosen case study. †¢ As this is a group assignment, all members of the group will receive the same mark for the written submission of the project. However, all members are also required to state clearly their contribution to the group project at the end of the document. †¢ This Assignment must be submitted to your Programme Manager in hard copy and via Blackboard. See the deadline in table 2B. Please read the Grade Descriptors in the Main Assignment Grade Descript or table.

Children of the Camps Essay -- Holocaust European History Nazi Germany

Children of the Camps During the Holocaust, millions of Jews, gypsies, and members of other groups were persecuted and murdered by Nazi occupied Europe. However, many forget to acknowledge that among these were children. It may never be known exactly how many children were murdered but it is said that as many as some 1.5 million children may have fell victim to the Nazi party. Although children were not a main target of the Nazi’s violence, they did fall subject to persecution along with their parents. Jewish children were first exposed to persecution in school. Many of their friends who were not Jewish began not socializing with them and even began to treat them in prejudice ways. This was soon followed with the announcement that, â€Å"German Jewish children were prohibited from attending German schools† (www.mtsu.edu/.baustin/children.html). The life of children had quickly become as torn apart as their parents. However, there were more efforts to help the children escape the grips of the Nazi rule. Before 1939, several thousand children were able to escape in â€Å"Kindertransports† to the Netherlands, Great Britain, Palestine, and the United States† (www.mtsu.edu/.baustin/children.html). Those who were not able to escape were placed in ghettos and transit camps. These ghettos and transit camps served as the foreground to the death and slave labor camps that would soon follow. It was written in a Jewish diary,† A Jewish ghetto in the traditional sense is impossible; certainly a closed ghetto is unconceivable† (Dwork, p.155). Infact many of these ghettos were â€Å"closed† meaning that the Jews that occupied the ghettos were forbidden to leave the area. Within the ghettos, there was belittlement of life. The segregated streets often had no working stores and closed places of worship. This left the isolated inhabitants subject to starvation, disease, and early death. Next came the death and slave labor camps. These were most often the last stop before they were killed. Upon entering a camp, the Jews were separated. They were separated into women, children, working age, men, and the old. Furthermore, the children were separated into three age groups: â€Å"(1) infants and toddlers up to age 6; (2) young children ages 7 to 12; and (3) adolescents from 13 to 18 years old† (www.mtssu.edu/.baustin/children.html). Women, children who fall in the first age group... ...own on the benches all around and were cheerful and happy that they had been for once allowed out of Neuengamme. The children were completely unsuspecting† (www.auschwitz.dk/bullenhuser.html). The children were told that they would be receiving a vaccination. In reality, they were injected with morphine and then hung on hooks on the wall to die. However, the children were so light from malnutrition and disease that their own weight would not strangle them. Instead, they hung the children two at a time so that there was enough weight to kill them. It was later noted, â€Å" none of the children cried† (www.auschwitz.dk/bullenhuser.html). As one can imagine, all children who lived thru the Holocaust, were subject to inhuman conditions. Life was stripped from them and in return handed a small piece of hell that they could call their own. Though there were those who were fortunate enough to witness better days, some were left with that small piece of hell as their final destiny. Whether it was the children of the ghettos and camps or the tortured souls of the Bullenhuser School children, it may be the cries of the children that are most often unheard in the story of the Holocaust.

Com reflection paper

I have had few classes in the past that gave me an overview of how to research and find creditable sources. In this class I learned not only how to research but also how to use my research in my academic paper. It was interesting to find more sources to use within the University of Phoenix Library. This course showed me a closer look at how I can use different sources to find creditable articles.This course gave me efferent way to keep track of what I want to use in my paper. One of which is the annotated bibliography. Annotated Bibliography help me understand exactly how I wanted to do my essay and which part of my resource I wanted to use in my essay. This course helped us develop our skills more further from what we had learned in our previous classed. Although I knew how to cite and reference my sources, I was still making mistake in my paper.This course and its instructor, Julia Unmans, wowed the proper way to cite and reference different courses. It helped me write reference w ithout using any converters, which helped me develop my skills. When it comes to writing a paper, I always want other to read my paper to make sure if I did the paper write. In this class, I got to talk to my classmates about my topic and share their ideas to narrow down the topic. It also helped me develop research questions. A peer review helped me realize my mistakes and develop more ideas.Those ideas not only helped write my paper In a different way, but it also showed me what else I need in my paper to make it a better essay. One of the things I really like about this class Is the feedback from the Instructor. Most Instructors will only show the mistakes in an assignment, but Julia showed me exactly what I did wrong and how I could fix It. Julia showed us the techniques that I wanted to learn before I move on to my next class. These skill and techniques are the one I took Into a count to use for my next classes.

Orwell’s use of symbolism in “1984” Essay

In 1984, Orwell makes excellent use of symbolism to further enhance the novel’s themes. Orwell wrote 1984 as a political message to warn future generations about the dangers of totalitarian societies. He urgently relays this message through various themes, and in turn utilizes powerful symbols to give these themes further significance. Psychological and physical control is a theme that Orwell religiously includes throughout the novel. Symbols such as doublethink and the telescreens provide a direct connection to this theme. Another theme apparent in 1984 is that of intellectual rebellion and the desire to diverge against a higher authority. Orwell, through Winston’s journal and glass paperweight, manages to use these symbols to assist in the portrayal this theme. One of the party’s main goals is to control its people’s thoughts. By deliberately weakening one’s recollection of the past and flooding their minds with propaganda, the Party is able to replace individuals’ memories with its own version of the truth. Winston, however, struggles to try and remember his history. He is persistent in trying to make sense of what has happened to the world. In turn, he buys a glass paperweight in an antique store, which symbolizes his attempt to connect with the past. â€Å"And when memory failed and written records were falsified?when that happened, the claim of the Party to have improved the conditions of human life had got to be accepted, because there did not exist, and never again could exist, any standard against which it could be tested.† This is when Winston, after conversing with an old man, realizes that the Party has deliberately set out to weaken people’s memories in order to control their fabricated v ersion of the present. When The Thought Police arrests Winston for his attempts to recall the past, the glass paperweight shatters. It is as if all his ideologies and hopes to make sense of the world have too shattered. Since the party maintains such control over its citizens, an individual caught thinking against what the party deems as acceptable, can be arrested and punished. Similar to the paperweight, the dust also represents Winston’s attempt to connect with the past and intellectually rebel against Big Brother. Winston and Julia met in a dusty room in the Prole district of Oceania. The Proles represent what life was like before the revolution, and before The Party came into power because they live uncontrolled lives. Yet,  they too symbolize hope. Winston hopes that the Proles will one day rise up against Big Brother and restore freedom to all citizens. The paperweight, the dust and the Proles each represent Winston’s knowledge that there exists a higher meaning other than Big Brothe r. Consequently, throughout the novel he reveals this to readers. An example of this is when he subconsciously writes â€Å"DOWN WITH BIG BROTHER† five times in his journal. Furthermore, the journal in which Winston dutifully writes his innermost feelings in, represents the forbidden but also ties into the theme of control. Big Brother has such restrain over his citizens, that a mere expression of free thought, or attempts to recall past events, are considered to be serious thought crimes. In writing in his journal, Winston essentially rebels against Big Brother. He knows that it is a severe crime in The Party’s eyes, but does so anyhow. In his journal, Winston writes things that allow readers to believe that he recognizes the dangers of the society he lives in. The party’s goals of complete psychological and physical control over people are too much for Winston to handle therefore he expresses these beliefs on paper. He writes, â€Å"Freedom is the freedom to say that two plus two make four.† Because doublethink has been introduced by Big Brother to essentially brainwash the public, the above statement is not considered true. The Party, through doublethink, tries to make citizens believe that two plus two equals five, which is clearly false. For this reason, Winston’s journal provides him with a temporary out, an escape from his corrupted world. In 1984, Orwell includes ministries that are responsible for various things. Their names however, contradict their functions. The Ministry of Peace encourages war, the Ministry of Truth produces propaganda, and the Ministry of Love operates based on acts of torture and punishment. This concept, known as doublethink is The Party’s method of absolute control. Orwell uses doublethink to portray the brainwashing techniques totalitarian governments exercise. Doublethink has lead citizens to believe that two plus two equals five. As the Party’s psychological control techniques break down an individual’s ability to think freely, it becomes possible for that individual to believe anything they are told, and this is the ultimate form  of psychological control. Just as doublethink symbolizes psychological control in 1984, the telescreens represent the aspect of physical control The Party has over its citizens. The telescreens provide a faceless surveillance window into each person’s life. These devices are totally perfected in that they can detect almost anything, even the beating of one’s heart. â€Å"You could not control the breathing of your heart, and the telescreens was quite delicate enough to pick it up† Because the telescreens can never be turned off, residents of Oceania are constantly monitored. They symbolize the bodily power the party has over its people. Their omnipresence gives individuals no freedom whatsoever and Orwell uses them to warn his readers about the lengths a tyrannical government will go to, to gain total physical control over its people. Through the use of symbolism, Orwell assists in relaying his political message to readers. The Party floods residents of Oceania with psychological motivation designed to overwhelm the mind’s capacity for independent thought. It also uses advanced methods of technology to control one’s every move. Yet Winston, who although is more or less controlled by Big Brother, manages to somewhat diverge. Moreover, Orwell portrays the themes of intellectual rebellion and ultimate control through the use of many unique symbols. The paperweight, the Proles and the dust all show Winston’s desire to connect with the past, something completely forbidden by The Party. Along the same lines, Winston’s journal also acts as a symbol to illustrate his desire to rebel. Whereas doublethink symbolizes the psychological control Big Brother had on his people, the telescreens symbolize the physical control he had over his subjects. Orwell’s main goal in writing 1984 was to warn future generations about the dangers of totalitarian governments. He effectively does so by incorporating themes, which correspondingly embrace symbolism. All of these symbols give 1984’s themes intensity and deeper insight into the novel.

All About the Speed of Light and What It Measures

All About the Speed of Light and What It Measures Light moves through the universe at the fastest speed astronomers can measure. In fact, the speed of light is a cosmic speed limit, and nothing is known to move faster. How fast does light move? This limit can be measured and it also helps define our understanding of the universes size and age. What Is Light: Wave or Particle? Light travels fast, at a velocity of 299, 792, 458 meters per second. How can it do this? To understand that, its helpful to know what light actually is and thats largely a 20th-century discovery. The nature of light was a great mystery for centuries. Scientists had trouble grasping the concept of its wave and particle nature.  If it was a wave what did it propagate through? Why did it appear to travel at the same speed in all directions? And, what can the speed of light tell us about the cosmos?  It wasnt until Albert Einstein described this theory of special relativity in 1905 it all came into focus. Einstein argued that space and time were relative and that the speed of light was the constant that connected the two. What Is the Speed of Light? It is often stated that the speed of light is constant and that nothing can travel faster than the speed of light. This isnt entirely accurate. The value of 299,792,458 meters per second (186,282 miles per second) is the speed of light in a vacuum.  However, light actually slows down as it passes through different media. For instance, when it moves through glass, it slows down to about two-thirds of its speed in a vacuum.  Even in air, which is nearly a vacuum, light slows down slightly. As it moves through space, it encounters clouds of gas and dust, as well as gravitational fields, and those can change the speed a tiny bit. The clouds of gas and dust also absorb some of the light as it passes through. This phenomenon has to do with the nature of light, which is an electromagnetic wave. As it propagates through a material its electric and magnetic fields disturb the charged particles that it comes in contact with. These disturbances then cause the particles to radiate light at the same frequency, but with a phase shift. The sum of all these waves produced by the disturbances will lead to an electromagnetic wave with the same frequency as the original light, but with a shorter wavelength and, hence a slower speed. Interesting, as fast as light moves, its path can be bent as it passes by regions in space with intense gravitational fields. This is fairly easily seen in galaxy clusters, which contain a lot of matter (including dark matter), which warps the path of light from more distant objects, such as quasars. Gravitational lensing and how it works. Light from a distant object passes by a closer object with a strong gravitational pull. The light is bent and distorted and that creates images of the more distant object.   NASA Lightspeed and Gravitational Waves Current theories of physics predict that gravitational waves also travel at the speed of light, but this is still being confirmed as scientists study the phenomenon of gravitational waves from colliding black holes and neutron stars. Otherwise, there are no other objects that travel that fast. Theoretically, they can get close to the speed of light, but not faster. One exception to this may be space-time itself. It appears that distant galaxies are moving away from us faster than the speed of light. This is a problem that scientists are still trying to understand. However, one interesting consequence of this is that a travel system based on the idea of a warp drive. In such a technology, a spacecraft is at rest relative to space and its actually space that moves, like a surfer riding a wave on the ocean. Theoretically, this might allow for superluminal travel. Of course, there are other practical and technological limitations that stand in the way, but its an interesting science-fiction idea that is getting some scientific interest.   Travel Times for Light One of the questions that astronomers get from members of the public is: how long would it take light to go from object X to Object Y? Light gives them a very accurate way to measure the size of the universe by defining distances. Here are a few of the common ones distance measurements: The Earth to the Moon: 1.255 secondsThe Sun to Earth: 8.3 minutesOur Sun to the next closest star: 4.24 yearsAcross our Milky Way  galaxy: 100,000 yearsTo the closest  spiral galaxy (Andromeda): 2.5 million yearsLimit of the observable universe to Earth: 13.8 billion years Interestingly, there are objects that are beyond our ability to see simply because the universe IS expanding, and some are over the horizon beyond which we cannot see. They will never come into our view, no matter how fast their light travels. This is one of the fascinating effects of living in an expanding universe.   Edited by Carolyn Collins Petersen

A Basic Lesson in Latin Prepositions

A Basic Lesson in Latin Prepositions In his 19th century book on prepositions in Latin, Samuel Butler writes: Prepositions are particles or fragments of words prefixed to nouns or pronouns, and denoting their relations to other objects in point of locality, cause or effect. They are found in combination with all the parts of speech except interjections....A Praxis on the Latin Prepositions, by Samuel Butler (1823). In Latin, prepositions appear attached to other parts of speech (something Butler mentions, but is not of concern here) and separately, in phrases with nouns or pronouns prepositional phrases. While they can be longer, many common Latin prepositions are from one to six letters long. The two vowels that serve as single letter prepositions are a and e. Where Butler says the prepositions help denote relations with other object in point of locality, cause or effect, you might want to think of prepositional phrases as having the force of adverbs. Gildersleeve calls them local adverbs. Position of the Preposition Some languages have postpositions, which means they come after, but prepositions come before the noun, with or without its modifier. Ad beate vivendumFor living happily has a preposition before an adverb before a gerund (noun). Latin prepositions sometimes separate the adjective from the noun, as in the graduation honor summa cum laude, where summa highest is an adjective modifying the noun laude praise, and separated from it by the preposition cum with. Since Latin is a language with flexible word order, you may occasionally see a Latin preposition following its noun. Cum follows a personal pronoun and may follow a relative pronoun. Cum quo or quo cumWith whom De may follow some pronouns, as well. Gildersleeve says that instead of using two prepositions with one noun, as we do when we say its over and above our duty the noun will be repeated with each of the two prepositions (its over our duty and beyond our duty) or one of the prepositions be turned into an adverb. Sometimes prepositions, reminding us of their close relationship with adverbs, appear alone without a noun, as adverbs. The Case of Nouns in Prepositional Phrases In Latin, if you have a noun, you also have a number and case. In a Latin prepositional phrase, the number of the noun can be either singular or plural. Prepositions almost always take nouns in either the accusative or ablative case. A few prepositions can take either case, although the meaning should be at least subtly different depending on the case of the noun. Gildersleeve summarizes the significance of the case by saying the accusative is used for whither? while the ablative is used for whence? and where? Here are a few of the common Latin prepositions divided into two columns depending on whether they take the accusative or ablative case. Accusative Ablative Trans (across, over) Ab/A (off, of from) Ad (to, at) De (from, ofabout) Ante (before) Ex/E (out of, from) Per (through) Cum (with) Post (after) Sine (without) Those single vowel prepositions can not appear before a word starting with a vowel. The usual form is the one that ends in a consonant. Ab can have other forms, like abs. There are subtle distinctions between several of these prepositions. If you are interested, please read Butlers work.