Reflective Assignment on Inter Professional Education

Reflective Assignment on Inter Professional Education Inter-professional education allows students studying to be health professionals to work as part of team on a piece of work and to learn about different health professionals that there is (Barr et all 2005). In this assignment I will use Gibbs (1998) model of reflection (see appendix 1) to reflect on some of the work that the group and myself carried out and ways in which it could be improved. The aspects of working on the group poster that I enjoyed the most were getting to meet new people and learning about the different health professionals and how they work together. In addition to this I enjoyed thinking and researching which health professionals would help Joe and in what way they would help him. I also enjoyed helping to design the poster itself. A team is a group that work together, you dont become a team until you have developed methods of working together and relationships have been formed (Levin 2004, pp. 7). I agree with this quote from Levin because if relationships havent been formed individuals may find it more difficult to put forward opinions and speak in front of others. To work effectively as a team methods of working do need to be put in place. As a team we did do this by making rules at our first meeting. These rules were not followed and I now feel I should have reminded group members about them. I found keeping in contact with some of the group members difficult. Verbal and non verbal communication is important between health professionals and between health professionals and the patient. If people do not communicate effectively, it can have a bad outcome. In some cases this may lead to death. Analysis of 2455 sentinel events reported to the Joint Commission for Hospital Accreditation revealed that the primary root cause in over 70% was communication failure. Reflecting the seriousness of these occurrences, approximately 75% of these patients died. (Flink et al, cited in Leonard et al 2004, p. 86.) One member of the group in particular, missed a lot of the meetings as although we were sending her the email and texts she never received them. It turned out she had a new number, which she didnt inform us about. When we did get her new number she did attend more meetings and became more involved in the process of the poster development. In the future I would ask group members t heir preferred way of me getting in touch with them or I would use web ct to communicate and arrange meetings. However, the internet was not always reliable in halls as it did not work on many occasions. To solve this I had to try and get in contact with my group members by phone. Even though it may be time consuming In the future I would put it on web ct, send an email and a text. After three ways of communicating it would be more likely that all group members would receive the information of when and where the meetings were. The use of web ct would also allow the group lecturer to see that meetings were being arranged. During the group meeting itself I felt there was quite a calm atmosphere, although group members including myself sometimes got distracted and spoke about something other than the poster; on more than one occasion we spoke about what we were doing at the weekend. I feel this was sometimes due to certain group members being behind in tasks so there was nothing more other group members could do until they had completed their part of the task. When this happened, sometimes we helped each other to complete what another group member may have been struggling with or never managed to get finished because of other course work. We understood this in some circumstances. This shows some of the good teamwork that went on within the group. On one occasion I felt quite undermined by one group member because, as a group we had decided to use a ring of people for the poster but she didnt like the idea and refused to use it, as a result of this we came up with another idea which we gladly all agreed on and it worked well. If this had happened again and the original idea was a definite favourite of the group I think the group should approach the individual, as the majority liked the idea. To make the meetings more effective we should have kept a note of the main points that were discussed and the individuals thoughts and feelings towards the discussion (Germov and Williams 2001. PP 127 129). This would have been helpful to look back on for writing the group reports, this assignment and in particular the peer group marking. I feel I was able to contribute my time and effort well to the group. Even though I was on placement for seven weeks I made sure I didnt miss any of the meetings. I wanted to be able to voice my opinions and to help in every aspect of working towards the poster. According to Belbin (2001) there are many roles you can take on as a group member. These include plant, resource investigator, co-ordinator, shaper, monitor evaluator, team worker, implementer, completer finisher and specialist. (Belbin 2009). I believe my role in the group was clearly a co-ordinator as I along with another group member arranged the meetings and towards the end reminded, people about meetings as this was something I noticed needed to be done for some group members. I promoted decisions by being the one who came up with the idea of the title Help is at Hand. This was agreed by everyone to be a good heading for the poster. I also put forward my ideas and opinions. I do feel I should have spoken up more when the other co-ordinator in the group decided she didnt like the idea that the majority of us liked. However as I stated earlier the end result of the poster was not only in my opinion but the group as a whole, positive. In addition to a co-ordinator I also feel I was a complete finisher as I was conscientious enough to get the tasks done in time and checked for errors. A weakness, which I had, was worrying unduly (Belbin 2009). The reason behind this was because some group members were not putting as much work in a myself and another group member; so I felt I would have to lower their score on the peer group marking which would also lower my overall grade. I found this unfair but it was something that had to be done. There was one member of the group that I got on well with this was the other co-ordinator. The reason I got on well with her was because she attended all meetings and we worked well as a pair. On one occasion a member of the team hadnt done the report that they were suppose to do and I realised this late at night and myself and the other co-ordinator had to work on this over the phone to meet the deadline. I wouldnt say there were members of the group that I found it difficult to work with, but some members didnt contribute to the task as much as they should have and follow the rules that were made in the first meeting. This annoyed me as they were nice people and I didnt want to fall out with them over approaching them about attending meetings. I feel I helped to solve the problem of the team member who wasnt attending much as I got her new number and also found that contacting her through a social networking site to remind her about the meetings was somewhat easier. I do feel that the ways in which you communicate with people are specific to each individual and everyone has their preferences. In the future I will ask my group members their individual preferred way of communication, even though this may take more time, it will be more effective. To conclude this assignment, the group were strongly supportive of each other because when one group member was on placement we still kept in contact with her, sending her pictures that we were going to put on the poster and the layouts of the poster to get her opinion on it. I feel the group had two clear leaders. A leader is defined as one who influences others to accomplish a goal or objective. This person contributes to the organization and cohesion of a group. (Wilson 2009). A leader can be beneficial to teamwork as they make sure that the group is on task and that deadlines are met. They will encourage group members and may give information on how to carry a task out. One of which was myself as I mentioned earlier. I think that this helped the group otherwise meetings would not have been arranged and report deadlines would not have been met. One of the occasions when I did this was when I sent a copy of the Harvard referencing guidelines to all group members. I was very pleased with the overall outcome of the poster as were the rest of the group. The poster stood out well which was good but there was some spelling and grammar errors in it which we would have lost marks for. Next time this should be checked by the whole group to be sure that there is no mistakes and sent to the tutor to have a look at before presenting it. Reflecting on this assignment I have used a range of sources as evidence for what I have said; these include books, websites and journals.

Julius Caesar: The Peoples Dictator Essay example -- Ancient Rome, Th

Julius Caesar has always been an important, well-known figure in history. His name still lives on, two thousand years after his death. Even the terms "Kaiser" and "Tsar" are renditions of "Caesar." To this day, the name "Caesar" conjures images of ancient Rome, conspiracies, intrigue, and murder. Thanks to William Shakespeare, most people know that he was betrayed and killed by his friends. But what made Caesar so fascinating that Shakespeare would choose to write about Caesar over fifteen hundred years after his death? Why do we remember Caesar? He was a great military leader, and a master politician. He was murdered. But there have been others in history like Caesar, yet we do not remember their names. We remember Caesar because the common Romans adored him. Caesar was able to empathize with them, and they loved him, even to the point of elevating him to the status of a god. It is because of the people that he led that we remember Caesar's name. Gaius Julius Caesar was born in 100 B.C. to Aurelia and Julius Caesar, in the neighborhood of Subura, just a short distance from the heart of Rome. Although the Caesars were patrician nobility, much of the family's money had run out by the time that Caesar was born. It was for this reason that Aurelia and Julius lived in the less prosperous Subura area. Because he was raised in this area, the young Caesar had a unique perspective. He was "A patrician descendant of kings who knew intimately the lives and sorrows of common Romans" (Freeman 19). Therefore, when he became an adult, he was able to identify with the less-affluent plebeian class better than most Romans in politics at the time. As with most Roman families, the elder Caesar was often away from ... ...ed? True, he was a great military leader, and a great leader of men. Yet that is only a part of why he has been remembered. There have been other great leaders that have not been as remembered throughout history as Caesar has. We remember him because the people whom he governed immortalized him throughout history. The commoners of Rome adored Caesar, and they made sure that his name would endure. Works Cited Canfora, Luciano. Julius Caesar: The Life and times of the People's Dictator. Trans. Marian Hill and Kevin Windle. Berkeley: University of California, 2007. Print. Freeman, Philip. Julius Caesar. New York: Simon & Schuster, 2008. Print. Goldsworthy, Adrian. Caesar. New Haven: Yale UP, 2006. Print. Suetonius. The Twelve Caesars: The Lives of the Roman Emperors. Trans. John Carew Rolfe. St. Petersburg, FL: Red and Black Pub., 2008. Print.

Anthem 2

Mrs. Gomez English 2CP 4, October, 2011 Were the struggles for individuality that Equality and Harrison had to face, as difficult as they thought it was? In the novella Anthem and the short story â€Å"Harrison Bergeron,† Rand and Vonnegut use the theme of individualism vs. collectivism to show the oppression of each society, the fear used to control its citizens and the characters that rebel. In both stories, oppression is used to make everyone equal. The government in Anthem takes away its citizens’ individuality to make a part of the group. In both stories, oppression is used to make everyone equal. â€Å"For the word ‘We’ must never be spoken, save by one’s choice and as a second thought† This shows that the word â€Å"We† was no longer used to describe people. They were their own person. â€Å"We† was determined as â€Å"I†, the word â€Å"we† took away their individuality. To take away their individuality, they assigned people jobs, like street sweeper or doctor, gave them no choices, because they did not let them choose their names or jobs, and put them into groups so they would not be alone. George is athletic, so he wears weights on him that slow him down, also being extremely intelligent, George wears an ear radio that goes off every 20 seconds, and the ballerinas wear masks in the story because they are beautiful. â€Å"Nobody was better looking than anybody else. Nobody was smarter than anybody else. Nobody was or quicker than anybody else. † Nobody was better than anyone else. Everyone was equal. They used handicaps to make everyone the same. The Handicapper General, Diana Moon Glampers, assigns the characters handicaps to make everyone equal in the short story â€Å"Harrison Bergeron†. Harrison fought for his and everyone else’s individuality. Fear was used to control the characters in both societies. The Uncharted Forrest and The Transgressor were used to scare the society in Anthem. The Transgressor was used as an example for all people who thought they could be an individual. The Uncharted Forrest made the society feel like they were trapped. â€Å"We had not thought of coming here, but our legs had carried our wisdom, and our legs had brought us to the Uncharted Forrest against our will. † Equality did not want to be in the Uncharted Forrest because he did not know what was in there. Since the whole society was afraid of the Uncharted Forrest, Equality did not want to be there when he first entered. Diana Moon Glampers filled the society with fear by assigning people handicaps and shooting Harrison and the ballerina. The punishment for taking out the lead balls on the weights was time in jail and a fine of $2000. â€Å"It was then that Diana Moon Glampers, the Handicapper General, came into the studio with a double-barreled ten-gauge shot gun. She fired twice, and the Emperor and Empress were dead before they hit the floor. Diana Moon Glampers loaded the gun again. She aimed it at the musicians and told them they had ten seconds to get their handicaps back on. †After shooting the Emperor and Empress, she tried to scare the musicians by aiming the gun at them. The fear of being shot like the Emperor and Empress scared the other people. Harrison made an example of what not to do because Diana Moon Glampers shot him for disobeying her authority. In both stories, there were characters that rebelled against their society. In Anthem, Equality rebelled against his society by sneaking away. Equality snuck out of the group meetings and created electricity in a tunnel. So when the oldest of them asked us: ‘Where have you been? ’ we thought of our glass box and of our light, and we forgot all else. And we answered: ‘We will not tell you. ’ The oldest did not question us further. † Equality rebelled against the World Council of Scholars and then refused to tell them where he had been. He was not allowed to be alone bec ause being alone brought you closer to being an individual. Harrison Bergeron rebels against the society by escaping from jail. â€Å"’Harrison Bergeron, age fourteen,’ she said in a grackle squawk, ‘has just escaped from jail. Harrison wants to overthrow the government, and show them how to be free and use their talents. He wants individuality for him and everyone else. He escaped from jail and rebelled against the society. In conclusion, Equality and Harrison both faced obstacles when striving for individuality. They both had the urge to be something more than the same as everybody else. In the novella Anthem and the short story â€Å"Harrison Bergeron,† Rand and Vonnegut use the theme of individualism vs. collectivism to show the oppression of each society, the fear used to control its citizens and the characters that rebel.

Children’s Literature †an Autobiographical Narrative Essay Essay

Books have been a major part of my life for as long as I can remember. I was taught to read both at home and at school, and was given the freedom to choose whatever genre I decided on. My experiences with books were always positive, which allowed me to develop a love for literature. The reading that I did throughout my childhood helped to shape both the genres I enjoy and the amount I read today. The earliest memory I have containing books involves my mother reading me bedtime stories. She would read to me before bed each night, and I quickly developed favourites. One Fish, Two Fish, Red Fish, Blue Fish by Dr. Seuss was at the top of my list, and I would request this book more often than any other. I loved how the words flowed off the pages and the rhymes stuck in my head, as well as how vibrant the images on the pages were. At this age, primary colors definitely appealed to me. After reading this book to me for what seemed to be the hundredth time, my mother thought she would trick me by skipping pages in the book in order to get through it faster. Unfortunately for her, by this time I had memorized the entire book, word for word. I would throw a fit and refuse to go to bed until she went back and reread the book properly. Throughout kindergarten, grade one, and grade two, my school had a reading program. It was used to positively reinforce books in a child’s life. Each day at the end of class, children had to sign out at least one book to take home and read it with their parents. There were five levels of books, ranging from easy to difficult, and points that were given according to what level of book the child chose. Parents had to sign off that their child had read these books, and both the book and parental signature would be returned the following day. When the points were totaled at the end of each week, the child with the highest amount of points was allowed to choose a prize from a range of small toys or stuffed animals. I would strive to have the most points at the end of each and every week, and was usually able to succeed in doing so. I would sometimes try to take home four or five books a night, just to earn extra points. What I loved most about the reading program was the fact that children were able to choose their own books to take home, rather than being assigned a book. By choosing my own books, IÂ  was able to determine what genres I preferred, and which I would rather not read at all. Another major influence on my reading as a child was my older sister. She was five years older than me, and the books she was reading fascinated me. They involved stories of girls with boyfriends, and girls having their own adventures. I would always ask her to tell me about the newest book she was reading, and would sometimes steal it and pretend I was reading the same book, even if I couldn’t understand the majority of the words. I would push myself to read outside of my own reading level, always asking my parents to explain the meanings of new words. I did this until I too could read The Babysitters Club and Nancy Drew. When my sister started reading books about children with fatal diseases, by the author Lauren McDaniel, I wanted to read these books as well. Their illnesses became my own, their thoughts became my thoughts, and their world became my world. This continued throughout my life, until I reached the age where our reading levels were the same. Today, my sister and I have very similar tastes in books. If I finish a book that I know my sister will enjoy, I will mail it to her home in Ontario so she is able to get the same amount of pleasure out of it as I did, and she always returns the favor. Today, I enjoy reading fantasy, classic literature, and various works of fiction. I was able to develop my specific tastes by experimenting with different genres while I was growing up. By having the freedom to choose what genres I enjoyed both at home and at school, I acquired a love for books. I have read hundreds of titles, and will continue to do so for the rest of my life.

Education in Britain essays

Education in Britain essays Education is a subject about which many British people care deeply. Most believe that the state should provide education free of charge and to a high standard. At election time, politicians who promise to spend more on education are popular with voters. Recently, there has been a lot of debate about students having to pay their own fees at university, as well as well as their living expenses. Some people are afraid that poorer students will not receive enough financial help and will be discouraged from going on to higher education. In Britain, education is decentralized. Apart from schools which are supported and publicly maintained, there are also the so-called public schools which are independent and which charge high fees for studying. Education in Britain is obligatory between the ages of five and fifteen. At the age of five, children go to Infant School. At the age of eleven children take the so-called eleven plus examination, determining which type of secondary school they will attend. However, this early selection has been strongly criticized and that is why many comprehensive schools have been set up, to exclude this stressful examination. There are three types of secondary schools in Britain. Children may go to grammar schools, secondary modern schools and secondary technical schools. Only about 25 per-cent of the pupils attend grammar schools. They provide education of an academic type and many students go on to university upon graduation. More children go to secondary modern schools which give a general but also more practical education. Many pupils leave school at the age of fifteen but others stay on until they are sixteen. Most grammar school children stay at school until the age of seventeen or eighteen. Upon leaving, pupils may take an examination for the General Certificate of Education. It consists of two levels 0-level (ordinary), usually taken at the age of sixte...

How to Avoid Common Prepositional Pitfalls in German

How to Avoid Common Prepositional Pitfalls in German Prepositions (Prpositionen) are a hazardous area in the learning of any second language, and German is no exception. These short, seemingly innocent words - an, auf, bei, bis, in, mit, à ¼ber, um, zu, and others - can often be gefhrlich (dangerous). One of the most common mistakes made by the foreign speaker of a language is the incorrect use of prepositions. Prepositional Pitfalls Fall Into Three Main Categories Grammatical: Is the preposition one governed by the accusative, dative, or genitive case? Or is it a so-called doubtful or two-way preposition? The German noun cases play an important role.Idiomatic: How does a native-speaker say it? To illustrate this, I often use the English example of stand IN line or stand ON line- which do you say? (Both are correct, but your answer may reveal which part of the English-speaking world youre from. If youre British, youd simply queue.) And the way a German might say in or on depends on a number of factors, even including whether a surface is vertical (on the wall) or horizontal (on the table)! Using the wrong preposition can also lead to an unintentional change in meaning... and sometimes to embarrassment.English Interference: Because some German prepositions are similar or identical to English, or sound like an English preposition (bei, in, an, zu), you may choose the wrong one. And several German prepositions can equal more than one English prepo sition: an can mean at, in, on, or to- depending on how its used in a German sentence. So you cant just assume that an will always mean on. The word since can be translated into German with either the preposition seit (for time) or the conjunction da (for cause). Below are brief discussions  of each category. Grammar Sorry, but theres really only one way to solve this problem: memorize the prepositions! But do it right! The traditional way, learning to rattle off the case groups (e.g., bis, durch, fà ¼r, gegen, ohne, um, wider take the accusative), works for some people, but I prefer the phrase approach- learning prepositions as part of a prepositional phrase. (This is similar to learning nouns with their genders, as I  also recommend.) For example, memorizing the phrases mit mir and ohne mich sets the combination in your mind AND reminds  you that mit takes a dative object (mir), while ohne takes the accusative (mich). Learning the difference between the phrases am See (at the lake) and an den See (to the lake) will tell you that an with the dative is about location (stationary), whereas an with the accusative is about direction (movement). This method is also closer to what a native-speaker does naturally, and it can help move the learner towards an increased level of Sprachgefà ¼hl or a feeling for the language. Idioms Speaking of Sprachgefà ¼hl, here is where you really need it! In most cases, youll just have to learn the right way to say it. For example, where English uses the preposition to, German has at least six possibilities: an, auf, bis, in, nach, or zu! But there are some helpful categorical guidelines. For example, if youre going to a country or geographic destination, you almost always use nach- as in nach Berlin or nach Deutschland. But there are always exceptions to the rule: in die Schweiz, to Switzerland. The rule for the exception is that feminine (die) and plural countries (die USA) use in instead of nach. But there are many cases where rules arent much help. Then you simply have to learn the phrase as a vocabulary item. A good example is a phrase such as to wait for. An English-speaker has a tendency to say warten fà ¼r when the correct German is warten auf- as in Ich warte auf ihn  (Im waiting for him) or Er wartet auf den Bus. (Hes waiting for the bus). Also, see Interference below. Here are a few standard prepositional idiomatic expressions: to die of/sterben an (dat.)to believe in/glauben an (dat.)to depend on/ankommen auf (acc.)to fight for/kmpfen umto smell of/riechen nach Sometimes German uses a preposition where English doesnt: He was elected mayor. Er wurde zum Bà ¼rgermeister gewhlt. German often makes distinctions that English does not. We go to the movies or to the cinema in English. But zum Kino means to the movie theater (but not necessarily inside) and ins Kino means to the movies (to see a show). Interference First-language interference is always a problem in learning a second language, but nowhere is this more critical than with prepositions. As we have already seen above, just because English uses a given preposition doesnt mean German will use the equivalent in the same situation. In English we are afraid OF something; a German has fear BEFORE (vor) something. In English we take something FOR a cold; in German, you take something AGAINST (gegen) a cold.   Another example of interference can be seen in the preposition by. Though German bei sounds almost identical to English by, it is rarely used in that meaning. By car or by train is mit dem Auto or mit der Bahn (beim Auto means next to or at the car). The author of a literary work is designated in a von-phrase: von Schiller (by Schiller). The closest bei usually comes to by is in an expression such as bei Mà ¼nchen (near/by Munich) or bei Nacht (at/by night), but bei mir means at my house or at my place. (For more about by in German, see By-Expressions in German.) Obviously, there are many more prepositional pitfalls than we have space for here. See our German Grammar page and The Four German Cases for more information in several categories. If you feel youre ready, you can test yourself on this Preposition Quiz.

Pair and Other Words Meaning Two

Pair and Other Words Meaning Two Pair and Other Words Meaning Two Pair and Other Words Meaning Two By Maeve Maddox A reader wonders about the word pair to describe singular objects: A headline from today’s National Post, â€Å"The Royal Canadian Navy is looking to buy 180,000 pairs of grey, lightweight underwear,† got me wondering about the use of the word pair when it comes to things like underwear, pants and scissors. Why are clearly singular items commonly referred to as pairs? Any ideas? I wish I could come up with some really obscure reason for the fact that modern speakers talk about â€Å"a pair of scissors† and â€Å"a pair of stockings,† but fourteenth century English speakers were already speaking of tools that had two joined partslike shearsas pairs. The earliest meaning of the word pair was â€Å"two things of the same type which ordinarily or necessarily are found together.† By the 17th century, pair had acquired the following meanings: a group of things which form a set a married couple a single thing in two pieces or two symmetrical parts two animals of the same species used or bought together two people united by affection or some similarity of position two symmetrical or identical parts of a body (ex. a pair of eyes) The of that follows pair in modern English was often omitted in Middle English and in early Modern English. For example, one spoke of â€Å"a pair socks† and â€Å"a pair gloves.† This change is especially interesting in light of the current trend to drop of after couple, another word that means â€Å"two things.† (See the comments on my post The Quasi-adjective Couple) Another change in the use of pair has to do with the plural. In the not-so-distant past, the singular was used after a numeral: â€Å"three pair shoes,† but now, as in the headline that launched this discussion, we use the plural: â€Å"looking to buy 180,000 pairs of grey, lightweight underwear† Here are a few more words that convey the idea of two: brace double duet duo duplet dyad twain twice twin two twosome Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:30 Synonyms for â€Å"Meeting†80 Idioms with the Word TimeNarrative, Plot, and Story