Future Challenges within the Intelligence Community

The financial analyst portrays the meaning of a banana republic as â€Å"a nation ruled by outside speculation and subject to a solitary fare commodity† (The Economist. 2014). This definition has some relationship to the Australian economy as over past year’s Australia has encountered an item blast which has ruled and under stuck the nation’s economy. The advancement of the normal assets industry in Australia has developed the economy and has become the number fare for the country (Figure 1). Australia’s dependence on the ware business doesn't bolster long haul financial soundness for the country, product costs are falling as the creating scene enterprises delayed down. The Australian government must proceed with the improvement of the product business however should likewise put into growing new enterprises that will guarantee the monetary development of the country proceeds and to guarantee the country isn't reliant on the characteristic assets of the na tion. Figure 1: Composition of Exports 2009(Ian McCauley 2012) In the past the country has been a noteworthy exporter of rural items, for example, grain and domesticated animals, it had the option to make headways in the assembling business by forcing high levies on imported products. This was until universally and locally it was not practical to proceed with these monetary strategies and the Australian market was opened up with the bringing down of duties and the coasting of the Australian dollar. While this profited the economy with facilitated commerce understandings, outside speculation and an enhancement of the fare base it additionally added to the end of different ventures (Sara Cousins 2013). All through Australia’s financial history mining and the fares of wares have been ... ...conomyâ€well arranged for the difficulties ahead. [ONLINE] Available at: http://www.dpmc.gov.au/distributions/skills_for_all_australians/chapter2_the_australian_economy_of_the_future.html. [Accessed 04 March 2014]. (The Economist. 2014). The Economist clarifies: Where did banana republics get their name? |. The Economist clarifies: Where did banana republics get their name? | The Economist. [ONLINE] Available at: http://www.economist.com/web journals/financial specialist clarifies/2013/11/business analyst clarifies 16. [Accessed 28 February 2014]. (Zheng, Bloch 2012) Australia’s Mining Productivity Paradox: Implications for MFP Measurement by Simon Zheng, Harry Bloch: SSRN. 2014. Australia’s Mining Productivity Paradox: Implications for MFP Measurement by Simon Zheng, Harry Bloch: SSRN. [ONLINE] Available at: http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1715235. [Accessed 03 March 2014].

Andrew Marvells poem To His Coy Mistress Essay Example for Free

Andrew Marvells sonnet To His Coy Mistress Essay In this article I will investigate Andrew Marvells sonnet, To His Coy Mistress, with Elizabeth Barrett Brownings poem, How Do I Love Thee? Andrew Marvells sonnet is about a more established man attempting convince a more youthful ladies to carpe diem (hold onto the day), so as to have intercourse to her, by utilizing praises and bootlicking, Vaster than realms, and ought to go to praise.'(Stanza 1, line 12) Also, Elizabeth Barrett Brownings piece is about a female who is communicating her emotions towards a male. According to the sonnet, the lady is profoundly enamored with the man from an otherworldly perspective, I love thee to the profundity and broadness and stature, my spirit can reach. (Line 2-3) To His Coy Mistress is a similarly long sonnet of 46 lines, which is separated into three refrains, speaking to various pieces of the contention for which he is attempting to convince her to lay down with him. In the primary verse, the man compliments the ladies by utilizing affected symbolism and exaggeration. He says that her bashfulness would be of no result had we yet world enough and course of events (1) and afterward follows with more detail in the accompanying refrains. The more established man additionally shows how intrigued he is by communicating the extent of his sentiments, by clarifying how he would, love you ten years before the flood (Line 8), regardless of whether his affection were to stay lonely, till the discussion of the Jews.'(Line 10) moreover he at that point portrays to what extent he would be set up to value every last bit of her physical properties, 200 to revere each bosom, But thirty thousand to the rest.'(Line 15-16) On one hand, he is attempting to demonstrate to the young ladies the amount he needs her; then again she could see his words in the incorrect manner, possibly he simply needs to lay down with her? You could contend this is mocking the lords court, in light of the fact that despite the fact that he is complimenting her, it is wrong to expect that he would be permitted to take a gander at her for this extensive stretch of time. In the subsequent refrain, he proceeds to us the gaudy symbolism from the main verse, however presents a need to keep moving. At the point when he says, however in the absolute first line, the crowd understands that there will be a move in center. He currently says that he hears times winged chariot rushing near.'(Line 22) From this point, his symbolism turns out to be progressively frantic. He attempts to stun the ladies into laying down with him, by discussing her hesitance, and in the event that she continues on in life that way, she risks just wormstrying that since quite a while ago saved virginity.'(Line 27-28) He says that his demeanor will go to clean and into remains all my lust.'(Line 30) This sentence makes the crowd progressively mindful of his genuine expectations by saying the word desire as opposed to adore, causing us to accept that he has sold out his actual thought processes, and made a mistake before the lady, he is making out he cherishes. In the last verse of To His Coy Mistress, it sees him nearly request that they make sport (love). The symbolism on this refrain turns out to be increasingly sensual, and may have more than one understanding. Let us roll.up into one ball, and tear our pleasuresthrough the iron doors of life.'(Line 41 and 44) Rolling up into a ball could speak to two individuals having intercourse together or a gun ball which will crush down, the iron entryways of life. These doors could speak to the womans virtuousness belt or societys shows which would dislike an extramarital undertaking. The last two lines are likewise vague. The two of them connect to lines from the subsequent verse. Along these lines, through we can't make our sun, stop, yet we will make him run (Line 45 46), proposes that they should capitalize on their time they are spending together, and consider a youngster (child). Elizabeth Barrett Brownings sonnet, How would I love thee presents a serious differentiation to Andrew Marvells sonnet. Its symbolism is modest, and exceptionally close to home. It is a statement of profound love and commitment starting with one individual then onto the next. The motivation behind the sonnet is to evaluate the components of her adoration and toward the start of the sonnet, it is obvious to the crowd that this lady is profoundly infatuated with her accomplice By beginning with the line, How would I love thee? Let me check the ways'(Line 1) she starts to contrast her affection with religion and feelings instead of physical properties, I love thee uninhibitedly, as men take a stab at right. (Line 7) The symbolism she uses to as far as anyone knows measure this adoration is reminiscent of unendingness, and an affection which has no limits, much after the spirit is liberated from the physical body, I will yet cherish thee in the afterlife. (Line 14) Valuable portrayals are constantly utilized in this sonnet, contrasted with Andrew Marvells, which additionally depicts the negative issues. Other than Brownings sonnet having an extremely sentimental significance, you could address why the lady needs to demonstrate her affection for her accomplice, since she ceaselessly notices and rehashes, I love thee in a large portion of her sentences. She could be in fact checking the manners in which she cherishes her accomplice, anyway perhaps her accomplice needs consoling of her affection for him. One could contend that, Barrett Browning picked the piece structure for this sonnet, for the reasons for differentiate; to take something which is evidently infinitive (her adoration) and spot it in a limited and confined structure (poem). Then again, individuals could think distinctive in light of the fact that there are such exacting guidelines administering piece composing, (for example 10 syllables for every line, 14 lines and so forth) and individuals may address why she picked such an inflexible arrangement, for something which she feels most emphatically about. By and large, the two sonnets are alternate extremes, however they are both worried about the idea of time, human life and love. Toward the finish of the sonnet, cooking says, if god pick, I will cherish thee better after death,'(Line 13-14) demonstrating that considerably after she kicks the bucket, her affection for this man will keep on developing, adoring him forever. To His Coy Mistress, and How Do I Love Thee have numerous connections with one another. For instance; The two sonnets are about affection; yet speak to various types of adoration. Andrew Marvells sonnet is about desire and sexual satisfaction, while Elizabeth Barrett Brownings sonnet is about genuine affection and dedication. The piece is composed from a womens perspective, where she communicates her genuine affection for her better half. The other sonnet is composed from a develop keeps an eye on perspective, and represemts his desire for a more youthful ladies. This sonnet is an intricate talk up line to introduce a legitimate contention so as to convince her to have intercourse to him. This can show how the importance of a sonnet can contrast as a result of the century it has been written in. To his shy special lady, was written during the 1600s while How would I love thee was written during the 1800s. The social distinction between these two periods, is the composing style, as during the 1600s individuals were keen on creating shrewd contentions, and were progressively keen on expounding on sex, desire and enthusiasm. Though during the 1800s, the sonnets composed had all the more obvious importance, with a more profound, increasingly sentimental inclination. Also, into cinders all my desire, contrasted with, How would I love theeLet me check the ways. Many love sonnets are written in a conventional organization, with severe principles. Elizabeth Barrett Browning took the test to expound on something which should have no restrictions (love) into something which is limited (work). Then again Andrew Marvells sonnet is completely based around carpe diem, in a non-customary organization, with no severe principles or rules. This can influence the symbolism utilized as one has no constraint to the measure of syllables, lines or verses, while different has a limited configuration leaving a specific measure of expressions which can be utilized. Obviously this implies there are various kinds of symbolism utilized between the two sonnets since, How would I love thee utilizes dynamic and enthusiastic symbolism, which will in general be profoundly close to home and humble. Now and again you can't exactly put a finger on what she is depicting. I love thee to the degree of consistently, most very close by sun and candlelight. (Line 5-6) To His Coy Mistress, will in general utilize pompous exaggeration and gaudy symbolism. He utilizes huge exaggerated, shabby pictures, by utilizing expressions, for example, times winged chariot, moment flames and iron entryways of life. You can picture what the man is depicting; yet then again, you can tell that he may be misdirecting the crowd to cause them to accept that he is infatuated with this lady. All through the entire of my article, I have arrived at the resolution, that the two sonnets have numerous correlations, similitudes and contrasts. The two of them depict a type of adoration between two individuals. As I would like to think, the sonnet I lean toward is, To his shy courtesan, since it had a greater amount of an impact on me, in light of the language utilized. The man appears to be extremely edgy, however then again with generally excellent magnetism. The symbolism utilized is powerful, as I could relate and envision what he is portraying. Just as keeping the crowd interested on what the ladies will do straightaway, he leaves the consummation on a bluff holder, by not telling on a ultimate conclusion the ladies makes! Be that as it may, I don't hate the sonnet, How would I love thee on the grounds that it has proper language for the idea she is portraying. I simply think it is fairly dreary portraying just the idealistic characteristics about an individual, for the explanation that everyone has shortcomings and critical traits. Besides, I didnt think that its special or unmistakable from other love sonnets, since the language and symbolism was fundamentally the same as.

Progressive Muscle Relaxation (PMR) to Reduce Anxiety

Progressive Muscle Relaxation (PMR) to Reduce Anxiety Panic Disorder Coping Print Progressive Muscle Relaxation (PMR) for Anxiety By Katharina Star, PhD facebook linkedin Katharina Star, PhD, is an expert on anxiety and panic disorder. Dr. Star is a professional counselor, and she is trained in creative art therapies and mindfulness. Learn about our editorial policy Katharina Star, PhD Medically reviewed by Medically reviewed by Steven Gans, MD on August 05, 2016 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on October 07, 2019  paolomartinezphotography/Getty Images More in Panic Disorder Coping Symptoms Diagnosis Treatment Related Conditions Progressive muscle relaxation (PMR) is an exercise that anyone can use to alleviate disturbing and disruptive emotional symptoms such as anxiety or insomnia. Like breathing exercises,  visualization, and  yoga, PMR is considered a relaxation technique. Its especially helpful in moments of  high stress or nervousness, and even can help someone get through a  panic attack. History of PMR PMR was developed by an American physician, Edmund Jacobson, in the 1920s. Jacobson noted that regardless of their illness, the majority of his patients suffered from muscle pain and tension. When he suggested that they relax, he noticed that most people didnt seem connected enough to their physical tension to release it. This inspired Jacobson to develop a sequence of steps for tightening and then relaxing groups of muscles. He found this allowed his patients to become more aware of their tension, to learn how to let go of it, and to recognize what it feels like to be in a relaxed state. Since then the technique has been modified many times but all modern variations of PMR are based on Jacobson’s original idea of systematically squeezing and then releasing isolated muscle groups.   How PMR Works PMR works in part by helping to overcome a normal reaction to stress known as the  flight-or-fight response. In evolutionary terms, this reaction developed as a way to help animals survive a threatâ€"either by running away or by meeting the opposition head-on. Over time the flight-or-fight response has become a common reaction to feelings of fear that often are out of proportion with reality. Unfortunately, when its not needed for actual survival, the flight-or-fight reaction tends to bring on many uncomfortable physical symptoms, including accelerated heart rate, sweating, shaking, and shortness of breathâ€"largely the product of an influx of stress hormones. Also, muscle pain, tension, and stiffness are common symptoms brought on by stress and anxiety. Relaxation techniques, including PMR, have the reverse effect on the body, eliciting the relaxation response, lowering heart rate, calming the mind, and reducing bodily tension. PMR also can help a person become more aware of how their physical stress may be contributing to their emotional state. By relaxing the body, a person may be able to let go of anxious thoughts and feelings. PMR Step-by-Step For a quick taste of how PMR works, squeeze one of your fists as hard as you can. Notice how tight your fingers and forearm feel. Count to ten and then release the clinch. Allow your hand to relax completely  and let go of any tension. Let your hand go limp and notice how relaxed it feels now compared to before your clinched your fist.   This methodical approach to increasing and releasing tension throughout your body is the linchpin of PMR: By systematically constricting and releasing various muscle groups it is possible to relieve physical stress and quiet and calm the mind. Here are the steps for one version of PMR that anyone can do. Try it next time youre feeling nervous, anxious, or find yourself tossing, turning, and unable to sleep. Step 1 Get comfortable. You dont have to lie down to do PMR; it will work if youre sitting up in a chair. Do make sure youre in a place thats free of distraction. Close your eyes if that feels best for you. Step 2 Breathe. Inhale deeply through your nose, feeling your abdomen rise as you fill your body with air. Then slowly exhale from your mouth, drawing your navel toward your spine. Repeat three to five times. Step 3 Starting with your feet, tighten and release your muscles. Clench your toes and pressing your heels toward the ground. Squeeze tightly for a few breaths and then release. Now flex your feet in, pointing your toes up towards your head. Hold for a few seconds and then release. Step 4 Continue to work your way up to your body, tightening and releasing each muscle group. Work your way up in this order: legs, glutes, abdomen, back, hands, arms, shoulders, neck, and face. Try to tighten each muscle group for a few breaths and then slowly release. Repeat any areas that feel especially stiff. Step 5   End the practice by taking a few more deep breaths, noting how much more calm and relaxed you feel. PMR is a skill, one that takes practice to master. In order to be able to draw on PMR when you need itâ€"in other words when youre truly in a stressful or anxiety-provoking situationâ€"youll want to learn how to do it while you arent under pressure. Practice PMR several times a week to become aware of what its like to feel relaxed. Understanding this feeling can help you to more readily let go of tension when anxiety rises.

Tips to Improve Your French Vocabulary

Words, words, words! Languages are made up of words, and French is no exception. Here are all kinds of French vocabulary lessons, practice ideas, and tips to help you get better at learning and remembering French words. Resources to Learn French Vocabulary The following resources will help you learn, practice, and master French vocabulary. French Vocabulary: Utilize vocabulary lists and lessons on all the basics and topic areas including introductions, food, clothing, family, and more.Mot du Jour: Learn 5 new French words a week with this daily feature.French in English: Many French words and expressions are used in English, but do not always have the same meaning.Cognates: Hundreds of English words mean the same thing in French, but some are false cognates.French Expressions: Idiomatic expressions can really spice up your FrenchHomophones: Many words sound alike but have two or more meanings.French Synonyms: Learn some new ways to say the same old things and master words like bon, non, oui, petit, and trà ¨s.   Know Your Genders One of the most important things to remember about French nouns is that each one has a gender. While there are a few patterns that let you know what the gender of a particular word is, for most words, its just a matter of memorization. Therefore, the best way to know whether a word is masculine or feminine is to make all your vocabulary lists with an article, so that you learn the gender with the word itself. Always write une chaise or la chaise (chair), rather than just chaise. When you learn the gender as part of the word, youll always know what gender it is later on when you need to use it. This is particularly important with what I call dual-gender nouns. Dozens of French pairs have different meanings depending on whether they are masculine or feminine, so yes, gender really does make a difference. Chance Encounters When reading French, its very likely that youll come across a lot of new vocabulary. While looking up every single word you dont know in the dictionary may disrupt your comprehension of the story, you might not understand anyway without some of those key terms. So you have a few options: Underline the words and look them up laterWrite down the words and look them up laterLook up the words as you go Underlining is the best technique because when you look the words up later, you have the context right there in the case of words with multiple meanings. If thats not an option, try to write down the sentence in your vocabulary list, rather than just the word itself. Once youve looked everything up, read the article again, with or without referring back to your list, to see how much more you understand now. Another option is to look up all the words after each paragraph or each page, rather than waiting until youve read the whole thing.Listening can also offer up a lot of new vocabulary. Again, its a good idea to write down the phrase or sentence so that you have the context to understand the meaning provided. Get a Decent Dictionary If youre still using one of those little pocket dictionaries, you need to seriously consider an upgrade. When it comes to French dictionaries, bigger really is better. Practice French Vocabulary Once youve learned all this new French vocabulary, you need to practice it. The more you practice, the easier it will be for you to find just the right word when speaking and writing, as well as to understand when listening and reading. Some of these activities might seem boring or silly, but the point is simply to get you used to seeing, hearing, and speaking the words - here are some ideas. Say It out Loud When you come across a new word while reading a book, newspaper, or French lesson, say it out loud. Seeing new words is good, but saying them out loud is even better, because it gives you practice both speaking and listening to the sound of the word. Write It Out Spend 10 to 15 minutes every day writing lists of vocabulary. You can work with different themes, such as kitchen items or automotive terms, or just practice words that you continue to have trouble with. After you write them down, say them out loud. Then write them again, say them again, and repeat 5 or 10 times. When you do this, youll see the words, feel what its like to say them, and hear them, all of which will help you the next time you are actually speaking French. Use Flashcards Make a set of flashcards for new vocabulary by writing the French term on one side (along with an article, in the case of nouns) and the English translation on the other. You can also use a flashcard program like Before You Know It. Label Everything Surround yourself with French by labeling your home and office with stickers or post-it notes. Ive also found that putting a post-it on my computer monitor helps me remember those terms that Ive looked up in the dictionary a hundred times but still cant ever seem to remember. Use It in a Sentence When you go over your vocab lists, dont just look at the words - put them into sentences. Try making 3 different sentences with each word, or try to create a paragraph or two using all the new words together. Sing Along Set some vocabulary to a simple tune, like Twinkle Twinkle Little Star or The Itsy Bitsy Spider, and sing it in the shower, in your car on the way to work/school, or while washing the dishes. Mots Flà ©chà ©s French-style crossword puzzles, mots flà ©chà ©s, are a great way to challenge your knowledge of French vocabulary.

A Brilliant Madness about John Forbes Nash Essay - 1458 Words

â€Å"To some extent insanity is a form of conformity; people are always selling the idea that people who have mental illness are suffering. But it’s really not so simple†¦I think mental illness or madness can be an escape also† (qtd. in â€Å"John Forbes Nash†). To many â€Å"normal† people, the terms â€Å"insanity† or â€Å"madness† portray a negative connotation-- the unfortunate ones â€Å"suffer† from mental illness. However, brilliant mathematician and Nobel laureate John Forbes Nash, who has paranoid schizophrenia, cherishes his unique condition as a means of retreat from the brutalities of reality (â€Å"John Forbes Nash†). Since ancient times, people have observed the link between madness and creative genius. Indeed, research has proven that the two conditions of†¦show more content†¦On the other hand, a person considered mentally insane may not have control of his/her own conscience and thus cannot disce rn between reality and imagination, resulting in destructive behavior. The skill of visualizing concepts and ideas foreign to the normal mind also resides in an insane person; however, this ability exists as a result of losing touch with reality (Griffith 627; Neihart). Many factors hinder a truly effective study of and conclusion to the relationship between genius and insanity. For instance, who determines a genius? One can measure neither creativity nor madness, for these two factors are purely objective and up to the discretion of the individual carrying out the test (Simonton; Weisberg 362). In addition, the measures of genius and madness may simply depend on the culture and time period; Galileo, the famed astronomer who proved the Copernican theory that the planets revolved around the sun, a presently obvious but at the time completely heretical idea, was deemed a madman by the Roman Catholic Church (Ludwig 12; â€Å"Genius or Madness?†). The issue remains and probably will remain dubious; nevertheless, through much investigation and research, many credible speculations have surfaced that may explain the phenomenon. The ancient Greeks viewed mental illness as having derived from the gods (Griffith 625; Ludwig 4; Neihart; Weisberg 361). According to them, different forms of madness provoked various types

Nursing Reflection Free Essays

Going back through previous experiences and tracing back the footsteps we have made allows us to reminisce about the good things that have happened in our lives. Somehow the undesirable memories would also seep in as they are part and parcel of our existence that we cannot do away with. This process gives us an opportunity to encounter past events that can necessarily aid us in the future. We will write a custom essay sample on Nursing Reflection or any similar topic only for you Order Now In the Nursing practice, reflection is a retrospective approach that evaluates historical processing of experiences that takes place in a structured form and is deemed highly essential (Eliis, Kenworthy and Gates, 2003, 156). In the clinical practice, this retrospective activity facilitates in the promotion of quality care. The art of reflection however in the nursing practice focus on self rather than on the situation as the care provider (Quinn, 2000, 252). The process is a reflective practice that is a cognitive act by which we are allowed to make sense of our thoughts and memories (Taylor, 2000, 43). This method therefore allows a practitioner to generate a complementary or alternative form of knowledge and a set of choices in the evaluation of the best course of action. It is a â€Å"deep learning† experience that reflects on our knowledge and theories and go beyond merely thinking about what we do but involves recalling what had occurred and analyzing the situation by interpreting important information recalled (Taylor, 2000, 4). In Nursing, the reflective process is aimed about our own practice (Taylor, 20000, 3); that nursing education and research cannot do without as a common practice in the learning mechanism in which we all engage in a regular basis (Slevin and Basford, 2000, 483). With a main purpose of enabling the practitioner to learn from experiences and increase clinical effectiveness, reflection is highly essential to the nursing practice. For this process to be effective, Johns has provided a guided reflection which employs different models of self-inquiry to enable a practitioner to realize desirable and effective practice (2002:3). Considering that this involves a cognitive and emotional component that is expressed through analysis, different models would aid us feel comfortable about the activity. John’s model can be used in preparation for or during clinical supervision and applicable to specific incidents rather than more general day to day issues and particularly applicable to those who prefer a structure approach (Ellis, Kenworthy and Gates, 155). Gibbs Model use term description rather than â€Å"a return to the entire experience† as a form of reflection is considered as a simpler method but one where a mentor or facilitator is likely needed(Davies, Bullman and Finlay, 2000, 84). Both models however in supervision practice can be used to facilitate clinical governance through the promotion of quality care where an exchange between two professionals employing this technique seeks to improve their practice (Watkins, Edwards and Gastrell, 2003, 266). To maximize the potential benefits of clinical supervision, nurses have to learn to be comfortable with this retrospective activity with the aid of Gibbs or John’s models depending on where one feels most comfortable working with (Ellis, Kenworthy and Gates, 156). Gibbs Model for reflection As a simple and easily attainable method, Gibbs model uses term description rather than a return to a previous experience (Davies, Bullman and Finlay, 84). In psychology and teaching, reflection facilitates as purposeful change and competencies such as psychological-mindedness and self-regulation (Clutterback and Lane, 2004, 196). Usually this process involves a mentor, teacher or supervisor working with a student at different stage while allowing for individuality. Although less specific than re-evaluating an experience; Gibbs in his cycle or reflection makes the action planning a more overt component of reflection (Davies, Bullman and Finlay, 84). Gibbs provides that in one’s own practice, an essential aspect of working as an autonomous practitioner involves a critical analysis of one’s role and responsibilities from a personal perspective (Gibbs, 1998,13). It is a process that requires others to become involved that encourages feedback and constructive comment to recognize your role and value in a health team (Humphris and Masterson, 2000, 77). John’s Model for reflection John’s model uses the concept of guided reflection to describe a structure supportive approach that helps the practitioner learn from their reflections and experiences (Quinn, 2000, 572). The approach involves the use of a model of structure reflection, one-on-one group supervision and the keeping of a reflective diary (Quinn, 572). The practice would aid the practitioner in learning from a reflection of their experiences. John’s model is more detailed as it provides a checklist of specific points necessary for reflection (Davies, Bullman and Finlay, 85). The only problem cited with John’s model if it imposes on a framework that is external to the practitioner leaving little scope for inclusion as cite by other theories. John’s model can be used in preparation and during clinical supervision consisting of 6 steps that is applicable t specific incidents rather than more generalized day to day issues facing the supervisee (Ellis, Kenworthy and Gates, 155). This model is highly attractive to those who prefer a structured approach but others may find this type more restricting (Ellis, Kenworthy and Gates, 156). Criticisms against the reflective process Reflection involves cognitive and emotional components that are expressed through analysis and to maximize the potential benefits of the clinical supervisor nurses have to learn to feel comfortable with this retrospective activity both during and in preparation for supervision sessions (Ellis, Kenworth and Gates, 157). This could be deemed time–consuming in an institution where time is often an important element in the delivery of care. A time for reflection can be done positively only when a situation or a need arises. This is probably why reflection method is considered a radical approach to nursing education and practice given the ample time training can afford (Slevin and Basford, 483). Yet reflection is valuable if done in partnership with someone else which led Davies et al to believe that the approach is quasi-therapeutic (Davies, Bullman and Finlay, 86). The principles have been transferred directly from client-centered psychotherapy and may trigger more powerful responses such as guilt and anxiety. Practitioners are therefore evaluated before they are given a chance to try this one out according to conservative studies. However with practice, it is assumed that a reflective process may not hold as much negative impact for the learned practitioner in an answer to the demands for a continuous review of a practice in a critical and analytical manner that support the reflective concept. The Value of Reflection for the Student Nurse As an essential component of scholarly practice, reflection, reflection is a method for generating a complementary alternative form of knowledge and theory (Humphris and Masterson, 2000:78).   Regardless of any negative criticism a reflective method may elicit from critics, I consider this to be a valuable tool. For the student, this is a process were one internally examines and explores an issue of concern triggered by an experience that clarifies the meaning of perspectives (Canham and Bennett, 2001, 185). The nursing practice has been surrounded by a world of silence and reflection is a way for nurses to reflect that is enhanced and introduced in the nursing curriculum (Guzzetta, 1998, 102). Often in the professional practice, nurses have encouraged silence among themselves in their health environment and setting while usually developing a shared professional voice with her team. Oftentimes, her relationship with the rest of the health team and other professionals faced difficult efforts because of the autonomy. The process of reflection allows one to air out her sentiments and ideas within her group or to a mentor or a supervisor during moments of reflection that could be produced as a shared voice for the team. Developing a habit of reflection is therefore a must for nursing education in order to uncover dimensions of experiences such as hidden and explicit meanings of behavior that can aid a student nurse in identifying her own perspective of the nursing practice that is highly useful in her entry to the profession (Guzzetta, 1998, 103). For a student in nursing, one must therefore develop a habit of reflection in order to uncover experiences and the meaning of behavior, values and thoughts that could readily prepare one for professional practice. It should be noted that the reflective process can helpfully aid in teamwork where one has the chance to relay sentiments after reflection of her past experience.Nursing education must therefore develop and evaluate innovative strategies to prepare nurses to meet the challenges of the rapidly changing health care system and for lifelong learning (Johns and Freshwater, 1998, 149). Reflection and reflective practice are currently receiving attention as a strategy yet little is known about the process of becoming a reflective thinker, how to teach skills needed for reflection, or the barriers and facilitators to becoming a reflective practitioner (Clutterback and Lane, 2004, 198). However a reflection process is worthy of study and practice that should initially be started and adapted as a core training for everyone wishing to professionally practice nursing as a positive way to analyze the development of reflective practice abilities. Bibliography Canham, Judith and Bennett, JoAnne, 2001, Mentoring in Community Nursing: Challenges and Opportunities, Blackwell, London, 2001. Clutterback, David and Lane,Gill, 2004, The Situational Mentor: An International Review of Competencies and Capabilities in Mentoring, GowerHouse, London. Davies, Celia, Bullman, Anne and Finlay, Linda, 2000, Changing Practice in Health and Social Care, Sage, London. Ellis, Roger, Kenworthy, Neil and Gates, Bob, 2003, Interpersonal Communication in Nursing: Theory and Practice, Elsevier Sciences, Orlando. Gibbs, Graham, 1998, Learning by Doing: A Guide to Teaching and Learning Methods, Oxford, London. Guzzetta, Cathie, 1998,Essential Readings in Holistic Nursing, Jones Bartlett, Maryland. Humphris, Debra and Masterson, Abigail Masterson, 2000, Developing New Clinical Roles: A Guide for Health Professionals, Elsevier, Florida. Johns, Christopher, 2002, Guided Reflection: Research in Practice, Blackwell Publishing, Perth. Johns, Christopher and Freshwater, Dawn, 1998, Transforming Nursing Through Reflective Practice. Blackwell, Perth. Quinn,   Ã‚  Francis M. 2000, The Principles and Practice of Nurse Education, 4rth ed., Nelson Thorne, London. Slevin, Oliver and Basford, Lynn, 2003, Theory and Practice of Nursing: An Integrated Approach to Caring Practice, Nelson Thomas, London. Taylor Beverly, 2000, Reflective Practice: A guide for Nurses and Midwives, Allen and Unwin, St. Leonard. Watkins, Dianne, Edwards, Judy and Gastrell,Pam, 2003, Community Health Nursing: Frameworks for Practice, Elsevier Sciences, Orlando.             How to cite Nursing Reflection, Essay examples

The novel represents cycle Essay Example For Students

The novel represents cycle Essay To further express the idea that The Child is finally back within his natural environment is the short sentence, The Child is there. This is extremely important as it highlights that Ovid now understands the social restraints put on the Child when in Tomis. Ovid realizes that you cannot force oneself to change their culture to suit the needs for others. For he is a wild boy.  Ã‚  Throughout the novel, animalistic and humanness and distinctions between the two become a topic of conversation and thought, especially with regard to the Childs belonging in part to both the animal world (being apparently raised by wolves) and the human world. While Ovid is convinced that the Child is indeed human. However, the boundaries between Ovid and the Child, which they both recognize and acknowledge, are what draws them together, and allows each to learn from the other. And this final passage of the novel represents the end of this learning cycle. Ovid now understands that the boy is now back into his comfort zone, I might call to him to call to him might miss the whole fullness of this moment the fullness is the Childs moving away from me. Thus, through his relationship with The Child, Ovid becomes aware of the fact that to become connected to The Child he must come into a greater relationship with the natural environment. This ideal is fulfilled in passage of the novel, where both Ovid and The Child are frequently described as being there. Hence presenting the capacity of the natural environment to supply unity and insignificance of human boundaries. And it is these animalistic instincts that are resented yet again through the image o the water in the stream. The stream shakes out its light climbs then balances. It is these verbs that accentuate how much of an animal The Child is, yet has so many human characteristics. It portrays the freedom the wild boy finally feels there are no boundaries, no constraints. The final section of this prose consists of Ovid asking himself a series of rhetorical questions, (he) stoops to gather what? has he already forgotten all purpose. This summarizes a key theme within the novel metamorphoses. Once Ovid met the Child, he tried to teach him human ways and mannerism. Yet in the end it was Ovid who was transformed. From a man dependent on human civilization to a man the can live the natural world totally dependent on the environment, the living and edible snails that are no longer to my life. Hence, the irony of it all is that the Child taught him these concepts. Malouf concludes the novel with eh image of the wild boy walking on the waters light. This illustrates the growth of the boy for every step he takes is a new stage in his life, he takes the first step off it, moving slowly away now into the deepest distance. The Child has now developed :slowly from one stage to the next, above the earth, above the water, on air. Thus showing the learning cycles that The Child had, from the constraints put on him in Tomis to the freedom he feels back in his won environment. Whilst Ovid has completed his learning cycle, The Child is just beginning his. The final paragraph of this passage is the repeated paradoxical statement. It portrays the since the poet has been in this new natural environment he is immeasurably, unbearably happy. These two strong adjectives impact the reader in understanding the freedom and satisfaction nature can provide humans. Moreover, it shows the development of Ovid, I am three years old. I am sixty. I am six. .ue8856e768ec9f8e318f2e75e7d0f4d68 , .ue8856e768ec9f8e318f2e75e7d0f4d68 .postImageUrl , .ue8856e768ec9f8e318f2e75e7d0f4d68 .centered-text-area { min-height: 80px; position: relative; } .ue8856e768ec9f8e318f2e75e7d0f4d68 , .ue8856e768ec9f8e318f2e75e7d0f4d68:hover , .ue8856e768ec9f8e318f2e75e7d0f4d68:visited , .ue8856e768ec9f8e318f2e75e7d0f4d68:active { border:0!important; } .ue8856e768ec9f8e318f2e75e7d0f4d68 .clearfix:after { content: ""; display: table; clear: both; } .ue8856e768ec9f8e318f2e75e7d0f4d68 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue8856e768ec9f8e318f2e75e7d0f4d68:active , .ue8856e768ec9f8e318f2e75e7d0f4d68:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue8856e768ec9f8e318f2e75e7d0f4d68 .centered-text-area { width: 100%; position: relative ; } .ue8856e768ec9f8e318f2e75e7d0f4d68 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue8856e768ec9f8e318f2e75e7d0f4d68 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue8856e768ec9f8e318f2e75e7d0f4d68 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue8856e768ec9f8e318f2e75e7d0f4d68:hover .ctaButton { background-color: #34495E!important; } .ue8856e768ec9f8e318f2e75e7d0f4d68 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue8856e768ec9f8e318f2e75e7d0f4d68 .ue8856e768ec9f8e318f2e75e7d0f4d68-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue8856e768ec9f8e318f2e75e7d0f4d68:after { content: ""; display: block; clear: both; } READ: Macbeth's Internal Conflicts EssayBy this stark contrast between the age barriers it highlights the physical, and mental journey that Ovid has come one. For now he feels I am there. He feels that he has finally reached the place of where he is meant to be, the point on the earths surface where I disappear its the place where he could never find in all his wanderings, in all his dreams. There was no place like this in his imagination. The true feelings of Ovid are finally expressed in these final three words. This short sentence is intended to illustrate the eventual utopia of belonging and achievement. Thus, this final section of Maloufs An Imaginary Life examined the end result for not only the change in The Child, but also the metamorphoses Ovid has undergone. It illustrates the poets new outlook on life and the natural environment through the descriptive imagery. Also illustrating the natural animalistic instincts The Child has through the diction and verbs. Hence, expressing that Ovid has ironically completed his learning, for he wanted to transform the wild boy. A key theme the interrelationship man and his environment this is depicted through Ovids new reliance, not only human civilization but rather nature. Ovid has completed a journey of self0disrovery, leaning how to establish an existence based on the natural world, entering a partly unrealistic and imaginary way of life.