ShantanuT01/DACTYL-Pretraining huggingface dataset:
Accountability is central to patient care for a nurse seeking to be an effective practitioner. The Codes and Standards that have been set forth by the nursing professional body demands that the practitioner be personally accountable for his or her actions, and omissions when handling patients are the basic tenets of accountability. This paper will provide a comparative personal reflection against the set standards of the American Association of Critical-Care Nurses. Personally, I have a firm in my capabilities as an individual and as a nurse performing the duties expected from me. In the four sections used for evaluation of personal and professional accountability, my score will be reflected in the region that encompasses competent experience and skill. Under the first section titled personal growth and development, which encompass education advancement, continuing education, career planning and annual self-assessment and action plans, I must insist with authority that I on the right path to achieving expert practice. This implies that in the present, I am continuing my education in nursing, and the present activity that I am doing constitute self-assessment, though it is not an annual personal self-assessment. The second assessment category entails the practices that are crucial to the nursing standards and scope. My experience and conduct are sufficient to earn me a high rating in this area. I have covered enough grounds and strides under the third category of assessment, professional association involvement, within the banner of personal of professional accountability. I have already made an application to the state’s nursing professional body. I have always held that the professional body will provide a crucial link to my transformation into the complete professional, otherwise known as the expert practitioner in this assessment form. On the fourth assessment category on certification, I have belief that I will in the due course of my career development amass enough certification in a specialty that I will consider in the future, otherwise my personal ratings is just on novice experience and skill. The score on the second phase of assessment will be the full mark that is four out of four, and for the past years I have been in the institution I have learned a lot as a nurse student. I have developed new skills and can score favorably under all the four assessment criteria in this section. The first criterion includes understanding of the role that one is supposed to play in their job. The roles are usually stated in the job description, and the candidate must understand them clearly. As a nurse, I have a good knowledge of all that is needed from me, and this is evidenced from the time I was involved in student practice. During the time, I constantly delivered to the patients’ treatment and care expected from me at the time. A personal score would be full marks on this assessment section. In the future, I want to undertake further commitment and achieve higher accreditation within the discipline of nursing rising to the highest levels of academic
All people who feel oppressed in the society should strive to fight for their rights rather than wait for some help (Ta 270). The truthfulness of the statement is analytical from the events in human life especially with the interactions within their social institutions. This work will, therefore, discuss the fact that the two stories; Fight Club and The Lottery both address our mainstream culture and its relationship with our social institutions. There is a need to consider such aspects of our lives because they are an element of the contemporary society where people fights for their rights. The pieces of literature chosen for this analysis have their contextual backgrounds in the modern cultures in which individuals have to fight for their rights. The rise of activist groups around the world is a way that makes the rulers aware of the importance of observing equity and fairness. The events of the stories outlined in the succeeding sections of this work justify the formulation that our mainstream culture determines the achievements that we make in life. Fight Club is a story that depicts the need for determination in life especially in fighting for what we want to achieve. The story reflects the frustrations of American workers, especially the male characters who feel that they have the obligation to work for their rights (Eilperin 46). The people in the story think that the government offends them by regarding them as second-class citizens. They feel that the best way out is seeking for a chance to fight. For instance, they require a better health care system and not from the perspective that they are slaves (Vacker 23). The people feel that there should be something that defines them better than their bank accounts and their salaries. The story could still be representing some of the frustrations that exist in the contemporary society. The relevance of Fight Club is, therefore, applicable to both the past, the present and the future of the lives of Americans and the rest of the world. The story addressed the thematic concerns of our mainstream stream culture; a society that is always fighting and pushing to meet the demands and the challenges of life. The battles experienced in America and across the globe result from the fact that people realize that the best way to let the governing institutions understand their obligations is to fight (Schuchardt 67). The resistance that the male characters of the story meet in their struggle for change reflects in the present society, which could be because the demonstrations and strikes across the globe. Additionally, The Lottery is also a story that explains the fact that tradition has an effect on what people do. For instance, the author of the story attempts to make the story a
The story of a woman with no name is supposed to be kept secret; the very fact that this story is related in a published memoir is a rebellious act. A powerful beginning, the “No Name Woman” mocks all attempts to silence the voices of women who rebelled – either passively or actively – against the sadistic patriarchal Chinese society of the 1930s that subjugated them. Rethinking and remastering her mother’s talk-stories, the author bears witness to the oppression of women’s bodies, minds, and spirits that they managed to withstand. Bodily oppression is probably the easiest and most obvious means of subjugation a society can practice, yet the author portrays a brave and self-defying response from the No Name Woman. As a woman reconsidering the story of her aunt, she creates fantasies depicting whatever could possibly happen to her aunt, what she had suffered for and why. In one such fantasy, the author is creating an image of rape: “The other man was not, after all, much different from her husband. They both gave orders…” (Kingston 26). Such imagery and the wording serves to represent the lack of control over their bodies which were regarded as sources of physical pleasure and machines for producing children. The uncontrollability is also evident in other fantasies where the woman is in pain from labor, starvation or beatings. However, in a more optimistic fantasy involving the unnamed woman’s affair, she follows her bodily passion – an act of rebellion wherein she rejects the societal control and dispenses with her body as she chooses to. If bodily control brings physical pain, the oppression of the mind brings angst, insecurity, and humiliation, which makes it another effective means of subjugation women had to experience. Women were in the state of constant surveillance, which is a scary truth best illustrated by a short yet agoraphobic phrase: “Villagers are watchful” (Kingston 24). A parallel with the notorious Big Brother can be easily drawn here, as can be the dystopian expectations and obligations Chinese society imposed on women as workers – and little else. Doing what was expected of them, women knew that a single wrong step would be noticed at once by the watchdog villagers, and that would mean inevitable disgrace. Following one’s feelings as the author’s aunt did was an abomination, especially if it involved adultery. Yet, the nameless fantasy aunt not only follows her feelings, she also decorates herself to appear attractive to the one she supposedly loves in a society where most women looked like “great sea-snails” (Kingston 27). If anything, it is a barefaced mockery of the standards of a society where women are shamed for wanting to be beautiful. After her body and mind were so atrociously broken, the No Name Woman has little to rely on but her spirit of a human being standing alone against the evil. By taking control of their bodies and squeezing them into the frames of faulty expectations, the societ
Hinduism and Christianity have been in existence for thousands of years. The two religions, though very different, have developed similar philosophies and beliefs on various subjects over time. For instance, they are both considered monotheistic (worship of one God) and both have the concept of Trinity. In Christianity, the Holy Trinity consists of the Father, Son and Holy Spirit while in Hinduism,the concept is analogous to Trimurti. Another subject that can be reflected in these religions is the concept of afterlife. Overall, the main similarities between Hinduism and Christianity are typical of the similarities between Eastern and Western religions. Hinduism and Christianity both present a Trinitarian view of God. In both religions, the Trinity consists of three beings who are co-equal and internal. In Christianity, God is described as three persons ( God, the father, God, the son and God, the Holy Spirit ), but with a single divine nature. In Hinduism, the three beings are Brahma , Vishnu , and Shiva ; they are distinct but are one substance. According to Arion (2016), the Christian Trinity, holds that “ God is one God , but three coeternal and consubstantial person ” (p. 90). In Hinduism, the three beings are the “manifestation of Brahman , or Godhead” while in Christianity they represent the one, true God (Arion, 2016, p.90). The slight difference between the two religions lies in the roles played by the three beings. For instance, the Hindu Trinity brings both joy (the good) and destruction (the bad), but the Christian Trinity brings only joy. The two compliment each other, which explains why Shiva and Brahma are inseparable. Some scholars argue that Brahma and God the father share similar attributes unlike Shiva and the Holy Spirit who are different. This is the case because the two perform distinct roles: Shiva is the world’s destroyer while the Holy Spirit acts as the comforter. Life after death is a fundamental belief in both Hinduism and Christianity. They both agree that actions, rather than beliefs, are the key determinant of fate. Hindus believe that after death, they will attain new lives. Simply put, the actions in the previous life determine the type of life one will inherit next. According to White et al. (2019), Karma, which represents the sum of actions (good or bad), is used to determine the type of rebirth; good karma means better rebirth. Christian beliefs about life after death are deeply embedded in the death and resurrection of Jesus Christ. Similarly, the notion about heaven and hell represents the basic belief that there is life beyond the grave. Christians agree that after death, they will be taken in the presence of the Supreme Being and judged for their actions. The Roman Catholic Church believes that there is a place after death where the sins are purified (state of Purgatory). However, the purification of
Introduction In both rural and urban settings, teachers are responsible for facilitating English Language Learners (ELLs) (Echevarria, Vogt, and Short, 2009). A study conducted by the California Department of Education (2010) notes that the approach used to educate ELLs determines the students’ outcomes. These strategies seek to help learners to be self-efficacious. Based on these findings, this essay discusses instructional strategies in Ell’s classrooms. Strategies First and foremost, Dahlman, Hoffman, and Brauhn (n.d.) note that teachers should make the lecture visual. This means that teachers can use visual representations when introducing new vocabularies and concepts. This may include charts, drawings, photographs, maps, and graphs. Also, teachers may illustrate new vocabularies using stories. For instance, they may use story maps and diagrams in their lessons California Department of Education, 2010). Secondly, the teacher should link new information to the previous knowledge acquired (Echevarria, Vogt and Short, 2009). Therefore, they should take into account plans used by the ELLs in the learning environment. They should relate their teaching content to the learners’ cultural and personal experiences. This means that the teacher should understand how culture affects learning in the classroom. This will help them to adjust their strategies to reflect the cultural diversity in the class. Thirdly, teachers should identify significant concepts in the content, define the language, and outline the content objectives to guide each lesson. These key concepts should be written in a student-friendly language. They can also start each lesson by outlining their objectives on the board. Students ought to be assessed after the lesson to determine if the objectives have been achieved. For instance, language objectives may include applying grammar rules, determination of nouns, and the introduction of new vocabularies (Dolson and Burnham-Massey, 2011). The fourth strategy is to adjust the vocabulary instructions (Dolson and Burnham-Massey, 2011). The ELLs need precise instructions at the beginning of new topics or terminologies. Therefore, teachers should help students to pronounce new words. In addition, ELLs should be introduced systematically to new phrases, idioms, words, and terms. These vocabularies should be related to previous lessons and use visual reinforcement to enhance understanding. Furthermore, teachers should teach students new vocabularies that appear in the content. Moreover, teachers ought to make use of word walls while instructing learners in junior levels. The fifth strategy is to use cooperative learning approach. This is because the lecture strategy excludes learners from the lesson, which undermines their ability of the learner. Therefore, small groups may be used for ELLs to facilitate the learning of new vocabularies and concepts. For instance, teachers may assign jobs to students in groups and monitor their participation (Echevarria, Vogt and Short, 2009). Finally, teachers may modify homework and tests for ELLs (Dolson and Burnham-Massey, 2011). This suggests that the evalu
College is different in many ways from high school. One difference students quickly notice is that they choose their own schedule in college. This newfound independence can be exciting, but it can also present challenges. Many students are used to having their personal schedules set by their parents or their schools. Students also usually take on more obligations when they enter college, so scheduling your time effectively can be difficult. Here are several factors to consider in choosing your time well and improving your performance in school. First, consider all the daily obligations in your life. If you are a student, classes will obviously be your main obligation. You will also have to set time aside to study, or else there is little point in going to school. However, most students have many other obligations that go beyond academics. Some students work a part time job to help pay for school. You may also participate in extracurricular activities at your school. Of course, if you are in a relationship you will need to put time aside to spend with your partner – or you will have an unhappy partner! Likewise, most students have been known to enjoy going to the occasional party. All these obligations quickly add up. It may be helpful to write down each activity and estimate how much time you need to spend on it each day. You will probably be surprised at how much of your time is taken up by all these obligations. Add up all this time, and compare it to the number of hours you are awake each day. Do not forget to leave a little downtime to relax – spending every waking moment running around busy is not a good idea. You will eventually tire out, and your school performance will suffer as a result. If you are lucky, you will find that you have plenty of time during the day to get everything done. If you have too much time on your hands, you may want to consider joining a club at school, getting a part-time job, or doing something to keep busy. If you are like most students, though, you may find that you barely have enough hours in the day to complete all of your tasks. Of course, do not even think about cutting back on sleep to get more done during the day. Not sleeping enough will hurt your performance at school, and leave you with little energy for your other activities. Try to get 7-8 hours of sleep each night to stay refreshed. If your activities require more time than you have during the day, try ranking each activity in order of importance to you. Naturally, if you are in school, school should be one of your most important obligations (if it isn’t, you may want to reconsider your reasons for attending school). However, other activities may also be important. You may need to work at a part-tim
Race relations have been a continuous part of the American history, from the horrors of slavery to the melting pot of immigration. Unfortunately, racism has become the focal point of interracial interaction, as any minority population faces challenges in a society dominated by the Caucasian race. Throughout history, racism has undertaken various forms. However, in contemporary times of supposed equality and acceptance, bigotry has become more covert and intractable. *Race relations in modern America are defined by institutionalized racism that has been masked under the means of microaggressions and political ignorance, with the only solution being a massive reform of social values.* The whole concept of race division is a social construct that has roots in the incriminating injustices of American history. The domination of socio-political and economic structures by the Caucasian race is unparalleled. Despite some progress of past decades in racial equality, with a recent political emergence of the Republican party the tensions are growing again. The politics of aggrieved whiteness, a concept that seeks to maintain a Caucasian hegemony in the social order, has gained traction. There is a strong political context to this development. Liberalism is associated with profligacy, beholden to minorities. Meanwhile, conservatism seeks to encourage individual values of hard work and, by extension, equality for all. Furthermore, any attempt by the government to recognize racial inequality through policy or welfare programs comes under fire for supposed social injustice that puts whites at a disadvantage. Consequently, there is fanatical support for forms of repression against racial groups, such as Muslims, illegal immigrants, and urban African-American communities. This approach to politics makes it ultimately impossible to overcome social injustice since any meaningful attempts to make a difference are obstructed by the status quo of white supremacy. Despite this, an average class Caucasian person feels like reverse anti-white racism is the dominant form of racial discrimination (King). “Our brains are hardwired to think in terms of place and to associate psychic value or meaning to the places we inhabit” (Dickey 7). The racial divide in America is often visible most clearly in urban communities. Certain neighborhoods are a hive of existence for racial groups, as their culture takes root there. While in most of America communities are more mixed, there are still privileged neighborhoods which are predominantly white. The minority race in an opposing community would experience social unease and even covert discrimination. The racial tension is evident as the communities seek to conserve the status quo of their demographics, creating a sense of tribalism (Vance). Race is a primary factor in the American class structure, which, in turn, instigates social segregation, even if i
Introduction Women’s right to have control over their bodies has been declined, debated, and violated throughout the centuries around the world. Even though nowadays, the governments in many countries allowed them to terminate pregnancies in a safe clinical environment, some people still express negative opinions on this subject. Moreover, those who perform such a procedure often become targets of assault. People who commit acts of abuse against medical staff and women who decided to get an abortion, usually use threats, physical harassment, and intimidation tactics. Unfortunately, sometimes their actions are dependent on legislation that regulates the process of performing an abortion; in other times, attackers use laws to justify their behavior. This paper aims to analyze how abortion regulations affect this type of violence. The significance of this subject cannot be overstated since it generates considerable interest in human rights advocates. Nevertheless, even though in some cases, violent incidents are connected with abortion laws, for the most part, extremists rationalize their actions through religious or personal beliefs. Therefore, usually, their brutality has little to do with legislation. The Controversy The topics of abortion and violence that are committed by anti-abortion extremists are relatively new issues that create disputes and heated discussions across the globe. Generally, such debates are also related to the issues of women’s rights and controlling the population. It is argued that cases of violence against abortion providers prevent them from delivering healthcare. Moreover, the lack of opportunities for women to ensure the security of their bodies, including contr