Learner Analysis Essay Example for Free

Learner Analysis Essay Background Summary Flight nurse’s and Flight Paramedics perform as members of an aeromedical crew on helicopters (rotor wing), and airplanes (fixed wing) aircraft, providing for in-flight management and care for all types and ages of patients. Responsibilities of this job include the planning and preparation of each flight, to include such things as; safety, evaluation of an individual patients in-flight needs and request of appropriate medications, supplies, and equipment to provide continuing care from origination to the destination facility. They act as liaisons between facilities during an interfacility transport and from scene location to trauma center during medical and trauma related emergencies. They also initiate emergency treatment in the absence of a physician during in-flight medical emergencies. Flight nurses and flight paramedics have training in mechanical ventilation, hemodynamic support, vasoactive medications, airway, and other intensive care skills. Most air medical businesses expect nurses to have at least 2 to 5 years of experience in emergency or critical care units, and the more trauma experience, the better (flightnursetraining.com). This means nurses that have a proven ability to manage multiple patients with vastly different conditions, as well as being able to make split-second decisions about patient care with maximum attention to patient care and safety. Flight paramedics are expected to have a minimum of three years current experience as a paramedic on an advanced life support team and/or critical care transport team. Both of these roles may have to tend to multiple critical cases all at once, so it is important that he or she have the skills to cope with high stress situations. Even though those hired into the role of a flight nurse and flight paramedic come into the role with a core background in critical care and expected level of baseline knowledge,  higher level of autonomous critical thinking and rapid decisio n making is a new skill encountered for many coming into this role. A well-structured training program is an integral part of laying a strong foundation to build the necessary knowledge base needed to assure both a flight nurse and flight paramedic are prepared to perform in their role as a crew chief. Approximately six years ago a well-structured crew chief training program was in place that allowed for consistent and structured learning that allowed all crew member 2 (CM2) to obtain the necessary skills and knowledge expected to hold a position of crew chief. These modules covered areas of navigation, communications, safety, aviation, critical thinking; and incorporated reading material, practical exercises, quizzes and tests which the CM2 worked through in a systematic process. At the completion of the training module; the crew member then went through a question answer board (QAB) process. In the QAB, the crew member was asked a series of questions by a board consisting of a crew chief, clinical manager, pilot, medical director and given multiple scenarios. If the QAB was completed successfully the CM2 then advanced to status of a crew chief. Current State of Problem Currently a structured training program that assures all flight nurses and flight paramedics obtain this baseline level of knowledge that is expected of those in the crew chief role does not exist. The current practice is the assumption that all CM2’s obtain the skills and knowledge necessary by reaching their seventy fifth patient transport. This training plan does not allow for the structured delivery of expected skills and knowledge nor does it allow for a baseline competency to be demonstrated before being promoted from CM2 to crew chief. The current process was put into place to meet the increased demand for staffing experience by the company during a rapid growth period where eight bases turned into sixteen in four years. This current process put into place at this time did allow for rapid streamlined training of new staff; but it failed to take into account quality over quantity. This new process has resulted in CM2’s being promoted to the level of a crew chief w ithout the necessary knowledge that is expected of this role as determined by the management. Goal State All crew members at CM2 status go through a structured crew chief training program. This training will allow for the delivery of consistent, well-structured necessary skills and knowledge. A well-structured training program will assure that all flight crew who obtain crew chief status will have obtained the same base of knowledge and will have all demonstrated the same level of desired competence. Learner Analysis Demographic Information The instructional setting is primarily on the job training; information gained through the live patient care transport environment via ground, rotor or fixed wing aircraft. Nurses and paramedics work as partners in patient transport. This team configuration can be two nurses, or one nurse and one paramedic; but at all times one team member must be a nurse. The third person at the base is the pilot in command, who does not provide any patient care but does and can assist in aviation and safety training. These teams are on shift; stationed at their assigned base for a 24 hour period of time; where training through simulations, reading, and discussions will occur during non-patient transport times. There are 16 bases in the company; located in California, Texas and Oregon. There are 8 full time medical crew assigned to each base and an additional 2-3 part time staff at each base. Age of paramedics and nurses range from 27-61. English is native language spoken by all medical crew members. Educational levels in addition to holding an accredited paramedic license or registered nurse license are ranging from associate degree to doctorate. All Registered nurses in the capacity have received specialized training in critical care, trauma and hold specialized certificates in these areas. All paramedics in this capacity have also obtained additional critical care related training and certificates. Both the nurses and the paramedics receiving the crew chief training have been employed with this company in the flight role for a minimum of 1 year and have obtained the CM2 status. The content area is focused on five areas; to include aviation, safety, communications, navigation, and critical thinking. All medical crew have obtained the basic level of training in these areas have been deemed CM2 which puts them at â€Å"novice† status which deems them competent to s afely complete patient transports. The crew chief level of training is aimed at bringing crew  members from novice to expert level. Prior Knowledge Prior knowledge of all who will receive the crew chief training are those who are at the current CM2 level. They have been working in the capacity as flight nurses or flight paramedics at this company for a minimum of 1 year and have been on at least 75 patient transports. 25% of the total crew members have prior experience working as Flight Nurses or Flight Paramedics at another company; 10% of the flight paramedics have prior flight crew experience through the military prior to coming to this company. Those crew members who achieved crew chief status per the current model will be given a baseline written assessment and go through a crew chief QAB. Those who pass these two items will remain at the status of crew chief; and those who do not pass these assessments will complete a bridge crew chief training program, focusing on those areas of the training they did not pass during their assessments. A written assessment and QAB will be repeated at the conclusion of the bridge training. All crew members surveyed have positive feedback regarding this proposed process. Entry Skills Required Entry level skills required to the crew chief training is to be a CM2 and to have successfully passed the CM2 questions answer board. Successful completion of CM2 training demonstrates successful objectives completed as stated in the CM2 training. In addition to CM2 status; all crew members must have obtained a national certification. National certifications the nurses may obtain are critical care registered nurse (CCRN), care flight critical nurse (CFRN), or certified emergency nurse (CEN). These are each a 100-150 questions tests that are scheduled to be taken at independent test centers as determined by the certifying agencies. The CM2 must also be in good standing with the company; meaning no disciplinary actions in the crew members personal file in the previous six months. Attitudes and Motivation The majority of the flight nurses and flight paramedics are very driven; intense people with a high desire to obtain the crew chief status. Primary motivation comes from the desire to obtain the title status of â€Å"crew chief† and the increased pay rate of 5% per hour. Secondary motivation is the drive that comes from internal motivation to achieve additional training to  reach expert level knowledge in this field. Current attitudes towards training are positive with an overwhelmingly stated desire to have a more structured training program; with higher standards and rigor needed to become a crew chief. Based on the annual employee survey; one of the indicators as stated by employees to improve morale is for a more structured and rigorous crew chief training program. Unique Characteristics and Learning Styles The majority (70%) of the learners described themselves as learning best through â€Å"doing.† Those who stated they learn better through hands-on and learning state reading, watching or hearing the learning material is helpful if they can then have additional hands-on training through simulations or live on-the-job situational experiences. Another 40% of learners said they were not sure how they learned best; but felt having access to the material in writing or reading to be studied was very helpful. All learners wanted tangible resources available such as protocols, standard operating procedures, drug calculators, and other tools that could be obtained through electronic means such as their phones or IPADS; to be accessed as needed during simulated training and live patient transports. According to Kolbs Adult Learning Styles; adults have four distinct ways of preferred ways for examining, analyzing and integrating new knowledge. Converging (doing and thinking), diverging (f eeling and watching), Assimilating (watching and thinking) and Accommodating (doing and feeling). In the VARK model; Neil D Fleming described the primary ways adults acquire new knowledge; the preferred learning styles. In this VARK model; 41% are kinesthetic learners, 16% visual, 25% auditory and 18% readers. Crew member feedback of preferred learning styles and research based evidence regarding preferred adult learning styles appear to correlate. This will allow support from management to build a new crew chief training program that will be based in the delivery methods that will allow consumption of material to be presented through the desired learning styles of adult learners. Unique characteristics of this group of learners is their collective attitudes and internal drive to desire a more rigorous and structured training program with an extreme minority of the crew members desiring to hold title of crew chief without demonstration of knowledge and skills required. It will be  important to build a training program that accommodates all of the stated learning styles so as to use the crew member’s desire for the training to have a product that matches in quality and desired outcome of trainees. Accommodations According to Gregg, Talbert and Lentz (1999),An appropriately selected instructional accommodations not only provides equal awareness to learning opportunities but also minimizes the learners likelihood of failure. Appropriate educational accommodations are determined by taking into account the adults unique leaning needs. All crew members have demonstrated a prerequisite knowledge required to begin this training through successful completion of the CM2 training. All learners are primary English language learners without physical disabilities; as this is a requirement to obtain the role of flight nurse or flight paramedic in this company. The accommodations that should be considered for this training program is one that utilizes all learning styles to ensure the best possible success by all those beginning the training program. Performance Context Managerial Support Learners can expect full organizational support in the training process. One of the top goals of the organization as identified in their â€Å"Strengthen from Within Plan† is to re-build and strengthen a training strategy that will allow for employees to have a structured, well planned out, standardized training program. Employees have overwhelmingly voiced concern in the area of clinical training with regards to the crew chief training in the annual employee survey and through the Best of Practice Suggestion Forum. Management has acknowledged the priority of a structured crew chief training process lost priority in recent years; stating it has been likely to the rapid growth experienced by the company in the last 5 years and with this comes a need to recruit employees bring them to novice status in order to staff new bases. This has caused an oversight in strengthening crew chief training which brings employees to that of expert level in the field. Management has also acknowledged that current process that was put into place approximately 6 years ago; which brings a CM2 to crew chief status via a CM2 completing 75 patient transports and obtaining a national  certification has fallen short of hopes and expectations for this modality of crew chief training. All management are in agreement a more structured training program is needed. All would agree that the skills learned through a structured crew chief training program bring medical flight crew members from a novice to an expert level which translates to superior patient care, superior customer service, which lead to strengthening of the company as a whole. Physical Aspects of the Site The crew chief training takes skills learned by flight crew members during their CM2 training program and adds depth, strengthens critical thinking and problem solving processes and brings a CM2 at novice level up to crew chief which is considered expert level. This training will take place while the crew member is on shift. Training will occur via reading material, videos, discussion with preceptor, clinical manager and base manager, scenarios through case studies and live demonstration during patient transport. The CM2 will be required to complete a written test and sit on a QAB at the end of the crew chief training Process. All required training materials and equipment will be available at each of the 16 bases in the company. Base managers and clinical managers will work with the preceptors to assure all materials and equipment will be kept at each base, kept current with what is being used in live environment and kept in working order. Social Aspects of the Site In the performance setting, medical crew members work in teams. The teams always consist of two nurses, or one nurse and one paramedic. The third team member is the pilot; who are not involved directly in the patient care. Medical crew member’s work in team’s independent of direct supervision of a supervisor. Supervisors such as clinical managers, base managers and a medical director are always available by phone 24 hours a day 7 days a week as needed by the medical crews. The skills obtained in the Crew Chief training will not be being utilized by the medical crews for the first time. Many of these skills learned will have already been used by the crew members in the crew chief training; as much of the training had already been presented to some degree during the CM2 training. It is possible that some patient care skills learned by CM2 and again as crew chiefs will have only  been completed on mannequins in simulations and not on live patients until that patient condition presents itself. These skills are referred to as â€Å"infrequently used skills† and are practiced routinely by all medical crew members in the company. Those receiving initial first time skills and knowledge in their role are the crew member 1 (CM1) team members who are gaining the on-the-job training needed to achieve CM2 status. In these instances; a CM1 is always assigned into a work partnership with another crew member who is at least at the CM2 status. Relevance of Skills to Workplace All skills learned in the training will relate directly to all skills utilized in the actual workplace. There are not current perceived physical, social or motivational constraints. Crew members are highly motivated to have structured crew chief training due to the relationship between skills learned and skills used in work environment. High motivation also exists due to the desired status achievement of crew chief and due to the increased monetary stipend received. References Fleming, N.D. and Mills, C. (1992), Not Another Inventory, Rather a Catalyst for Reflection, To Improve the Academy, Vol. 11, 1992., page 137. Flight Nurse Training. (n.d.). Flight Nurse Training. Retrieved May 8, 2014, from http://www.flightnursetraining.com Suggested Considerations Regarding Accommodations. (1999, January 1). Suggested Considerations Regarding Accommodations. Retrieved May 8, 2014, from http://kairos.technorhetoric.net/7.1/coverweb/grover_hendricks/accommodations.htm Wikipedia, the free encyclopedia. (n.d.). . Retrieved May 8, 2014, from http://en.wikipedia.org/wiki/Main_Page Workplace Training and Education: Adult Learning Styles. (2013, January 1). Workplace Training and Education: Adult Learning Styles. Retrieved May 8, 2014, from http://tribehr.com/blog/workplace-training-and-education-adult-learning-styles/

Debate on Guns on School Campus

Debate on Guns on School Campus To carry or not to carry: aiming at safety on campus On March 10, 2017 when I was in my English class, my phone vibrated as messages from the school warned student to stay away from an evacuated area on the campus. The evacuation was then lifted after a suspicious item was found and determined to be safe. This was the first time I had encountered such security activities which raised my awareness of firearms on campus. In the wake of several campus shootings, the heated controversy surrounding the permit of guns on campus has circulated the nation for years. Even though people should have rights to protect themselves, it is not enough reason to allow guns within learning institutions, therefore, I believe guns should be banned on campus. First, presence of guns on campus will have negative impacts on the dynamics of learning environment. College campuses are the living and learning community of students and staff from different backgrounds, where freedom and openness in academic debate and intellectual exchange are encouraged. If guns are allowed in campus, the entire campus community will be in fear of their life, wondering if other fellow students or staff are carrying any guns and can pull them out if a dispute arises. Lecturers could fear that the students with poor grades may threaten them for better grades. An example is the notorious campus shooting at the University of Arizona in 2002: a failing nursing student shot three professors to death due to his anger and depression (Holguin). Campus will become emotionally threatening and crime-oriented environment. Dangerous weapons should never be carried around, even in concealed form, in such open learning environment. Another argument for why guns should be banned on campus is young adults brains does not fully mature despite their physically mature appearance. Darby Dickerson, former dean of Texas Tech University School of Law, is an expert in higher education law and policy and is an elected member of the American Law Institute. She states that researchers have discovered that human brain change significantly during adolescences, and are not fully developed until about 24, with regard to thinking ability and judgment. Also, high-risk alcohol and other drug use among student population have long-term negative effects on brain development, which leads to poor decision making. According to the National Survey on Drug Use and Health (2015), 58 percent of full-time college students ages 18 to 22 drank alcohol in the past month compared with 48.2 percent of other persons of the same age. Researchers also estimated that each year, 1825 college students between the ages of 18 and 24 die from alcohol-rel ated unintentional injuries; 696000 students between the ages of 18 and 24 are assaulted by another student who has been drinking (NIAAA). Therefore, granting college students access to guns will pose increased risks of incidents of self-injury, accidental shootings and even murders. Furthermore, multiple individuals with firearms will negatively affect law enforcement officers response during emergency situations. It will lead to confusion over identifying attackers among many people who are carrying guns which they claim to protect themselves. Also, without training, armed individuals may harm innocents in an attempt to halt a bloodshed. ÂÂ  Advocates for guns permit on campus claim that licensing of guns will increase their safety. They believe one should carry a gun in self-defense. Especially when newspapers splash headlines of campus shootings across the country, giving an impression that American college campuses are not safe, in response, there is an increasing urge for self-protection. Supporters for concealed carry on campus argue that armed students and staff will deter any aggressive acts toward the school, rather than becoming victims of violence. They claim that it will reduce crime. In contrast, the International Association of Campus Law Enforcement Administrators, Inc., (IACLEA), in its position statement, points out that: There is no credible statistical evidence demonstrating that laws allowing the carrying of concealed firearms reduce crime. In fact, the evidence suggests that permissive concealed carry laws generally will increase crime. Ian Ayres John J. Donohue III, Shooting Down the More Guns, Less Crime Hypothesis, 55 Stan. L. Rev. 1193, 1285, 1296 (Apr. 2003); and Ian Ayres John J. Donohue III, The Latest Misfires in Support of the More Guns, Less Crime Hypothesis, 55 Stan. L. Rev. 1371, 1397 (Apr. 2003). The organization also insists that use of a gun in self-defense appears to be a rare occurrence. As explained, there is not enough evidence to prove that campus carry would reduce crime rate or guns would be used in self-defense solely. Another argument gun right activists make to call for guns on campus is to protect women from sexual assaults. They argue perpetrators would less likely to attack women if they knew women around them might also be armed. Also, victims could have a chance to shoot attackers, assuming they would be able to use it effectively to protect themselves. However, reliable social science research indicates that based on the way victims typically react to these experiences, solving campus sexual assaults by arming women with firearms will not work. Studies show that 89 percent of campus sexual assaults involve drugs and/or alcohol (Krebs, Lindquist and Warner) and 90 percent of college sexual assaults are committed by someone the victim knows (Sampson 6). In such situations, victims would likely have a difficult time pulling out the gun to someone they associate with or when they are in frozen state due to drugs, alcohol or tonic immobility. Even after looking at all the evidence there are still people who believe that firearms should be allowed on campus. Their argument could be valid if we consider the broader legal rights to carry guns if one has gone through mental health screenings, had extensive trainings and passed all the tests before obtaining the license. It would be ideal if every gun license holder had gone through many difficult exams to determine if he/ she is qualified to use guns. However, it is easier than before to obtain a license in many states these days, raising the question if those license holders are well-trained and mentally stable or not. Allowing everyone to carry a gun cannot solve the crimes; indeed, it may have the potential to dramatically increase violence on college campuses. Campus security must be left to well-trained professionals. They have proficient techniques to defend campuses against violent attacks without harming innocent students. Instead of granting permission to carry guns on campus, preventive and preparative measurers should be taken and well developed to improve school safety. References Dickerson, Darby. White Paper-Guns on Campus. 17 February 2011. The National Behavioral Intervention Team Association (NaBITA) Web site. White Paper. 19 March 2017. . Holguin, Jaime. Eerie Letter From University Killer. 31 October 2002. Web. 19 March 2017. IACLEA. IACLEA Position Statement: Concealed Carrying of Firearms Proposals on College Campuses . 12 Agust 2008. 24 March 2017. . Krebs, C. P., et al. College womens experiences with physically forced, alcohol- or other drug-enabled, and drug-facilitated sexual assault before and since entering college. Journal of American College Health (2009): 639-649. Print. NIAAA. Alcohol Facts and Statistics. December 2015. 22 March 2017. . SAMHSA. 2015 National Survey on Drug Use and Health (NSDUH). Table 6.84B-Tobacco Product and Alcohol Use in Past Month among Persons Aged 18 to 22, by College Enrollment Status: Percentages, 2014 and 2015. 2015. SAMHSA Website. 22 March 2017. . Sampson, Rana. Acquaintance rape of college students. Problem-Oriented Guides for Police. n.d.

Health Literacy in Australia

Health Literacy in Australia Health literacy was defined as â€Å"the degree to which individuals have the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions† (IOM, 2004, p. 32).Inotherwords, it is the person’s ability obtain and understand healthcare information and make decisions based on those information whilst following those instructions during the treatment process. Health literacy can contextual where demands are made as well as skill which is brought upon by the participating parties according to the situation ((Rudd, Moeykens, Colton, 1999). According to the statistics almost 50 percent of the patient admitted that they are not familiar to basic information about healthcare. A successful treatment can be linked to be directly proportional to the health literacy and low level of this may lead to an unsuccessful treatment or the patient being wrongly diagnosed. As health literacy is directly related peoples health, those who have low level of health literacy are known to have poor health status than those having high level end experience a better life style regards to their overall health conditions. A good level of health literacy may allow people to make decisions that will allow them to make life changing decisions about their health Every day, people confront situations that involve life-changing decisions about their health. When people can obtain, communicate, process, and understand health information and services they are able to make decisions about health care. So, health literacy is more than just reading and having numeracy skills, but also includes elements such as cultural differences in society and health care provisions. â€Å"Limited health literacy occurs when those involved are not able to get and use the information and services. Lack of clear information and its importance, people get into situation that may not be ideally desirable. Moreover, people with low level of hea lth literacy are known to have a significant disadvantage to understand and execute medical treatments and prevent health care effectively which translates to their health. They have less or limited understanding about the medications, medical conditions and how to self-care. Health literacy level can be related to demography, economy and the way we communicate. It can be roughly categorized in terms of age, ethnicity, age and language. Among these categories people who have English as the second language seems to be the most affected with the low level of health literacy. As, we know that people responses to illness behaviors are culturally determined ( Smylie, Williams, Cooper, 2006).In Australia there exists a large number of migrant population and a large part of that comes from non-English speaking countries or who have English as a second language. These are further exaggerated their cultural barriers and economic challenges for accessing the services As it is rare to a obtain and access information about primary health care other than English which sometimes may be a cause of major concern as migrant people may not have the satisfactory level English to know the effects and methods required for the desired final results. Migrant people are found t o be affected by the health inequalities which are determined by the social determinants such where they were born, brought up, work and their age which are shaped through economy and resources. In Australia, people from various countries have migrated in search of their dreams and as they start journey most of them have a humble begging’s and the problem of health literacy arises for those who come as Asian countries and refugees as their origin being a non –English speaking and for most of them have not known at all but when they begin their life in Australia it is a different story as they have to come up with terms to know the language and access information in the language they have never known or access with makes their starting a very very hard. Migrant people come to Australia with limited English speaking abilities which can be a serious issue. A good health care needs patients and medical professionals to discuss the problem and how to address those issues. Studies have shown that communication is the major factor in creating misunderstanding in patient health conditions as well as being wrongly diagnosed which may cause a major problem towards the final outcome on the overall patient health. Another issue regarding the health literacy and is the delaying in seeking health care for themselves and their children. They have admitted that language as the major barrier in health care as they find difficult to explain the problem and understand the complex and sensitive health issues. As we now have established that the problems in health care is due to the failure to access, process and understand information about their health and the process. These problems are more significant in migrant peoples and people with low income which develops a level of inequality. Now, it is up to the clinicians to try to narrow this inequality and increase the overall health of these people whilst increasing their health literacy. Medical professionals need to innovative approaches in order to improve health literacy. They may opt to use evidence based strategies which address health literacy that may include interventions which is simplifying and improving information, using video or other targeted approaches to patient education, and improving patient–provider communication. They may adopt a user centered approach, use a universal precautions approach or targeting and tailoring communications as well as apply organizational changes. In a user centered approach health prof essionals may need to involver members of the target group in the design and testing process. They can also use proven designs that worked in the past. Using a universal precaution approach starts with a clear communication and should be the bottom line of every health information exchanges. As we know that medical professionals have a magic stick which can determine what is going on with a particular person simply just by looking so they need to use precautions which is true in the case of health literacy. For this very reason, health workers advocate in using a universal precautions approach to health communication as they, a high number of patients will have difficulty understanding health information. Parker and Kreps note that even though everyone will not be at the same health literacy level, it is always best to use the clearest language possible. Adopting universal precautions, health professionals must use clear communication with everyone, regardless of their perceived hea lth literacy skills. Having targeted and tailored approaches to communication clinician’s display would allow them with self-management and health related outcomes with patients having limited literacy. Targeted approaches are adapted when we need to meet the needs of specific groups such as people with limited literacy skills. Tailored programs and communication are based on individual and unique requirements. As the health literacy among the people improves their expectations also increases so hospitals need to assess their weaknesses and strengths to improve the quality of health care. Ref: Institute of Medicine (2009).Toward health equity and patient-centeredness: Integrating health literacy, disparities reduction, and quality improvement workshop summary.Washington, DC: The National Academies Press. Rudd, R., Moeykens, B. Colton, TC. (1999) Health and literacy: A review of medical and public health literature. In J. Comings, B. Garners, C. Smith, eds. Annual Review of Adult Learning and Literacy, Volume I. New York, NY: Jossey-Bass. Rudd, R . E., Anderson, J . E., Oppenheimer, S., Nath , C. (2007). Health literacy: An update of public health and medical literature. In J. P. Comi ngs, B. Garner, C. Smith. (E ds.),Review of adult learning and literacy(vol . 7) (pp 175–204). Mahwa h, NJ: Lawrence Erlbaum Associates. Health Literacy: Information for Clinicians at University of  Washington Medical Center: http://depts.washington.edu/pfes/HealthLiteracy/HealthLiteracyUW.htm Smylie, J., Williams, L., Cooper, N. (2006). Culture-based  literacy and Aboriginal health. Canadian journal of public  health, 97, S21-S25.

The Future Of The Race :: essays research papers

The title of Gates and West's book evokes nineteenth and early twentieth-century works: Martin Delayn's Past, Present and Future of the Negro Race (1854), William Hannibal Thomas's The American Negro:What He Was, What He Is, and What He May Become (1901)…….. Within all these titles lie two assumptions no longer so openly embraced: that it is possible to speak of African-Americans in the singular—as what used to be called 'the Negro'; and now most often appears as 'the black community';—and that the authors in question possess authority to speak for the whole African American race. Gates and West, two of our leading black intellectuals, cast themselves as the grandchildren of what Du Bois called the Talented Tenth. Perhaps, with the Du Boisian Vandyke beards and the DuBoisian three-piece suits, the grandsons of Du Bois himself. Certainly they are taking upon themselves the Talented Tenth's early twentieth century responsibility to lead the race. Who is the Talented Tenth? This time-bound phrase comes from Du Bois's 1903 essay, 'The Negro Problem,'; quoted in the Appendix of The Future of the Race, and begin: 'The Negro race, like all races, is going to be saved by its exceptional men.'; These exceptional men, and Du Bois did mean men, would "guide the Mass away from the contamination and death of the Worst.'; The Talented Tenth would shoulder the task of uplifting the race without succumbing to money-grubbing selfishness; their formal education signified their intelligence and enlightened character. In 1903, the Talented Tenth was broadminded and big-hearted by definition. The passage of forty-five years diminished Du Bois's assurance. By 1948 he had revised his appraisal, and that revision also appears in the Appendix. He confessed error of his assumption that altruism flowed automatically from higher education. The Best Men had not become the best men. He lamented that the Talented Tenth had mostly produced self-indulgent egotists who turned their training toward personal advancement. Meanwhile, Du Bois had been learning to respect the masses from reading Marx. Nonetheless, he still cherished a hope that a new, self-sacrificing Talented Tenth of internationally minded men—still men—would ally African Americans to the peoples of the Third World and uplift the colored masses universally. Gates and West, who teach at Du Bois's own Harvard University, accept his challenge with all its Victorian mission of uplift. Although they announce their essays as the fruit of long conversations in Cambridge, they do not enter into dialogue.

Plagiarism :: Ethics Writing

Day by day, people become having more greed. We notice that they try to cheat or steal anything to achieve their goals. Nowadays, big companies are specialized only to imitate products, without permissions by the manufacturing companies, such as car spare parts, clothes and shoes. Likewise so many writers commit plagiarism because they merely think about their own good, while they do not think about the consequences. The way of paying the price of this kind of crime depends on the reaction of the original writers or the organizations investigating their laws to protect copyright. First, plagiarizing students must be expelled. Many students are not well aware of the strict law preventing them to use even some statements from other resources without citation or quotation. According to the website Hamptonroads.com, the student Allison Routman, studying in the U.Va. Shipboard program, was accused of plagiarism when she borrowed some phrases from Wikipedia.com to support her outline assignment of the movie â€Å" Europa Europa†. Even though, she claimed that nobody had explained anything relating to plagiarism and said she did not made up as the other students who confessed that they did copying from some sources because she did think she was working well on her homework, the officials and her teacher did not admit her apology. They said this was her fault because she was supposed to read the documents including the honor-code of the university they gave her in the beginning of the summer semester. Finally she was victim of plagiarism nonetheless she did no t intend that. (1) In addition, plagiarizing writers might be sued by courts. Some writers may not only do copying the whole structure, but also lead to bad reputation by falsifying the real purpose of the original writing from serious to nonsense. According to the Telegraph.co.uk, the former English teacher Dan Brown, 39 years old, plagiarized the architecture of two books, The Holy Blood and The Holy Grail of the writers Baigent, Leigh and Lincoln, converting their serious ideas, which discuss the hypothesis of Jesus’ marriage with Magdalene and their distinct, to comedian story describing a professor at Harvard tried among conspiracy to stop Jesus to marry Magdalene. They did a long research for six years to write these books and to sell two million copies, and finally after twenty years Dan Brown ripped them off and sold much more copies. These authors except Lincoln insisted to claim to the court because they are convinced that there is no way to hush up.

Criminology Essay Essay

Within the past decade, a new school of criminology has come into being. I use the term â€Å"school† here in its somewhat figurative sense, to refer to a group of people held together by certain shared beliefs, teachings, and opinions; that is, I use it in the same sense as it was used of the Italian â€Å"positivist†school of criminology of a century ago. Within its brief life, this new school has been referred to in a variety of ways. It has been said to propound a â€Å"new† criminology; a â€Å"radical† criminology; and a â€Å"critical† criminology. For a variety of reasons, however, none of these terms seems to me to be particularly satisfactory. For one thing, there is nothing very new about the ideas which this school espouses; nor do they have a monopoly on radical or critical views-always assuming, of course, that the terms â€Å"radical† and â€Å"critical† have any meaning left at all, in political and social discourse. For another thing, claims to novelty, in criminology as elsewhere, are bound by nature to be pretty transient things: somebody, someday, is going to come along with a newer criminology, a still newer criminology, a newest criminology, and so on.’ But the basic objection to all three terms is that they do little to clarify the character of the criminological views of the school in question: for the most part, the members of that school are (or at least claim to be) marxists. The term â€Å"marxist†is itself not free from ambiguity, of course. Among those who are called (or call themselves) by that name, there are many theoretical and doctrinal differences: there are also crypto-marxists, neo-marxists, and (for all I know) quasimarxists, as well as Maoists, Leninists, Trotskyites, Stalinists and so on. All too often, there is only the most tenuous relation between the views of these groups and the political and social theories of Marx himself; and as is well known those theories them1 This has already happened. Professor James Q. Wilson, in his introduction to Thomas Reppetto’s (1974) book Residential Crime writes that â€Å"there is slowly arising a ‘new criminology’ to supplant traditional criminology.† Wilson tells us that this new criminology â€Å"considers crime from the point of view of the victim, treats particularkinds of offenses (e.g. residential burglaries,stranger-to-stranger assaults), and considers explicitly the effectiveness of alternative preventive strategies.† He adds that Reppetto’s book â€Å"is a good example of the new criminology.† In fact, about all that Reppetto’s book shares with Taylor, Walton, and Young’s book The New Criminology is that both books are printed on paper. This content downloaded from 149.171.67.164 on Tue, 23 Apr 2013 06:31:19 AM All use subject to JSTOR Terms and Conditions A Critique Marxist of Criminology selves underwent several changes during and after Marx’s life. Nonetheless, it seems appropriateto refer to the school of criminology discussed in this paper as marxist-or as marxisant,to use Douglas Hay’s felicitous term (Hay 1975a, p. 61). Several of the leading members of this school now call themselves marxists, though they did not all do so originally; and many of the main theories and concepts which they employ in their attempts to explain crime and societal reaction to crime are undoubtedly ones which are commonly imputed to Marx. (In particular,they place great emphasis on the social relations of production, and employ a concept of â€Å"class†based on those relations.) But given the considerable doubt which still surroundsat least some of the writings of Marx and Engels (see, e.g., Hirst 1975; Singer 1979), and some reservations (to be discussed further below) about the relations between those writings and the criminological writings with which I shall be concerned, it seems best not to assume a priori that those relations are necessarily very close; hence I shall write the word â€Å"marxist† with a small vm throughout, except where reference is to Marx himself. It is also important to note that I am not here concerned to question the cogency, coherence, or correctness of marxist social theories in general.2 Though undoubtedly important, such a task is far beyond the scope of this paper. My concern is rather with the application of those theories to criminological problems, including problems about the origins, nature, and enforcement of the criminal law. The school of criminology whose works I shall review may be marxist;but it is also a school of criminology, though not all of those whom I shall discuss describe themselves professionally as criminologists. Why are certain acts defined as criminal? Why nonetheless do certain people commit those acts? What is done to those people, and why? It is with questions of that kind that we (and the marxist school of criminology) are concerned. 2 Or in particular, e.g., the â€Å"theory of surplus value,† according to which capitalistsexploit labor by extracting surplus value from their work in the form of profits-a theory first expounded by Marx in 1865 (Marx and Engels 1968). I cannot see any conditions under which this â€Å"theory† might turn out to be false; in any case, it appears to entail little by way of predictions about crime. This content downloaded from 149.171.67.164 on Tue, 23 Apr 2013 06:31:19 AM All use subject to JSTOR Terms and Conditions The purpose of this essay, then, is to analyze the criminological theories and claims of a group of writers, most of whom are marxistsor approach the study of crime from a marxist perspective. I begin by describing the intellectual origins of the new marxist school. I describe the central tenets which most members of this group appearto hold. I then describe some empiricalwork done by these criminologists, and related work done by historians, sociologists and other scholars, which has many affinities with marxist criminology. I offer a brief critique of some of the views of this school, and conclude with a provisional assessmentof the impact which marxist criminology has had to date. A caveat is in order at the outset. I think it is illuminating to compare the contemporary marxist school of criminology with the Scuola Positiva which revolutionized criminology a century ago. But the analogy may be unfair and misleadingif it is pressed too far. Contemporary marxist criminologists do not refer to themselves as a â€Å"school,† so far as I know; and they are by no means as self-consciously united in opinion as were Lombroso, Ferri, and Garofalo.3 On the contrary, they differ among themselves on a number of points, and they may well regard some of those differences as important. I shall try to document some of this diversity of opinion, even though it is mainly with areas of agreement that I shall be concerned; and wherever possible I shall cite chapter and verse from specific writers for specific views. Those views should not necessarily be imputed to anyone else. I. Origins of the Marxist School of Criminology In order fully to appreciate a body of social or philosophical theory, it is often helpful to begin by considering its intellectual history and the circumstances in which it arose. This is clearly so in the case of recent marxist criminology. Thus, if one were to choose a single book by which to date the birth of the contemporary marxist school, that book would undoubtedly be The New Criminology, by Ian Taylor, Paul Walton, and Jock Young, 3 There were, of course, important differences of opinion between Lombroso, Ferri, and Garofalo. For a discussionsee Mannheim (1960), especially pp. 23-29. This content downloaded from 149.171.67.164 on Tue, 23 Apr 2013 06:31:19 AM All use subject to JSTOR Terms and Conditions

History 201: World History 1400-1900 Essay

This course is concerned with the history of Modern Europe from the beginning of the eighteenth century to the present. However, it will not be a survey of all the â€Å"important† events and personalities of the period. The central theme will be revolution. This term refers to momentous events such as the French Revolution, the Russian Revolution and World War I. We are also interested in revolutionary changes in thought such as occurred during the Enlightenment and earth shaking social and/or economic developments including the Industrial Revolution and the Pursuit of Empire. Reading List: Available at the Bookstore M. Perry et al, Western Civilization: Ideas, Politics and Society from the 1400s, Boston and New York: Houghton Mifflin Harcourt, 2009 From the Renaissance to the Present; Sources of the Western Tradition, vol. 2, ed. M. Perry, J.R. Peden and T.H. Von Laue, Boston and New York: Houghton Mifflin Company, 5th edition, 2003. Grade Distribution Participation throughout term – 10% Five quizzes during term – 10% Mid-Term Examination February 17 – 25% Term Essay April 7 – 25% Final Examination Scheduled by Registrar – 30% The exams and the term essay must be completed in order to receive a passing grade for this course. Assignments will be assessed letter grades. Please see the table in the Undergraduate Calendar (http://www.ucalgary.ca/pubs/calendar/current/f-2.html). Participation Much of approximately every third class will be devoted to group discussion. Our aim is to augment our ability to apply critical thinking to historical problems. Each discussion will relate to topics examined in class and/or readings on blackboard. Written accounts of group sessions will be handed in and assessed by the instructor to determine your participation grade, but they will not be returned. Please ensure that your name is recorded on all group submissions. Quizzes Five multiple-choice quizzes will be taken on five separate days. Four will be used to determine your overall quiz mark. You will not find these difficult if you attend class regularly and keep up with your readings. We will go over the correct answers in class. The quizzes will not be returned. Mid-Term and Final Examinations The mid-term and final examinations will cover the material from the course lectures, discussions and readings. They will not be multiple choice. Term Essay The term essay is to be approximately 1500 words in length (6 double-spaced pages). It will be based on four extracts totaling 8 – 10 pages in From the Renaissance to the Present; Sources of the Western Tradition. The extracts may come from the same chapter or from throughout the volume but should have similar themes so that you can evaluate them together. You should use (and reference accordingly) at least four academic books and articles to place your documents into historical context. Do not use encyclopedias, internet resources, class lectures, textbooks, or non-academic sources. The essay must conform to The History Student’s Handbook (available on blackboard). The pre-writing process (Part I) will involve the development of a strong central thesis statement. The writing (Part II) will require an introduction, argument, body of evidence, and conclusion. Writing style, submission format, and citations should follow Part IVof the Handbook. Use footnotes or endnotes as your method of citation (do not use parenthetical referencing). Classroom Conduct You are expected to attend all scheduled classes. Please refrain from distracting activities such as reading newspapers, opening food packages, chatting with friends, checking email, and using the internet or electronic devices during class. In order to protect the privacy of others, students may not record in any format (for example, digital photographs, voice and/or video recording from any device, including cell phones) any activity that occurs within the classroom. Permission to record lectures will only be given to students who have documented disabilities.