ACT What To Do

Are You Smart But Scoring Low on the SAT/ACT What To Do SAT / ACT Prep Online Guides and Tips Are you a high achieving student who’s used to getting good grades in school?Were you expecting a similarly high standardized test score and were disappointed whenyou got your scores back? I have two pieces of good news: 1. You are not alone; this problem is a lot more common than you probably think. 2. There are ways to improve your test taking skills and raise your score.This guide will go over the most common reasons smart students get low scores on standardized tests and give step-by-step guidelines for solving the problem. Why Do Smart People Not Always Score Well on Standardized Tests? Getting good grades in schooldoes not automatically translate to doing well on standardized exams because these exams are often quite different from tests you take in school.Unlike most school exams, standardized tests: Cover multiple subjects. Unlike just studying for a math test in high school, standardized tests cover math, literature, writing, and science all in one test. This means that you have to study a much wider variety of subjects than you would for a typical school exam, which can be challengingand time-consuming. Are divided into strictly timed sections. This makes standardized tests more difficult because you need to work through the questions faster and often don't have as much time to check your work. Often include misleading questions and answer choices. Most tests you take in school are fairly straight-forward, but standardized tests often include trick questions or answers, which means that even if you know the material, you can still get fooled and end up choosing the wrong answer. There is also typically a lot more pressure to do well on a standardized exam than there is to do well on any single test you take in school because ACT and SAT scores are an important part of college applications. There is no one reason why smart students sometimes get low scores on standardized tests.Below are five scenarios that cover nearly all the reasons top students may not be getting the scores they want on the ACT or SAT.For each scenario, the underlying problem is explained, and steps are provided to help solve the problem and avoid it in the future. Scenario 1: Studying the Wrong Way This May Be You If: You prepared for the exam, had enough time to answer all the questions, and didn’t feel overly anxious, but still got a lower score than expected. It’s possible, and even fairly common, for you to put in a significant amount of time studying for a standardized test and still not get the score you want. If this is the case for you, and you’ve ruled out the other scenarios as possibilities, then you may need to change the way to study for the test.Even if you are a star math student at school, that doesn't automatically translate to getting a high score on the math section of a standardized test because standardized tests are longer, cover more material, and can ask questions in ways that seem confusing or misleading.This means that your methods of studying for your classes at school may not get you the score you want on a standardized test. How to Solve: If you're studying for a standardized test the same way you study for a test at school and it isn't getting you the results you want, then you need to change your study methods. Unlike school exams, for standardized tests you need to know not onlywhat topics they'll test you on, buthowthey'll test you on those subjects, which means you need to become familiar with standardized test questions and how they are worded. The best way to do this is to answera lot of practice questionsand get used to the way questions are asked. Take officialSAT practice testsor ACT practice tests to have the highest quality and most realistic practice questions. You should also review each of the questions you answered incorrectly or guessed on and learn what mistake you made. Reviewing your answers also lets you see which subjects you need to spend the most time studying so you can get high scores across the test. Check out our guide on the best way to review missed questions on the SAT or ACT.We also have a wealth of resources that cover all aspects of SAT preparation and ACT study tips. If you've been studying on your own and not getting the results you want, you may also want to consider hiring a tutor or using an online resource such as PrepScholar. A tutor may be able to help if you're having difficulty studying on your own. (Tulane Public Relations/Flickr) Scenario 2: Didn’t Study Enough/Overconfident This May Be You If: You took the test without any or a lot of preparation because you didn’t think you needed to practice. You may be used to acing tests and papers in school without ever needing to study beforehand.This attitude is common among high-achieving students, and many expect to do just as well when they take a standardized test. However, standardized tests are a special breed of exam andfor students who don’t have a lot of practice with them, they may not be used to the types of questions being asked.Test makers also make some questions and answer choices deliberately tricky and misleading, and if you aren’t used to that style of exam, you may be falling for their tricks and selecting the wrong answer choices. How to Solve: Practice! Set up a study schedule for yourself so you're better prepared for the next time you take the test.To get you started, check out our guides onhow long you should study for the SATandhow long you should study for the ACT. You should also take3-4practice tests to get used to the types of questions these tests ask and how they ask them. For every question you answered incorrectly, look it over to see what you did wrong and how you canavoid making the same mistake in the future. Scenario 3: Over-Thinking the Questions This May Be You If: You spend a lot of time going back-and-forth between answer choices and struggle to pick the correct option. There are specific answer options on these tests designed to look almost like the right answer, and you may think they could be the right answer if you argue their case enough.In school, you may be able to support your answer with a strong enough argument to get it accepted by the teacher, but this doesn’t work with standardized tests.For these tests, test makers are only interested in the rightanswer, not an almost-right answer. This problem is particularly common on inference questions for ACT and SAT reading sections. In class, you may be able to infer something from other things you’ve readoryour own life experiences, but on a standardized test, every correct reading answer will be supported by the text, even inference questions. This confusion can also happen on other test questions, such as second-guessing yourself on sentence completions, making easy math questions more difficult than they need to be, or assuming there must be an error on every writing question. How to Solve: Remember that each question on a standardized test has only one correct answer, and every other option is unambiguously wrong. For reading questions, evenif you feel that a certain answer choice is better, if you don’t see any evidence inthe text supporting it, then it isn’t the correct answer. You should be able to point to a line or passage in the text to support every answer you choose. For all test questions, ifan answer choice is even the slightest bit incorrect, then it is not the correct answer. Move on to other answer choices and don’t let yourself waste time by trying to convince yourself that it’s correct.Read our guides specifically on inference questions for reading sections of the ACT and SAT. We also discuss how to choose correct answersfor other SAT questions and ACT questions. Don't overthink standardized test questions. Scenario 4: Anxious Test-Taker This May Be You If: You felt confident and prepared before the test, but once you start taking the exam, you get nervous and second-guess yourself. Sometimes you know all the information and tricks, but when it’s test time, you psych yourself out and let your nerves get the better of you.It’s easy to put a lot of pressure on yourself when you take a standardized test becauseit can be very important for your future. Overachieving students can be particularly susceptible to this problem because they feel like they have to get a top score in order to get into the best colleges.Feeling stressed or anxious while taking the test can cause you to make silly mistakes and forget information and strategies you’ve learned. How to Solve: The best way to combat this problem is to take a lot of practice testsandmake the conditions as real to the actual test as possible. We have guidesto help you take practiceSATs and ACTs under the most realistic test conditions. The more familiar something is, the less anxiety it will cause.If you are not yet a senior and feel that you may have a problem with test anxiety, consider taking the PSAT or ACT Aspire. Both of these tests are very similar to the SAT and ACT, respectively, and they will give you a low-risk way to become more familiar with standardized tests. Also remind yourself that your standardized test score is only onepart of your college application, and you are free to take a standardized test more than once.Check out our guide tomanaging SAT anxiety (you can use these same skills for the ACT). Scenario 5: Poor Time Management This May Be You If: You know how to answer the questions, but repeatedly run out of time on exam sections. I struggled with thisproblem for a long time. To prepare for the SAT, I had studied, knew the types of questions I’d be asked, and was ready for their tricks, but I was constantly running out of time.Standardized tests usually cram a lot of questions into a short amount of time, and manystudents have trouble answering all the questions before time runs out. This can be especially difficult if, like me, you’re somewhat of a perfectionist and like to make sure of each answer and double-check everything.I was used to having enough time to finish exams at school, and the time crunch on standardized tests threw me for awhile. How to Solve: The best way to solve this problem is to take a lot of timed practice tests. You’ll get more used to the types of questions that are asked, which means you’ll be able to answer them more quickly. When you take practice tests, make sure you give yourself exactly the same amount of time you’d have for each section on the real test, so that you know how much you need to work on your time management. You should also stop yourself from spendinga lot of time trying to solvea singletest question. Our general rule is that if you’ve spent more than 30 seconds on a question and still have no idea how to solve it, skip it and move on. You can always come back to it if you have more time at the end. We also have more in-depth guides that cover how to stop running out of time on SAT reading and SAT math, as well as for ACT Reading and ACT Math. Keep track of your time while taking a standardized exam. Which Scenario Applies to You? Now that you know the different reasons whysmart students don't always score well on standardized tests, you can determine which scenarios apply to you and start toovercome them. In order to determine which of the scenarios you fit, first findyour standardized test resultsand look over each of your incorrect answers.For each question you answered incorrectly, ask yourself why you got it wrong,and look at the options below todecidewhich scenario best matches your reason for answering incorrectly. On a sheet of paper, make a column for each of the five scenarios, and marka tally under the corresponding column each time a certain scenario explains why you got a question wrong. In some cases, more than one scenario could be the cause. Scenario 1:You wereconfused by the question's wording, even though you knew the material the question was asking about. Scenario 2: You weren't familiar with the subject the question was asking about. Scenario 3: You struggled to choose between 2 or more answer choices because you couldn't decide which was the right answer. Scenario 4: You knew how to solve the problem but answered incorrectly because you were stressed or anxious. Scenario 5: You didn'thave enough time to answer the question but would have gotten it right if you'd had more time. After you have done this for each incorrect answer, look to see which scenarios had the most tally marks.Review those scenariosand their "How to Solve" sections to learn how to avoid making those same errors in the future. You are now on your way to raising your standardized test scores! What's Next? Are you wondering what a good score for the SAT or a good score for the ACT is? Check out our guides to see how your scores measure up. Are you aiming for a perfect standardized test score?We have guides on how to get a perfect SAT score and perfect ACT score, both written by a perfect scorer. Want to improve your SAT score by 160 points or your ACT score by 4 points? Check out our best-in-class online SAT and ACT prep classes. We guarantee your money back if you don't improve your SAT score by 160+ points or your ACT score by 4+ points. Our classes are entirely online, and they're taught by experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Free Essays on Embracing Defeat

Dower, John W. Embracing Defeat: Japan in the Wake of World War II. New York : W.W. Norton and Company, 1999. As with most accounts of post-war occupations, history is written though the eyes of the victor. The same can be said for previous accounts of the American occupation of Japan. The Japanese occupation differed from German occupation in that the United States did not have sole control in Germany as they did in Japan. The racial issue also plays an important role in the recorded history of the occupation. The United States looked upon the Japanese, in the same respect as they did any other occupants of the Asian continent as â€Å"little brown brothers† unable to restore their homeland. In his book, Embracing Defeat: Japan in the Wake of World War II, John Dower attempts to tell the story from the other side of the fence. He depicts the Japanese characters in the tale and their struggles and willingness to move on, not just the popular American players who are usually portrayed as gods, handing out democracy from above. Through the use of cartoons, photographs, diary entries, a nd other pieces of everyday life as well as highly demonstrative language, John Dower attempts to recreate the social and cultural history of Japan during the American Occupation. This makes for a better overall understanding of the era, as he works from the inside; thoughts, motives, and emotions, to the outside; people, places, and events, through the eyes of the Japanese people. Dower has tried to convey from within some sense of the Japanese experience of defeat by focusing on â€Å"social and cultural developments as well as on popular consciousness.† (25). Dower writes, "To put it a little differently, I have tried to capture a sense of what it meant to start over in a ruined world by recovering the voices of people at all levels of society."(25). The result is a highly informative collection of songs, signboards, rhymes, movie plots, comi... Free Essays on Embracing Defeat Free Essays on Embracing Defeat Dower, John W. Embracing Defeat: Japan in the Wake of World War II. New York : W.W. Norton and Company, 1999. As with most accounts of post-war occupations, history is written though the eyes of the victor. The same can be said for previous accounts of the American occupation of Japan. The Japanese occupation differed from German occupation in that the United States did not have sole control in Germany as they did in Japan. The racial issue also plays an important role in the recorded history of the occupation. The United States looked upon the Japanese, in the same respect as they did any other occupants of the Asian continent as â€Å"little brown brothers† unable to restore their homeland. In his book, Embracing Defeat: Japan in the Wake of World War II, John Dower attempts to tell the story from the other side of the fence. He depicts the Japanese characters in the tale and their struggles and willingness to move on, not just the popular American players who are usually portrayed as gods, handing out democracy from above. Through the use of cartoons, photographs, diary entries, a nd other pieces of everyday life as well as highly demonstrative language, John Dower attempts to recreate the social and cultural history of Japan during the American Occupation. This makes for a better overall understanding of the era, as he works from the inside; thoughts, motives, and emotions, to the outside; people, places, and events, through the eyes of the Japanese people. Dower has tried to convey from within some sense of the Japanese experience of defeat by focusing on â€Å"social and cultural developments as well as on popular consciousness.† (25). Dower writes, "To put it a little differently, I have tried to capture a sense of what it meant to start over in a ruined world by recovering the voices of people at all levels of society."(25). The result is a highly informative collection of songs, signboards, rhymes, movie plots, comi...

Age Discrimination in the Workplace Essay Example | Topics and Well Written Essays - 1500 words

Age Discrimination in the Workplace - Essay Example In their article, Butler &Berrett (2012) argue that the American working force is progressively getting older and working for more years and the baby boomer generation is currently defying the age long tradition of working for about 30 years before going into retirement. These individuals are now preferring to continue with working well past their retirement age. According to Butler &Berrett (2012), data presented by the U.S. Census Bureau indicates that there are currently over 142.6 million people in employment and that are aged 40 years and over. These individuals are seen to account for 46% of the U.S. population. In addition to this, the paper highlights the plight that is normally faced by the older generation in the workplace as a result of frequent discrimination and then goes on to propose a practical approach that potentially be used by human resource personnel and educators so as to ensure that all the various employee related decisions are seen to be handled.In their Agei sm in the workplace article that appeared in theSpring 2007 editions of the Generations Journal, Helen Dennis and Kathryn Thomas start off by affirming that ageism is currently seen to be firmly entrenched as part of the main social fabric in American life. They argue that the practice of ageism is widely pervasive as is clearly evident across some of the different sectors such as education, media, healthcare and advertising. Dennis & Thomas (2007) point out that the workplace is in essence a microcosm of society.

Death as a Theme in Dickinson's Poems Essay Example | Topics and Well Written Essays - 750 words

Death as a Theme in Dickinson's Poems - Essay Example In ‘A long-long sleep’ Dickson indicates that there is no revival from death. Unlike sleep where one has the probability of waking up, death has no dawn. There is no movement of the body. One, just like stone, is stiff. Eye lids do not move, and limbs are immobilized. This tells us that death is part of life and when it comes we have to accept it. We should pay our respects and move on. We will have our chance with death, and. (A long-long sleep) (Wegelin 56). Death does not only affect the dead. Those left to bury the dead also have their fair share of sorrow. Emily in her poem, ‘I cannot live without you’, she shows deep grief of a spouse left too soon. The mourner says’ I could not die with you for one must wait to shut the others’ grave down’. This shows that in as much as we would want to die with the dead just to avoid the pain; someone must be left behind to take care of the dead. The poet likens the departed’s remains in t he porcelain to a fragile cup. A cup that can easily be broken and although it is replaceable, the old cup’s place can never be taken by the new one. This shows pain of loss by the widowed spouse. The memories of the dead haunt us and break our hearts. We hold on to things they treasured. Memories are what connect the dead from the living. Only those left behind grief and cry. The dead are at peace. They sleep the centuries away. This is illustrated in ‘Death sets a thing’. ‘Now when I read, I read not, for interrupting tears obliterate the etching too costly for repairs.’(I cannot live without you and Death sets a thing) (Wegelin 87). In ‘Her last summer’ Emily depicts death as highly unpredictable. No one is ever ready for it. In the poem, ‘Her final summer was it, and yet we guessed it not’ shows that they did not see death coming. The lady was industrious going about her life when death struck. The people around her are shocked as her busy life is easily shut down by death. ‘The busy darling lay, so busy was she, Finishing’. This showed that death does not have boundaries. When it strikes, it cannot be avoided. Once dead, one has one more duty, to decompose. (Her final summer) (Dickinson 43). In such death as above, the lesson learnt is that we have to value our lives and that of those we love. This is because when we or they are gone, there is no return. It is a long sleep. Another type of death is also explained. When one gives up a part of their lives such as an item or a hobby they adored, that is death. The rehabilitation from undesirable behaviour is also death. This is the rebirth into a new being, out with the old and in with the new. In her poem, ‘I died for beauty’, Emily shows that people die for what they stand for. In the conversation between two tomb neighbours, one man who died for truth asks the other what they died for. The response is, they died for beaut y. The two, although physically expired exchanged their lives for the things they loved so much, truth and beauty. This is a deep expression of individuality. People are defined by what they hold as sacred in their lives. This can be education, money, politics and in the case of the tomb neighbours, beauty and truth. (I died for beauty) From this poem, the evident lesson is that people have to find their purpose in life. One must be able to know their purpose. Once they know that, they should pursue their dream or purpose because even after death, one will be held accountable for

Analyse an Advert and Prequel to it in Depth Essay Example for Free

Analyse an Advert and Prequel to it in Depth Essay Advertising is one of the worlds foremost businesses. Companies use this media to communicate their ideas, products and messages to the general public. This is one type of advert, which is used to draw people to donate to a cause. It is called an appeal. This appeal is from Help The Aged, a fairly large charity, dedicated to helping the older and less able people. This particular advert is for the SeniorLink pendant, a small telephone pendant that helps people when they get into trouble where they cant reach the phone, because they are immobilised. I will analyse this form of the appeal and elaborate the techniques and tricks used to convince people to part with their money. This form of the appeal is a leaflet. Leaflets can be specially designed to appeal to a particular audience or aspect of society; this leaflet is aimed at anyone who has money. The purpose of it is to convince these people that their product is: reliable; fast acting; state-of-the-art; easy-to-use and most of all, lifesaving. If it succeeds than Help The Aged will get their reward of a donation that, in theory, should then be spent on the pensioners. The advert uses several conventions to convey their tricks and tactics to the target audience. I will elaborate these as I examine the advert. On the first part of the leaflet (The Front) we see Vera alive and well, along with a caption to the picture that, arguably, could be seen as the title to the leaflet. The photograph of Vera depicts her as smiling, cheerful and in good health. From this, empathy is drawn from the audience, giving the advert a good note from which to begin with. It can also be seen as a pointer to what the outcome of the event is, in a similar way to the introduction to Romeo and Juliet. The caption or title of the leaflet is in large, white, bold, capitalised text, which is mapped on a black background. This is to make the text stand out considerably, as there is no bigger contrast than black and white. At the end of the text is an ellipsis. This adds to the beckoning feel of the text that makes the audience want to read on. The second part of the advert or Middle of the leaflet is a transcript of the conversation between Lyn, a SeniorLink operator, and Vera Smith, an old woman in distress. The sheet is in four parts: A quotation, used as a title An introduction to the transcript The telephone conversation, recorded as a transcript And an epilogue to the piece. The quotation to the page is in a similar style to the original caption, in the first part. It shares the same bold, white on black style, however it is not all in capitals. This is because it is a quotation from Vera, presumably from after her ordeal. This is to show again that she recovered and that she owes her life to the SeniorLink pendant. Next is an introduction to the transcript. It starts with an introductory sentence that uses simple adjectives and sentence structure to describe the characters. Next comes the setting of the scene, where Veras predicament takes shape. One sentence is underlined, this sentence: To her horror is highlighted to make it stand out more, as it is shocking and important. The intro ends with another ellipsis, opening the way for the transcript. Just before the transcript is a picture of both Lyn and Vera, depicted as happy, this is showing: how good the receiving staff is and how pleased Vera is to be alive. The transcript itself is 16 lines long, combining playscript style speech and bold typed event explanations. The playscript reads like normal speech, Vera pauses and the text is punctuated appropriately, Please Help me! The language is different for Vera and Lyn, Vera sounds helpless and afraid, while Lyn sounds calm and efficient. At three intervals the scripting cuts into a short explanatory line, distinguished by its bold enhancement. These explain what is happening, like directors notes. We are expected to give the appeal some trust and believe that the conversation really happened. Finally there is an epilogue where, using reassuring text, they bring this ordeal to an end. They finish this section by emphasising that the SeniorLink saves lives. The final part of the advert, the back, is the possibly the most important. It is the advert in full, the appeal or the explanation section. It is nine paragraphs that encompass all of the emotion, drawn from before and add to it, then channel it into giving a donation. The title of the piece is large, bold and eye-catching. It is presumably a joke to suggest that she could, hear voices as some old people develop insanity. Otherwise the comment that she is alive because she could hear voices is a stupid one and not thought out. The first paragraph is an assurance that Vera made a full recovery, thanks to the SeniorLink system. This is to put worried minds at rest. Then in clear bold text it says: But many other elderly people arent so lucky, This shows that next the appeal will give information, possibly facts on old people that didnt make it through their ordeals. Paragraph 2 is apparently a factual one, where they give you shocking statistics on how many people dont survive each week. This is supposed to appeal to your human nature and lull you into wanting to help decrease this statistic. Next comes another single line of text that prepares you for upcoming information. It is underlined and utilises an emphasising adverb, which is describing an adjective, tragic. This is used to change it from being tragic to really tragic, emphasis. The next two paragraphs are two cases, which are utilised to shock you further, and again to appeal to your Human side. The fifth paragraph is in bold text and is designed to be reliving after the heavy emotion carrying paragraphs. It is positive and righteous. It opens with a statement of good, Yet tragedy can be avoided This is showing the gold horizon, while saying that our cause is the most important cause. Then in the second sentence it uses the mysterious inference again: Hearing Voices In the sixth paragraph the appeal itself surfaces and they make their quick request for money, while surrounding it with ideas of stopping unnecessary deaths and the strange voice inference again. The donation request itself is only five words long, out of the whole advert. It is short and enveloped to try to mask their intentions, while making it stand out in your mind. Also in this paragraph two words are underlined to add emphasis on their aims. The next paragraph is a short direct paragraph and adds a little more emphasis on the pendant itself. Paragraph eight is the technical element, it explains exactly what the pendant is, wrapped in technical terms to show that this is cutting edge technology and is really effective. The text ends with a warm climax ands shows one last time that the pendant is an amazing thing. The logo of Help The Aged is a rising sun, symbolising that there is dawning hope and always a light for old people. In conclusion, the advert uses most of the persuasive techniques in the handbook, from simple adjectives and bold text to psychological hints and shocking facts. However I would say that the advert has been worked at: psychologically wise, everything is in the right place, and the things that should stand out do stand out. At every step of the way they have used persuasive writing, showing that: Vera survived because of the pendant, The pendant is efficient and will always work, Pensioners without a pendant die frequently, Preventing the deaths is easy: donate money. On a personal level I wasnt convinced, I saw the IT tricks and psychological hints as insults, and saw right through them. Perhaps Im wrong, and I just am not human enough to see that they really are doing good in the world. But, most people would or should give money as it is fairly well thought through and has pretty shocking facts, if theyre true. I have learned that advertising is a crooked business and has many ways of persuasion. It does take a lot of thought.

Aims and outcomes of the Quantitative Revolution in geography

Aims and outcomes of the Quantitative Revolution in geography The Quantitative Revolution in geography refers to the era in the 1950s and 60s when the subject adjusted to a more scientific approach seeking objectivity in the testing of hypotheses and theories. A series of statistical and mathematical techniques and abstract models were adopted leading to a radical transformation of spirit and purpose (Burton, 1963, p151) in Anglo-American geography. As a part of this revolution the old ideographic geography based around areal differentiation and regional geography was displaced. Regional geography was heavily criticised for being too specific and incapable of contributing towards effective generalisation. Both Bunge (1962) and Haggett (1965) argued that one can do little with the unique except contemplate its uniqueness. Thus, the aims of the quantitative revolution were to overcome this specificity and establish nomothetic (universal/general) model-based paradigms. However, as this essay will show, the quantitative revolution was itself as nar rowly focussed and blinkered as the regional geography it replaced. Nevertheless, it did provide greater theoretical awareness within the subject meaning that today this awareness no longer hinges on a simple ideographic-nomothetic binary. Instead, interest in the philosophy of realism and a more focussed contextual approach to geography, together with a critique of grand theory and an interest in situated knowledges, has produced a more nuanced understanding of both the powers and limits of theory. The quantitative revolution was formulated around the paradigm of spatial science associated with the philosophy of positivism (the advancement of science through the formal construction of theories and scientific laws). Spatial science involved the presentation of human geography as a key component of social science, which concentrates on the role of space as the fundamental variable influencing both societys organisation and operation and the behaviour of its individual members (Cox, 1976). Berry and Marble (1968) expressed the goal of spatial science as building accurate generalisations with predictive power by precise quantitative description of spatial distributions, spatial structure and organisation, and spatial relationships. The revolution also strongly influenced physical geography involving the widespread adoption of abstract modelling techniques and scientific methodology in order to reaffirm geographys status as a respected scientific discipline. This had a huge impact upon the subject as a whole, leading to David Harvey (1986) coining the famous slogan by our models you shall know us. However, as many geographers such as Chrisholm (1975) have argued, the phrase quantitative revolution is something of a misnomer. This is due to the fact that geography has in reality been quantitative since the nineteenth century and its formal institutionalisation. For example, The Royal Geographic Society as a centre of calculation (Latour, 1987) involving the assimilation of maps, tables, figures and statistics. As Chrisholm argues, the widespread use of formal statistical techniques from the 1950s to the present day therefore represents more of an evolution than a revolution. Similarly, the significance of the 1950s was not the introduction of numbers per se, but the introduction of theory: it was thus much more of a theoretical revolution. It is this theoretical aspect which has been the most enduring legacy. Before the 1950s geography (human especially) was resolutely atheoretical. With the quantitative revolution, however, a flood of theoretical models from other disciplines were imported and applied. From physics came gravity, from economics spatial science and the holy trinity of Von Thunen, Weber and Loschs models, from sociology the Chicago School and from geometry networks and graph theory. These theories, among many others, were thus applied through an innovative set of practises stemming from a distinct set of technical and theoretical competencies. Both physical and human geography thus shifted away from field-based inquiry to technical, desk-bound roles involving analysis from afar. However, just as the strive for positivism, empiricism, exclusivity, autonomy and universality were the keys aims of the quantitative revolution, they all ultimately culminated in its downfall and critique. By the late 1960s and early 1970s these once-compelling arguments began to slip and with them the grip of the revolution. A different kind of world was emerging at this time that was much less innocent and more restless than before. Huge debates were raging concerning issues of poverty, racial equality, war, gender, environment and civil rights that the quantitative revolution seemed both unable and unwilling to address. Quantitative geographers were thus left somewhat flat-footed in terms of their relevance to this debate. As David Harvey (1973; p129) damningly put it there is an ecological problem, an urban problem, an international trade problem, and yet we seem incapable of saying anything of depth or profundity about any of them. The Quantitative Revolution was thus ripe for an overthrow (Harvey, 1973; p129). The theoretical vocabulary, however, persisted, with a shift towards Marxist concepts and a more radical geography. Human geographers thus argued the discipline should be formulated around situated knowledges based on local cultures, customs and specifics. Based upon poststructuralist and post-modern ideologies they argued instead of concentrating on the universal and global, it was important to attend to the play of different interests from different positions and in different voices. They argued for the reinstatement of the social foundations and responsibilities of intellectual inquiry and refusal to separate science from discourse more generally. Consequently, although no doubt many geographers continue to think of themselves as social scientists, many do not, emphasising their role at the heart of the humanities. In either case, however, probably very few count themselves as positivists. This has ultimately culminated in widening of the gap between the physical and human aspects of the discipline. This is largely due to the fact that so much of physical geography remained largely unaffected by, and indifferent to, the arguments forwarded by the humanists and the critique of the Quantitative Revolution at large. Thus, in the modern era, there is no doubting the fact the connections between the disciplines of human geography and physical geography are much more tenuous. From this perspective, the outcome of the Quantitative Revolution can therefore be seen as profound, highlighting the ultimate question in geography. What does the discipline really entail and can the increasingly disparate human and physical elements continue to operate under the same umbrella?

Parisienne Fashion and Impressionism

Impressionist Effect on Parishioner Fashion The saying, â€Å"A woman is a corset is a lie, a falsehood, a fiction; but for us this fiction is better than reality was decorating Art Institute of Chicago walls, supporting the main idea behind Impressionism, which is â€Å"impression†. This art movement originates back to 19th Century France with a group of Parishioner artists.The trend reflects natural elements through person's perspective in an emotional way; therefore the artists, who adopted Impressionism, do not display the reality objectively, but they filter it through their views and come up with their final impression that appears on the painting. Compositions usually underline the intensity of daylight depending of the hour and vivid pigments that are used, rather than the objects in the painting. Impressionist painting was established in sass's against the conservative and repressive rules of Cad ©mime des Beaux- Arts which is French Fine Arts Academy.Artists like Claude Monet, Camille Pissarro, Pierre- Augusta Renoir, Alfred Sisley, Paul Cezanne, Edgar Degas, Berth Morison did a showcase in 1874, outside of Paris and introduced themselves as Impressionists, as well as they introduced the art movement. As they adopted the trend, the painters had a few elements in common such as preferring to work on their paintings in open air; expressing the temporarily and pugnacity of the present were exclusively important to them. L Therefore being in a dynamic and modern society also affected the technique they used which was applying brush prints rapidly.Besides their preference of using open air as their studios, the artists also used modern life elements for inspiration and therefore fleeted on the social scenery of Paris in 19th century that included cafes, balls and hippodromes, as horseradish was one of the important events. 2 Like in every art movement, Impressionism was also affected by that era's conditions; with the Industrial Revolution, conf ection got bigger in the country and fashion and became more eligible for every class.For instance from sass's through the sass's cashmere shawls from India and Iran (back at the time Persia) were coveted and costly signs of respectability. 3 After this change, every economical class started to have their own apparel codes, which made this adjustment a muse for the artist' production process and James Toots's Shop Girl painting is one of them. The tableau illustrates a young woman standing inside of a ribbon shop, holding the door with one hand while facing the audience and holding a wrapped package in the other hand.The women in the store modestly clothed, however as Taoist highlights the women's bust with slimming their waists; he is almost implying to a social circumstance that is women who work were considered morally dubious. Combining the elements of working at a store and oddest clothing shows that these women did not belong to a class that was higher than average. The room i s filled with piles of ribbons, has antique chairs and an inlaid, large table. On the background, a busy Parishioner street scene is showing through the window.The paintings dimensions are 31. 37 in x 25. 62 in and type is oil on canvas. Taoist created the painting between 1883- 1885 using small brush strokes and dull, dry pigments. The angle of the light is not exposing and not overwhelming as it reminds the viewer a calm, sunny afternoon; it is also used to define the form ND suggest plasticity. Therefore the texture appears to be smooth and soft rather than hard and rough. Also, lines are actual however with the softening effect of light/ shadowing balance, the painting does not look contoured.Due to that, the pictorial impression is deep and with 3 dimensioning effect, it suggests pictorial space. 4 Another Taoist painting that is a successful reflection of Impressionism in Parishioner fashion is Portrait of Mademoiselle L. L.. The setting includes a closed area, a room, and a y oung woman posing for the painter. The completion date is 1864 and quinine is oil on canvas with dimensions being 48 x 39 in. This painting depicts a typical above average Parishioner young woman who seems independent and confident.Taoist maintained this look with softly- rendered pompom Jacket, which is vogue for Spanish fashions set by Empress Genuine as well as uniforms of French Suave soldiers. Penthouse the clothing seems modest; the bright red that is standing out in pastel pigments is courageous enough for the model to have as a jacket. The light and lines help the viewer to see the depth of the painting and even he mirror supports that feeling; therefore according to the audience, the pictorial space is great.Like a typical Impressionist painting, this one also has quality of the surface that is revealed by light is soft and smooth. 5 As James Taoist being only one of the representatives of Impressionist art trend, there has been many others like Eduardo Monet, Gustavo Court ed and Edgar Degas. These artists were all inspired by the social scene and therefore chose to focus on clothing, which were symbolic to to class levels, while expressing their understanding of their time.Penthouse the themes usually include open air, as it can be seen in these two examples of art work, it is easy to find paintings that have closed environments as their settings; and it is impressive how the depth feeling is never lowering because of this element. Also, it is unique and interesting how these artists were able to reflect on class levels and social statuses by highlighting the clothing of individuals in their paintings. But then again, it seems inevitable to not have fashion as a part of the context in art in a city which has â€Å"There are two ways to be Parishioner; by birth or by dress† as its motto.

The Relationship Between Structure Mentoring Programs

The issue of new graduate nurse retention remains a challenge in many healthcare facilities. More than 50% of new graduate nurses leave their first employment in less than a year (North, Johnson, Knotts & Whelan 2006). Because new recruits are often faced with a variety of stressors in their beginning practice it is clear that a structured mentoring program could be of immense value. Such a program would provide technical and emotional support to nurses and so ease their transition into the unit culture. This article provides a critical review of the literature on mentoring, especially the impact that structured mentoring programs have on the retention rates of new graduate nurses. In the first section I will explore the nature of mentorship within the nursing discipline. I will discuss the functions of a formal mentoring program and the chief characteristics of the mentor: mentee relationship. In the second section I will provide a critical review of the literature concerning the relationship between mentoring programs and increased nurse retention rates. The third section explores common pitfalls that subsume in a dysfunctional mentoring program. Finally recommendations to organisations are proposed based on the review findings. Introduction Graduating from a nursing school is a considerable achievement. New graduates eagerly anticipate their first position in the ‘real world’. The issue however of new graduate nurse retention continues to be a grave concern in many healthcare facilities. It was reported that more than 50% of new graduate nurses leave their first employment in less than a year (North, Johnson, Knotts & Whelan 2006). New recruits are often faced with a variety of stressors associated with beginning practice. It is clear therefore, that a structured mentoring program which provides technical and emotional support to new nurses may be one of the best retention strategies for nurse administrators. This article provides a critical review of the literature on mentoring, with an emphasis on the impact that structured mentoring programs have on nursing retention rates. The first section sets up mentoring concepts and processes as identified in the literature. The second section will provide a critical eview of the literature on the relationship between structured mentoring programs and the nursing retention rate. The third section explores common pitfalls that subsume in a dysfunctional mentoring program. The final section makes recommendations to organisations regarding a successful mentoring program. Significance New nurse graduates have many employment options. They can choose not to work in settings where they are not supported and often they take that option. Common themes emerging from the literature show that many new nurses lack both confidence and a sense of competence (Oermann & Garvin 2002). They are afraid of making mistakes; they complain of an unsupportive environment; and of being obliged to work with ‘difficult’ colleagues (Oermann & Garvin 2002). A lack of recognition of their work as well as difficult shift-work schedules have also been identified as sources of distress (McVicar 2003). It is a sad fact that one out of every three nurses under 30 years plans to leave during his or her first year of employment (Nelson, Godfrey & Purdy 2004). The cost of such high levels of unnecessary nurse turnover is significant (Halfer, Graf & Sullivan 2008). More significantly the resulting deficit of nursing personnel inevitably affects the quality of patient care in hospitals and can compromise patient safety (Leners, Wilson, Connor & Fenton 2006). In response to the critical issue of nursing retention, hospital managements have been urged to address the issue by developing a more congenial work environment. However, it is noticeable that mentoring initiatives are still not integrated into many healthcare organisations, despite a plethora of literature relating this with positive outcomes. Literature search Relevant studies were identified by searching the following electronic databases: Cumulative Index to Nursing and Allied Health Literature, Ovid and ProQuest. The keywords or their combinations have been utilised in the searching process. These include: mentorship, preceptorship, new graduate nurses, personnel retention, and personnel recruitment. Other literature was identified through searching the bibliographies of studies found through electronic searches, including the World Wide Web, Google Scholar and library data systems. Inclusion criteria included discussion/ opinion papers and articles/materials written in English. There were no particular discipline restrictions and there were also no specific date restrictions. Articles that were published after 1999 were sought. The retrieved articles were reviewed and selected based on these criteria: the relationship between formal mentoring programs and personnel retention; benefits of mentoring; new graduate transition; and possible pitfalls of mentoring. Literature review What is mentoring? There is a substantial body of literature which deals with mentoring and preceptoring as discrete functions (Block, Claffey, Korow & McCaffrey 2005; Kelly 1994). To date however, the two terms continue to be used interchangeably or synonymously (Block et al. 2005). It is useful to draw some distinctions between them. Preceptorship is understood as an organised orientation program in which the nurse preceptor facilitates the integration of new staff into role responsibilities in the clinical setting for a limited period of time (Greene & Puetzer 2002). This relationship is often viewed as one-sided and patriarchal (Leners et al. 006). In contrast, mentorship is a reciprocal relationship established between two nurses â€Å"on the basis of respect and compatible personality with the common goal of guiding the nurse toward personal and professional growth† (Block et al. 2005:134). The relationship often occurs over a much longer period, depending on whether the agreed-upon goals have been achieved (Andrews & Wallis 1999). Stated simply, the features of mentorship as distinct from other supporting roles in clinical settings include a strong repertoire of helper functions, reciprocal sharing and a relatively longer duration (Morton-Cooper & Palmer 2000). Characteristics of the relationship Mentorship primarily involves a mentor and a mentee in a one-to-one relationship (Latham, Hogan & Ringl 2008). This relationship is characterised by a process of enabling, cultivating, and empowering a less experienced practitioner within the work environment (Morton-Cooper & Palmer 2000). In this longitudinal relationship, both mentors and mentees assume their own responsibilities and obligations in achieving either organisational or personal goals (Latham et al. 2008). In this relationship, a mentor is recognised as a wiser and more experienced practitioner, who possesses certain ‘personal’ and ‘professional’ attributes such as good interpersonal skills, self-confidence, flexibility, knowledge, and an interest in professional growth (Kane-Urrabazo 2006:193; Andrews & Wallis 1999:204; Morton-Cooper & Palmer 2000). Personal attributes that have been identified as important factors to success also include good listening skills, the ability to facilitate learning and being comfortable in giving feedback (Sherrod, Roberts & Little 2008; Woodrow 1994). The literature refers to the nurse being mentored as a ‘mentee’, ‘protege’, ‘learner’, or ‘mentoree’ (Zucker, Coss, Williams, Bloodworth, Lynn, Denker & Gibbs 2006; Hunter 2002). Referred to here simply as â€Å"the mentee† she or he can be any nurse at a distinctive stage of his/her profession (Leners et al. 2006). The characteristics of a mentee that allow a functional mentorship to flourish include honesty; the capacity to take responsibility; being ready and available for feedback; following through on decisions, having a strong self-identity and a willingness to learn (Wagner & Seymour 2007; Sherrod et al. 008). Structured mentoring program Various structures of formal mentoring programs are available across institutions (Latham et al. 2008). Broadly speaking, the structure of a mentoring program contains several stages of strategic planning (Latham et al. 2008). Initially the focus is on: establishing objectives and measurable outcomes, role delineation for mentors and mentees, establishment of criteria for involvement in mentorship and the construction of a supportive system and a surveillance system of the mentor-mentee team (Latham et al. 2008). Those parties who are involved in this formal relationship are required to fulfil pre-determined aims, objectives and outcomes as identified by their respective supporting organisations (McCloughen, O'Brien & Jackson 2006). The second stage in which the program is implemented involves the selection of suitable mentors, the recruitment of mentees, (on both a voluntary or involuntary basis) and mentor preparation (Latham et al. 2008). Final stages include an evaluation through reflection and feedback by mentors and mentees, to determine whether specific objectives and measurable outcomes have been achieved (Latham et al. 008). The program duration may last one year or even longer (Morton-Cooper & Palmer 2000). Structured mentoring programs and retention success In this session, several issues regarding structured mentoring program and retention success will be addressed. First, we must ask what mentoring functions are important to retention success? Second: to what extent or in what way does mentoring contribute to the retention of new graduate nurses? Each of these questions is considered in the following section. Benefits of mentoring programs Mentoring has been shown to provide a beneficial effect on a proteges’ job satisfaction levels and willingness to remain in an organisation (Fleig-Palmer 2009). One aspect of the mentoring relationship is the passing of knowledge from a more experienced staff (mentor) to a less experienced staff (protege) (Heartfield, Gibson, Chesterman & Tagg 2005). Research suggests that by the absorption via socialisation of specific skills to proteges is positively related to personal learning in the workplace (Sherrod et al. 2008). This component is akin to preceptorship which also includes skill-development (Sherrod et al. 2008) and is widely accepted as a crucial orientation to new graduate nurses. Literature has linked preceptorship to a high level of satisfaction together with successful retention (Almada, Carafoli, Flattery, French & McNamara 2004; Lee, Tzeng, Lin and Yeh 2009). Anecdotal evidence shows that new graduates after completing the preceptorship program tend to seek more support, a fact which in itself would imply a strong need for good mentoring programs. A second aspect of the mentoring relationship is the psycho-social support the mentor may provide to a mentee: support which enhances his or her sense of competence and confidence (Heartfield et al. 2005). Recent findings from a longitudinal study suggest that mentoring fosters organisational retention rates through the establishment of emotional connections between mentor and mentee, by contributing to higher level of commitment to the organisation (Beecroft, Dorey & Wenten 2007). A substantial body of literature also supports the notion that mentorship initiatives can help new recruits transiting into the unit culture (Leners et al. 006). Positive environments can be created through frequent interaction, communication and relational caring between different generations of co-workers (Latham et al. 2008). Such interactions can help new nurses transcend the generations, norms and values differences in a unit (Latham et al. 2008). It also can aid a new recruit in getting in touch with overt or covert culture within the practice environment (Morrow 2008). Ultimately, better patient outcomes can be achieved, which in turn can increase nurses’ satisfaction (Leners et al. 2006). Many studies show that individuals who were mentored report higher levels of job satisfaction (Halfer et al. 2008; Krugman, Bretschneider, Horn, Krsek, Moutafis & Smith 2006; Faron & Poeltler 2007). An abundance of research studies indicates that organisations who implement mentoring programs show a consistent decrease in turn-over rate of new nurses (Hurst & Koplin-Baucum 2003; Greene & Puetzer 2002; Halfer & Graf 2006; Halfer et al. 2008; Zucker et al. 2006; Persaud 2008). Similar results are also evident in other disciplines such as Medicine, Pharmacy and Academia (Cohn, Bethancourt & Simington 2009; Sambunjak, Straus & Marusic 2006). One report in particular highlights the benefits of mentoring. A study from the southern United States by Zucker and co-workers (2006) was done to determine the impact of an 18-month mentoring program on nurse retention in five hospitals. Prior to commencement of the program, participants completed a personality profile, to ensure successful pairing (Zucker et al. 2006). This program included topics such as communication and conflict resolution skills, co-operative learning and time-management (Zuker et al. 006)– all subjects which are normally not covered in conventional orientation programs. At the end of the program, both parties reported that the mentoring relationship increased their knowledge and helped them become ‘better people’ and ‘better colleagues’ (Zucker et al. 2006). Higher levels of protege satisfaction were directly translated into increased retention. In this case, the increase was 16% (Zucker et al. 2006). Given that the high turnover rate of new recruits, mentoring program yield a significance of cost-saving to healthcare system. Research methodology/measurement issues Admittedly, strict evidence for an improved retention rate is hampered by the small sample size of these programs (Hamilton, Murray, Lindholm & Myers 1989; Faron & Poelter 2007). Atkin and William (1995) argue that findings which result from such small purposive studies cannot be generalised. Despite numerous studies therefore which show that retention rates increase with the application of a mentorship program (Block et al. 2005), it is still difficult to draw a firm conclusion on the direct causal relationship between mentoring programs and the attained retention level. This is due to the limited amount of information provided with respect to evaluation tools, sample size, mentor styles as well as the lack of a comparison group in the available studies (Gagliardi, Perrier, Webster, Leslie, Bell, Levinson, Rotstein, Tourangeau, Morrison, Silver & Straus 2009; Greene & Puetzer 2002; Hurst & Koplin-Baucum 2003). In addition, the outcomes of these studies may be affected by: differences that exist in a mentor-mentee relationship; the program’s aim and function; and the frequency of interaction between mentor and mentee (Jacobi 1991; Beecroft et al. 2007). Lack of strong quantitative data may prevent the establishment of a positive colleration between mentoring programs and retention rates. Furthermore it can be argued that retention strategies such as mentorship (which are deemed appropriate in one hospital) may not work in another (Jacobi 1991). Atkin and William (1995) point out that the findings might only show that mentors and mentees’ experience during mentorship was relatively new to them. In spite of all critiques, no one however has doubted the overall value that mentoring programs have for mentees, mentors as well as for organisations (Block et al. 2005). The existing mentoring studies on nursing which are linked to retention rates include cross-sectional and longitudinal components (Halfer et al. 2008). In contrast, empirical studies with correlational design, contain data which are only collected for a single point of the study and are subject to a limited amount of participants (Caine 1989; Fagan & Fagan 1982). Quasi-experimental design is therefore recommended (Jacobi 1991). In such studies data is collected from a group of participants who receive mentoring programs together with another non-receiving group, at multiple points throughout the study (Jacobi 1991). Until today, it is not known how long the mentorship effect takes to emerge, in this instance, nor how long it will last (Jacobi 1991). Pure experimental research has value in determining the relationship between mentoring and retention of new graduates (Jacobi 1991) but not many current studies can afford to adopt such a strict approach to measuring the cause and effect of mentoring programs and retention rates. Pitfalls of a structured mentoring program Despite numerous of benefits gained from a mentoring relationship, the desired outcome such as retention not always achieved. Several types of problems that might occur in mentoring include:- Selection of mentors A number of authors note that inequity in the selection of mentors can be problematic to the success of a mentoring program (Greene & Puetzer 2002; Andrews & Wallis 1999). Andrews and Wallis (1999:206) state that ‘some of the nurses are not mentors by choice’, as they dare not reject their selection by the nursing manager. The mentor selection criteria have not been made clear and explicit (Andrews & Wallis 1999). Sometimes, an experienced staff nurse does not have the attributes to become a good mentor (Greene & Puetzer 2002). Indeed, selection of the mentor should be subject not to seniority but to the mentor’s â€Å"availability, interpersonal skills, clinical knowledge, and teaching experience† (Greene & Puetzer 2002:69). An optional basis may also be used (Atkin & William 1995). An inadequate mentor who lacks strong values, or good personal and professional attributes and who exhibits unwarranted behaviours can be a liability (Kane-Urrabazo 2006). Such behaviours can include negative feedback or a lack of respect towards the mentee and can result in decreased self-esteem in the new recruit (Kane-Urrabazo 2006; Woodrow 1994). These behaviours are also known as ‘joy stealing’ (Heinrich 2007, cited in Driscoll 2009:8). The consequence of this will be frustration for either or both mentor and mentee (Kane-Urrabazo 2006). Poor mentoring can drive the newly employed staff away (Kane-Urrabazo 2006; Woodrow 1994). It is therefore imperative that a formalised selection criteria for mentors should be identified. Compatibility Many proteges complain of being enmeshed in a dysfunctional relationship with their mentor (Feldman 1999). This is likely to occur if there is ‘forced matching’ when a less experienced nurse is assigned to be with a mentor pre-selected from experienced staff nurses (Morton-Cooper & Palmer 2000:46). Given the closed relationship between mentor and mentee, there is a risk of this relationship becoming destructive (Woodrow 1994). Empirical studies have identified this issue (Fenske 1986). Common themes that emerge are: failure of the mentor or mentee to maintain confidentiality of private information, mentee abuse of the relationship in which the mentor’s resources are exploited for personal advantage, mentor abuse of the enthusiasm and goodwill of the mentee by making use of his/her as a personal helper or assistant (Hunter 2002). Eventually varying degrees of injurious consequences to mentor, mentee and organisation can develop if not properly monitored (Feldman 1999). The literature has identified that mentees would have better opportunities for growth if mentees were able to select the mentors (Woodrow 1994). Opposition to this suggests that matching is not as important as meeting regularly for a successful mentoring relationship (Beecroft, Santner, Lacy, Kunzman & Dorey 2006). Training for mentors Undoubtedly, a mentor is the key person in the success of a mentoring relationship. However, several studies have shown that most mentors feel deficient in their role as mentor because their training consisted of learning â€Å"on the job†, and by â€Å"watching how other people do it† (Andrews & Wallis 1999:205-206). There are some institutions providing formal mentor training to guide the mentor along (Hurst & Koplin-Baucum 2003). An evaluation study done by Jinks and Williams in 1994 (cited in Andrews & Wallis 1999:205) found those who undertake a formal course with exams felt significantly more able to undertake the role. A formal mentoring course commonly would examine the phases in mentorship, recognising different adult learning styles and personality traits, provide techniques in dealing with conflict and effectively help to manage the relationship with the mentee (Hurst & Koplin-Baucum 2003; Block et al. 00. In spite of these improvements, the majority of the course content was still perceived as inadequate by mentors’ (Andrews & Wallis 1999). Additionally, those who had left school for a significant period of time, might feel the lack of a theoretical background leading to doubts as to whether they possess sufficient preparation to be a mentor (Andrews & Wallis 1999). Woodrow (1994:813) argues that the ideal of mentorship might be undermined by ‘token mentorship’, in which mentors are unable to perform true mentor functions. Recommendation It is important for hospital managers who prepare and support nurses as mentors to develop a greater understanding of mentoring from the mentor’s perspective (Atkin & Williams 1995). Andrews and Wallis (1999:206) argue that mentors’ gain invaluable skills and satisfaction from their work but this often tends to be â€Å"intrinsic† and is internalised. Several authors believe that administrative support through financial compensation, staffing and schedule flexibility, title and leadership recognition can act as motivators for experienced staff (Greene & Puetzer 2002). Such measures would make mentors more likely to commit and sustain in this longitudinal relationship (Greene & Puetzer 2002). In addition, on-going mentor support through a mentor-support group may be helpful in maintaining the momentum (Latham et al. 2008). Latham et al. (2008) had further examined a university-hospital partnership mentoring program. The program included a component of mentor support as part of the program follow-up. It offered an opportunity for mentors to vent about the difficulties they were facing, and share the successful experiences in the mentorship. A mentor support group can clearly help management to monitor the mentorship progress and develop a strategy to tackle emerging problems (Latham et al. 2008). Conclusion It is important that healthcare organisations not continue to take the nurse retention issue lightly. The provision of an effective mentoring program structure is the appropriate response. This is essential in helping clinical entry nurses make a smooth transition into the working environment and at the same time benefit experienced nurses to achieve a higher level of professional development. Such a program can also help the organisation transcend a multitude of problems by creating a positive environment where every staff member may enjoy working. In order for an effective mentoring program to be carried out, organisations must: allocate sufficiently experienced staff to act as mentors; provide flexible staffing and scheduling; give quality training to mentors; and support the mentors through various means by title recognition, wage adjustment and support groups. In turn the program can help organisations increase retention and reduce turn-over for nurses, particularly new graduate staff. It can thus achieve better patient outcomes and increase nurse’s job satisfaction. By providing a structured mentoring program for new nurses’ career development and advancement, we can help to improve the longevity of active nursing careers and also help to alleviate the problem of current nurses’ retention.

A Comparison and Contrast of Love in Christopher Marlowes The Passionate Shepherd to his Love and C. Day Lewiss Song

A Comparison and Contrast of Love in Christopher Marlowes The Passionate Shepherd to his Love and C. Day Lewiss Song In the poems 'The Passionate Shepherd to his Love' by Christopher Marlowe and 'Song' by C. Day Lewis, the speakers display their individual views of what can be expected with their love. Both speakers produce invitations to love with differences in what they have to offer. A list of promised delights is offered by the speaker in 'The Passionate Shepherd,' and through persuasion, is able to influence the emotions of his love. The speaker in 'Song' shows the difficulties of his life, as seen in his economic necessity and lack of material pleasures, but subsequently offers his love unconditionally in order to convince his beloved. In comparison the poems expose the speakers' use of separate methods to influence their loves. Through comparing and contrasting the context in which the invitations occur, what each speaker offers, and the tone of each speaker, these differing methods can be understood.David Devo OosthuizenThe 'Passionate Shepherd' is set in a romantic, natural backdrop in th e seventeenth century. In this rural setting the Shepherd displays his flock and pastures to his love while promising her garlands and wool for weaving. Many material goods are offered by the speaker to the woman he loves in hopes of receiving her love in return. He also utilizes the power of speech to attempt to gain the will of his love. In contrast, the poem 'Song' is set in what is indicative of a twentieth century depression, with an urban backdrop that is characteristically unromantic. The speaker 'handle(s) dainties on the docks' (5) , showing that his work likely consists of moving crates as a dock worker. He extends his affection through the emphasis of his love and how it has endured and survived all hardships. He uses the truth of his poor and difficult situation as a...

Functional Areas of a Business

Functional Areas of a Business Introduction Managers play a significant role towards supporting the performance of their organizations. They make businesses successful through continued management and allocation of organizational resources. They undertake every managerial practice in their organizations to achieve the targeted objectives.Advertising We will write a custom essay sample on Functional Areas of a Business specifically for you for only $16.05 $11/page Learn More According to Robbins and Coulter (2012, p. 64), â€Å"managers oversee and coordinate the activities of their employees in order to accomplish the targeted organizational goals†. Managers should always be ready to address the challenges and problems affecting their companies. Managers have many duties and roles depending on the nature and goals of their organizations. This paper analyzes the roles of a manager within every functional area of an organization. The Role of a Manager within the Functional Areas of a Business Managers have a role to play in every functional area of their respective businesses. Such roles are critical towards realizing every business goal. One of these functional areas is the Human Resource (HR). The HR department â€Å"handles different activities such as hiring employees, firing workers, and ensuring every person follows the company’s policies† (Feldman Khademian, 2007, p. 308). Managers should provide the best leadership and administrative concepts to their HR departments. They should also support and mentor every HR manager. Managers also use this functional area to â€Å"take the best disciplinary measures and offer compensations for different activities† (Kraut, Pedigo, McKenna, and Dunnette, 2005, p. 124). Business managers present the best leadership practices in their organizations. Leadership is a critical aspect because it makes every employee successful. Managers use â€Å"various theoretical concepts to deal with the conflicts and challenges encountered by their employees† (Kraut et al., 2005, p. 125). Managers should also be ready to train and mentor their employees. Some â€Å"managers will hire, train, and support new employees in order to remain productive† (Robbins Coulter, 2012, p. 64). Such roles are critical towards the performance of every HR department.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Accounting is another relevant functional area in an organization. This â€Å"functional area deals with the auditing, monitoring, and maintenance of every financial aspect of an organization† (Robbins Coulter, 2012, p. 83). Some companies formulate new accounting units in order to achieve their goals. Such units â€Å"include managerial and financial accounting departments† (Feldman Khademian, 2007, p. 312). Financial accounting â€Å"focuses on the examination and creation of financial documents such balance sheets and income statements† (Kraut et al., 2005, p. 125). Managers should always examine income statement and balance sheet before making the best business decisions. Managers also monitor the roles and goals of every accountant. Managers use the best leadership practices in order to empower their employees. Managers should also make appropriate budgetary allocations for future expenditures and projects. Such roles will be critical towards improving the level of business performance. Managers should also use the best strategies to finance the functions of their organizations. Another â€Å"important functional area in many businesses is economics† (Feldman Khademian, 2007, p. 319). This functional area supports the best activities in order to support the organization’s performance. Some of the activities include â€Å"distribution, production, consumption, and marketing of services and products† (Feldman Kh ademian, 2007, p. 319). This functional area is relevant because it transforms raw materials into marketable products. This department also studies the distribution of services and products within different firms. Managers have a huge role to play in this functional area. Managers should analyze the changing market trends in order to maximize products. Economics is also an important functional area because it helps managers identify new markets and partnerships (Kraut et al., 2005). Managers should also merge different functional areas in order to make the best business decisions. The approach will make their businesses profitable. Managers should mentor every employee within this functional area. The practice will be necessary towards improving the level of business performance and profitability.Advertising We will write a custom essay sample on Functional Areas of a Business specifically for you for only $16.05 $11/page Learn More Research and Statistics (RS) is another important functional area in many firms. This department collects and interprets in order to make the best investment decisions. Managers â€Å"should use these data to make appropriate marketing, production, and promotional decisions† (Feldman Khademian, 2007, p. 319). Managers should liaise with individuals in the department to understand the current and future business expectations. Business leaders and managers use such information to support the best organizational practices. Managers should â€Å"identify the practices that can support or modify in their businesses’ future practices† (Feldman Khademian, 2007, p. 319). Such managerial practices will play a critical role towards the performance of the targeted firm. Operations Management (OM) is a necessary function in every successful organization. This department uses statistical tools to interpret every organizational data. Managers should use such interpretations to examine the performa nce of their firms. Such practices will guide these managers throughout their decision-making processes. This functional area determines the performance of every department in an organization. Managers should encourage every employee in this department. Business organizations cannot achieve their profits without managing their marketing units in a proper manner. These functional areas focus on the needs and expectations of every targeted customer. This department uses the best marketing and promotional strategies to attract more consumers. The main goal of this department is â€Å"to ensure every consumer is happy† (Robbins Coulter, 2012, p. 74). The functional area should always work hard to address the needs of its consumers. Managers â€Å"should empower their marketing managers and coordinators to embrace the best business practices† (Kraut et al., 2005, p. 128). Managers can obtain useful data from this department in order to make the best marketing decisions.Adv ertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Managers have a duty to mentor, train, and support their marketers. Such practices will ensure every organization addresses the changing expectations its consumers. Managers can use the collected information to create strong brands. Strategic planning determines the success of a business firm. This functional area deals with the plans and activities that support the goals of an organization. Managers should â€Å"use their implementation and strategic planning departments to initiate new organizational policies† (Kraut et al., 2005, p. 124). Managers should also use their skills to bring different departments together. This practice will increase the level of participation and interaction. The approach plays a major towards making every firm successful. Managers have always used strategic planning and operations management (OM) to support the functions of their respective firms. Conclusion The above discussion explains how every manager plays a critical role towards the succe ss of his or her organization. Managers should motivate their employees in every functional area. This discussion also explains why â€Å"companies should establish different functional areas depending on their size, goals, and available resources† (Robbins Coulter, 2012, p. 103). The success of many every firm depends on the commitment and performance of its manager. Organizations require a dedicated manager in order to support the activities of every functional area. Reference List Feldman, M., Khademian, A. (2007). The Role of the Public Manager in Inclusion: Creating Communities of Participation. Governance: An International Journal of Policy, Administration, and Institutions, 20(2), 305-324. Kraut, A., Pedigo, P., McKenna, D., Dunnette, M. (2005). The role of the manager: What’s really important in different management jobs. Academy of Management Executive, 19(4), 122-129. Robbins, S., Coulter, M. (2012). Management. Upper Saddle River, NJ: Pearson Education I nc.

AIG accounting scandal (2005) - Income Statement report Essay

AIG accounting scandal (2005) - Income Statement report - Essay Example hese scandals, postmortem results indicate presence of a creative accounting process, a phenomenon characterized by complex methods of funds redirecting and misuse as well as overstated revenues and improper reporting of expenses and liabilities. According to Roddy (2011, pp 34), the most significant scandal of the last decade involved Tyco, HealthSouth, Enron, WorldCom, and AIG among others. This paper aims at exploring the accounting scandal that affected American Insurance Group in 2005. American Insurance Group (AIG) is a multinational insurance corporation. It is regarded as the World’s largest insurance company with over 90,000 workers and offices in over 130 countries. The company is also involved in other forms of business including aircraft leasing and assets management in many parts of the world. During this time of the scandal, the company was led by Maurice Greenburg, the long-time serving leader, having led the company since 1968. He was named as the person involved in the scandal, and eventually pressured to step down in 2005. The company came under scrutiny first in 2001 after it was realized that a client company had been assisted to strengthen their balance sheet fraudulently. Investigations were started and in 2003, a penalty of $10 Million was passed by SEC to settle the issue. The company’s income smoothing products were investigated in 2004 and a bid rigging complaint filed. Kay (2005) wrote that the company admitted to having conducted improper accounting exercises. When the company finally released the 2004 annual earnings, it was discovered that re-insurance deals with GenRe were not accounted for in the deposits. A restatement of this resulted to a decrease in the earnings by $1.32 Billion. According to Martin and Wesley (2005), several lawsuits were filed against AIG starting with one by the Attorney General concerning misleading accounting which Greenberg dismissed as political war. Others were filed by the federal agency leading to

Difficulties Canadians Face if they do not Have a Perfect Command of Essay

Difficulties Canadians Face if they do not Have a Perfect Command of the English Language - Essay Example A major difficulty of people in Canada who do not have a good command of English is in terms of education. Most schools in Canada use English as the medium of instruction. If one does not speak, read or write English, how can one be educated in these schools? A good education is a prerequisite for a good job in the future; thus, it is important that one learns the English language to be able to be enrolled in the Canadian schools. Seeking employment will also be difficult for residents in Canada who are not fluent in English. With the onset of globalization, most employers would require knowledge of the English language among their employees. If there were two applicants for a job and one knows English while the other does not have a command of the language, most likely, the latter will not be taken in. Having a perfect command of the English language is always a plus factor in landing a job. Canadians who do not speak English are sometimes discriminated. Their personal and civic ide ntity is threatened because they are being judged according to the language they speak. (Churchill 28). This is another difficulty which the non-English speaking residents of Canada face. ... This resulted in the low productivity and morale of the factory workers. This problem has its corresponding effect on the Canadian economy and society (Abacus 1). A possible solution to the language problem is to revise the Canadian immigration point system, making language skills a priority (Abacus 1). It does not benefit Canada to accept doctors or other professionals if they do not have a functional knowledge of either French or English. In addition, a mandatory language testing may be given to immigrants after six months of stay in the country and the finalization of their immigrant status will depend partly on the results of the test (Abacus 1). Another recommendation to lessen the difficulties of Canadians with the English language is for the government to offer free English language training courses which are accessible. The government can set up these classes in community centers. It is advisable that these classes be set up in communities where there are a large number of no n-English speaking immigrants, as well as in communities where there are a lot of Canadian residents who cannot speak the language. The question though is whether the government will be willing to allocate funds for these classes especially for the immigrants who should not be a burden to the Canadian government. If the government cannot fund the English classes, then the private sector may choose to establish these classes and make them affordable. These may be done by companies through training programs for their non-English speaking employees. This can be viewed by these corporations as an investment in human resources because in the long-run, their company will also benefit from having English speaking employees. Another suggestion to people having difficulty communicating