A Midsummer Nights Dream Essays (149 words) - Artemis Fowl, Fairy

How does Shakespeare create the magical world of the fairies in a Midsummer Nights Dream? I feel that the fairies are the very heart of a Midsummer Nights Dream. It is because of fairy magic that we can call some of the action a dream. Nearly everything revolves around them such as nature, humans, emotions, settings, life, death and the weather. Most of the things that happen in the play have some relation to the fairies. All the magic and fantasy that takes place mostly in the middle section of the play comes from deep in the forest, which is the fairies home. Just imagine if fairies really did have magical powers, everyone would love to have them, you could do whatever you wanted with them for example cause mischief, which is what a lot of the play is about. The fairies are responsible for all of the mischief.

A Short History of the Architecture Profession

A Short History of the Architecture Profession Architecture was not always thought of as a profession. The architect was the person who could build structures that didnt fall down. In fact, the word architect comes from the Greek word for chief carpenter, architektÃ… n.  In the United States, architecture as a licensed profession changed in 1857. Before the 1800s, any talented and skilled person could become an architect through reading, apprenticeship, self-study, and admiration of the current ruling class. Ancient Greek and Roman rulers picked out the engineers whose work would make them look good. The great Gothic cathedrals in Europe were built by masons, carpenters, and other artisans and tradesmen. Over time, wealthy, educated aristocrats became key designers. They achieved their training informally, without established guidelines or standards. Today we consider these early builders and designers as architects: Vitruvius The Roman builder Marcus Vitruvius Pollio is often cited as the first architect. As chief engineer for Roman rulers such as Emperor Augustus, Vitruvius documented building methods and acceptable styles to be used by governments. His three principles of architecture- firmitas, utilitas, venustas- are used as models of what architecture should be even today. Palladio The famous Renaissance architect Andrea Palladio apprenticed as a stonecutter. He learned about the Classical Orders from scholars of ancient Greece and Rome- when Vitruvius De Architectura is translated, Palladio embraces ideas of symmetry and proportion. Wren Sir Christopher Wren, who designed some of Londons most important buildings after the Great Fire of 1666, was a mathematician and scientist. He educated himself through reading, travel, and meeting other designers. Jefferson When the American statesman Thomas Jefferson designed Monticello and other important buildings, he had learned about architecture through books by Renaissance masters like Palladio and Giacomo da Vignola. Jefferson also sketched his observations of Renaissance architecture when he was Minister to France. During the 1700 and 1800s, prestigious art academies like École des Beaux-Arts provided training in architecture with an emphasis on the Classical Orders. Many important architects in Europe and the American colonies received some of their education at École des Beaux-Arts. However, architects were not required to enroll in the Academy or any other formal educational program. There were no required exams or licensing regulations. The Influence of the AIA In the United States, architecture evolved as a highly organized profession when a group of prominent architects, including  Richard Morris Hunt, launched the AIA (American Institute of Architects). Founded on February 23, 1857, the AIA aspired to promote the scientific and practical perfection of its members and elevate the standing of the profession. Other founding members included Charles Babcock, H. W. Cleaveland, Henry Dudley, Leopold Eidlitz, Edward Gardiner, J. Wrey Mould, Fred A. Petersen, J. M. Priest, Richard Upjohn, John Welch, and Joseph C. Wells. Americas earliest AIA architects established their careers during turbulent times. In 1857 the nation was on the brink of Civil War and, after years of economic prosperity, America plunged into depression in the Panic of 1857. The American Institute of Architects doggedly laid the foundations for establishing architecture as a profession. The organization brought standards of ethical conduct- professionalsim- to Americas planners and designers. As the AIA grew, it established standardized contracts and developed policies for the training and credentialing of architects. The AIA itself does not issue licenses nor is it a requirement to be a member of the AIA. The AIA is a professional organization- a community of architects led by architects. The newly formed AIA did not have funds to create a national architecture school but gave organizational support to new programs for architecture studies at established schools. The earliest architecture schools in the US included the Massachusetts Institute of Technology (1868), Cornell (1871), the University of Illinois (1873), Columbia University (1881), and Tuskegee (1881). Today, over one hundred architecture school programs in the United States are accredited by the National Architectural Accrediting Board (NAAB), which standardizes the education and training of US architects. NAAB is the only agency in the US that is authorized to accredit professional degree programs in architecture. Canada has a similar agency, the Canadian Architectural Certification Board (CACB). In 1897, Illinois was the first state in the US to adopt a licensing law for architects. Other states followed slowly over the next 50 years. Today, a professional license is required of all architects who practice in the US. Standards for licensing are regulated by the National Council of Architectural Registration Boards (NCARB). Medical doctors cannot practice medicine without a license and neither can architects. You wouldnt want an untrained and unlicensed doctor treating your medical condition, so you shouldnt want an untrained, unlicensed architect build that high rise office building in which you work. A licensed profession is a path toward a safer world. Learn More The Architects Handbook of Professional Practice by the American Institute of Architects, Wiley, 2013Architect? A Candid Guide to the Profession by Roger K. Lewis, MIT Press, 1998From Craft to Profession: The Practice of Architecture in Nineteenth-Century America by Mary N. Woods, University of California Press, 1999The Architect: Chapters in the History of the Profession by Spiro Kostof, Oxford University Press, 1977

A briefing paper on Housing Policy & Finance Outline

A briefing paper on Housing Policy & Finance - Outline Example Other than that, the need to increase the income and bargaining power in order to move on has been hampered by unemployment, special needs, and the least desirable dwellings and areas(Malpass&Murie, 1999). Therefore, in severe times, the system always seems to fail. Of course, the blame can be easily put on the restricted objectives of the social housing. The separated residual housing provision and the dependency of policy on selected Registered Social Landlords (RSLs) can also be mentioned here as it is very faithfully working towards decreasing the private landlord solution and their number has been rising since the deregulation of housing markets in 1988 (Garnett, 2005). The social housing financial policies thus have a sizeable effect on the degree to which government’s policy agenda is supported.Since housing is also taken as a form of market, it holds a very compound supply and demand route. Thus, the government agendais highly affected. This can be said so, because of market closure, as in this area, finance contains only a few big players in credit allocation because the market contains the roles of future values and borrowing which is what this market is paid for, and market volatility, since the buyers and sellers are the only part of the market that is dominating at a given point in time. Certainly, the affect can also be traced to the externalities and uncertainty(Spicker). After the 1988, the social housing construction was seen to be increased in the times of a new financial regime. Since then, many programs have been dependent over the financing that is private in nature so that the public capital subsidies can be aided. The private funds are thus collected from the financial institutions. The data justifies the previous statement by stating that as a housing benefit, rent subsidies have been largely increased. This means that when the government’s

Feasibility study of setting up a business Assignment

Feasibility study of setting up a business - Assignment Example The primary objective of this study is to find out if it is feasible to set up a fitness/gym shop. Secondary Objectives: The secondary objectives are mainly research, analyses and evaluations. The following types of research will be undertaken: Research into the local economy. Household incomes, unemployment rates as well as demographics within the local area have a significant influence on the success of the proposed business. Finding out and analysing those figures will be necessary to evaluate as accurately as possible. Primary Research into the target market. This is a vital part of the whole study, as it will tell about consumer needs and wants. It will reveal whether there is an interest in such a shop and hence be helpful in order to decide if setting this business up will be feasible. Analysis of primary research. The findings of the different types of research will provide this study with an overview of the demand of the proposed business. However, financial limitations will lead to outcomes that are not completely reliable. Therefore it is necessary to justify the conclusions made. Research into the market. Analysing this market will be of use to decide on which strategy is most appropriate. Assessing the competition the proposed business is going to face will help to adopt suitable marketing strategies. Spending habits as well as holes in the market will hopefully be spotted. Analysis of secondary research. The secondary research gathered will be vital in order to create a marketing plan. The findings about competition and demographics will reveal where it is most suitable to set up the shop. Investment Appraisal. In order to decide where to locate the proposed shop an investment appraisal will be carried out. Qualitative factors are going to be... The result of the first part of the survey reveals a lot. It shows that those who buy supplements purchase them on the Internet, which concludes that there is no or hardly any competition in the area. The result that 99% would like to get consultation in that area explains why there are only 20% buying those products. There is a lack of knowledge about supplements like why it should be taken, by whom, when and how much. From the result that 96% of those buying these products get it from the Internet it can be concluded that they received little if any consultation. As the intention is to employ staff with knowledge about nutrition this can be seen as a good selling point. The 4% who buy supplements elsewhere got them from the fitness centre they are member of. However, those studios are very limited because you need a nutritionist’s degree to sell them.

How organizations change toward a high reliability culture evaluate Essay

How organizations change toward a high reliability culture evaluate and discuss - Essay Example In a high reliability organization, there is psychological inertia, thinking inertia and behavioral habits of most employees (Verweij, 2011). Thus, any organizational change has to consider encouraging cultural reliability. The essay tends to study how organizations change toward a high reliability culture, that is, a culture that has systems in place that enables organization to accomplish its goals and avoid catastrophic errors. A high reliability organization is an institution that has succeeded in avoiding catastrophes in an ecosystem where accidents are expected because of complexity and risk factors. Besides, it refers to the internal efficient management mechanism and investigation on early warning mechanism of safety (Stacey, 2011). Reliability culture entails the use of behavioral science theory of human beings to plan, organize, distribute, lead and control their behaviors to increase the safety and reliability of organizations. High reliability organizations mainly focus on risk management that originates from organizational demand on risk mitigation model (Von, 2008). The risk reduction model applies to organizations in which certain changes can create catastrophes. The risk mitigation model masters the complexity and risk factors in organizations effectively. For instance, the model applies to aviation and aerospace fields, aircraft control system, nuclear power plant, medical industry and fire p rotection sector. In an analysis of high-risk organizations, the continuous increase of complexity of operation system and interdependence among each part increases (Johnson, Scholes & Whittington, 2011). Organizations with high risk and complexity, the failure of a system would influence the functions of other sections that may cause further catastrophes. Under such background, it is necessary to study how to mitigate risk in high reliability organizations. Therefore, organizations often change

Development of Competent Nursing Skills

Development of Competent Nursing Skills Introduction This essay focuses on a reflection on the development from novice, to competent beginner, to skilled practitioner in the light of my own development in clinical nursing practice. It is based on the signposts identified within my clinical learning portfolio and focuses on the notion of the helping role and caring skills within nursing practice. It utilises a reflective framework to better identify and reflect upon the journey from novice to practitioner. The model for reflection I have chosen is Gibbs Reflective Cycle (see Appendix). Reflection has been described as as a process of internally examining and exploring an issue of concern, triggered by an experience which creates and clarifies meaning in terms of self, and which results in a changed conceptual perspective (Boyd and Fales, 1983). Therefore, the experiences of my three placements are explored under three rotations of Gibbs Cycle. Meretoja et al (2004) state that nurses self-recognition of own level of competence is essential in maintaining high standards of care. I have chosen the caring role based on my own recognition of the level of competence achieved in this area. Cycle One Novice to Advanced beginner What Happened. I had to assist a patient in with personal care; make them comfortable in bed and collaborate in pressure area management; assist with toileting, washing, mouthcare, and application of emollient cream. I also had to document care and any deviations from the norm. Feelings I was very aware of my inexperience and of the trust this patient placed in my and the nursing team. I was also aware of the intimate nature of the care I was providing, and the fact that it was basic care also highlighted the fundamental role such care has in supporting health promotion and patient wellbeing. Evaluation I was uncomfortable at first, and clumsy in the provision of the various aspects of care. However, my mentor was informative, supportive and helpful, which assisted me in doing the various tasks. However, I found it difficult to complete these as quickly as I should have. I did learn to communicate with the patient and provide a sensitive approach. Analysis This situation required fundamental aspects of the caring role. It also demonstrates the link between basic nursing care an every other aspect of nursing. The NMC (2004) requires nurses to provide individualised care for their patients. The care for this person was based on their own needs and adapted as those needs changed. I was able to identify those needs and develop competency in providing care at this level. The caring role was very rewarding but physically and emotionally taxing However, I was still in the process of identifying particular needs and responding to them, such as toileting, which required me working with others in a collaborative manner, which I did not find easy. I also realised how much I did not know about nursing. Conclusion In this situation, I could have developed more collaborative working skills and modelled myself on those around me more actively ie., copied the ways in which other nurses and healthcare assistants provided care. When I did do this, it was effective. But I found that despite my enthusiastic approach, my knowledge base meant that I did not always understand the rationale for what I was doing. Action Plan The action plan from this was to take the confidence and competence I had developed in the practical skills and incorporate them into all aspects of the caring role. It was also to identify areas where my knowledge base was lacking, and seek out this knowledge. Keeping knowledge up to date is a requirement of the NMC code of condut (NMC, 2004). Working collaboratively is another NMC requirement (NMC, 2004). Taking this knowledge forward into practice made this process of reflection a learning activity. Cycle Two Advanced Beginner What Happened As part of my role assisting with patient care, I had to monitor pain levels and assist with providing analgesia as prescribed, along with monitoring its effectiveness. This was a surgical placement, and I also discussed with elderly patient their coping and wellbeing after hospital discharge. I engaged in health education and support to enable clients to be self-caring. I was also responsible for monitoring wellbeing through performing and recording clinical observations, recording fluid balance and reporting any abnormalities. I was also involved in providing personal care to patients in a safe manner, especially in the disposal of waste products. Feelings To begin with, I felt glad to be working at a more advanced level of competency, and felt confident in my basic nursing skills including performing clinical observations. However, the increased demand also meant increased pressure and I was aware of this. Again, I felt that I had developed a degree of competency but was very aware of my need to develop further knowledge and skills. The caring role involved supporting people and I had to access other professionals to ensure I gave the right information and that my care had been effective. Evaluation It was good to find that I had the clinical competence to effectively monitor clinical status. However, the complex nature of patient needs meant that I still didn’t always know the answers to their questions. Being involved in discharge planning was an enabling activity for myself and the patients. I developed competence in the administration of medications, under supervision, including controlled drugs, but felt I still needed more practice and skill in this area. Colleagues noted my competence and qualified staff were happy to delegate a range of appropriate tasks to me. Analysis It would appear that the caring role means the provision of patient centred, holistic care. This was achievable in this situation but required a lot of knowledge and the ability to provide focused attention and empathic care whilst carrying out complex clinical nursing tasks. This was harder to achieve, and I was made aware of my continued learning needs around medication and surgical care, for example. However, I must have developed some competence as qualified staff were happy to delegate to me and to act on my feedback. Conclusion It is hard to see what else I could have done, except perhaps done more reading around surgical care, discharge planning and the nurse-patient relationship. Action Plan It was possible to identify future learning needs, and so my action plan included building on my current competence by engaging in more advanced practice, under supervision. Having the confidence to engage in more complex nursing tasks will help me to achieve more competence in advanced practice in the future. Recognising the demands of the caring role means that I will view future practice as based upon this role. Cycle Three Competent Level What Happened. I monitored patients with chronic pain and helped with analgesia. I also supported patients with freedom of choice for their own care (NMC, 2004) and provided personal and palliative care in sensitive manner. I mastered more advanced practical nursing skills including aseptic technique and safe disposal of sharps. I fully documented all care given, and recorded medication given, and communicated to staff at shift change during the nursing handover. Feelings During this experience, I felt that my knowledge and experience in the caring role was finally coming together. I was confident and happy in engaging with patients and providing empathy and a supportive manner, whilst also carrying out more complex clinical tasks appropriately and effectively. It was very nerve-wracking giving handover, but I became more confident as I had more practice. Evaluation I was able to provide care of a high standard, and recognise my sphere of competence and seek help when needed. I was able to engage in effective caring relationships with clients, meet their individual needs, but also value my own input into their wellbeing. Analysis It was obvious that I had moved on to a level of nursing competence which allowed me some autonomy. I was able to act with less direct supervision, but still access the support of the whole care team. The caring role extended to the provision of all care, including end of life care, and I was able to utilise my knowledge and experience and also identify my learning in action, and my future learning needs, which have changed since the first reflection. Conclusion The change from novice to competent practitioner in the caring role has demonstrated not only the acquisition of skill but the incorporation of clinical abilities into what is really a way of being with patients. Action Plan Signposting future learning needs is important following this reflection. I was able to identify the need to still learn advanced clinical skills and perhaps know more about the range of other professionals who could enhance care in individual situations. Conclusion This reflection has signposted my development towards competent nursing practice. The caring role encompasses provision of basic care, advanced techniques, medication and pain relief, health promotion, end of life care and collaborative care. It seems to be the fundamental and most important part of nursing practice. Collaboration and coordination, as well as the holistic management of the situation, are highly recognized as meaningful characteristics of competent nursing practice (Meretoja et al, 2002). References Boyd E, Fales A. (1983) Reflecting learning: key to learning from experience. Humanist Psychol 23 (2) 99–117. Gibbs, G. (1988) Learning by Doing. A Guide to Teaching and Learning Methods Further Education Unit, Oxford Polytechnic, Oxford Meretoja, R., Leino-Kilpi, H. Kair, A. (2004) Comparison of nurse competence in different hospital work environments Journal of NursingManagement.12(5) 329–336 Meretoja, R., Eriksson, E. Leino-Kilpi, H. (2002) Indicators for competent nursing practice Journal of Nursing Management 10(2) 95-102 Nursing and Midwifery Council (2004) Code of Conduct Available from www.nmc-uk.org Accessed 30-4-07.

Impact of Self Esteem on Daily Life Essay -- Confidence

This paper is about the impact of self-esteem on daily life. The more negative thoughts and feelings you have about yourself, the lower your self-esteem. People with low self-esteem often have little confidence in their abilities and question their self-worth. A common scenario, which exemplifies a lack of self-esteem, features college students who say, "It won't do any good to study. I won't make a good grade anyway." These students think they are doomed to failure because of poor performance in the past or their current fears of failure. Consequently, their lack of self-confidence results in passivity with little or no effort to establish goals. Even when they do make worthwhile accomplishments, these students perceive that the performance of other students looks better in comparison. They let events happen to them instead of making them happen and minimize their successes. As a result, these students feel little control over their lives and often find it difficult to set goals and develop close personal relationships. On the other hand, high self-esteem consists of the positive thoughts and feelings you have about yourself. In addition, it affects how you think, act, and feel about others, as well as how successful you are in life. The acquisition of high self-esteem involves you becoming the person you want to be, enjoying others more fully, and offering more of yourself to the world. High self-esteem is not competitive or comparative, but rather it is the state where a person is at peace with himself or herself. Self-esteem is the value we place on what we believe to be true about ourselves. Put simply, our self-esteem is how we feel about ourselves. It's an emotion we hold true about ourselves. People with high self-esteem consider themselves worthy, and view themselves as equal to others. They do not pretend to be perfect, recognize their limitations, and expect to grow and improve. Those low in self-esteem generally experience self-rejection, self-dissatisfaction, self-contempt, and self-disparagement. We all have an inner child and the wounds our inner child received can and do continue to contaminate our adult lives. Our parents helped create this inner child part of us, society also helped with the creation. When this child self is not allowed to be heard or even acknowledged as being real, a false or co-dependent self emerges. We begin... ... self-concept, and that it is either positive or negative all of the time. You have many self-images, and they vary from moment to moment. If you were asked, "Do you like yourself?" you might be inclined to lump all of your negative self-thoughts together into a collective "NO." Breaking down the areas of dislike into specifics will give you definite goals to work on. You have feelings about yourself physically, intellectually, socially and emotionally. You have an opinion about your abilities in music, athletics, art, mechanical undertakings, writing, and on and on. Your self-portraits are as numerous as your activities, and through all of these behaviors there is always YOU, the person that you either accept or reject. Your self-worth, that friendly ever-present-shadow--YOU EXIST--YOU ARE HUMAN. That is all you need! Your worth is determined by you, and with no need for an explanation to anyone. Your worthiness, a given, has nothing to do with your behavior and feelings. You ma y not like your behavior in a given instance, but that has nothing to do with your self-worth. You can choose to be worthy to yourself forever, and then get on with the task of working on your self-images.