Sexual Inequality In OT Essays - Sexual Fidelity, Marriage

Sexual Inequality in OT In today's society women are looked upon ignorantly by the male gender. This attitude derived from the na?ve men of the Old Testament. They did not see women as being an important part of history and therefore hardly spoke of them. When women were mentioned it was usually in a condescending fashion. Even with genealogies in the Old Testament women were not listed as if to show that they were not important and of no concern. Women in the Old Testament our viewed as being inferior to men, sexual predators, and an item of property. In the first creation story (Genesis 1:27) God is described as creating man, both male and female at the same time. This might be interpreted as implying equality between the two genders. But in the second creation story, (Genesis 2:7) God formed only a man. Realizing that he needed a helper (Genesis 2:18), God marched all of the animals past Adam (Genesis 2:19-20) looking for a suitable animal. Finding none suitable, God created Eve out of one of Adam's ribs. The term "helper" has historically been interpreted as implying an inferior role for Eve. ("The Hebrew translated word helper is used twenty-one times in the Old Testament: twenty of these cases refer to help from a superior.")(Coogan 813)Adam later asserts his authority over Eve by naming her. In Genesis 19 the men of Sodom gathered around Lot's house, and asked that he bring his two guests out so that the men can "know" them. This in frequently interpreted as a desire to gang rape the visitors, although other interpretations are possible. Lot offers his two virgin daughters to be raped instead. Yet, even after this despicable act, Lot is still regarded as an honorable man, worth saving from the destruction of the city. Allowing one's daughters to be sexually assaulted by multiple rapists appears to be treated as a minor transgression, because of the low status of the young women. A man could simultaneously keep numerous concubines. These were sexual partners of an even lower status than a wife was. As implied in Genesis 21:10, she could be dismissed when no longer needed. Another example of this inferiority to men it is the book of Exodus. In Exodus 20:17 it lists the last of the Ten Commandments. It forbids coveting your neighbor's house, wife, slaves, animals or anything else that the neighbor owns. The wife is clearly regarded as equivalent to a piece of property and in no way would a piece of property be superior to a man. Also in Exodus 21:22-25 it describes a situation in which two men are fighting and hit a pregnant woman. If the woman has a miscarriage because of the blow, the men must pay a fine for their act - not to the woman, but to her husband, presumably because he has been deprived of a child. Leviticus 12:1-5 explains that a woman who has given birth to a boy is ritually unclean for 33 days. If the baby is a girl, the mother is unclean for 66 days. It would appear that the act of having a baby is a highly polluting act. To give birth to a girl is twice as polluting as is giving birth to a boy. In Leviticus 18:20 and 20:10, adultery was defined as a man having sexual intercourse with his neighbor's wife. Deuteronomy 22:23 extends this prohibition to a man sleeping with a woman who is engaged to be married. If a man has an affair with an unmarried woman, the act is not considered adultery. Although God wanted men to only have one wife, married men on many occasions visited prostitutes and received no punishment for this sin. This was a double standard among the sexes for a woman got severely punished if she committed such a sin. A man who committed adultery did not commit a wrongful act against his wife, but rather against his male neighbor implying that a woman did not matter. Another example of where the Bible insists that men are more important than women is in Leviticus 27:6. A child aged 1 month to five years of age was worth 5 shekels if a boy and 3 shekels if a girl and in Numbers 3:15 it shows that a census counted only male infants over the age of one month, boys and men. Females were not considered worthy of being included. Women were also thought of as inferior when it came to things such as

Explore reflective accounts of the mentor’s developing role using a recognised framework The WritePass Journal

Explore reflective accounts of the mentor’s developing role using a recognised framework Introduction Explore reflective accounts of the mentor’s developing role using a recognised framework IntroductionDefinition of mentorshipDescription FeelingsEvaluation/ AnalysisConclusion/ Action planEvaluation/ AnalysisReferencesRelated Introduction The purpose of this assignment is to review and explore reflective accounts of the mentor’s developing role, using a recognised framework.   Ely and Lear (2003) suggest that following a mentorship preparation course, a mentor should have sufficient information to increase their knowledge base in relation to a student’s learning needs; the effectiveness of role-modelling and effective learning environments.   The ability to examine and reflect upon issues relating to; course development and facilitation and assessment of learning should also be developed.   In order to achieve such; a portfolio of learning in collaboration with a reflective critical analysis and evaluation of five learning outcomes will be completed: supported by available literature, this will demonstrate the integration of theory and practice.   Burns and Grove (1999) believe that a literature review should contain only current research from the last five years.   However, as both mentorship and the reflective process are evolving phenomenon, it was felt significant to include reference to material, both recent and classic.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Although research into the effectiveness of reflection is extremely limited, anecdotally it does appear evident that there are multiple advantages to reflective thinking (Burton 2000). These will be discussed in more detail in outcome 2, but briefly reflection can be regarded as innovative (Pierson 1998), dynamic (Burns and Bulman 2000) and as Burnard (1989) proposes, promotes feelings, thoughts and beliefs to be challenged.   Although reflection is believed by some to be an essential part of professional education and development (Atkins and Murphy 1993), it does however have its critics.   The lack of research into the value of reflection has been noted by Newell (1994) and Macintosh (1998).   Burnard (2005) criticises the point that reflection requires an accurate recollection of an incident.   However, this would not appear to apply during reflection-in-action. To direct the reflective process throughout this assignment, an adapted version of Gibbs reflective cycle (1988) has been implemented.   As the reflective process entails a recognition of an experience and a subsequent description of such (Powell 1989), it is justifiable to incorporate the use of the first person when discussing related feelings.   Hamill (1999) considers the use of first person to be suitable when writing an assignment that requires an element of personal reflection.   He also believes it to be appropriate when developing personal and professional qualities of self-awareness, reflection, analysis and critique. In accordance with the Nursing and Midwifery Council’s (2004) guidelines relating to confidentiality, the mentored student will be named Amy.   Throughout the assignment, the author will be referred to as a mentor (although in reality the role was more of an associate mentor since the official requirements for mentorship had not yet been met).   All paperwork and formalities were agreed and countersigned with a recognised ‘mentor’ who had previously undertaken the former 998 course.   This nurse also acted as the authors mentor throughout the preparation course. Definition of mentorship Phillips et al (1996) note a lack of clarity in the term mentorship.   A variety of definitions have been offered for the term ‘mentor’, and so for the purpose of this assignment, a considered clear-cut definition provided by a well-regarded source will be applied. ‘Mentorship is a role undertaken by a nurse midwife or health visitor who facilitates learning and supervises and assesses students in the practice setting’ (Department of Health/ English National Board 2001a). In a longitudinal qualitative study undertaken by Gray and Smith (2000), it was again revealed that students identified a good mentor as a good role model, encompassing skills such as being organised, caring, confident, enthusiastic and professional.   A bad mentor, however, was thought to have a lack of knowledge, expertise and structure in their teaching, who was unfriendly, unapproachable and intimidating.   Although this study provides an insight into the effects of mentorship on student nurses, it can only really be applied to the small sample size employed, as to generalise to a wider population, the sample must be well-defined (Cormack 2000) Outcome 1 Description I was not on duty on Amy’s first shift; however, the ward manager introduced her to the nursing team, orientated her around the ward and explained the emergency procedures.   During the first week of Amy’s placement, I ensured that time was allocated to discuss all her learning objectives.   These had been set by the school of nursing, by Amy herself, and included objectives that I felt she would be able to achieve during her 9 weeks on the unit.   Although Amy’s allocated placement was specifically the surgical assessment unit, it was agreed that as the qualified nurses rotated between this unit and the main ward, it would be beneficial for her to do the same, thus ensuring consistency of mentorship and also a broader range of experience. The course documents were attained from the link educator, and these were discussed with Amy to ensure all outcomes were appropriate to the course module.   It was agreed that although allocated time would be available to discuss her progress, both Amy and I would state any concerns or difficulties that were identified, as and when they arose. Feelings During this initial interview Amy appeared extremely enthusiastic to learn, and despite having just entering the second year of her training, she seemed knowledgeable in many significant areas of nursing.   Amy’s enthusiasm had a direct impact on my desires to become a good mentor.   Despite feeling extremely nervous that I may let her down by not encompassing the necessary knowledge and experience to assist her through her placement, I felt eager to prove my capability and to learn more about the mentorship process. Evaluation/ Analysis Ely and Lear (2003) state that an initial discussion between the mentor and student should take place at the earliest opportunity, ideally during the first shift of the placement (Gray and Smith 2000).   Phillips et al (2000) believe that the discussions regarding a students assessment, should pre pre-arranged and prioritised, to avoid the student feeling like an added burden.   Time should be spent to ensure a thorough assessment is made, as hurried meetings have been suggested to be of less value (Bedford et al 1993). Price (2005a) states that during this initial interview, the mentor should make it clear that any developing problems or concerns should be addressed as they arise.   He also suggests that this initial interview act as a reference point for future discussions regarding progression.   Neary (2000a) recommends clearly identifying outcomes at this point to aid the relationship between theory and practice.   These objectives should express the needs required by the individual student (Gray and Smith 2000), the learning opportunities that the placement can provide (Stuart 2003) and as Price (2005b) advocates, meet the module outlines set by the school of nursing.   Rogers (1961) maintains that students are more likely to succeed once they have identified, individual needs and feel confident in their ability to achieve them.   He also states the importance of the student feeling comfortable to ask for advice and express their limitations.   Oliver and Endersby (1994) agree, sug gesting that the identification of the student’s individual needs during the initial orientation facilitates their perception of security. A number of authors have suggested the use of a learning contract as part of the continual assessment process and as a guide to learning (Stuart 2003, Quinn 1998, Priest and Roberts 1998).   Ely and Lear (2003) believe the implementation of a learning contract specifying individual evaluative criteria and outcomes, can promote the individual to take control of their own learning.   This contract is thought to provide a structured plan for ongoing formative assessment, therefore assisting the learning process and providing continuity (Wallace 2003). Although this form of self-directed learning does appear to be advantageous (Hewitt-Taylor 2002), Darbyshire (1993) suggests that mentors may find it difficult to gain control over a learning situation. Hutchings Sanders (2001) highlight a study commenced in the Northern Devon Healthcare Trust in 1999, in which a regional project bid was placed to develop formalized, multi-professional learning pathways. The overall aim was to prepare and provide a learning environment that was dynamic and enjoyable and promoted high quality care. A learning pathway was developed in order to ensure equity and consistency in the quality of student practice place. It comprised of three steps: preparation for each placement, induction before each placement and the learning experience.   The study was piloted in 6 clinical areas over 3 months, attempting to evaluate the effectiveness of the model.   A baseline qualitative analysis of the perceptions of service staff and students was completed prior to the study. The results of this were to be compared to a similar evaluation on completion of clinical placements in the pilot areas.   Although suggested that the model will have a positive effect on the quality of the students experience, it was noted that the pilot had not yet been completed, and subsequent results have not yet been published. Conclusion/ Action plan Following the above reflection and analysis, it would appear that most of the issues highlighted in the literature were actually met in the initial meeting with the student.   It is however noted that my area of practice does not typically implement learning contracts unless a student is repeating a placement.   With this in mind, I devised a form of agreement in conjunction with Amy, which would aim to meet her individual learning needs.   This has been included in appendix1. The main presenting challenge was that of a time constraint.   Working on an unpredictable assessment unit, it is very difficult to prearrange a discussion. To overcome this problem, Amy and I agreed to stay behind at the end of assigned shifts and to utilise any ‘quiet’ time that arose during the placement. Outcome 2 Description In order to be an effective role model, I first needed to ascertain how I was perceived by others.   In order to gain an honest insight, I asked my family, friends, and chosen colleagues that I felt would not be afraid to be truthful.   The outcome was that although I was considered caring and enthusiastic to teach others, I sometimes appeared impatient when under stress.   I identified similar attributes when compiling my own list.   With the assistance of my mentor, I compiled a list of self improvements and asked her to observe my behaviour to notice if they were being achieved. Feelings I felt very aware and anxious, that my actions and attitudes would be observed by Amy and possibly imitated in her work.   I was therefore conscious of how I acted in front of her, and realised I needed to remain professional, not only when dealing with patients but also away from the clinical area. Evaluation/ Analysis It has been suggested that nurses should use self assessment and reflection as part of their professional work and learning (Thorpe 2004).   The Department of Health/ English National Board (2001b) profess that qualified staff should provide good role-models for best practice, valuing learning and encouraging reflection.   Boud et al (1998) emphasise the importance of reflection as both a learning and teaching tool, believing it to facilitate the integration of theory and practice and develop a nurses’ capacity to contextualize knowledge to meet patients’ needs.   Burrows (1995) highlights the effectiveness of reflective thinking for both enhancing clinical practice and affirming the value of practice and knowledge-in-action to the profession. Burrows (1995) does however point out that research suggests students under the age of 25 may not encompass the cognitive readiness or experience required for critical reflection.   Although the student discussed in this a ssignment is 34 years old, the majority of pre-registration student nurses are in fact included in this category. The term role modelling has been defined by Bandura (1977) as a process that teaches students to learn new skills from others, that does not involve their personal trial and error.   Donaldson and Carter (2005), consider it to be of such importance, that they advise the value of role modelling to be discussed in the preparation for mentorship module.   Effective role modelling involves competence, enjoying the profession and providing excellent nursing care, and using these qualities when interacting with students and structuring their learning environment (Wiseman 1994).   Murray (2005) lists the behaviours of a positive role model as; listening and responding appropriately, displaying warmth and sincerity, maintaining eye contact and asking questions.   The problems with role modelling, however, can be if the student observes bad practice and consequently mimics such (Charters 2000), or as according to Lockwood and Kunda (1999), if the student feels dampened and de-motivate d when unable to achieve high standards set by a high-achieving, outstanding mentor. Watson (1999) undertook a qualitative ethnographic study to investigate the mentoring experience and perceptions of pre-registration student nurses.   Interviews were conducted within the clinical setting, with 35 students on a common foundation programme, and 15 allocated mentors.   The semi structured interviews, lasting between 20 and 30 minutes, were conducted privately and recorded by the researcher.   The results from the students and mentors were very similar; all saw the mentor’s role as assessor, facilitator, role model and clinical support, although the students identified an additional key role as planning.   This study highlighted some important issues; however, it is not without its drawbacks.   Although a small sample size is often acceptable within qualitative research (Thompson 1999), in order for the results to be generalized Dempsey and Dempsey (2000) explain that the selection of subjects must be thought to be a representation of the target populat ion.   The researcher stated using purposeful sampling, but it was not felt that 35 students at the beginning of their training from 7 ward areas met such requirements.   As the researcher only used one form of data collection (Appleton 1995) and did not ask the subjects to verify the results (Nolan and Behi 1995), the results can not be deemed to hold credibility.   The fact that the researcher undertook the interviews herself, the results could also have encompassed interviewer bias (Carr 1994). Brereton (1995) believes that a mentor’s insight and understanding of the mentoring role is the most effective bridge over the theory-practice gap.   A number of mentorship roles have been discussed by Thompson (2004) including; sharing personal thoughts, feelings and intuitive practice, being aware of own strengths and weaknesses and their effects on others, and being sensitive to a students needs. Conclusion/ Action plan Having read and internalised the literature, I would hope that I am a ‘good’ role model.   To confirm the opinions held by the students, I have encompassed an anonymous questionnaire within the student booklet discussing the strengths and weaknesses of the placement area and feedback regarding their mentor.   I have also learnt to reflect more in and on-action to improve on my own self-awareness and gain further insight into my actions and feelings. Outcome 3/6/7 Description My ward area currently has access to the trust intranet and internet, hospital policies and protocols, a small selection of books and journal articles and a welcome pack, notice board and information file designed and intended for student nurses.   Students also have access to lockers, kitchen facilities and the staffroom.   Whenever possible, a student’s off duty is planned around that of their allocated mentor and associate mentor. Feelings Although I feel that A6 generally meets the needs of student nurses, some of the resources are very out of date, and many of the books have ‘disappeared’ from the unit.   The absence of an allocated teaching room makes it difficult to discuss a student’s outcomes and/ or progress. Evaluation/ Analysis Price (2005a) emphasizes that the learning environment must be fit for practice and conducive to learning.   The ENB DOH (2001a) state that a clinical setting must be planned, structured, managed and coordinated, in order to provide unique learning experiences and opportunities, to enable the development of competencies for professional practice. In a quantitative study undertaken by Hart and Rotem (1995), it was significantly verified that the clinical learning environment has a considerable impact on nurses’ perceptions of their professional development.   The 516 questionnaires returned from across five metropolitan teaching hospitals suggested that; autonomy and recognition, job satisfaction, role clarity, quality of supervision, peer support and opportunities for learning all had an effect on professional development.   The statistical significance of p0.001 would suggest that the results are significant (Couchman and Dawson 1990).   However over a quarter of the questionnaires were not completed in full and for a quantitative study, the sample was still relatively small, and therefore questionable for generalisability to a wider population (Fetter et al 1989). Price (2004) believes a learning environment should address four issues; practical experience, practice resources, an approach to education and learning support.   These have been individually discussed by a number of authors.   The practical experience should provide sufficient supervision, ensure a range of patient/ clients and procedures, implement the nursing process and practices consistent with local protocols, policies and philosophies (Price 2004).  Ã‚   Myrick and Yonge (2002) advise students to work alongside various members of the multidisciplinary team (MDT) and to seek relevant opportunities from other practice areas to ensure exposure to a variety of clinical experience and expertise. The availability of a variety of resources, including journals, books and relevant articles has been suggested by Stengelhofen (1993).   Oliver and Endersby (1994) recommend access to policies, procedures and protocols, product and department information, health education literature and a list of contact names.   Ely and Lear (2003) advise the implementation of a dedicated teaching area, believing the use of patient day room, staff rooms and nursing stations to be unsuitable for structured teaching.   Mentors should be knowledgeable of learning centres and resources and take the time to inform students of their availability (Myrick and Yonge 2002). Characteristics of a good clinical learning environment are said to include a humanistic approach to students in which they are treated with kindness and understanding and encouraged to feel part of the team (Quinn 2000).   Quinn (2000) also emphasises the importance of an efficient management style, encompassing nursing practice that is consistent with that taught in university.   The National Audit Office (2001) strongly encourages partnerships between the school of nursing and the clinicians applying learning in practice to improve the quality of practice placements. To ensure students are adequately supported, Eaton (1999) insists staff must be dedicated and adequately prepared to undertake the role of the mentor.   The off duty must be carefully planned to coincide a student’s shifts with those of their mentor, and arrangements should be made to ensure other members of staff will ‘look after’ them in their mentor’s absence (Gray and Smith 2000).   Although Landers (2000) suggests that the supernumerary status of students can accentuate their insecurities if they are lacking direction and guidance, Ferguson and Jinks (1994) insist that student allocation should be for the purpose of learning rather than service needs.   Spouse (2001) believes that the ideal situation for learning is an environment encompassing good staffing levels of active learners engaged in problem solving, where there is a knowledge transmission, together with trust and companionship. Conclusion/ Action plan On examining my ward area as a conducive learning environment, the literature appears to support the conclusion that it holds many positive aspects, with staff members attempting to make the student experience enjoyable and informative. During recent weeks, the area was audited by the university as a positive learning environment, with no recommendations given for improvements.  Ã‚   Although this is extremely encouraging, it is felt that there are areas that could be improved.   Following discussion with the ward manager, I have devised a teaching system within the ward, which entails a monthly update of a teaching board and a short presentation for the junior staff members, including students.   This is maintained by the link nurse for each speciality and has received excellent feedback for the two months it has been implemented.   I have also updated the student booklet and have suggested providing the students with these prior to the placement with an invitation for them to visit the unit in advance, should they wish to do so.   The ward manager and I have also ordered a selection of books suitable to the ward area and are now continuously updating the policies and protocols on the ward. Outcome 4 Description As discussed in the previous outcome, my ward area does currently discuss relevant issues and ideas to ensure practice is evidence based.   On gaining a password from the IT department, all staff has access to the trust intranet, and at the discretion of the ward manger, internet access is also granted.   All staff members, including students, have access to the library. This ensures access to a variety of sources of research. Feelings Although relevant and up to date literature is accessible, it is felt it would be beneficial for my ward to hold more recent books and articles on surgical nursing.   Although I do feel that students are relatively well supported in my area of practice, I think they could be more involved in decision making and the planning of patient care. Evaluation/ Analysis Sams et al (2004) identify three largely unresolved problems within the healthcare setting: an existing gap between evidence and practice; unnecessary variations in practice and an increasing cost of healthcare.   They explain that these factors are changing nursing practice from routines and opinions to critical appraisal and practices substantiated by evidence.   In doing so; quality and safety of patient care is ensured through the nurse performing the right thing, the right way, the first time (Caramanica et al 2003).   Sackett et al (1996) describe evidence-based health care as the conscientious utilisation of clinical experience and current best evidence in decision making and patient care.   Evidence-based guidelines have been said to include three sources: clinical expertise, patient preferences and most importantly scientific findings (Hinds et al 2003) Webster (1990) advises clinical staff to keep up to date with current practice to ensure that what is carried out relates to what is taught in university.   Krichbaum (1994) believes student learning in the clinical setting is related to their mentors’ behaviours, including using objectives, providing practice opportunities and asking effective questions.   It has also been argued that teaching methods reflect what the student perceives as most effective (Burnard and Morrison 1991).   Thomson (2004) advises a mentor to transmit their view of nursing into the student’s mind in order for them to understand and evaluate practice from their perspective.   To maximise the benefits of a clinical placement, mentors should teach from the experience the student is having through a combination of a teacher driven approach and the reflective process (Thomson 2004).   The use of reflection has been discussed further in the facilitation of learning, to demonstrate an under standing of concepts, knowledge, skills and attitudes (Dix and Hughes 2004).   Neary (2000a) explains that to reflect in a way that enables them to understand and learn through their experiences, students will need advice and guidance from their mentors. Craddock (1993) suggests teaching students to process information in a way that becomes more meaningful to them, enabling the integration of theory and practice.   Self directed learning has been proposed as an effective method of achieving such, providing a foundation for practice based on evidence (Burnard and Chapman 1990). Students should be encouraged to participate in clinical knowledge by sharing ideas on practical issues, facilitated with time to visit the library (DOH/ENB 2001). Andrews and Roberts (2003) suggested that a mentors’ role was that of support, and to ensure students received adequate teaching within the clinical area, a clinical guide should be employed.   They undertook a study consisting of self-report questionnaires administered to 239 first year students and 450 clinical guides across eight NHS trusts.   They indicated that the students valued the clinical guides’ impartiality, gained further insight into the practice experience and became more proficient in problem solving.   The level of confidence that can be placed in the results is however extremely limited.   Only 65% of students and 21% of clinical guides responded to the questionnaires, the subject’s demographic characteristics were not described (Ryan-Wenger 1992), and no reference was made to the sampling method, (Parahoo 1997) the validity and reliability of the data collection (Mathers and Huang 1998) or the study’s credibility (Carter and Port er 2000). Conclusion/ Action plan Following the above literature review, I now understand the importance of involving a student in the assessment, planning and evaluation of a patients’ care as well as the implementation.   I try to involve students in all aspects of the nursing process, explaining our rationale for all decisions.   I have also implemented a self-directed learning approach, asking Amy to briefly research and feedback issues that have arisen.   She seemed to enjoy, and benefit from this style of learning, and in the process I also gained further insight into current evidence. Outcome 5 Description I used the outcomes set in the initial discussion as a benchmark for Amy’s learning and assessed her competency on how well I thought she achieved these outcomes.   Amy would observe a task, we would research it where appropriate and I encouraged Amy to ask questions.   When we mutually decided Amy was ready, and on gaining the patient’s consent; I allowed Amy to perform a task, such as completing an admission, administering an injection or redressing a wound. Feelings I was extremely nervous of misjudging Amy’s level of competence and consequently allowing her to administer care she was not capable of or restricting her learning. Evaluation/ Analysis Myrick and Yonge (2002) emphasize the importance of assessment and evaluation of a student’s learning in facilitating their experience.   Effective assessment is vital in judging a student’s competence to practice (ENB/DOH 2001a).   Watson et al (2002) noted a lack of clarity surrounding the term competence.   However, the NMC’s (2004) definition describes ‘possessing the skills and abilities required for lawful, safe and effective professional practice without direct supervision’. Rowntree (1987) identifies reasons for assessment as; motivating students, establishing progress and providing feedback, identifying strengths and weaknesses and establishing the level of achievement.   To uphold the reputation of nursing, Price (2005c) considers it vital to assess a learners’ ability to practice in a professional, sensitive and safe manner.   Watson et al (2003) believe that having the competency to practice involves having the competence to learn.   This involves having a positive attitude to learning, taking initiative, recognising learning needs, seizing learning opportunities and understanding how to reflect on; analyse and critique practice.   Benner (1984) advises skilful teaching in the practice setting to ensure students pass through five levels of proficiency from novice to expert. Calman et al (2002) undertook a study in Scotland to determine the methods, preparation of assessors and student views relating to the assessment of students’ practice. A combination of postal questionnaires, review of programme documentation and interviews with key stakeholders were completed.   They concluded that students had little confidence in competence assessment methods, there is a lack of consistency in the training of student assessors in the clinical areas and a limited number of approaches to clinical assessment are used.   Credibility was ensured through presenting the results to the subjects to verify (Nolan and Behi 1995) and by the implementation of a triangulative data collection method (Appleton 1995). Wilkinson (1999) states that to ensure an assessment is reliable; student’s abilities should be consistent and the assessment should be made over a period of time and agreed by others.   Validity can only be assured when a students’ performance involves an integration of cognitive, affective and psychomotor skills (Wilkinson 1999).   A vital part of clinical assessment is direct observation, which must involve sufficient time to observe, an awareness of observer bias and the observer effect, and the incorporation of a checklist (Hull 1994).   Greenwood and Winifreyda (1995) devised a model to aid teaching and assign which the use of direct observation with diagnostic questioning of students.   This elicits a students understanding and performance and should be followed up with constructive feedback including; instructions, revisions, encouragement and guidance.   A study by Watson (2002) supports the use of reflective learning contracts as an assessment tool a lthough this has been criticised on ethical grounds. As no single procedure is adequate for assessing clinical competence, a continuous assessment incorporating a variety of methods should be employed (Neary 2000b). Conclusion/ Action plan On reviewing the literature, I feel that I now have a deeper understanding of the methods of assessing a students’ competence and will attempt to implement such in the future.   I will also try to provide feedback and constructive advice whenever possible to assist a student in meeting their initial outcomes. References Andrews, M. and Roberts, D. (2005).   Supporting student nurses learning in and through clinical practice: the role of the clinical guide.   Nurse Education Today, 23: 474-481. Appleton, J.V. (1995).   Analysing qualitative interview data: addressing issues of reliability and validity.   British Journal of Nursing, 14 (10), 587-590. Atkins, S. and Murphy, K.   (1993). Reflection: a review of the literature.   Journal of Advance Nursing, 18: 1188-1192. Bandura, A. 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Department of Health/ English National Board (2001a).   Preparation of Mentors and Teachers: A new framework of guidance.   DOH/ENB: London. Department of Health/ English National Board (2001b).   Placements in Focus.   Guidance for education in practice for health care professionals.   London: Department of Health/ English National Board. Dix, G. and Hughes, S.J. (2004).   Strategies to help structure students learn effectively.   Nursing Standard, 18 (32): 39-42. Donaldson, J.H. and Carter, D. (2005). The value of role modelling: Perceptions of undergraduate and diploma nursing (adult) students.   Nurse Education in Practice, 5: 353-359. Eaton, A. (1999).   Assessing learning needs.   IN. S Hinchliff (ed).   The Practitioner as Teacher.   2nd edition.   London: Baillià ¨re Tindall. Ely, C. and Lear, D. (2003).   The Practice Learning Experience.   IN. S Glen and P Park (eds.) Supporting Learning in Nursing Practice.   Hampshire: Palgrave MacMillan. Ferguson, K.E. and Jinks, A.M. (1994).   Integrating what is taught with what is practiced in the nursing curriculum: a multi-dimensional model.   Journal of Advanced Nursing, 20: 687-695. Fetter, M.S, Feetham, S.L, D’Apolito, K, Chaze, B.A, Fibk, A, Frink, B.B, Hougart, M.K, and Rushton, C.H. (1989).   Randomized clinical trials: issues for researchers.   Nursing Research, 38 (2): 117-120. Gibbs, G.   (1988).   Learning by Doing: A guide to teaching and learning methods.   Oxford: Oxford Polytechnic. Gray, M.A. and Smith, L.N. (2000).   The qualities of an effective mentor from the student nurses’ perspective: findings from a longitudinal qualitative study.   Journal of Advanced Nursing, 32 (6): 1542-1549. Greenwood, J. and Winifred, A. (1995).   Two strategies for promoting clinical competence in pre-registration nursing students.   Nurse Education Today, 15: 184-189. Hamill, C. (1999).   Academic essay writing in the first person: a guide for undergraduates.   Nursing Standard, 13 (44): 38-40. Hart, G. and Rotem, A. (1995).   The clinical learning environment: nurses’ perceptions of professional development in clinical settings.   Nurse Education Today, 15: 3-10. Hewitt-Taylor, J. (2002).   Teachers and students views on self directed learning.   Nursing Standard, 17 (1): 33-38. Hinds PS. Gattuso JS. Barnwell E. Cofer M. Kellum L. Mattox S. Norman G. Powell B. Randall E. Sanders C. (2003). Translating psychosocial research findings into practice guidelines. Journal of Nursing Administration, 33 (7/8): 397-403. Hull, C. (1994).   Assessment in Learning (i) Understanding assessment issues.   Teaching and learning in practice.   Nursing Times, 90 (11): 1-8. Hutchings, A. and Sanders, L. (2001).   Developing a learning pathway for student nurses.   Nursing Standard, 15 (40): 38-41. Krichbaum, K. (1994).   Clinical teaching effectiveness described in relation to learning outcomes of baccalaureate nursing students.   Journal of Advanced Nursing, 33 (7): 306-316. Landers, M.G. (2000).   The theory-practice gap in nursing: the role of the nurse teacher.   Journal of Advanced Nursing, 32 (6): 1550-1556. Lockwood, P. and Kunda, Z. (1999).   Increasing the salience of ones best selves can undermine inspiration by outstanding role models.   Journal of personality and social psychology, 76 (2): 214-218. Macintosh, C. (1998).   Reflection: a flawed strategy for the nursing profession.   Nurse Education Today, 18: 553-557. Mathers, N. and Huang, Y.C.   (1998).   Evaluating methods for collecting data in published research.   IN. P A Crookes and S D Davies (eds).   Research Into Practice. London: Baillià ¨re Tindall. Murray, C.J. (2005).   Role modelling as a teaching method for student nurses.   Nursing Times, 101 (26): 30-33. Myrick, F. and Yonge, O. (2002).   Preceptor behaviours integral to the promotion of student critical thinking.   Journal for Nurses in Staff Development, 18 (3): 127-133. National Audit Office (2001).   Educating and training the future health professional workforce for England.   London: National Audit Office. Neary, M.   (2000b).   Teaching, Assessing and Education for Clinical Competence, a practical guide for practitioners and teachers.   London: Stanley Thornes. Neary, M. (2000a).   Responsive assessment of clinical competence: part 2.   Nursing Standard, 15 (10): 35-40. Newell, R. (1994).   Reflection: art, science or pseudo-science.   Nurse Education Today, 14 (2): 79-81. Nolan, M. and Behi, R. (1995).   Alternative approaches to establishing issues of reliability and validity.   British Journal of Nursing, 14 (10): 587-590. Nursing and Midwifery Council.   (2004). Code of Professional Conduct. [World Wide Web].   Available:   nmc-uk.org/aFramedisplay.aspx?documentID=201  Ã‚  Ã‚  Ã‚  Ã‚   [2005, October 17]. Oliver, R and Endersby, C. (1994).   Teaching and Assessing Nurses.   London: Balliere Tindall. Parahoo, K. (1997).   Nursing Research: Principles, Processes and Issues.   Hampshire: Macmillan Press Limited. Phillips, R.M, Davies, W.B and Neary, M. (1996).   The practitioner-teacher: a study in the introduction of mentors in the pre-registration nurse education programme in Wales: Part 1.   Journal of Advanced Nursing, 23: 1037-1044. Phillips, T, Schostak, J and Tyler, J. (2000).   Practice and Assessment in Nursing and Midwifery: Doing it for real.   London: The English National Board for Nursing, Midwifery and Health Visiting. Pierson, W. (1998).   Reflection and nursing education.   Journal of Advanced Nursing, 27: 165-170. Powell, J.H. (1989). The reflective practitioner in nursing.   Journal of Advanced Nursing, 14: 824-832. Price, B.   (2005c).   Assessing a learners’ progress.   Nursing Standard, 19 (48). Price, B. (2004).   Evaluating your learning environment.   Nursing Standard, 19 (5). Price, B. (2005a). Listening to learners concerns and complaints.   Nursing Standard, 20 (5). Price, B. (2005b). Placement goals and etiquette.   Nursing Standard, 19 (26). Priest, H. and Roberts, P. (1998).   Assessing student’s clinical performance.   Nursing Standard, 12 (48): 37-41. Quinn, F.M. (1998). Teaching and Learning in Practice Placements. IN. CM Downie and P Basford.   Teaching and Assessing in Clinical Practice: A reader.   London: University Press. Quinn, F.M. (2000). Principles and Practice of Nurse Education.   4th edition.   Cheltenham: Nelson Thornes. Rogers, C. (1961).   On Becoming a Person.   London: Constable. Rowntree, D. (1987).   Assessing Students: how shall we know them?   London: Kogan Page. Ryan-Wenger, N.M. (1992).   Guideline for critique of a research report.   Heart and Lung, 21 (4): 394-401. Sackett DL, Rosenberg W, Gray J, Haynes R. and Richardson W. (1996) Evidence-based medicine: what it is and what it isn’t. British Medical Journal, 312 ( 7023): 71–72. Sams L. Penn BK. Facteau L (2004). The challenge of using evidence-based practice. Journal of Nursing Administration, 34 (9): 407-14. Spouse, J’ (2001). Work-based learning in health care environments.   Nurse Education In Practice, 1: 12-18. Stengelhofen, J. (1993).   Teaching Students in Clinical Settings.   London: Chapman and Hall. Stuart, C.C. (2003).   Assessment, supervision and support in clinical practice.   Edinburgh: Churchill Livingstone. Thompson, C. (1999).   If you could just provide me with a sample: examining sampling in qualitative and quantitative research papers.   Evidence Based Nursing, 2 (3): 68-70. Thompson, S. (2004).   Creating a learning environment.   IN. S Hinchliff (ed).   The Practitioner as Teacher.   3rd edition.   London: Churchill Livingstone. Thorpe, K. (2004).   Reflective learning journals: from concept to reflective practice.   Reflective Practice, 5 (3): 409-423. Wallace, B. (2003).   Practical issues of student assessment.   Nursing Standard, 17 (31): 33-36. Watson, N.A. 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Article Review Essay Example | Topics and Well Written Essays - 500 words - 28

Article Review - Essay Example Besides, Julia gives a broader picture of the extraneous factors that surround the act (Julia, 2014). The article asserts that the motive of creating the act was in good faith as it addresses the threat of increased fraud in the corporate world. However, the article also hints at some faction of the society viewing the act as politically motivation. This is a normal observation that corporate regulations which have significant influence in the government revenue collection and general economic progress of the country must attract such criticism. Sarbanes-Oxley Act (SOX Act) of 2002 is noted as effective in taming business malpractices that constitute fraudulent conduct of corporate financial governance. The aforementioned incidences are highlighted in the article as reflective of the potential threat hence the timeliness of this act. The article explains that the criterion that was used to create the act emphasized cost-benefit analysis. The act is expansively addressed by the article in terms of how it will boost ethical practices in corporate governance. The investors’ interests basically remain the key role of the company management. It is therefore unfair to rob the investors of their hard earned commitment to the stock market. The efficiency with which the act is applicable is overwhelmingly supported by Julia based on two practical premises. The flexibility of the act in terms of exemption of some small firms seems to be a positive idea. As can be noted in the article, the widely noted heavy cost of sustaining this regulation by firms justifies exemption of otherwise small companies. This to some extent is aligned towards ethical aspect of the act in its application (De & Argosy University. 2006). The financial transparency of the corporations is emphasized as the basis of ethical duty of the managers. Internal control

Opportunities of Graduates in the Educational Field Assignment

Opportunities of Graduates in the Educational Field - Assignment Example Just like other graduate of my era, I also have an ambition of life. Starting from university days, I always wanted to be a college or elementary level teacher. By the blessing of God, I got several opportunities to serve in different schools and now looking for a respectable teaching position in some highly reputable organizations to stay in touch with this field as a professional. The teaching and education field has a variety of opportunities for fresh graduates not only within country but even across the cultures. 1.2 Terms of Reference This report elaborates the opportunities of graduates in the educational field. 1.3 Methodology The report reveals that educational and teaching networks are growing throughout the world and provide attractive opportunities to the skilled and capable graduates. In order to highlight the career opportunities for graduates in teaching line, different renowned setups of Beacon House School System and City School System were visited. Further research reports, interviews and statistics were collected through different websites to prepare this report. It includes the interviews of heads of BHSS (Beacon House School System) and CSS (City School System), the newspaper reports, survey reports of NACE and Occupational Outlook Handbook 2010-11. 1.4 Findings 1.4.1 General Employment Trends. Despite of global recession, still the education market shows continues improvements for college graduates. The latest hiring index of NACE (National Association of Colleges and Employers) illustrates that the improvement trend has increased from 87.2 in November, 2009 to 127.7 in next 12 months. Similarly the data indicates that unemployment trends in college graduates have declined from 8.8% to 8.6% (http://www.naceweb.org). 1.4.2 Recent and Future Trends. By 2018, almost 15% increasing trend is estimated for college and university teachers. This trend is faster than the average trend of all other occupations. The major cause behind this growth is the enrollment rate of students in higher studies in the upcoming years. U.S. News and World Report has declared that teaching profession will keep a higher ranking among best 50 careers in 2011 (http://money.usnews.com). Large numbers of academic experts and teachers are expected to retire over the next decade; therefore, positions for part-time educators will grow further and become ever more competitive. 1.4.3 Remuneration. Latest statistics indicate that average annual earning of graduate level teachers is about $58,830. The instructors or teachers of lowest working grade are even getting more than 28000 dollars per annum while the highest paying teachers are getting more than 120,000 dollars.

Oxygen and Trees Essay Example for Free

Oxygen and Trees Essay Trees alter the environment in which we live by moderating climate, improving air quality, conserving water, and harboring wildlife. Climate control is obtained by moderating the effects of sun, wind, and rain. Radiant energy from the sun is absorbed or deflected by leaves on deciduous trees in the summer and is only filtered by branches of deciduous trees in winter. We are cooler when we stand in the shade of trees and are not exposed to direct sunlight. In winter, we value the sun’s radiant energy. Therefore, we should plant only small or deciduous trees on the south side of homes. Wind speed and direction can be affected by trees. The more compact the foliage on the tree or group of trees, the greater the influence of the windbreak. The downward fall of rain, sleet, and hail is initially absorbed or deflected by trees, which provides some protection for people, pets, and buildings. Trees intercept water, store some of it, and reduce storm runoff and the possibility of flooding. Dew and frost are less common under trees because less radiant energy is released from the soil in those areas at night. Temperature in the vicinity of trees is cooler than that away from trees. The larger the tree, the greater the cooling. By using trees in the cities, we are able to moderate the heat-island effect caused by pavement and buildings in commercial areas. Air quality can be improved through the use of trees, shrubs, and turf. Leaves filter the air we breathe by removing dust and other particulates. Rain then washes the pollutants to the ground. Leaves absorb carbon dioxide from the air to form carbohydrates that are used in the plant’s structure and function. In this process, leaves also absorb other air pollutants—such as ozone, carbon monoxide, and sulfur dioxide—and give off oxygen. By planting trees and shrubs, we return to a more natural, less artificial environment. Birds and other wildlife are attracted to the area. The natural cycles of plant growth, reproduction, and decomposition are again present, both above and below ground. Natural harmony is restored to the urban environment.

The Master-Slave Relationship Essay -- master Slave Essays

The Master-Slave Relationship In this paper I will be discussing the master-slave relationship. I will give you an understanding as to how this union exists. Also I will brief you on how without this relationship a city would not exist. This paper will not only define the master-slave relationship but give quotations and examples that will help you the reader to fully understand this concept. In the master-slave relationship, with this union, the master can not exist without the slave. The slave is there to assist the master with the maintaining of the master’s wants and needs. In the classroom setting the teacher is the slave because he or she has the knowledge that is needed by the students. The students would be the master because the teacher is upholding the desires and wishes of the students by teaching them the knowledge they have. According to Aristotle The Politics, Book I Chapter 2, â€Å"The naturally ruling and ruled, on the account of preservation. For that which can see with the thought is naturally ruling and naturally mastering elements while that which can do with the body is naturally ruled and slave.† This is one of the common relationships that are known in the household. The household is the partnership established by nature for the needs of daily life. A group of households makes up a village, and a group of villages makes up a city. Now that we have seen that the city is made up of households, I would like to discuss that management of the household. What makes up the household relates to the people in the household. A complete household consist of slaves and freemen; who are the master and slave, the husband and wife, and the parent and child. The leadership of the master over the slave is different from nature, and the difference between the slave and freeman only exists by law. It is considered just, but the slave and freeman don’t exists by nature and being an impediment with nature is consequently unjust. What is property? According to the Merriam Webster’s Collegiate Dictionary property is defined as a quality or trait belonging and especially peculiar to an individual or thing. Property is also in conjunction with the household, and the ability of managing property is also a part of managing the household; for no man can live well, or indeed live at all, unless he is supplied with the essential items needed to survive... ...ical rule were the same, but they are different. Mastery and political rule are not the same thing, because political rule is over those who are free and equal. With this rule the master is not called master because he has skill that is needed. To be in love is to also be in a master-slave relationship. With this form you are trying to embody in the person what you think you need. So the person that needs something is the master and the one who encompasses it is the slave. Mastery rule is acquiring slaves but using them for their advantage. With slavery, the masters acquired slaves, and the slaves were used for the monetary gain of the masters. So in conclusion, the master-slave relationship not one only exist in the household, but it exist in society and everyday life. Without this relationship, people would be unable to determine who they are as a person and what their purpose is in life. This relationship helps define many interactions, weather it is romantic, educational, or a job function. I never really thought to much about this relationship and just related it to slavery, but I have come to know that it is a significant aspect in the way life’s relationships are viewed.

How does Steinbeck present the theme of loneliness in ‘Of Mice and Men’? Essay

‘Of Mice and Men’ by John Steinbeck, is set in mid-1930s America during the depression. This depression came as a shock to America after the 1920s ‘boom-time’. The inspiration that Steinbeck drew upon is the troublesome times people were living through at that time. However, the characters in the novel are lucky in that they are working on a prosperous farm, despite millions actually being out of work at the time. In this essay, I will attempt to bring out key points referring to loneliness and how it affects the characters in the story. The novel is set in a place called Soledad, which incidentally means loneliness. The two central characters in the novel are George Milton and Lennie Small. The first chapter helps us get to know the characters well. George and Lennie are two workers who move from ranch to ranch in search of work and good pay. We know early on that they are currently between jobs, and are hitching lifts to their next job. They had to move on from the last ranch because of Lennie having touched a girl’s dress, so they are on the run. George is quick-witted and intelligent. He is also very cautious â€Å"Lennie. You gonna be sick like you was last night.†. George is ‘small and quick, dark of face,’ also with ‘restless eyes’ this again stresses the point that he is cautious and weary of other people. Lennie however is very childlike – â€Å"Look, George. Look what I done.† – Like a small child, Lennie is trying to impress George. One point emphasised frequently through the book is, despite his terror of violence, he is a man of great physical strength and is often compared to an animal – â€Å"He stood crying, his fist lost in Lennie’s paw.† In many ways, George and Lennie are the two halves of a single person, one of them is strong while the other is weak. The two refer to both George – strong mind, physically weak – and Lennie – physically strong, but mentally weak. Lennie is George’s ‘shadow’, he does as he is told by George – whether in his best interests or not – â€Å"You tol’ me to, George,† he said miserably.’ George and Lennie care for each other as if they were family. George plays the parent figure in Lennie’s life, he has taken on the responsibility for Lennie partly out of pity, partly out of affection, and partly for companionship. They actually need and depend upon one another – â€Å"you got me and I got you† – as Lennie keeps saying. They share a dream to own a patch of land and it is this that keeps them going in the bad times. Other men may also have had this dream, but perhaps don’t have as m uch faith in it as George and Lennie do. Candy is near to the end of his useful life on the farm and knows he has little to look forward to. Candy’s only companion is his dog, we are told Candy has raised him since he was a pup. When the dog is killed by Carlson, Candy is silent almost as if his soul was in the dog, so when the dog is destroyed, Candy is too. He is offered a new pup by Slim, but this is no consolation as he has lost a lifelong friend. Candy is easily hurt by Carlson’s willingness to ‘murder’ his pet â€Å"Le’s get it over with,† Despite his emotional turmoil early in the book, Candy is saved from insanity by George and Lennie. He is let into their dream and he is just as enthusiastic about it as Lennie! â€Å"How much they want for a place like that?† The loss of his dog is not the first he has had to deal with. ‘He scratched the stump of his wrist nervously. â€Å"I got hurt four years ago,† This shows he has only one hand, and has had to come to terms with the loss of something perhaps more important than a pet. Crooks is a ‘special case’. He is a literate black cripple who tends horses on the ranch. This makes him one of the loners in the novel. Because he is black, he has a room of his own – but with manure right outside the window, he is not living in luxury. His significant possessions are his books. Whereas the ranch hands generally read magazines, he has the time – and the intelligence – to read proper books. Literature, after all, educates us, allows us to enter into other worlds, and fills our time profitably. He says, â€Å"A guy sets alone out here at night, maybe readin’ books or thinkin'† The books actually show that Crooks is not inferior. If anything, they show that he has a superior intelligence. However, Crooks indicates the books also reflect his loneliness – he would like someone to talk to. So they also show how he is different and apart from the other workers on the ranch. He has long been the victim of oppressive violence and prejudice, this in itself leaves him separate from the rest of the group. Despite the persecutions, the other characters seem to secretly admire him â€Å"Jesus, how that nigger can pitch shoes.† Then Slim replies â€Å"He’s plently good,† although they never complement him when he is around. Crooks does have rights, but many of them are abused and no-one does anything to enforce them. Crooks has trouble fitting in and making friends because of restrictions imposed on him by the boss – he is only allowed in the bunkhouse at Christmas. Crooks’ character is bored with life and only wishes to be equal with white people, like he seemed to be as a child, and he only now realises why his father despised his white friends as a child. Crooks is isolated from the other ranch hands because he is different. He copes with it by keeping a distance between himself and the other hands but he is drawn into the dream of working on George and Lennie’s farm. When Lennie is with him when the others are in town Crooks is talking about his views on companionship. Crooks tries to talk to Lennie about the loneliness he is feeling caused by being black, but Lennie is too busy thinking about George to listen to him. So Crooks ends up teasing him about George not coming back. Curley’s wife is seen as a possession – something belonging to Curley – rather than a person in her own right. She is just described as a tart, but little more is known about her. It could be because of this that she enjoys teasing Lennie and the others on the ranch; she knows Curley does not approve and it is a way of getting her own sense of being an individual back. She wants to be noticed as a person, her shattered dream of being a movie star is shared with Lennie as they grow a short friendship. She is described as a â€Å"temptress†, â€Å"piece of jail-bait† and a â€Å"tart†. She is portrayed as an evil character, although it is also emphasised that this is no fault of her own. She is blamed by Candy for the end of his own dreams, even though she was also a victim – after Lennie unintentionally killed her. Being lonely she turned to Lennie for companionship, but his love of petting soft things ends in her demise. Lennie and Curley’s Wife are, with the exception of Crooks, the most lonely and misunderstood characters in the book. In chapter five, they meet in the barn after Lennie has accidentally killed his puppy. Curley’s Wife approaches him, but he knows he should not be talking to her, after all George said she was a bad person, â€Å"Well, I ain’t supposed to talk to you or nothing.†. He reveals the dead puppy, and she begins her slow process of seduction, by consoling him – telling him it was not his fault. Then she tells him about her dreams, her life story and how she was cheated out of a movie star career by her â€Å"ol’ lady†. It changes from seduction to a friendship â€Å"because she had confided in him, she moved closer to Lennie and sat beside him† – so now there is a one way trust between the two, Curley’s Wife already having confided in Lennie, but he is still worried about what George might think – a nd the possibility of George not letting him tend the rabbits. But Lennie tells her he likes soft things, and she allows him to stroke her hair. She has fallen into a trap, and it seems she will suffer the same fate as the other creatures Lennie has petted. She does. Eventually killed by her own loneliness, she dies violently at the same strong hands as the mice, the dog and Curley’s hand. Candy then stumbles upon the body, he knows it was Lennie and realises the trio’s dream is finished. He gets George who knows he must reach Lennie before Curley and the other ranch-hands, so he can help Lennie escape the violence that would ensue if he didn’t catch him in time. An alternate way of life is sought by the characters, motivated by their loneliness, this is one of the reasons they drift from ranch-to-ranch, they are continually searching. They do this, often without knowing what they are really looking for. Characters are also lonely because of something within themselves, something that almost seems to make their loneliness inevitable. Different characters seek comfort in different things – for Candy it is his dog; for George and Lennie it is each other; for Crooks it is his pride and skill at things like pitching horseshoes. For them, it is an unending journey moving from place to place, the same jobs, the same routines, different people. Sadly, they never stay in one place long enough to make friends or settle down. Many dream of getting a ranch of their own, but it will never happen as long as they take their pay every month and go into town and waste all they have earned on one night of recreation.