Of Mice and Men Relationships

The novel ‘Of mice and Men’ is written by John Steinbeck, set in the 1930’s, America, during the Great Depression. The theme of the novel is of two men (George and Lennie)   Steinbeck introduces the two characters, George and Lennie, in the opening section of the novel. From this dialogue-â€Å"You drink some, George†- the reader is able to establish an understanding of the two characters’ relationship. One stayed behind the other’, is the first indication that one take more of a lead in the relationship than the other, and more evidence to support this: ‘Lennie imitated him exactly’. Steinbeck goes on to describe the first man to be ‘small and quick’, whereas ‘behind him walked his opposite, a huge man’. It would be thought the larger man would lead, to protect. The two men are described as ‘Both were dressed in denim trousers and in denim coats†¦ and both carried tight blanket rolls’ .This shows they are similar in the way they are both itinerant workers. However they differ with appearance: George is explained to have ‘sharp features’, and Lennie to be his opposite ‘shapeless of face’. Steinbeck uses their appearance to show how completely different they are with everything, George has a sharp, quick mind, while on the other hand Lennie is rather simple minded. Steinbeck presents George and Lennie’s relationship very much like that of a father and sons.George looks after Lennie’s work card as George knows Lennie well enough not to trust him with it: â€Å"think I’d let you carry your own work card? † George also looks out for Lennie and tries to protect him- ‘you never oughta drink water when it ain’t running’, which is evidence to show he is like a father, advising Lennie. Steinbeck emphasises the theme of George and Lennie being like a father and son further by George praising Lennie to build Lennie’s self esteem: â€Å"Good boy, that’s it†.

Combating Compassion Fatigue

Running Head: Combating Compassion Fatigue Combating Compassion Fatigue Raynell Giron Grand Canyon University HLT 310V Sep. 29th, 2012 Combating Compassion Fatigue This writer will define and identify the keys components to compassion fatigue. This writer will also expound upon the warning signs of compassion fatigue and some interventions that can be put into place by the care giver to help avoid compassion fatigue.This writer will further give some helpful coping skills that can be used to manage compassion fatigue and the resources a care giver can turn too in the event they experience compassion fatigue. Compassion fatigue has been defined as a combination of physical, emotional, and spiritual depletion associated with caring for patients in significant emotional pain and physical distress (Anewalt, 2009). It can also include depression, apathy, and impaired judgement.It is considered a unique form of burnout that affects individuals in care giving roles (Lombardo, 2011). While c ompassion fatigue can sometimes be precipitated by burn out, that is not always the case. Burn out is defined as â€Å"a syndrome of emotional exhaustion, depersonalization, and reduced accomplishments that can occur among individuals who do ‘people work’ of some kind†Ã‚  (Maslach & Jackson, 1986, p. 1). While the symptoms of both are similar, the warning signs differ greatly. Some of the warning signs a care giver may be experiencing compassion atigue include work-related symptoms, physical symptoms, and emotional symptoms (Lombardo, 2011). Some of the work related symptoms may include avoidance or dread of working with certain patients, reduced ability to feel empathy towards patients or families, frequent use of sick days, and lack of joyfulness (Lombardo, 2011). Some of the physical warning signs include headaches, digestive problems, inability to sleep, insomnia, too much sleep, and cardiac symptoms such as chest pain/pressure, palpitations, and tachycardia (Lombardo, 2011).Emotional signs of compassion fatigue can include mood swings, restlessness, irritability, oversensitivity, anxiety, excessive use of substances like nicotine, alcohol, and illicit drugs, depression, anger and resentment, loss of objectivity, memory issues, poor concentration, focus, and judgment (Lombardo, 2011). While a care giver can experience any of the above symptoms at any time during their career, it is important to note that a combination of any of the above symptoms would be used to determine whether or not a person is experiencing compassion fatigue.Possible factors leading to compassion fatigue can be classified according to personality characteristics, previous exposure to trauma, empathy and emotional energy, response to stressors, and work/organizational characteristics (Sabo, 2011). Research clearly demonstrates that working with patients who are in pain, suffering, or at end of life may take a toll on the psychosocial health and well being of nurses (Sabo, 2011). To determine whether or not a health care giver is experiencing compassion fatigue an assessment tool has been developed.The following is a basic assessment that can be done by the nurse to help determine the risk of compassion fatigue. Description/evaluation of one’s work setting and working conditions; one’s tendency to become over involved; one’s usual coping strategies and management of life crises; one’s usual activities to replenish self physically, mentally, emotionally, and spiritually; and one’s openness for learning new skills to enhance personal and professional well being (Lombardo 2011). Some interventions that could be used to help reduce the incidence of ompassion fatigue include early recognition of signs and symptoms, staying physically fit, staying well rested, develop healthy and supportive relationships outside of the work environment, and implement diversions like journal writing, counseling, or enjoyable recreat ional activities to help combat compassion fatigue (Panos, 2007). One could also seek guidance from a mentor or counselor. Koloroutis (2007) identified three core relationships for transforming practice using relationship-based nursing including the nurse’s relationship with patients and families, the nurse’s relationship with self, and the nurse’s relationship with colleagues.The nurse’s relationship with self is a core concept in managing compassion fatigue. Nurses need to be assertive, to express personal needs and values, and to view work-life balance as an achievable outcome. This relationship with self is essential for optimizing one’s health, for being empathic with others, and for being a productive member of a work group within a healthcare facility (Lombardo, 2011). The coping strategies for dealing with compassion fatigue fall along the same line as those of prevention.If one were to find that one is experiencing compassion fatigue some coping strategies would include exercise, maintaining a personal life that includes healthy relationships, develop a sense of humor, set limits between work and home activities, and broaden your horizons. The Compassion Fatigue Awareness project has developed as a result of more and more care givers experiencing this trauma. This project gives resources for workshops, training, and counseling for care givers. ConclusionIn conclusion, compassion fatigue can take its toll on care givers and cause dissatisfaction for the care giver and their patients. It is imperative that care givers learn to recognize their limitations, know themselves on a spiritual level and just how much they are able to give of themselves in a work environment without over extending themselves which could then lead to compassion fatigue and/or burn out. It is also important for the care giver to implement strategies to help avoid burn out and compassion fatigue.These strategies could include those listed above as well as time for mediation at work, create a relaxing environment at work by transforming the work station, or just finding the time to discuss complex patient situations with supportive co-workers.References Anewalt, P. (2009). Fired up or burned out? Understanding the importance of professional boundaries in home health care hospice. Home Healthcare Nurse, 27(10), 591-597. Koloroutis, M. (2007). Relationship-based care: A model for transforming practice. Minneapolis, MN: Creative Health Care Management, Inc. Lombardo, B. , Eyre, C. , (Jan 31, 2011) â€Å"Compassion Fatigue: A Nurse’s Primer†Ã‚  OJIN: The Online Journal of Issues in Nursing  Vol. 16, No. 1, Manuscript 3. Retrieved Sept. 29th, 2012 from: http://www. nursingworld. org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-16-2011/No1-Jan-2011/Compassion-Fatigue-A-Nurses-Primer. html Maslach, C. , & Jackson, S. (1986). Maslach Burnout Inventory Manual  (2 ed. ). Palo Alto: Consult ing Psychologists Press. Panos, A (February, 2007). Promoting resiliency in trauma workers. Poster presented at the 9th World Congress on Stress, Trauma, and Coping, Baltimore, MD. Sabo, B. , (Jan 31, 2011) â€Å"Reflecting on the Concept of Compassion Fatigue†OJIN: The Online Journal of Issues in Nursing  Vol. 16, No. 1, Manuscript 1. Retrieved Sept. 29th, 2012 from: http://www. nursingworld. org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-16-2011/No1-Jan-2011/Concept-of-Compassion-Fatigue Combating Compassion Fatigue Running Head: Combating Compassion Fatigue Combating Compassion Fatigue Raynell Giron Grand Canyon University HLT 310V Sep. 29th, 2012 Combating Compassion Fatigue This writer will define and identify the keys components to compassion fatigue. This writer will also expound upon the warning signs of compassion fatigue and some interventions that can be put into place by the care giver to help avoid compassion fatigue.This writer will further give some helpful coping skills that can be used to manage compassion fatigue and the resources a care giver can turn too in the event they experience compassion fatigue. Compassion fatigue has been defined as a combination of physical, emotional, and spiritual depletion associated with caring for patients in significant emotional pain and physical distress (Anewalt, 2009). It can also include depression, apathy, and impaired judgement.It is considered a unique form of burnout that affects individuals in care giving roles (Lombardo, 2011). While c ompassion fatigue can sometimes be precipitated by burn out, that is not always the case. Burn out is defined as â€Å"a syndrome of emotional exhaustion, depersonalization, and reduced accomplishments that can occur among individuals who do ‘people work’ of some kind†Ã‚  (Maslach & Jackson, 1986, p. 1). While the symptoms of both are similar, the warning signs differ greatly. Some of the warning signs a care giver may be experiencing compassion atigue include work-related symptoms, physical symptoms, and emotional symptoms (Lombardo, 2011). Some of the work related symptoms may include avoidance or dread of working with certain patients, reduced ability to feel empathy towards patients or families, frequent use of sick days, and lack of joyfulness (Lombardo, 2011). Some of the physical warning signs include headaches, digestive problems, inability to sleep, insomnia, too much sleep, and cardiac symptoms such as chest pain/pressure, palpitations, and tachycardia (Lombardo, 2011).Emotional signs of compassion fatigue can include mood swings, restlessness, irritability, oversensitivity, anxiety, excessive use of substances like nicotine, alcohol, and illicit drugs, depression, anger and resentment, loss of objectivity, memory issues, poor concentration, focus, and judgment (Lombardo, 2011). While a care giver can experience any of the above symptoms at any time during their career, it is important to note that a combination of any of the above symptoms would be used to determine whether or not a person is experiencing compassion fatigue.Possible factors leading to compassion fatigue can be classified according to personality characteristics, previous exposure to trauma, empathy and emotional energy, response to stressors, and work/organizational characteristics (Sabo, 2011). Research clearly demonstrates that working with patients who are in pain, suffering, or at end of life may take a toll on the psychosocial health and well being of nurses (Sabo, 2011). To determine whether or not a health care giver is experiencing compassion fatigue an assessment tool has been developed.The following is a basic assessment that can be done by the nurse to help determine the risk of compassion fatigue. Description/evaluation of one’s work setting and working conditions; one’s tendency to become over involved; one’s usual coping strategies and management of life crises; one’s usual activities to replenish self physically, mentally, emotionally, and spiritually; and one’s openness for learning new skills to enhance personal and professional well being (Lombardo 2011). Some interventions that could be used to help reduce the incidence of ompassion fatigue include early recognition of signs and symptoms, staying physically fit, staying well rested, develop healthy and supportive relationships outside of the work environment, and implement diversions like journal writing, counseling, or enjoyable recreat ional activities to help combat compassion fatigue (Panos, 2007). One could also seek guidance from a mentor or counselor. Koloroutis (2007) identified three core relationships for transforming practice using relationship-based nursing including the nurse’s relationship with patients and families, the nurse’s relationship with self, and the nurse’s relationship with colleagues.The nurse’s relationship with self is a core concept in managing compassion fatigue. Nurses need to be assertive, to express personal needs and values, and to view work-life balance as an achievable outcome. This relationship with self is essential for optimizing one’s health, for being empathic with others, and for being a productive member of a work group within a healthcare facility (Lombardo, 2011). The coping strategies for dealing with compassion fatigue fall along the same line as those of prevention.If one were to find that one is experiencing compassion fatigue some coping strategies would include exercise, maintaining a personal life that includes healthy relationships, develop a sense of humor, set limits between work and home activities, and broaden your horizons. The Compassion Fatigue Awareness project has developed as a result of more and more care givers experiencing this trauma. This project gives resources for workshops, training, and counseling for care givers. ConclusionIn conclusion, compassion fatigue can take its toll on care givers and cause dissatisfaction for the care giver and their patients. It is imperative that care givers learn to recognize their limitations, know themselves on a spiritual level and just how much they are able to give of themselves in a work environment without over extending themselves which could then lead to compassion fatigue and/or burn out. It is also important for the care giver to implement strategies to help avoid burn out and compassion fatigue.These strategies could include those listed above as well as time for mediation at work, create a relaxing environment at work by transforming the work station, or just finding the time to discuss complex patient situations with supportive co-workers.References Anewalt, P. (2009). Fired up or burned out? Understanding the importance of professional boundaries in home health care hospice. Home Healthcare Nurse, 27(10), 591-597. Koloroutis, M. (2007). Relationship-based care: A model for transforming practice. Minneapolis, MN: Creative Health Care Management, Inc. Lombardo, B. , Eyre, C. , (Jan 31, 2011) â€Å"Compassion Fatigue: A Nurse’s Primer†Ã‚  OJIN: The Online Journal of Issues in Nursing  Vol. 16, No. 1, Manuscript 3. Retrieved Sept. 29th, 2012 from: http://www. nursingworld. org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-16-2011/No1-Jan-2011/Compassion-Fatigue-A-Nurses-Primer. html Maslach, C. , & Jackson, S. (1986). Maslach Burnout Inventory Manual  (2 ed. ). Palo Alto: Consult ing Psychologists Press. Panos, A (February, 2007). Promoting resiliency in trauma workers. Poster presented at the 9th World Congress on Stress, Trauma, and Coping, Baltimore, MD. Sabo, B. , (Jan 31, 2011) â€Å"Reflecting on the Concept of Compassion Fatigue†OJIN: The Online Journal of Issues in Nursing  Vol. 16, No. 1, Manuscript 1. Retrieved Sept. 29th, 2012 from: http://www. nursingworld. org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-16-2011/No1-Jan-2011/Concept-of-Compassion-Fatigue

Bilingual Education

Bilingual education is unquestionably a controversial issue. There are several people and organizations in this country, who, for various reasons are opposed to bilingual education. In today’s society regarding education there has been a big issue about whether bilingual education should be taught in classrooms for immigrant students who do not speak English. Bilingual education began about 1967 as an effort to help immigrants, (mostly Spanish speakers) to learn English (Hoover, Bilingual Education Advocates).Bilingual Education involves teaching two languages to the students. Many persons believe that bilingual education means Spanish and English only, but bilingual could be any two languages. There is a common problem where many parents are against bilingual education because many students are forced into Spanish bilingual classes because they have Spanish surnames, even though they understand and speak English well and they do not speak or read Spanish (Hoover, Bilingual Ed ucation Advocates).I have found throughout my studies in bilingual education that a lot of students are placed in bilingual classes because the parents fill out a home language survey stating that the home language is Spanish. Little do the parents know that this is what determines what type of class their child will be in. This is causing many problems for children that are being forced into bilingual classes even when they are not immigrants. The promoter of bilingual education was the German language, because in 1837 students were required to take German in school at least one year (Eva Giles).But one of the most common bilingual programs here in South Texas is Spanish and English. A research states that â€Å"Nearly one in every six school age children in the United States come from a home where a language other than English is regularly spoken† (Eva Giles). â€Å"By some estimates, English is spoken today by one million people and two thirds learned it as a second langu age† (James Crawford). Secretary of Education T. H. Bell remarked that the support of the government for bilingual education grew from $7. 5 million in 1969 to $134 million in 1982 and it provides help for between 1. million to 3. 5 million children (Hoover, The case for and against Bilingual Education). There are many reasons why bilingual education is not effective for many people. First of all, the schools that have bilingual education do not have certified teachers. The problem that I have seen most too often is that many people are going through an alternative program to become a teacher, where they have no schooling in bilingual education and they don’t understand the concept of how it works, nor do they understand the laws.A person that has a degree in criminal justice, per se, goes through a 5 month program, takes a test, and is then considered to be a bilingual teacher. It is very common, here in south Texas where I live, that people that have gone through the ACP certification are being chosen over traditional college path teachers. Bilingual education is controversial for the simplest reason that it disrupts established patterns in school. For many schools, it can cause many headaches because they need to recruit more qualified teachers, redesign curricula, and reorganize class schedules, so many administrators want to avoid that.The monolingual teachers fear the reassignment, loss of status, or other career setbacks (Crawford). Because many schools do not have qualified teachers, the students get behind in their studies because they do not learn either English or Spanish (Hoover, Bilingual Education Advocates). Moreover, many parents complain that their children on a regular school day are exposed mostly to Spanish and only few minutes to English (Hoover, Bilingual Education Advocates). This is because the immigrants are mixed with the non-immigrants and the teachers focus more on the immigrant students so they can learn English.Furthe rmore, the students get confused in their writing in Spanish and English. For example, a child was enrolled in bilingual education only because he/she has a Spanish surname even though he spoke only Spanish, and by the seventh grade the child could not read or write either English or Spanish (Hoover, Bilingual Education Advocates). On the other hand, many states reported on an average annual increase of 9. 2 percent in the enrollment of limited English proficient students (Crawford).If we do not have more certified teachers in our schools most of the students would have a high rate of falling behind, failing and dropping out of school. Language minority youths are 1. 5 times more likely than the English language counterparts to have discontinued school before completing twelve years, according to the Intercultural Development Research Association. In 1988 the Hispanic youths were more than twice likely to have dropped out. Therefore if we do not have certified teachers to teach the children we are going to have more uneducated children (Crawford).The solution to this problem about not having many certified teachers in our schools is that we need to train the teachers that we already have with some programs that they need to be a certified teacher. â€Å"Bilingual programs, in order to be effective, must be able to attract and retain a teaching staff sufficient in numbers and qualify to meet the needs of the children enrolled in the program. † (Del Valle, Franco, Garcia). A teacher in the bilingual program must master a subject, possess the skills to teach the subject well, and also have mastered two languages as well to be familiar with the children’s culture.Moreover, a bilingual teacher must meet five criteria, and all are very important for them to be an efficient teacher. The five criteria are: †¢The teacher must be fluent in English †¢The teacher must be fluent in Spanish †¢Mastery of the content area to be taught; e. g. scien ce, history etc. †¢Mastery of the teaching skills necessary to teach content area †¢Well information and complete understanding of the child’s culture, custom, and history (Del Valle, Franco, Garcia).Many schools might have to go to another country to recruit bilingual teachers; they go to Puerto Rico or even to Latin American because the United States has a diversity of cultures and it is much easier for a teacher from other countries to come to the United States and teach because they already know the culture of the student, and the students feel more comfortable and learn more. Furthermore, the second reason why bilingual education is not efficient for many people is because they do not have enough research on it.Many people do not know about all of the help that there is in schools for all immigrant students that came from other parts of the world. Parents do not get involved in their child’s studies or know what classes they are taking especially when th ey are in middle school or high school. â€Å"Many advocates of bilingual education fear that any government recognition of minority languages ‘sends a wrong message’ to immigrants encouraging them to believe they can live in the United States without learning English or conforming toAmericans’ ways† (Bilingual Education). Many parents believe that enrolling their children in only English classes will help them to improve in their language. For example, there is a case in California where the government is going to enforce a new program called Ballot Initiative, which would mandate English only instruction for children until they become fully proficient in English (Bilingual Education). But parents do not see all those programs that they have in schools to help their children improve in English without getting frustrated because they do.Parents should think about all the frustration that their children are dealing with because they are enrolling them in En glish classes even if they do not know the language. This is why they need to be made aware of all the programs that the schools have to offer to assist the students that do not speak English. The solution to this kind of problem in the schools is a program called late and early transition that helps the students who receive instructions in their native language during the early years of schooling eventually â€Å"transition† into mainstreaming English. William M. Saunders, Claude Goldenberg. ) Transition programs can occur anywhere from the early elementary grades to middle school or later in high school; it all depends on the school program when the student starts. Transition programs are three year program constants that approach the Spanish to English development in grades 3-5 and transition programs compromise 12 specific components falling in to three categories: 1. Literature studies (literature units, instructional conversations, writing projects) 2.Skill building (re ading comprehension, reading, dictation, and oral English) 3. Supporting Components (reading, reading aloud, and writing journals) A transition program is divided into three parts; Pre-Transition, Transition I, and Transition II. A Pre-Transition program is considered for the students in the third grade. Its purpose is to emphasize the fundamental role of Spanish reading and writing and oral English development that precedes transition and the goal is that by the end of the year the student should read and write Spanish, and a certain level of oral English.The second part of the transition program is called Transition I and it is used in the fourth grade. It is designed to make clear the need of an actual program for a certain time. By the end of fourth grade or Transition I, students should show at least initial reading and writing fluency in English. Moreover, the student should be able to participate in discussions in English and the student should also continue to demonstrate a good level in writing and reading in Spanish used in language arts throughout the entire year. The last part of the program called Transition II is used in the fifth grade.This last part of the program is where the students should be decoding and comprehends grade level materials in English, which mean in literature and content areas (Saunders). According to many teachers in California, bilingual transition programs work very well in schools where they have positive teachers that want to help the student and where the first language is used in the first year (Stephanie Krasren). One of my solutions for bilingual education is to implement more programs for older students as high school students.Right now we do not have enough programs that help those students and that is why we have a lot of college students that do not know how to write or read English or Spanish. In our high schools there is not enough emphasis in programs for high school students because many teachers believe that the students already know English because they attended elementary and middle school. Sometimes it doesn’t cross teachers minds that many students came to the United States when they were 16 and older and they had finished elementary or middle school in Mexico or other places.When they come to high schools here in the United States they do not know English. The program that I would implement for high school immigrant students that do not know any English would be called Older Transition. It would be separated in two parts, the first one being Older Transition I. It would be for ninth grade. The student would have a special teacher in separate classrooms, a teacher that helps them learn the basic English language and as the year goes by to improve their English in all subjects, so the student can be familiarized with the language.The second part would be called Older Transition II and would be for tenth grade immigrant students. The students would be placed in regular classes so they can be familiarized with how the classes work and begin taking the TAKS test that they need in order to graduate. Also the student would be required to participate in school activities so they can be involved with the language and improve their skills. If we would have more programs like this, many students would be beneficiated and wouldn’t feel left out and they would have a better future with more opportunities.These days, many jobs require applicants to be bilingual. â€Å"Businesses, especially telephone companies here in Texas and California are seeking for bilingual employees† (Hoover, Bilingual Education Advocates). Moreover, Texas and California have a high percentage of immigrants and Hispanics, which is why many companies ask the employee if they can speak Spanish and English. According to Hoover, English is the widely used language in history also; English in the language of Science technology, and business (Bilingual Education Advocates).Furthermo re, right now in this society we have a high call for merchants, bankers, and diplomats able to speak two languages. Therefore, if programs like this would be enforced in many high schools many students would have a better future and they would not have problems in college. The opposite view about my solution of implementing more transition programs for high school students is that many high schools do not have enough funds to be spending in transition programs.Moreover, many principals say that high schools do not receive money to have special teacher or train the teachers that the schools already have to teach the immigrant students that do not speak English. I believe that schools have enough money to spend to train teachers and programs because they have enough money to spend in athletics and other elective courses. Many high schools put more interest in athletics or any other activities than in the improvement of the student’s studies.To reiterate, whether bilingual educ ation is effective or not for immigrant students who do not speak English is up to the schools and how they approach the effectiveness of the bilingual programs. After reading much information about bilingual education, I have come to a conclusion; if we have more certified teachers who care and help the students with the English skills and if the schools implement more programs to help immigrant students, we are going to have a nation with many bilingual people who would help others. Moreover, we are going to have a better future for the kids of tomorrow.I encourage many teachers to support more bilingual programs and talk with their principals about them and put them into practice in the classrooms. A lot of this implementation starts with the district, of course, but sometimes certain districts don’t want to implement the bilingual programs and are just receiving the money for it. This is where the schools need to step up and implement the programs and possibly make a call to the TEA and make sure that the district starts following the rules. It all begins with one person making the difference and then it goes from there. Bilingual Education Bilingual education is unquestionably a controversial issue. There are several people and organizations in this country, who, for various reasons are opposed to bilingual education. In today’s society regarding education there has been a big issue about whether bilingual education should be taught in classrooms for immigrant students who do not speak English. Bilingual education began about 1967 as an effort to help immigrants, (mostly Spanish speakers) to learn English (Hoover, Bilingual Education Advocates).Bilingual Education involves teaching two languages to the students. Many persons believe that bilingual education means Spanish and English only, but bilingual could be any two languages. There is a common problem where many parents are against bilingual education because many students are forced into Spanish bilingual classes because they have Spanish surnames, even though they understand and speak English well and they do not speak or read Spanish (Hoover, Bilingual Ed ucation Advocates).I have found throughout my studies in bilingual education that a lot of students are placed in bilingual classes because the parents fill out a home language survey stating that the home language is Spanish. Little do the parents know that this is what determines what type of class their child will be in. This is causing many problems for children that are being forced into bilingual classes even when they are not immigrants. The promoter of bilingual education was the German language, because in 1837 students were required to take German in school at least one year (Eva Giles).But one of the most common bilingual programs here in South Texas is Spanish and English. A research states that â€Å"Nearly one in every six school age children in the United States come from a home where a language other than English is regularly spoken† (Eva Giles). â€Å"By some estimates, English is spoken today by one million people and two thirds learned it as a second langu age† (James Crawford). Secretary of Education T. H. Bell remarked that the support of the government for bilingual education grew from $7. 5 million in 1969 to $134 million in 1982 and it provides help for between 1. million to 3. 5 million children (Hoover, The case for and against Bilingual Education). There are many reasons why bilingual education is not effective for many people. First of all, the schools that have bilingual education do not have certified teachers. The problem that I have seen most too often is that many people are going through an alternative program to become a teacher, where they have no schooling in bilingual education and they don’t understand the concept of how it works, nor do they understand the laws.A person that has a degree in criminal justice, per se, goes through a 5 month program, takes a test, and is then considered to be a bilingual teacher. It is very common, here in south Texas where I live, that people that have gone through the ACP certification are being chosen over traditional college path teachers. Bilingual education is controversial for the simplest reason that it disrupts established patterns in school. For many schools, it can cause many headaches because they need to recruit more qualified teachers, redesign curricula, and reorganize class schedules, so many administrators want to avoid that.The monolingual teachers fear the reassignment, loss of status, or other career setbacks (Crawford). Because many schools do not have qualified teachers, the students get behind in their studies because they do not learn either English or Spanish (Hoover, Bilingual Education Advocates). Moreover, many parents complain that their children on a regular school day are exposed mostly to Spanish and only few minutes to English (Hoover, Bilingual Education Advocates). This is because the immigrants are mixed with the non-immigrants and the teachers focus more on the immigrant students so they can learn English.Furthe rmore, the students get confused in their writing in Spanish and English. For example, a child was enrolled in bilingual education only because he/she has a Spanish surname even though he spoke only Spanish, and by the seventh grade the child could not read or write either English or Spanish (Hoover, Bilingual Education Advocates). On the other hand, many states reported on an average annual increase of 9. 2 percent in the enrollment of limited English proficient students (Crawford).If we do not have more certified teachers in our schools most of the students would have a high rate of falling behind, failing and dropping out of school. Language minority youths are 1. 5 times more likely than the English language counterparts to have discontinued school before completing twelve years, according to the Intercultural Development Research Association. In 1988 the Hispanic youths were more than twice likely to have dropped out. Therefore if we do not have certified teachers to teach the children we are going to have more uneducated children (Crawford).The solution to this problem about not having many certified teachers in our schools is that we need to train the teachers that we already have with some programs that they need to be a certified teacher. â€Å"Bilingual programs, in order to be effective, must be able to attract and retain a teaching staff sufficient in numbers and qualify to meet the needs of the children enrolled in the program. † (Del Valle, Franco, Garcia). A teacher in the bilingual program must master a subject, possess the skills to teach the subject well, and also have mastered two languages as well to be familiar with the children’s culture.Moreover, a bilingual teacher must meet five criteria, and all are very important for them to be an efficient teacher. The five criteria are: †¢The teacher must be fluent in English †¢The teacher must be fluent in Spanish †¢Mastery of the content area to be taught; e. g. scien ce, history etc. †¢Mastery of the teaching skills necessary to teach content area †¢Well information and complete understanding of the child’s culture, custom, and history (Del Valle, Franco, Garcia).Many schools might have to go to another country to recruit bilingual teachers; they go to Puerto Rico or even to Latin American because the United States has a diversity of cultures and it is much easier for a teacher from other countries to come to the United States and teach because they already know the culture of the student, and the students feel more comfortable and learn more. Furthermore, the second reason why bilingual education is not efficient for many people is because they do not have enough research on it.Many people do not know about all of the help that there is in schools for all immigrant students that came from other parts of the world. Parents do not get involved in their child’s studies or know what classes they are taking especially when th ey are in middle school or high school. â€Å"Many advocates of bilingual education fear that any government recognition of minority languages ‘sends a wrong message’ to immigrants encouraging them to believe they can live in the United States without learning English or conforming toAmericans’ ways† (Bilingual Education). Many parents believe that enrolling their children in only English classes will help them to improve in their language. For example, there is a case in California where the government is going to enforce a new program called Ballot Initiative, which would mandate English only instruction for children until they become fully proficient in English (Bilingual Education). But parents do not see all those programs that they have in schools to help their children improve in English without getting frustrated because they do.Parents should think about all the frustration that their children are dealing with because they are enrolling them in En glish classes even if they do not know the language. This is why they need to be made aware of all the programs that the schools have to offer to assist the students that do not speak English. The solution to this kind of problem in the schools is a program called late and early transition that helps the students who receive instructions in their native language during the early years of schooling eventually â€Å"transition† into mainstreaming English. William M. Saunders, Claude Goldenberg. ) Transition programs can occur anywhere from the early elementary grades to middle school or later in high school; it all depends on the school program when the student starts. Transition programs are three year program constants that approach the Spanish to English development in grades 3-5 and transition programs compromise 12 specific components falling in to three categories: 1. Literature studies (literature units, instructional conversations, writing projects) 2.Skill building (re ading comprehension, reading, dictation, and oral English) 3. Supporting Components (reading, reading aloud, and writing journals) A transition program is divided into three parts; Pre-Transition, Transition I, and Transition II. A Pre-Transition program is considered for the students in the third grade. Its purpose is to emphasize the fundamental role of Spanish reading and writing and oral English development that precedes transition and the goal is that by the end of the year the student should read and write Spanish, and a certain level of oral English.The second part of the transition program is called Transition I and it is used in the fourth grade. It is designed to make clear the need of an actual program for a certain time. By the end of fourth grade or Transition I, students should show at least initial reading and writing fluency in English. Moreover, the student should be able to participate in discussions in English and the student should also continue to demonstrate a good level in writing and reading in Spanish used in language arts throughout the entire year. The last part of the program called Transition II is used in the fifth grade.This last part of the program is where the students should be decoding and comprehends grade level materials in English, which mean in literature and content areas (Saunders). According to many teachers in California, bilingual transition programs work very well in schools where they have positive teachers that want to help the student and where the first language is used in the first year (Stephanie Krasren). One of my solutions for bilingual education is to implement more programs for older students as high school students.Right now we do not have enough programs that help those students and that is why we have a lot of college students that do not know how to write or read English or Spanish. In our high schools there is not enough emphasis in programs for high school students because many teachers believe that the students already know English because they attended elementary and middle school. Sometimes it doesn’t cross teachers minds that many students came to the United States when they were 16 and older and they had finished elementary or middle school in Mexico or other places.When they come to high schools here in the United States they do not know English. The program that I would implement for high school immigrant students that do not know any English would be called Older Transition. It would be separated in two parts, the first one being Older Transition I. It would be for ninth grade. The student would have a special teacher in separate classrooms, a teacher that helps them learn the basic English language and as the year goes by to improve their English in all subjects, so the student can be familiarized with the language.The second part would be called Older Transition II and would be for tenth grade immigrant students. The students would be placed in regular classes so they can be familiarized with how the classes work and begin taking the TAKS test that they need in order to graduate. Also the student would be required to participate in school activities so they can be involved with the language and improve their skills. If we would have more programs like this, many students would be beneficiated and wouldn’t feel left out and they would have a better future with more opportunities.These days, many jobs require applicants to be bilingual. â€Å"Businesses, especially telephone companies here in Texas and California are seeking for bilingual employees† (Hoover, Bilingual Education Advocates). Moreover, Texas and California have a high percentage of immigrants and Hispanics, which is why many companies ask the employee if they can speak Spanish and English. According to Hoover, English is the widely used language in history also; English in the language of Science technology, and business (Bilingual Education Advocates).Furthermo re, right now in this society we have a high call for merchants, bankers, and diplomats able to speak two languages. Therefore, if programs like this would be enforced in many high schools many students would have a better future and they would not have problems in college. The opposite view about my solution of implementing more transition programs for high school students is that many high schools do not have enough funds to be spending in transition programs.Moreover, many principals say that high schools do not receive money to have special teacher or train the teachers that the schools already have to teach the immigrant students that do not speak English. I believe that schools have enough money to spend to train teachers and programs because they have enough money to spend in athletics and other elective courses. Many high schools put more interest in athletics or any other activities than in the improvement of the student’s studies.To reiterate, whether bilingual educ ation is effective or not for immigrant students who do not speak English is up to the schools and how they approach the effectiveness of the bilingual programs. After reading much information about bilingual education, I have come to a conclusion; if we have more certified teachers who care and help the students with the English skills and if the schools implement more programs to help immigrant students, we are going to have a nation with many bilingual people who would help others. Moreover, we are going to have a better future for the kids of tomorrow.I encourage many teachers to support more bilingual programs and talk with their principals about them and put them into practice in the classrooms. A lot of this implementation starts with the district, of course, but sometimes certain districts don’t want to implement the bilingual programs and are just receiving the money for it. This is where the schools need to step up and implement the programs and possibly make a call to the TEA and make sure that the district starts following the rules. It all begins with one person making the difference and then it goes from there. Bilingual Education Bilingual education is unquestionably a controversial issue. There are several people and organizations in this country, who, for various reasons are opposed to bilingual education. In today’s society regarding education there has been a big issue about whether bilingual education should be taught in classrooms for immigrant students who do not speak English. Bilingual education began about 1967 as an effort to help immigrants, (mostly Spanish speakers) to learn English (Hoover, Bilingual Education Advocates).Bilingual Education involves teaching two languages to the students. Many persons believe that bilingual education means Spanish and English only, but bilingual could be any two languages. There is a common problem where many parents are against bilingual education because many students are forced into Spanish bilingual classes because they have Spanish surnames, even though they understand and speak English well and they do not speak or read Spanish (Hoover, Bilingual Ed ucation Advocates).I have found throughout my studies in bilingual education that a lot of students are placed in bilingual classes because the parents fill out a home language survey stating that the home language is Spanish. Little do the parents know that this is what determines what type of class their child will be in. This is causing many problems for children that are being forced into bilingual classes even when they are not immigrants. The promoter of bilingual education was the German language, because in 1837 students were required to take German in school at least one year (Eva Giles).But one of the most common bilingual programs here in South Texas is Spanish and English. A research states that â€Å"Nearly one in every six school age children in the United States come from a home where a language other than English is regularly spoken† (Eva Giles). â€Å"By some estimates, English is spoken today by one million people and two thirds learned it as a second langu age† (James Crawford). Secretary of Education T. H. Bell remarked that the support of the government for bilingual education grew from $7. 5 million in 1969 to $134 million in 1982 and it provides help for between 1. million to 3. 5 million children (Hoover, The case for and against Bilingual Education). There are many reasons why bilingual education is not effective for many people. First of all, the schools that have bilingual education do not have certified teachers. The problem that I have seen most too often is that many people are going through an alternative program to become a teacher, where they have no schooling in bilingual education and they don’t understand the concept of how it works, nor do they understand the laws.A person that has a degree in criminal justice, per se, goes through a 5 month program, takes a test, and is then considered to be a bilingual teacher. It is very common, here in south Texas where I live, that people that have gone through the ACP certification are being chosen over traditional college path teachers. Bilingual education is controversial for the simplest reason that it disrupts established patterns in school. For many schools, it can cause many headaches because they need to recruit more qualified teachers, redesign curricula, and reorganize class schedules, so many administrators want to avoid that.The monolingual teachers fear the reassignment, loss of status, or other career setbacks (Crawford). Because many schools do not have qualified teachers, the students get behind in their studies because they do not learn either English or Spanish (Hoover, Bilingual Education Advocates). Moreover, many parents complain that their children on a regular school day are exposed mostly to Spanish and only few minutes to English (Hoover, Bilingual Education Advocates). This is because the immigrants are mixed with the non-immigrants and the teachers focus more on the immigrant students so they can learn English.Furthe rmore, the students get confused in their writing in Spanish and English. For example, a child was enrolled in bilingual education only because he/she has a Spanish surname even though he spoke only Spanish, and by the seventh grade the child could not read or write either English or Spanish (Hoover, Bilingual Education Advocates). On the other hand, many states reported on an average annual increase of 9. 2 percent in the enrollment of limited English proficient students (Crawford).If we do not have more certified teachers in our schools most of the students would have a high rate of falling behind, failing and dropping out of school. Language minority youths are 1. 5 times more likely than the English language counterparts to have discontinued school before completing twelve years, according to the Intercultural Development Research Association. In 1988 the Hispanic youths were more than twice likely to have dropped out. Therefore if we do not have certified teachers to teach the children we are going to have more uneducated children (Crawford).The solution to this problem about not having many certified teachers in our schools is that we need to train the teachers that we already have with some programs that they need to be a certified teacher. â€Å"Bilingual programs, in order to be effective, must be able to attract and retain a teaching staff sufficient in numbers and qualify to meet the needs of the children enrolled in the program. † (Del Valle, Franco, Garcia). A teacher in the bilingual program must master a subject, possess the skills to teach the subject well, and also have mastered two languages as well to be familiar with the children’s culture.Moreover, a bilingual teacher must meet five criteria, and all are very important for them to be an efficient teacher. The five criteria are: †¢The teacher must be fluent in English †¢The teacher must be fluent in Spanish †¢Mastery of the content area to be taught; e. g. scien ce, history etc. †¢Mastery of the teaching skills necessary to teach content area †¢Well information and complete understanding of the child’s culture, custom, and history (Del Valle, Franco, Garcia).Many schools might have to go to another country to recruit bilingual teachers; they go to Puerto Rico or even to Latin American because the United States has a diversity of cultures and it is much easier for a teacher from other countries to come to the United States and teach because they already know the culture of the student, and the students feel more comfortable and learn more. Furthermore, the second reason why bilingual education is not efficient for many people is because they do not have enough research on it.Many people do not know about all of the help that there is in schools for all immigrant students that came from other parts of the world. Parents do not get involved in their child’s studies or know what classes they are taking especially when th ey are in middle school or high school. â€Å"Many advocates of bilingual education fear that any government recognition of minority languages ‘sends a wrong message’ to immigrants encouraging them to believe they can live in the United States without learning English or conforming toAmericans’ ways† (Bilingual Education). Many parents believe that enrolling their children in only English classes will help them to improve in their language. For example, there is a case in California where the government is going to enforce a new program called Ballot Initiative, which would mandate English only instruction for children until they become fully proficient in English (Bilingual Education). But parents do not see all those programs that they have in schools to help their children improve in English without getting frustrated because they do.Parents should think about all the frustration that their children are dealing with because they are enrolling them in En glish classes even if they do not know the language. This is why they need to be made aware of all the programs that the schools have to offer to assist the students that do not speak English. The solution to this kind of problem in the schools is a program called late and early transition that helps the students who receive instructions in their native language during the early years of schooling eventually â€Å"transition† into mainstreaming English. William M. Saunders, Claude Goldenberg. ) Transition programs can occur anywhere from the early elementary grades to middle school or later in high school; it all depends on the school program when the student starts. Transition programs are three year program constants that approach the Spanish to English development in grades 3-5 and transition programs compromise 12 specific components falling in to three categories: 1. Literature studies (literature units, instructional conversations, writing projects) 2.Skill building (re ading comprehension, reading, dictation, and oral English) 3. Supporting Components (reading, reading aloud, and writing journals) A transition program is divided into three parts; Pre-Transition, Transition I, and Transition II. A Pre-Transition program is considered for the students in the third grade. Its purpose is to emphasize the fundamental role of Spanish reading and writing and oral English development that precedes transition and the goal is that by the end of the year the student should read and write Spanish, and a certain level of oral English.The second part of the transition program is called Transition I and it is used in the fourth grade. It is designed to make clear the need of an actual program for a certain time. By the end of fourth grade or Transition I, students should show at least initial reading and writing fluency in English. Moreover, the student should be able to participate in discussions in English and the student should also continue to demonstrate a good level in writing and reading in Spanish used in language arts throughout the entire year. The last part of the program called Transition II is used in the fifth grade.This last part of the program is where the students should be decoding and comprehends grade level materials in English, which mean in literature and content areas (Saunders). According to many teachers in California, bilingual transition programs work very well in schools where they have positive teachers that want to help the student and where the first language is used in the first year (Stephanie Krasren). One of my solutions for bilingual education is to implement more programs for older students as high school students.Right now we do not have enough programs that help those students and that is why we have a lot of college students that do not know how to write or read English or Spanish. In our high schools there is not enough emphasis in programs for high school students because many teachers believe that the students already know English because they attended elementary and middle school. Sometimes it doesn’t cross teachers minds that many students came to the United States when they were 16 and older and they had finished elementary or middle school in Mexico or other places.When they come to high schools here in the United States they do not know English. The program that I would implement for high school immigrant students that do not know any English would be called Older Transition. It would be separated in two parts, the first one being Older Transition I. It would be for ninth grade. The student would have a special teacher in separate classrooms, a teacher that helps them learn the basic English language and as the year goes by to improve their English in all subjects, so the student can be familiarized with the language.The second part would be called Older Transition II and would be for tenth grade immigrant students. The students would be placed in regular classes so they can be familiarized with how the classes work and begin taking the TAKS test that they need in order to graduate. Also the student would be required to participate in school activities so they can be involved with the language and improve their skills. If we would have more programs like this, many students would be beneficiated and wouldn’t feel left out and they would have a better future with more opportunities.These days, many jobs require applicants to be bilingual. â€Å"Businesses, especially telephone companies here in Texas and California are seeking for bilingual employees† (Hoover, Bilingual Education Advocates). Moreover, Texas and California have a high percentage of immigrants and Hispanics, which is why many companies ask the employee if they can speak Spanish and English. According to Hoover, English is the widely used language in history also; English in the language of Science technology, and business (Bilingual Education Advocates).Furthermo re, right now in this society we have a high call for merchants, bankers, and diplomats able to speak two languages. Therefore, if programs like this would be enforced in many high schools many students would have a better future and they would not have problems in college. The opposite view about my solution of implementing more transition programs for high school students is that many high schools do not have enough funds to be spending in transition programs.Moreover, many principals say that high schools do not receive money to have special teacher or train the teachers that the schools already have to teach the immigrant students that do not speak English. I believe that schools have enough money to spend to train teachers and programs because they have enough money to spend in athletics and other elective courses. Many high schools put more interest in athletics or any other activities than in the improvement of the student’s studies.To reiterate, whether bilingual educ ation is effective or not for immigrant students who do not speak English is up to the schools and how they approach the effectiveness of the bilingual programs. After reading much information about bilingual education, I have come to a conclusion; if we have more certified teachers who care and help the students with the English skills and if the schools implement more programs to help immigrant students, we are going to have a nation with many bilingual people who would help others. Moreover, we are going to have a better future for the kids of tomorrow.I encourage many teachers to support more bilingual programs and talk with their principals about them and put them into practice in the classrooms. A lot of this implementation starts with the district, of course, but sometimes certain districts don’t want to implement the bilingual programs and are just receiving the money for it. This is where the schools need to step up and implement the programs and possibly make a call to the TEA and make sure that the district starts following the rules. It all begins with one person making the difference and then it goes from there.

Refugees and Races Research Paper Example | Topics and Well Written Essays - 1000 words

Refugees and Races - Research Paper Example The countries of the world, especially those who preach against the very factors that drive refugees out of their homes, is expected to open their communities and societies in order to receive these poor souls. But the fact is that some of them refuse accepting immigrants or impose restrictions on refugees. For the purposes of this paper, several countries would be cited in order to provide a picture about sorry state of policies governing refugees. The first of these is Australia. The country has a number of codes and legal guarantees for the acceptance of refugees. For instance, there is the Section 91R of the Migration Act of 1958, which identifies the requirements for an immigrant that should be accepted because he or she is a refugee. In a specific case that is already part of the Australian jurisprudence, Applicant A v MIIEA, it was held that "as long as the discrimination constitutes persecution and is inflicted for a Convention reason, the person will qualify as a refugee." ( Bagaric and Vrachnas 2006, 296) However, recent events demonstrate a different reality with regards to the Australian refugee policy. In 2001, hundreds of Afghans and Iraqis being persecuted at home and hoping for sanctuary in Australia were met with Australian warships effectively sending them to Indonesia, where they languished for weeks with uncertain future, having no country of their own (Timberlake 2001). Recently, 430 Sri Lankan and Pakistani refugees also suffered the same faith when Australia refused to accept them after they were rescued by a Norwegian cargo ship (Mail Online 2011). The fact is that Australia has been enforcing tougher immigration policy and could be found discriminating against refugees, particularly boat people, even though they fit the profile of those persecuted individuals that the country ideally welcomes with open arms. According to Sidoti, the National spokesperson of Human Rights Council of Australia: The most recent refugee arrivals in Australia have been predominantly from Afghanistan and Iraq and they have been predominantly Muslim. They have experienced discrimination on these bases along with other Muslim and Middle Eastern residents of Australia. The NSW Police Commissioner recently reported a great increase of attacks on Muslim or Middles Eastern residents of the state since the Bali bombing on 12 October... They have also included stones thrown through the windows of the homes and shops of Muslims (2002).. The same can also be said about the United Kingdom. This country has a long anti-immigration history. For example, the Merchant Shipping Act of 1906 introduced a language test for those signing in British ships in the UK, meaning to discriminate against all non-white sailors. (Shah 2000) It was only after the 1980s when the UK government started to encourage plurality. It was a gradual process that has been characterized by community resentments and race riots, considering the way the British see immigrants as fore ign and alien. Today, the country's immigration and refugee policies are characterized by a particular aversion to non-white applicants and is still reminiscent of the Merchant Shipping Act by mandating English proficiency, along with other stringent requirement for all immigrants designed to weed out undesirable races. By 1990s, the UK has accumulated a series of measures that strengthened immigration controls, especially those that made it more difficult for asylum seekers to enter the country by imposing visa requirements on the countries from which asylum seekers came and imposing a duty on carriers to ensure that only

Eithics reflection paper Research Example | Topics and Well Written Essays - 500 words

Eithics reflection - Research Paper Example This goes to prove that people always care about their own than that of others when these two choices conflict, and people also always tend to be concerned not with their own greatest good but with the pursuit of something that they know or believe to be to their own detriment. While relativism is the philosophy that denies absolutes of either validity or of truth, while claiming that all things are relative and subjective depending on consideration and perception (Kreeft 28), there are no absolutes anywhere in reality. For example, religious relativism states that there is no absolute religion, no absolute truest or best religious relationship with the Absolute Being. While as metaphysical relativism states that there is no Absolute Being, God and no absolute anywhere in reality (Kreef 28). On the other hand, utilitarian ethics is the discipline that asserts that the moral worth of an action is only dependable by its contribution to the overall utility. This means that the end justi fies the means (mill vii). Some philosophers hold the view that at times, the illegality of an action makes it morally wrong, even if the action would otherwise have been morally acceptable.

Spirituality in Nursing Care Essay Example | Topics and Well Written Essays - 2000 words

Spirituality in Nursing Care - Essay Example Consequently, the subject of spirituality is at the heart of both medical practitioners and their patients. This is because all people are spiritual and that spiritual care largely contributes to the process of healing. Moreover, rehabilitation patients usually need a lot of spiritual care than patients in other healthcare areas because of their condition. Even though the duties in nursing practice always involve the provision of ethical and competent nursing services to patients, their profession widely involves provision of direct services that involve interactions between the person, health and environment. However, training in this area of spiritual care is seldom provided since most of the training is focused on emotional, social, cultural, physical and psychological aspects of the client. The nurse, therefore lacks the ability to provide spiritual care. Many nurses feel uncomfortable in accessing a client’s spiritual realm because of the abstract nature of the elements o f spirituality. Others find it difficult to develop appropriate methods to access this spiritual area. Moreover, the strict standards of practice make it difficult for nurses to indulge in spiritual care since these standards are self-regulating. Spirituality usually provides patients with a scope to view the world that they live in and, therefore involves an individual’s greatest threats and ambition.... Some of the spiritual values that can be applied by the nurses to bring about spiritual nourishment to their patients include: Compassion Compassion refers to the ability to control our impulsive and compulsive reactivity. For the nurses to take their patients through the road of spiritual nourishment, they have to have control over negative emotions that might arise because of interacting with their patients. These emotions can be manifested in form of frustrations, anger or impatience with patients. The nurses through dialogue should continuously encourage their patients to take a courageous look at their heir shortcomings in order to establish a balance between detachment and compassion. This balance represents success in spiritual progress as the patient grows in their ability to control rash reactivity and the reward being a relieving sense of detachment. Purity In such a situation, the patient views the nurse as an example of a healer. The nurse should ensure that the treatment given to their patients should be of high quality, since they represent the perfect example of such a quality. This is necessary to keep the patient growing because the treatment will be a perfect reflection of the provider who in this sense is purported to be pure. The patient should be put in the right frame of thinking to give room for positive thoughts that are vital for purification of their mind. This will be achieved since the patients will strive to emulate the perfect character of their attendants. Forgiveness Through the process of effective counselling, the nurse should bring out the concept of imperfection to the patient. The patient should realise that all the things that we encounter in this world are seldom perfect. The main objective should be to put the patients

Graduate Accounting Capstone - Accounting and Audit Enforcement Research Paper

Graduate Accounting Capstone - Accounting and Audit Enforcement - Research Paper Example It provides high level of care to the patients for recovery from conditions like stroke, orthopaedic and neurological disorders, brain injury, spinal cord injury, cardiac and pulmonary conditions. HealthSouth Corporation was found to be involved in corporate accounting scandal. The Founder, who was also the Chairman and CEO of the company, was accused of influencing the employees to manipulate the figures in the financial statement and exaggerate the earnings for meeting the expectations of the stockholders. He was the first executive to be caught in the Sarbanes Oxley Act for manipulating the financial returns of the company (Will, Handelman, & Brotherton, 2012). Richard M. Scrushy was accused of conspiracy, money laundering charges, securities fraud and charges of overstating the company’s earnings by approximately $ 3 billion (Forbes, 2013). The federal investigators stated that the company intentionally overstated the earnings in the financial statement for meeting the est imates of the analysts. At the same time the company had to make efforts to hide the accounting fraud attempt from auditors. Now, the question that was raised was whether the auditors failed in finding the fraud activity or they overlooked the company’s fraud. SOX Regulations in Public Healthcare Organizations There are strict regulations imposed by the SOX Act on the public companies (Greene, 2009). It includes: Creation of Public Company Accounting Oversight Board for overseeing the entire process of accounting of the organizations. Limitation in the types of services that will be provided by the accounting firms to the public companies (clients). Increase in the disclosure requirements for the public companies. Requirement of top executives in the public companies who will take the responsibility of all the contents in the financial statements. Requirement of excellent analysts for disclosing the probable conflicts of interest. Added rigorous punishments for various misdee ds and frauds. These provisions have been imposed to public companies for controlling the regulations of corporate governance and business ethics. This will prohibit them from violating the GAAP rules and manipulating the financial statements of the companies for their own benefit. SOX Regulations in For-Profit and Not-For-Profit Healthcare Organizations There has been increase in the scrutiny for both for-profit as well as not-for-profit organizations by the regulators, donors, bondholders and the rest of the external stakeholders. It is because there have been an increased suspicion among the investors and other external stakeholders about the proper maintenance of corporate governance and business ethics in the healthcare organizations. It has been found that for Not-For-Profit companies including the hospitals as well as other different healthcare organizations, there have not been very strict disclosure requirements as mandated in case of the public For-Profit organizations. Th is is a problem faced by the bondholders, investors and other stakeholders who want to judge the quality of corporate governance and management in these Not-For-Profit organiz