Nursing Learning and Cognitive Processes

Question: Discuss about the Nursing for Learning and Cognitive Processes. Answer: Introduction: Learning is a continuous process and learning occurs through interaction with the social and biological determinants of the environment. Learning makes an individual experienced. Mentor is a guide who bestows his knowledge and experience to his or her mentees during his learning process. Mentoring can be defined as the procedure of informal transmission of ones knowledge, psychological support to a recipient as applicable to career, work or professional development. As discussed by Alligood (2014), a mentor is an adviser, master, and a perfect example who aids in the development of his mentee. Tutoring can be fruitful when both the guide and the mentee coordinately work through the process of learning. In the healthcare sector, a mentee is always placed under a highly accomplished medical attendant to function effectively in the clinical setting. Clinicians play a significant role in assisting practice-based learning for the newly joined nurses or students. The utilization of mentoring processes in order to facilitate learning has gained momentum in the nursing practice since 1980s. According to Johnson and Gandhi (2015), the mentors of a clinical setting are registered and experienced nurses who guide their students in the professional development within the clinical setup through job-based learning opportunities. As stated by Esposito et al. (2016), there are our main roles of a mentor such as teaching, supervision, providence of emotional support and giving assessment feedback. This essay has the objective to discuss the key qualities of a mentor, recognition of the main behavior of an underachieving student, would give an outline for the application of learning styles and theories related to the topic, regarding the development of the mentee. In addition to this the essay would also highlight the importance of a proper cl inical environment and its impact on learning process. Although every mentee passes through a learning stage, successful learning outcome is not produced by every student. There are students who excel in the long run but certain students produce unsatisfactory results. Underachievers can be described as students who are disorganized, possess poor learning and performing skills and lack of interest in the work that they do. According certain evidence, every mentor finds the learning approach for such underachieving student to be challenging responsibility related to mentorship. Therefore, proper guidance and timely assessment of such students is very important in the teaching process (Vanlaar et al. (2016). As discussed by Chan et al. (2015), the behavioral aspects of an underachieving student are distinctive of other students. Firstly, such students shows signs and symbols of unenthusiastic attitude like lack of personal interest in their clinical practice. Secondly, the underachieving students cannot to rely on due to their lack of confidence, high level of anxiety, poor attendance and punctuality. Thirdly, such mentees lack interpersonal skills, both clinical and theoretical knowledge and they tend to avoid working with their mentors. Fourthly, they show unreliable clinical performance due to lack of proper theoretical knowledge. Fifthly, their performance record reflects about their incompetence in the medical field and provides incomplete patient care. Additionally such underachieving students possess poor professional conduct, lack of reply to the received feedback and conflicts with their personal issues. Thus, a learning module and a clinical environment enhance the learning exp erience of the student and also their interest (Damber et al. 2012). With regards to this case, a second year student during his placement was found to be underperforming and thus a proper learning module was required to be designed so that he achieves success in the future clinical practice. In this case study the student not only lacked clinical and theoretical knowledge, interpersonal skills but also lacked interest working with the mentor. Moreover, the techniques in terms of patient care used by the mentee were not in accordance with the nursing practice. According to Butterwort Faugier (2013), as a mentor it is key role to identify the main areas that needs improvement and also develop a learning style which can encourage the mentee to develop better clinical nursing practice. By Daniel et al. (2015), as stated Mentors are an inherent part of any learning process. There are several roles associated with a mentor. A mentor plays an important role in identifying the complications and problems that encompass a mentee, evaluate the students weakness and strength, recognize the main goal of a learning module, design an action plan and then address the concerned issues relating to the underachieving student with a particular time frame. An effective mentor is one who has the capability to train students professionally so that they can achieve success as a registered practitioner and also prevent underachieving students from obtaining the registration so that the mentee should not reflect negative attributes in terms of patient care (Eddy et al. 2015). As a mentor every individual experience a conflict between their position as a nurturer and a care giver, regarding failing of a mentee which is contrary to the learning objectives of development and facilitation. The consequences can be a personal failure in the future. Although there might be serious consequences for failing the student, it is very important for a mentor to judge a mentee before allowing the mentee to continue with the educational program. As discussed by Esposito et al. (2016), learning is the process of acquiring knowledge. A mentor is an individual who can develop a mentees learning curve and through his professionalism, effective communication, guidance and honesty enhance his teaching skills. Adult learning occurs best through effective experiment and effectual practice placement where a student experiences the integration of theory into their own clinical practice. Therefore, it is very important for a mentor assess the men tees learning achievements and competencies. In order to improve the learning style a mentor should work with his or her emotional intelligence. According to Estes (2014), the ability to recognize an individuals own feelings and also others, so that ones own feeling and others feelings can be motivated and controlled is termed as Emotional intelligence. Emotional intelligence is a cognitive trait that can be measured by intelligence quotient. In a mentor the emotional intelligence can act as a framework for realizing the ways that an individuals behavior can contribute to positive clinical setup (Jonassen and Land 2012). As stated by Kendall and Hollon (2013), nursing profession is integrated with a lot of emotion and compassion. A successful mentor is the one who delivers his expression of love and emotion to his patient in form of knowledge and education distribution quality. At times it becomes a hindrance in mentorship in developing a positive and compassionate clinical environment regarding managing their own emotion and at the same time helping the mentees to adjust and adhere to the working environment. As discussed by Kim (2016), Self-awareness and self-management are the two important components of the emotional intelligence framework. A mentor should posses both the qualities in him or her. Self-awareness would help the mentor to understand and control his or her own emotional changes whereas, self-management would help would help him to construct strength in himself or herself. Several studies reveal the fact that nursing practice is a noble job and any individual who are in the path of mentorship should have effective knowledge related to the clinical approaches and techniques and should abide by certain norms related to nursing. In terms of providing feedback to the mentees, the feedbacks should be constructive, interesting, and innovative, in accordance with the mentees capability of accepting the feedback and this should be able to solve the students problem (Knowles et al. 2014). A mentor should be able to hold up students poignant into precise part of practice or a height of practice further than first registration, recognizing their individual requires in touching to an altered level of practice. Waters (2009) discover the qualities which patients rate in professional nurses and establish these qualities to be as attentiveness, professionalism, caring, organized, kindness, sympathy, cheerfulness, advocacy, efficiency, thoughtfulness, selflessness, and politeness. Such qualities would thus include a precondition for shaping nurse-patient relationship achieved through clinical learning styles (Ashktorab et al. 2015). There are several learning styles that can be utilised during clinical learning practice. The most usually used learning styles are visual, kinaesthetic method and aural learning style implemented in various educational training. But in terms of the nursing practice it is more effective when the learning is practical based rather than only theoretical. An activist is the one who learns best through experimentation. As discussed by Merriam (2015), learning style promotes the assimilation of theoretical and practical knowledge. In the process of the assessment and evaluation learning style helps in understanding whether the teaching mode is efficiently transferred to the mentee or not in regards to the professional values and norms. According to Merriam and Bierema (2013), the external factors directly or indirectly influence the teaching and learning experience in nursing practice. Therefore, it is very important to have an interactive and influential clinical learning environment. Th is includes supportive staff, good team spirit, flexible teaching practice and effective management style. Learning of various theories is a part of the theoretical learning style. One of the theories based on learning is andragogy theory which is also known as the adult learning theory, was developed by Malcolm Shepherd Knowles, which is reviewed on its assumptions, principles and practices (Merriam and Bierema 2013). Andragogy is a method which promotes self-directed learning. There are six primary assumptions of Andragogy: An autonomous self-concept and self-direction this refers to the psychological need of a student or an individual to be treated as responsible or capable enough to handle their own tasks. This would provide a positive gesture to the student (Knowles, Holton and Swanson 2014). A higher level of experience No change in the basics, an attempt to impose on the background knowledge could lead to resistance or withdrawal from the procedure pf learning. Identification of the reasons to learn something To provide sufficient reason or information on why learning a particular topic could be useful. It is often not convincing for an adult to know that learning is good for them. A learning motivation for personal need In the case of an adult, the basic need of learning comes from the inadequacy of performance in a particular field. Identifying that particular reason in the student could help in convincing the need of learning a particular topic. Pragmatic orientation Individuals tend to learn things, which are useful in their daily life, or they would be able to utilise the information to a practical extent. This would help enhance the practical knowledge of the student. Internally driven motivation participation of an adult in a learning process is mainly driven by their personal requirements than superimposed by an external reason. Identifying the internal reason of the student would help in acknowledging the problems in a better way. Motivating the student would also help in enabling the student to focus on the topic (Merriam 2015). The second theory is Cognition theory that alludes to mental action including considering, recollecting, learning and utilising dialect (Kendall and Hollon 2013). When we apply a subjective way to deal with learning and educating, we concentrate on the understanding of data and ideas. On the off chance that we can comprehend the connections between ideas, separate data and modify with logical connections, then our retention of material and comprehension will increase (Stevens 2013). Since Cognitive, learning depends on ones feeling and behaviour and thus relates to all forms of knowing, including thinking, memory, comprehension, motivation, perception and psycholinguistics. It is a more practical form of approach and requires an imaginative perception of the student (Estes 2014) The third theory of learning is Behaviorism that reflects light on the impassively visible practices and rebates any independent movements of the mind. Scholars exemplify learning as the practice of securing new knowledge obtained natural condition, connections, then our retention of material and comprehension will increase (Seimens 2014). This particular hypothesis is moderately easy to understand since it based on just detectable behavior and portrays several general rules of conduct. Its affirmative and pessimistic support strategies could be extremely effectual. On considering an example, in drugs designed for human use comprising autism a type of psychological disorder, tension concern and reserved behavior. Behaviorism is regularly exploited by trainers who either punish or reward such students (Jonassen and Land 2012). Learning satisfaction is a term that can be represented as an individuals emotional affordance of the measure at which the nursing students learning experiences match his or her expectations on a course. According to Knowles et al. (2014), andragogy theory teachers direct the apprentices to their own understanding rather than providing them with details. This approach differs with pedagogy where students depend on the instructor to instruct the learning. On the basis of the pedagogical approach, a mentor will be able to act as a facilitator in order to deliver instructions and assist the mentees in pursuing self-directed learning. According to the cognitive theory, an individual's acquisition can be achieved y observing others through social interactions and experiences. If a mentor examines his or her belief in a student's behaviour or reason of failure then, through interaction behaviours can be changed. Teacher's role becomes easy with an understanding of the student's behaviour a nd action. Thus, innovative approaches should be used to recognise the strength and weakness of the student. One of such effective approach is the SMART goal approach (Siemens 2014). The SMART approach is an effective learning approach. In this case, the use of the SMART approach would be involved during the interview. Firstly, understanding of the students complications to specify a goal would be required. Secondly, the measure would involve the mentors communication with the mentee, in order to provide feedback and helping him or her to realise his areas of improvement and clinical learning practice. Thirdly, the aim of the interview is achievable through a set of questionnaire which would help to recognise the mentee's strength and weakness. The communication during the interview is relevant since the interview is conducted to get a note of the initial requirements of the learning process. The time duration of the interview is one hour (Olson 2014). The effect of a good environment is necessary for the success of the learning process. According to the literature if a student feel detached with the clinical setting and feel anxiety during his or her placement might experience less educational opportunities and this might lead to student attrition in the near future (O'Brien et al. 2014). According to Padfield Knowles (2014), the role of induction is very significant in the student learning and professionalism. It creates a good impression on the students mind. As discussed by Papaioannou et al. (2016), induction helps in imparting necessary safety and health management information and also gives and obligatory training of the internal facility of the clinical settings. It also provides the mentees important data related to their job and also mentions the norms. "In the context, the setting mentioned have several clinical aspects that would motivate and encourage the student learning. Firstly, there are numerous mentors that might be available to seek help. Highly improvised technical equipment is available to help the students to cope up with every situation. Audio and visual tools are available for clinical teaching. Moreover, the student has the access to the library in order to gather theoretical knowledge, and it also promotes evidence-based practice." In order to understand the drawbacks as well as the positive attributes of the clinical setup, it is very significant to use the SWOT analysis in the practice. The SWOT analysis is in accordance with the clinical setup mentioned in the context. The strength of the setting is a friendly environment which believes in sharing, openness and commitment to boost the student's moral. The weakness is the restriction in students work and performance so that it does not lead to any personal or ethical issues. The opportunities involve direct practice using the patients to improve the clinical practice. The threats involve the loss of the confidentiality (Robinson Niemer 2010). The SWOT analysis can only be identified using an action plan. An action plan involves identification of the students strength and weakness. Then data should be recorded through observation daily, feedback should be provided as an improvement technique and preparation of the mock documents. The data should be reviewed on weekly basis in order to identify the students progress rate. The last and crucial part of the action plan is the conduction of examination and entry of the results of the examination in the form data and documentation (Scanlan et al. 2001). One of the most important parts of learning is feedback. As a mentor it is very important to provide a sandwich feedback which begins and ends with a good note. It has been observed that verbal feedback is more effective than written feedback. The reason behind this is a verbal feedback develops an opportunity to get back an immediate student response. A feedback therefore, provides an opportunity to the students to analyze and rectify their own mistake (Siemens 2014). Assessment or examination plays another important part in the field of learning. Assessment is a technique of understanding the mentees capability and understanding level. In clinical setup assessment has high significance, since the health care sector deals with the life of human beings. Any mistake can cause major health related complications. Thus, it becomes essential to conduct short term called formative assessment and long term called summative assessment (Siemen 2014). Thus it can be concluded that the role of a mentor is very important part of a learning process, I believe that promoting the new models of mentorship, the sharing of education can be more effective. A mentor should use good learning style in order to improve his own skills and develop the interest of a student in the clinical practice. In addition to this the nature of clinical environment is also important in the learning process. I feel that promotion of more evidence based practice can demonstrate the inter-personal relationship more between the student and the mentor. Moreover, facilitation of social networks would promote community practice mentorship. References: Alligood, M. R. (2014).Nursing theorists and their work. Elsevier Health Sciences. Ashktorab, T., Hasanvand, S., Seyedfatemi, N., Zayeri, F., Levett-Jones, T. and Pournia, Y., 2015. Psychometric testing of the Persian version of the Belongingness ScaleClinical Placement Experience.Nurse education today,35(3), pp.439-443. Butterworth, T., Faugier, J. (2013).Clinical supervision and mentorship in nursing. Springer. Chan, A.W., Yeh, C.J. and Krumboltz, J.D., 2015. Mentoring ethnic minority counseling and clinical psychology students: A multicultural, ecological, and relational model.Journal of counseling psychology,62(4), p.592. Damber, U., Samuelsson, S. and Taube, K., 2012. Differences between overachieving and underachieving classes in reading: Teacher, classroom and student characteristics.Journal of Early Childhood Literacy,12(4), pp.339-366. Daniel, S., Switzer-McIntyre, S. and Evans, C., 2015. Clinical practice facilitator: an innovative mentor role for Internationally Educated Physical Therapists in a Bridging Program.Physiotherapy,101, p.e290. Eddy, L.D., Dvorsky, M.R., Molitor, S.J., Bourchtein, E., Smith, Z., Oddo, L.E., Eadeh, H.M. and Langberg, J.M., 2015. Longitudinal Evaluation of the Cognitive-Behavioral Model of ADHD in a Sample of College Students With ADHD.Journal of attention disorders, p.1087054715616184. Esposito, G., Manuel, J., Lavi-Martnez, D.F.S. and Iorga, E.M., 2016. 7 Underachieving student experiences in the INSTALL programs.Working with Underachieving Students in Higher Education: Fostering Inclusion Through Narration and Reflexivity, p.85. Estes, W.K., 2014.Handbook of Learning and Cognitive Processes (Volume 4): Attention and Memory. Psychology Press. Jonassen, D. and Land, S. eds., 2012.Theoretical foundations of learning environments. Routledge. Kendall, P.C. and Hollon, S.D. eds., 2013.Cognitive-behavioral interventions: Theory, research, and procedures(Vol. 21). Academic Press. Kim, N.Y., 2016. An Analysis of English Learning Style of Underachieving Student in High School: Based on Factor, Regression and Cluster Analysis.à ­Ã‹Å"„à «Ã…’â‚ ¬Ãƒ «Ã‚ ¬Ã‚ ¸Ãƒ «Ã‚ ²Ã¢â‚¬ ¢Ãƒ ¬Ã¢â‚¬â€Ã‚ °Ãƒ ªÃ‚ µÃ‚ ¬,88(à «Ã¢â‚¬ ¹Ã‚ ¨Ãƒ ¬Ã‚ Ã‚ ¼Ãƒ ­Ã‹Å" ¸), pp.81-97. Knowles, M.S., Holton III, E.F. and Swanson, R.A., 2014.The adult learner: The definitive classic in adult education and human resource development. Routledge. Merriam, S.B. and Bierema, L.L., 2013.Adult learning: Linking theory and practice. John Wiley Sons. Merriam, S.B., 2015. Adult Learning Theory: A Review and an Update.Culture, Biography Lifelong Learning,1(1), pp.59-71. O'Brien, A., Giles, M., Dempsey, S., Lynne, S., McGregor, M.E., Kable, A., Parmenter, G. and Parker, V., 2014. Evaluating the preceptor role for pre-registration nursing and midwifery student clinical education.Nurse education today,34(1), pp.19-24. Olson, J.M., Herman, C.P. and Zanna, M.P., 2014.Relative deprivation and social comparison: The Ontario symposium(Vol. 4). Psychology Press. Padfield, B., Knowles, R. (2014). Development of learning facilitation roles for unregistered practitioners.Nursing Standard,29(16), 35-40. Papaioannou, S., Mouzaki, A., Sideridis, G.D., Antoniou, F., Padeliadu, S. and Simos, P.G., 2016. Cognitive and academic abilities associated with symptoms of attention-deficit/hyperactivity disorder: a comparison between subtypes in a Greek non-clinical sample.Educational Psychology,36(1), pp.138-158. Robinson, E., Niemer, L. (2010). A peer mentor tutor program for academic success in nursing.Nursing education perspectives,31(5), 286-289. Scanlan, J.M., Care, W.D. and Gessler, S., 2001. Dealing with the unsafe student in clinical practice.Nurse Educator,26(1), pp.23-27. Siemens, G., 2014. A cognitive theory of inquiry teaching.Instructional design theories and models: An overview of their current status, p.247. Siemens, G., 2014. Connectivism: A learning theory for the digital age. Vanlaar, G., Kyriakides, L., Panayiotou, A., Vandecandelaere, M., McMahon, L., De Fraine, B. and Van Damme, J., 2016. Do the teacher and school factors of the dynamic model affect high-and low-achieving student groups to the same extent? a cross-country study.Research Papers in Education,31(2), pp.183-211. Waters, D., Crisp, J., Rychetnik, L. and Barratt, A., 2009. The Australian experience of nurses' preparedness for evidenceà ¢Ã¢â€š ¬Ã‚ based practice.Journal of Nursing Management,17(4), pp.510-518.

Reflective Essay Writing - Using a Sample

Reflective Essay Writing - Using a SampleThere are many ways in which a sample reflective essay writing can be used for the purpose of study. This is especially true for people who are trying to improve their knowledge about writing.First of all, it is essential to remember that your research should not only be based on your own personal research but that of others as well. For example, when you are writing the essay, ask the people around you what they think of your conclusions or offer your own point of view. After you have these materials at hand, you will be able to make certain that you do not find yourself in any trouble with your own personal opinion.When you are applying for the reflective essay, you should realize that the other students can have an even more interesting way of proving you wrong. If you are trying to prove your argument on something, try to see what could be done differently in your own research.Another advantage of using a sample reflective essay writing is that you will be able to get a feel for what other people have used to prove they are right. This can help you to judge whether you are going in the right direction or if there is something wrong with your research.Your sample reflective essay writing can also be used to help you pick up a subject in which you are not too familiar. This is an important skill and can help you out in many different ways.You can also use your sample reflective essay writing to find out if someone can be persuaded to agree with you. This will help you in your research and will help you know what questions to ask when you meet someone.The importance of using a sample reflective essay writing is not only to help you succeed with your reflective essay. It is a tool that can help you get into the mood of someone else, as if you were sitting right next to them.Using a sample reflective essay writing can be a big help. Just make sure that you are able to use the same words that the other person is using when you are using your own words.

William Bryant Essays - William Cullen Bryant, Thanatopsis

William Bryant William Cullen Bryant was born in Cummington, Massachusetts on November 3, 1794. His home in Cummington was surrounded by brooks, rivers, rocky hills, and woods. Bryant's mother was Sarah Snell Bryant. His father, Doctor Peter Bryant, was a strict Calvinist who loved poetry, music, and was also one of the strongest men in the countryside. As a child, Bryant was sickly, but his father's training turned him into a husky boy. Bryant attended the district schools until he was twelve. Then, he studied Greek and Latin. In 1810, Bryant spent a year at William's College. In 1811, Bryant began to study law, and in 1815 he was admitted to the bar. After some private study, he practiced law in Barrington, Massachusetts. Poetry wasn't a practical occupation for Bryant, so he continued working as a lawyer and a justice of the peace in Massachusetts until he moved to New York City in 1825. Considered a child-prodigy, Bryant published his first poem at age ten and his first book at age thirteen. All of Bryant's early poetry was published in the early nineteenth century, and he found his subject in the American landscape, especially that of New England. Bryant's first draft of ?Thanatopsis?, an elegy, was written between 1813 and 1814, when Bryant was seventeen years old. Other early poems include ?To Waterfowl?, Inscription for the Entrance to a Wood?, and ?The Yellow Violet?, which were all written before he was twenty-one. A few years after Bryant wrote ?Thanatopsis? and ?To a Waterfowl?, Doctor Peter Bryant found them in a desk and sent them to The North American Review. Bryant's father helped to publish Bryant's first book, Embargo. Most materials published between 1818-1825 were previously written poems now submitted, since Bryant was known for editing his work for quite some time before submissions. ?Thanatopsis? first appeared in The North American Review in 1817. Interested in technique, Bryant published ?On the Use of Trisyllabic Feet in Iambic Verse? in 1819. In 1821, Bryant was invited to read the Phi Beta Kappa poem at the Harvard College commencement. Also in 1821, he married Frances Fairchild. In 1825, Bryant moved his family to New York City to become editor of The New York Review. By this year, he was known as the finest poet in the United States. In 1826, after a year as editor on The New York Review, Bryant became an editor-in-chief at The Evening Post, a New York paper. The Evening Post was established by the ?Federalist Party Stalwart?, Alexander Hamilton. Bryant had great influence on The New York Evening Post. In fact, Bryant's editorials made The Evening Post one of the most respected papers in the country. At first, Bryant stood with the Democrats on national affairs, but he finally broke with them on the slavery issue. By 1840, Bryant had largely abandoned poetry to become one of the country's leading advocates for the abolition of slavery. In 1856, Bryant assembled the paper to Republican cause. In 1863, The Evening Post and Bryant influenced Lincoln's decision to issue the Emancipation Proclamation. Also, Bryant introduced Abraham Lincoln before an audience at Cooper Union in New York. In Bryant's later life, he traveled widely, made many public speeches, and continued to write a few poems, such as ?The Death of Flowers?, ?To a Fringed Gentian?, and ?The Battlefield?. After the death of his wife in 1866, Bryant resumed translating The Iliad, completed in 1870, and thereafter, The Odyssey, completed in 1872. In 1876 he published a final collected edition. Bryant continued to pursue editorial work for a total of fifty years. In his book Lectures on Poetry, which was delivered in 1825 and published in 1884, he emphasized the values of simplicity, original imagination, and morality. In 1878, after attending the dedication of a bust of himself in New York, William Cullen Bryant died, rich and successful. Conclusion Although William Cullen Bryant led a prosperous life, he is regarded as falling somewhat short of his potential. Because of this, his place in literary history is not altogether secure. Bryant lacked epics, elegies, and verse drama in his poetry, causing critics to not give him categorical honors. Nevertheless, even though he published very little as he became more and more involved in the journalistic life, he was remarkably popular in his time. He was even at one time named as a candidate for President. Introduction William Cullen Bryant was a defender of human rights and a supporter of free trade, the abolition of slavery, and

How to Get an Essay Done

How to Get an Essay Done How to Get an Essay Done Completing an education is one of the best decisions one can make in life, and part of completing an education includes writing essays. However, writing an essay is not an easy task, as it involves a complete process to get the job done. Completing essay assignments contributes to maintaining good grades and GPA scores. Many potential employers often ask potential employees for their school transcripts and not just a copy of their degrees. So, it is a good idea to be sure to complete quality essays to boost one’s grades. Steps to Completing an Essay: Choose a topic – Unless you are assigned a specific topic you will need to choose one, so choose one that is interesting to you. Just make sure it is in line with the assigned purpose, such as an overview or an analysis. Make an outline – The outline is how you will organize your ideas about your topic. The original structure of the outline may change as you go, but using it gives you a blueprint to follow. Create a thesis statement – This will convey to the readers what your essay is about, as well as specific points you plan to prove about the topic. The thesis statement states the purpose of the essay. Do the research – The next task is conducting pertinent research by gathering information from scholarly academic sources such as journal articles from sites like JSTOR, EBSCOhost, as well as books and reputable websites. Write the introduction – Your essay introduction should do the job of attracting the attention of the readers and persuading them to read the entire essay. The introduction illustrates pertinent points of the essay and gives the readers a foundation for what they will find in the essay. Write the body – This is where the main content of the essay is created. It contains the main points and subpoints of the essay and it also elaborates on each point. This is where the purpose of the essay is described, explained, or argued. Write the conclusion – The essay conclusion summarizes what was presented in the essay and provides the final perspective about the essay topic. The main points are reviewed and an author’s perspective is added. Review for correctness – After the conclusion, you need to include any finishing touches needed in the essay. Make sure your paragraphs are in the correct order and that you have followed all of the essay assignment instructions. Also, do a spelling and grammar check and be sure the essay is formatted correctly. These are the basic steps on how to get an essay done; however, if one is not up to the challenge of following these steps, using a professional essay writing service is an option.

Awakening Religious Tensions Essay Example | Topics and Well Written Essays - 750 words

Awakening Religious Tensions - Essay Example He put a lot of emphasis on being ‘born again’. George Whitefield truly believed that true conversion brought a noticeable change in the souls of those who were converted. George Whitefield greatly disliked what he termed as ‘lukewarm’ Christianity. This, to him, was the reason why so many Christians were unaware that they were doomed in the hereafter. He exhorted his massive audiences to guard against serving God half heartedly. He also made changes in his ministry that stimulated people to actively seek for true change. Watching the sermons George Whitfield was an experience that changed most of his congregations. Audiences sat spell bound as he enunciated statements such as â€Å"The Lord Jesus Christ understood how very wicked and devious men's hearts were; he also knew that many reach hell even as they narrowly bypassed heaven’s gates† with numerous gripping gestures (Bushman 123). George Whitefield’s messages succeeded in changing the way Christian sermons were delivered in the majority of churches. Gilbert Tennent’s sermons added to the urgency of the Christian message in the first Great Awakening. In his sermon titled, â€Å"The Danger of an Unconverted Ministry†, Tennent referred to ministers who opposed the spirit of the Great Awakening as ‘Pharisee-teachers’. ... This sparked a division in many churches, and resulted in a number of congregants starting to look for churches that had ministered who had been born again and could prove it. Another minister of the Great Awakening who spurred remarkable changes in American Christian society was James Davenport. Davenport was quite radical in his interpretation of what he believed to be ‘tainted’ or ‘not inspired by God’. For instance, he encouraged his hearers to prevent the devil from influencing their daily lives. He even sanctioned public bonfires in which all artifacts and instruments such as jewelry and novels which were perceived to be ‘inspired by the devil’ were burned in a pile. In a news report on the result of his preaching, on paper documented in 1743 that â€Å"Great groups of people rushed toward the place of meeting, and shoved artifacts with Violence into the burning pile, proclaiming, Go you with the Rest† (Bushman 125). Davenport influ enced his crowd to become more aware of evil existing in day to day existence, and pushed for a return to purity, zealousness, and steadfastness in the Christian faith. All these developments were received with great happiness by congregations on both sides of the Atlantic. Moreover, they did not inspire much approval among other ministers. An ordained minister of an established church order, Charles Chauncy, particularly abhorred what he referred to as the ‘emotionalism’ he saw in most of the meetings of the first Great Awakening. In a letter penned to George Wishart, a Scottish minister in 1742, Chauncy complained, â€Å"There was definitely no extraordinary difference brought about by the preaching and it is vain to act as if there was. Instead, what happened was that there rose a spirit of censorious,

Encountaring DAMIEN HIRST Essay Example | Topics and Well Written Essays - 1000 words

Encountaring DAMIEN HIRST - Essay Example This group of artists has been very controversial around the world, but especially in England where they came to prominence in the early 1990s. Almost all of them attended Goldsmiths College in London and were bought in the early stages of their career by the rich collector Charles Saatchi. Tracey Emin is a good example. Her most famous installation piece is called The Bed and takes the form of a double bed around which are many personal objects from her life. Another pair of London conceptual artists are the Chapman brothers, Jake and Dinos, who focus a lot of attention on torture and suffering in their work, going so far as to cast life size sculptures based on images from Goya’s Disasters of War. These artists all have in common the desire to shock and sensationalize and tackle subjects that are rarely considered to be art. The critic Matthew Collings had this to say about these London-based conceptual artists: Nobody can quite sum up what they stand for. The advance public ity of Brilliant! presents them as cheeky cockneys and punk rockers oppressed by the Thatcher junta, dodging IRA bombs, living in squats, and making rough and ready art that screams with rage and isn't intended for pristine white gallery space, but for rough and ready warehouse spaces in London's cockney East End. But no conceptual artist has been as controversial as the London artist Damien Hirst, who was born in 1965. In the beginning, while still a student at Goldsmiths, he helped to organize and exhibit art by other London YBAs.

The Value of Early Marriage in Islam Essay Example for Free

The Value of Early Marriage in Islam Essay Because of Islams great love for marriage, it has strongly emphasized that people get married as soon as possible. This is more so for women, and the Prophet (s) and Imams (as) have strongly emphasized that it is the responsibility of a father to ensure that his daughters become married as soon as possible. This is in order so that the woman may not fall into fornication as a result of not being able to marry, and that this very important part of her life become dealt with as soon as possible. We see this reflected in the following ahadeeth: 1.It is a blessing for a man that his daughter does not menstruate in his home.1 2.The Prophet (s) said in a khutbah: Jibrail came to me from the Subtle and Aware one [Allah (swt)], and said: Indeed, virgin girls are like fruit on a tree. When you take the fruit from a tree, then you do not have to fear that the sun will spoil it or that the wind will scatter it away. Similar is the case when a women is taken in the way that they are taken [meaning marriage]. There is no remedy for this problem except that they take a husband, and if they do not, then one will have to fear that they will become corrupted. Beyond this, Islam also believes that women have a stronger sexual urge then men, and that this urge should be satisfied at an early age. There are many narrations, from both Sunni and Shia sources, that state that women have nine times as much sexual desire as men: 1.Imam Ali (as) said: Allah the Mighty and Glorified has created desire in ten parts; nine of these parts are in women, and one part is in men. Had not Allah (swt) given more power to her modesty than over these parts of desire, then every man would find himself with nine women attached to him. 2.Imam as-Sadiq (as) said: Indeed, Allah the Mighty and Glorious has given women the patience of ten men. If a woman is fighting with you, then it is because she has been given the desire of ten men. 3.Imam as-Sadiq (as) said: Women have been blessed with ninety nine percent of desire, however Allah has placed modesty over them. As such, when a girl is young, this force will be even stronger in her, and so it is more important that she not fall into sin. If a father is to be considered the guardian of his daughter, then it is one of his duties to make sure that she does not fall into sin by using his age and experience to help find for her a proper husband at an early age. It is even said of slave-masters that they should either marry their slave girls or find husband for them, and that if they fornicate, the sin will be on himself. However, Muslims have tended to forget this teaching of the Prophets (s) and Imams (as). The growth of a middle-class throughout the Muslim world has led families to become more concerned with their daughters education and work then with their spiritual life, and fear that if they marry their daughters at an early age, the girls will not be able to complete their education. Even if this were true, it would still be inexcusable to make it difficult for young girls to get married, for then one will be putting pressure on them to fornicate. The fact is that it is not true that girls will somehow fail in life if they marry at an early age. A woman can balance the demands of her marital life and her educational/professional life, and should be allowed and encouraged to do so. It is important, as well, that as girls enter adolescence, that Islam is not being used as a barrier upon them enjoying their life and fulfilling themselves sexually. When Muslim families put pressure on their daughters not to marry and seek to isolate them from this blessing of marriage, it is only natural that many young women will turn against practices like hijab and other aspects of Islam. Lack of satisfaction in the area of sex will lead to depression and frustration, which can manifest itself in a variety of ways. Parents should not only allow their daughters freedom in this regard, but should actively encourage them. The fact is that young men and women will usually get together anyways, and a young woman may very well connect with a young man whose morals and character are less than satisfactory. By families openly involving themselves in this aspect of their daughters life from an early age, they can not only help their daughters to quickly find what they need in terms of their love life, but also help to guide their daughters to a marriage that will be beneficial for her, both emotionally, physically, and spiritually. When the parents refuse to help, however, then they are leaving their daughter to her own devices in finding a path to dealing with her sexuality. She may restrain herself until her family allows her to marry, or she may not. But at that stage, the family will not play any role in that decision one way or the other. It is also the obligation of the family to make it easy for a husband to marry his daughter, and not place the kind of absurd demands upon a prospective husband that are made now. Filled by love of dunya, many families will only marry their daughter to a rich man with a PhD or several degrees in engineering or what have you. This, even more than the restrictions they place on their own daughters, creates a terrible barrier on a young woman getting married, as it makes it impossible for her to find somebody similar in age. Enormous dowries are another source of fitna in this regard, and this practice has been condemned in the ahadeeth: 1.The Prophet (s) said: The best of womenare those who ask for low dories. 2.Imam as-Sadiq (as) states: The blessed of women are those who ask for small living expenses, and the evil of them are those who are demanding in terms of living expenses. The practice of large dowries is even more haram, however, because it is almost always done for the sake of show inside the community, which is a form of shirkthat is most condemned in Islam. We see that, tragically, many families are willing to sacrifice the happiness of their daughter during her adolescence for the sake of their appearance in the community. It is interesting to note that most cases of huge dowry, the daughter had no interest in a large dowry. She would ask for something extremely small, or even want to wave it altogether. But then the family steps in and demands thousands upon thousands of dollars in dowry, and then forces the daughter to make a decision between her husband-to-be and her family. Usually she will choose the family, especially since the family will make all manner of threats about what will happen if she goes ahead with a marriage they dont approve of (Your uncle in Pakistan will kill himself, your father will lose his job, etc., etc., etc.) Nothing could be more reprehensible than for families to blackmail their daughters in this way, and it is a terrible cause of fitna amongst the youth. We see that someulama in Iran today, such as Ayatullah Ibrahim Amini, have been very strong in condemning this practice, for they have seen how harmful it is to the spiritual state of the youth. Many famlies are under the deluded impression that if they make it impossible for their daughters to marry that the girls will simply sit tight until the permission and possibility of marriage comes. Certainly many do; but of course, as is human nature, many dont. It is entirely possible that the sin of fornication may fall upon the heads of the people who prevented the young from marrying, rather than the young themselves. There is a story that a man was brought to Imam Ali (as) to be punished for fornication. He asked the man if he had been able to marry, and the man said that nobody would allow him to marry, nor did he have the money to purchase a slave girl. Imam Ali (as) then let him go. The authenticity of this story is not verified, but the import remains: that a society that makes it impossible for the young to satisfy themselves sexually is responsible for the fornication that inevitably results. If the young cannot receive the blessing and assistance of their parents in this regard, then it is their duty to rebel against these pressures. We have discussed, elsewhere, the fact that it is not obligatory for a mature girl to seek the permission of her parents to marry, but merely recommended. A system of culture and overly conservative jurisprudence has combined to place barriers on the young, and the only way to break through this is for the young to, quite simply, rebel, and take the matter of marriage into their own hands. It is the right of every mature and sound-minded person to marry, and marriage is one of the greatest blessings of Islam. If the older generation are not willing to accept this fact, than it is upon the younger generation to break the chains that have been set upon them.