Fitness Essay Example | Topics and Well Written Essays - 750 words

Fitness - Essay Example First, the body withstands or gets the ability to be against infections since an increase in the level of nutrients with a balanced diet and bad fats cut down raises the antioxidant level. This means that there will be an increase in the defense system of an individual against ravages of radicals that are free, and other infections (Libal, 2006). Secondly, individuals come in contact with some fatal infections and diseases like high blood pressure, diabetes, cardiovascular disease and cancer will not be vulnerable to them. Eating better and keeping fit plays a massive role in ensuring that people live a longer healthy life. Regular exercises protect body organs and keep all the engines of the body in good shape and maintain their efficiency. By keeping fit, the heart is strengthened making it work more efficiently since the body ensures that it runs on a speed that is optimum which is provided by the nutrients got from a balanced diet (Woodman, 2012). The diet of the Middle East is under that of the Mediterranean, which incorporates cuisines and foods of those countries, which border the Mediterranean Sea. This has garnered fame for its salient role of keeping the body staving off diseases that are chronic and ensuring that it remains healthy. The Middle Eastern Diet gives emphasis to olive oil use, whole grains, fish, legumes, vegetables, and fruits. Such a diet if followed keeps the people of this region as healthy as possible. This can be topped up with some exercises and simple gym. The diet if well adhered to keeps an individual healthy and enhances the performance of students in their daily activities and school work too. There can be a 50 to 70 percent reduction in chances of individuals’ vulnerability to cardiovascular diseases and other ailment that arise from lack of proper health and fitness when one follows the GCC and Middle East healthy diet (Woodman, 2012). An active lifestyle

Physical Education Program Term Paper Example | Topics and Well Written Essays - 250 words

Physical Education Program - Term Paper Example I have been an active member and participant in physical education for the past few years. I feel great pride and a sense of satisfaction in seeing my name appear in the list of honor for three consecutive years; and now also on being the national honor society member. I have worked very hard in this discipline and have attended advanced classes relating physical education. My entire life has been about physical education. Now I wish to pursue physical education even more seriously as a career and I want to make a difference in young children’s life not only by imparting them the knowledge I have and aim to gain continuously; but also by serving as a role model coach and a source of inspiration for them. I am therefore seeking admission in the physical education program of the university. My goal is to work with high school kids who have not hitherto gotten a chance to familiarize with physical education due to financial, emotional or social reasons. I believe every child dese rves a chance to get physical education training like training in all other subjects at school.

Representation of Power in Marvels Daredevil

Representation of Power in Marvels Daredevil Kimmy Huynh How are the characters in Marvel’s â€Å"Daredevil† Netflix series portrayed as powerful? Introduction The portrayal of power in fictional media often reflects connotations and assumptions made in the real world. By using the theoretical framework of semiology to analyse how Marvel’s Daredevil constructs the notion of power, an insight into what elements audiences see as power and how media creators materialise power in their work can be brought to light. Ideologically, the idea of power has been at the very core of capitalist societies such as the one we live in, it would therefore be insightful to pursue academic research in the area through deconstructing its representation. Marvel’s Daredevil series is an origin story created for the on-demand platform of Netflix. As a piece of media that exists within the modern superhero genre, power is a key theme. From a media studies perspective, Daredevil is a noteworthy text for analysis. Much like other Netflix series, its release on the digital platform saw the entire season of Daredevil released at once. This creates a pressure free form of storytelling for the media creators as it allows for characters and other elements of the Daredevil world to develop naturally over time without taking into consideration whether an audience member has watched the show sequentially each week. It would therefore be insightful to analyse how power is developed and represented in this new structure of storytelling. Methodology (strengths and weaknesses) In order to analyse the representation of power in the Daredevil show, a semeiotic analysis will be used to answer the question. A semiotic analysis of elements within the episodes will be used in order to deconstruct how power is represented. A semiotic analysis is a form of media research originally coined by the theorists Charles Sanders Pierce and Ferdinand De Saussure in the early twentieth century. Widely meaning the study of signs, Pierce stated that a sign is â€Å"something which stands to somebody for something in some respect or capacity† (Pierce 1955: 99) while Saussure describes semiology as â€Å"a science that studies the life of signs.† (Saussure 1959: 16) Media texts, such as television shows, are seen as constructs of meaning. Theorist Stuart Hall (1997) suggests that meanings are encoded within the media by its creators and then decoded by audiences who actively react to it based on personal experiences, lifestyles and social norms at the time of viewing. Fiske describes denotation as being what is photographed and connotation as how the photo has been taken (Fiske, 1990). By deconstructing the representation of power in Daredevil through semiotic analysis, the underlying symbols used by media authors to create power can be brought to light. To analyse semiotics is to analyse the symbolic meaning of signs in a media text. De Saussure suggested that signs consist of two inseparable aspects: the signifier and signified. The signifier often exists in the material world in the form of letters, objects and images and is interpreted through our senses of touch, sight, sound etc. The signified is the mental concept or meaning attached to the signifier. Essentially, the equation for signs is as follows: The Signifier + Signified = Sign The purpose of a semiotic analysis, then, is to understand how meanings are formed by reviewing how texts are constructed by using the above equation. In employing this methodology, it would be beneficial for a researcher to understand the strengths and limitations of semiology. Theorists such as Robert Hodge and Gunther Kress advocate the notion that â€Å"semiotics offers†¦a systematic, comprehensive and coherent study of communications phenomena as a whole† (Hodge Kress, 1988:1). Furthermore, Semiotics provides scholarly research with conceptual framework and a set of tools and terms to analyse many forms of communication. On the other hand, semiology is often critiqued as being almost imperialistic, since some theorists see it as being applicable to anything and everything, infringing on almost every theoretical and ideological discipline. As a result of the breadth in which semiology is applied, it is said to be difficult to offer a critique on a theoretical framework that changes so much depending on its application. This is emphasised by John Sturrock in Structuralism (1986) where he illustrates this infringement as a â€Å"dramatic extension†¦Ã¢â‚¬  that would â€Å"include the whole of culture†¦Ã¢â‚¬  (Sturrock, 1986:89). Literature Review Literature surrounding semiotic analysis often suggests that there are not many who work as ‘semioticians’, however it is rational to accept that everyone utilises semiotic methodology to some extent in their everyday lives. In an article written by Arthur Asa Berger, it is suggested in the section titled ‘People Watching and Facial Expression’ that curiosity is a driving force for why people may make a semiotic analysis, stating that â€Å"we often watch people [and] scrutinise them† (Berger, 2013:23), he continues to state that semiotic analysis is exercised when a person wonders where someone is going or what they are doing, â€Å"†¦body structure, body language, clothing, brands†¦Ã¢â‚¬  (Berger, 2014:23) are some of the elements that are scrutinised in order to make an informed guess in answering those questions. While both key thinkers, De Saussure and Ferdinand, did not originally develop semiotics and semiology respectively for analysing media, it has since been a pioneering force in analysing contemporary media texts. In The Consumer’s Stake in Radio and Television, theorist Dallas Smythe suggested that television texts should be analysed as a â€Å"group of symbols† that â€Å"serve as a medium of exchange between the mass media and the audience† (Smythe, 1954:143), the ideas of semiotics and semiology coincide with Smythe’s statement. Smythe’s statement can also be applied to genre studies in the sense that genre is essentially a group of symbols that create a medium in which recurring codes and conventions allow a media text to be â€Å"classified and organised† (Casey, 2002:135). Listed under the superhero, action and adventure genres on Netflix, Daredevil will inevitably adhere to those specific genre conventions, it can therefore be said that signifiers that link to the signified ideas of superheroes, such as having extraordinary powers, a moral code and a secret identity will be used in the show. In terms of the ideological stance on power, Marxist literature focuses on the argument that mass media, such as television, is significantly influenced by the needs of the upper class in capitalist society. Marxist theory regarding the base and superstructure reinforces the idea of upper class dominance through mass media (Marx Engels, 1947). However a more culture orientated Marxist approach to media lies in Gramsci’s theory of hegemony. In Gramsci’s Prison Notebooks (1995), Gramsci rejected ideas of crude materialism and instead offered a more humanist form of Marxism that focused on human subjectivity and the power of media. He used the term hegemony to describe the predominance of one social class over the other (Gramsci, 1995). The media therefore prescribes, through signs, the dominant norms, values and tastes, political practices and social relations. (Sassoon, 1982) Analysis As mentioned before, signifiers often take form in the materialistic world of production. These catalysts for meaning can range from anything in the mise-en-scene, such as performance, lighting and costume, to the cinematographers choice of angles and camera shots. These verbal and visual elements then become the signified in which audiences draw links between an object and an idea. The two major characters in Daredevil, the antagonist and protagonist, will be analysed to understand how the idea of power has been encoded within them. The characters, Fisk and Murdock, can be seen as mirrors of one another. In literary terms they would be labelled as foils, the term is used to describe two characters that have comparative traits but are contrasted by their actions. Both characters believe they are saving the location of Hell’s Kitchen and exercise their power to do so. Power is therefore denoted in their actions, whether it’s violently interrogating criminals to find out where hostages are being kept or violently making an example of someone in order to keep the criminal underworld in line, both characters use their violent power to achieve their objectives. This is emphasised in Fisk’s dialogue in which he says â€Å"I want to save this city, like you. But only on a scale that matters†. This acts as a verbal signifier and indicates his exercise of power, even if innocent lives are lost in the process. In Episode three, titled Rabbit in a Snow Storm, the audience are introduced to a painting of the same name which symbolically represents more than just a simple painting. On one hand it denotes how the characters get caught up and lost in the bigger picture just as the rabbit is caught in the snowstorm. On the other hand, Fisk’s obsession with this piece of art soon brings out one of the major themes of the entire show: What kind of man or woman do you want to become? Fisk’s power over monetary wealth and the criminal underworld is at the core of this concern and the painting acts as a signifier for this idea. Moreover, this idea of power and the responsibility that comes with great power is applicable to the character of Murdock. Fisk is repeatedly shown to have struggled with what kind of man he wants to become and this is seen when he stares at the painting over and over again, which in turn signifies his increasing power as different events occur. Conversely, Murdock also struggles with who he is and what he may become as a result of his power. Murdock finds himself in the confession booth seeking guidance from Father Lantom. Through this faith, an iconic signifier which emphasises power is revealed. The juxtaposition between the iconic symbols of the church and Daredevil connotes the power of both good and evil existing within Murdoch. Faith plays a central part in the original Daredevil comic book story and it is what drives him to constantly question his own morality. The show has been widely praised for its violent and gritty fight scenes, however as a media construct, Murdoch’s fighting prowess in these scenes act as obvious signifiers for him being a powerful character as he is often pitted against insurmountable odds. Another symbol of power is seen through Murdoch’s questioning of his morality, this is seen in episode three where he confronts Fisk’s hired killer. While his own life is at risk, he still struggles with the notion of murder. This also reflects the superhero genre conventions of morality and its idea of killing one villain to save the many innocent. In the final scenes of episode thirteen, Daredevil obtains his most symbolic costume from the comic books. Reminiscent of the devil, his attire symbolises his identity as the Daredevil. Murdoch eventually adopts this identity as his alias as it has the power to instil fear. As an iconic sign, the media creators of Daredevil construct this verbal signifier in the dialogue where criminals often call Murdoch â€Å"the devil† in fear. Fear is therefore a sign used in representing the character of Murdoch as powerful. On the other hand, Murdoch’s foil, Fisk is not a character revealed until the third episode. And other characters often state that â€Å"we don’t say his name.† Furthermore, characters who end up revealing his name state that â€Å"he will find me†¦and everyone I’ve ever cared about†¦and make an example†. An element of the mise-en-scene, the performance and dialogue of other characters, are therefore used as verbal signs to imply how powerful the character of Fisk is. This element of fear derives from merely saying the character’s name and again, parallels Murdoch’s use of fear. Connotations that represent power are seen in the character of Wilson Fisk through his attire. Episode eight, titled Shadows in the Glass, illustrates this well by beginning with a montage of Wilson Fisk’s typical morning routine. A number of visual signifiers take shape in this opening sequence to connote power. His choice of clothing acts as a symbolic sign, reflecting what society has deemed a stereotypical rich man to look like. His suits, mainly black, therefore symbolise economic wealth and power respectively as the colour of black is widely associated with power and strength. Power is also encoded through the use of non diegetic sound. Classical music is inserted by the media creators in order to reinforce this idea of Fisk being a powerful member of the upper class in which the ‘finer things in life’ such as classical music and Fisk’s skills in the culinary arts as he makes breakfast is underlined. Politics and media, and more specifically power and media has always had an ambiguous relationship. Gross (1991) suggested that the powerful can often â€Å"influence† their own portrayals as well as others. The show takes this idea and illustrates it within episode six, titled Condemned, in a scene where the antagonist coerces the media, police and other public institutions into making the Murdoch the scapegoat for bombings that occur in Hell’s Kitchen, hence the episode name being Condemned. The representation of power is highlighted here as the media is influenced by the antagonist. Fisk’s control over the media is therefore another symbolic sign of him being a powerful character. A visual signifier for power used effectively throughout the season is body language; the positioning of Fisk often underlines him as a powerful character. The actor casted in the role, Vincent DOnofrio, stands at 6ft4 and weighs 130kg. While a man of this build already visually connoted as being powerful, the cinematography in Daredevil emphasises this by using low angles. By viewing the character from a low angle, Fisk is positioned above the audience and looks down on them, just as Fisk is framed in such a way that causes the audience to look up at the character, connoting a sense of power as he towers over the viewer. Conclusion In closing, the makers of the Daredevil Netflix series evidently employ signifiers that create the idea of power in order to truly illustrate how powerful a character is. A semiotic analysis of the two characters, Murdoch and Fisk, allow for an understanding of what elements have been used in order to create the impression of power a hero or villain. Most notable is the performative element of the mise-en-scene. Just as it is suggested by Berger in his analysis of applied semiotics in Semiotics and Society (2013), â€Å"body structure, body language† and facial expressions acts as strong signifiers in Daredevil. The performance of the actors who play Wilson Fisk and Matthew Murdoch therefore play a major role in creating verbal and visual signifiers for the notion of power. Furthermore, this is empowered by the character foils in which their parallels work to empower their different powers, be it supernatural as Murdoch or economic and coercive as Fisk. Media texts such as television and film are essentially signs containing other signs, and while some signifiers may not be obvious, a semiotic investigation aims to make these implicit signals, explicit. The employment of a semiotic analysis was insightful in regards to how ideas are constructed. The representation of power corresponds with Marxist ideology in which the powerful, such as Fisk, control the superstructure (Marx Engels, 1947) in the show. As stated at the beginning of the research report, the idea of power often reflects assumptions made in the real world. It is therefore informative to see how verbal and visual signs in actions, performances and costume present the idea of power to the audience. Bibliography BERGER, A.A. 2014; 2013, Semiotics and Society, Society, vol. 51, no. 1, pp. 22-26. CASEY, B. (2002). Television studies: the key concepts. London, Routledge. FISKE, J. (1990). Introduction to communication studies. London, Routledge. GRAMSCI, A. (1995).Futher Selections from the Prison Notebooks. U of Minnesota Press. GROSS, L. P., KATZ, J. S., RUBY, J. (1988). Image ethics: the moral rights of subjects in photographs, film, and television. New York, Oxford University Press. HALL, S. (1997). Representation: cultural representations and signifying practices. London, Sage in association with the Open University. HODGE, B., KRESS, G. R. (1988). Social semiotics. Ithaca, N.Y., Cornell University Press. MARX, K., ENGELS, F., ARTHUR, C. J., MARX, K. (1947). The German ideology. [New York, United States of America] International Publishers. PEIRCE, C. S., BUCHLER, J. (1955). Philosophical writings of Peirce. New York, Dover Publications. SASSOON, A. S. (1982). Approaches to Gramsci. London, Writers and Readers. SMYTHE, D.W. 1951, The Consumers Stake in Radio and Television, The Quarterly of Film Radio and Television, vol. 6, no. 2, pp. 109-128. SAUSSURE, F. D. (1959). Course in general linguistics. New York, Philosophical Library. STURROCK, J., WINTLE, J. (1986). Structuralism. London, Paladin. Page 1 of 6

Effects of Extramarital Affairs with Divorce on Middle Aged Women Essa

I interviewed Ann (pseudonym), who is a middle-aged woman who is a mother of three and has always been a happy, loving, and positive human being. However when I knew that I was going to interview her, I instantly knew that I was going to focus on the topic of how extramarital affairs (emotional and or sexual relationship a spouse has outside of their relationship) and divorce affects middle aged women. I chose this topic as the effects it has on a woman can be life-changing and can result in them becoming an entirely different person, and in the case of Ann it couldn’t be any more apparent. It is important to acknowledge that a divorce and the effect that it has is one subject matter, but a divorce caused by extramarital affairs is an entirely separate issue as it can have damaging short term effects, long term effects, and financial consequences. While divorce is not a primary process of aging, it is a secondary process that affects a large amount of women as they age in life. Understanding the basics of extramarital affairs such as the prevalence of them, who participates in them, and why they participate in them is the first step in understanding the effect they can have. There isn’t a known culture that accepts extramarital affairs (Jankowiak, Nell, and Buckmaster, 2002). Eric Widmer, Judith Treas, and Robert Newcomb (1998) published an article concerning attitudes on premarital sex, teenage sex, homosexual sex, and extramarital sex in 24 different countries. Their research consisted of surveying over 33,000 people. Their findings were very interested as while premarital sex gathered the strongest acceptance and homosexual sex gathered the most varied responses; it was extramarital sex that countries agreed on the mo... ...2002. "Managing infidelity: a cross- cultural perspective." International Journal of Psychoanalysis volume 87 (issue 2): (Retrieved from Questia on February 26, 2010.) Lauer, Robert and Jeanette Lauer. 2009. Marriage & Family: The Quest for Intimacy. New York, NY: McGraw-Hill. Wiederman, Michael. 1997. "Extramarital Sex: Prevalence and correlates in a National Survey." Journal of Sex Research volume 34 (issue 2) 167-174. (Retrieved from EBSCOhost on February 26, 2010.) Widmer, Eric, Judith Treas, and Robert Newcomb. 1998. "Attitudes Towards Nonmarital Sex in 24 Countries." Journal of Sex Research volume 35 (issue 4): 349-358. (Retrieved from EBSCOhost on February 26, 2010.) â€Å"5% of Americans Addicted to Sex.† 2008. Times of India. Retrieved February 26, 2010 (http://timesofindia.indiatimes.com/World/5_Americans_addicted_to_sex/articleshow/3820228.cms).

Nursing Paper Essay

1. Read page 115 Discriminating between truth and nontruth . After you have read this give an example that you have experienced that fits both truth and nontruth. – An example of a truthful situation would be when I was lost on the way to visit an old friend of mine and I stopped at a business and asked directions, The cashier gave me helpful direction and even showed me on a map which way to go, this truth was from the best of her knowledge of the city I was traveling through. A nontruthful experience of mine was when I had to be at a doctor’s appointment at a certain time. I asked a friend of mine if she could take me and she agreed, well, I was left without a ride to the appointment and had to cancel when I found out that she had already made previously plans and never had the intention of helping me. – 2. Read page 117 White Lies. Have you ever told a white lie? Been told a white lie? Please share at least one example and whether you feel that the white lie was okay. -I believe everyone has told a white lie sometime in their life and also that everyone is a victim of a white lie. An example of mine would be that for my birthday this past year my sister got me a new shirt, Well, me and my sister do not have the same taste in clothing and when I opened the gift I just had to smile and tell her I loved it and would wear it somewhere that next weekend. To answer the following questions read the Discussion Exercises 7-1 3. Do you believe there are any issues with truth-telling or deception in this case? Explain. * I do believe there is a bit of deception in this patient’s case. The hospital not disclosing this personal information to her is wrong. I believe she has a right to know anything that is known about her condition as soon as it is known to the physicians. 4. What should you do or say if the patient comments, â€Å"I am a little worried . I just realized that i missed my period. Do you think it is just because of my being so sick?† What action should the nurse take to be a patient advocate? * I believe that in my position I should not disclose the news about the pregnancy. In this case I would tell the patient that I will have the doctor come and discuss with her about her questions as soon as possible. †¢Later, the patient†¦. -I believe the nurse should keep the separation of a working environment, not a personal one. A Nurse should never give a patient a ride unless it is a relative or someone they know in another way other than her job field, giving this patient a ride would cross a lot of professional work environment values and also the like between nurse and a caretaker which shouldn’t be crossed. †¢When saying goodbye†¦. -Any caring nurse would feel obligated to go check on the patient whenever he/she could. When in this situation a nursing student would have to think about what this would mean for her career. She would be crossing a professional standpoint of keeping a caretaker relationship of the patient. Personally, I believe she should politely decline to visit her. †¢The nursing student †¦. * The nursing student would no longer be in her working environment at this point and she should not give any medical advice. She would again be crossing the professional/personal boundary. The nursing student should tell the patient to return to the hospital to be checked on.

Discuss How Different Approaches to Learning Can Affect Student Success in Higher Education Essay

It utilized a questionnaire based on an academic text, gathering some students, asking them to read the text then answer the questionnaire. Two distinctive groups were formed: students with high levels of understanding and perfect answers, named deep approach learners, and another with lower level, referred to as surface approach learners (Ramsden, 2003). Later, another approach was discovered and named as the strategic approach to learning (Chin, 2000). This essay recommends the deep approach to learning to be followed as a key of success in higher education, arguing particularly about the advantages and disadvantages of both deep and surface approaches to learning. Advantages of surface approach: The expression of the word surface means â€Å"the top layer of something† (Cambridge, 2009). Students who are surface learners are characterized by mechanical memorization (Chin, 2000), which stands for memorizing facts without understanding their objectives. These students learn only to pass exams or to meet a demand. Surface approach has only a lone advantage which can only benefit some students and not all. It is applicable particularly for the students who work while they are studying or who suffer from work loads such as preparing for academic assignments and doing extensive homework. This can fulfill their need of acquiring a time saving approach that enables them to succeed in their studies. Disadvantages of surface approach: In contrast, surface approach has many disadvantages. Some of these disadvantages can be summarized in five main ways. First, the students who follow this route of learning can not demonstrate the new ideas learnt thoroughly, neither can they relate them with other fields (Ramsden, 2003). Second, it directs the student to be a dependent learner. For instance, if a chemistry instructor asked his students to prove an experiment practically, then the surface learners will depend on their peers’ idea to verify the experiment. If they do not, then they will easily give up and this can be considered as a third disadvantage. The forth disadvantage is that it makes them easily ignore the points that they do not understand. As in the first example, those students neglect and forget about the ideas that were not helpful in doing their experiment. Finally, it brings the learner to forget the knowledge learnt easily and fast (Johansson, n. d). Advantages of deep approach: The expression of the word deep means â€Å"being a long way down from the top or surface to the bottom† (Cambridge, 2009). So, deep learners are the students who search for the full of meaning of the subjects they learn by following strategic ways to achieve that. Deep learners, unlike surface learner, use memorization when necessary but not always. There are many advantages related to deep approach. First of all, deep approach encourages the students to become more interested in their subjects and to have the curiosity to learn further. The second is that it assists the students to predict new information by analyzing recent ideas and connecting them with their prior experience and with other fields, as a result forming a complete image of the task required (Chin, 2000). Thirdly, it enables the students to have high quality outcomes in higher education (Johansson, n. d. ). The last is that it encourages the students to be independent learners (Entwistle, 1990). Disadvantages of deep approach: However, there is only one disadvantage of deep approach, which can be described as the obsession and passion that the student may follow in order to learn everything about the subject being learnt (Johansson, n. d). This can waste time and cause irregularity for other subject timetables. For instance, many deep learners like to know the whole idea about everything they learn, however they are not supposed to know everything, but this obsession leads them to waste time unconsciously. This situation can occur sometimes within the period of final exams revision, which can drive the student to have lower marks than expected for a deep learner. Conclusion: After the classification of the students into deep and surface learners, many universities recommended their students to follow the deep rather than the surface approach to learning owing to its benefits that their students are going to obtain. Perhaps the surface approach is applicable for some students but not all. Nevertheless, the advantages of deep approach to learning are more than surface approach; in addition the disadvantages of the deep approach are much less than the surface approaches. Therefore, by following the deep approaches to learning, students’ success in higher education will be advantageous. References: . Cambridge University Press (Ed. ). (2009). Cambridge Advanced Learner’s Dictionary (3rded. ). Edinbrugh: Cambridge University Press. 2. Chin, C. & Brown, D. (2000). Learning in Science: A Comparison of Deep and Surface approaches. Journal of Research in Science Teaching, 37(2), (pp. 109-138). 3. Entwistle, N. & Tait, H. (1990). Approaches to learning, evaluations of teaching, and preferences of contrasting academic environments. Higher Education, (19), (pp. 169-194). Netherlands: Kluwer Academic Publishers. 4. Johansson, J. et al. (n. d). Experiences of learning student accounts linked with theory. Denmark: CDIO. 5. Ramsden, P. (Ed. ). (2003). Learning to Teaching in Higher Education. (2nded. ). USA: RoutledgeFalmer. Bibliography: 1. Beckwith, J. B. (1991). Approaches to learning, their context and relationship to assessment performance. Higher Education, 22, (pp. 17-30). Netherlands: Kluwer Academic Publishers. 2. Cuthbert, P. (2005). The Student Learning Process: Learning Styles or Learning Approaches? Teaching in Higher Education, 10(2), (pp. 235-249). United Kingdom: Manchester. 3. Entwistle, N. (1991). Approaches to learning and perceptions of the learning environment. Higher education, 22 (pp. 201-204). Edinbrugh: University of Edinbrugh. . Entwistle, N. (2000). Promoting deep learning through teaching and assessment: Conceptual frameworks and educational contexts. In: the TLRP Conference, Leicester, November 2000. 5. Fowler, J. & Wilson, K. (2005). Assessing the impact of learning environments on students’ approaches to learning: Comparing conventional and action learning desig ns. Assessing & Evaluation in Higher Education, 30(1), pp. 87-101. 6. Fox, J. & Bartholomae, S. (1999). Student learning style and educational outcomes: evidence from a family financial management course. Financial Services Review, 8(4), (pp. 235-251). 7. Iran-Nejad, A. (1990). Active and dynamic self-regulation of learning processes. Review of Educational Research, 60(4), (pp. 573-602). USA: University of Albama. 8. Kolb, A. & Kolb, D. (2005). Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. Academy of Management Learning & Education, 4(2), (pp. 193-212). 9. Prosser, M. & Trigwell, K. (1999). Understanding Learning and Teaching: The Experience in Higher Education. Buckingham: Open University Press. 10. Ramburuth, P. & McCormick, J. (2001). Learning diversity in higher education: a comparative study of Asian international and Australian Students. Higher Education, 42, (pp. 333-350). Netherlands: Kluwer Academic Publishers. 11. Scouller, K. (1998). The influence of assessment method on students’ learning approaches: Multiple choice question examination versus assignment essay. Higher Education, 35, (pp. 453-472). Netherlands: Kluwer Academic Publishers. 12. Xu, R. (2004). Chinese Mainland Students’ Experiences of Teaching and Learning at a Chinese University: Some Emerging Findings. In: the BERA 2004 Conference, UMIST, Manchester, 15th-18th, September 2004. Edinbrugh: University of Edinbrugh.

Hospital Volunteer Opportunities for High School Students A Guide

Hospital Volunteer Opportunities for High School Students A Guide SAT / ACT Prep Online Guides and Tips Interested in pursuing a career in medicine? If you are, being a hospital volunteer in high school is a fantastic way to test out the profession. If you’re not interested in pursuing a career in medicine but still want to volunteer, that’s great too! Being a hospital volunteer is very rewarding, but it’s also a lot of hard work. How can you become a hospital volunteer? Why should you volunteer at a hospital? What are the main duties of a hospital volunteer? I’ll answer these questions and more in this guide. // What Are the Major Duties of a Hospital Volunteer? Hospitals often have specific â€Å"jobs† set aside for volunteers, and you can request your job preference. You likely will stick with that one job and won’t rotate duties. When you begin, you'll have an orientation and be trained for your position which is why you most likely won’t rotate. // Here are the main types of hospital volunteer opportunities for high school students: Greeter/Concierge/Information Desk/Customer Service:Greet patients and visitors to the hospital and help them find their destinations. Clerical Assistant:Assist with filing, typing, and answering phones. Mail/Magazine Cart/Flower/Balloon Delivery:Assist with sorting and delivering these items to patients. Dish Washer:Help clean dishes and utensils from patients and visitors. Patient Care Assistant:Assist patients to make them as comfortable as possible. For example, you might be getting extra pillows for patients or delivering meals. // For most hospitals, you’ll be expected to commit to volunteering for at least 50 hours per year. Shifts are typically 4 hours (though this may vary by hospital).Expect to work once every other week (though, again, this may vary by hospital). Depending on how many volunteers the hospital has you may or may not be working with other volunteers. If your hospital is low on volunteers, you’ll likely be working alone. If your hospital has a lot of volunteers, you’ll probably be working with other volunteers. // What Won’t You Be Doing as a Hospital Volunteer? As a volunteer, you won't be doing any actual medical procedures or advising patients. You’ll simply be there to help with more basic tasks (such as delivering things and helping visitors and patients find their way around the hospital). // How Do You Find Hospital Volunteer Opportunities for High School Students? To become a hospital volunteer, you should first conduct a quick Google Search for the hospitals in your area by searching, â€Å"[Town Name] Hospitals.† After identifying your local hospitals, locate each hospital’s volunteer program by Google searching, â€Å"[Hospital Name] volunteer.†This should bring you to a page forthe hospital’s volunteer program. If you’re having trouble finding the information online, ask your high school guidance counselor for assistance. They likely can connect you with either the hospital or with another student who worked as a hospital volunteer (who can tell you how to apply). // Each hospital may have slightly different requirements to become a volunteer, but here are the most common requirements I’ve seen. To become a volunteer, all applicants (regardless of age) must: Submit an online application Do an interview with the volunteer manager Get a TB test (some also require a flu shot) Attend a volunteer orientation Complete all forms Submit to a background check Some hospitals also require you to pay for a volunteer uniform, which costs $15-30 // For potential volunteers under 18, you may also have to: Be over age 15 Secure parental consent to volunteer Submit a letter of recommendation from your high school guidance counselor, principal, or teacher Commit to completing 50 hours of volunteer work in a year. // If you’re wondering why there are so many steps and requirements, it’s because you’ll essentially become an unpaid employee of the hospital.You’ll be interacting with their patients, and they want to make sure you’ll be a good representation of the hospital. Who Would Be a Good Hospital Volunteer Candidate? A good hospital volunteer is someone who is selfless, flexible, and be willing to do any job, no matter how small.Being a hospital volunteer will not always be fun.Many of the jobs require sitting at a desk, cleaning, or organizing.However, these jobs are necessary to keep the hospital running. Additionally, hospitals have a lot of emergencies come up, so your duties may get changed last-minute.You should be willing to do whatever is asked of you. You also need to be upbeat and enjoy working with peopleto be a good hospital volunteer. You'll be talking to patients and visitors a lot. You shouldn’t be shy. Many of the patients that you’ll interact with are in the hospital because they’re very ill.You might bond with patients who ultimately pass away.It’ll be hard to watch, and you’ll need to stay strong and positive through their journey. A good hospital volunteer should also not be squeamish.You need to be prepared to see blood, scars, etc. Remember, you'rein a hospital. It’s pretty much inevitable that you’ll see someone’s blood being drawn or an IV being placed in a patient. If you can’t handle that, then being a hospital volunteer is not something you'd enjoy! While it’s a hard job, there are many reasons you should want to be a hospital volunteer. Read on to learn more about them. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. // What Are the Benefits of Being a Hospital Volunteer in High School? If you’re interested in a career in medicine, being a hospital volunteer will give you a good idea ofhow working in a hospital will feel.However, it may not give you the best insight into your specific job of interest (i.e. doctor, nurse) since you’re not going to be doing hands-on medical work.The most hands-on activities you’ll likelybe doing arehelping patients find pillows to make them comfortable, turning the TV on for them, reading to them, or pushing them around in a wheelchair. If you’re interested in getting better insight into your specific job, you should consider job shadowing a doctor. You canalso consider attending asummer medical program or doing a medical internship.However, you should know that you likely won’t be able to get much hands-on medical experience until you’re in college. Some high school summer medical programs offer some hands-on training, but it’s rare. While being a hospital volunteer is hard work, it has many benefits. You’ll meet like-minded and generous people who are donating their time to help others.As I said before, while you may not get great insights into medicine, you’ll get insight into the hospital environment and see if it’s a place where you could potentially work down the road. Volunteering at a hospital is also a great experience for your college applications, especially if you’re interested in a career in medicine. Being a hospital volunteershows colleges that you're serious about pursuing a career in medicinesinceyou've already dedicated time to working in a hospital. Also, it'sa free extracurricular experience that won’t cost you anything other than time (and potentially the cost of a uniform or TB test). Overall, volunteering at a hospital can be a great experience, and I’d recommend trying it if you’re interested in a career in medicine or want to spend time helping others. What’s Next? Interested in learning about other great extracurricular opportunities? Learn more about job shadowing, joining Model UN, and joining the high school newspaper. Interested in learning about other medical experiences? Learn about 59 medical programs for high school students. Learnhow to write about extracurriculars for your college application! Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: