How to Motivate Student in Their Academic Essay Example for Free

How to Motivate Student in Their Academic Essay I. INTRODUCTION Motivation is the combination of desire, values, and beliefs that drives you to take action. These three motivating factors are at the root of why people act the way they do. Because they ultimately control values, beliefs, and desires, it can influence motivations. This means, if you consider something important and assign value to it, you are more likely to do the work it takes to attain a certain goal. When motivation originates from an internal source and combined with a realistic goal and circumstance, the result of a good outcome or output are greatly increased. II. MAIN DISCUSSION To understand what motivates them, they need to know what is important to them. Consider issues such as family, relationships, learning or school, grades, work, aspirations, achievement, money, social causes, social life, following a dream, and many more. Students goals and desires grow from their values and beliefs. Once they have made their personal list, they begin to think about how the items relate to one another. These issues and relationships are always alive inside of them. By becoming consciously aware of their selves, they can begin to modify, control and understand their selves. Judging the quality and depth of their motivation is important, because it is directly related to their commitment. Often students find that they want a good academic outcome, but they cant seem to make it happen. Sometimes, this gap occurs when there is a clash between what they are striving for a good academic outcome/degree and what they would rather be doing in following a dream. It’s fo r values, beliefs, and desires to be in conflict, it is important to recognize when they are and act appropriately on this information. III. MY POINT OF VIEW One of the keys to college success is having a realistic view of strengths and weaknesses. Do an informal assessment of abilities. Reflect on what they have learned about themself in the past from classroom experiences, conversations with teachers and advisors, standardized tests, projects and activities, and outside activities. Consider specifically their reading, writing, oral communication, interpersonal, and analytic skills. An accurate and honest assessment of their abilities is essential. It prevents them from under-estimating or over-estimating their skills and directs toward attainable and appropriate goals. Having an accurate direction is important in maintaining motivation. Knowing what their value and desire, along with an assessment of their strengths and weaknesses, makes it possible to establish personal goals. Most students already have a mix of short-term and long-term goals in mind for themselves. Students often are aiming towards a particular test, project, class, grade point, degree, graduate program, professional school, or career. These are often complemented by other goals such as living a healthy lifestyle, maintaining personal integrity, volunteering, working, nurturing relationships, or growing as a person. It is not unusual for short-term goals to support long-term goals. IV. CONCLUSION Once I have set goals that match my beliefs, values and desires, I should be in position to act on them successfully. However, my motivation can be undermined if I fail to consider my circumstances or if my circumstances change, but my goals dont. A goal may match my values that I want to earn a degree in Tourism and may be realistically set that I want to do it in 4 years when I began my academic journey, but may need modification and readjustment as time passes. If I earned grades lower than I expected to, I may need to lighten my course load or adjust my work and leisure hours. A loss of interest might mean my need to explore other majors. Changes in relationships or family make-up can also introduce new constraints on my plan. Unfortunately, when circumstances change, students are often unwilling to make related adjustments in their self-expectations. In this case, I as a student rarely perform up to the expectations, become frustrated, and lose motivation. However, motivation and performance can be maintained when personal circumstance is taken into. Students who are willing to redefine their goals to account for their changed circumstances can remain motivated and on the path to success. Motivation, goals, and circumstance are all related to success. I can increase the odds of my success by first, defining what is important to me, establishing goals based on these values, desires, and beliefs, and finally, tailoring my achievement expectations to match my circumstances. If I fail in any of these steps, I will undercut my motivation, fail to work up to my abilities, and diminish my chances of success. V. ANALYSIS Be realistic is setting your goals and always consider your circumstances. When goals arent realistic or when circumstances conspire against you, it is important to adjust. A student who comes to college with the goal of expecting to earn a tourism degree in 4 years, but finds the work more difficult than he anticipated may need to adjust his time frame in order to achieve his goal. Likewise, if this same student found that he needed to work to support his college costs or took on greater family responsibilities, it might be similarly necessary for him to adjust his goals as well. When goals are realistic and match desires, you will be motivated. When youre motivated and work hard towards your goals, you will succeed. When you succeed, your motivation will grow, you will set new goals, and continue to achieve.

Analysis of Various International Environmental Conflicts Essay

Throughout the world, conflicts over environmental issues abound. As technology progresses and our world continues to become more interconnected, an understanding of the worldà ¢s environmental crises is important and necessary for the well-being of both humankind and the environment. This paper addresses and comments on the issues presented in the following books: Ecology of an African Rain Forest by Thomas T. Struhsaker, Green Guerillas edited by Helen Collinson, NIMBY Politics in Japan by S.Hayden Lesbirel, Where Environmental Concerns and Security Strategies Meet by James A. Winnefeld and Mary E. Morris, and Innovations in International Environmental Negotiation edited by Lawrence E. Susskind, William Moomaw and Teresa L. Hill. Innovations in International Environmental Negotiation has not been given a specific section for discussion, but is referenced in the section covering Where Environmental Concerns and Security Strategies Meet. Where Environmental Concerns and Security Strategies Meet This book is interesting in the way that it draws a particularly strong link between political (domestic and international) conflict and environmental crises. The authors chose to focus on environmental crises and conflicts in the Middle East and in East Asia, but the concepts discussed could easily be applied to political conflicts with underlying environmental crises worldwide. In traditional methods of security strategy policymaking, environmental issues are often given little thought and are directed to separate governmental departments. However, the authors propose that not only do environmental crises often increase the risk of political conflicts, but they can also worsen the conflict itself as well as the outcomes and damage incur... ...dressed not only from an environmental perspective, but also from both a global and a socioeconomic perspective. References Collinson, Helen ed. Green Guerillas: Environmental Conflicts and Initiatives in Latin America and the Caribbean: A Reader. (1996) London: Russell Press. Lesbirel, S.Hayden. NIMBY Politics in Japan: Energy Siting and the Management of Environmental Conflict. (1998) Ithaca, NY: Cornell University Press. Struhsaker, Thomas T. Ecology of an African Rainforest. (1997) Gainesville, FL: University Press of Florida. Susskind, Lawrence E., William Moomaw and Teresa L. Hill ed. Innovations in International Environmental Negotiation. (1997) Cambridge, MA: PON Books. Winnefeld, James A. and Mary E. Morris. Where Environmental Concerns and Security Strategies Meet: Green Conflict in Asia and the Middle East. (1994) Santa Monica, CA: RAND.

Evidence Based Practice Essay

The following ssion of this assignment attempts to critically appraise the venUS III randomised control trial (RTC) published in the British Medical Journal. As a student/healthcare worker who is new to critical appraisal I am aware that I do not fully understand some of the calculations involved in reporting of findings, however Greenhalgh (2006) argued, ‘all you really need to know is what the best test is to apply in given circumstances, what it does and what might affect its validity/appropriateness’. When caring for patients it is essential that Healthcare Professionals are using current best practice. To determine what this is they must be able to read research, as not all research is of the same quality or standard therefore Healthcare Professionals should not simply take research at face value simply because it has been published (Cullum and Droogan, 1999; Rolit and Beck, 2006). I am completing this assignment to cultivate the skills at enable me to effectively assess the validity of research that may shape my practice. There are numerous tools available to help reviewers to critique research studies (Tanner 2003). I have elected to use the Critical Appraisal Skills Programme (CASP) tool. I chose CASP as it is simple, directive and appropriate to quantitative research. The research article had a clear concise and easily understandable title and abstract. Titles should be 10/15 words long and should clearly identify for the reader the purpose of the study (Connell Meehan, 1999). Titles that are too long or too short can be confusing or misleading (Parahoo, 2006). From the abstract the reader should be able to determine if the study is of interest and whether or not to continue reading (Parahoo, 2006). The author(s’) qualifications and job can be a useful indicator into the researcher(s’) knowledge of the area under investigation and ability to ask the appropriate questions (Conkin Dale, 2005). The authors of the venUS III trial were from a range of academic and clinical backgrounds and are considered experts in their fields. The VenUS  III RTC clearly set out its objective to consider the clinical effectiveness of weekly high frequency ultrasound on hard to heal venous leg ulcers, (hard to heal was defined). In cases where participants had more than one venous leg ulcer the largest ulcer would be tracked if ultrasound treatment was allocated this site received the treatment. Outcomes to be considered where clearly outlined and method of measurement/collection defined. The study screened 1488 people with leg ulcers and 337 people became participants (22. %) Participants were randomised and evenly distributed, 168 to ultrasound therapy (dependant variable) plus standard care (experimental group) and 169 to standard care only (control group) This is reported as being the largest trial undertaken on the subject of therapeutic ultrasound for wound healing and earlier studies are referenced in support this statement. The study was cross-sectional, its population was taken from both community and district nur se led services as well as hospital outpatient clinics. The 12 care settings used where taken from both rural and urban settings. A â€Å"good† sample is one that is representative of the population from which it was selected (Gay 1996) Venous leg ulcers rates rise sharply with age with an estimated 1 in 50 people over the age of 80 developing venous leg ulcers (NHS choices 2012). The age of the participants in the study ranged from 20-98 years old, however the median age overall was 71. 85 and the mean age was 69. 44 years old across the study, well below the age range where venous leg ulcers are most seen. The assignment of participant’s treatment was equally randomised: treatment was blindly allocated: 168 to ultrasound therapy plus standard care and 169 to standard care only. Randomisation was conducted by an independent agency (York trials Unit) The lack of attrition bias was a strong positive for the venUS III trial, it had a low loss to follow up rate. The nurses providing treatment where not blind to which treatment had been allocated, this may impact on construct validity as in some cases it is suggested that control subjects are compensated in some way by healthcare staff or family for not receiving research intervention (Barker 2010). Nurses who were blinded were employed to trace the ulcers. Participating patients were not blind to the treatment/s. As one of the measured outcomes was patients perceptions of health, assessed by a questionnaire (SF-12) it is reasonable to conceive that this assessment may have been influenced by the patients awareness of the treatment type they were receiving thus creating the possibility for assessment bias. Construct validity may also be impacted on peoples behaviours as a response to being observed or to the treatment because they believe it will have a positive effect. Barker 2010) Healing date was assessed remotely by independent assessors who where blind to the treatment allocation this guards against assessment bias. Overall both treatment groups were equal in size. Both treatment groups had an almost equal average age of study participants, this is important because inequality in age between the groups would represent a heterogeneous population (Barker 2010). Venous leg ulc eration is more common in woman than men in those below 85 year of age (Moffat 2004) the trial participants had a female majority. Probably the weakest element of the study was the probability of performance bias. Standard care comprised of low adherent dressings and four-layer bandaging that was high compression, reduced compression or no compression depending upon the participant’s tolerance. Any changes to the regime where recorded and where made at the discretion of the treating clinician. Standard care was practiced in accordance with local protocol and could have varied between locations the quality of standard care given may be considered to be a confounding variable. Surveys of reported practice of leg ulcer care by nurses have demonstrated that knowledge often falls far short of that which is ideal (Bell 1994, Moffat 2004, Roe 1994) and that there is a wide variation in the nursing management of people with leg ulcers in the United Kingdom (UK) (Elliot 1996, Moffat 2004, Roe 1994). Large variation in healing rates according to trial centre is a further indicator that standard care is so variable that it potentially affects the reliability of results. No treatment fidelity checks were undertaken and no observation regime beyond usual practice of the treating nurse’s practice was implemented despite nurses being new to ultrasound application. Nurses were deemed competent after one day of training, these nurses where then also considered competent to train other local nurses who would be providing treatment. The ultrasound treatment given during the venous III trial did not give any additional effect on ulcer healing or reoccurrence rate and it did not affect quality of life. As the study only looked at one ultra sound regime extrapolation of the results was not possible, a between-subjects designed study may have provided data that was of further function. Treatment effect was measured precisely; the primary outcome measured was the time that the venous leg ulcer took to heal, this was measured in days and adjustments were made in order to account for baseline ulcer area (larger ulcer would be expected to take longer to heal than smaller ulcers). A fully healed ulcer was clearly defined and the ulcers were photographed every four weeks, at the point of healing and seven days after full healing has occurred, assessment of the ulcer was completed by two blind independent assessors and where required a third assessor was used if outcome was inconclusive. In some cases no photographs were available for patients in this case the treating nurse assessed healing date, no explanation why photographs would not be available is given. 7. 8% of the sample were assessed by an unblinded nurse this presented some risk of assessment bias. The trial also considered how many patients had fully healed ulcers within 12 months. Reduction in ulcer size was measured by area, by a blinded nurse who took acetate traces of the ulcers every four weeks the method of which was considered to be accurate and reliable and its provenance clearly referenced. Quality of life was also measured with a standardised questionnaire (SF-12) which looked at both physical and mental elements. As there is no evidence to support the use of ultrasound therapy in addition to standard treatment therefore no current change in practice is indicated and standard practice should continue. The study reported significant heterogeneity in healing rates among the treatment centres. Centres that treated the most patients produced better healing overall, if there is a correlation between volume of patients treated and positive outcomes this hypothesis has the potential to impact upon the way care is delivered in the future. The trial considered not only medical outcomes but also considered changes in patient quality of life (both physical and mental). Beauchamp and Childress (2001) identify four fundamental moral principles: autonomy, non-maleficence, beneficence and justice. Autonomy infers that an individual has the right to freely decide to participate in a research study without fear of coercion and with a full knowledge of what is being investigated. Participants gave written, informed consent and recruiting nurses were trained in consent procedures. Non- maleficence implies an intention of not harming and preventing harm occurring to participants both of a physical and psychological nature (Parahoo 2006). Patients who had a high probability of being harmed if they received the ultrasound where excluded from the trial, the exclusion criteria took into account contraindications. Initially it was planned to exclude those unable to tolerate compression bandaging but after ethical consideration this was removed as these patients were identified as being particularly in need of the chance to benefit from ultrasound therapy. Beneficence is interpreted as the research benefiting the participant and society as a whole (Beauchamp and Childress, 2001). The annual cost to the NHS is estimated at ? 230-400 million (NHS Centre for Reviews and Dissemination, 1997; Bosanquet, 1992; Baker et al. 991) some individual health authorities are spending ? 0. 9m to ? 2. 1 million (Carr et al 1999). There are psychological implications to the patient in that the ulcer increases social isolation through limited mobility, uncontrolled exudate and odour, together with pain (Lindholm et al. 1993; Charles1995). Justice is concerned with all participants being treated as equals and no one group of individuals receiving preferential treatment (Parahoo, 2006). There is no evidence to sugg est that any of the participants were discriminated against. The following section attempts to discuss how evidence based health care enhances health care- looking at the evidence base within health care Evidence-based practice (EBP) is one of the most important developments in decades for the helping professions—including medicine, nursing, social work, psychology, public health, counselling, and all the other health and human service professions (Briggs & Rzepnicki, 2004; Brownson et al. , 2002; Dawes et al. , 1999; Dobson & Craig, 1998a, 1998b; Gilgun, 2005; Roberts & Yeager, 2004; Sackett et al. ,2000). That is because evidence-based practice holds out the hope for practitioners that we can be at least as successful in helping our clients as the current available information on helping allows us to be. Evidence-based health care is the conscientious use of current best evidence in making decisions about the care of individual patients or the delivery of health services. Current best evidence is up-to-date information from relevant, valid research about the effects of different forms of health care, the potential for harm from exposure to particular agents, the accuracy of diagnostic tests, and the predictive power of prognostic factors

Organizational Change Management in FMC Green River Free Essay Example, 5000 words

Structured information about stakeholder preferences must be presented to the decision-maker and should be handled in a perfect manner that minimizes the difficulty of defending the decision process as reliable and fair. If the structured approaches are employed, they may be perceived as lacking the flexibility to adapt to localized concerns or faithfully represent minority viewpoints. As a result, the decision maker may not be able to utilize all available and necessary information in choosing between identified remedial and abatement alternatives. In response to current decision-making challenges, this paper develops a systematic framework for synthesizing quantitative and qualitative information that builds on the recent efforts andimplement new concepts in decision analysis and operations research. This will help to both facilitate analysis and provide for more robust treatment of stakeholder concerns. Decision analytical frameworks can be tailored to the needs of the individual decision maker or relate to multiple stakeholders. For individual decision-makers, risk-based decision analysis quantifies value judgments; scores different project alternatives on the criteria of interest and facilitates selection of a preferred course of action. For group problems, the process of quantifying stakeholder preferences may be more intensive, often incorporating aspects of group decision-making. We will write a custom essay sample on Organizational Change Management in FMC Green River or any topic specifically for you Only $17.96 $11.86/page