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My nursing philosophy
My nursing philosophy
Name of student
Name of tutor
Course
Name of institution
Date
My nursing philosophy
Being a registered nurse with the community Hospice of Albany County, and having practiced nursing for some years now, I am a holder of the belief that; to practice nursing effectively and professionally, one must be having their own personal philosophy. On my part, it is fortunate for me because I am in my career of choice. One aspect of life that motivates me, and keeps me going, is my unique perspective of looking at the profession of nursing. My nursing philosophy explains my beliefs, attitudes, values and the guiding principles of the professional and ethical practice of nursing.
Although people have argued differently concerning nursing being either an art or even a science, I tend to believe that nursing is both an art and a science. In the care of patients, one has to apply artistic and scientific skills in order to achieve a better outcome for the patient. I believe nursing is an art because I have to use my hands artistically to do for the patient that which they are not able to do for themselves. In the practice of nursing, it gives me relief to the patient being free. Seeing a patients struggling to do something that I can help gives me a lot of pain. This empathetic feeling has given me a lot of motivation in my profession. I use my hands to apply my artistic skills in order to help the patient. When I see my patients comfortable, the joy of my life is accomplished. I say nursing is also a science because I have to develop my knowledge base. I believe in taking action to a patient with the basis of taking that action. I believe in having scientific rationale for every action I do for the patient. In this case, I cannot do for the patient anything I wish, without considering the implications of doing it, or even failing to do it.
For me to exercise what I believe in relation to my nursing philosophy, there are certain aspects of care that should be available. For example, there must be an environment of care, I as the nurse, the patient and also the state of health must be considered. For nursing to accomplish what it is meant for, I believe all these components should interact to control and improve the environment of care. The environment of the person as a whole, has to be looked through using the lens of care, in order to determine how best to achieve the objectives of the nursing philosophy. In this case, for nursing to distinguish itself as a profession, it should consider the continuum of health, from health, all through to illness and even to death.
The patient counts as the focus point for nursing. The mission of the hospice I am working for has a very important statement that completely rhymes with my view on a patient as a component of my nursing philosophy. It states that; the hospital aims at treating all the patients with compassion, dignity and hospitality, as it is possible, with all the available human potential. As I care for my patients, I have always wanted to think of myself lying in that bed. This provokes my mind to think of what I would like done to me. This is what guides me in planning patient’s care. Going by this, the goal of a nurse that I believe in is trying my best to improve the health results of my patient in the health continuum. To make sure I accomplish this, I view the patient holistically, and consider how best I can make them enjoy life in the state they are in. through this, I believe that the environment of care should be controlled by the nurse in order to achieve the health of the patient. In a broader sense, these components interact in a certain relationship. In the event that the nurse has not taken care of the environment of the patient, the patient will not realize their health. Therefore, the interrelations that exist between the patient, nurse and the environment, determine the health of the patient. In lieu of this, the nurse intervenes to control the environment in the health continuum, and make sure the patient realizes their health.
As a nurse leader, educator and practitioner and as a believer I nursing as both an art and a science, I do not hold a fixed mind about my conceptual model in nursing. Instead, I am a believer in nursing research that is both qualitative and quantitative. This is the best model through which the body of knowledge will be developed. As a nurse leader and practitioner, I am directly involved in the management of patient care. The cases of patients are diverse and they differ greatly. The diversity of this field points to the diversity of the need of knowledge. Therefore, I embrace scientific research in nursing to widen the knowledge base, which can even be applied to modify my nursing philosophy. Again as a nurse educator, I have a role of preparing nurses who will demonstrate a wide base of knowledge in the practice, and be equipped enough to handle the challenges in the ground. For me to achieve this as an educator, I have to embrace a wide base of knowledge and skills, which comes only through research. This shows why I am a believer and advocate of nursing research. If I am able to accomplish all these, I am sure I will be living my dream.
City University of New York
City University of New York
Borough of Manhattan Community College
Department of English
English 101-5006 Hybrid Online: Composition I Online
Fall 2022; 3 Credits
Prerequisites and Co-requisites
Pass CUNY Reading and Writing test (CATW).
Required Texts and Materials
All readings posted on Blackboard.
Welcome to English Composition 101
Welcome to English Composition 101, hybrid online (asynchronous and five scheduled meetings: This course will only meet in-person in Fiterman 411 on the following Thursdays: September 1, September 22, November 3, November 17, and December 8 from 6-7:40 pm; The remainder of the course will be online in the asynchronous format.)
Course Description
English Composition is the standard 3-credit freshman writing course introducing students to academic writing. By its conclusion, students will be ready for English 201 and the writing they will be asked to do in advanced courses across the curriculum. Students completing English 101 will have been taught the fundamentals of college-level reading and writing, including developing a thesis-driven response to the writing of others and following the basic conventions of MLA citation and documentation. They will have practiced the skills necessary for success in college and in the larger world: summarizing, classifying, comparing, contrasting, and analyzing. Students take a departmental final exam that requires the composition of a 500 words thesis-driven essay analyzing two essays.
This is a Hybrid and asynchronous online course; all graded coursework is solely online; the five meetings will involve strategic review and guidance but are not included in part of your grade.
The course will involve one to two primary-text weekly readings (and possible supplementary readings, where noted). You are responsible for responding to each reading in the form of a 250-word Discussion Board response and to respond to three other students posted on the discussion board before the week ends. You will not be able to read or respond to other students until you first post your own 250-word response. I will respond weekly to the entire class discussion board’s posts. (I will not always respond individually to discussion board posts but I will if there is a problem; I will respond individually to student writing on the five formal writing assignments as noted on the syllabus).
Questions can be addressed to me personally through my email. I will respond within 48 hours.
General education learning outcomes:
Communication Skills. Students will be able to write, read, listen and speak critically and effectively. (Measured in papers 1-5)
Arts and Humanities. Students will be able to develop knowledge and understanding of the arts and literature through critiques of works of art, music, theatre, or literature. (Measured in papers 1-5)
Values. Students will be able to make informed choices based on understanding of personal values, human diversity, multicultural awareness and social responsibility. (Measured in papers 1-5)
Information and Technology Literacy. Students will be able to collect, evaluate, and interpret information and effectively evaluate information technologies. (Measured in papers 1-5)
101 Learning Outcomes: Students completing 101 will
Organize, develop, and revise at least four thesis driven essays that include substantial support and use a variety of rhetorical strategies. (Measured in papers 1-5)
Summarize, paraphrase, and quote from readings (Measured in papers 1-5)
Critically analyse numerous readings (Measured in papers 1-5)
Demonstrate a command of edited American English, using vocabulary and syntax appropriate to college level work (Measured in papers 1-5)
Demonstrate a command of the MLA conventions of citation and documentation (Measured in papers 1-5).
Pathways Learning Outcomes for Composition. A course in this area must meet all of the following learning outcomes. A student will:
Read and listen critically and analytically, including identifying an argument’s major assumptions and assertions and evaluating its supporting evidence. (Students will read essays and identify the major assumptions and assertions and evaluate the supporting evidence before quoting that essay in their work).
Write clearly and coherently in varied, academic formats (such as formal essays, research papers, and reports) using standard English and appropriate technology to critique and improve one’s own and others’ texts. (Students will write thesis-driven essays, including research, and will read each other’s essays and provide advice)
Demonstrate research skills using appropriate technology, including gathering, evaluating, and synthesizing primary and secondary sources. (Students will write thesis-driven essays using scholarly websites and will gather evaluate and synthesize primary and secondary sources).
Support a thesis with well-reasoned arguments, and communicate persuasively across a variety of contexts, purposes, audiences, and media. (Students will write thesis driven well supported essays across a variety of contexts).
Grade Breakdown (How to pass this class)
Discussion Board class participation: 20% (Missing more than two weeks of class participation on Discussion Board (DB) will result in automatically failing the course—no exceptions.)
Paper 1: 10%*
Paper 2: 10%*
Paper 3: 15%*
Paper 4: 15%*
Final department exam essay: 30%
Class Discussion Board
For each reading assignment, you are required to write a Discussion Board entry, where you will write a critical response of no less than 250 words (detailed and concrete). (See Discussion Board guidance handout for help with writing your post.)
The readings are usually assigned on Monday (the exception is college holidays; see course schedule/map for holiday details). You typically have a week window to post your Discussion Board comments (again, the exception is college holidays, when you may have a slightly shorter or longer deadline; consult course guide/map where all deadlines are clearly noted).
However, you must also respond in 100 words to three classmates’ Discussion Board comments. Failure to respond to the required number of students will result in losing points. See Discussion Board grading guidelines to see how Discussion Board is graded.
You are strongly encouraged to read ALL the students Discussion Board comments. Discussion Board is your key to understanding the readings and see what other students are thinking. Communicating with and helping fellow students is the key to doing well in an online class. You are part of a learning community and Discussion Board is where you engage with your fellow students to develop that learning community.
As noted, you have about a week window to post and read comments. I strongly suggest that you post your comments before the deadline so others can read your comments and you have enough time to read other classmates’ posted comments. As noted elsewhere, online learning allows you more freedom to set your schedule but it also demands more discipline and planning. You ALONE are responsible for your schedule and doing the work. If you cannot work within your own schedule, then you will not pass this course. The deadlines and missed deadline penalties are fair enough that it allows for some personal wiggle room and still pass the class, although any missed deadlines will still affect your final grade. It’s only fair to everyone.
Each week, you must attempt to respond to different students. You are free to respond to more than the required number of students. That can favorably affect your grade but it will also add to success of the online community. However, please note that you CANNOT respond to more than three students during one week to make up for missed participation during any other week. The penalties for missing deadlines are final and nonnegotiable.
Finally, I will respond to the entire classes Discussion Board posts through an announcement and email as well as on select student’s posts.
** You cannot miss more than two weeks, not necessarily consecutive, of Discussion Board posts or you will FAIL the class. The links close each Sunday (except on holidays as noted on schedule) by midnight and posts cannot be made up. You will be unable to read other students’ posts until you first write your own 250-word post. NO Exceptions. **
* Assignments due dates: No late or emailed papers accepted.
Academic Adjustments for Students with Disabilities: Students with disabilities who require reasonable accommodations or academic adjustments for this course must contact the Office of Services for Students with Disabilities. BMCC is committed to providing equal access to all programs and curricula to all students.
BMCC Policy on Plagiarism and Academic Integrity: Plagiarism is the presentation of someone else’s ideas, words or artistic, scientific; or technical work as one’s own creation. Using the idea or work of anther is permissible only when the original author is identified. Paraphrasing and summarizing, as well as direct quotations, require citations to the original source. Plagiarism may be intentional or unintentional. Lack of dishonest intent does not necessarily absolve a student of responsibility for plagiarism.
Students who are unsure of how and when to provide documentation are advised to consult with their instructors. The library has guides designed to help students to appropriately identify a cited work. The full policy can be found on BMCC’s website, http://www.bmcc.cuny.edu/academics/page.jsp?pid=1052&. For further information, please consult the college bulletin (also available online).
Schedule
(In some cases, readings may be added or subtracted during semester.)
Week 1: August 25-28
On Blackboard:
Blackboard Orientation completed.
Syllabus and course schedule guide survey completed.
Introductions posted on Discussion Board.
Week 2: August 29-September 1
Theme of Location.
“W 103rd St.,” Burroughs.
“Hudson St.,” Jacobs.
Week 3: September 6-11
“Take The F,” Frazier.
“Fifth Avenue, Uptown,” Baldwin.
Assignment Essay 1 Handout: Location.
Week 4: September 12-18
“Marrying Absurd,” Didion.
**Assignment 1 due Sunday, September 18, by Midnight: submitted on blackboard.**
Week 5: September 19-25
“Self-Respect,” Didion.
Film: Shampoo, Hal Ashby, director.
“Shampoo” film review, Kael.
Week 6: September 28-October 2
Assignment 2 handout: Self-Respect and Shampoo; locating a theme, defining your terms within a
genre comparison.
**Assignment 2 due Sunday, October 2, by Midnight: submitted on blackboard.**
Week 7: October 3-9
Wright, “My First Lesson in How to Live Like a Negro.”
Essay 3 assignment handout: Wright, “My First Lesson in How to Live Like a Negro”: critical analysis and
point of view. Due next Sunday, October 16 by Midnight: submitted on blackboard.**
Week 8: October 10-16
“American Childhood,” Dillard.
**Assignment 3 due Sunday, October 16 by Midnight: submitted on blackboard.**
Week 9: October 17-23
“Social Class and the Hidden Curriculum of Work,” Anyon
Week 10: October 24-30
“Drown,” Diaz.
“Complexion,” Rodriguez.
Week 11: October 31-November 6
Assignment 4 handout: Research Paper assignment.
Will begin reviewing research article for final paper.
**DUE DATE: Monday, November 28th, by midnight (or before!)**
Week 12: November 7-13
Final Exam Reading One:
“We’re All Socially Awkward Now,” Murphy
Week 13: November 14-20
Final Exam Reading Two: “How Camera Phones Stunt Bravery and Short-Circuit Human Decency,” Thorkelson***Thanksgiving Break November 24-27***
Week 14: November 21-November 27 No Work Assigned
Week 15: November 28-December 4
Final exam review.
**Final paper DUE DATE: Monday, November 28th, by midnight**
Week 16: December 5-December 13 (Last class) .
Final exam week December 10-13. Exact date to be announced.
Citizen United V. FEC
Citizen United V. FEC
Student’s Name
Institutional Affiliation
Course Tittle
Professor’s Name
Date
Citizen United Verses FEC
On January 21, 2010, the Supreme Court gave what is definite to become a momentous presiding in the case of Citizens United v. Federal Election Commission. In a 5-4 presiding, the Law court struck down federal confines on what associations, including unions, nonprofit organizations, and profit corporations, might say during elections. A prohibition on direct contributions to contenders was left in place. The preponderance thought that the speech restrictions desecrated the First Amendment and laidback political manifestation. With this presiding, the Supreme Court appeared to antithesis the tendency of the past century’s tendency, which resulted in larger confines to corporate political discourse and activity.
Citizens United pursued an injunction contrary to the Federal Election Commission in the US District Law court for the Constituency of Columbia to stop the request of the Bipartisan Campaign Reform Act (BCRA) to its Movie Hillary: The Movie. The film showed sentiments concerning whether Candidate Hillary Clinton would be a good head of state. In an effort to control “big money” movement contributions, the Bipartisan Campaign Reform Act puts into practice several constraints to campaigning communications (Kantor, 2018). Segment 203 of the BCRA averts labor unions or corporations from financing such communication from their common funds. Sections 201 and 311 necessitate the revelation of contributors to such communication and repudiation once the communication is not sanctioned by the contender it aims to support.
Citizens United debated that Section 203 break up the First Amendment on its face and once practical to The Movie and its linked advertisements. Also, Sections 201 and 203 are unconstitutional as applied to the state of affairs (Rainford, 2018). The US District Court of law repudiated the injunction. This was because Section 203 on its feature was not unconstitutional for the reason that the Court of law in McConnell v Federal Election Commission had previously reached that resolve. The Court also alleged that The Movie was the purposeful comparable to express advocacy, as it tried to enlighten electorates that Candidate Clinton was not fit for office. Therefore Section 203 was not unconstitutionally practical. Finally, it apprehended that Sections 201 and 203 were not unconstitutional as practical to the Movie or its advertisements.
Reference
Kantor, C. J. (2018). Citizens United v. Federal Election Commission, and the Inherent Unfairness to the “Un-united” American Citizen.
Rainford, C. (2018). Cornering the Political Speech Market: Consequences of Corporate Speech Following Citizens United v. Federal Election Commission