Facilitating Learning And Assessment In Practice

Introduction I am a registered nurse based in a ward that manages spinal and orthopaedic conditions among patients. Currently, I am finalising my training as a qualified mentor. This paper presents a reflective account of my experiences in facilitating, teaching, and assessing student learning during their learning practice. It also highlights the learning outcomes drawn from the experience. Due to ethical considerations of any academic publication, which demands confidentiality, and anonymity of the persons that were actively involved in my encounter, this paper omitted names or used pseudonyms in the development of the account (Polit & Beck, 2008). Practice-based learning provides the students with needed experience, which is an essential aspect of skill development that enhances their ability to effectively interact with clients as well as their families by developing the student’s communication, interpersonal, psychomotor, and technical skills (Myall et al., 2008). Practice-based learning is also an effective opportunity that allows the learners to link theory and practice, which are vital in the learner’s professional development (Zachary, 2011). Furthermore, practice-based learning is essential in a nursing career due to its vocational nature as well as its role in determining the learner’s clinical competency and hence protecting the public from instances of incompetency in nursing practice (NMC, 2008). Through demanding and instilling high standards of professionalism during assessments, practice-based learning makes sure that nursing students are able to effectively practice before they are registere d as nurses (Myall et al., 2008). This demonstration of my eligibility to assess and supervise nursing students in practice coupled with successful completion of this training will allow me to be an effective mentor in nursing (Price, 2007). Therefore, I will be able to actively participate in the development of future nurses that will meet the needs of patients, which are increasing in diversity and complexity (Polit & Beck, 2008). Nursing Standards In order to promote adherence to specific attributes that support assessment and learning in practice, the nursing standards offers specific guidelines that must be met by teachers, practice teachers and mentors (NMC, 2008). Specifically, the fixed requirements cover standards, frameworks, and information on the approaches for assessment in nursing practice. There standards are defined by eight domains including: leadership, evidence-based practice, context of practice, creating a learning environment, learning evaluation, assessment and accountability, learning facilitation, and establishment of valuable working relationships (NMC, 2009). Linking these domains to my own practice, I hold high regard for leadership and formation of useful working relationships. Establishment of good working relationships is essential in nursing as a nurse works together with the patients family in ensuring the best nursing care is provided for the patient (Polit & Beck, 2008; Appendix 1) enhancing the standards of care. Good working relationship is also important in minimizing the negative student experiences building on the student’s competency in practice (NMC, 2008). Consideration of the imperativeness of family-centred approach to nursing care and the promotion of good working relationships demands effective leadership. To be specific, leadership in my case involves influencing others, improving nursing care, and role modelling (NMC, 2009). This demands application of a situational approach to leadership when handling different leadership situations at work. In my work setting, leadership is broad ranging from handling the pa tient’s family issues, which requires participative leadership, or directing a practicing student, which demands assertiveness. However, it is imperative for a nurse to act in the best interest of the patient (Price, 2007) which can best be achieved through autocratic approach to leadership. Consequently, establishment of effective leadership and relationships require knowledge, skill, and experience and are vital in the provision of high-quality nursing care (Myall et al., 2008). There are several professional challenges that I encountered during the assessment which emanated from the complexities related to staffing levels and hastiness in the ward that negatively influence the quality of practice assessment (Polit & Beck, 2008). The sustained pressure from clinical commitments and the limited time availability affects the process of student supervision and assessment during practice-based learning (NMC, 2009). More so, there may be inconsistency in achievement, which affects the process of student assessment with regard to their fitness to practice (NMC, 2008). In other cases, some students in practice-based learning do not conform to the existing support systems for instances of failure limiting their learning and effectiveness of the assessment. In addition, the supervisor may be reluctant to fail an incompetent learner due to perception that he process is too complex or general poor assessment, this also posed a challenge in my practice. The existing nursing standards that guide learning and assessment of students in practice offer frameworks for nursing mentors. However, the document is limited, as it does not consider all competence assessment aspects (Myall et al., 2008). Therefore, some forms of assessment are subjective as much as the framework for assessment is provided due to the intrinsic nature of the nursing profession and the variations in nursing skill-set to be assessed. It is challenging to establish a comprehensive assessment of competency especially due to learners’ spontaneous action to utilise their skills, knowledge, and attitude from an emotional intelligence perspective (Bradshaw & Merriman, 2008). These issues are enhanced in situations where a mentor fails to fail instances of incompetency among learners (Myall et al., 2008). These problems are resolved through the use of sign-off mentors that offer final evaluation of the students before being accredited to be effective to service as pr ofessional nurses at the end of nursing training program (NMC, 2009). Consequently, more support to the nursing standards is needed to promote effectiveness of learning assessment for practice-based learning. This support is provided various nursing documents such as nursing guides, which offer strategies and support for practitioners in the nursing profession. Facilitating Learning and Assessment This is an important approach for assessing skills, knowledge and attitudes among nursing students (Price, 2007) and is complex in nature with the focus of promoting objectivity in the assessments (Bradshaw & Merriman, 2008). The ensure the diversity of the nursing settings are accommodated during the assessments, there are several assessment approaches that can be used in student mentorship programs including mini clinical assessment exercise, direct observation, case-based discussion, and mini peer assessments (Myall et al., 2008). Mini clinical assessment exercise offers an overview of student performance of key clinical skills. This assessment approach works both in routine patient encounter as well as ward environment. Direct observation of procedural skills involves observing a nursing student which conducting a clinical procedure where the observer provides necessary feedback at the end of the procedure. A good example of a clinical procedure that can be observed is preparatio n of a dressing trolley by a student. Case-based discussion, on the other hand, involves an interview aimed at exploring judgment and behaviour such as asking the student to list what he/she observed during a specific patient care program. Finally, mini peer assessments encompass a team of qualified professionals that offer feedback on the performance of an individual. The process of selecting the method of assessment should consider its cost effectiveness, educational impact, acceptability, validity, and reliability (Bradshaw & Merriman, 2008). Assessing a student’s craft knowledge helps the student to reflect and develop based on experiential learning (NMC, 2009). Effective assessment should focus on developing insights into a student’s craft and formal knowledge in order to understand the student’s ability to assess risks and utilise learned knowledge in meeting practice requirements (Price, 2007). There are four vital areas that cover student assessment, namely motivation, performance, skill, and knowledge. Even though continuous assessment is known to promote effective positioning of a student’s performance, it has limitations with regard to reliability and validity. Therefore, successful implementation of student assessment require coordination between service providers and educators to ensure the assessment approach is appropriate in terms of its summative and formative perspectives which are imperative in promoting a working linkage between theory and practice (Myall et al, 2008). Mentorship program in clinical setting is complex due to the pressure emanating from the need of sustained student assessment in front of the patients and their family as well as other professionals, which may raise anxiety among the students as well as assessors, which may negatively impact on the assessment process (Bradshaw & Merriman, 2008). Anxiety may be caused by a variety of reasons including curriculum changes, which may undermine the assessor’s competency, the student’s readi ness during assessment, and the assessors feeling of competency with regard to the assessment process. This portfolio outlines an assessment of the competency of a nursing student with regard to the appropriate use of pain assessment tools. I considered this to be vital in the profession of nursing due to the importance of pain assessment skills in nursing care as it is classified as the fifth vital sign in nursing (Murray et al., 2008). Considering the requirement that nursing students should actively participate in vital signs, developing this competency is vital for patient safety (Price, 2007). Further, I considered this assessment to be a direct observation of a procedural skill where I was available during the whole process while offering feedbacks and assessments on the process (NMC, 2009). To ensure the assessment was a success, I developed a plan that included a criterion for implementing the process as well as questions that were used for testing the levels of understanding exhibited by the learner. Furthermore, the assessment plan was developed with the consideration for th e student’s level of practical and theoretical learning (Myall et al., 2008). The questioned used in the assessment were open-ended to allow the student to offer the rationale behind their action path. This was important in developing deeper insight into the leaner’s competency, as well as promotes appreciation of diverse approaches to skills application (Murray et al., 2008). The assessment was initiated after ensuring the ward was quiet enough to minimise the effects of a noisy setting on the assessment program. The process commenced with an official introduction between me and the student as an approach to familiarization between me and the student to minimise instances of anxiety (Price, 2007). After that, I proceeded by informing the student my expectations, the timeline, and offered my reassurance that the process was not formal as I was just interested in observing the process and offering my feedback at the end of the process (Murray et al., 2008). As much as I managed to develop effective background information needed to establish an effective assessment void of anxiety, I did not inquire about the learner’s previous experience, which could have assisted in the assessment process. As much as I had previous encounter with the student, lack of enough background information hampered my effective participation in the growth of the student durin g the practice-based learning. Furthermore, I did not clearly identify the outcomes of the assessment at the beginning of the assessment. As much as appropriate information was provided and the environment was conducive, developing a summary of discussion could have enhanced the levels of student conceptualization of the expectations as well as minimize anxiety and confusion (NMC, 2009). When the student completed the first process, I asked the student several questions. These questions were established to evaluate the student’s communication skills, their understanding of the problem at hand, and general nursing skills (Murray et al., 2008). From the assessment, I observed that the student effectively communicated with the patient as well as the patient’s family a clear illustration of practical application of family-centred approach to nursing (Price, 2007). The student also effectively addressed the nursing situation at hand, as he utilised Wong-Baker pain rating to stabling the pain situation by the patient (Wong et al., 2001). After the student had gained an appropriate pain score, I asked the student a question regarding the appropriate frequency for observing pain, in which the response of the student was appropriate (Bradshaw & Merriman, 2008). From the case, it was evident that I had a problem with my communication skills as I had to repeat mys elf severally before the student could understand what I was addressing. Lowering my communication speed is necessary to enhance the student’s ability to comprehend the information given to them during assessment and minimise on instances where students are overwhelmed by information that is faster than their processing rates. I offered the student a feedback session with the aim of promoting proactive learning relation with the student (Murray et al., 2008). This feedback included active involvement of the student in the development of an action plan for dealing with the identified inconsistencies during the assessment. Considering that the student demonstrated competency in the skill that I was assessing, the action plan was centered on increasing the number of alternative approaches that can be used in applying the skill with the focus on increasing the student’s reflexive skill and hence a holistic competency (Zachary, 2011). The process of provision of the feedback considered developing a positive and constructive impact on the student to assist the student in building self-esteem, cultivating a positive working relationship as well as a supportive learning environment which are important aspects that reduces anxiety during nursing practice (Myall et al, 2008). Research has demonstrated that st udent-mentor relationship influences the student’s learning experience (Price, 2007) and therefore, effective communication between the mentor and the learner can illicit competency concerns at early stages to minimise instances of failure (Zachary, 2011). Even though the student and the mentor may feel sad due to a failed assessment, it is vital for the mentor to appreciate failure as avoiding to report of failure may have an adverse effect on the progression of the student (Bradshaw & Merriman, 2008). This feedback was provided immediately after the assessment session as an approach to providing the student with prompt support and offer immediate corrective measure for any unpleasant conduct exhibited by the student during the session (Zachary, 2011). Based on the assessment and my individual reflections on the outcomes, I identified various areas of my practice that require improvement. Specifically, my feedback on the assessment was limited and did not offer the student a wider scope on improvement. Furthermore, my speaking speeds need to be slowed to ensure effective communication. I also need to focus on developing in-depth background information about the student before the assessment as well as offering the student the expected outcomes of the assessment. In addition, asking the patient about the service will also enhance the determination of the performance of the student as well as development of an effective feedback. Reflective Commentary Mentorship is an important leadership characteristic (Zachary, 2011). Transformational leadership is founded on the ability of an individual to influence others through affecting their thinking. Adoption of this approach of leadership in nursing promotes autonomy as well as enabling the students to realise their full potential. It is also central to encouraging the development of excellent Interprofessional rapport (Myall et al., 2008). By becoming a role model at work through formulating solutions to problems that exist within nursing mentorship, I will be able to benefit myself as well as the student. This influence can also be transferred to other situations in the nursing environment, which will culminate to a better outcome in my nursing practice (Price, 2007). Common obstacles to mentorship such as staffing issues, hectic hospital environment, and clinical commitments influence my ability to perform as a mentor and hence the development of an effective relation with the student is essential (Price, 2007; Appendix 2). Due to the hectic nature of the nursing environment it is challenging to get time for developing a written feedback for the student however to enhance by mentorship capability I need to establish relationship with other mentors that is founded on sharing evaluation feedback as an approach to building my scope with regard to student evaluation. Being able to share with other mentors about feedback can also expand my evaluation to the benefit of the student. As much as this approach is effective in enhancing a student mentorship program in hospital settings, it is challenging especially in cases where other mentors are not interested in sharing their experiences and work limiting its usability. Promoting teamwork in mentorship can be an effective approach to overcoming this obstacle. Dealing with the problem of anxiety requires innate understanding of the student, which implies discussing with the student the most appropriate way for implementing the assessment. This is effective as it encourages the student to be actively engaged in the assessment program and also creating a better relationship between the mentor and the student (Zachary, 2011). Conclusion The process of student assessment is only successful if it is administered objectively and fairly. As much as this approach may result to some emotional distresses by both the assessor and the student, it is imperative for the success of a mentorship program and prevention of negative implications on the student’s advancement. It is also necessary for ensuring approved nurses are competent enough to guarantee patient safety. Therefore, I am determined to ensure that students that I mentor, assess and approve and fit and competent to service as nurses in their respective fields. To achieve this, I will focus on developing a closer working relationship with the students to ensure all competency issues are identified and addressed timely. This is important in ensuring the students that I encounter do not face surprises later during their summative assessment or even when practicing as registered nurses. Furthermore, involvement of the patients and their families in the assessment of my students will be a major trademark of my mentorship and assessment program as I regard inputs by the patient vital to determining the competency of the student nurse. Consequently, as much as the practice of assessment and mentorship is challenging and compound in nature, I believe that effective application of relevant knowledge and skills while focusing on the expected outcomes, it is possible to deliver efficiently in this function. This reflection process has enriched my understanding on the concept of mentorship and its significance in the nursing profession. It has also enhanced my perception of the concept of professional and personal development. I believe that if I eliminate the few areas of weakness that I have identified in the reflection, I will be able to offer effective mentorship and assessment for nursing students in clinical practice. References Bradshaw, A., & Merriman, C. (2008). ‘Nursing competence 10 years on: fit for practice and purpose yet?’ Journal of Clinical Nursing, 17(10): 1263-1269. Murray, C., Grant, MJ., Howarth, ML., & Leigh, J. (2008). ‘The use of simulation as a teaching and learning approach to support practice learning.’ Nurse Education in Practice, 8(1): 5-8. Myall, M., Levett?Jones, T., & Lathlean, J. (2008). ‘Mentorship in contemporary practice: the experiences of nursing students and practice mentors.’ Journal of clinical nursing, 17(14): 1834-1842. Nursing and Midwifery Council, NMC. (2009). Additional information to support implementation of NMC Standards to support learning and assessment in practice. London, UK : Nursing and Midwifery Council (NMC). Nursing and Midwifery Council, NMC. (2008). The Code: Standards of conduct, performance and ethics for nurses and midwives. London: NMC. Retrieved from http://www.nmc-uk.org/aArticle.Aspx Price B. (2007). ‘Practice-based assessment: strategies for mentors.’ Nursing Standard, 21 (36), pp. 49-56. Polit, DF., & Beck, CT. (2008). Nursing research: Generating and assessing evidence for nursing practice. Philadelphia, PA: Lippincott Williams & Wilkins. Zachary, LJ. (2011). The mentor’s guide: Facilitating effective learning relationships. New York, NY: John Wiley & Sons. Appendices Appendix 1: Critical thinking competency standards Source: http://www.drake.edu/media/collegesschools/soe/images/msld/competency_model.png Appendix 2: Essential competencies for an effective mentor

Our Environment: the Sum Total of Our Surroundings

I. Our environment is the sum total of our surroundings A photograph of Earth reveals a great deal, but it does not convey the complexity of our environment. Our environment (a term that comes from the French environner, â€Å"to surround†) is more than water, land, and air; it is the sum total of our surroundings. It includes all of the biotic factors, or living things, with which we interact. It also includes the abiotic factors, or nonliving things, with which we interact.Our environment includes the continents, oceans, clouds, and ice caps you can see in the photo of Earth from space, as well as the animals, plants, forests, and farms that comprise the landscapes around us. In a more inclusive sense, it also encompasses our built environment, the structures, urban centers, and living spaces humans have created. In its most inclusive sense, our environment also includes the complex webs of scientific, ethical, political, economic, and social relationships and institutions t hat shape our daily lives.From day to day, people most commonly use the term environment in the first, narrow sense—of a nonhuman or â€Å"natural† world apart from human society. This connotation is unfortunate, because it masks the very important fact that humans exist within the environment and are a part of nature. As one of many species of animals on Earth, we share with others the same dependence on a healthy functioning planet. The limitations of language make it all too easy to speak of â€Å"people and nature,† or â€Å"human society and the environment,† as though they are separate and do not interact.However, the fundamental insight of environmental science is that we are part of the natural world and that our interactions with other parts of it matter a great deal. II. Environmental science explores interactions between humans and our environment Appreciating how we interact with our environment is crucial for a well-informed view of our place in the world and for a mature awareness that we are one species among many on a planet full of life.Understanding our relationship with the environment is also vital because we are altering the very natural systems we need, in ways we do not yet fully comprehend. We depend utterly on our environment for air, water, food, shelter, and everything else essential for living. However, our actions modify our environment, whether we intend them to or not. Many of these actions have enriched our lives, bringing us longer life spans, better health, and greater material wealth, mobility, and leisure time. However, these improvements have often degraded the natural systems that sustain us.Impacts such as air and water pollution, soil erosion, and species extinction can compromise human well-being, pose risks to human life, and threaten our ability to build a society that will survive and thrive in the long term. The elements of our environment were functioning long before the human species ap peared, and we would be wise to realize that we need to keep these elements in place. Environmental science is the study of how the natural world works, how our environment affects us, and how we affect our environment.We need to understand our interactions with our environment because such knowledge is the essential first step toward devising solutions to our most pressing environmental problems. Many environmental scientists are taking this next step, trying to apply their knowledge to develop solutions to the many environmental challenges we face. It can be daunting to reflect on the sheer magnitude of environmental dilemmas that confront us today, but with these problems also come countless opportunities for devising creative solutions.The topics studied by environmental scientists are the most centrally important issues to our world and its future. Right now, global conditions are changing more quickly than ever. Right now, through science, we as a civilization are gaining know ledge more rapidly than ever. And right now, the window of opportunity for acting to solve problems is still open. With such bountiful challenges and opportunities, this particular moment in history is indeed an exciting time to be studying environmental science. III. Natural resources are vital to our survivalAn island by definition is finite and bounded, and its inhabitants must cope with limitations in the materials they need. On our island, Earth, human beings, like all living things, ultimately face environmental constraints. Specifically, there are limits to many of our natural resources, the various substances and energy sources we need to survive. Natural resources that are virtually unlimited or that are replenished over short periods are known as renewable natural resources. Some renewable resources, such as sunlight, wind, and wave energy, are perpetually available.Others, such as timber, food crops, water, and soil, renew themselves over months, years, or decades, if we are careful not to use them up too quickly or destructively. In contrast, resources such as mineral ores and crude oil are in finite supply and are formed much more slowly than we use them. These are known as nonrenewable natural resources. Once we use them up, they are no longer available. We can view the renewability of natural resources as a continuum (Figure 1. 1). Some renewable resources may turn nonrenewable if we overuse them.For example, overpumping groundwater can deplete underground aquifers and turn a lush landscape into a desert. Populations of animals and plants we harvest from the wild may be renewable if we do not overharvest them but may vanish if we do. In recent years, our consumption of natural resources has increased greatly, driven by rising affluence and the growth of the largest human population in history. IV. Human population growth has shaped our relationship with natural resources For nearly all of human history, only a few million people populated Earth at any one time.Although past populations cannot be calculated precisely, Figure 1. 2 gives some idea of just how recently and suddenly our population has grown beyond 6 billion people. Two phenomena triggered remarkable increases in population size. The first was our transition from a hunter-gatherer lifestyle to an agricultural way of life. This change began to occur around 10,000 years ago and is known as the agricultural revolution. As people began to grow their own crops, raise domestic animals, and live sedentary lives in villages, they found it easier to meet their nutritional needs.As a result, they began to live longer and to produce more children who survived to adulthood. The second notable phenomenon, known as the industrial revolution, began in the mid-1700s. It entailed a shift from rural life, animal-powered agriculture, and manufacturing by craftsmen, to an urban society powered by fossil fuels (nonrenewable energy sources, such as oil, coal, and natural gas, produce d by the decomposition and fossilization of ancient life). The industrial revolution introduced improvements in sanitation and medical technology, and it enhanced agricultural production with fossil-fuel-powered equipment and synthetic fertilizer.Thomas Malthus and population growth   Ã‚  Ã‚  At the outset of the industrial revolution in England, population growth was regarded as a good thing. For parents, high birth rates meant more children to support them in old age. For society, it meant a greater pool of labor for factory work. British economist Thomas Malthus (1766–1834) had a different opinion. Malthus claimed that unless population growth were controlled by laws or other social strictures, the number of people would outgrow the available food supply until starvation, war, or disease arose and reduced the population (Figure 1. ). Malthus’s most influential work, An Essay on the Principle of Population, published in 1798, argued that a growing population would eventually be checked either by limits on births or increases in deaths. If limits on births (such as abstinence and contraception) were not implemented soon enough, Malthus wrote, deaths would increase through famine, plague, and war. Malthus’s thinking was shaped by the rapid urbanization and industrialization he witnessed during the early years of the industrial revolution, but debates over his views continue today.As we will see in Chapter 8 and throughout this book, global population growth has indeed helped spawn famine, disease, and social and political conflict. However, increasing material prosperity has also helped bring down birth rates—something Malthus did not foresee. Paul Ehrlich and the â€Å"population bomb†   Ã‚  Ã‚  In our day, biologist Paul Ehrlich of Stanford University has been called a â€Å"neo-Malthusian† because he too has warned that population growth will have disastrous effects on human welfare.In his 1968 book, The Populat ion Bomb, Ehrlich predicted that the rapidly increasing human population would unleash widespread famine and conflict that would consume civilization by the end of the 20th century. Like Malthus, Ehrlich argued that population was growing much faster than our ability to produce and distribute food, and he maintained that population control was the only way to prevent massive starvation and civil strife. Although human population nearly quadrupled in the past 100 years—the fastest it has ever grown (see Figure1. a)—Ehrlich’s predictions have not materialized on the scale he predicted. This is due, in part, to agricultural advances made in recent decades. As a result, Ehrlich and other neo-Malthusians have revised their predictions accordingly and now warn of a postponed, but still impending, global crisis. V. Resource consumption exerts social and environmental impacts Population growth affects resource availability and is unquestionably at the root of many envir onmental problems. However, the growth in consumption is also to blame.The industrial revolution enhanced the material affluence of many of the world’s people by considerably increasing our consumption of natural resources and manufactured goods. Garrett Hardin and the â€Å"tragedy of the commons†   Ã‚  Ã‚  The late Garrett Hardin of the University of California, Santa Barbara, disputed the economic theory that unfettered exercise of individual self-interest will serve the public interest. According to Hardin’s best-known essay, â€Å"The Tragedy of the Commons,† published in the journal Science in 1968, resources that are open to unregulated exploitation will eventually be depleted.Hardin based his argument on a scenario described in a pamphlet published in 1833. In a public pasture, or â€Å"common,† that is open to unregulated grazing, Hardin argued, each person who grazes animals will be motivated to increase the number of his or her animals in the pasture. Ultimately, overgrazing will cause the pasture’s food production to collapse (Figure 1. 4). Because no single person owns the pasture, no one has incentive to expend effort taking care of it, and everyone takes what he or she can until the resource is depleted.Some have argued that private ownership can address this problem. Others point to cases in which people sharing a common resource have voluntarily organized and cooperated in enforcing its responsible use. Still others maintain that the dilemma justifies government regulation of the use of resources held in common by the public, from forests to clean air to clean water. Weighing the issues:| The Tragedy of the Commons| Imagine you make your living fishing for lobster. You are free to boat anywhere and set out as many traps as you like.Your harvests have been good, and nothing is stopping you from increasing the number of your traps. However, all the other lobster fishers are thinking the same thing, and the fishing grounds are getting crowded. Catches decline year by year, until one year the fishery crashes, leaving you and all the others with catches too meager to support your families. Some of your fellow fishers call for dividing the waters and selling access to individuals plot-by-plot. Others urge the fishers to team up, set quotas among themselves, and prevent newcomers from entering the market.Still others are imploring the government to get involved and pass laws regulating how much fishers can catch. What do you think is the best way to combat this tragedy of the commons and restore the fishery? Why? | Wackernagel, Rees, and the ecological footprint   Ã‚  Ã‚  As global affluence has increased, human society has consumed more and more of the planet’s limited resources. We can quantify resource consumption using the concept of the â€Å"ecological footprint,† developed in the 1990s by environmental scientists Mathis Wackernagel and William Rees.The ecologica l footprint expresses the environmental impact of an individual or population in terms of the cumulative amount of land and water required to provide the raw materials the person or population consumes and to dispose of or recycle the waste the person or population produces (Figure 1. 5). It measures the total amount of Earth’s surface â€Å"used† by a given person or population, once all direct and indirect impacts are totaled up. For humanity as a whole, Wackernagel and Rees have calculated that our species is using 30% more resources than are available on a sustainable basis from all the land on the planet.That is, we are depleting renewable resources 30% faster than they are being replenished—like drawing the principal out of a bank account rather than living off the interest. Furthermore, people from wealthy nations have much larger ecological footprints than do people from poorer nations. If all the world’s people consumed resources at the rate of N orth Americans, these researchers concluded, we would need the equivalent of two additional planet Earths. VI.Environmental science can help us avoid mistakes made by past civilizations It remains to be seen whether the direst predictions of Malthus, Ehrlich, and others will come to pass for today’s global society, but we already have historical evidence that civilizations can crumble when pressures from population and consumption overwhelm resource availability. Easter Island is the classic case (see â€Å"The Science behind the Story†), but it is not the only example. Many great civilizations have fallen after depleting resources from their environments, and each has left devastated landscapes in its wake.The Greek and Roman empires show evidence of such a trajectory, as do the Maya, the Anasazi, and other civilizations of the New World. Plato wrote of the deforestation and environmental degradation accompanying ancient Greek cities, and today further evidence is acc umulating from research by archaeologists, historians, and paleoecologists who study past societies and landscapes. The arid deserts of today’s Middle Eastern countries were far more vegetated when the great ancient civilizations thrived there; at that time these regions were lush enough to support the very origin of agriculture.While deforestation created deserts in temperate regions, in more tropical climates, the ancient cities of fallen civilizations became overgrown by jungle. The gigantic stone monuments of the Angkor civilization in Southeast Asia, like those of the Maya in Mexico and Central America, remained unknown to Westerners until the 19th century, and most of these cities remain covered by rainforest. Researchers have learned enough by now, however, that scientist and author Jared Diamond in his 2005 book, Collapse, could synthesize this information and formulate sets of reasons why civilizations succeed and persist, or fail and collapse.Success and persistence , it turns out, depend largely on how societies interact with their environments. I. People vary in their perception of environmental problems Environmental science arose in the latter half of the 20th century as people sought to better understand environmental problems and their origins. An environmental problem, stated simply, is any undesirable change in the environment. However, the perception of what constitutes an undesirable change may vary from one person or group of people to another, or from one context or situation to another.A person’s age, gender, class, race, nationality, employment, and educational background can all affect whether he or she considers a given environmental change to be a â€Å"problem. †   Ã‚  Ã‚  For instance, today’s industrial societies are more likely to view the spraying of the pesticide DDT as a problem than those societies viewed it in the 1950s, because today more is known about the health risks of pesticides (Figure 1. 6). At the same time, a person living today in a malaria-infested village in Africa or India may welcome the use of DDT if it kills mosquitoes that transmit malaria, because malaria is viewed as a more immediate health threat.Thus an African and an American who have each knowledgeably assessed the pros and cons may, because of differences in their circumstances, differ in their judgment of DDT’s severity as an environmental problem. | Different types of people may also vary in their awareness of problems. For example, in many cultures women are responsible for collecting water and fuelwood. As a result, they are often the first to perceive environmental degradation affecting these resources, whereas men in the same area simply might not â€Å"see† the problem.As another example, in most societies information about environmental health risks tends to reach wealthy people more readily than poor people. Thus, who you are, where you live, and what you do can have a huge ef fect on how you perceive your environment, how you perceive and react to change, and what impact those changes may have on how you live your life. In Chapter 2, we will examine the diversity of human values and philosophies and consider their effects on how we define environmental problems.II. Environmental science provides interdisciplinary solutions Studying and addressing environmental problems is a complex endeavor that requires expertise from many disciplines, including ecology, earth science, chemistry, biology, economics, political science, demography, ethics, and others. Environmental science is thus an interdisciplinary field—one that borrows techniques from numerous disciplines and brings research results from these disciplines together into a broad synthesis (Figure 1. 7).Traditional established disciplines are valuable because their scholars delve deeply into topics, uncovering new knowledge and developing expertise in particular areas. Interdisciplinary fields ar e valuable because their practitioners take specialized knowledge from different disciplines, consolidate it, synthesize it, and make sense of it in a broad context to better serve the multifaceted interests of society. Environmental science is especially broad because it encompasses not only the natural sciences (disciplines that study the natural world), but also the social sciences (disciplines that study human interactions and institutions).The natural sciences provide us the means to gain accurate information about our environment and to interpret it reasonably. Addressing environmental problems, however, also involves weighing values and understanding human behavior, and this requires the social sciences. Most environmental science programs focus predominantly on the natural sciences as they pertain to environmental issues. In contrast, programs incorporating the social sciences heavily often prefer using the term environmental studies to describe their academic umbrella. Whic hever approach one takes, these fields reflect many diverse perspectives and sources of knowledge.Just as an interdisciplinary approach to studying issues can help us better understand them, an integrated approach to addressing problems can produce effective and lasting solutions. One example is the dramatic improvement in one aspect of air quality in the United States over the past few decades. Ever since automobiles were invented, lead had been added to gasoline to make cars run more smoothly, even though medical professionals knew that lead emissions from tailpipes could cause health problems, including brain damage and premature death.In 1970 air pollution was severe, and motor vehicles accounted for 78% of U. S. lead emissions. But over the following years, engineers, physicians, atmospheric scientists, and politicians all merged their knowledge and skills into a process that eventually resulted in a ban on leaded gasoline. By 1996 all gasoline sold in the United States was unl eaded, and the nation’s largest source of atmospheric lead emissions had been completely eliminated. III.Environmental science is not the same as environmentalism Although many environmental scientists are interested in solving problems, it would be incorrect to confuse environmental science with environmentalism, or environmental activism. They are not the same. Environmental science is the pursuit of knowledge about the workings of the environment and our interactions with it. Environmentalism is a social movement dedicated to protecting the natural world—and, by extension, humans—from undesirable changes brought about by human choices (Figure 1. ). Although environmental scientists may study many of the same issues environmentalists care about, as scientists they attempt to maintain an objective approach in their work. Remaining free from personal or ideological bias, and open to whatever conclusions the data demand, is a hallmark of the effective scientist. We will now proceed with a brief overview of how science works and how scientists go about this enterprise that brings our society so much valuable knowledge.

Introduction to Modern Art and Visual Culture of France Essay

Introduction to Modern Art and Visual Culture of France - Essay Example The essay "Introduction to Modern Art and Visual Culture of France" discovers modern art in France during 18th-19th century. Some of the works that were so famous during the 18 th and 19 th century France would be the interpretation of Roger Fry on Bloomsbury. You can see that in his work he depicted leisure in such a way that would tell greatly of the influences of the post impressionism movement where it was full of passion towards advanced and avant-garde French art that was centered on analysis of sensation and consciousness. His art was known for as subjects for passionate contemplation and communion which translates to aesthetic experience and pursuit of knowledge. This is because of the fact that during â€Å"Post Impressionism† people have already reached advanced knowledge. Aside from that, his art also has a lot of influence from the social class he belonged to as he was one of the prominent members of the Bloomsbury group thus, his life was all about limitless enjoy ment of modern life and enjoyment of utmost knowledge and technology. Another popular art that portrayed leisure in the 18 th and 19 th century France would be â€Å"Madame Matisse† by Henri Matisse. This was the painting he used to portray his wife where you can see the influences of what social class they belonged to in society, and at the same time reflecting political and social environment. In this painting, you will see how his wife was portrayed as a rich woman having full of contrasts of different colors.

EWRT 211 Lessons Personal Statement Example | Topics and Well Written Essays - 500 words - 13

EWRT 211 Lessons - Personal Statement Example To begin with, the lessons in organization and analysis helped me to improve upon my reading and comprehension skills because I was forced to read and understand the new language that I was learning. I will admit that it was a struggle at first and I wished to have translations available for me but I knew that it would defeat the purpose of this class. So I applied my analytical skills as best as I could and, even with my grammatical mistakes, I am able to say that I was able to understand the lesson. Although my own thoughts on the topic might have been unclear to the reader at the start due to my language limitation. I found myself improving quite a lot when the lessons allowed me to develop my own vivid examples, which in turn helped me to better convey my thoughts in complete sentences. The chance to proofread myself also afforded me to catch my grammatical errors and correct them whenever possible. As my professor, you will also note the great improvement in my written assignments as I progressed in class. Finally being able to provide specific evidence for claims and discussing them in depth has helped me mature as a writer and developed my brains language skills as well. The result of my hard work in this class is that I am now a more accomplished writer in the English language. I am also able to completely analyze the written word and convey my own opinions on the matter in a method that is easily understood by others. My academic maturity in terms of English language use has become more pronounced and has resulted in a remarkable improvement in my confidence as a student when submitting my written work.

African Drum Essay Example | Topics and Well Written Essays - 1000 words

African Drum - Essay Example At the core of African music are several handcrafted instruments with very significant importance to the culture, the traditions and the tribe. The drum is one of these instruments. However, more than instruments, the drums are objects of art and they have religious, social and communication functions. Relying on the shape of the drums, we can divide the instruments into three categories: the goblet-shaped drums (usually called the djemb), the hour-glass shaped drums and the kettledrums.The Goblet drum or djemb consists of a membrane (goatskin is the most commonly used to produce this membrane) stretched on top of a wooden base shaped as a goblet (cylinder on top of a conical stem). This drum is so popular that it is commonly referred to as the African drum and it is found in several different countries all around Africa.We can find the earlier origins of the Djemb in the Mali Empire of the 12th century. Among all the different types of African drums, the Djemb has become extremely s ought after in the Western world and is regarded as the most popular of the African drums. It is played only with the hands, and it produces a wide range of sounds, depending on where you hit the membrane and how you hit it i.e. the angle of approach made by the hand.The talking drum or hour-glass shaped drum, with its tensions straps around the drum shell, is considered to be a communication tool as much as a musical instrument. Africans say it is used for "talking" because it reproduces tones of African speech. African drum language is a very specific language - a form of expressing words through instruments - as the drums imitate different tones of voice and they build a rhythmic pattern that can be seen as corresponding to letters. One of the most practical examples of its use as a communication tool is the way the drum calls the dancers and invites them to dance. This communicative use of the drum was especially useful to the African slave population during colonialism because they could communicate safely and at the same time they could preserve their African traditions. Western men did not understand the language of the drum and even more than preserving their African traditions, this very specific use of the drum is one of the aspects that made him so popular in the Western World, trend that we can identify as an equivalent to the Gospel. The kettledrums are usually drums that have two membranes stretched over various shaped and sized kettles. Unlike the Djemb or the talking drum, the kettledrums have carvings on them, usually female or male figures and they are considered to be very important ceremonial objects. The ornaments can connote power, status, they can refer to a deity or ancestors; each type of carved drum has a very specific use in a very specific ritual. The kettledrum, through it shape and its use, can be considered as the most spiritual drum - as the two other ones are rather used for musical or communication purposes. You can see an African drum of any category in celebrations such as weddings, baptism, full moon, harvest time or full moon can be examples of events. The celebration will be conducted through the rhythm of the African drum. As Bishop Sebastian Bakare explains: "In villages throughout the country, the sound and rhythm of the drum express the mood of the people such is the power of the drum to evoke emotions, to touch the souls of those who hear its rhythms, that the earliest Christian missionaries to Africa forbade its use in church services" (Bakare cited by Wheeler, year:2). Communicative, musical, spiritual, the African drum is more than an instrument. It has embodied the

Why is there Large Employee Turnover Rate at Wal-Mart Research Paper

Why is there Large Employee Turnover Rate at Wal-Mart - Research Paper Example Although the figures for employee turnover for Wal-Mart are not readily available there is a lot of information to indicate at the least that employees are not happy and that the turnover intent is high. In fact, the company has been faced with a number of law suits relating to sex discrimination and working overtime without pay. Wal-Mart is currently one of the most influential and respected company which is synonymous with that commanded by the manufacturing giants of the twentieth century Lichtenstein (2009). The company is in position number 15 on Forbes List as a Global 2000 Leading Company and as one of the World’s Biggest Public Company (Forbes 2013). This is based on sales, profit, assets and market value. In terms of sales Wal-Mart is in the number 1 position, 16th in profit, 135th in assets and 7th in terms of market value. On Forbes (2012) list of ‘The World’s Most Powerful Brands, Wal-Mart is in the 25th position and this makes it the world’s to p retailing company. ... The international segment is seen as the engine of growth for the company as Wal-Mart continues to expand internationally. The aim of this research is to determine the reason for the high employee turnover rate at Wal-Mart. The objectives of this study are to determine: i. Whether compensation at Wal-Mart may be a factor in relation to the high rates of turnover ii. Whether employees are satisfied with the level of communication with their supervisors iii. Whether employees are happy with their job functions Employee turnover is the movement of workers in the labor market between organizations and between different roles or occupation (Abassi et al 2000). Literature Review According to Linhartova (2011) Employee turnover is one of the problems relating to the management of human resources that never go away. Linhartova (2011) carried out two studies on the causes of employees disaffection and turnover. The study used 29 determinates to describe seven of the main factors that led to e mployee turnover – remuneration, certainty, relationships, recognition, communication, culture, and expectations. The factors were in a similar manner to studies done by other researcher (See John et al 2008; Gosling et al 2003; Benet-Martinez and John 1998). The results of the study indicate that all seven factors were strongly linked to job satisfaction. Firth L, David J Mellor, Kathleen A Moore, Claude Loquet (2007). How can managers reduce employee intention to quit?, J. manage. Psychol. 19 (2): 170-187. †¦ Strategies to minimize turnover Jain (2013) suggests that employee branding which is a relatively new concept n human resource management. This Jain (2013) indicates will allow the organization to choose and retain

Ensuring Sustainability in Infrastructure Development Assignment

Ensuring Sustainability in Infrastructure Development - Assignment Example The objective of this study is to evaluate different forms of sustainable approaches that are practiced in different components of infrastructure development. Based on the analysis undertaken a pragmatic intervention across all the infrastructure development programmes in UK could be proposed. There are different ways in which the sustainability is currently addressed. It could be in the form of energy efficient construction where materials used for construction are prepared through the processes that consume very less quantity of energy. Every material used for construction demands certain amount of energy for its manufacture. Materials like cement and steel are the examples for high energy materials being used for construction. Thus making infrastructure development process more energy efficient demands optimum use these high energy materials. With energy crisis looming large it is essential that entire construction process need to be turned energy efficient. Another approach is to substitute the conventional building materials, like aggregates, with different alternate materials. This would also result in lesser dependence on scarce natural resources and also finds an alternate use for other wise waste by product. Implementing energy conservation measures in the buildi ng and other systems through innovative means could also make the design and construction of infrastructure elements both energy and environmental friendly. Methodology The methodology followed is the detailed analysis of the available literature on the sustainable practices at different places across the world. Various innovative practices adopted could be identified and a scenario analysis is undertaken to assess their viability in UK conditions. The possible policy level interventions in the transportation planning are also carried out. Based on the results obtained s strategy for effective implementation of sustainable development initiatives for infrastructure promotion schemes are proposed. Literature Review Energy efficient construction process The important guideline for the sustainable design of the building units is given by BREEAM guidelines. BREEAM refers to the Building Research Establishment's Environmental Assessment Method, which is the globally used method to improve and review the environmental performance of building (Article base, 2008). These methods could help to address the issues like high-energy use, large quantities of waste, poor comfort conditions for occupancy and very low user satisfaction by reviewing and improving the environmental performance of building. Further, these systems are also considered to have resulted in better environment indoors, high productivity, retention of staff and also attracting talented employees. The guidelines could also be followed in evolving regional transportation plan. The special emphasis given for cycle and motorways in some specific locations to ensure better mobility for masses and also to reduce pollutions is an example in this connection (Article base, 2008). A nother major intervention for energy conservation in the building is by configuring the walls with materials having appropriate thermal capacity values. In the case of walls the U value to be considered could be 0.22 Watts/m2K which could be achieved in the case of masonry walls by filling the fibre

Morocco Recent News Reports Article Example | Topics and Well Written Essays - 1000 words

Morocco Recent News Reports - Article Example The people of Morocco walked the streets to protest and fight against the unjust actions and came up with the â€Å"Movement for Change.† Moreover, Morocco has in recent times required to deal with a number of issues regarding human rights (Arieff 5-8). The Kingdom of Morocco in the recent years has witnessed a huge political unrest due to several issues related to tourism, visits of the officials to and fro countries and the industry related issues (Thussu 30-125). The issues, situations and development of Morocco can be evaluated through describing few of the events that took place in the recent times. These events would state the reasons for the unrest, disturbance caused and its effect on the economy and cultural heritage. Besides, few events showed effect on the economy and on the finances of Morocco. The stand of the government and its positive attitude are also determined through the recent events. The first event evaluated is with regard to the tourism industry. In the year 2013, the government saw an increase in the number of tourists in Morocco but the revenue generated was less. In accordance with derived statistics 2013 saw 10.5 million tourists, which is nearly 7% increase in the number of tourists. It has been ascertained that the non-residents did not spend much funds in Morocco during their trip. The fund accumulated from the tourists contributed to 0.5 per cent in the economy. Such event affects the economy and lifestyle of the people of Morocco. Tourism is the second largest contributor to the economy and provides employment to approximately 500,000 people. The lack of funds generated from the tourists would create a negative impact on the growth of Morocco and lead to the increase in the unemployment rate. The government in order to earn high revenues from the tourism sector would levy tax on the flights which are out of the country. This event related to tourism i s affecting

Informational Interviewing Project Questions Essay

Informational Interviewing Project Questions - Essay Example 8. An event organizer always has a backup plan in case the original plan does not work out. Do you always have a backup plan? Can you please kindly give an example whereby such a backup plan saved you from eminent embarrassment? 9. How do you deal with disgruntled clients who feel that you did not organize the event to their liking, for example, a bride who feels that her wedding organization is appalling? How would you respond and in what ways would you address the issues? 10. One of the essential factors in event organizing is taking into consideration the needs and wants of the client. In your experience as an event’s organizer, what are some of the extravagant requests that a client asked for and how did you meet them? 11. The event organizing industry is growing tremendously. What are the qualities that set your organization apart from the rest? In addition, what other services do you offer, which make your clients prefer your firm to the rest? 12. Marketing is necessary for any company wishing to cut a niche in any field (Donovan & Henley, 2010). What mode of marketing do you use and what strategies and policies are you or have you implemented to ensure that your firm is well known? 13. The location of the event is one of the paramount things an event organizer should determine. How do you come to pick a location for an event? What criteria do you use and do you outsource the services of a land/site surveyor? 14. As a sales manager, what criteria do you use to calculate the total cost of organizing the event from conception to completion? Who bears any additional cost that you may incur during the process? 15. As a creative coordinator and a sales manager, how do you survive with the ever changing trends happening within the industry? What strategies do you utilize to conduct market research and competitive analysis so that

Julius Caesar Essay Example for Free

Julius Caesar Essay The play Julius Caesar by William Shakespear, contains no true friendships. Friendship is an important element in the play and it also seals the protagonist’s, Julius Caesar’s, fate. The friendships in the play are used to blind Caesar from the truth and the plots against him. Little gestures the main characters bring about provide trust with Caesar, therefore portraying the key to all friendships. The trust would later be lost and transform into betrayal. Although Caesar is murdered because of the plots against him, friendship is still considered a valid theme because it had covered the conspirators intentions of murdering Caesar. Caesar was vulnerable to the power of friendship and was blinded by his trust in Decius, Brutus, and the other conspirators. Decius uses flattery and persuasion to form a strong union with Caesar. Decius is an active member of the Conspirators, so he is motivated into getting Caesar to go to the Senate House. The first thing that Decius says when he walks into Caesars house is Caesar, all hail! Good morrow, worthy Caesar. (2. 2. 61) Decius would also refer to Caesar as most mighty. This would only make Caesar grow comfortable with Decius. Caesar lost all feelings of doubt and did not presume any plot against him. Decius deceived Julius into thinking that they had a resilient friendship by using his devious words. Caesar was not able to foresee his true faithful friends, such as Antony. Antony grieved the killing of Julius and tried to justify his murder by killing Brutus and Cassius. Antony was one of Juliuss true and trustworthy friends. The conspirators had planned the death of Caesar. Brutus and Cassius, along with Decius, knew they had draw in to Caesar close. Proving Caesar that they had a firm friendship, that would solidify their situation and leave Julius completely sightless to his doomed fate. Caesars wife Calphurnia has a dream. She sees Caesars statue run with blood and men with swords surrounding him. This event alarms Julius making him weary, causing internal conflict. Decius would asses Calphurnias dream. Using his quick wit, he would distort Calphurnias foreshadowing dream by stating that it was simply miss-interpreted. He explains that the dream Signifies that from (Caesar) Rome shall suck Reviving blood, and that great men shall press for tinctures, stains, relics, and cognizance(2. 3. 58) Caesar seems to be amazed by this version of the interpretation. This would be a key point in the play because this vision made by Decius would capture Caesars gullible mind, and the conspirators would gain Juliuss trust; therefore gain his friendship as well. Antony proves to be crafty with his actions and words towards Brutus and the conspirators. He deceives Brutus and the other conspirators to gain their reliance and friendship. Antony is angered by the death of Caesar because he was a true friend to Julius. He would mourn Caesars death. After a brief minute of expressing sorrow, Antony would state Friend am I with you all, and love you all Antony is using these words to manipulate Brutus, he would say this so he could persuade Brutus and put his doubts at ease. Antony asks to give the tribute at Caesars funeral, and Brutus agrees without any hesitation. Antony then gets up to the stage and uses his witty charm and wise words. He starts off with You gentle Romans, Friends, Romans, countrymen, lend me your ears. (3. 2. 72) Antony would manipulate and persuade the whole crowd of plebeians to despise Brutus. This betrayal was all led from the murder of Julius. Antony and Brutus would only go to war causing an external conflict. Friendship unfolds throughout the whole play. There are many persuasive and manipulating moments. Caesars weakness of flattery and manipulation would let him be blinded by friendship; it is his character flaw and downfall. Trust was very fragile and the key to friendship, and in some cases it was easily gained. Brutus and Cassius are very persuasive and clever in their ways of plotting against Caesar. Antony, who was Caesars true friend in all of the conspiracy, gains Brutuss trust only to betray him and justify Juliuss murder. All of these men are fooled or betrayed by the manipulation of trust and friendship.

My Sisters Keeper by Jodi Picoult | Summary and Analysis

My Sisters Keeper by Jodi Picoult | Summary and Analysis Anna Transplant Kidney Characters Anna Fitzgerald Anna is a 13-year-old girl from a middle-class family in Rhode Island. Her father, Brian, is a firefighter, and her mother, Sara, is a housewife who used to be a lawyer. Her two older siblings are Jesse and Kate. Jesse is an adult who has had a troubled past and lives in an apartment at the family house. Kate is 16 and has recuperated from leukemia, but the treatments have hurt her kidneys, and she needs a kidney transplant. Anna is a natural choice for the donor because she was conceived to help Kate medically and has made donations to her throughout her life. Anna seeks help from a lawyer, Campbell Alexander, to gain control over her body so she can stop being a donor to Kate. Anna is more mature than her age and often ponders deep questions about her sisters illness and her role in it. Anna struggles with her decisions, and even though she has her outbursts, she is very close to her sister, and at the hearing, she admits that it was Kate who made her decide to instigate the suit. What seemed to be a selfish act of a child was really the love of a sister. Although Kates illness has prevented her from having a normal life, Anna is close to Kate and the rest of her family. She is on the opposite side from her mother in the case, but they are still a close mother and daughter. Her father tries to look after her as well as Kate, and she bonds with Jesse because they both feel like they dont fit in. Annas business relationship with Campbell grows into a more personal one. She is with him in the wreck that ultimately kills her. She does donate the kidney while dying and at Campbells request. At the hearing, she stood up for herself and her sister and ended up saving her sisters life, anyway. Anna, who had always felt invisible in her family, ends up being a heroine. Campbell Alexander Campbell is the lawyer Anna Fitzgerald asks to represent her in her lawsuit against her parents. He seems cold and calculating at first by being single-minded about Annas case and pandering to the media. He has a guide dog, but he will not explain the animals purpose. He makes jokes when people ask him about it. His softer side is revealed through Julia, Annas guardian ad litem, and the flashbacks to their teen romance. He is the product of a wealthy background with parents who are shallow. His epilepsy and, therefore, the reason for the dog, is revealed in court. Although he wins the case, he feels for both sides and when faced with deciding to donate Annas organs, he makes sure Kate is the kidney recipient. He left Julia all those years ago because he did not want her to have to deal with his condition, but Julia chooses to stay with him. He marries her. Sara Fitzgerald Sara is a lawyer turned housewife. As Brians wife and Kate, Jesse, and Annas mother, she does everything she can to keep her family together. She is close to her sister, Suzanne, who is a career woman. She wants Suzanne to be her rescuer, and she wants Anna to be Kates rescuer. She is totally focused on Kates illness and wants to try every treatment possible. She either ignores Jesse or gets angry with him. It is her idea to get pregnant with Anna and for Anna to make donations. She is shocked when Anna sues her and Brian. Her temper and devotion to Kate make her a worthy adversary to Campbell in the courtroom. At first, Sara can not understand why Anna is doing this and estranges herself from Brian, but after all the facts are revealed at the hearing, she understands the conflicts involved and how Anna is her own person who can make her own choices and that Kate can make her own choices, too. She and Brian become a stronger couple, and she makes peace with Anna before her death. She was shattered by Annas death and hoped for her return. Through her family, she healed. Brian Fitzgerald Brian is a dependable husband to Sara and father to Kate, Jesse, and Anna. He is a firefighter who loves his job. His hobby is astronomy, and he makes astronomical references that can relate to his own life. When Anna sues him and his wife, he is surprised but wants to support Anna. He moves her into the fire station so she can have some distance from the home situation. This puts a strain on Brian and Saras marriage, and they just talk about the medical issues. His decision to testify for Anna at the hearing does not help matters. At the hearing, however, he changes his mind and wants Anna to donate. Brian is really conflicted on the matter. He is not only a rescue worker; he likes to rescue everyone around him, and in this case, he cannot. Even though his sister-in-law Suzanne can help the family financially, he wants to be the provider. He is the only one who learns Jesse is the arsonist and sets him on the right path. He grows closer to his wife as they learn how the medical issu es have overshadowed their marriage. He develops a drinking problem after Annas death but conquers it. Jesse Fitzgerald Jesse is the oldest child in the Fitzgerald family. After his sister is diagnosed with leukemia as a toddler, he is still a child himself and often has to give up events for Kate. After Annas birth, he feels useless because he is the sibling that cannot help. He acts out in school and is on a downward spiral into drugs, alcohol, stealing, and arson as he grows up. He tries to project the rebel image around his family, Julia, and Campbell, but his actions show his softer side. He donates platelets to Kate anonymously. He helps Anna out by taking her to the lawyers office and when visiting Kate. Brian finds out Jesse is the arsonist, and Jesse has a breakthrough. He plays with fire because he can control it. Fire is a theme in the book, and Jesse shows the negative side of fire. He becomes a police officer and wins an award. He transforms himself from a destroyer to a rescuer. Julia Romano Julia is the guardian ad litem assigned to represent Anna in the hearing. She has to make a report about which side she supports. She was a rebel as a teenager from a large, poor family and has turned into a responsible adult. She is close to her twin sister. Close sisterly relationships permeate the book, including Anna and Kates and Sara and Suzannes. She had a romance with Annas lawyer, Campbell Alexander, as a teenager despite their class differences. She was hurt when Campbell abandoned her. As she works with him on Annas case, she is attracted to him even though she tries to resist it. She is good with Anna and Kate because she talks to them like they are real teenagers. At the hearing, she is unable to pick a side. She finally learns why Campbell left her after he has a seizure at the hearing. When she finds out he has epilepsy, she refuses to abandon him. They get married. Kate Fitzgerald Kate is diagnosed with leukemia as a toddler. When her brother, Jesse, does not match her for bone marrow donation, their mother Sara has the idea to get pregnant with a baby who is a genetic match for Kate. Anna is born, and she donates to Kate on several occasions. Kate struggles with being a normal teenager and having cancer because her appearance is affected, and her first boyfriend had cancer and died. At 16, Kate is cancer free, but the treatments have affected her kidneys, and she needs a kidney transplant. It is assumed Anna will be the donor, but she files a lawsuit to gain control over her body so she can stop donating. Anna reveals at the hearing that Kate was suicidal and urged her not to donate a kidney. Kate wanted her sister to be free of obligations to her. The judge rules for Anna, but after Anna dies in a wreck, Kate gets Annas kidney. She recovers and becomes a dance teacher. She had told Julia she wanted to be a ballerina because she could have control over her bo dy. Duracell Dan He is the homeless man Jesse bribes to keep his arson materials. He is with Jesse at one of his fires and tells Jesse a homeless man is in the burning building. This forces Jesse to save the man. Suzanne Crofton Suzanne is Saras older sister. She is a single, career woman who lives a different life than Sara. She is a support during Kates illness and even tries to help financially. Vern Stackhouse Vern is a sheriff and friend of the Fitzgerald family. He serves Sara with papers related to Annas lawsuit. He is around during the hearing and provides assistance to the family and Campbell. Isobel Romano Isobel is Julias identical twin sister and roommate. She had a bad breakup and cautions Julia against Campbell. Toward the end, Isobel and Campbell seem to come to an understanding. Objects/Places Providence Hospital This is where Kate is diagnosed and has her treatments and other stays. Anna is also a patient here as a donor. Her birth and death occur here. The Fitzgerald House This is the home of the Fitzgeralds where Brian, Sara, Kate, and Anna live. Jesse lives in an adjoining apartment. The Fire Station This is where Brian works and where he and Anna live to give Anna some distance from her mother and the case. The rooftop is a favorite place to watch the stars. The Locket Brian gives the locket to Anna as a child after one of her donations. It is a thank you present for helping Kate. Thirteen-year-old Anna sells it at a pawnshop to raise money for attorney fees. The Courthouse This is where the hearing is. Campbell and Annas secrets are revealed here. Campbell Alexanders Office Anna first meets Campbell here to initiate the lawsuit. Dr. Chances Office This is the office of the oncologist that diagnoses and treats Kate. The idea for Annas conception begins here. It is also where Annas donations are suggested. Duracell Dans Hideaway It is an underpass where a homeless man lives. He stashes the materials Jesse uses for arson. Jesses Apartment The apartment is part of the Fitzgerald house. From items in the apartment and other clues, Brian figures out that Jesse is the arsonist. This is where he confronts his son. The Wheeler School The Wheeler School is the private high school where Campbell and Julia met. Julias Apartment Julia lives here with her twin sister, Isobel. This is where she and her sister talk about Campbell. Campbells Apartment Campbells apartment is very sterile and high tech. It seems to reflect his personality. Julia reveals she does not like it, and he agrees. Shakespeares Cat Julia goes to the gay bar Shakespeares Cat to forget Campbell. Hercules the Goldfish A pet Kate got for her birthday. Sara saves him from near death a couple of times. Themes Fire Fire is a common theme in the book, and it ties much of the plot together. The passages that preface each section concern fire. Brian is a firefighter. Jesse sets fires. Kates illness can be compared to a fire because it is out of control and destroys everything in its path. Anna compares her initiating the lawsuit to fire. Brian says a fire should be allowed to burn unchecked. He is referring to Kates illness in that they should let it run its course without interference. He uses fire to make points in conversations with his coworkers. Brain connects fire to the story of Pandora s Box and hope. Hope is what he has left as Kates father. He is trying to put out the home fires, which include Kates illness, Annas lawsuit, Saras stubbornness, and Jesses troubles. Julia puts out the fire Brian starts in the kitchen; and in her role as guardian ad litem, she tries to put out fires. She also rescues Campbell. People that put out fires are rescuers. Characters in the book fill the rescuer roles. Brian is a rescuer on the job and in his family. Anna is Kates medical rescuer. Campbell points out at the hearing that people are not obligated to rescue by sharing a story of a homeless woman who let people die in a fire. Suzanne is Saras rescuer. Jesse goes from arsonist to rescuer. At the hearing, it is revealed that Kate wanted to be Annas rescuer for once. At the end of the book, it rains, and this puts out the fires of the characters burning throughout the book. Jesses inner fire is put out with Brians help, and he redeems himself. Kates fire is stopped, and she becomes healthy because of the kidney transplant. Campbell and Julias fire is contained because they reunite. Sara and Brians fire from Kates illness and Annas lawsuit and death is also contained, and they become a stronger couple. Astronomy Brians hobby is used to make points throughout the book. Some of the passages preceding the sections make astronomical references. Annas real name comes from a constellation named Andromeda, whose story is she is punished because of her mother, but she is rescued. The constellation resembles arms tied together. This can be applied to Annas story because her mother is pressuring her to donate, but with the hearing and the wreck, Anna is rescued. Brians talking about watching supernovas dies is comparable to the family and others watching Kate die. The story of Orpheus illustrates how death is inevitable. Sara continues the theme by comparing Kates sick face to the moons Brian likes, moons that are still, remote, cold.(118) Anna refers to the pleasant memory of catching stars after learning she can stay at the fire station. The punctuation of meteor showers during Brian and Annas conversation symbolizes what is hard for them to say. Anna compares astronomy maps to trying to find direct ion in her own life. Anna talks about astronomy to Campbell during the hearing. She talks about how stars are there even if one cannot see them. This applies to how oblivious parents, especially Anna and Campbells, can be to their children. Brian feels he lives on a different planet because of the situations of Anna and Jesse. He talks about cultures looking between the stars and realizes he has been looking at the wrong things. While rescuing Campbell from his seizure, he thinks about how astronomy of the past makes astronomy today inaccurate and says it is because the earths axis shakes. This tells the reader the life-shaking events of the book such as Kates illness and Campbells condition affects the perceptions of the people involved. After Annas death, Brian thinks about how the brightness of a star can overshadow another star, and when the other star is seen, it is too late. This applies to how Kate overshadowed Anna, and when Anna finally asserts herself, she dies. After Annas death, Kate reveals that her father said he could see Anna reincarnated in the stars. Roles The characters in the book play different roles. Anna is in the donor role for her sister when she would rather be in the role of a teenager who has friends and plays hockey. The lawsuit is Annas way of resisting her lifelong role. Throughout the book, she imagines herself in outlandish adventure roles, and after winning the hearing, Campbell thinks she will have fantastic roles in 10 years. Anna concludes that that the role she wants most is to be Kates sister. In the hearing, it is revealed that Anna does not mind playing the donor role, but Kate is tired of being the recipient. By getting Anna not to donate a kidney, Kate can be Annas savior, and they would have reversed roles for once. Jesse point out to Anna before she begins the lawsuit that the siblings have their own roles in the familyhe as the troublemaker, Kate as the martyr, and Anna as the peacemaker. Jesse changes roles by the end of the book. At first, he does not see himself as a rescuer because he cannot rescue Kate. After he has a breakthrough with his father, he goes from arsonist to police officer or savior. Sara and Brians roles go beyond being parents. Sara wants to play the savior role for Kate, but she has to get Anna to play that role. She demonstrates that she expects sisters to help each other as her sister, Suzanne, helps her. Sara has conflicts with the mother/lawyer role. After the lawsuit begins, Sara tries to balance being a mother to Anna and a lawyer on the opposing side of the lawsuit. This is a constant struggle until Sara realizes she is a good mother, and she should not try to save her children from themselves. Brian is the savior and mediator as he tries to save everybody in the family and acts as a buffer between Anna and Sara. Campbell has the lawyer role as he panders to the media and questions the witnesses at the hearing. He could be seen in a rescuer role as he rescues Anna from donating to Kate. He also has the romantic role with Julia, but this does not come to fruition until the end of the book after his secret is revealed. Julia has a mediator role as Annas guardian ad litem and a romantic role with Campbell after she learns the truth. Julias role as a sister is shown with her twin, Isobel. Ethical Dilemmas At the heart of My Sisters Keeper is an ethical dilemma: Should thirteen-year-old Anna be forced to give her kidney to her dying sister? Through much of the novel, it seems like Anna does not want to give Kate her kidney because she is tired of being a store of spare parts for Kate. Since she was born, Anna has undergone a number of painful procedures to save Kates life. Kate suffers from cancer and conditions related to the illness and its treatment. Her familys life has been focused on Kates illness and its potential recurrence during times of remission, since before Anna was born. Indeed, Anna was created to be a perfect sibling match for Kate. The Fitzgeralds went to a geneticist who created several embryos with the couples sperm and eggs, then figured out which one matched Kate. That embryo was implanted in Sara and became Anna. At the time, there was public controversy over their decision because Anna was seen as a designer baby. The ethical debate led to a talk show appearance for the couple, as well as hate mail. More than anyone else in the family, Sara sees no ethical dilemmas, neither in how Anna was created nor in making Anna suffer to try to keep Kate alive. Sara only responds to the latest crisis and the best solution at hand. When necessary, taking from Anna to give to Kate is no dilemma for her. The result is that Kate has lived longer than her doctor ever expected, but at the cost of a balanced family. The needs of Kate and her illness are put above all else, with Sara diligently guarding those interests at the expense of her husband and other children. Even Julia, the court-appointed guardian of Annas interests, cannot make a decision on what should be done. Annas lawsuit brings all these issues and the ethical dilemma to the forefront. With Campbell acting as her lawyer, she seeks the right to decide whether she gives up a kidney. Annas true motivation in her quest for medical emancipation is yet another ethical dilemma. As she reveals on the stand during the hearing, the reason that Anna has brought the lawsuit was for Kates benefit. Kate cannot tell her mother that she does not want to have the transplant. Kate is aware of the toll her illness has had on everyone and she seems tired of fighting. In fact, she has tried to kill herself before. This situation brings up the ethical dilemma: Should Kate be allowed to die when a measure can be taken to save her life? None of these ethical dilemmas is allowed to reach its full conclusion in the story. The novel ends with Anna suffering an injury that leads to brain death. As executor of her medical rights, Campbell authorizes the kidney transplant. Kates cancer goes into remission, and she has a normal life. But she knows that she is alive because Anna died. She believes that one sister had to die for the other to survive, another ethical conundrum. Control One issue that shapes many of the characters and situations in the novel is that of control. Nearly every major character in My Sisters Keeper is looking for control over some part of their existence in the face of disease. Anna, for example, seems to want to control her body and what is taken from it as evinced by her lawsuit. While it is later revealed that she actually filed the suit at Kates behest, Anna is still looking to control the situation to give her sister what she wants. Anna knows she cannot control her mother, her family, or her sisters illness, but she seeks control of her own destiny. Kate and Sara would like control of the opposite sides of the same coin. Kate wants to control her existence and the toll she puts on her family. She would like to become a ballerina if she grows up because she believes they have control over their bodies. Sara has spent her life since the diagnosis of Kates cancer trying to control the disease as well as Kates life. Sara has done everything in her power, including creating Anna, in an attempt to control Kates destiny. Sara has controlled all she could to keep Kate alive, without truly examining the consequences to herself and her family. One of the costs of Saras focused assault on Kates disease is the loss of closeness with Jesse. Both Brian and Sara have given up on Jesse, who repeatedly acts out. He loves his sisters and has done what he can to keep Kate alive, most notably giving his blood regularly to boost her platelets. But he has also moved into an apartment over the family garage to be separate from, yet still part of, his family. He sets fires to get attention and to feel a sense of control over something. Jesse knows the fires, car theft, and substance abuse are all masks for his pain, but he needs a parent to care about him. Brian reclaims control over his son when he finds evidence that Jesse set fires. Annas lawyer, Campbell, is also obsessed with control. He has suffered from epileptic seizures since the age of eighteen, but he keeps his condition a secret. Whenever someone asks why he has a service dog, he gives an obviously untrue answer. He allowed his condition to end his high school romance with Julia without telling her why. He controlled the situation because he believed she should be free of the burden of caring for someone with his condition. Familial Bonds The importance of familial, especially sibling, relationships is another underlying theme of My Sisters Keeper. Despite all the problems created by Kates illness and Saras quest to keep Kate alive, the Fitzgeralds remain a family. Though Brian and Sara have their problems, they work together to keep the family together amidst the disruptive force of Kates illness. Even Jesse, the delinquent son, still lives at home and is there to help out when Kate is ill or Anna needs his support. In turn, Anna helps her brother get out of jail when he is arrested for stealing the judges vehicle. Anna also does all she can to help her sister. While the pair squabble as sisters do when they share a room, Anna files the lawsuit to give Kate what she wants. All the siblings resent what has happened to them, but respond to the needs of the others in their family when the situation calls for it. After Annas unexpected death, the family grieves separately but eventually grows closer again. Like Kate and Anna, Julia and her twin sister, Izzy, are close. Julia allows her to move in after a painful breakup. Izzy wants to protect her from Campbell. While Campbells relationship with his parents is not close at all, it serves as an illuminating contrast to the Fitzgeralds and the Romanos. Style Point of View Each chapter in the book is told from the first person point of view. All the main characters narrate a chapter. They even have their own fonts. Picoult could have made this Kates story since it is the central issue, but she allows the characters to share their own stories. Kate has one chapter, and it is the final one. The other characters have more than one chapter each. The reader can see the effects of Kates illness on the Fitzgerald family. Everyone in the family despairs about Kates illness and Annas lawsuit, but they have different perspectives. The reader sees Campbell and Julias thoughts on the lawsuit and also their feelings about each other. By viewing Annas thoughts, the reader can see she does not take her decision to sue her parents lightly and that she is smart and perceptive. Jesse seems like an unlikable person, but his thoughts and actions show his pain over Kates illness and his helplessness. The reader sees Saras desperation to heal Kate at all costs and the epiphany she has during the hearing. The author shows Brians conflict over supporting his children when the family is in a divisive crisis. Campbells tough side as a lawyer and softer side with Julia are in his chapters. His growing friendship with Anna is shown. Because of the mystery of the guide dog, the reader wonders what Campbells medical problem is. Julia is able to see the Fitzgeralds objectively, so the reader gets an unbiased strangers view. After the intertwining of the characters viewpoints, the chapter from Kates point of view is surprising and enlightening. Up until her chapter, she was always a character seen by everyone else. Setting The book is set in Providence, Rhode Island. The medical settings are Kates hospital room and Dr. Chances office, which are both located in Providence hospital. Although Kate goes through tough times in her hospital room, Anna goes there to visit her sister despite the lawsuit. It is in Dr. Chances office that Sara gets the idea of having another child. His suggestions of how Anna can donate to Kate start there. The hospital is where Sara finds out about the lawsuit. The Fitzgerald house, which includes Jesses apartment, is another setting. It is in the house where Kates leukemia signs begin, and she has other medical problems there. The house is where family arguments such as between Kate and Sara take place. Brian finds materials around the apartment that make him realize Jesse is the arsonist. The homeless man, Duracell Dans, place at the underpass is where the rest of Jesses materials are kept. Campbell and Julias flashbacks are at the Wheeler School, which is a private high school in Rhode Island where they met. The class differences between Campbell and Julia and the other students reactions to their relationship occur at the school. Campbells apartment is part of the story because it is described as being modern and up-to-date but not warm like Campbell at first. Julia tells Campbell after they reconcile that she does not like his apartment. Julias apartment is where she and her sister discuss Campbell. Julia goes to a bar called Shakespeares Cat to try to escape Campbell. The fire station is a setting where Brian works, and he and Anna live to get away from the lawsuit at home. The fire station is a rescue place in different ways. Not only does it house the firefighters, but it also gives Brian an escape from the house and medical drama. On the rooftop, he can practice his astronomy hobby. Anna escapes there to get away from the pressures of her mother and the lawsuit. The courthouse is where the hearing is held. Campbells secret is revealed there, and the truth behind the lawsuit is also revealed there. Some settings serve as places that save the characters. The hospital obviously saves Kates life. The fire station saves Brian and Anna. The courthouse saves the Fitzgerald family and Campbell and Julias relationship. Language and Meaning At the beginning of each section, the language of passages from famous works refer to the books situations and themes. Annas first memory storys language sets the tone for the rest of the book. The language in the main part of the book is simple, but medical terms are used often. They are well explained. Sara, Kate, and Anna have as much medical knowledge about Kates condition as anyone else. Sara uses medical language to try to save Kate. Kate uses it, along with the language of a frustrated teenager, who is concerned about appearance and dating. Anna also mixes it with her own concerns about her life outside Kate. Legal language is used in the petition and in the hearing. The medical language helps Kate, but the legal language helps Anna. Sara analyzes words as she ponders situations. For example, she talks about how there is no word for a parent whose child dies. (703) Anna tries to figure out language, too. Brian and Anna use the language of astronomy and legends in an attempt to figure the world out. Brian uses his firefighter language to demonstrate situations. There is a combination of characters thoughts and dialogue. Because of his medical knowledge as a rescue worker, Brians thoughts let the reader know what is wrong with Campbell. Julias language with the Fitzgeralds is that of the mediator, which is part of her role as guardian ad litem even though she is not as conciliatory toward Campbell. The characters thoughts allow the readers to understand them; their dialogue does not sufficiently describe the characters. For example, Annas thoughts reveal her maturity beyond her 13 years. Jesse projects a tough-guy image to everyone with crude language, but his thoughts reveal his softer feelings about his family. Campbell is similar in that he acts like the tough lawyer, but his flashbacks to Julia and his present-day thoughts unveil his romantic side. Getting ready for the last day of the trial, Campbell, Brian, Jesse, Anna, and Sara note that it is raining at the beginnings of their chapters. These words quench the fires that have been raging in the book. Structure The chapters are not numbered. They are titled by the characters names. There is a prologue with a quote and then a short story by Anna. The sections are started by a day of the week and a passage. Saras chapters are flashbacks titled by years until her chapter called Present Day where she joins the present. She begins with Kates diagnosis and goes through the milestones of Kates illness. Campbell and Julias chapters are in the present, but they have flashbacks to their time together in high school. There is an epilogue by Kate set in a time in the future. The plot zigzags back and forth between the present and the past; it depends on the speaker. The book chronicles the events of the Fitzgerald family out of order mainly after Kates diagnosis: Annas birth; Annas donations; Anna, Kate, and Jesses childhoods; and the hearing and its aftermath. Campbell and Julias professional and personal stories and sections of the past about their teen relationship are mixed in. Multiple Points of View One striking feature of My Sisters Keeper is the way Picoult uses multiple first-person narrators to tell the story. A first-person point of view tells the story from one characters perspective in his or her own voice. Each section in the novel is made up of parts designated by the name of the character whose voice and perspective is being revealed. Picoult emphasizes the differences in these voices through the use of different fonts for different characters. The use of multiple voices allows readers the ability to understand the situations from different standpoints. The way Sara sees Kates cancer and Annas lawsuit is quite different from Annas viewpoint, Jesses position, and Campbells and Julias judgment. The result is a rounded, dramatic narrative. Flashback/flash-forward Several characters use flashbacks and flash-forwards as part of their narratives. Flashbacks look back in time, while flash-forwards describe future events. The only major character in the book who does not get a voice in the main chapters is Kate. She speaks only in the prologue and epilogue, eight years after the novels end. In the prologue, she talks about how she imagined killing her sister and that she only existed i

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