Teaching Upper Intermediate Students To Take Notes English Language Essay

Teaching Upper Intermediate Students To Take Notes English Language Essay 1.1. Introduction The purpose of this assignment is to report on an EAP course design simulation. I have decided to focus on EAP for two reasons. Firstly, I am currently teaching at a university in Turkey where I have the task of preparing students for life in an English-medium learning environment. This assignment provides me with an opportunity to examine this learning context and identify factors that influence learning. Secondly, I conducted a similar project whilst completing an MA in Applied Linguistics. During this project, I designed a pre-sessional EAP course for a group of multi-lingual students entering a university in England. I now work predominantly with mono-lingual groups in a non-English speaking country and am interested in investigating how these factors influence course design. 1.2. Theories and Principles EAP rose to prominence in the 1970s (Jordan 1997) and its importance has since increased with the emergence of English as the lingua franca of the global academic community (Hyland Hamp-Lyons 2002). EAP has been defined as the teaching of English with the goal of enabling learners to use that language to study or conduct research (Flowerdew Peacock 2001) and involves helping students to develop linguistic, academic and cultural competence (Gillett Wray 2006). EAP courses may be taught in English speaking contexts, or in countries in which English is used as a foreign or second language (Jordan 1997). EAP is categorised as a form of English for Specific Purposes (ESP) and a distinction has been made between English for General Academic Purposes (EGAP) and English for Specific Academic Purposes (ESAP) (Blue 1988). EGAP courses, like the one employed in my own context, teach a common core of language and academic skills that all university students require. In contrast, ESAP courses focus on the language and skills needed in one particular academic discipline. However, despite this divide, analyses of EAP courses have revealed that they generally share the following defining features (Robinson 1991: 2): They are goal directed. They are based on the needs of the students. The duration of the course is clearly specified. The students tend to be adults over the age of 18. A high level of English proficiency is not necessarily required. The need to develop academic as well as linguistic competence has received considerable attention in EAP literature (Ballard 1996; Sowden 2003). Ballard (1996) argues that foreign students often require help adjusting to the distinctive academic culture of western universities. For instance, she identifies students struggle to adapt to the critical approach to learning expected of them in western universities. This argument applies to my own teaching context because many of the lecturers are either from or have been educated in western countries and, consequently, have particular expectations about how students should behave. The need to incorporate both linguistic and academic skills into EAP courses has lead many writers to consider the type of syllabi to employ during these courses. Task-based or process syllabi are centred on the cognitive acts students perform at universities. These syllabi emphasise the use of authentic activities and English is viewed merely as the medium through which these activities are performed (Ballard 1996). Similarly, skills-based syllabi, as employed in my own institution, advocate the development of skills that students need to succeed at university. In contrast, content-based syllabi emphasise the material students study at university. These syllabi promote the analysis of language within relevant discourse (Spanos 1987). Likewise, text-based or genre-based syllabi facilitate the examination of language within authentic contexts (Feez 2002). Importantly, Flowerdew (2005) highlights that, depending on student needs, elements of different syllabi can be combined to create an integrated course. 1.3. My Own Experiences My current teaching position is my first classroom exposure to EAP and EAP students. Research conducted into this group of students suggests that they have a number of defining characteristics. For example, Todd (2003) identifies that these students are usually more mature and motivated. Waters and Waters (1992) suggest that successful university students are able to think critically and logically, are self-aware and self-confident, and are willing and able to take responsibility for their own learning. Unfortunately, in my own context, the students have generally just finished high school and have not yet fully developed these characteristics. For instance, many students expect teachers to tell them what to do and are unsure about how to manage their own personal study time. Therefore, teachers must help students develop personal traits as well as linguistic and academic skills. My previous experience of designing an EAP course highlighted the enormity of the task. Whilst analysing the needs of the students, I listed the skills and sub-skills successful university students employ. On completion, I had created an unmanageable list of skills and a pre-sessional course could not explicitly address all of them. Therefore, the course I eventually designed employed a task-based syllabus that allowed students to experience and reflect on the learning activities they would participate in at university. They then built their weaknesses into long-term development plans. 1.4. Implications of the Literature and My Experience Based on the literature and reflection on previous experiences, I believe the following implications are relevant to the design of the EAP course and the needs analysis process. The needs analysis must identify the academic departments the students will be entering. If the students are studying similar subjects, an ESAP approach may be adopted. However, if they are studying different subjects, an EGAP has to be used. The needs analysis must examine the students needs in relation to their linguistic, academic and cultural competency. The needs analysis must be used to identify the students main areas of weakness. It will not be possible to teach all of the various skills and sub-skills that the students need to succeed at university. Instead, the course must prioritise the primary weaknesses. A decision will have to be made regarding the most appropriate syllabus type to meet the needs of the students. 2. Needs Analysis 2.1. Group Profile To promote a learning-centred approach, a questionnaire (see Appendix 1) was used to collect data about learner needs (Hutchinson and Waters 1987). A questionnaire was the most practical method to collect this data. The results (Appendix A) are summarized below: Learner Characteristics 21 students (13 males and 8 females). The average age is 20 (ranging from 18 26). 18 Turkish and 3 Iraqi students. The students are entering various departments at an English-medium university. Sport, films and music are common interests. Learner Preferences Both deductive and inductive approaches. Working on their own, in pairs and in groups. Having input into what and how they learn. Both teacher and self-assessment. Self-Assessment The students perceive reading and speaking as their stronger skills. Listening and writing are skills they need to improve. The students also completed a learning styles questionnaire (Appendix 2). They favour a combination of visual, auditory and kinesthetic activities (Appendix B). 2.2. Identifying Needs Needs analysis (NA) is the process teachers use to determine and prioritize the needs for which a particular group of learners require a language (Richards 2001). These needs may originate from the students or from other stakeholders such as the institution. To assess the needs of this class, I performed a target situation analysis (TSA) to identify the skills students require when they enter the university (Munby 1978). I examined the syllabus used within my institution. This was the most practical method because this syllabus was created following a language audit and, thus, provided a comprehensive breakdown of target needs. The TSA highlighted my institution employs a skills-based approach. As discussed in section 1, successful university students must employ a vast range of sub-skills. Consequently, I performed a present situation analysis (PSA) (Richterich Chancerel 1980) to enable me to identify and prioritize gaps between the students current skill-set and those they require. I used diagnostic tests to collect information about reading, listening and writing because they are the most practical method to obtain accurate quantitative data about students knowledge (Hughes 2003). I used classroom observations to test speaking because this was the most practical way to collect information about a large number of students. Following the findings of the TSA, I employed a skills-based approach and assessed the students listening, reading, writing and speaking skills. 2.3. Diagnostic Testing Diagnostic tests are conducted at the beginning of a period of study to collect data about students current state of language development (Hughes 2003). To ensure the students perceived these tests as being useful; thus satisfying the condition of face validity (Gronlund 1998), I replicated activities the students perform in the institutions examinations. This also satisfied the condition of content validity. Skill Procedure Listening Students took notes while listening to a lecture and then answered comprehension questions using their notes (Appendix 3). Reading Students answered comprehension questions about an academic text requiring them to scan, skim and infer meaning (Appendix 4). Writing The students wrote an academic paragraph (Appendix 5) that was marked for grammar, vocabulary, content and organisation. To increase scorer reliability, a colleague checked the grades (Hughes 2003). Speaking The students were observed in class and marked on grammar, vocabulary, fluency and pronunciation. Once again, a colleague checked the grades. Grammar and Vocabulary These items were assessed indirectly through writing and speaking. 2.4. Results 2.4.1. Present Situation Analysis The diagnostic tests revealed that, on average, the students achieved passing marks (above 60%) in reading and speaking, but failed in listening and writing (Appendix C.1). This matches the students self-assessment. The writing scores highlighted the greatest difficulties concern grammar, vocabulary and organisation (Appendix C.2). The students struggled to use a range of lexis and had problems with grammatical and lexical accuracy (e.g. Appendix 6). However, during feedback, the students self-corrected the majority of their grammar mistakes. This suggests they were performance rather than linguistic errors. The students said they have problems studying vocabulary and usually just translate from L2 to L1. The students also had difficulty using cohesive devices and organising their writing to meet academic conventions and answer questions directly. The note-taking sheets (e.g. Appendix 7) revealed the students struggled to isolate important information and recorded redundant information. The students failed to employ strategies to help them record information quickly. Interestingly, when the students completed the listening test as a while-listening task, they had little difficulty answering the questions. This suggests the students problems concern note-taking rather than listening. The students explained they have had little experience of this task. This supports the notion that these students must develop academic competency. 2.4.2. Target Situation Analysis The syllabus of the institution revealed successful students must be able to use a variety of skills and strategies when taking notes from lectures and writing (Appendix D). To investigate these skills further, the students completed a self-assessment questionnaire (Appendix 8). This questionnaire performed the dual function of collecting data about the students abilities, and increasing their awareness of the skills and strategies needed to succeed at university (Allright 1982). The results showed they are not particularly confident about writing and note-taking sub-skills (Appendix E). 2.5. Priorities for the Planned Course The course will teach EGAP because the students belong to different faculties. The results of the diagnostic tests revealed taking notes from lectures and writing to be common weaknesses. This confirms the students self-assessment of their needs. The course will focus on these skills and provide the students with opportunities to develop and practice strategies they can employ when taking notes. The course will also raise awareness of the organisation of academic writing and promote effective vocabulary use and error correction. Finally, as mentioned in section 1, because the majority of students have just finished high school, the course will aim to increase awareness of university study. 3. Course Proposal 3.1. Course Proposal In accordance with the NA, this EGAP course will focus on taking notes from lectures and, academic writing. It will be taught over 1 week and consists of 20 hours of classroom time with 4.5 hours of additional writing tutorials (3 extra tutorial hours will be available if extra teaching is needed). It will supplement the 8-week course the students are currently taking. The course will enable the students to reflect on, intensively practise, and consolidate the skills and strategies they have already started developing. This will allow the students to address weaknesses and develop confidence in preparation for next course. As such, the supplementary course will be taught at the end of the students current course. 3.2. Goals and Objectives Curriculum designers state the goals and objectives of courses to imbue their creations with purpose and direction (Graves 2000). Goals can be defined as statements concerning the general purposes of a course while objectives are specific statements describing how goals are to be realised (Richards 2001). The goals of this course are to develop the students abilities to write academic essays and paragraphs and, take notes from lectures. The course also aims to increase the students confidence of taking notes and raise their awareness of how to succeed in academic life. To achieve these goals, I have formulated 19 objectives: 4 listening objectives (LO1-LO4), 4 note-taking objectives (NO1-NO4), 8 writing objectives (WO1-WO8), 1 vocabulary objective (VO1), 1 grammar objective (GO1) and 1 affective objective (AO1). For full details of the goals and objectives see Appendix 9. 3.3. Approach As identified in sections 1 and 2, the students need to develop an awareness of what life is like in university departments (Sowden 2003). Consequently, the course will employ an integrated skills approach that simulates the canonical sequence of university study (Appendix F). The lectures the students will listen to and take notes on will provide lexical input about the topics they will write about. The students will supplement this input through further reading and vocabulary study outside class (e.g. Appendix F, Day 1). This self-study responds to the students learning preferences and encourages them to take responsibility for their learning, a characteristic crucial for academic success (Waters and Waters 1992). Based on the analysis of learner needs, a variety of different approaches will be employed in the classroom. First, the listening and note-taking component will include awareness raising and reflection activities. The students have little experience of this task and these activities remedy this. Secondly, both inductive and deductive learning will be employed because the students enjoy both. Thirdly, the course will incorporate individual, pair and group work. For example, the students will brainstorm ideas for writing tasks in pairs before sharing with the group. The students will perform the writing individually. Finally, the course will employ both P-P-P and T-T-T lesson shapes depending on whether the students are encountering concepts for the first time or revisiting them. 3.4. Course Content The listening and note-taking component of the course builds from part to whole (Richards 2001). The diagnostic tests revealed the students have difficulty identifying important information and using note-taking strategies. This course allows the students to increase their awareness of and practise listening and note-taking strategies in isolation before having opportunities to use them, first, in tandem and, then, holistically (e.g. Appendix F, Day 1). Moreover, the students will practise these strategies whilst reading before applying them when listening. This componential approach recycles objectives and, allows students to automatise strategies separately so, when using them holistically, they find it less cognitively challenging (Field 2008). The writing component of the course builds from simple to complex (Richards 2001). The diagnostic tests revealed the students have difficulty answering questions directly and developing ideas logically. Consequently, the students will practise this skill in body paragraphs before progressing to full essays. The writing component will also develop from whole to part (Richards 2001) with students examining the organisation of full texts before analysing and practising writing the individual components (e.g. Appendix F, Day 2). The students identified they enjoy inductive learning and this methodology facilitates this. The students will complete the writing outside class. This removes the pressure of time limits and emphasises the writing process rather than product (Walker and PÃ ©rez RÃ ­u 2008). The grammar and vocabulary teaching will be reactive as the diagnostic tests highlighted the students difficulties mainly concern performance rather than linguistic errors. The students writing will be marked with grammar and vocabulary mistakes highlighted using an error code. The students will then re-write and self-correct their texts in the tutorials. The students enjoy both teacher and self-correction, and both inductive and deductive learning. This methodology responds to these needs. The tutorials will contain fewer students so the students will have greater access to a teacher if they need to ask questions. 3.5. Materials The materials to be used in this course have been designed for the purposes of English teaching (Appendix F). The language is graded and, in the lectures, the rate of speech is slower. This will allow the students to focus on developing the targeted skills and strategies instead of worrying about language. It also responds to the students affective needs. They are extremely anxious about taking notes and, if exposed to authentic lectures, might be overwhelmed (Guariento and Morely 2001). The use of inauthentic material is also offset by the authenticity of the tasks. The students will have to take notes and write essays in their departments so they are likely to be motivated (Long and Crookes 1992). Unfortunately, the use of graded material limits the topics to those in the coursebooks. I have chosen lectures on the topics of health, society and relationships. These topics are accessible to all of the students and the TSA revealed they feature in the coursebooks and exams of the inst itution. 3.6. Institutional Constraints A number of institutional constraints have influenced the design of this course. Firstly, the availability of teachers affected the tutorials. Ideally, the tutorials would contain a maximum of five students. However, this would require in excess of 5 teachers and this was not possible. Consequently, two teachers will conduct the tutorials and the class will be halved. Secondly, the institutions examinations influenced the methodology used on the course. The students will sit a skills-based examination shortly after participating in this supplementary course. Consequently, I decided to use comprehension questions to measure note-taking ability. The students perform similar tasks in their exam so they will probably be more motivated because they can apply the strategies they practise during this course. 4. Assessment 4.1. Assessment Principles Assessment is an umbrella term referring to the collection of data about the abilities or achievements of learners taking a particular course (Brindley 2001). It may occur formatively (during the course) or summatively (at the end of the course). Assessment can be performed using both quantitative and qualitative methodology (Jordan 1997). Qualitative methodology may include classroom observation or interviews while the main quantitative method is testing. Tests may be employed at various stages during a course. Proficiency and diagnostic tests are administered at the beginning of a course to provide information about learners existing abilities (Hughes 2003). In contrast, achievement tests are used formatively or summatively to assess students progress and identify what they have learnt from a particular course (Brindley 2001). In order to be effective, tests must be both valid and reliable (Hughes 2003). Validity concerns the ability of tests to measure what they are supposed to while reliability is the extent to which tests can be repeated achieving consistent results (Brindley 2001). 4.2. Monitoring Learner Progress Progress in the listening and note-taking component will be assessed through comprehension questions and self-assessment (Appendix 10, Days 1, 3 and 5). This assessment is integrated into the course and will be conducted in the final block of note-taking days. The comprehension questions include multiple choice and short open-ended questions. The self-assessment requires the students to reflect on their use of strategies practised and rate themselves (e.g. Appendix 11). The students will also collect their note-taking sheets, comprehension questions and self-assessment sheets in a Learning Portfolio (LP). These will function as records of their learning processes and, be used for summative assessment and reflection purposes (Nunes 2004). Progress in the writing component will be assessed through the completion of three writing tasks: one paragraph and two essays (Appendix 10, Days 2, 4 and 5). The students use of grammar and vocabulary will be assessed indirectly through these tasks. The students will write a first and second draft for each task and both drafts will be marked and graded. The first drafts are to be completed outside class. The second drafts will be started in writing tutorials and finished outside of class. Both drafts of each task will be included in their LPs. 4.3. Assessing Learner Outcomes The students LPs will form the basis of the summative assessment (Appendix 10, Day 6). The students will reflect on their work and self-assess their progress in each of the objectives (Appendix 12). In one to one tutorials, the students will discuss this self-assessment and form long-term development goals to respond to their weaknesses. This assessment will be low stakes because the students will soon be taking a high stakes examination in the institution and do not need further pressure. The decision to use both teacher and self-assessment in the formative and summative assessment responds to the students learning preferences. Self-assessment also encourages students to be more active and take responsibility for their learning (Harris 1997). The use of LPs combines formative and summative assessment, and this helps students to better understand their strengths and weaknesses (Lam Lee 2009). It also allows the students to monitor their development in note-taking; thus, increasing their confidence. 4.4. How Assessment Principles Influenced Assessment Methodology The assessment methods aim to conform to the principle of validity. Adopting a skills-based approach achieves construct validity. The TSA revealed my institution advocates this theory and the assessment methods of this course reflect this. The students will be assessed on their ability to employ skills and strategies when taking notes from lectures and, writing paragraphs and essays. The course also follows theoretical developments in written assessment. The use of LPs rather than timed exams emphasises the writing process rather than the product (Walker and PÃ ©rez RÃ ­u 2008). The use of skills-based assessment also satisfies the conditions of both content and face validity. The assessment tasks mirror those performed on this course and, during regular courses and examinations. Consequently, the students are likely to view the course and assessment techniques as appropriate (Gronlund 1998). The assessment methods also aim to conform to principle of reliability. The listening and note-taking component of the course will be assessed using multiple choice and short open-ended questions and, these will be marked using a standardised answer key. This will increase scorer reliability. The written tasks will be marked using the writing criteria of the institution. These criteria are regularly standardised. Therefore, although subjective, scorer reliability will be enhanced. 4.5. Constraints and Opportunities Whilst planning how to assess this course, I encountered a number of constraints. Firstly, I decided to use comprehension questions to assess listening and note-taking because this is how my institution assesses these skills. The students are familiar with this form of assessment so, had I chosen a different method, I may have experienced negative backwash with students failing to value my choice of methodology (Hughes 2003). Moreover, by using comprehension questions, I can exploit backwash from the examinations positively to motivate the students. Secondly, I faced practicality problems with the written assessment. The students will complete their writing tasks at home and have tutorials about them the next day. Therefore, to allow for marking, tutorials would have start at 10am with regular classes being taught in the afternoon. The students will submit their work via e-mail by 8am. This provides the teachers sufficient time to mark and, also imposes deadlines on the students. Suc h deadlines are part of university study and the students must take responsibility for meeting them. 4.6. Course Evaluation Evaluation is the process of collecting information about a course, both formatively and summatively, with the purpose of determining how effective it is and to guide decisions about teaching and learning (Murphy 2000). The evaluation methods to be used on this course are summarised in Appendix 13. In this course, LPs play a crucial role in evaluation. The data in these portfolios will help me make both formative and summative judgments about whether objectives are being met. The formative judgments will be particularly useful because they will help me to decide whether to use any of the free tutorials to provide additional teaching. In addition, the students will complete a questionnaire to evaluate the course summatively (Appendix 12). This questionnaire will allow the students to rate the usefulness of the activities, materials, teaching and assessment methods, and make open-ended comments about the course. 5. Conclusion 5.1. Conclusion Studying at university is an extremely complex process requiring students to participate in a variety of learning activities and, use a vast array of skills and sub-skills (Munby 1978). The task of EAP practitioners, who help students acquire these skills, is unenviable because, in addition to teaching linguistic competence, they also have to help students develop academic and cultural competence and, personal characteristics. When designing my course, I responded to this challenge, by conducting an analysis of the students needs. This analysis enabled me to identify and prioritise the most pressing weaknesses of the students. Therefore, I was able to maximize the benefit that the students would receive from what is a relatively short course. I believe that, having taken the course, the students will, not only be better equipped to take notes from lectures and, write paragraphs and essays, they will also feel more confident about doing so. The task of designing an EAP course for my students was made even more challenging because most of them have just finished high school and are unfamiliar with university study. Therefore, I believe that my decision to design the course to simulate university study will be particularly valuable to them in the long-term. Although the students will still have a lot more to learn about academic study, I believe that, when they enter their departments, they will be more aware of what is expected of them both inside and outside of class. Moreover, I feel that, through being exposed to the use of LPs as a method of learning and assessment, the students will have taken a huge step towards to becoming more self-aware and responsible for their own learning. These characteristics will play a fundamental role in their lives as successful university students.

Amazing Grace :: Amazing Grace Essays

Amazing Grace As part of the summer reading assignment this year, I read the book Amazing Grace by Jonathan Kozol.   In this documentary-style book, he told about the horrible yet completely realistic conditions of the most poor, rundown neighborhoods and districts in New York City.   Kozol wrote the book for the purpose of telling the stories of the children who lived in these parts of the city.   He dedicated his work to those children and it was his goal to inform readers that slums were in fact in existence and the children who resided there did not deserve to live in such a poverty-stricken area.   The question "Why should their childhood be different from others across the country?" arose often and needs to be examined by all.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In some ways the stories, accounts and tales of these inner city children were shocking.   I was aware that slums existed, but knew nothing of how they functioned, what living conditions were really like, or how the people there managed to live.   But in no way was I aware that such conditions existed in America, the so called "Land of Opportunity."   It seems it was just the opposite in these ghettos.   There was very little, if any for the people living here.   No chance whatsoever of employment outside the ghetto, or being accepted outside it.   It was their home, they were not supposed to leave it, and when they did they were eyed with hate by other people who did not want to be in their presence.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I was also mortified by the extremely high amounts of child deaths in this particular ghetto.   It seemed terrible that so many young children were getting killed, whether it be an accidental death in an elevator shaft, and mistaken shootings, or because of the extremely unhealthy conditions they were living in and the poor treatments that were available at area hospitals.   I cannot even imagine myself in those conditions or anyone for the matter.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The stories of people’s bravery in the face of so much adversity affected me the most.   I am amazed by the people who live in these terrible conditions day after day year after year yet still have the drive to go on and encourage others that things will be better and that one day everything will be all right.

Physics Friction Lab

Friction Page 1 Lab: Friction William Morris Leo Hayes High School Friction Page 2 Purpose: To investigate the coefficient of friction for a given surface and the effects that factors such as weight, surface area and changes to the surface have on the coefficient of friction. Hypothesis: The smaller the amount of normal force (weight), the less friction created and the least surface area and the greaser the surface the less friction is created. With the increase in normal force corresponding with the increase in friction should balance out â€Å"mu†. Materials: Spring scale, string, 4 textbooks, PledgeProcedure: 1. Using a spring scale and some string we hooked through the pages of the text book to find the weight to find the weight of each text book we used and then recorded it. 2. We pulled the first text book across the table then estimated the amount of force we needed to apply to the scale attached to the text book to move it at a constant speed and then recorded our gues s. 3. Using the string and spring scale we pulled the text book across the table at a constant speed keeping the string parallel to the surface of the table and then recorded the data. . From this measured force below, we determined the frictional force that had acted upon the book as we pulled it across the table. 5. Then we pulled the book across the table once more at a different constant speed to ensure accurate friction readings. 6. From the weights of the text book we found earlier we determined the normal force acting on the text book as we pulled it across the table and then recorded it below. 7. We added the second text book, (B), to the first one and pulled them across the table again recording their force of friction. 8.We then repeated this procedure twice more adding a text book each time as recorded below. 9. We then pulled text book, A, on its spine across the table at a constant speed recording the force from the scale. 10. We pledged the table and rubbed it thorough ly with a cloth and then repeated only step 3 on this pledged surface and recorded the force required. Friction Page 3 Questions: 1. Compare the books weight with the force required to pull it horizontally at a constant speed. Which one is larger? In all cases the normal force is larger than the force of friction. 2.It always takes more force to start an object than to keep it moving at a constant speed. Why? Friction is caused by tiny scratches in the smoothness of a surface. The rougher a surface is, the rougher it feels. And the rougher a pair of surfaces are, the harder it is for them to slide past each other. The tiny rough edges grab hold of each other and lock the surfaces into place, so that it takes a great deal of force to make them move. That's the static friction you're trying to overcome. Once you get the surfaces moving the rough edges are already dislodged and as long as you don't stop, they won't have a chance to lock again.Therefore, it's easier to keep something mo ving once you've started than it would be to stop and start again. 3. Does it take more force to move an object at a higher constant speed than a slower constant speed? In our lab the force seemed to stay the same. This could have something to do with our sources of error. The lab did not reveal this. 4. The force of friction was found in part 3. Would it be more or less if you pulled the text book across: (a) Ice(b) Sand(c) Rough Concrete(d) Waxed Floor How is the force of friction affected by changing the surface from smooth to rough? a) Less friction (b) More friction (c) More friction (d) More friction A rough surface has more grooves to grab than a smooth surface therefore creating more friction. Friction Page 4 5. Does the force of friction depend on the speed of motion? In our lab it was impossible to figure this out due to our sources of error. 6. Write an equation showing the relationship between the force of friction and the normal force. Use this equation to calculate the coefficient of friction for each set of readings. 7. What are the units for â€Å"mu† , the coefficient of friction?There is no unit measurement for the coefficient of friction. 8. Plot a full page graph of the force of friction verse the normal force. See graph on following page for the force of friction verse the normal force. 9. Based on your graph what is the relationship between the coefficient of friction verse the normal force. The relationship between the coefficient of friction verse the normal force is such that the coefficient is the same because the increase in normal force corresponds with the then increase in friction creating the same â€Å"mu†. 10.How do the coefficients of friction compare for each of your five trials in the data table? Is this how they should be? With a smoother surface the friction is lowered therefore lowering â€Å"mu†. This is how it should be. Friction Page 5 Data/Results: Books| Normal Force| Friction|  µ| A| 10. 5 N| 2. 5 N| 0. 24| A + B| 20. 5 N| 5. 0 N| 0. 24| A + B + C| 31. 5 N| 7. 5 N| 0. 24| A + B + C + D| 42. 5 N| 10. 0 N| 0. 24| Book A on spine| 10. 5 N| 2. 0 N| 0. 20| Books A on Pledged Surface| 10. 5 N| 2. 0 N| 0. 20| Books| Normal Force (weight)| A| 10. 5 N| B| 10. 0 N|C| 11. 0 N| D| 11. 0 N| Discussion: There are several sources of error in this lab. One being the scales not being accurate and there is no way to fix this except to purchase new scales each time. Another could be the angle we are pulling the book from. There is no way for us to be exactly sure if this force is exactly parallel with the table. When finding our normal force we do not take into consideration the weight of the string and this cannot be fixed as our scales are not this precise. It is unknown if our hand was completely steady while finding our normal force.This could result in our normal force being inaccurate. There is no way to fix this as we are not robots. The same is true for finding the force of frictio n as we are not sure we are pulling the book(s) at the same constant speed. Conclusion: After the lab I found my hypothesis to be true in that the smaller the amount of normal force (weight), the less friction created and the least surface area and the greaser the surface the less friction was created. With the increase in normal force corresponding with the increase in friction it balanced out â€Å"mu†.

Short Story - 905 Words

â€Å"Hello?† [ONE] rolled their eyes as they said the word. Come on, they were better than this. They didn’t need to talk to themselves. â€Å"Ah, Hello† A soft voice came from behind them and their head shot up. Twisting their neck to search behind them, they made a sound of confusion when nothing was there. â€Å"What are you doing?† [ONE] jumped as the voice was right next to them. But†¦ no one was there. Were they hearing voices now? [ONE] paused and thought for a moment. This place was full of different things. Maybe this something could help them? â€Å"Looking for something.† The voice hummed in what sounded like excitement. â€Å"Ooh, Can I help?† [ONE] stared in the direction of the voice. They were uneasy and their hands were gripping the flashlight†¦show more content†¦It is nothing of your concern.† The feeling of the voice changed. It sounded tense. But they were a curious person by nature, it was why they were here after all. â€Å"How is your ‘something’ going then? Can you at least talk about that?† It relented, and the image of a silhouette slumping in defeat crossed his mind. â€Å"OK, at least I can hope.† â€Å"Well,† [ONE] spoke slowly, mapping out a plan in their mind. â€Å"Would you like to stay and chat?† The temperature dropped and they could feel emotions coming off in waves. [ONE] choked on a small gasp when he could see a faint outline of a person. The owner of the voice did not feel very happy. â€Å"Look, I really do not want to ‘chat’†, The form shimmered out of existence and reappeared right in front of him. Nose to nose with this being, their eyes were open wide with fear. A hard object was shoved into his chest and [ONE] fell backwards. The thing loomed over them, and it felt like it was glaring holes into them. â€Å"Take it.† It snapped angrily. â€Å"W-what?† [ONE] stuttered in surprise. They thought it would attack them! They held the thing up to his face by a cord. It was a small, engraved disk. A necklace? â€Å"What is it?† [ONE] glanced at the still visible ‘Voice’. â€Å"An amulet. It’ll help guide you.† Seeing the plain question showing on the others face, it continued with irritation. â€Å"Don’t look at me like that. It told me to give it to you.† The confusion shone clear on their face. â€Å"It,† they hesitated, thinking they had heardShow MoreRelatedshort story1018 Words   |  5 Pagesï » ¿Short Stories:  Ã‚  Characteristics †¢Short  - Can usually be read in one sitting. †¢Concise:  Ã‚  Information offered in the story is relevant to the tale being told.  Ã‚  This is unlike a novel, where the story can diverge from the main plot †¢Usually tries to leave behind a  single impression  or effect.  Ã‚  Usually, though not always built around one character, place, idea, or act. †¢Because they are concise, writers depend on the reader bringing  personal experiences  and  prior knowledge  to the story. Four MajorRead MoreThe Short Stories Ideas For Writing A Short Story Essay1097 Words   |  5 Pageswriting a short story. Many a time, writers run out of these short story ideas upon exhausting their sources of short story ideas. If you are one of these writers, who have run out of short story ideas, and the deadline you have for coming up with a short story is running out, the short story writing prompts below will surely help you. Additionally, if you are being tormented by the blank Microsoft Word document staring at you because you are not able to come up with the best short story idea, youRead MoreShort Story1804 Words   |  8 PagesShort story: Definition and History. A  short story  like any other term does not have only one definition, it has many definitions, but all of them are similar in a general idea. According to The World Book Encyclopedia (1994, Vol. 12, L-354), â€Å"the short story is a short work of fiction that usually centers around a single incident. Because of its shorter length, the characters and situations are fewer and less complicated than those of a novel.† In the Cambridge Advanced Learner’s DictionaryRead MoreShort Stories648 Words   |  3 Pageswhat the title to the short story is. The short story theme I am going conduct on is â€Å"The Secret Life of Walter Mitty’ by James Thurber (1973). In this short story the literary elements being used is plot and symbols and the theme being full of distractions and disruption. The narrator is giving a third person point of view in sharing the thoughts of the characters. Walter Mitty the daydreamer is very humorous in the different plots of his dr ifting off. In the start of the story the plot, symbols,Read MoreShort Stories1125 Words   |  5 PagesThe themes of short stories are often relevant to real life? To what extent do you agree with this view? In the short stories â€Å"Miss Brill† and â€Å"Frau Brechenmacher attends a wedding† written by Katherine Mansfield, the themes which are relevant to real life in Miss Brill are isolation and appearance versus reality. Likewise Frau Brechenmacher suffers through isolation throughout the story and also male dominance is one of the major themes that are highlighted in the story. These themes areRead MoreShort Story and People1473 Words   |  6 Pagesï » ¿Title: Story Of An Hour Author: Kate Chopin I. On The Elements / Literary Concepts The short story Story Of An Hour is all about the series of emotions that the protagonist, Mrs. Mallard showed to the readers. With the kind of plot of this short story, it actually refers to the moments that Mrs. Mallard knew that all this time, her husband was alive. For the symbol, I like the title of this short story because it actually symbolizes the time where Mrs. Mallard died with joy. And with thatRead MoreShort Story Essay1294 Words   |  6 PagesA short story concentrates on creating a single dynamic effect and is limited in character and situation. It is a language of maximum yet economical effect. Every word must do a job, sometimes several jobs. Short stories are filled with numerous language and sound devices. These language and sound devices create a stronger image of the scenario or the characters within the text, which contribute to the overall pre-designed effect.As it is shown in the metaphor lipstick bleeding gently in CinnamonRead MoreRacism in the Short Stor ies1837 Words   |  7 PagesOften we read stories that tell stories of mixing the grouping may not always be what is legal or what people consider moral at the time. The things that you can learn from someone who is not like you is amazing if people took the time to consider this before judging someone the world as we know it would be a completely different place. The notion to overlook someone because they are not the same race, gender, creed, religion seems to be the way of the world for a long time. Racism is so prevalentRead MoreThe Idol Short Story1728 Words   |  7 PagesThe short stories â€Å"The Idol† by Adolfo Bioy Casares and â€Å"Axolotl† by Julio Cortà ¡zar address the notion of obsession, and the resulting harm that can come from it. Like all addictions, obsession makes one feel overwhelmed, as a single thought comes to continuously intruding our mind, causing the individual to not be able to ignore these thoughts. In â€Å"Axolotl†, the narr ator is drawn upon the axolotls at the Jardin des Plantes aquarium and his fascination towards the axolotls becomes an obsession. InRead MoreGothic Short Story1447 Words   |  6 Pages The End. In the short story, â€Å"Emma Barrett,† the reader follows a search party group searching for a missing girl named Emma deep in a forest in Oregon. The story follows through first person narration by a group member named Holden. This story would be considered a gothic short story because of its use of setting, theme, symbolism, and literary devices used to portray the horror of a missing six-year-old girl. Plot is the literal chronological development of the story, the sequence of events

The Motivation For Why People Go At University - 801 Words

The first key point that Levy discusses is the motivation for why people go to university. Levy identifies three main reasons for students to attend university. The first reason is vocational. What this means is that students go to university because they have recognised that gaining a higher education and furthering their studies will provide them with a wider range of career opportunities. The second reason is scholastic. This means that students go to university for personal enrichment and for a love of learning, as they believe that a personal interest is essential to remaining at university studies. They are not solely driven by the desire to gain more money. The third reason is social. This means that students go to university for the social life. Levy discusses that the reason for why these students have this motivation is due to them living close to the campus or still living with their parents at home. He later discusses that they were unlikely to progress beyond the first y ear of university a number of them realised that university is not about partying, it is all about working hard. Levy discusses that students later revealed numerous motivations for attending to university, not just the common categories of vocational aspirations, scholastic or social opportunities. These motivations were quite separate from the other factors. Some students felt compelled into attending university not only by their parents but also their schools. Parents played a significantShow MoreRelatedLack of Exercise Among College Students Essay691 Words   |  3 PagesLack of Exercise among College Students For most people it is common knowledge that maintaining an active lifestyle and exercising on a daily basis is essential to a healthy life, research shows that approximately fifty percent of all college students see a decrease in regular exercise following high school graduation (Kilapatrick 2005). The decline of regular exercise displays a problem in more then a few colleges; the correlation of increased sedentary lifestyle and decreased physical activityRead MoreShould College Be A Smart Intelligent Black Male?979 Words   |  4 Pages20 years prior. Which has cause the pay to build to such an extent. In the article â€Å"Why Go to College at All† by Holly Epstein Ojalvo she talked with Dale Stephens a previous college student, who accepts that attending a university is not a decent way to take , he accepts the reasons that individuals offer concerning why you ought to set off for college are not genuine .The second motivation behind why persons go to school is to meet new individuals. Stephens went on to say school restrains a manRead MoreConsumers Perception of a Brand Image Incredibly Relevant1297 Words   |  6 Pagesworth it. Burnham, Frels and Mahajan (2003) discuss the importance of not just economic switching costs but the costs of social and knowledge switching costs. That’s why its importance through marketing, Microsoft not only appeals to students but also educates them on the ways of Windows 8. The interactive factor of hosting a university event will allow students to sample and play with Windows 8 for free and to get the feel of the tangible produc t. The education and chance to trial Windows 8 can positivelyRead MoreThe Challenges Of Managers Face Today1274 Words   |  6 Pagesdifferent challenges that managers face today that they did not face 50 years ago. Motivation as described by Maccoby consists of 4 R s. Those 4 R s include responsibilities, relationships, reward and reasons. These 4 R s were prevalent in motivation 50 years ago and are the reason why it is harder for companies to keep motivating today. Responsibilities in the workplace 50 years ago were simple, the men would go to work, at jobs that usually involved physical labor, and provide for their wivesRead MoreCollege Should Not Be Free Essay example720 Words   |  3 Pagesshould not be free. I personally dont think that college should be free. Students who pay for their college are more motivated, hard working and independent. Many students would have poor motivation to finish school, because they can always come back. As a matter of fact students with ambitions to get university degree are learning much harder in high school than other, who thinks they don’t need an extra paper. There are many students that are so smart, and they will find the way to get money forRead MoreThe Impact Of Digital Transformation On Education1443 Words   |  6 Pagesintroduced into teaching methods but what if this this new digital world that we live in, changed the way in which we learn, where we learn and is it possible that the traditional university teaching such as Oxford, Cambridge and Surrey are able to change and become a digital teaching experience. At its extreme, universities will need to create new products and markets that merge the education sector with others such as media, technology and innovation, which presents excitement but also challengesRead MoreGraduation Rate : Four Years Versus Six Years1454 Words   |  6 Pagesto finish their schooling because of finances, stress, lack of motivation, and lack of being prepared emotionally and academically. Approximately 28 percent of Texas undergraduates graduate with a four year degree on time. Meanwhile, a little over half of all undergraduates graduate in six years instead of four. (â€Å"Graduation Rates By State†) College is an expensive investment for any student. Although college puts many young people into debt, a four year college graduate is said to make 84 percentRead MoreAdult Learning Theory Essay 31359 Words   |  6 Pagessuch a big business today, it is easy to understand why institutions of higher learning have placed a lot of time and money into understanding how adults learn. Since our start in school as young children there has been and always will be a high importance placed on our learning. The same applies as adults but we want to be the masters of this. As young children we go to school simply because our parents and society tells us that we are going to go to school. As adults we have a choice about thisRead MoreI Am A Great Guy Who Always Been Labeled With The Word `` Mediocrity ``987 Words   |  4 Pagesworld didn’t seem to think he would be able to do much in life. When he was asked about what he wanted to do when he grew up, instead of saying the words â⠂¬Å"engineer† and â€Å"lawyer†, he would simply say, â€Å"I just want to help people.† He was a great guy who always wanted to see people happy. He had the potential to do great things and possibly change the world, but how? From elementary school to senior year of high school, his grades were right at, or below, average. Looking at Kamish Yousuf on paper wasRead MoreMotivational Theory Research : Iowa State University1253 Words   |  6 PagesBrynna R. Baumhover Iowa State University Have you ever wondered why two people with the same job and in the same environment may perform differently or have a different viewpoint of their job? Of course everyone is different, but what is different? Perhaps it could be their motivation to perform their duties. According to David McClelland (1993), cognitive intelligence is not the best predictor of occupational status or job performance. Many people ignore the social factors that contribute

The Body In Gulliver’S Travels . Gulliver’S Travels,...

The Body in Gulliver’s Travels Gulliver’s Travels, published in 1726, by Jonathan Swift, is a travel narrative about Lemuel Gulliver. Europe, around the time Swift published his novel, was dominated with ideas of Enlightenment which privileged rational thought and reason. Man during this time believed to be superior to all creatures, based on his ability to reason. Gulliver’s Travels satirically relates bodily functions and physical attributes to social issues as well as the Enlightenment Theory. Through the voyages of Gulliver, Swift breaks down the exalted notions which were associated with the age of the Enlightenment. Swift also uses graphic representations of the body and its functions, to reveal to the reader that greatness is†¦show more content†¦Swift in great detail describes the act of excretion various times throughout the text. In the country of the Houyhnhnms, the Yahoos throw their excrement at each other and at Gulliver. The recurring appearance of excrement reminds the reader of the importance of the body’s demands while refusing to let humans be portrayed exclusively as intellectual beings. In Book 1, the size of the Lilliputians was also an analogy for England. Swift recognized that England was just like the Lilliputians, which had great influence in Europe. Swift wrote Gulliver’s Travels during a time when Europe was the world’s most dominant and influential force. However, England despite its small size had the power to defeat any nation and try to conquer them. Swift makes this connection to the small stature of the Lilliputians. They stood only six inches high, but had the power to siege Gulliver who appeared like a giant to them. The ability of a nation consisting of miniature people who are able to capture someone many times their size can be seen as reinforcing the capability of a small nation becoming and remaining a great power. Swift displays a condescending tone to Gulliver’s portrayal of the small Lilliputians who easily fit into the hands of Gulliver yet still manage to threaten his life even though the Lilliputians are extremely smal l in Gulliver’s eyes. On Gulliver’s second voyage, he comes across a race of gigantic beings, theShow MoreRelatedJonathan Swifts Gullivers Travels1210 Words   |  5 Pages The definition of a utopia is an imagined place or state in which everything is perfect. In book four of Gulliver’s travels Gulliver discovers a group of people called the Houyhnhnms and the group displays qualities of a possible utopia. The Houyhnhnms are very rational in their thinking, and try their best to stay away from entertainment and vanity. However the Houyhnhnms could not be considered creators of a utopia because they emphasized unrealistic rules and because of their treatment ofRead MoreThe Downfall And Vice As A Tale Of A Tub And The Battle Of The World Essay2058 Words   |  9 Pagesvice being satirised through the characters of Gulliver’s Travels. Swift began working on book by 1721, with the parts being written in sequence to begin with. Parts I and II were finished by late 1723 with Part IV being completed by January 1724. This lead to Part III being finished and the entire works being under revision in early 1725. Swift sent the manuscript to Benjamin Motte, a bookseller at that time. Before publishing Gulliver’s Travels Motte edited the text fearing the crown and courtRead MoreAnalysis on Swift’s Attitude Towards Humanity1638 Words   |  7 PagesSwift’s Attitude towards Humanity Introduction In1726, Jonathan Swift, one of the best-known realistic writers in 18th century, published his book Gulliver’s Travels which on the surface is a collection of travel journals of a surgeon called Lemuel Gulliver but actually is a work of satire on politics and human nature. In the four incredible adventures, Gulliver’s perceptions are tied closely with Swift’s shame and disgust against British government and even against the whole of the human conditionRead MoreAnalysis on Swifts Attitude Towards Humanity1622 Words   |  7 PagesSwift’s Attitude towards Humanity Introduction In1726, Jonathan Swift, one of the best-known realistic writers in 18th century, published his book Gulliver’s Travels which on the surface is a collection of travel journals of a surgeon called Lemuel Gulliver but actually is a work of satire on politics and human nature. In the four incredible adventures, Gulliver’s perceptions are tied closely with Swift’s shame and disgust against British government and even against the whole of the human conditionRead MoreAbuse of power in Gullivers travels1707 Words   |  7 PagesJonathan Swift’s Gulliver’s Travels presents a narrator, Lemuel Gulliver, who recounts his various sea voyages to fantastical lands. During each voyage, Gulliver encounters different societies and customs to which Gulliver must adjust to. in order to be accepted into their society The entire novel serves as a commentary on how people everywhere have a tendency to abuse the power given to them. Gulliver’s first voyage is to Lilliput. The ship that Gulliver travels on capsizes, and Gulliver findsRead MoreGulliver s Travels By Jonathan Swift1281 Words   |  6 Pages When people ever think of the famous novel Gulliver’s Travels written by Jonathan Swift, the first picture that would come to their mind is Gulliver’s dramatic comparison with the smalls or the giants in body size. The story of Lilliput (The land of Smalls) and the story of Brobdingnag (The land of Giants) are so widespread because of their both comic and humorous effect. They are favored by later literature carriers, like films and children’s books, generally in abridged and adopted editions. AsRead MoreEssay About Gullivers Travels5646 Words   |  23 Pagesdecided to write satires of modern learning. Gulliver’s Travels was a controversial work when it was first published in 1726. In fact, it was not until almost ten years after its first printing that the book appeared with the entire text that Swift had originally intended it to have. Ever since, editors have excised many of the passages, particularly the more caustic ones dealing with bodily functions. Even without those passages, however, Gulliver’s Travels serves as a biting satire, and Swift ensuresRead MoreGullivers Travels by Jonathan Swift1367 Words   |  6 PagesWhen Jonathan Swift published his novel Gulliver’s Travels in 1726, it immediately became a success and continues to be popular even today. The range of different topics addressed in his sardonic novel allows readers to easily relate, as many of the issues of Swift’s time during the Enlightenment remain relevant issues. As Swift wrote in another satirical piece The Battle of the Books, â€Å"Satyr is a sort of Glass, wherein Beholde rs do generall discover every body’s Faces but their Own.† The EnlightenmentRead More Comparison of the Transformation of Characters in Gullivers Travels and Robinson Crusoe1426 Words   |  6 PagesThe Transformation of Characters in Gullivers Travels and Robinson Crusoe   The characters in Gullivers Travels and Robinson Crusoe are portrayed as resembling trained soldiers, being capable of clear thought during tense and troubled times. This quality possessed within Robinson Crusoe and Gulliver is a result of the authors background and knowledge. Daniel Defoe was knowledgeable and proficient in seamanship, he understood the workings of a ship and the skills required for its operationRead MoreEssay about Jonathan Swift1794 Words   |  8 Pagespreachy. Swift was raised in Dublin, and was schooled well despite getting just average grades. After getting a job as a secretary, he moved on to being a priest in Ireland. By this time, Swift was already approaching thirty, but still had not published anything of much worth. His years of reading in the church libraries and his growing acute eye for the vices of society were honed at this time, and his great works were about to come. Swift had the power to easily implement new ideas and insights

Child and Family Nursing-Free-Samples for Students-Myassignment

Question: Create a Genogram to visually depict the Familys Structure. Answer: Family scenario 1- The Williams family Assessment Figure: Genogram of the Williams Family Description of the genogram The present genogram focuses on the Williams family, namey Hannah and Steven Williams. The two have been married for three years, after Hannah go divorced from her former husband, Barry. The two have a child named Billy. Barry at present is in a relationship with Jane, who has two children, the elder one Ronan and the younger one Emily, from the previous relationship whose name has not been mentioned. Stevens father Henry passed away a year ago while his mother Mavis is alive. Hannahs father Sam is presently married to his second wife Ariel, while his first mother Marion, Hannahs mother is alive. Family strengths The first strength that the Williams family is having is support. Hannah has been receiving the required physical support from her mother at frequent intervals. Her mother has come forward to share the load. She has relocated to the area the Williams have been living recently and has expressed a desire to help Hannah with taking care of the new born. According to Hockenberry and Wilson (2014), support from an elderly family member is crucial for a family that is struggling to cope up with the pressures of parenthood. If there is a pillar of support, parents are better to fulfil the responsibilities assigned to them. Positive family support enhances the ability of a new parent to make healthier life choices. Support from the mother would probably be thee best form of support one can receive. The support at the times of crisis has been indicated to have a good impact on the individual. The second strength that the Williams family is having is instances of shared activities. Steven expresses his wish to help her wife with cooking in the evening when is at home. This is the time frame when the couple gets to spend some time together while completing the household chores. As pointed out by Lowdermilk et al., (2014) sharing tasks with the spouse is a positive approach. While the couple shares a certain family responsibility and engages in an activity, the communication and bond between the two individuals are enhanced. There is an increased opportunity to understand the opposite persons feelings and perceptions. Shared activities lead to harmony and peace in the family. Planning, Implementation and Evaluation Issue 1- Social isolation Description of the issue- The prime challenge that the Williams family is facing is social isolation. From the case study, it is found that Hannah and Steven have relocated to their present location recently and have not been successful in establishing social contacts with the community. Due to commitments of their professional life and relocation, they have not met new people, except for a group of mothers through Billy's school. Steven has recently joined the local golf club and wishes to take his family to the club so that they can meet new people. The only source of support for Hannah is her mother Marion as Stevens mother stays away and does not visit them often. It is therefore evident that the family, and more precisely Hannah is suffering from social isolation. According to Kaakinen et al., (2014) social isolation is the state of lack of contact between a person and the society. Social isolation can have a deep impact on almost all aspects of the existence of the person, incl uding parenting. It is feared that a new parent might develop feelings of loneliness due to social isolation, resulting in depression. This would ultimately have a negative impact on her parenting style. Once loneliness engulfs a new mother, as a result of becoming disconnected from the outer world, negative responses are expected to come in. Since there are no peer groups with whom the new mother can share her ideas and thoughts, the person is likely to suffer from low self-esteem and loss of energy. It is imperative that a new mother has enhanced self-confidence and esteem, and adequate energy to establish a stable relationship with the family members. Nursing care plan- The nursing goal for Hannah, in relation to social isolation would be aligned with the present situation she is facing. The goal would be to use recognisable and repetitive strategies that are valid for increasing the morale of the individual and provide her with emotional support. The rationale for this nursing goal is that emotional support and guidance would provide Hannah with the human companionship she seeks. The establishment of a new relationship based on trust and exchange of feelings would cover up for the solitary existence she is living in. Engaging in regular conversations with an individual outside the family would increase possibilities of social engagement and maintain the uniqueness of relationships within the family (Denham et al., 2015). Implementation of care plan- The nurse would play the role of a counsellor and supporting the individual to assist Hannah to cope up with her feelings os isolation. It is advised that the nurse visits her on a regular basis and spends a considerable amount of time with her at her home. Such regular periods of interaction would help in enhancing her self-esteem as the nurse would suggest ways to cope up with the pressures of parenting a new born. The client is to be assisted in expressing their concerns and the challenges they face on a daily basis. Discussing barriers to social interactions would be a beneficial approach. In addition, motivational devices can be used by the nurse to develop the discussion between the nurse and the client. These can be in the form of videos, pictures or audio recordings. The nurse must engage in an effective commucniation with the client that is based on trust and mutual respect. The communication must be transparent and culturally sensitive (Ammerman et al., 2013). The very important step of helping the client rebuild the family network would also prove to be beneficial in this respect. Since rebuilding and keeping family networks has a lot to offer, the nurse must help Hannah build up a strong relationship with her family members (Widarsson et al., 2014). The user can consider making contact with her husband for discussing strategies by which he can help in reducing the issues pertaining to social isolation. It is crucial that Steven supports Hannah for combating social isolation. He, therefore, needs to be motivated and encouraged by the nurse for the same. Evaluation of care plan- Ideally, the preferred outcomes of the provided intervention would be to reduce social isolation and increase the integrity of the client. The outcomes of the intervention could be evaluated through two distinct processes; observations taken for the client and using a tool for the same. The nurse must consider taking regular observations regarding clients change in behaviour and expressions of self-esteem. Whether the client exhibits increased energy and enthusiasm and points out an improved relationship with her husband, are the other aspects to be evaluated. A measurement instrument could be used for the same purpose if required. One such example of a tool is the Lubben Social Network Scale. This scale applies 10 items, placing individuals into four different quartiles each with a cut-off score for indication of social isolation (Denham et al., 2015). Issue 2- Transition to parenthood Description of the issue- The second issue that coms up in light of the presented case study are difficulties in transition to parenthood as experienced by Steven. Steven is found to be concerned about the financial condition of the family. Moreover, he is unable to cope with the needs of parenthood and is not emotionally prepared to embrace fatherhood. This is evident from the fact that he wants his wife to manage and take care of the baby early in the mornings while he is away for his golf sessions. To add to the issue, he is only looking to family time if the baby does not cry too much. As highlighted by Bennett et al., (2017) transition to parenthood is considered as a vital adjustment period for the family members, especially the father. With the addition of a baby to the family, a drastic change in lifestyle is to be expected. This developmental period has serious implications for fathers. Research has been continually indicating that it is stressful for an individual to embrac e fatherhood and cope up with the profound sudden changes. Since these changes are often problematic, chances are high that the father is not able to establish a strong relationship with the baby or the mother. Nursing care plan- The nursing goal in relation to the issue above would be to promote better engagement of Steven in the care process of the newborn. He would be demonstrating increased intentions to help out Hannah with the care taking of the baby and handle tactfully instances of the baby crying or similar concerns. The rationale for this goal is that fathers play a crucial role in the upbringing of the child and his involvement is as necessary as that of the mother (Roy et al., 2014). Steven is in need of promoting his parental competencies and provide support to his wife in times of need. The necessity of the father figure is required in the first few months after child birth as the mother alone is not able to handle the challenges of parenting alone. Implementation of care plan- Parenthood is a relevant ensuring topic in the contemporary society and probably the most vital developmental transition in nursing. Promotion, facilitation and empowerment of the father are the key aim of nurses in this regard (Gross Marcussen, 2017). According to Ateah (2013), the best proven strategy for enhancing the experiences of fathers and motivating them to take part in the child caring process is to conduct educational sessions. Such sessions are known to help new fathers cope up with the burdens faced while undergoing the transition. Educational sessions have the key focus on imparting information to the parents on different effective strategies using which the individual can better handle the challenges coming up. The authors emphasises that the education session content must have the focus on case study examples where parents combat challenges similar to the faced by the client. Steven can relate the information provided to him with his real life experiences to come up with logical solutions to problems. Through the different adaptation strategies, Steven would be helped to make a healthy transition to the reality of becoming a father. The participation of the parent needs to be upheld throughout the entire education session. By doing so, there would be a reduction of the rejection that Steven might feel while taking care of the baby. Since Steven is a working father and has rotational job schedule, it would be advisable to conduct the sessions just after he gets back home on leave. However, the time and duration of the sessions are to be decided as per the convenience of Steven (Sethna et al., 2017). Evaluation of care plan- The best possible method of evaluating the improvements shown by Steven is to receive feedback from Hannah. Hannah would be the person who would provide information on whether Steven shows changes in his behaviours in relation to parenting. For achieving this, Hannah needs to be educated with strategies to observe behaviours and note them over a considerable period of time. Since Stevens is known to remain at on-job sites for certain time frames, the same can be challenging. Hannah needs to be motivated to remain patient and enduring while engaging in any conversation with steven regarding his change of behaviour. Feedback needs to be taken on a regular basis whenever there is a chance of getting so. It is vital that the nurse answers any doubts or questions that Hannah has in relation to what to expect from Steven. Reinforcing the skills of Steven to the advancement of his parental role would be a justified approach (Denham et al., 2015). References Ammerman, R. T., Putnam, F. W., Altaye, M., Teeters, A. R., Stevens, J., Van Ginkel, J. B. (2013). Treatment of depressed mothers in home visiting: Impact on psychological distress and social functioning.Child abuse neglect,37(8), 544-554. https://www.sciencedirect.com/science/article/pii/S0145213413000756 Ateah, C. A. (2013). Prenatal parent education for first-time expectant parents:Making it through labor is just the beginning.Journal of Pediatric Health Care,27(2), 91-97. https://www.sciencedirect.com/science/article/pii/S0891524511002252 Bennett, C. T., Buchan, J. L., Letourneau, N., Shanker, S. G., Fenwick, A., Smith-Chant, B., Gilmer, C. (2017). A realist synthesis of social connectivity interventions during transition to parenthood: The value of relationships.Applied Nursing Research,34, 12-23. https://www.sciencedirect.com/science/article/pii/S0897189716303032 Denham, S., Eggenberger, S., Young, P., Krumwiede, N. (2015).Family-Focused Nursing Care. FA Davis. Gross, C. L., Marcussen, K. (2017). Postpartum depression in mothers and fathers: The role of parenting efficacy expectations during the transition to parenthood.Sex Roles,76(5-6), 290-305. https://link.springer.com/article/10.1007/s11199-016-0629-7 Hockenberry, M. J., Wilson, D. (2014).Wong's Nursing Care of Infants and Children-E-Book. Elsevier Health Sciences. Kaakinen, J. R., Coehlo, D. P., Steele, R., Tabacco, A., Hanson, S. M. H. (2014).Family health care nursing: Theory, practice, and research. FA Davis. Lowdermilk, D. L., Perry, S. E., Cashion, M. C. (2014).Maternity Nursing-Revised Reprint-E-Book. Elsevier Health Sciences. Roy, R. N., Schumm, W. R., Britt, S. L. (2014).Transition to parenthood. Springer New York. Sethna, V. F., Perry, E., Domoney, J., Iles, J., Psychogiou, L., Rowbotham, N. E., ... Ramchandani, P. G. (2017). Father-child interactions at 3-months and 2 years: contributions to childrens cognitive development at 2 years.Infant Mental Health Journal,38(3), 378-390. https://centaur.reading.ac.uk/67959/ Widarsson, M., Engstrm, G., Berglund, A., Tydn, T., Lundberg, P. (2014). Parental stress and dyadic consensus in early parenthood among mothers and fathers in Sweden.Scandinavian journal of caring sciences,28(4), 689-699. https://onlinelibrary.wiley.com/doi/10.1111/scs.12096/full