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How To Write A Research Paper Outline

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How To Write A Research Paper Outline

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Back to back to back

Back to back to back The last post I made was kind of a lot. Even beginning to write this post took way more effort than it normally would have. Anyway, I’ll continue my theme of talking about my problems in public, and I’ll walk you through my mess of overcommitment so far. February has just been a blur for me, and I feel that, until last weekend, I didn’t really have a day that was free. During January, ESP was asked to clear out the room where we stored all of our class supplies. This took us an entire day and involved putting seven shelves’ worth of class supplies in boxes and moving them to another room. Then on the first weekend of February, the weekend before the semester started, we moved all of them back and organized them this time. It was tiring, but now all of our class supplies are neatly organized and labeled and it’s actually really nice. Classes began in full swing on Monday, while I helped with recruiting teachers for Spark, which is like Splash but for middle schoolers.01 More specifically, imagine a thousand or so middle school students coming to MIT to take hour-long-ish classes taught by people in the MIT community for a weekend. My day-to-day for February was pretty full. Apart from classes, I’m a lab assistant for 6.036 Introduction to Machine Learning, and I’m going to waltz classes on Monday nights, Tech Squares on Tuesday nights, ESP worksessions on Wednesday nights, and an A1 square dancing class02 So it turns out square dancing has different emprograms/em, going from Basic 1, Basic 2, Mainstream, Plus, then A1 and A2 making up Advanced, and C1 through C4 being Challenge. No, I am emnot/em learning too much square dancing. on Thursday nights. The second weekend of February was the ESP retreat, where we drove up to New Hampshire in the freezing cold, and it was really fun. That Sunday was the first Floor Pi meeting03 The floor I live in on East Campus. in the spring, where we elected committees. I was again serving on TeaComm, which runs teatime on hall every few days, where we have tea and talk about stuff. Through the next week were preparations for HMMT February, a high school math competition run by Harvard and MIT students that I volunteer for. We stapled problem sheets together, organized team envelopes, cut labels, all that stuff. East Campus was also beginning its preparations for CPW and REX,04 Campus Preview Weekend and Residence Exploration, when dorms and student groups host lots of events. and I submitted several events that I wanted to run with Floor Pi. HMMT February happened on the third weekend. That was also a lot. I served ice cream and ran an origami event on Friday night, graded all day on Saturday, went to a wrapup meeting on Saturday evening, hanged out with friends on Floor Pi later that night, and cotaught a class with Hahn on how RSA worked. On Sunday began Spark scheduling weekend, where I helped schedule the hundreds of classes being taught for Spark. I had dinner on Sunday with some friends who came over for HMMT, and then had a meeting with the Filipino Students Association to decide what we were going to do this spring. Then we played a round of Only Connect05 A British game show. Floor Pi likes writing Only Connect-styled problems and playing them with the hall. on Floor Pi that Yannick wrote. So yeah. Three back to back to back weekends of activities. I gave two admissions tours on Monday. A friend told me later that week that someone they knew went on a tour I gave, and that person said I was a really good tour guide, which made me feel good. Spark scheduling weekend continued through Monday afternoon, where we wrapped up some loose ends, and then had dinner together. There was Fruit Bowl06 Another Floor Pi tradition, where we come together and eat fruit. on Wednesday, and my first midterm of the semester that Friday. And that weekendâ€"last weekendâ€"was the first weekend in a while that I felt like I didn’t do anything. Friday night, I went to a LARP07 A live-action roleplaying game. See the Assassins’ Guild wiki: a href=https://assassin.mit.edu/web/What_is_LARP%3FWhat is LARP?/a run through the Assassins’ Guild. My character was apparently a ghost, which I only found out two-thirds of the way into the game. No alarm woke me up on Saturday. I spent some time working on psets, but I mostly did other stuff. I sang Ang Huling El Bimbo for an International Mother Language Day event. I went to Epsilon Theta08 Not a frat, but an independent living group. Culturally similar to Floor Pi. on Saturday evening, did some puzzles, and slept over. On Sunday afternoon, I learned how to play Stone Age, another board game, and ran another round of Only Connect on Floor Pi that I cowrote with Wayne. And that brings us to this week. We had a meeting about Mystery Hunt 2021 on Monday. A game of Live-Action Mafia,09 A game that involves sneaking up on people and tapping their shoulders to make “kills”, a lot like the party game a href=https://en.wikipedia.org/wiki/Werewolf_(social_deduction_game)Werewolf/a. which is another club I’m involved with, started on Tuesday. I replied to a lot of emails this week, because Spring HSSP,10 A multi-week program of a series of classes running for six Saturdays, for students in seventh through twelfth grades. another one of ESP’s programs, is beginning this weekend. The Filipino Students Association’s general board meeting will happen on Friday night. And I’m giving a lecture on calendar math for Spring HSSP. I’m eight hundred words into this post and the only thing that’s happened is me talking about what I did this February. Note that I haven’t even given any interpretations! I haven’t even mentioned what I feel about all this, or discussed the other things going on through my mind, or mentioned a single class I’m taking. And I think this is pretty clearly a sign that I’m doing a lot. I feel that even if I did drop some commitments, I would just replace them with other things, or personal projects. I feel that at this rate, I’m just going to keep doing things until I forcibly burn myself out. But I don’t feel like I’m going to burn out. I don’t feel like I’m going to break. And I enjoy all the things that I’m doing, which is great! I find fulfillment in my classes, and my extracurriculars. I feel like I’m actually doing something, like I’m helping, and I like it because it makes me feel like I have control over things. Yet it also sucks, in a weird, perverted sense, because I don’t know which of my commitments I would drop if I needed to. But do I want to drop things in the first place? Do I really want to spend more time being alone? Maybe the reason I’m doing so much is because I’m avoiding being alone, I’m avoiding having free time with just myself, that I want almost every waking moment doing something, or hanging out with someone. Maybe I’m doing it to avoid the thoughts that I’d get when I am alone, thoughts I’d rather not entertain. That’s it I guess. Oops. I promise I’ll write something more substantial next time. More specifically, imagine a thousand or so middle school students coming to MIT to take hour-long-ish classes taught by people in the MIT community for a weekend. back to text ? So it turns out square dancing has different programs, going from Basic 1, Basic 2, Mainstream, Plus, then A1 and A2 making up Advanced, and C1 through C4 being Challenge. No, I am not learning too much square dancing. back to text ? The floor I live in on East Campus. back to text ? Campus Preview Weekend and Residence Exploration, when dorms and student groups host lots of events. back to text ? A British game show. Floor Pi likes writing Only Connect-styled problems and playing them with the hall. back to text ? Another Floor Pi tradition, where we come together and eat fruit. back to text ? A live-action roleplaying game. See the Assassins’ Guild wiki: What is LARP? back to text ? Not a frat, but an independent living group. Culturally similar to Floor Pi. back to text ? A game that involves sneaking up on people and tapping their shoulders to make “kills”, a lot like the party game Werewolf. back to text ? A multi-week program of a series of classes running for six Saturdays, for students in seventh through twelfth grades. back to text ?

5 Mistakes to Avoid at the Admission Interview

An admission interview—a crucial part of many private school application processes—can be a nerve-wracking experience for applicants and their families. You want to make a strong first impression in order to secure a spot at the perfect school for your child but you arent quite sure how to do that. Start with what not to do and avoid these five things during your interview. Showing up Late Many private schools book back-to-back admissions interviews during busy times of the year, so avoid throwing off their tight schedule at all costs. If you have a legitimate reason for being late, call the office and notify them of this as soon as you realize you wont make your scheduled time. You can always reschedule but recovering from a tardy arrival is much more difficult. You are likely to lose the respect of the admissions committee if you treat your appointment time as a suggestion. Show that you value your interviewers time by arriving on schedule, even early, to firmly place yourself in good standing with the school. Ranking Schools The admissions staff probably knows that their school is not the only one you are looking at but be civil and unprejudiced no matter where their school ranks on your list. Both you and the admissions committee members are trying to determine whether this is the right  school for your child—this process is not a competition. While you dont want to lie and tell a school that they are your first choice when they are not, you also dont want to tell them exactly where they fall among your other candidates. Your backup schools should not know that they are your backups and you should always express gratitude at having the chance to meet with them. Drawing comparisons is not courteous or productive. Try to be genuine without disclosing too much. Being Disrespectful or Smug This should be a given in any situation but behaving as if you are the most knowledgeable person in the room is not wise during an admissions interview. Educating your child involves a three-sided partnership: the school, parents, and child/children. You may ask direct questions about the school and its teaching, make requests, and share what you know without being abrasive or suggesting that you think teachers and staff are unqualified or inferior to you in any way (or that your child is better than all other children). Be deferential to the people that are meeting with you to discuss your childs future and remember that, while you might know the most about your child, you do not know the most about how to teach or run a school. Many parents make the mistake of acting as if they dont trust educators and administrators to provide their child with a high-quality education and it isnt unheard of for qualified students to be denied admission because of this. Trying to Impress Most schools champion diversity and meeting the needs of their students over stacking the parental ranks with wealth and power. Private schools admit students based on their qualifications and many will also seek out students who ordinarily could not afford a private school education and offer them financial help to attend. They do not seek out students based on whether their parents are rich. Your ability to participate in the schools fundraising efforts may be a bonus but do not try to leverage your affluence to get your child admitted. Do not brag about your money during an interview under any circumstances. A student ultimately needs to be right for the school and a financial donation, no matter how large, will not change an improper fit. Acting Overly Friendly or Familiar Even if an interview went well and it is obvious that the committee members liked you and your child, dont get carried away. Be gracious without being effusive throughout the interview, especially as you leave. Suggesting that you and the admissions officer have lunch together sometime or giving them a hug is inappropriate and unprofessional—this is about your childs education and nothing more. A smile and a polite handshake will suffice at the conclusion of an interview and leave a good impression. Article  edited by  Stacy Jagodowski

Cognitive Theory - 1877 Words

Cognitive – Development Theory Sarah Self Pikes Peak Community College Psychology 235 June 23, 2013 Instructor Routh Cognitive – Development Theory Childhood is an interesting time in a child’s life. It is a time for children to grow, learn, and mature so they are set up for success in adulthood. A child’s brain develops through multiple aspects in their lives such as the television, picture books, and games. Television is a way for children to develop in their age range, because the shows are aimed to help them at the stage their brain is at in development. Piaget concluded that there were four different stages in the cognitive development of children (Edward, Hopgood, Rosenberg, Rush). It brings to question how do†¦show more content†¦Parents are also able to help with conditioning their child to become an acceptable human being. This comes into play with the learning theory- behaviorism which consists of operant conditioning. Responses that we reward, or reinforce, will be learned. Responses that are not reinforced go away or are extinguished (Belsky, 2010). For in stance when a child is acting out you use a punishment, but if they are behaving the way the parents wants them to they reinforce that action. By doing this a child will have the skills to mature into a young adult and later into a grown adult and function in the real life. A parent is a key part in helping a child develop into the person they become later on in life. During this stage that Piaget describes they still cannot see other people’s points of view and think everyone sees from their perspective. This can be important to know when dealing with a child in the age range so you can know how to talk to them or relate to them. Piaget uses an interesting method of using children’s books to help see the development of a child. He realized that we like stories with human characters, or animal characters with decidedly human characteristics, that display a wide range of physical, cognitive, and socioemotional features (Hansen Zambo, 2005). Piaget’s third stage of cognitive-developmental theory is the concrete operations stage which occurs during ages seven through ageShow MoreRelatedCognitive Theory And Jean Piaget Cognitive Development Theory Essay2016 Words   |  9 Pagesgeneral and play a vital fragment of early childhood development. They all accept that cognitive learning is relatively systematic and takes place gradually at a variety of rates. Learning only occurs when experience causes a permanent change in an individual’s knowledge or behaviour (Weatherby-Fell, N. 2013). I am reviewing Burrus Federic Skinner’s behavioural theory and Jean Piaget cognitive development theory. This report style essay will provide an overview of the two theorists, a comparison betweenRead MoreSocial Cognitive Theory618 Words   |  3 PagesSocial Cognitive Theory The social cognitive theory was formed in in 1977 primarily from the work of Albert Bandura, initially developed with the purpose of explaining social behaviors. It emphasize s that â€Å"learning occurs in a social context, and that much of what is learned is gained through observation† (Anderman amp; Anderman, 2009, p. 834). This theory has been applied to a wide spectrum of areas of study such as human functioning as career choice, athletics, organizational behavior, and mentalRead MoreExpectancy Theory And Social Cognitive Theory Essay1190 Words   |  5 PagesMotivation Theories: Expectancy Theory in Practice and Social Cognitive Theory Expectancy theory in practice In Expectancy theory we focus on the mental processes when considering choice, or choosing. It clarifies what an individual feel while making choices. In the study of organizational behavior, we can see that expectancy theory is a motivation theory, it tells us that employees who are sure in their ability to perform a particular task are motivated by their expectations of the consequencesRead MoreThe Theories Of Cognitive Development1936 Words   |  8 Pagespsychology, cognitive development is the process that allows people to know, understand and think about the world (Feldman, 2012). It studies how children process and gain information at a particular age and how learning mechanisms change and evolve over time. There are many theories among parents, teacher and physicians of how children grow and develop. Piaget, Erikson, Skinner and Vygotsky are all developmental theorists who studied child development. Theorists have their own ideas of cognitive developmentRead MoreThe Theory O f Cognitive Development1752 Words   |  8 Pages(Woolfolk, 1987) schemata can be discrete and specific, or sequential and elaborate. Piaget believed that cognitive development in children is contingent on four factors: biological maturation, experience with the physical environment, experience with the social environment, and equilibration. Equilibration refers to the biological drive to produce an optimal state of equilibrium between people’s cognitive structures and their environment (Duncan, 1995) During each stage of development, people ‘s conductRead MoreCognitive Theory And Behavioral Theory Essay957 Words   |  4 PagesCognitive Theory and Behavioral Theory 1. Cognitive Theory Cognitive Theory and/or Development is a subject that is often discussed and/or debated frequently within the psychological community. There is a significant amount of theory into how much development happens naturally and how much is learned from outside sources. This is constantly debated throughout study after study. The common theory is that only a certain amount of cognition can be achieved through a child learning by themselves andRead MorePiaget s Cognitive Theory And Cognitive Development1494 Words   |  6 Pages 1) Examine how Piaget’s cognitive theory can help to explain the child’s behavior. Piaget confirms â€Å"Each cognitive stage represents a fundamentally new psychological reorganization resulting from maturation of new functions and abilities† (as in Greene, 2009, p.144). The case Vignette describes Victors’ stages of development through Piaget’s stages of cognitive development as exhibited behavior that occurred during the sensorimotor, preoperational, as established areas. Victor experienced a normalRead MoreThree Theories of Cognitive Development1674 Words   |  7 PagesThree Theories of Cognitive Development The Swiss psychologist and philosopher Jean Piaget (1896-1980) is well-known for his work towards the cognitive sciences. Arguably one of his most important contributions involves his theory of cognitive development. In this theory, thinking progresses through four distinct stages between infancy and adulthood. Similar in scope to Piaget’s theory is Information Processing, in which human thinking is based on both mental hardware and mental software (KailRead MoreThe Theory Of Cognitive Development1647 Words   |  7 PagesThe study of cognitive development has played an influential role in the field of education by providing teachers with methods of pedagogy that maximise their student’s potential. This essay will address both Piagetian and Vygotskian theories on cognitive development in relation to the given scenario of year eight science students. We will look at how the teacher, Anne, has used relevant aspects of both theories within her classroom as well as any shortcomings of the theories in the class. Upon readingRead MorePiagets Theory of Cognitive Development1075 Words   |  5 PagesPiaget’s Theory of Child Psychological Development There currently exists a great deal of literature based on child developmental psychology from a variety of great psychologists, notably Freud, Erikson, Bowlby, Bandura, Vygotsky, and many others. However, this paper will focus on the theories of Jean Piaget. Jean Piaget, a Swiss developmental psychologist and philosopher, was born in Neuchatel, Switzerland on August 9, 1896. After working with Alfred Binet in his children’s intelligence tests

Strengths and Weakness Free Essays

By conducting such a preliminary assessment, teams will be In a better position to instruct the most efficient and satisfying strategy for fulfilling the team’s purpose. Answer the following questions with typed responses. Each question below contains multiple subtopics. We will write a custom essay sample on Strengths and Weakness or any similar topic only for you Order Now Each question, Including all subtopics, should be answered In 25-50 words. 1. What are the academic goals of each team member? What are the career goals of each team member? How do the academic goals of other members relate to their career goals? My (Tina) academic goals are to become an accountant. My goals are to get through school with a degree. I am thinking of trying to work for the government, so I can get the schooling paid for. Have good benefits and so on. My current job keeps me very motivated and the money will not be a bad thing. 2. What are the strengths of each member of the team? How have these strengths been demonstrated in the past (at work, at home, or in college)? How have each team members’ strengths contributed to the overall success of the team in accomplishing team objectives and projects. At home, my goals are to get through school and get my degree. So I am dedicated to accomplishing this task by going to the university of Phoenix. At work, I demonstrate customer service, by being on the front-line. Friendly, and compassionate and we all work towards customer satisfaction. At college, I help to get all the group members together and listen and learn. While they do the same to me. Our goal is to do well, and we all do that through trial and error. We all want to accomplish our projects on time and planned out nicely, and in a timely manner. 3. What are the weaknesses of each member of the team? How have these weaknesses been demonstrated in the past (at work, at home, or in college)? How have the team members worked together to overcome Individual member’s weaknesses to help team members and the team become successful? I believe my weakness Is taking charge or being the facilitator. I also, have trouble following some of the concepts of the projects assigned. My group helps me out by Glenn me stories of examples that relate to the Ideas of the projects. 4. What are the technology skills of each member of the team regarding operating systems, software, etc? What technology Is available to each team member on systems at home or at work)? How will team members address technology needs to meet the objectives for the team successfully? I am not a guru In the computer Industry, however, I have learned by leaps and bounds lust from doing schoolwork. As, with Word, and Power Point and it has been a do the team goals relate to the individual goals? What quality of academic work are the team members committed to and how will this quality be demonstrated in teamwork when writing papers and preparing for presentations? How to cite Strengths and Weakness, Papers

Musical Appreciation over the Years free essay sample

Wendy Page Music has been changed and impacted dramatically over the years. Four periods of music that have had major impacts Include the Baroque Period, the Classical Period, the Romantic Period and Early 20th century. Each of these four periods provided artists and compositions that had a direct Impact on the face of music and musics future. During all of these periods different techniques were used, different instruments were created and different styles were presented.All of these periods dad their stamp on the history of music and the future of the art. During the Baroque Period there were several well-known composers that made an impact on music as a whole along with adding their own personal flare. Johann Sebastian Bach was one of these composers and he is known for compositions such Toccata ; Fugue D Minor (Baroque, 2012). During the Baroque era Fugue became a very popular and celebrated style of music and Bach loved to create fugues. We will write a custom essay sample on Musical Appreciation over the Years or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page During the Baroque Era fugues became central to compositions and demonstrated the technical prowess of the composer (Baroque, 2012).A fugal composition includes the fugue technique which includes two or more voices that sing about the same theme and imitate one another but in deferent pitches (Baroque, 2012). A fugal composition generally has three sections an exposition, development and then a return to the original subject that are normally connected by a main theme or subject. Johann Sebastian Bach actually competed in contests to improvise fugues with popular instruments of the times such as the clavichord and the harpsichord (Baroque, 2012).During the Baroque Period the harpsichord Is a pretty Interesting Instrument of he time and was most popular during the Baroque Period (Shaken, 2012). The harpsichord looks similar to a modern day piano and is also played in a similar fashion, the exception Is the sound. When a harpsichord is being played It sounds as though the Instrument strings are being plucked Instead of struck (Shaken, 2012). In many compositions of the times, such as Antonio Vivaldi Grave the harpsichord was used as an accent piece to add texture to the music (Levi, 2011).The harpsichord played a major role in the change of music during the Baroque period adding to the e p olyphonic melodies of the compositions but It was replaced at the height of Its popularity by the piano (Levi, 2011). The Classical Period was the next great age in music and produced another crop of amazingly talented composers. One of these composers, Joseph Haydn, carried on the obsession with fugue but also focused on a musical technique known as the Sonata (Stuntman, 2011).A Sonata Is a composition that Is created specifically for one or two instruments. A Sonata is usually played in three to four pieces that contrast in 1 OFF the piano as an instrument which is the major twist between the Baroque and lassie period (Stuntman, 2011). But the piano was not the only instrument of the Classical Period affected by sonatas. The stringed quartet also became very popular during the Classical Period (Stuntman, 2011). A string quartet is a musical ensemble that is traditionally comprised of a cello, a viola and two violins. Haydn also played a role is setting the template for the string quartet (Stuntman, 2011). One of his most famous pieces involving a string quartet is known as Pop. 33 (Stuntman, 2011). Haydn is Just one example of a great composer during the Classical Period and the string retreat and piano are merely two innovations of the time that had and continuous to have an impact on music today. The third period of music to be discussed is the Romantic Era. Not only did this era have a huge effect on music but on all of the arts.The Romantic Period was an art revolution to focus on the fantastic, superstitions and macabre, which led to the music being quite emotional (Schmidt, 2008). The musically was emotionally charged and written to create the illusion of those emotions, making the compositions almost tangible. This constant barrage of emotion was also seen in visual art, literature, and architecture of the time (Schmidt, 2008). One of the great composers of the times includes Charles Saint-Sans. Saint-Jeans wrote a composition named Danes Macabre which Just goes to prove the theme of the times (Saint, 2012).This composition features a solo violin. During the Romantic Period solo instrumentation became the new trend. Many songs were written with a focus on the solo Instruments. Instruments used for solo pieces were generally a violin or a piano Saint, 2012). Danes Macabre included instruments such as the violin, flutes, piccolos, rumples, the timpani and cymbals but the organ, piano and harpsichord still dominated the musical works with their light, soft sounds (Saint, 2012). Finally, the last big period in music is known as the Early 20th century.This period brought about many changes to music; contemporary modern and impressionistic ponds, 2003). This period served as a counterpoint for music to drift away from the traditional to something avian garden. Claude Debussy was a major composer of the time and believed that art should be a sensualists experience, once should be able to taste, feel, hear and see the music (Bonds, 2003). Debussy is closely linked to impressionism but did not enjoy the symbolism that impression represented (Bonds, 2003). His style later became a huge impact on Jazz which grew out of the modern strives seen during the Early 20th century. Debussy is considered by some to be the bridge between the romantic period and modern music during his time and his music continuously influences Jazz and even pop music in todays society (Bond, 2003). The Baroque Period, the Classical Period, the Romantic Period and the Early 20th Century all had major impacts on music. Each provided a new element to impositions along with fantastic and talented composers.New innovations and new techniques were used during each of these eras that helped composers build on one anothers work to create something new and exciting. All of these periods made their stamp on the history of music and the future of the art which has changed music dramatically over the years. Arouse (2012). Music of the Baroque. Baroque. Retrieved from http:// NNW. Baroque. Org/baroque/ Bonds, Mark Even. A History of Music in Western Culture. Upper Saddle River, NJ: Prentice Hall, 2003. Stuntman, P. (2010). Classical Notes. Losers Haydn.

Character Study of Andy For th essays

Character Study of Andy For th essays Andy was a great example of conversion. He really had goals and kept to them for years. He was a hard-determined person to achieve freedom. He was living a great life as a banker, and knew his profession well. He had everything going for him, except his true love. He had suspected his lover was cheating on him, and one day he caught her in the act. He went to get drunk and then came back with a gun. Bad thoughts came into his mind. He didnt follow through with this act, but someone else did. The situation showed that he had done it because of the brandy bottle with his fingerprints, he had the same kind of gun that matched the bullets used, and that it was a situation where he would be furious. The courts found him guilty and gave him a life sentence. After being sent to jail and being innocent, he first began to accept that he was in jail, and that there was no way to change it. After getting the rock pick and knocking the rock off the wall when he was trying to carve h is name, he realized that getting out was a possibility. This scene was the place where he had a major cross over. Then, he set out to gain his rightfully earned freedom. He finished off his crossing over when he realized with when he was sitting by the wall in the courtyard with Red. He said, You have to get busy living, or get busy dying. This scene made us think that he was going to hang himself, but instead he chose the road to living. I believe that Andy had some major new responses to life and himself. If he was never convicted, he would not of learned what he had learned. He found that it is a cruel world out there and he had it good. He had changed how he saw the world and people around him. He found out how to set serious goals, and keep up with them for years and years. In the real world as a banker, he most likely had everything provided for him with all the money he made. In prison, he had to learn how to get things...

Word Choice Reluctant vs. Reticent

Word Choice Reluctant vs. Reticent Word Choice: Reluctant vs. Reticent â€Å"Reluctant† and â€Å"reticent† are both adjectives that mean â€Å"unwilling.† They also look similar written down, so it’s no wonder people use these terms interchangeably. But there is a difference between â€Å"reluctant† and â€Å"reticent,† so check out our guide to make sure you can use them correctly. Reluctant (Unwilling or Slow to Do Something) To be â€Å"reluctant† is to be unwilling or hesitant to do something. For example: I was reluctant to leave before the fireworks. You can use this term in any situation where someone is resistant to something, so it has a wide range of possible uses. This flexibility is reflected in the origins of this term, which comes from a Latin word meaning â€Å"struggle.† As such, if we are struggling to bring ourselves to do anything, we can say we feel â€Å"reluctant† about it. Reticent (Unwilling to Speak) While â€Å"reticent† also implies being unwilling or hesitant about something, it applies specifically to speaking or revealing our thoughts and feelings: Tom was reticent about why he left the party. Here, we’re not saying that Tom was â€Å"reluctant† to leave a party. We’re saying he was unwilling to tell us why he left the party. We can also use â€Å"reticent† to describe someone’s character in general: Hannah has been reticent for as long as I’ve known her. Even in this case, though, the word â€Å"reticent† suggests that Hannah is quiet and reserved in particular. It does not mean she is â€Å"unwilling† in other ways. And we would not use reluctant to describe a personal trait like this. Again, looking at the origins of this word can help us understand how it is used in modern English: â€Å"reticent† comes from reticere, which means â€Å"silent† in Latin. Thus, if we are â€Å"reticent,† we are being quiet about something. Reluctant or Reticent? Although some now use â€Å"reticent† to mean â€Å"unwilling† in any context, it would be a mistake to do this in formal writing. So to avoid errors, remember that â€Å"reticent† has a more specific meaning than â€Å"reluctant†: To be reluctant is to be unwilling to do something. To be reticent is to be unwilling to speak or reveal your thoughts. If you can remember this distinction, you should be able to use these terms correctly. But if you want to be extra sure that your writing is error free, you can also submit a document to our outstanding proofreading service.

Reflection of learning experiences in elmentary ,middle ,high school, Essay

Reflection of learning experiences in elmentary ,middle ,high school, and college attended - Essay Example At first, it was unbearable for me but with time, I adjusted to the strange and dynamic environment. The most memorable moments in elementary school involve the use of cubes. The teacher distributed cubes to all the students to perform simple routines. To me this was an amazing phenomenon although by then it was it was very complex. This was meant to develop the cognitive aspect. However, accomplishing the task was more important at that very moment rather than understanding psychological development and the learning concepts. In addition to that, we had the opportunity to go to the playground. We played different games and sung happily, as we waited for the delicious food that I have not forgotten the smell even today. I am very sure that it was during these times that the aspect of individuality was implanted into me because I would interact freely with others and learned to say no or yes. My social aspect of life was also developed at this point in time. The world of science became so real to me. I enjoyed and envied the much that my science teacher new. They would just teach chemistry and physics without necessarily referring to their books. I thought I was not smart and that my teachers were geniuses, but I letter on came to learn that experience was their main weapon. The next level was so adventurous that I realized I was lying to myself when I thought I would make the best doctor in the world. It was at this point that learning took another dimension and I realized my potentials not as a doctor but as a Lawyer. I was greatly inspired by the way, the teachers were narrating events that happened many years ago with exact dates, gave me the desire to make the best barrister in the world. During the debates, I would make sure I argue my point as a lawyer. The outside learning events were so fascinating that I wished at one point that such period should be

Importance of Teams Essay Example | Topics and Well Written Essays - 750 words

Importance of Teams - Essay Example Teamwork is of prime importance not only for the health care organizations but also for other organizations. Many other industries’ work is dependant on the teamwork otherwise, it is impossible to accomplish the task assigned to them. Aviation system is one of those industries that cannot exist without the well-managed teamwork. It is a matter of life and death. The majority of the aircraft accidents are due to improper communication and weaker teamwork among the aviation staff. This industry especially trains the hired staff. Crew Resource management (CRM) is one of those efforts to increase the performance level of the teamwork. Another industry that needs teamwork as an essential part is sports and particularly auto racing. In any sports activity, every player has to understand the importance of teamwork to get success against the competitor. As far as auto racing is concerned, the coordinators need to provide the important information to the racer abruptly so he can win the game. Only proper communication and teamwork makes it possible for the racer to play smoothly. †¢ Patient Satisfaction Like any other industry, the basic motive is to satisfy the one who comes in the health care centers by providing sufficient health care and medications. The precise diagnosis, cleanliness, correct medical reports and proper curable medications is compulsory. †¢ Communication & Public Awareness The health care centers must give public awareness to promote their social work and proper communication can lead them to get competitive advantage. †¢ Organizational Process support Problem Solving

Attitudes Towards Euthanasia | Literature Review

Attitudes Towards Euthanasia | Literature Review Introduction This literature review is based upon peoples attitudes towards Euthanasia, which comes from the Greek meaning good death and in English means the killing of one person by another to relieve the suffering of that person and Physician Assisted Suicide (PAS), which is described as; a medical professional aiding a person who is incapable of the act themselves to commit suicide, (NHS, 2010). For this literature review, a literature search was performed using the Cochrane library, Science Direct, EBSCOhost and Sage using the key words: Assisted suicide Euthanasia Opinions Attitude United Kingdom Public Right to Die Assisted Dying Most of these words (with the exception of Assisted Suicide and Assisted Dying) were used in each of the search engines individually and also used to form sentences, however, the only electronic databases that gave this search the information it required was Sage. This provided a substantial amount of journals, a lot of the others used were subscription based or a fee was required, but from the free to use information two of the most relevant to the subject I wished to perform the review on were chosen. The two papers were chosen from surveys and studies performed in the United Kingdom, because it was decided to research what the thoughts and feelings of medical professionals were in a place where this practice was presently illegal. Use in the literature search, but this was difficult to come by. The titles of the three journals are: Legalisation of Euthanasia or Physician Assisted Suicide: Survey of Doctors Attitudes, and Opinions of the Legalised of Physician Assisted Suicide. Des pite not inputting the word physician into the search engine, a lot of the searches came up with types of journals which mention this anyway. This review will critically evaluate the information in the journals and will be compared with each other, discussing the disadvantages of the surveys and the advantages. The review will also include the various research methods used in the research. The Literature Review The first paper reviewed is in English by Clive Seale, PhD, from the Centre for Health Sciences, Barts and The London School of Medicine and Dentistry, London and is called The legalisation of Euthanasia or Physician-Assisted Suicide: Survey of Doctors Attitudes. The protocol was to determine what doctors opinions about the legalisation of medically assisted dying (which includes the terms, euthanasia and physician-assisted suicide (PAS)) were and this was done in comparison with the opinions of the general public of the UK. The methodology was to send out structured questionnaires with a series of questions using qualitative methods and then analyse the results in a quantitative manner. In 2007, Binleys database (http://www.binleys.com) was used to send questionnaires to 8857 currently working medical practitioners all over the UK, this was broken down into 2829 (7%) GPs, 443 (43%) neurologists, 836 (21% of these were doctors) specialists in the care of the elderly, 462 (54% of thes e were also doctors) specialists in palliative medicine and 4287 workers in other hospital based specialities. This is quite a large sample to use and covers a wide range of specialities. It is not clear in what month in 2007 these questionnaires were sent out but follow-up letters were sent to non-respondents between November 2007 and April 2008 to enquire as to why they did not respond, in which 66 doctors in all responded with the most common reason being lack of time to complete the survey. Overall the response rate was 42.1% with specialists in palliative medicine being the most responsive with 67.3% of people returning their questionnaire, along with specialists in the care of the elderly (48.1%) neurologists (42.9%) other hospital specialties (40.1%) and GPs (39.3%). Despite the large sample of people, 42.1% of replies are quite disappointing, although it is a very emotive subject. The questions consisted of personal questions such as age, gender, grade, ethnic origin, and speciality of the respondent and, on average, the number of deaths attended. They were all asked four questions about their attitude towards euthanasia and assisted suicide, in order to obtain the questionnaire in full the author of the survey invited people to contact him. An email was sent: Appendix (a) and a reply was received the next day: Appendix (b). Previous surveys regarding this subject were performed in the Netherlands, Oregon (USA) and Belgium majority support from the medical profession has been important in passing permissive legislation in these countries. The keywords used in this study were assisted dying; euthanasia; physician-assisted suicide; right to die and terminal care. The distribution of questionnaires meant that the methodology used was right as it was discreet and reached a lot of people in a short amount of time, the only danger with this method was that the medical professionals did not have to respond which was shown in the return response of 42.1% there was no financial or other incentive as this would go against all ethical considerations. Ethical approval for this study was granted by the South East Research Ethics Committee. The results showed that those who were specialists in palliative medicine were more opposed to euthanasia or PAS being legalised than the other specialities, although this could be down to the higher response rate in this area. Those that expressed their religious beliefs were more opposed to the legalisation also. The study showed that the most widely held view was that British doctors do not s upport legalising assisted dying in either euthanasia or PAS; this differs from the British Social Attitudes (BSA) survey which has tracked changes in public opinion since 1984, and is the most consistent source of data (http://www.britsocat.com). The second paper reviewed is Survey of doctors opinions of the legalisation of physician assisted suicide by William Lee, Annabel Price, Lauren Rayner and Matthew Hotopf from the Institute of Psychiatry. Kings College, London. The protocol is similar to the first paper in that they were looking at practitioners opinions on euthanasia and PAS. The article begins by saying that there is wide support among the general public for assisted dying but not so much for those who care for the dying. The methodology was to send out a postal survey of a 1000 senior consultants and medical practitioners were selected randomly from the commercially available Informa Healthcare Medical Directory (2005/2006), retired doctors were excluded from the survey. Questionnaire were sent firstly in February 2007, 12 weeks later, in May, non-respondents were contacted and then six weeks later they were telephoned, it was discovered that that some of the possible contributors had moved, died or retired. This i nformation was adjusted to take this into account. The authors completed separate univariable (a single variable) and multivariable (containing more than one variable) predicting the outcomes using polytomous methods which would allow two outcomes to be predicted together. The response rate to the survey was 50% once the exclusions were accounted for, which is higher than the first paper and still gave a lot of date to work with. Included in the survey the authors included a brief outline of the Assisted Dying for the Terminally Ill Bill (2006) 32% of the doctors who responded had read some of the Bill. Gender, speciality and years in post had no effect on opposition or support for a new law. An interesting point noted is that the views of doctors who do not care for the dying tally with the general publics view, so there is some correlation there with 66% of those who never cared for the dying supporting a change in the law. The outcome of interest for the authors was to what level practitioners agreed with the statement: The law should not be changed to allow assisted suicide. A second outcome of interest was the level of agreement with the statement I would be prepared to prescribe a fatal drug to a terminally ill patient who was suffering unbearably, were that course of action to become legal. (Hotopf, et. al. 2007:3). The findings of this questionnaire can be found in Appendix (c). Both of these questions were determined using five-point Likert-type scales, used commonly in questionnaires, following this were converted into three-point scales comprising of agree, neither agree nor disagree and disagree with a change in law. The survey shows that senior doctors are split abut their views regarding a change in the law; fewer are in favour than the general public in the United Kingdom. These findings have been noted in the US, as well as Canada, Finland and the Netherlands as well as the UK. Ethical permission was gained from the Institute of Psychiatry, Kings College London Research Ethics Committee. Comparisons and Conclusions There are many comparisons between the two papers, for example, both sent out questionnaires to their target group, who were specialists in certain fields. However, the first paper surveyed over double the amount of people the second paper did but got less replies. Both studies were done in the same year but it is difficult to tell who started theirs first as the date for first paper is unknown other than it was performed in 2007. The second survey is far more in depth that the first one, and it suggests that qualitative research is needed to understand doctors views better whereas the first paper did not state which the preferred method was. The second paper suggests that doctors who oppose a change in the law comes from an over-optimistic credence in their ability to relieve the suffering of the dying. (Hotopf, et.al. 2007). It is possible to argue against this though and the knowledge and experience of patients who are dying influences views about PAS. Both compare the attitudes b etween the general public and the specialist doctors and note a big difference between them. On the whole both papers conducted a thorough and precise survey but there is room for further research and investigation. References Hotopf, L, Lee, W, Price, A, and Rayner, L. (2009) Survey of Doctors Opinions of the Legalisation of Physician-Assisted Suicide, Bio-Med Central, [Online], Available from: http://www.biomedcentral.com/content/pdf/1472-6939-10-2.pdf [Accessed: 22nd April 2010]. NHS (2010) Euthanasia and assisted suicide [Online], London. Available from: http://www.nhs.uk/Conditions/Euthanasiaandassistedsuicide/Pages/Definition.aspx [Accessed 22nd April 2010]. Seale, C. (2009) Legalisation of Euthanasia or Physician-Assisted Suicide: Survey of Doctors Attitudes, Palliative Medicine, [Online], Available from: http://pmj.sagepub.com/cgi/content/abstract/23/3/205 [Accessed 22nd April 2010]. Papers used in Literature Search: Hotopf, L, Lee, W, Price, A, and Rayner, L. Survey of Doctors Opinions of the Legalisation of Physician-Assisted Suicide. Seale, C Legalisation of euthanasia or physician-assisted suicide: survey of doctors attitudes. Appendix (a) Original Message From: Katy Marsland (08111890) [mailto:[emailprotected]] Sent: 26 April 2010 19:25 To: [emailprotected] Subject: A Questionnaire request. Dear Sir, I am at the University of Lincoln and am doing a literature review for my degree in Health and Social care involving your survey on the Legalisation of Euthanasia or Physician-Assisted Suicide: Survey of Doctors Attitudes, and was wondering if it were possible for you to forward me a copy of the questions in order to aid my review? Many thanks in advance Katy Marsland Reply: Here is the questionnaire. Clive (b) END OF LIFE DECISIONS IN MEDICAL PRACTICE: CONFIDENTIAL ENQUIRY PLEASE TICK THE BOXES TO INDICATE YOUR ANSWERS THANK YOU FOR YOUR ASSISTANCE à ¯Ã‚ Ã‚ ¯ General Background Questions Your age à ¯Ã‚ Ã‚ ¯ under 35 years of age à ¯Ã‚ Ã‚ ¯ 36 to 45 years of age à ¯Ã‚ Ã‚ ¯ 46 to 55 years of age à ¯Ã‚ Ã‚ ¯ 56 to 65 years of age à ¯Ã‚ Ã‚ ¯ over 65 years of age Your gender à ¯Ã‚ Ã‚ ¯ male à ¯Ã‚ Ã‚ ¯ female Your medical specialty à ¯Ã‚ Ã‚ ¯ General practice à ¯Ã‚ Ã‚ ¯ Palliative medicine à ¯Ã‚ Ã‚ ¯ Neurology à ¯Ã‚ Ã‚ ¯ Elderly Care à ¯Ã‚ Ã‚ ¯ Other, please specify Grading of your post à ¯Ã‚ Ã‚ ¯ Consultant à ¯Ã‚ Ã‚ ¯ Specialist registrar à ¯Ã‚ Ã‚ ¯ Associate specialist / staff grade à ¯Ã‚ Ã‚ ¯ SHO / HO / F1 / F2 à ¯Ã‚ Ã‚ ¯ GP principal à ¯Ã‚ Ã‚ ¯ GP registrar Please indicate the number of deaths, on average, for which you would be the treating or attendant doctor in the normal course of your duties Answer only one of (a), (b) or (c). (Please give the most accurate estimate you can) (a)_______________per week (b)_______________per month (c)_______________per year Have you been the treating or attendant doctor in the case of a death in the last 12 months? à ¯Ã‚ Ã‚ ¯ yes à ¯Ã‚ Ã‚ ¯ no Please go to question 30, on page 7 SPACE FOR COMMENTS ONCE YOU HAVE FINISHED THIS QUESTIONNAIRE Once you have completed this questionnaire, you can use this space to provide any clarifications to your answers or make other points PLEASE TRY TO RECALL AS CAREFULLY AS POSSIBLE THE MOST RECENT DEATH WITHIN THE LAST 12 MONTHS FOR WHICH YOU WERE ACTING AS THE TREATING OR ATTENDANT DOCTOR, AND ANSWER ALL OF THE QUESTIONS 1 TO 29 FOR THAT PARTICULAR DEATH It is, of course, impossible to do justice to all the finer nuances of decisions concerning the end of life in a short questionnaire. But please indicate those answers which approach the actual circumstances of this death as closely as possible. 1 Sex of the deceased à ¯Ã‚ Ã‚ ¯ male à ¯Ã‚ Ã‚ ¯ female 2 Age of the deceased (please estimate if unsure) à ¯Ã‚ Ã‚ ¯ under 1 year à ¯Ã‚ Ã‚ ¯ 1-9 years à ¯Ã‚ Ã‚ ¯ 10-19 years à ¯Ã‚ Ã‚ ¯ 20-29 years à ¯Ã‚ Ã‚ ¯ 30-39 years à ¯Ã‚ Ã‚ ¯ 40-49 years à ¯Ã‚ Ã‚ ¯ 50-59 years à ¯Ã‚ Ã‚ ¯ 60-69 years à ¯Ã‚ Ã‚ ¯ 70-79 years à ¯Ã‚ Ã‚ ¯ 80-89 years à ¯Ã‚ Ã‚ ¯ 90 years and over 3 Place of death à ¯Ã‚ Ã‚ ¯ hospital à ¯Ã‚ Ã‚ ¯ hospice à ¯Ã‚ Ã‚ ¯ care home à ¯Ã‚ Ã‚ ¯ deceaseds own home à ¯Ã‚ Ã‚ ¯ other (please specify) 4 Cause of death *This does not mean the mode of dying, such as heart failure, asphyxia, asthenia, etc: it means the disease, injury, or complication which caused death 1a Disease or condition directly leading to death* 1b Other disease or condition, if any, leading to 1 (a) 1c Other disease or condition, if any, leading to 1 (b) 2 Other significant conditions contributing to the death but not related to the disease or condition causing it 5 With respect to this death, when was your first contact with the patient? à ¯Ã‚ Ã‚ ¯ before or at the time of death: go to Question 6 à ¯Ã‚ Ã‚ ¯ after death: go to question 30, on page 7 6 How long had you known this patient? à ¯Ã‚ Ã‚ ¯ more than six months à ¯Ã‚ Ã‚ ¯ one to six months à ¯Ã‚ Ã‚ ¯ one to four weeks à ¯Ã‚ Ã‚ ¯ between one day and one week à ¯Ã‚ Ã‚ ¯ less than 24 hours Medical actions 7a 7b 7c Concerning this death, did you or a colleague: withhold a treatment* (or ensure that this was done)? withdraw a treatment* (or ensure that this was done)? use any drug to alleviate pain and/or symptoms? (please tick as many answers as apply) * IN THIS STUDY TREATMENT INCLUDES CARDIO-PULMONARY RESUSCITATION (CPR), ARTIFICIAL FEEDING AND/OR HYDRATION à ¯Ã‚ Ã‚ ¯ no à ¯Ã‚ Ã‚ ¯ yes (please specify treatments withheld) à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. à ¯Ã‚ Ã‚ ¯ no à ¯Ã‚ Ã‚ ¯ yes (please specify treatments withdrawn) à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. à ¯Ã‚ Ã‚ ¯ no à ¯Ã‚ Ã‚ ¯ yes, morphine or another opioid à ¯Ã‚ Ã‚ ¯ yes, benzodiazepine à ¯Ã‚ Ã‚ ¯ yes, other drug 8a 8b In withholding a treatment, did you or your colleague consider it probable or certain that this action would hasten the end of the patients life? In withdrawing a treatment, did you or your colleague consider it probable or certain that this action would hasten the end of the patients life? à ¯Ã‚ Ã‚ ¯ no à ¯Ã‚ Ã‚ ¯ yes à ¯Ã‚ Ã‚ ¯ no treatment withheld à ¯Ã‚ Ã‚ ¯ no à ¯Ã‚ Ã‚ ¯ yes à ¯Ã‚ Ã‚ ¯ no treatment withdrawn 9a 9b Concerning the drugs used to alleviate symptoms, (Questions 7c), were these administered knowing this would probably or certainly hasten the end of life? partly intending to end life? à ¯Ã‚ Ã‚ ¯ no à ¯Ã‚ Ã‚ ¯ yes à ¯Ã‚ Ã‚ ¯ no drugs used to alleviate symptoms à ¯Ã‚ Ã‚ ¯ no à ¯Ã‚ Ã‚ ¯ yes à ¯Ã‚ Ã‚ ¯ no drugs used to alleviate symptoms 10a 10b In withholding a treatment, did you or your colleague have the explicit intention of hastening the end of life? In withdrawing a treatment, did you or your colleague have the explicit intention of hastening the end of life? à ¯Ã‚ Ã‚ ¯ no à ¯Ã‚ Ã‚ ¯ yes à ¯Ã‚ Ã‚ ¯ no treatment withheld à ¯Ã‚ Ã‚ ¯ no à ¯Ã‚ Ã‚ ¯ yes à ¯Ã‚ Ã‚ ¯ no treatment withdrawn 11a 11b Was death caused by the use of a drug prescribed, supplied or administered by you or a colleague with the explicit intention of hastening the end of life (or of enabling the patient to end his or her own life?) If yes, who administered this drug (i.e. introduced it into the body)? à ¯Ã‚ Ã‚ ¯ no à ¯Ã‚ Ã‚ ¯ yes à ¯Ã‚ Ã‚ ¯ the patient à ¯Ã‚ Ã‚ ¯ you or another health care colleague à ¯Ã‚ Ã‚ ¯ a relative à ¯Ã‚ Ã‚ ¯ someone else NOTE: IF YOU ANSWERED NO TO ALL THE QUESTIONS ON THIS PAGE, GO TO QUESTION 23 Decision making NOTE: QUESTIONS 12 TO 22 REFER THE LAST-MENTIONED ACT OR OMISSION, THAT IS, THE LAST YES THAT YOU TICKED ON THE PREVIOUS PAGE (QUESTIONS 7 TO 11) 12 Which were the most important reasons for the last-mentioned act or omission? (please tick all that apply_ à ¯Ã‚ Ã‚ ¯ patient had pain à ¯Ã‚ Ã‚ ¯ patient had other symptoms à ¯Ã‚ Ã‚ ¯ request or wish of the patient à ¯Ã‚ Ã‚ ¯ request or wish of relatives à ¯Ã‚ Ã‚ ¯ expected further suffering à ¯Ã‚ Ã‚ ¯ no chance of improvement à ¯Ã‚ Ã‚ ¯ treatment would have been futile à ¯Ã‚ Ã‚ ¯ further treatment would have increased suffering à ¯Ã‚ Ã‚ ¯ other (please specify below) à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. 13 In your estimation, how much was the patients life shortened by the last mentioned act or omission? à ¯Ã‚ Ã‚ ¯ more than six months à ¯Ã‚ Ã‚ ¯ one to six months à ¯Ã‚ Ã‚ ¯ one to four weeks à ¯Ã‚ Ã‚ ¯ between one day and one week à ¯Ã‚ Ã‚ ¯ less than 24 hours à ¯Ã‚ Ã‚ ¯ life was probably not shortened at all 14 Did you or a colleague discuss the last-mentioned act or omission with the patient? à ¯Ã‚ Ã‚ ¯ yes, at the time of performing the act/omission or shortly before: go to Question 15 à ¯Ã‚ Ã‚ ¯ yes, some time beforehand: go to Question 15 à ¯Ã‚ Ã‚ ¯ no, no discussion: go to Question 19 15 At the time of this discussion, did you consider the patient had the capacity to assess his/her situation and make a decision about it? à ¯Ã‚ Ã‚ ¯ yes à ¯Ã‚ Ã‚ ¯ no 16 Did this discussion include the (probable or certain) hastening of the end of the patients life by this last-mentioned act or omission? à ¯Ã‚ Ã‚ ¯ yes à ¯Ã‚ Ã‚ ¯ no 17 Was the decision concerning the last mentioned act or omission made in response to an explicit request from the patient? à ¯Ã‚ Ã‚ ¯ yes, upon an oral request à ¯Ã‚ Ã‚ ¯ yes, upon a written request à ¯Ã‚ Ã‚ ¯ yes, upon both an oral and a written request à ¯Ã‚ Ã‚ ¯ no: go to Question 21 18 At the time of this request, did you consider the patient had the capacity to assess his/her situation and make a decision about it? à ¯Ã‚ Ã‚ ¯ yes: go to Question 21 à ¯Ã‚ Ã‚ ¯ no: go to Question 21 ONLY ANSWER QUESTIONS 19 and 20 IF YOUR ANSWER TO QUESTION 14 WAS NO, NO DISCUSSION 19 Did you consider the patient had the capacity to assess his/her situation and make a decision about it? à ¯Ã‚ Ã‚ ¯ yes à ¯Ã‚ Ã‚ ¯ no 20 Why was the last mentioned act or omission not discussed with the patient? (Please fill in as many answers as apply) à ¯Ã‚ Ã‚ ¯ patient was too young à ¯Ã‚ Ã‚ ¯ the last mentioned act or omission was clearly the best one for the patient à ¯Ã‚ Ã‚ ¯ discussion would have done more harm than good à ¯Ã‚ Ã‚ ¯ patient was unconscious à ¯Ã‚ Ã‚ ¯ patient had significant cognitive impairment à ¯Ã‚ Ã‚ ¯ patient was suffering from a psychiatric disorder à ¯Ã‚ Ã‚ ¯ other, please elaborate at the end of the questionnaire 21 Did you or a colleague discuss with anybody else the (possible) hastening of the end of the patients life before it was decided to take the last mentioned act or omission? (Please fill in as many answers as apply) à ¯Ã‚ Ã‚ ¯ with one or more medical colleagues à ¯Ã‚ Ã‚ ¯ nursing staff /other caregivers à ¯Ã‚ Ã‚ ¯ by partner/relatives of the patient à ¯Ã‚ Ã‚ ¯ someone else à ¯Ã‚ Ã‚ ¯ nobody 22 Which were the most important reasons for the last-mentioned act or omission? (please tick all that apply) à ¯Ã‚ Ã‚ ¯ patient had pain à ¯Ã‚ Ã‚ ¯ patient had other symptoms à ¯Ã‚ Ã‚ ¯ request or wish of the patient à ¯Ã‚ Ã‚ ¯ request or wish of relatives à ¯Ã‚ Ã‚ ¯ expected further suffering à ¯Ã‚ Ã‚ ¯ no chance of improvement à ¯Ã‚ Ã‚ ¯ further treatment would have been futile à ¯Ã‚ Ã‚ ¯ further treatment would have increased suffering à ¯Ã‚ Ã‚ ¯ other (please specify below à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ NOTE: QUESTIONS FROM HERE ONWARDS SHOULD BE ANSWERED WHETHER OR NOT YOU ANSWERED YES TO ANY OF THE ACTS OR OMISSIONS MENTIONED ON PAGE 3 (QUESTIONS 7 TO 11) 23 Was an explicit request to hasten the end of the patients life made by any of the following? (Please tick all that apply) à ¯Ã‚ Ã‚ ¯ partners/relatives of the patient à ¯Ã‚ Ã‚ ¯ nursing or other care staff à ¯Ã‚ Ã‚ ¯ someone else à ¯Ã‚ Ã‚ ¯ no explicit request 24 As far as you know, did the patient ever express a wish for the end of his/her life to be hastened? à ¯Ã‚ Ã‚ ¯ yes, clearly: go to Question 25 à ¯Ã‚ Ã‚ ¯ yes, but not very clearly: go to Question 25 à ¯Ã‚ Ã‚ ¯ no: go to Question 26 25 Did the patients wish for this outcome reduce or disappear over time? à ¯Ã‚ Ã‚ ¯ no à ¯Ã‚ Ã‚ ¯ yes, in response to care provided à ¯Ã‚ Ã‚ ¯ yes, other reason 26 The treatment during the last week was mainly aimed at: à ¯Ã‚ Ã‚ ¯ recovery à ¯Ã‚ Ã‚ ¯ prolonging life à ¯Ã‚ Ã‚ ¯ support during the dying process 27 Which caregivers were involved in the care for the patient during the last month before death (beside yourself and as far as you know)? (please tick all that apply) Of those not involved, which ones might have helped? Involved Not involved and might have helped general practitioner à ¯Ã‚ Ã‚ ¯ à ¯Ã‚ Ã‚ ¯ specialist in pain relief à ¯Ã‚ Ã‚ ¯ à ¯Ã‚ Ã‚ ¯ palliative care team à ¯Ã‚ Ã‚ ¯ à ¯Ã‚ Ã‚ ¯ psychiatrist / psychologist à ¯Ã‚ Ã‚ ¯ à ¯Ã‚ Ã‚ ¯ nursing staff à ¯Ã‚ Ã‚ ¯ à ¯Ã‚ Ã‚ ¯ social care worker à ¯Ã‚ Ã‚ ¯ à ¯Ã‚ Ã‚ ¯ spiritual caregiver à ¯Ã‚ Ã‚ ¯ à ¯Ã‚ Ã‚ ¯ volunteer à ¯Ã‚ Ã‚ ¯ à ¯Ã‚ Ã‚ ¯ family member à ¯Ã‚ Ã‚ ¯ à ¯Ã‚ Ã‚ ¯ 28a 28b 28c 28d Was the patient continuously and deeply sedated or kept in a coma before death? Which medication was given for sedation? (please tick as many answers as apply) At what time before death was continuous sedation of the patient started? Which were the most important reasons for this sedation? (please tick all that apply) à ¯Ã‚ Ã‚ ¯ yes à ¯Ã‚ Ã‚ ¯ no: go to Question 29a à ¯Ã‚ Ã‚ ¯ midazolam à ¯Ã‚ Ã‚ ¯ other benzodiazepine à ¯Ã‚ Ã‚ ¯ morphine or another opioid à ¯Ã‚ Ã‚ ¯ other type of medication à ¯Ã‚ Ã‚ ¯Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. hours before death à ¯Ã‚ Ã‚ ¯Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. days before death à ¯Ã‚ Ã‚ ¯Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. weeks before death à ¯Ã‚ Ã‚ ¯ patient had intractable pain à ¯Ã‚ Ã‚ ¯ patient had intractable psychological distress à ¯Ã‚ Ã‚ ¯ patient had other intractable symptoms à ¯Ã‚ Ã‚ ¯ request or wish of the patient à ¯Ã‚ Ã‚ ¯ request or wish of relatives à ¯Ã‚ Ã‚ ¯ other (please specify below à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ 29a 29b 29c Did the patient receive morphine or another opioid during the last 24 hours before death? How much time before death was the administration of morphine or another opioid started? Which figure best illustrates the dosage of morphine or another opioid during the last 3 days before the patients death? à ¯Ã‚ Ã‚ ¯ yes à ¯Ã‚ Ã‚ ¯ no go to Question 30 à ¯Ã‚ Ã‚ ¯Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. hours before death à ¯Ã‚ Ã‚ ¯Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. days before death à ¯Ã‚ Ã‚ ¯Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. weeks before death à ¯Ã‚ Ã‚ ¯ No increase à ¯Ã‚ Ã‚ ¯ Gradual increase à ¯Ã‚ Ã‚ ¯ Strong increase last day Attitudes and beliefs Questions 30 and 31 are about voluntary euthanasia (that is, when someone ends the life of another person at their request), worded in the same way as those used in surveys of general public opinion. 30 30a 30b First, a person with an incurable and painful illness, from which they will die for example, someone dying of cancer. Do you think that, if they ask for it, a doctor should ever be allowed by law to end their life, or not? And do you think that, if this person asks for it, a doctor should ever be allowed by law to give them lethal medication that will allow the person to take their own life? à ¯Ã‚ Ã‚ ¯ Definitely should be allowed à ¯Ã‚ Ã‚ ¯ Probably should be allowed à ¯Ã‚ Ã‚ ¯ Probably should not be allowed à ¯Ã‚ Ã‚ ¯ Definitely should not be allowed à ¯Ã‚ Ã‚ ¯ Definitely should be allowed à ¯Ã‚ Ã‚ ¯ Probably should be allowed à ¯Ã‚ Ã‚ ¯ Probably should not be allowed à ¯Ã‚ Ã‚ ¯ Definitely should not be allowed 31 31a 31b Now, how about a person with an incurable and painful illness, from which they will not die. Do you think that, if they ask for it, a doctor should ever be allowed by law to end their life, or not? And do you think that, if this person asks for it, a doctor should ever be allowed by law to give them lethal medication that will allow the person to take their own life? à ¯Ã‚ Ã‚ ¯ Definitely should be allowed à ¯Ã‚ Ã‚ ¯ Probably should be allowed à ¯Ã‚ Ã‚ ¯ Probably should not be allowed à ¯Ã‚ Ã‚ ¯ Definitely should not be allowed à ¯Ã‚ Ã‚ ¯ Definitely should be allowed à ¯Ã‚ Ã‚ ¯ Probably should be allowed à ¯Ã‚ Ã‚ ¯ Probably should not be allowed à ¯Ã‚ Ã‚ ¯ Definitely should not be allowed 32 Religion: what is your religion? à ¯Ã‚ Ã‚ ¯ None à ¯Ã‚ Ã‚ ¯ Christian (including Church of England, Catholic, Protestant and all other Christian denominations) à ¯Ã‚ Ã‚ ¯ Buddhist à ¯Ã‚ Ã‚ ¯ Hindu à ¯Ã‚ Ã‚ ¯ Jewish à ¯Ã‚ Ã‚ ¯ Muslim à ¯Ã‚ Ã‚ ¯ Sikh Any other religion, please write in 33 Religion: would you describe yourself as: à ¯Ã‚ Ã‚ ¯ extremely religious à ¯Ã‚ Ã‚ ¯ very religious à ¯Ã‚ Ã‚ ¯ somewhat religious à ¯Ã‚ Ã‚ ¯ neither religious nor non-religious à ¯Ã‚ Ã‚ ¯ somewhat non-religious à ¯Ã‚ Ã‚ ¯ very non religious à ¯Ã‚ Ã‚ ¯ extremely non religious à ¯Ã‚ Ã‚ ¯ cant choose 34 What is your ethnic group? Choose ONE section from A to E, then tick the appropriate box to indicate your ethnic group A White à ¯Ã‚ Ã‚ ¯ any White background B Mixed à ¯Ã‚ Ã‚ ¯ White and Black Caribbean à ¯Ã‚ Ã‚ ¯ White and Black African à ¯Ã‚ Ã‚ ¯ White and Asian à ¯Ã‚ Ã‚ ¯ Any Other Mixed background, please write in C Asian or Asian British à ¯Ã‚ Ã‚ ¯ Indian à ¯Ã‚ Ã‚ ¯ Pakistani à ¯Ã‚ Ã‚ ¯ Bangladeshi à ¯Ã‚ Ã‚ ¯ Any Other Asian background, please write in D Black or Black British à ¯Ã‚ Ã‚ ¯ Caribbean à ¯Ã‚ Ã‚ ¯ African à ¯Ã‚ Ã‚ ¯ Any Other Black background, please write in E Chinese or other ethnic group à ¯Ã‚ Ã‚ ¯ Chinese à ¯Ã‚ Ã‚ ¯ Any Other, please write in To clarify any answers or to make further comments, please use the space on page 1. Thank you for your help with this important survey. Now that you have finished the questionnaire, to ensure the anonymity of your answers you will need to do two things. Place the completed questionnaire in the reply-paid envelope, seal it and post it as soon as possible Post the reply-paid response notification card with your name on it if you wish to avoid receiving follow-up reminders. These two items will be received by different people in different locations and kept separate. It will not be possible to link your questionnaire with your name. This questionnaire has been sent to a random sample of 10,000 doctors. It will not be possible for the researchers or anyone else to use your replies to discover your identity or the identity of the patient on whose care you have reported. We understand that recalling events of this nature can be a distressing experience. If you wish to talk to someone about your feelings concerning end-of-life care, the Confidential Counselling Helpline of the British Medical Association can assist you. Their number is: 0645 200 169 (c) Euthanasia and Assisted Suicide in the United Kingdom A Research Proposal Part B By Katy Marsland 08111890 University of Lincoln Hand in Date: 4th May 2010 (1,352 Words) Julie Burton NUR2002M-0910 research Methods 2009/2010 Table of Contents: Page Title 26 Research Questions 27 Aims of Project 28 Initial Literature Review 29-30 Methodology 31 Ethical Considerations and Practical Constraints 32 Timetable for Dissertation Research 33-34 References 35 A Research Proposal 1. Title: Euthanasia and Assisted Suicide in the United Kingdom. 2. Research Questions Should Euthanasia and Assisted Suicide be made legal? What are the arguments for and against policy change in the United Kingdom? Which section of society is most supportive of a change in the law? Which section is most opposed and why? 3. Aims of Project This research aims to investigate, using secondary data, whether a change in the law is needed to clarify the position of euthanasia and assisted suicide in the United Kingdom, and whether this should be made legal just for those who are terminally ill or for