How to Determine a Reliable Source on the Internet

The most effective method to Determine a Reliable Source on the Internet It tends to be baffling to lead online exploration since web sources can be very untrustworthy. In the event that you locate an online article that gives significant data to your examination theme, you should take care to explore the source to ensure it is legitimate and dependable. This is a basic advance in keeping up sound exploration morals. It is your duty as a scientist to discover and utilize dependable sources. Strategies to Investigate Your Source Examine the Author Much of the time, you should avoid web data that doesnt give the name of a creator. While the data contained in the article might be valid, it is progressively hard to approve data on the off chance that you dont know the accreditations of the writer. On the off chance that the creator is named,â find their site to: Check instructive creditsDiscover if the essayist is distributed in an insightful journalSee if the author has distributed a book from a college pressVerify that the essayist is utilized by an examination foundation or college Watch the URL In the event that the data is connected to an association, attempt to decide the dependability of the supporting association. One tip is the URL finishing. On the off chance that the site name closes with .edu, it is undoubtedly an instructive foundation. All things being equal, you ought to know about political predisposition. On the off chance that a webpage finishes in .gov, it is in all probability a solid government site. Government destinations are normally acceptable hotspots for measurements and target reports. Destinations that end in .organization are typically non-benefit associations. They can be generally excellent sources or extremely poor sources, so youll need to take care to explore their potential plans or political predispositions in the event that they exist. For example, collegeboard.org is the association that gives the SAT and different tests. You can discover significant data, measurements, and counsel on that site. PBS.org is a non-benefit association that gives instructive open communicates. It gives an abundance of value articles on its site. Different destinations with the .organization finishing are backing bunches that are profoundly political. While it is totally conceivable to discover dependable data from a site like this,â be aware of the political inclination and recognize this in your work. Online Journals and Magazines A trustworthy diary or magazine ought to contain a book reference for each article. The rundown of sources inside that list of sources ought to be truly broad, and it ought to incorporate academic non-Internet sources. Check for measurements and information inside the article to back up the cases made by the writer. Does the author give proof to help his announcements? Search for references of late examinations, maybe with commentaries and check whether there are essential statements from other applicable specialists in the field. News Sources ï » ¿Every TV and print news source has a site. Somewhat, you can depend on the most believed news sources, for example, CNN and the BBC, yet you ought not depend on them solely. All things considered, system and link news stations are associated with diversion. Consider them a venturing stone to increasingly solid sources.

Definition and Examples of Performative Verbs

Definition and Examples of Performative Verbs In English grammarâ and discourse act hypothesis, a performative action word is aâ verbâ that unequivocally passes on the sort of discourse act being performed-such asâ promise, welcome, apologize, foresee, pledge, demand, caution, insist,â andâ forbid. Otherwise called discourse act action word orâ performative utterance.â The idea of performative verbsâ was presented by Oxford thinker J. L. Austin in How to Do Things With Wordsâ (1962) and further created by American scholar J.R. Searle, among others. Austin evaluated that a decent word reference contains as much as 10,000 performative or discourse act action words. Models and Observations Performative action words name activities that are performed, entirely or incompletely, by saying something (state, guarantee); non-performative action words name different sorts of activities, kinds of activity which are free of discourse (walk, rest).- Kirsten Malmkjaer, Speech-Act Theory. The Linguistics Encyclopedia, second ed. Routledge, 2004As your legal counselor, your sibling, and your companion, I enthusiastically suggest that you show signs of improvement attorney.- David Patrick Kelly as Jerry Horne in Twin Peaks, 1990The personnel at Ohios Bowling Green State University vetoed a teachers arranged seminar on political accuracy. Kathleen Dixon, chief of womens learns at the college, clarified: We disallow any course that says we limit free discourse.- George Will, Newsweek. Decemberâ 25, 2000I pronounce, he stated, with the mamma I got its a marvel I ended up being such a decent kid!- Flannery OConnor, Greenleaf. The Kenyon Review, 1957As your leader, I would request a s ci-fi library, including an ABC of the class. Asimov, Bester, Clarke.- Martin Prince in Lisas Substitute. The Simpsons, 1991 ApologizingBy saying we apologize we play out an expressive demonstration at the same time with the naming of that expressive demonstration. It is thus that apologize is known as a performative action word, characterized as an action word indicating phonetic activity that can both depict a discourse demonstration and express it. This clarifies why we can say that we are heartbroken, yet not that we are sorry for somebody elses benefit in light of the fact that be sorry just communicates, yet doesn't portray the demonstration of making a statement of regret.- R. Dirven and M. Verspoor, Cognitive Exploration of Language and Linguistics. John Benjamins, 2004Hedged PerformativesGenerally, the performative verb...is in the basic present dynamic and the subject is I, yet the action word might be in the straightforward present detached and the subject need not be I: Smoking is illegal; The board of trustees expresses gratitude toward you for your administrations. A test for whether an actio n word is being utilized performatively is the conceivable inclusion of thus: I therefore apologize; The board of trustees thus says thanks to you. In supported performatives, the action word is available however the discourse demonstration is performed in a roundabout way: In saying I should apologize for my conduct, the speaker is communicating a commitment to make a statement of regret, yet infers that the affirmation of that commitment is equivalent to an expression of remorse. Interestingly, I was sorry is a report, and Must I am sorry? is a solicitation for guidance.- S. Greenbaum, The Oxford Companion to the English Language. Oxford University Press,â 1992

SCIENCE!

SCIENCE! Signs that I would someday Do Science can be traced to when I was 6 +/- 1 years old and decided to make a space-themed board game. Heres a sample tile that my sister and I have since rediscovered. Ive also rediscovered a diary that I kept in first grade. My favorite entry reads (unfortunately I dont have a picture): One day I went to Nasa!  It was fun, very fun! I went on a ride that looks like this*. then when I got home I cont think of anithing But Nasa! So I Dicided to mak a book about Dinosaurs! So I set to work. *Accompanied by a drawing of what I assume was meant to be a spaceship. Apparently I was a little confused about what NASA was, or did. I dont think I ever actually went to NASA; maybe I went to a science museum and saw some NASA signs in the space section and figured that thats what the whole building was. The point is: I thought space was cool. High School science was a less successful experience. In 9th grade, we looked at fruit flies under a microscope.  I kept accidentally squashing or over-etherizing them, and almost threw up. I had to leave the room when our teacher told us to etherize the rest. In 10th grade occurred The Burning Crucible Incident. I had been heating some sample (dont remember what anymore) for a while, and got some tongs to lift the burning-hot crucible. I clamped down, and lifted and the crucible slipped and fell down the sleeve of my lab coat.  I shrieked and started flailing my arm like a maniac. The crucible shot out of my sleeve at a gajillion miles per hour and soared through the air in perfect projectile motion, above everyones heads, before smashing on the floor by my teachers desk. As I rushed to the sink, my teacher made my partner Max clean it up. Good times. A few years later,  crucible-flinging me had become Me In My Last Year of Teenagerhood, and thrilled to find herself doing Real  Space-Related Science at the National Radio Astronomy Observatory. There, I learned that Real Science can also be ugly, although since all my work was computer-based there was a smaller chance of me flinging a burning crucible and killing someone. That feeling, when you finish writing a script, and are about to plot your data in a way that you hope will tease out some deep elegant meaning, and you triumphantly run your script in the command line, and see this: NOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO After 30-ish seconds of coronary arrest, I realized what was wrong (it was connecting dots it shouldnt have been connecting) and sorted it out. I thought that my friend Eric would find this amusing, so I took a screenshot and e-mailed it to him. He was so amused that he put it on Facebook for the world to see, along with the caption This summer, the world is training its next generation of people to unravel the mysteries of space. So far, theyve found this piece of art :P Thanks, Eric. Anyway, this obviously wasnt a big deal I just made a silly mistake. But I made a lot of mistakes this summer. My gaffes could fill a small treatise. On occasion, I spent three days charging down a line of reasoning before checking in with my mentor: Mentor: UhhhAnna? What exactly are you doing? Me: OH, let me explain! (blah blah) Mentor: Ummmhm. Im not sure I understand that. (very polite explanation of why what Im doing makes absolutely no sense) Now, maybe you have a thicker skin than me, but my personal instinct the first time this happened was to never try anything ever again, for fear that this exchange would repeat itself. I wanted to follow instructions, keep my head downanything to protect my Personal Dignity bubble. Of course, this bubble didnt last for very long, because 1) Im not very good at keeping my head down and 2) I had Science to do, so when the next thing came up that I wanted to experiment with I did. And the conversation happened again. And again. And again, and each time I felt my skin get a little thicker. The embarrassment was still there, trust me but I got better at letting it roll off. (amount of time you have to be awesome) = (amount of time spent being brave and excited) (amount of time spent being mortified), and I wanted to maximize my potential to be awesome, so you do the math. That said, I remember thinking that I should only be paid for hours spent generating results.  If I wasnt generating results, then surely no one would consider it WORKING. Surely everyone else at the National Radio Astronomy Observatory is 100% productive, ALWAYS. (you can hear how crazy this sounds already.) One day during my first week, I stayed at work really late, and when my office-mate asked why, I told him it was because I didnt feel that I had earned my hours for that day. He shook his head at me. Anna. You spent all day working. Me: but I didnt get anything DONE! Office-mate: You DID get stuff done. Me: but I spent half the day doing it wrong, so now I need to make up those lost hours by doing it right! Office-mate: Doing it wrong the first time was a step towards doing it right the second time. He was totally right. I also learned, after a week or two of thinking I must be the Dumbest Human Being Alive, that its not just me. One of my friends spent a week and a half fabricating a perfect piece of electronics, only to touch it in the wrong place and short-circuit it. Another friend once announced to his mentor that the substance they were testing didnt corrode his sample AT ALL, only to be told that it had actually corroded an ENTIRE LAYER; he hadnt been able to distinguish between the original surface and the newly-exposed one. At group meetings, I regularly saw graduate students stuck, going in the wrong direction, questioning whether what they had been doing for the past month or even more was at all useful. I saw faculty members and professional astronomers argue over the validity of a method or a result. I was surprised, although I shouldnt have been and part of joining their ranks was becoming comfortable arguing and defending my methods against their criticism. Arguing and defending my methods against their criticism is a nice description of what Junior Lab oral exams are like. My professor in particular is very aggressive with the questioning, and in the 15 minutes of QA following my presentation on Poisson statistics, I got torn to shreds. Instead of defending myself properly, I just sort of stood there and let my mouth flap open and closed. The next time, I was much more prepared, mentally, although the preparation process was super stressful. The day before the oral, my result for the brightness temperature of the sun at the 21cm wavelength was: 70,000  +/- 140,000 Kelvin. In case you dont spot whats wrong with that, let me give you a hint: error bars should NOT be an order of magnitude higher than the value. Fortunately, just like the plotting gaffe, I managed to figure out what was wrong and get my numbers to reasonable values. A few days ago, my friend and her lab partner measured the speed of cosmic-ray muons to be one point eight times the speed of light. Better than another friend and his partner, who took the class two years ago and measured the muon speed to be three times the speed of light. Breaking physics is awkward. As much as J-Lab is Experimental Physics bootcamp, it is also Dealing With Your Gaffes bootcamp. My  section is at 9am-noon on Tuesdays and Thursdays,  which may sound luxurious to you non-college-kids, but thats about the earliest that classes start here at MIT and I do NOT function at 9am. This exponentially increases the probability that I will do or say something embarrassing. In one of our first sessions, I tried to convince my partner Eric that multiplying by a really small number results in a really big number; he just stared at me until, thirty seconds into my explanation, I listened to what I was saying and facedesked. More recently, I tried to convince him that 1000 seconds was something like 3 hours, because 60 times 60 is 360* *Its not. During our second experiment, Eric accidentally took out a sample before we were done and we had to start all over again the next time. Weeks later, the two of us spent an entire section trying to get the microscope to focus, only to be told that we had the slide upside-down. Some of my friends have spent sections getting absolutely no useful data whatsoever strictly speaking, this shouldnt happen, because one should be analyzing ones data as it comes in, but lets be real it happens. And when it happens, your procedure is: 1) (optional) Be mortified for a maximum of five seconds 2) Laugh at yourself, and tell a couple of friends so you can lol about it together 3) Get over it 4) Try very hard not to do it again Back to the summer, and the National Radio Astro Observatory, where I was fiddling with pulsars and felt a bit like I was making a fool out of myself. About two and a half weeks into the research program,  I sent my supervisor an e-mail explaining a method I had devised to filter some pulsar candidates. I admit that I was sort of expecting the usual sorrywhat? and was utterly amazed when his response was: NiceThats very cool. He gave some more suggestions, and finished with Nice work with this! WOAH. Mind blown. And lesson learned: the excitement of coming up with something new TOTALLY outweighs the embarrassment of making a mistake. Gaffes are an inevitable, hilarious part of getting there. And make for good bonding with your J-Lab partner.

SCIENCE!

SCIENCE! Signs that I would someday Do Science can be traced to when I was 6 +/- 1 years old and decided to make a space-themed board game. Heres a sample tile that my sister and I have since rediscovered. Ive also rediscovered a diary that I kept in first grade. My favorite entry reads (unfortunately I dont have a picture): One day I went to Nasa!  It was fun, very fun! I went on a ride that looks like this*. then when I got home I cont think of anithing But Nasa! So I Dicided to mak a book about Dinosaurs! So I set to work. *Accompanied by a drawing of what I assume was meant to be a spaceship. Apparently I was a little confused about what NASA was, or did. I dont think I ever actually went to NASA; maybe I went to a science museum and saw some NASA signs in the space section and figured that thats what the whole building was. The point is: I thought space was cool. High School science was a less successful experience. In 9th grade, we looked at fruit flies under a microscope.  I kept accidentally squashing or over-etherizing them, and almost threw up. I had to leave the room when our teacher told us to etherize the rest. In 10th grade occurred The Burning Crucible Incident. I had been heating some sample (dont remember what anymore) for a while, and got some tongs to lift the burning-hot crucible. I clamped down, and lifted and the crucible slipped and fell down the sleeve of my lab coat.  I shrieked and started flailing my arm like a maniac. The crucible shot out of my sleeve at a gajillion miles per hour and soared through the air in perfect projectile motion, above everyones heads, before smashing on the floor by my teachers desk. As I rushed to the sink, my teacher made my partner Max clean it up. Good times. A few years later,  crucible-flinging me had become Me In My Last Year of Teenagerhood, and thrilled to find herself doing Real  Space-Related Science at the National Radio Astronomy Observatory. There, I learned that Real Science can also be ugly, although since all my work was computer-based there was a smaller chance of me flinging a burning crucible and killing someone. That feeling, when you finish writing a script, and are about to plot your data in a way that you hope will tease out some deep elegant meaning, and you triumphantly run your script in the command line, and see this: NOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO After 30-ish seconds of coronary arrest, I realized what was wrong (it was connecting dots it shouldnt have been connecting) and sorted it out. I thought that my friend Eric would find this amusing, so I took a screenshot and e-mailed it to him. He was so amused that he put it on Facebook for the world to see, along with the caption This summer, the world is training its next generation of people to unravel the mysteries of space. So far, theyve found this piece of art :P Thanks, Eric. Anyway, this obviously wasnt a big deal I just made a silly mistake. But I made a lot of mistakes this summer. My gaffes could fill a small treatise. On occasion, I spent three days charging down a line of reasoning before checking in with my mentor: Mentor: UhhhAnna? What exactly are you doing? Me: OH, let me explain! (blah blah) Mentor: Ummmhm. Im not sure I understand that. (very polite explanation of why what Im doing makes absolutely no sense) Now, maybe you have a thicker skin than me, but my personal instinct the first time this happened was to never try anything ever again, for fear that this exchange would repeat itself. I wanted to follow instructions, keep my head downanything to protect my Personal Dignity bubble. Of course, this bubble didnt last for very long, because 1) Im not very good at keeping my head down and 2) I had Science to do, so when the next thing came up that I wanted to experiment with I did. And the conversation happened again. And again. And again, and each time I felt my skin get a little thicker. The embarrassment was still there, trust me but I got better at letting it roll off. (amount of time you have to be awesome) = (amount of time spent being brave and excited) (amount of time spent being mortified), and I wanted to maximize my potential to be awesome, so you do the math. That said, I remember thinking that I should only be paid for hours spent generating results.  If I wasnt generating results, then surely no one would consider it WORKING. Surely everyone else at the National Radio Astronomy Observatory is 100% productive, ALWAYS. (you can hear how crazy this sounds already.) One day during my first week, I stayed at work really late, and when my office-mate asked why, I told him it was because I didnt feel that I had earned my hours for that day. He shook his head at me. Anna. You spent all day working. Me: but I didnt get anything DONE! Office-mate: You DID get stuff done. Me: but I spent half the day doing it wrong, so now I need to make up those lost hours by doing it right! Office-mate: Doing it wrong the first time was a step towards doing it right the second time. He was totally right. I also learned, after a week or two of thinking I must be the Dumbest Human Being Alive, that its not just me. One of my friends spent a week and a half fabricating a perfect piece of electronics, only to touch it in the wrong place and short-circuit it. Another friend once announced to his mentor that the substance they were testing didnt corrode his sample AT ALL, only to be told that it had actually corroded an ENTIRE LAYER; he hadnt been able to distinguish between the original surface and the newly-exposed one. At group meetings, I regularly saw graduate students stuck, going in the wrong direction, questioning whether what they had been doing for the past month or even more was at all useful. I saw faculty members and professional astronomers argue over the validity of a method or a result. I was surprised, although I shouldnt have been and part of joining their ranks was becoming comfortable arguing and defending my methods against their criticism. Arguing and defending my methods against their criticism is a nice description of what Junior Lab oral exams are like. My professor in particular is very aggressive with the questioning, and in the 15 minutes of QA following my presentation on Poisson statistics, I got torn to shreds. Instead of defending myself properly, I just sort of stood there and let my mouth flap open and closed. The next time, I was much more prepared, mentally, although the preparation process was super stressful. The day before the oral, my result for the brightness temperature of the sun at the 21cm wavelength was: 70,000  +/- 140,000 Kelvin. In case you dont spot whats wrong with that, let me give you a hint: error bars should NOT be an order of magnitude higher than the value. Fortunately, just like the plotting gaffe, I managed to figure out what was wrong and get my numbers to reasonable values. A few days ago, my friend and her lab partner measured the speed of cosmic-ray muons to be one point eight times the speed of light. Better than another friend and his partner, who took the class two years ago and measured the muon speed to be three times the speed of light. Breaking physics is awkward. As much as J-Lab is Experimental Physics bootcamp, it is also Dealing With Your Gaffes bootcamp. My  section is at 9am-noon on Tuesdays and Thursdays,  which may sound luxurious to you non-college-kids, but thats about the earliest that classes start here at MIT and I do NOT function at 9am. This exponentially increases the probability that I will do or say something embarrassing. In one of our first sessions, I tried to convince my partner Eric that multiplying by a really small number results in a really big number; he just stared at me until, thirty seconds into my explanation, I listened to what I was saying and facedesked. More recently, I tried to convince him that 1000 seconds was something like 3 hours, because 60 times 60 is 360* *Its not. During our second experiment, Eric accidentally took out a sample before we were done and we had to start all over again the next time. Weeks later, the two of us spent an entire section trying to get the microscope to focus, only to be told that we had the slide upside-down. Some of my friends have spent sections getting absolutely no useful data whatsoever strictly speaking, this shouldnt happen, because one should be analyzing ones data as it comes in, but lets be real it happens. And when it happens, your procedure is: 1) (optional) Be mortified for a maximum of five seconds 2) Laugh at yourself, and tell a couple of friends so you can lol about it together 3) Get over it 4) Try very hard not to do it again Back to the summer, and the National Radio Astro Observatory, where I was fiddling with pulsars and felt a bit like I was making a fool out of myself. About two and a half weeks into the research program,  I sent my supervisor an e-mail explaining a method I had devised to filter some pulsar candidates. I admit that I was sort of expecting the usual sorrywhat? and was utterly amazed when his response was: NiceThats very cool. He gave some more suggestions, and finished with Nice work with this! WOAH. Mind blown. And lesson learned: the excitement of coming up with something new TOTALLY outweighs the embarrassment of making a mistake. Gaffes are an inevitable, hilarious part of getting there. And make for good bonding with your J-Lab partner.

Expressed Emotion, Attribution, And Control Essay - 726 Words

Topic: Expressed Emotion, Attribution, and Control in Parents of Schizophrenic Patients In this study, Peterson and Docherty examines the emotional state of parents with schizophrenic young adults. The intent of this research was to detect whether or not overinvolved parents of schizophrenic people, blame themselves for the patients’ illness, as well as controlling behavior toward others. 54 parents of schizophrenic patients were assessed with the Camberwell Family Interview. As a result, parents who were overly involved blamed themselves for the patients’ illness more than parents who were less controlling. This research is a valuable source for my research, it is a concise overview of the role parents play in the development and treatment for young adults with schizophrenia. Peterson, E. C., Docherty, N. M. (2004). Expressed emotion, attribution, and control in parents of schizophrenic patients. Psychiatry, 67(2), 197-207. Retrieved from http://search.proquest.com/docview/220666791/134D50C0C60E485EPQ/4?accountid=35779 Topic: Beliefs about causation of schizophrenia: Do Indian families believe in supernatural causes? Srinivasan Thara focuses their research on Indian families living with patients’ diagnosed with schizophrenia and their belief of the causation of the disorder. The objective of the research is to debunk the stereotype that Indian families believe the causation of schizophrenia is triggered by supernatural forces and that only a magical-religiousShow MoreRelatedMy Class Of Third Grade Children1472 Words   |  6 Pageschildren are incapable of determining the overlap of goals between his/her goals and the goal I set forth, creating high power demand. Attributions From the moment I meet my students on the first day, initial and very powerful lasting attributions will instantly be made. They will begin to â€Å"Thin Slice† the first interaction into a series of quick attributions. Since I am as a young, white female, this will rise power demands with those students who have a bias against females and/or CaucasiansRead MoreThe Implications of Expressed Emotion in Schizophrenia1662 Words   |  7 Pagesnamely stressful life events. One particular opinion regarding the aetiology of this illness is Expressed Emotion: a concept which links directly to the emotional atmosphere in the caregivers home, and the feelings conveyed regarding the illness of the dependent (Whittick, 1993). When a Schizophrenic patient goes into convalescence, they are required to be in a stable environment which is low in expressed emotion, otherwise implications, including relapse, are more likely to occur (Vaughn and Leff, 1976)Read MoreImpressions of the Ch air Essay examples726 Words   |  3 Pagespuzzled, because he could not believe that the chair was bolted down. The chair being bolted down shows a level of control. 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Martin Luther King Impact - 1553 Words

The Civil Rights Movement was the unification between all parts of society, the blacks, the whites, the rich, and the poor. There were several attempts by many people and groups to help bring amalgamation and equality for everyone. Martin Luther King was the key person involved in this movement, with no major competition for the overall leadership of the movement from 1957 to the mid 1960s . He attempted to alleviate the sense of crisis that pervaded America during the Civil Rights Era. King was the driving force behind pivotal moments that have passed the test of time, such as the Montgomery Bus Boycott, what is considered to be the first important civil rights campaign, and the 1963 March on Washington. A firm believer of non-violent†¦show more content†¦Without the presence and support of King, the Bus Boycott may not have continued, as his persuasive speech, including religious vocabulary, convinced his supporters to persist with the protesting. At a mass gathering, the Montgomery Improvement Association voted to continue the Boycott after King performed his speech, â€Å"I want it to be known that we’re going to work with grim and bold determination to gain justice on the buses in this city. And we are not wrong†¦ if we are wrong, the Supreme Court of the Nation is wrong. If we are wrong, the Constitution of the United States is wrong. If we are wrong, God Almighty is wrong.† Given the environment, his references to God were the most effective way in encouraging the religious people of Montgomery to pursue their protesting. Linked with mentions of legal documents, his argument became unbreakable and appealed to all parts of society. Oratory skills – unique The 1963 March on Washington further exemplified the political significance of King. Due to its peaceful nature, President Kennedy, who preferred to agree with them protesting in an amicable manner, rather than rioting, did not prove to be an opposition to the march. The physical representation of what they desired – desegregation, showed unity between the predominantly middleShow MoreRelatedimpact of martin luther king on civil rights3162 Words   |  13 PagesHow much impact did Martin Luther King have in changing civil rights for black Americans? Eyes on the Prize, American’s Civil Rights years, 1954-1965, Juan Williams Eyes on the Prize, Juan Williams On the bus boycott â€Å"When the trial of the boycott leaders began in Alabama, the national press got its first good look at Martin Luther King Jr., the first defendant. Four days later, King was found guilty. The sentence was a $500 fine and court costs, or 386 days of hard labour. The judge explained thatRead More Martin Luther King Jrs Impact on the Civil Rights Movement Essay1565 Words   |  7 PagesMartin Luther King Jrs Impact on the Civil Rights Movement Martin Luther Kings I Have a Dream speech directly contributed to the Civil Rights movement. While delivering his speech at a kairotic moment, King tells us how blacks have been serving an injustice and that they should be treated equally. Much had transpired before the speech was delivered. As civil rights protests spread throughout the nation, King continued to combine peaceful methods of protest and his theological trainingRead MoreThe Impact Of Gandhi On American Society Through Martin Luther King Jr.990 Words   |  4 PagesHinduism had any influence on the development of American society. But what little they do know of Hinduism is most likely derived from their knowledge of Mahatma Gandhi. Few Americans realize that Gandhis teachings and lifes work had a tremendous impact on the development of American society during the Civil Rights Movement. Mohandas K. Gandhi, known to the world as The Mahatma, or the Great Soul, brought a great gift to the modern world. That gift was the light of Non-Violence, of Service toRead MoreI Have A Dream Speech Written And Spoken By Martin Luther King Jr.1208 Words   |  5 Pagesspoken by Martin Luther King Jr. so what made this speech have the impact that it did? When the speech was spoken on August 28,1963 it was a start of a change. The March on Washington for jobs and freedom was an initial step in the Civil Rights Movement. On the momentous steps of the lincoln memorial, in the shadow of the person that signed the Emancipation Proclamation words that Martin Luther King Jr said himself, in front of thousands of people present on that unforgettable day (King). The writerRead MoreMartin Luther Kings Impact On The Civil Rights Movement1030 Words   |  5 PagesMartin Luther King, Jr. was an American priest, activist, and important leader in the African-American Civil Rights movement. His main hope was to secure progress on civil rights in the United States, and he has become a human rights icon. 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American Nurses A Qualitative Analysis - 3139 Words

American Nurses Credentialing Center Pathway to Excellence ® Post-designation Questionnaire 2012 to 2014: A Qualitative Analysis John Hagan University of Maryland School of Nursing American Nurses Credentialing Center Pathway to Excellence ® Post-designation Questionnaire 2012 to 2014: A Qualitative Analysis Abstract This summative report is the result of content analysis of post-designation questionnaires of organizations participating in the American Nurses Certification Center’s (ANCC) Pathway to Excellence ® program. The intention is to describe major themes found within the responses. The questionnaire included eight open-ended questions related to the Pathway to Excellence ® experience from an organizational and nursing†¦show more content†¦All Rights Reserved.) There are currently 129 health care organizations in the United States, Australia and Singapore that have completed designation from the Pathway to Excellence ® (American Nurses Credentialing Center, 2014). A questionnaire is performed after designation to allow the health care organization an opportunity to convey perceived benefits, barriers, and lasting imprints from participating in the Pathway to Excellence ® Program. The Pathway to Excellence ® Program touts 12 practice standards or core concepts that are nursing centered including the ability of nurses to control the practice of nursing and recognition of nursing for achievement (see Appendix A) (American Nurses Credentialing Center, 2014). These standards have shown evidence of overall nursing satisfaction, which is a key influencer in nursing satisfaction and retention. Pella Regional Health Center provides a post-designation exemplar of participation in the Pathway to Excellence ® Program. Key outcomes included that 99% of nurses felt a key part of quality improvement strategies, 96% felt they were a key part of changes to patient care standards, and 98% felt nurses were involved in professional development strategies (Drafahl, Beyer, Chow, 2012). The designation confirms a supportive nursing environment with a practice based on standards