Genie Wiley, the Feral Child

Genie Wiley (born April 1957) was a severely neglected and abused child who was discovered and taken into custody by authorities when she was 13 years old. While her circumstances until that point were undeniably tragic, they also presented an opportunity for psychologists, linguists, and other researchers to study psychosocial, emotional, and cognitive development in an individual who had suffered from severe social isolation and deprivation. In particular, the discovery of Genie presented an opportunity to study whether a child who was past the so-called critical period for language acquisition could learn to speak a first language. Key Takeaways: Genie Wiley Genie Wiley was abused and neglected for over a decade until she was discovered in 1970 when she was 13 years old.Known as the feral child, Genie became an important subject of research. Of special interest was whether she could acquire language, as she was no longer within the critical period for language development.Genies case presented an ethical dilemma between prioritizing her care or prioritizing research on her development. Early Life and Discovery The case of Genie Wiley came to light on November 4, 1970. Genie was discovered by a social worker when her mother, who was partially blind, went to apply for social services. Genie had been isolated in a small room starting at the age of 20 months until her discovery at 13 years and 9 months old. She spent most of her time naked and tied to a potty chair where she was given limited use of her hands and feet. She was completely cut off from any kind of stimulation. The windows were curtained and the door was kept closed. She was only fed cereal and baby food and wasn’t spoken to. Although she lived with her father, mother, and brother, her father and brother would only bark or growl at her and her mother was only permitted very brief interactions. Genie’s father was intolerant of noise, so no TV or radio was played in the house. If Genie made any noise, she was physically beaten. Portrait of Genie Wiley. Bettmann / Getty Images Upon her discovery, Genie was admitted to Children’s Hospital of Los Angeles for evaluation. She was severely underdeveloped. She was thin and looked like a child of six or seven. She couldn’t stand up straight and could only walk with a hunched â€Å"bunny walk.† She was unable to chew, had trouble swallowing, and spat frequently. She was incontinent and mute. At first, the only words she recognized were her name and â€Å"sorry.† Testing shortly after she came to the hospital revealed that her social maturity and mental abilities were at the level of a one-year-old. Genie didn’t walk at a normal age, so her father came to believe she was developmentally disabled. However, the researchers brought onto the case after Genie’s discovery found little evidence of this in her early history. It appeared she never suffered from brain damage, mental disability, or autism. Therefore, the impairments and developmental delays Genie exhibited upon being assessed were the result of the isolation and deprivation she was subjected to. Both of Genie’s parents were charged with abuse, but Genie’s 70-year-old father committed suicide the day he was supposed to appear in court. The note he left said, â€Å"The world will never understand.† The Rush to Research Genie’s case drew media attention as well as great interest from the research community, which considered it a rare opportunity to discover whether it was possible for Genie to mentally develop after such severe deprivation. Researchers would never deliberately conduct deprivation experiments with people on moral grounds. So, Genie’s sad case was ripe for study. Genie was not the child’s real name, but the name given to the case in order to protect her privacy. The National Institute of Mental Health (NIMH) provided funding for research and a team was assembled whose goal was to rehabilitate and study Genie’s progress. Genie soon learned basic social skills like using the toilet and dressing herself. She was fascinated by her environment and would study it intensely. She especially enjoyed visiting places outside the hospital. She was talented at nonverbal communication, but her ability to use language did not proceed rapidly. As a result, psychologist David Rigler decided to focus the research on Genies language acquisition. Language Acquisition The discovery of Genie coincided with a debate about language acquisition in the scholarly community. Linguist Noam Chomsky, from the Massachusetts Institute of Technology, claimed humans are born with an innate ability to develop language. He believed language isn’t acquired because we learn it, but because it’s part of our genetic inheritance. Then, neuropsychologist Eric Lenneberg added a caveat to Chomsky’s ideas. Lenneberg agreed that humans are born with the ability to develop language, but suggested that if a language wasn’t acquired by puberty, it might never be. Lenneberg’s proposal was called the â€Å"critical period hypothesis.† Yet, there was no ability to test the theory until Genie came along. Within the first seven months after her discovery, Genie learned many new words. She had even begun to speak but only in single words. By July 1971, Genie could put two words together and by November she could put together three. Despite  signs of progress, Genie never learned to ask questions and she didn’t seem to understand the rules of grammar. After beginning to speak in two-word phrases, normal children experience a language â€Å"explosion† a few weeks later in which speech develops quickly. Genie never experienced such an explosion. Her speech seemed to plateau at creating two to three-word strings, despite four years of additional work and research with her. Genie demonstrated that it’s possible for an individual to learn some language after the critical period. Yet, her inability to learn grammar, which Chomsky believed was key to human language, indicated that passing the critical period was detrimental to the complete acquisition of a first language. Arguments and Ethical Considerations During Genie’s treatment, there  were disputes amongst the members of her team. In the early days after her discovery, she entered her first foster home with her teacher Jean Butler. Butler claimed she felt that Genie was being subject to too many tests and attempted to make changes to Genie’s treatment. She wouldn’t allow the linguist Susan Curtiss or the psychologist James Kent into her house to see Genie. Other team members claimed Butler thought she could become famous through her work with Genie and didn’t want anyone else to get credit. Butler’s application to become Genie’s permanent foster parent was rejected about a month later. Psychologist David Rigler and his wife Marilyn stepped in and fostered Genie for the next four years. They continued to work with her and let others continue their research throughout that time. However, Genie left the Riglers’ home after NIMH stopped funding the project due to problems with data collection. Throughout the four years in which Genie was being tested and studied, there was debate about whether she could be a research subject and a rehabilitation patient at the same time. The ethics of the situation were murky. In 1975, Genie’s mother regained custody after being acquitted of all charges of child abuse. Genie’s care quickly became too much for her to handle, though, so Genie began to bounce from foster home to foster home. She was once again subjected to abuse in those homes. Soon, she stopped talking and refused to open her mouth entirely. Meanwhile, Genie’s mother filed a lawsuit against Genie’s team and the Childrens Hospital alleging that the researchers prioritized testing Genie over her welfare. She contended that they pushed Genie to the point of exhaustion. The case was eventually settled but the debate continues. Some believe the researchers exploited Genie, and therefore, didn’t help her as much as they could have. However, the researchers say they treated Genie to the best of their ability. Historian and psychologist Harlan Lane points out that â€Å"theres an ethical dilemma in this kind of research. If you want to do rigorous science, then Genies interests are going to come second some of the time. If you only care about helping Genie, then you wouldnt do a lot of the scientific research. So, what are you going to do?† Genie Today Genie is believed to be alive and living in an adult foster home as a ward of the state of California. While the linguist who worked with Genie, Susan Curtiss, has attempted to get in touch with her, she’s been repeatedly rebuffed. However, she said that when she calls the authorities, they inform her that Genie is well. Yet, when journalist Russ Rymer saw Genie at her 27th birthday party, he painted a much bleaker picture. Similarly, psychiatrist Jay Shurley, who was at Genie’s 27th and 29th birthdays, claimed Genie was depressed and had withdrawn into herself. Sources Cherry, Kendra. â€Å"Overview of Feral Child Genie Wiley.† Verywell Mind, 9 March 2019. https://www.verywellmind.com/genie-the-story-of-the-wild-child-2795241Pines, Maya. The Civilizing of Genie. Teaching English Through the Disciplines: Psychology, edited by Loretta F. Kasper. Whittier Publications, 1997. http://kccesl.tripod.com/genie.htmlNOVA. Secret of the Wild Child. PBS, 4 March, 1997. https://www.pbs.org/wgbh/nova/transcripts/2112gchild.htmlFromkin, Victoria, Krashen, Stephen, Curtiss, Susan, Rigler, David, and Rigler, Marilyn. The Development of Language in Genie: A Case of Language Acquisition Beyond the Critical Period Brain and Language, vol. 1, no. 1, 1974, pp. 81-107. http://dx.doi.org/10.1016/0093-934X(74)90027-3Carroll, Rory. Starved, Tortured, Forgotten: Genie, the Feral Child Who Left a Mark on Researchers. The Guardian, 14 July 2016. https://www.theguardian.com/society/2016/jul/14/genie-feral-child-los-angeles-researchers

To Kill A Mockingbird Character Analysis - 733 Words

In the story To Kill a Mockingbird it follows the life of Jem and Scout as they grow up in a time of inequality and injustice. In the beginning of the story Scout does not understand Atticus’ life lessons, but as she matures she will. The author tells the story from an older and more mature Scout’s perspective. Harper Lee also uses the voice of Jem to portray the internal and external conflicts in the book. Using Jem’s voice, Lee reveals how a young man can rise above ignorance in their community. This story portrays literary elements such as character, setting, and conflict, this affects the theme that you can not judge people by rumors but by getting to know them. The Mrs. Dubose conflict with Jem is one of the coming-of-age†¦show more content†¦This scene shows how mature Jem is now, his punishment was more of torture in his eyes but he persists throughout the agony. Another coming of age experience was toward the climax of Boo’s story, Scout s tarts to see Boo as a person, not just as a rumor from Miss Stephanie Crawford, the neighborhood gossip. She sees him as an ordinary person and cares for him, unlike most Maycomb civilians. In the end, Scout realizes Atticus was right. â€Å"One time he said you never really know a man until you stand in his shoes and walk around in them. Just standing on the Radley porch was enough† (374). One night, she talks about Boo â€Å"Atticus, when they finally saw him, why he hadn’t done any of those things†¦Atticus, he was real nice†¦Ã¢â‚¬  (376). People view Boo Radley as things that he is not and held responsible for things he never did, but when Scout finally meets Boo, she finally realizes that all those rumors are lies and they must respect others as people. And lastly, Mr. Dolphus Raymond is a character who is known by the citizens of Maycomb for what he appears, but Scout recognizes that he is not what he seems. Mr. Raymond is a white man who has children with his black wife, and hangs around Negros. He says â€Å"it helps folks if they can latch...a reason† (268). He believes that blacks should get more respect and to treat them like people. Raymond is one of â€Å"the handful of people with enough humility to think when they look at a Negro† (316). Scout starts toShow MoreRelatedTo Kill a Mockingbird Character Analysis Essay763 Words   |  4 PagesEssay Prompt: In a 1-2 page character analysis, explain what makes Atticus such a good parent, using quotes and evidence from the text to back up your claims. The Most Memorial Parent In 2003, the American Film Institute chose Atticus Finch, a respectful, dignity attorney from To Kill a Mockingbird, as the greatest hero in 100 years of film history. Harper Lee published To Kill a Mockingbird in the 1960s and it immediately received huge acclaims from readers throughout the world. In the novelRead MoreTo Kill A Mockingbird Character Analysis783 Words   |  4 PagesMockingbird Characters A mockingbird is someone or something that does no harm to others. In the story To Kill A Mockingbird, there are three characters that symbolize a mockingbird. They are Boo Radley, Atticus Finch, and Tom Robinson. These characters are innocent and do good to others. They also deserve no harm to be done to them. Boo Radley is a character the symbolizes a mockingbird. People like Mrs. Crawford spread rumors about Boo. â€Å"As Mr. Radley passed by, Boo drove the scissorsRead MoreTo Kill A Mockingbird Character Analysis721 Words   |  3 Pagesclass 6th Period English ll December 21 To Kill a Mockingbird is written by Harper Lee. It is the story of a black man’s struggle for justice. The protagonists Atticus Finch and his daughter Scout and other characters such as Tom Robinson and Bob Ewell, the author reveals her themes showing the evils of racism and the need in humans for respect. heroism is found in this novel, characters who show both physical and moral courage. Three characters to start are Atticus Finch, Mrs. Dubose, andRead MoreTo Kill A Mockingbird Character Analysis903 Words   |  4 Pages To Kill a Mockingbird, a novel written by Harper Lee, takes place during the Great Depression in the fictional town of Maycomb County, Alabama. The novel is narrated by Scout Finch looking back upon events within her childhood in Maycomb. She retells the various adventures she’s had with her brother, Jem, and father, Atticus. Scout and Jem are often getting themselves into trouble whether it is because they are pestering their reclusive neighbors the Radleys, or are destroying the gardens of anotherRead MoreTo Kill A Mockingbird Character Analysis1557 Words   |  7 PagesThis quotation shows that to have courage isn’t always when you are being brave but when you finish something that you start. In the book â€Å"To Kill a Mockingbird† By Harper Lee,   Many characters show the trait of courage throughout the book. It also s hows many important parts of the book through these quotes that are shown. In the novel To Kill a Mockingbird by Harper lee Atticus shows the trait of courage a lot in the book.   The next two quotes are ones that show that Jen is a person in the novelRead MoreTo Kill A Mockingbird Character Analysis924 Words   |  4 PagesThe novel To Kill a Mockingbird is based on the passed experienced from Harper Lees childhood. The character of Atticus resembles the author’s father, and the character of Scout resembles herself. To Kill a Mockingbird is a novel written by the well known author, Harper Lee. This book is written in Scouts perspective to portray her life. The main character, Scout, who is also the narrator is portrayed as a young girl who is still learning the rules of life. Her father, her brother Jem, and nannyRead MoreTo Kill A Mockingbird Character Analysis956 Words   |  4 PagesEmpathetic Development in To Kill a Mockingbird Developing genuine empathy is one of life’s greatest challenges. In To Kill a Mockingbird, author Harper Lee uses unhypocritical, more experienced characters like Atticus to expose Jem and Scout to adult knowledge. Their adult influence is what brings about the empathetic growth and maturity of Jem and Scout. Atticus is one of these adults. After Scout is upset by her teacher’s inability to understand Maycomb County’s culture, Atticus delivers theRead MoreTo Kill A Mockingbird Character Analysis1033 Words   |  5 Pagespsychology. Children are molded by the milieu they are raised in, as apparent throughout the story of To Kill a Mockingbird by Harper Lee. Countless times we are exposed to children who are raised in different environments, from the Finchs to Ewells to even the Cunninghams. While we follow Scout, a 6 year old girl, and Jem, a 10 year old boy, through the story, we get to see their characters’ personalities evolve and change due to when and where they grew up at. We also get to experience how theyRead MoreTo Kill A Mockingbird Character Analysis1244 Words   |  5 PagesWas Atticus Finch was the true hero of To Kill A Mockingbird? Harper Lee’s To Kill A Mockingbird narrates the journey of Scout Finch from an immature, feisty, close minded young girl, to a strong, brave and courageous girl that now knows the truth about Boo Radley the towns ‘freak’. Boo Radley is middle aged man who is known as a creep but by the end of the novel they realise that he is a nice man. Scout is the daughter of Maycombs brave and courageous lawyer, Atticus Finch who defends Tom RobinsonRead MoreTo Kill A Mockingbird Character Analysis756 Words   |  4 Pagesso that she could end the aggression her father gave her. Mayella is powerful due to the fact that she is white, her family is the poorest family out there, but because of her color she will always be preferred over African-Americans. In â€Å"To Kill A Mockingbird,† Harper Lee uses class, race, and gender to determine if Mayella has power after all. In this case, power brought her down to be on a negative side. She may be white but because of the way she lives she will never earn the trust of others

Infection Prevention and Control Level

Question: Discuss about theInfection Prevention and Control Level. Answer: Introduction: This essay aims to analyze critically a qualitative and a quantitative research literature for supporting research development. The method of research critique will be utilized for analyzing the different components of the two articles and determining their significance in the research field. At first, the analysis of the two research articles will be done followed by a critical analysis. The essay will first define research critique and will make the readers understand regarding the research findings. For analyzing every section of a literature, an appropriate framework is needed (Parahoo, 2014).A summary will be provided after critically analyzing the two articles. Subsequently, this essay will critique a compulsory section of this article along with the other three sections for evaluating the findings of the research. The reviewing of the other parts includes introduction, literature review and discussion. The essay will critique the two research articles by considering the framew ork of research. Research Critique A research critique is concerned with the evaluation of content of the research papers. It involves the identification of problem, finding out specific questions, studying the theoretical and analytical approaches of the study and evaluating the findings along with the significance. The summary of a research critique involves the personal study and evaluation of the research articles by the authors. The arrangement cannot be similar that a research critique includes only errors in a report; comparatively it may be principally positive. It helps for analysing the weakness and strength of a specific research article. It also assists to identify repetitions, unrelated information and grammatical errors and overall writing style. It is carried out for a number of reasons, for example, when a research paper is all set to be published and for commenting on the research wok prior to publication. In some cases, it helps the emerging scholars in gaining experience, learning and developing the research skills (Fitzgerald, 2012). Summary of the First Article The first article titled Barriers to nurses adherence to central venous catheter guidelines by Jeffrey Picker (2014) is a qualitative research study which has included a descriptive method. This study has involved then participants and the collection of data has been carried out through interview. The analysis of data was performed with the help of Coloaizzis method. This study has aimed to explore the perceived barriers of nurses for adhering to the standard care practice s of Central Venous Catheters (CVCs). The key findings of this study have suggested that the barriers of adherence are potentially able to produce errors and restrict the nurses to provide a high-quality care to the patients. Critique The key findings of this study have suggested that the barriers of adherence are potentially able to produce errors and restrict the nurses to provide a high-quality care to the patients. The researchers with the logical development of the rationale and understanding of the study have done a detailed review of the cited articles. There has been an integrated assessment of all the articles and the researchers have identified the gaps between the knowledge and practice of the nursing professionals. By making a comparison with the other studies, it has been discovered by the researchers that this study has a minor susceptibility to predisposition because it is more rigorous and hence, it the current knowledge has been extended with the basis for less significant deviation. The method of research utilized by the researchers together with exploration of general credibility has highlighted the apparent barriers of the nurses explicitly. Justification These signify the logic, which has been maintained by the researchers throughout the study to provide a reliable understanding regarding the aim of the research with the purpose of the interventions to establish the hypothesis of the research. The researcher has discussed the discussion regarding post-insertion bleeding as a side effect, though no intervention has been suggested to reduce or avoid this bleeding that could have made this study more practical and safety oriented. A clear demonstration regarding the infections associated with the catheters and the significance of CVCs in managing the severely ill patients has been given by the introduction of this article. Summary of the Second Article The second research article titled A comparative evaluation of antimicrobial-coated versus non-antimicrobial coated peripherally inserted central catheters on associated outcomes: A randomized controlled trial by Storey et al. (2016) is a quantitative study. The sample populations of this study comprised the patients who were randomly selected and placed with PICC line in the body. The study involved 167 patients from the three high-risk units and was allocated to receive either a non-CHG or a CHG impregnated line. The collection of data was carried out in the form of laboratory and the patients were reviewed regularly. The study was designed to compare the effects of non-CHG and CHG lines on the development of CLABSI and VTE. The findings of the study revealed that no major differences were observed in the development of CLABSI and VTE by using both the lines. Critique The researchers have developed a coherent development regarding the understanding of the topic with respect to the existing knowledge. This is apparent from the fact that a challenge is presented by the PICC lines in the clinical practice because of the development of complications. Hence, it is necessary for identifying the impact of CHG and non-CHG groups on the development of complications and their successive prevention (Sandrucci Mussa, 2014).It relates the review with the research problem directly and after reviewing, the identification of gaps has been done by summarizing the publications of the research. The development of VTE, CLABSI and post-insertion bleeding has been discussed by the researchers. This provided a thorough assessment regarding the findings of the study and associated them with the findings from another study for gaining knowledge. Justification The findings of this have reflected the different factors that have emerged in the form of contextual factors and cognitive barriers, which were later, associated with the main subject of this study. It can be affirmed form the study that the authors could have underlined some additional things regarding the role of the healthcare organizations to facilitate the barriers that are faced by the nurses as it could have presented a clear image about the issue. In addition to this, the study carried out in this research article is logical and well-linked. It has been exhibited by the introduction of this study that every year several patients die because of medical errors and the need for the nurses to adhere to the guidelines of the practices of standard care along with their responsibility for minimizing the errors. General Credibility (Compulsory Section) The general credibility of the research method can be stated in the way that the research method clearly explored the aim of the research in the study. It is apparent from the fact that the researchers have established an apparent and consistent association between the research aim and findings of the study. The study intended to investigate the impact of both the PICC lines on the arising of problems and the findings advocated no major variations mong both the lines resulting in the development of problems. These signify the logic, which has been maintained by the researchers throughout the study to provide a reliable understanding regarding the aim of the research with the purpose of the interventions to establish the hypothesis of the research. Optional Sections Introduction The first article titled Barriers to nurses adherence to central venous catheter guidelines by Jeffrey Picker (2014) is a qualitative research study which has included a descriptive method. This study has involved then participants and the collection of data has been carried out through interview. The analysis of data was performed with the help of Coloaizzis method. This study has aimed to explore the perceived barriers of nurses for adhering to the standard care practice s of Central Venous Catheters (CVCs). The second research article titled A comparative evaluation of antimicrobial-coated versus non-antimicrobial coated peripherally inserted central catheters on associated outcomes: A randomized controlled trial by Storey et al. (2016) is a quantitative study. The sample populations of this study comprised the patients who were randomly selected and placed with PICC line in the body. Literature Review The literature review systematically reviewed the articles to demonstrate the factors of risk that leads to infection and identifying the patients who are prone to develop infections. A coherent development regarding the understanding of the topic with respect to the existing knowledge has been developed by the researchers. This is apparent from the fact that a challenge is presented by the PICC lines in the clinical practice because of the development of complications. Hence, it is necessary for identifying the impact of CHG and non-CHG groups on the development of complications and their successive prevention (Sandrucci Mussa, 2014).It relates the review with the research problem directly and after reviewing, the identification of gaps has been done by summarizing the publications of the research. Discussion of the Study The results of the study along with their implications and limitations has been analysed by the discussion of the study. It has been associated with the other studies that have been reviewed in the in the background section which assisted in the identification of variables such as resource availability, staffing and documentation. It has been identified that the nurses have an awareness regarding the barriers to standard care practices. Besides the strength, the found weakness was the limitation of the study, which has been recognized properly with recommendations for future research. The discussion regarding the implications of the study has been done that enhanced the validity of the study and they have been proposed by keeping in consideration the complex environments of healthcare. Application to New Zealand Context The two articles involved Central Venous Catheter (CVC), while one of them is concerned with the guidelines by the nurses along with the development of complications such as VTE and CLABSI because of the utilization of PICC lines. The rationales for future research in this area have been provided by these studies. The significant international experiences have been used for reducing the infections that are acquired by healthcare by the Health Quality and Safety Commission of New Zealand (Sturm Antonakis, 2015). The information for helping the healthcare professionals in preventing the infections that re associated with CVC has been provided by this commission. It is clear that in New Zealand; evidence-based guidelines are not followed that brings about differences in the clinical practices. As a result, it is necessary that the nurses along with the other professionals of healthcare should assess the guidelines to ensure the availability of the best evidence (Taylor et al., 2014). T he barriers that are perceived by the nurses in their daily practices must be reduced to facilitate them for adhering to the standard practices of care to minimize the complications associated with CVC (LoBiondo-Wood Haber, 2014).The awareness and knowledge of the nurses can be enhanced by the upgrading of the consistency by developing a model to ensure than evidence-based interventions are received by the patients (Vasudevan, Oddie McGuire, 2016). The healthcare organizations can utilize the findings of these quantitative and qualitative studies for enhancing the quality of care offered to the patients. In order to adhere with the guidelines of management of CVCs, the nurses need to work hard since they are aware regarding the barriers for implementing an evidence-based protocol (Taylor et al., 2014). Conclusion (Compulsory Section) To conclude, by critically analysing the two research articles, it is apparent that in healthcare settings, safe delivery of care is a priority and the main role of the nursing professionals. Negligence in the care of the patients can result in the development bloodstream infections. In order to prevent this from taking place, the orientation of the healthcare organizations together with an official training will play a significant role to provide the essential tools that are needed for carrying out safe practices. They should identify and eliminate the barriers for ensuring the safety of the patient in an efficient manner. References Diggery, R. C. (2012).Catheters: Types, applications and potential complicationsNova Science Publishers, Inc. Dougherty, L., Lister, S. (2015).The Royal Marsden manual of clinical nursing procedures. John Wiley Sons. Fawcett, J. Garity, J. (2009). Evaluating research for evidence-based nursing practice. Philadelphia, PA: F.A. Davis Company. Fitzgerald, L. (2012). Using research evidence in S. Borbasi D. Jackson. Navigating the maze of research: enhancing nursing and midwifery practice (3rd ed., pp193-213). Chatswood, Sydney: Mosby Elsvier Jeffery, A. D., Pickler, R. H. (2014). Barriers to nurses adherence to central venous catheter guidelines.Journal of Nursing Administration,44(7/8), 429-435. Lapp, H., Krakau, I. (2014).Cardiac catheter book(1st ed.). New York: Thieme. LoBiondo-Wood, G., Haber, J. (2014).Nursing research: Methods and critical appraisal for evidence-based practice. Elsevier Health Sciences. Parahoo, K. (2014).Nursing research: principles, process and issues. Palgrave Macmillan. Polit, D. F., Beck, C. T. (2013).Essentials of nursing research: Appraising evidence for nursing practice. Lippincott Williams Wilkins. Sandrucci, S., Mussa, B. (Eds.). (2014).Peripherally Inserted Central Venous Catheters. Springer Milan. Storey, S., Brown, J., Foley, A., Newkirk, E., Powers, J., Barger, J., Paige, K. (2016). A comparative evaluation of antimicrobial coated versus nonantimicrobial coated peripherally inserted central catheters on associated outcomes: A randomized controlled trial.American journal of infection control,44(6), 636-641. Sturm, R. E., Antonakis, J. (2015). Interpersonal Power A Review, Critique, and Research Agenda.Journal of Management,41(1), 136-163. Taylor, J. E., McDonald, S. J., Tan, K. (2014). A survey of central venous catheter practices in Australian and New Zealand tertiary neonatal units.Australian Critical Care,27(1), 36-42. Valentin, A., Capuzzo, M., Guidet, B., Moreno, R.P., Dolanski, L, Baure, P. Metnitz, P.G.H. (2006). Patient safety in intensive care: Results from the multinational Sentinel Events Evaluation (SEE) study. Intensive Care Medicine, 32 1591-1598. Vasudevan, C., Oddie, S. J., McGuire, W. (2016). Early removal versus expectant management of central venous catheters in neonates with bloodstream infection.The Cochrane Library. Worth, L. J., Spelman, T., Bull, A. L., Brett, J. A., Richards, M. J. (2015). Central line-associated bloodstream infections in Australian intensive care units: Time-trends in infection rates, etiology, and antimicrobial resistance using a comprehensive Victorian surveillance program, 2009-2013.American journal of infection control,43(8), 848-852.

Bilingual Education Essay Research Paper Bilingual Education 2 free essay sample

Bilingual Education Essay, Research Paper Bilingual Education = Unilingual Education Bilingual instruction in America is a sound thought, but it is non genuinely bilingual instruction, it is merely bilingual for those who do non already speak English. America is a state with more and more civilizations blending together with different countries of America talking different linguistic communications. In California, Spanish is the dominant linguistic communication following to English, and in provinces such as Maine, French is spoken. Other civilizations should non be assimilated into mainstream America wholly, but America shouldn? Ts have to flex over backwards to do life easier for aliens. In order to go more culturally tolerant, everyone should larn a 2nd linguistic communication, non merely immigrants. Americans should do bilingual instruction genuinely bilingual. The first ground is to extinguish the consequence bilingual instruction has on hapless, non-English speech production kids. In Richard Bernstein? s, ? A War of Words? he says, ? Advocates of bilingual instruction believe that it represents the best opportunity for non-English speech production kids # 8212 ; who, non so coincidently, frequently come from lower-income groups? to bask the profusion and chances of American life? , but he besides writes, ? ? Bilingual instruction is a failure, a tactic that in the terminal will harm the opportunities of the by and large hapless, non-English speech production kids of all time holding a equal portion in the promise of American life. ? By merely holding everyone learn a 2nd linguistic communication eliminates the lines of income, and cultural background. Truly bilingual instruction would besides extinguish the psychological effects it has on non-English speech production kids. When they are in a schoolroom filled with people who do non talk the same linguistic communication they do, they are forced to experience entirely because they can non execute at the same degree as their equals, they feel there is something incorrect with them, lower than everyone else. ? ? Empowering Minority Students? does non reason that a kid? s inability to talk English is what leads him to neglect if he is put into an English schoolroom. Children fail? because they are made to experience? shame? for belonging to a minority group, for non being a portion of the dominant group. The lone manner to? authorise? such kids? is for the instructors to? consciously challenge the power construction both in their schoolrooms and schools and in the society at big? Bilingual instruction? is an? authorization pedagogy. ? It is an act of rebellion against white, Anglo Do mination ( Bernstein 2 ) . Truly bilingual instruction would forestall any one kid from experiencing lower than the other since they would wholly be sharing the same experience of larning another linguistic communication. In California for illustration, immigrants would be larning to talk English, while kids who already speak English would be larning another linguistic communication besides. Most likely the? dominant minority linguistic communication? in the country. In this instance Spanish, but of class Spanish would non be the lone linguistic communication available. The pick would be up to the parents. Entire submergence in a foreign linguistic communication is a necessity. Non-English speech production kids must be wholly immersed in English, and the same for the native English talkers, they must be immersed wholly in, for illustration, Italian. ? Under the dominant method of bilingual instruction used throughout this state, non-English speech production pupils are taught all academic topics such as math, scientific discipline, and history entirely in their native linguistic communication. English is a separate topic. The job with this method is that there is no nonsubjective manner to mensurate whether a kid has learn ed plenty English to be placed in categories where academic direction is wholly in English. As a consequence, some kids have been kept in native linguistic communication categories for six old ages? ( Hayakawa 3 ) . There are many people who will hold that seeking to larn a linguistic communication is non something a individual does in a hr everyday. That individual must be wholly immersed in the linguistic communication, they must be talking that linguistic communication all of the clip, or at least more than they speak their native linguistic communication. If the people in the current bilingual instruction classs were wholly immersed in English, they would hold no pick, but to accommodate and larn the linguistic communication in order to map. It does non take a kid six old ages to larn a linguistic communication when they are forced to make so. Children learn at an exceptionally fast rate, if they are immersed in one linguistic communication, it would non be really long until they are fluid in that linguistic communication. If kids started larning a 2nd linguistic communication in the 3rd class, they would most probably be fluent by fifth or 6th class, which leaves plentifulness of clip to possibly larn a 3rd? With all of these kids larning all different types of linguistic communications, there will finally be a dislocation in communicating. Sooner or subsequently person who prefers to talk Spanish is traveling to run into person who prefers to talk Russian. This is precisely the ground many people believe that English should be made the official linguistic communication of the United States. ? Because we are a state of immigrants, we do non portion the features of race, faith, ethnicity, or native linguistic communication which form the common bonds of society on other states. However, by holding to larn and utilize a ind ividual, universally spoken linguistic communication, we have been able to hammer a incorporate people from an incredibly diverse population? ( Hayakawa 2 ) This is a good thought, but it would merely be required if everyone knew more than one linguistic communication. Most Americans today merely know English. Until this fact changes, there is no demand to do English the official linguistic communication of the US, but even if it were a job now, English should be made the? default? linguistic communication. Meaning that it is to be used merely in the event of a communications dislocation. The adult male who prefers to talk Spanish attempts to talk to a adult male who prefers to talk Russian, they both result to the? default? linguistic communication of English so they can pass on. When they are finished, they can travel back to talking their preferable linguistic communication to everyone who understands them. Which would propose that these two thoughts should travel manus in manus. In order for a truly bilingual instruction system to work is to do certain that all instructors are fluid in both English and the linguistic communication they will be learning. Which means that there will be a demand for instructors that can talk either German, Italian, Russian, Chinese, Nipponese, Gallic, Spanish. Then there will be the demand to those who can talk the local linguistic communications. For illustration, Lakota is widely used on most Sioux reserves in the US, so many parents may desire their kids to larn Lakota alternatively of Chinese. More money will be needed to fund all of these linguistic communication plans, since there will stop up being class listings as: Third Grade English, Third Grade Spanish, Third Grade Italian etc? There will besides be uneven schoolroom sizes because many parents in California will desire their kids to larn Spanish ensuing in a big Spanish category and a little Russian category, if any at all. The thought of a truly bilingual instructi on system is still a batch more productive and beneficiary than the current bilingual system, but the genuinely bilingual system is, truthfully, Utopian in nature.