40 Idioms with First

40 Idioms with First 40 Idioms with First 40 Idioms with First By Mark Nichol Many expressions include the word first, often referring to beginnings or initial experiences. Here is a list of idiomatic phrases featuring the word, and their meanings. 1. First aid: medical care for minor injuries such as mild abrasions, cuts, bruises, and burns 2. First among equals: the sentiment that a leader is merely the premier person among his or her colleagues 3. First base: the first step or stage in a process or procedure, from baseball terminology 4. First blood: referring to the rite of passage of a hunter making a first kill 5. (At) first blush: referring to reconsideration of one’s initial thought 6. First call: the right to priority in use of something 7. First cause: the philosophical concept of the original self-created cause of which all other causes are by-products 8. First chair: the lead musician among those playing a particular instrument in an orchestra (such as first violin) 9. First class: the best category of travel accommodations, or the best in terms of performance or quality 10. First come, first served: the principle that the customer who arrives first is given priority 11. First cousin: a son or daughter of one’s aunt or uncle 12. First crack: the earliest chance or opportunity 13. First dance: the tradition of the guests of honor being the first couple on the dance floor to start a ball or other dance event 14. First dibs: see â€Å"first call† 15. First down: the first in a series of plays in American football after one team takes possession of the ball from the other team 16. First edition: the initial publication of a book 17. First estate: the clergy as the highest of the three orders of society in the Middle Ages and for some time afterward (the others were the nobility and the common people) 18. First floor: the ground floor (in American English usage) or the second floor (in British English usage) 19. First flush (of success): an initial period of achievement (the term is also used technically to refer to the initial runoff of rainwater after a storm) 20. First glance: a superficial examination or review 21. (At) first hand: with direct experience (as an adjective, firsthand) 22. First impression: the initial evaluation of information or an experience, generally before having time to consider or ponder 23. First lady: the wife of a government’s leader 24. First leg: the first part of a journey 25. First light: the earliest part of day 26. First night: the evening of a premiere performance, or the premiere performance itself 27. (In the) first place: in the beginning, or as an initial consideration 28. (Right of) first refusal: the privilege of being able to accept or reject an offer or proposal before anyone else is given consideration 29. (Love at) first sight: the sentiment of an instant romantic connection 30. (The) first step (is always the hardest): the notion that starting a task is the most difficult part 31. (Cast the) first stone: used to refer to hypocritical behavior akin to throwing a stone at someone as punishment for a crime when the thrower may be culpable for the same crime or another one 32. First string: the group of athletes who participate from the beginning an athletic competition, as opposed to players who may substitute for first-string teammates at some point; by extension, the best among any group 33. (Don’t) know the first thing about: the model for an expression stating that someone is unacquainted with even the basics of a certain procedure or topic 34. First things first: refers to the importance of considering the relative priority of steps 35. First-timer: someone engaging or participating in some activity the person has not done before 36. First water: the highest quality, especially in gems but also said figuratively of people of high character 37. First world: the developed, industrialized nations 38. (If at) first you don’t succeed (try again): the sentiment that one should persist after initial failure 39. Ladies first: a sentiment that, according to proper etiquette, females should have priority in passing through a doorway or into another area 40. Shoot first (and ask questions later): referring to the supposed wisdom, in a confrontation, of disabling a potential adversary first and then ascertaining whether the person is in fact a foe Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:20 Words with More Than One Spelling20 Words Meaning "Being or Existing in the Past"Quiet or Quite?

Iraq Vs. Iran essays

Iraq Vs. Iran essays According to Walter Russell Meads article, A Darker Shadow Than Iraq, Americas usual suspects, the Iraqs, have settled down under the interim government of Prime Minister Iyad Allawi, allowing room for Americas new and upcoming threat, Iran. The Israelis are currently preoccupied with negotiating a possible coalition government and the Palestinians consumed by political calamity, the likely hood of these Middle Eastern countries posing as a current international threat is very unlikely. What we are currently faced with is the building and stockpiling weapons of mass destruction in violation of international obligations and harboring and cooperating with terrorists, all of which Iran is linked with and Hussein is blamed for. The United States has dealt with Irans efforts in becoming nuclear in a very peaceful manner in the hopes of increased cooperation, but unfortunately this tactic has failed. The pressures of Europe, Russia and the US on Iran have yet to persuade them to reassure the world of their nuclear intentions. Until we are reassured of their intentions we can only assume that Irans nuclear intentions remain as they were in a statement given by former Iranian President Hashemi Mead, Walter Russell.A Darker Shadow Than Iraq. Los Angeles Times 25 July 2004:MI,6. Rafsanjani, which discusses the nuclear weapons Iran hopes to build that, will produce damages to the Muslim world and Israel. While the Bush administration is unenthusiastic about going into another war, they are left with very few options. On the other hand many scholars argue that nuclear weapons can make regimes more responsible. Although it is unclear how the Kerry administration is going to deal with this issue there is an intense amount of pressure on the Kerry White house. Iran, who has been associated with terrorists who want to destroy the US and also responsible for th ...

Sleep Paralysis Essay Example | Topics and Well Written Essays - 2500 words

Sleep Paralysis - Essay Example Gregory Stores (2001, P. 21) argues that â€Å"the episode of paralysis may be accompanied by hallucinatory experiences or dreamlike experiences which can be very dramatic and alarming, sometimes including the appearance of people or creatures taking on a threatening aspect.† It was often believed until modern rationality took over the realm of thought in people that occurrences of such disorders were due to the influence of demonic and spiritual effect in vulnerable humans. David J. Hufford (1982), in his book2 exhaustively discusses this belief referring it to the â€Å"old hag† tradition that he learnt particularly form Newfoundland. Scientific theories, and approaches, on the other hand, have been devised with not one with solid hold on its understanding. In this paper, we shall make an attempt in understanding the phenomenon of sleep paralysis with various angles, particularly scientific and dogmatic. We shall try and find out its symptoms or the experience while it occurs and subsequently try to unveil its causes, scientific or otherwise. We shall then study its effects in human psychology or thought. A few direct experiences of people shall be quoted and a possibility of its cure or precaution shall also be analyzed before concluding. The occurrence of sleep paralysis is indeed intimidating and troublesome. It seems, to many, a trance-like situation where our body with its inability to perform movement or even to cry out for help remains still, as though spell-bound by some strange demonic or spiritual cause until we are relieved suddenly from a grip what was rigid and ominous indeed. It occurs just before we fall asleep or as we are awakening. Dr. Rose Windale (2008) in her website of health and wellness tips describes the experience as thus: â€Å"A person may struggle to breathe while experiencing sleep paralysis.

Marketing project Essay Example | Topics and Well Written Essays - 500 words - 2

Marketing project - Essay Example The product spread to these countries due to the high population of the Islamic people who believe in their religion and cannot question their faith. The focus will be how to penetrate into the European country. The target market for the â€Å"HALAL† brand will be the Muslim people who believe in what is stipulated in the Quran to constitute a lawful meet among the Muslim religion. The brand position to be adopted is pricing the product high to presage the quality of the product (Cadogan, 2009). Messages would be sent to respective consumers telling them how the product is of high value to their health. In Qatar, the target customers have got different social-economic status as well as the variance in consumption rates due to the difference in preference and tastes. In this case, American will produce varieties of Halal meat putting into consideration the multinational diversity of the market segmentation. The current price of the Halal meat brand products like Baklava range is approximately $15.99. Though it can be seen as expensive, the underlying pricing objectives for the increase in price are to generate more profit from the sales, to meet the production and distribution costs and finally to demonstrate the products superior quality. The company will lower the price in future to increase further the demand as the law of demand and supply dictates. The objectives underlining the product promotion will be to increase the number of sales, attraction of more consumers, enhance the brand identity and recognition of the brand in the market. The company will select the best segment and design effective and sufficient strategies to facilitate the creation of consumers’ value and profitable customer relationships. American will utilize psychographic segmentation where it will target its client based on beliefs, religion, lifestyles, personal characteristics and

Understanding Young Children Essay Example for Free

Understanding Young Children Essay Describe the features / principles / characteristics a teacher should consider in her / his role of designing a high-quality early childhood environment and materials selection? How a classroom design / set-up can influence children’s growth, behaviors, and learning? Why a â€Å"learning centers approach† to classroom design is a professionally defined best practice for teachers of early learners? Understanding Young Children Teachers need to understand the nature and characteristics of the learners in order to devise learning materials and strategies appropriate to the learners’ abilities and interest (Krogh and Slentz 11). In order to realize this, teachers must have a solid grasp on the universal principles underpinning the cognitive, social, physical, and emotional development of the young learners. As well, teachers should possess consciousness on the roles of the values, culture and history of family and community in the development and learning of every child. Nevertheless, teachers should be aware on the behavioral characteristics of the learners in the classroom. With the teacher’s consciousness in all these areas, he or she can formulate effective and efficient plans to assess children’s progress and their involvement in meaningful learning experiences. Promoting Child Development and Learning With the teacher’s good understanding on the nature and characteristics on his or her learners, he or she can physically, socially, and emotionally structure the learning environment in order to support children’s learning and development (Krogh and Slentz 11). In connection to this, teachers should appreciate the significance of play in the different aspects of the learners’ development. They should integrate play in the learning activities of children and explain its importance to colleagues, administrators, and parents. In addition, teachers should promote physical growth and health by providing health and hygiene education, employing fine-and-gross motor activities, and encouraging movement and rest. On the other hand, teachers should inculcate the value of rules, group learning, and behavioral expectations in order to foster social development (Krogh and Slentz 12). They should also encourage persistence, risk taking and independence among the learners so as to promote self-respect and emotional development. As well, teachers should plan for language learning activities, both oral and written, in order to support language acquisition. Nonetheless, teachers should provide adequate opportunities and resources in arousing children’s curiosity and persistence while engaging with peers in risk taking. Knowledge on the Integrated Curriculum Curriculum integration involves crossing different academic disciplines in the design of learning activities which are meaningful, interesting, and relevant to children learning style and development (Krogh and Slentz 12). This multidisciplinary approach requires intensive organization of themes, topics, or concepts from mathematics, language, science, visual and performing arts, and social studies for a learning project. Topics from each core subjects will be drawn and interrelated to produce a single subject matter in such a way that upon presentation, learners would experience some sort of difficulties in sorting out what academic subject is being presented (Krogh and Slentz 12). Yet, teacher should keep in mind that each discipline has its own concepts, integrity, and major ideas which needed to smoothly be incorporated for the multidisciplinary learning project. Multiple Teaching strategies for Meaningful learning As mentioned earlier, teachers must have a solid grasp on the learners’ growth and development, their interest and abilities, as well as the cultural and social influences which directly shape the learning of the child. This intricate requirement denotes the complexity of an effective and efficient teaching. Teachers then must facilitate discussions, observe, ask questions, listen, properly intervene in every leaner activity, and carefully design and adapt learning materials to the learners’ needs, interests, and abilities. For the effective implementation of every learning activity, teachers need to create the physical environment along with the learning materials conducive to learning. For instance, in learning beyond the typical range like a new language, environmental and curricular rearrangement is needed which may also necessitate the assistance from the family or from the immediate caregiver of the child (Krogh and Slentz 12). Assessment and Reflective Practice Teachers need to evaluate the efficacy on their employed strategy in every subject matter presentation. They need to observe the effect of such in the learners’ social behavior and cognitive attributes. In relation to this, teachers should utilize various assessment tools in evaluating instruction and learning. This may include standardized instrument, anecdotal records, observations, listening, and appropriate questions (Krogh and Slentz 12). Meanwhile, teachers should also reflect on the assessed outcome on their instruction. They must re-examine their subject matter presentation against their bases of decisions, possible biases, and social and cultural considerations (Krogh and Slentz 12). In addition, they must always be opened to innovation and self-renewal through continuous learning. As such, teachers must seek means to attain professional advancement and keep abreast with the current theories and practices of effective teaching. Classroom Structure and Learning Learning environment can directly influence the learning of an individual (Tomlinson, Stronge, and Cunningham-Eidson 11). Childhood years are period of growth and development where every individual is still learning to control his or her behavior and practice environmental adaptation. Children are sensitive to environmental factors which directly affect their physical conditions (Tomlinson, Stronge, and Cunningham-Eidson 11). Thus, their attention to learning and participation to learning activities are also affected. Therefore, teacher should ensure that the classroom atmosphere, from lighting and ventilation to physical setting and audio-visual ambiance, is conducive to learning. Learning Centers Approach Learning Centers are natural approach in providing meaningful learning experiences to young learners (Diffily, Donaldson, and Sassman 5). Since children are curious and fond of interactions, the design of learning centers is aligned with their developmental attributes in order to create an organized and systematic learning environment. The learning materials in the centers like concrete objects and models are carefully chosen and constructed for children’s manipulation and learning at their respective pace and developmental level. In addition, by working and interactions in a small group, the young learners can learn not only the use of learning materials but also the sense of team work and socialization. Thus, the sense of responsibility and cooperation will eventually develop among the learners. Moreover, each learning center such as Art center, Science center, Mathematics center, Listening center, Dramatic-play center, Reading center, Music center and Writing Center, caters for the specific intelligences on the learners. Hence, these learning centers develop and enrich the holistic capability and potentiality of children. Define How and Describe the Importance –A teacher’s knowledge of growth and developmental principles developmental characteristics is connected to the major teacher roles: Child Development Specialist; Foster of Children’s Early Learning; Designer of an Appropriate Learning Environment; Curriculum Designer; Documenter. Education should provide for the inculcation of fundamental skills such as reading, writing, arithmetic, mastery of information, and development of traits. However, to be functional, instructions should include all-round guidance of the learner in fitting him or her for the successful participation in all phases of his present and future relationships (Tomlinson 31). Hence, every teacher should possess intensive understanding of the underlying principles of the child’s being. In such way, the teachers can easily guide children in the discovery and utilization of their respective capacity and potentiality for the attainment of desirable growth and development. In particular, teachers must understand the children’s predictable sequence of growth and development so as to create a learning environment which supports the â€Å"age appropriate† education needs of the young learners. Also, since growth and development uniquely occurs among every child, the teacher should ensure the â€Å"individual appropriateness† of every learning activity. As the theory of Jean Piaget suggests, teachers should promote a unique-child centered learning experiences in order to develop the physical, cognitive, emotional, and social well-being of every child. Moreover, the works of Lev Vygotsky emphasized the role of language in socio-cultural and cognitive learning. Vygotsky suggested that through â€Å"scaffolding,† the learning of every individual can be accelerated. This can be done as by employing group works and interactions among the learners. As a child seeks assistance form the others who have similar zone of proximal development, the child’s learning can be facilitated. Further, if education is growth, teachers must not only prepare children for school life, but also provide opportunities for life experiences inside the classroom. In connection to this, it is important that every child should be given the opportunity to participate in each learning activity which will provide appropriate challenge to his or her abilities. By keeping these in mind, he teacher can serve as an effective designer of curriculum and learning environment. Moreover, the knowledge on the growth and development of every child facilitates the teacher’s understanding of the learners’ social behavior (Tomlinson 32). Due to individual differences and social and cultural background of the young learners, it is impossible for a teacher to set up a pre-conceived standard or model in understanding the nature of every child. It is rather advisable to understand the child’s behavior in terms of what the child is along with his or her family background. In doing so, the teacher can accurately document the academic progress of the child in relation to the child’s social and cultural background. Works Cited Diffily, Deborah, Donaldson, Elizabeth, and Sassman, Charlotte. The Scholastic Book of Early Childhood Learning Centers: Complete How-tos, Management Tips, Photos, and Activities for Delightful Learning Centers that Teach Early Reading, Writing, Math More. New York: Scholastic, 2001. Krogh, Suzanne and Slentz, Kristine. Early Childhood Education: Yesterday, Today, and Tomorrow. Mahwah, New Jersey: Erlbaum Associates, 2001. Tomlinson, Carol A. The Differentiated Classroom: Responding to the Needs of all Learners. Carolina: ASCD, 1999. Tomlinson, Carol A. , Stronge, James, H. , and Cunningham-Eidson, Caroline. Differentiation in Practice: A Resource Guide for Differentiating Curriculum. Carolina: ASCD, 2003.

Rupert Brooke and Wilfred Owen Essay -- English Literature

Rupert Brooke and Wilfred Owen Since the threat of war in some part of the world everyday and because of the colossal impact that it has had on our lives, it doesn't seem surprising that it is a popular theme of poetry. Sonnets are an extremely passionate form of poetry, used to show how the poet feels in their heart; both Rupert Brooke and Wilfred Owen create this passion in excellent, but very different ways. "Anthem for Doomed Youth" by Wilfred Owen is a Shakespearean sonnet reflecting on the callous life at war. Owen wrote this poem during his four months at Craiglockhart, a war hospital, whilst recovering from trench fever. Faced with many fatally injured men, this must have inspired him to write a great deal. Unlike Brooke's poem "The Soldier", Owen portrays, not a glorified or heroic war, but a realistic war. Rupert Brooke, having not witnessed war, had attitudes showing the hysteria of war in 1914 projected to him, and knowing no different he had to believe it. The title "Anthem for Doomed Youth" has a huge sense of deliberate irony, stressing how brainless war appears to Owen. To Brooke on the other hand, war is far from pointless; it is something one does to receive admiration from their nation. Our first thought of an "Anthem" is a song of pride, love, passion and honor, but when such a word is followed by "doom", it takes away the glee and puts a feeling of misery, implying an inevitable death, in replacement. "Youth" also used in the title adds to the horror, as these are men with their whole lives in front of them. Full of solemn comparisons, it is a poem about the traditional funeral being substituted by the one that war has created. Owen writes" What passing-bells for these who die a... ...cally, ahead of his time, that war is not, by any means, right. However there is genuine optimism in Brooke's poem, to him, it was an honour to fight for his country; it was an honour to die for your country. Out of both of these sonnets my favorite has to be "Anthem for Doomed Youth" by Wilfred Owen. I like the way that he includes the reader in the sonnet from the very start. I also can relate to Owen's poem and I find it more thought provoking as I can't even begin to be in agreement to Brooke's reasoning behind "The Soldier", but this does shows me the attitude cultivated from the home front. With both of these sonnets, being so different, it brings me to a thorough understanding of both backgrounds and attitudes. The contrast between Owen and Brooke allows the reader to see the reality of the First World War from two totally different perspectives. Rupert Brooke and Wilfred Owen Essay -- English Literature Rupert Brooke and Wilfred Owen Since the threat of war in some part of the world everyday and because of the colossal impact that it has had on our lives, it doesn't seem surprising that it is a popular theme of poetry. Sonnets are an extremely passionate form of poetry, used to show how the poet feels in their heart; both Rupert Brooke and Wilfred Owen create this passion in excellent, but very different ways. "Anthem for Doomed Youth" by Wilfred Owen is a Shakespearean sonnet reflecting on the callous life at war. Owen wrote this poem during his four months at Craiglockhart, a war hospital, whilst recovering from trench fever. Faced with many fatally injured men, this must have inspired him to write a great deal. Unlike Brooke's poem "The Soldier", Owen portrays, not a glorified or heroic war, but a realistic war. Rupert Brooke, having not witnessed war, had attitudes showing the hysteria of war in 1914 projected to him, and knowing no different he had to believe it. The title "Anthem for Doomed Youth" has a huge sense of deliberate irony, stressing how brainless war appears to Owen. To Brooke on the other hand, war is far from pointless; it is something one does to receive admiration from their nation. Our first thought of an "Anthem" is a song of pride, love, passion and honor, but when such a word is followed by "doom", it takes away the glee and puts a feeling of misery, implying an inevitable death, in replacement. "Youth" also used in the title adds to the horror, as these are men with their whole lives in front of them. Full of solemn comparisons, it is a poem about the traditional funeral being substituted by the one that war has created. Owen writes" What passing-bells for these who die a... ...cally, ahead of his time, that war is not, by any means, right. However there is genuine optimism in Brooke's poem, to him, it was an honour to fight for his country; it was an honour to die for your country. Out of both of these sonnets my favorite has to be "Anthem for Doomed Youth" by Wilfred Owen. I like the way that he includes the reader in the sonnet from the very start. I also can relate to Owen's poem and I find it more thought provoking as I can't even begin to be in agreement to Brooke's reasoning behind "The Soldier", but this does shows me the attitude cultivated from the home front. With both of these sonnets, being so different, it brings me to a thorough understanding of both backgrounds and attitudes. The contrast between Owen and Brooke allows the reader to see the reality of the First World War from two totally different perspectives.

Multigrade: Teacher and Students

| Multigrade teaching involves the teaching of children from two or more grade levels in one classroom. Such contexts requires the employment of particular teaching methodologies and classroom administration. Since Multigrade classes are smaller and can be established more cheaply than complete schools, they can be more numerous, therefore more dispersed and thus located closer to the settlements where the children live. This means both that younger children can attend and that the time children spend travelling between school and home can be reduced to an acceptable level. This in turn means that there is sufficient time outside school hours for the children to continue to contribute to the family's economic activity . Attending school is therefore likely to be more acceptable to the families concerned, and thus both increase the number of children receiving education and reduce the failure rate. Multigrade schools, being smaller and more dispersed, would enjoy much closer links with the smaller communities that they would be set up to serve. This would have a very positive effect on local attitudes and access to education. The professional teacher is a key resource person in the Multigrade context. The local content is a significant part of the curriculum, it is particularly important to resolve the issue of appointing well-trained and locally-oriented teachers. Introduction  1. An average primary school teacher is ill equipped to handle a multigrade classroom situation. 2. The nature of the curriculum and textbooks, which are prepared almost entirely in a monograde context create further problems. 3. Teacher training programmes have not focused on practical issues and techniques for handling multigrade teaching studies. 4. There is no training package for multigrade teachers. The aspects could be;  Ã‚  Ã¢â‚¬â€œÃ‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Time management-  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Improving teaching skills-  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Preparation and organisation of the teaching learning materials. –  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Organisation of art and cultural activities. 5. Timetables are not flexible enough. Teachers of MC should have extra preparation time. Teachers assigned to MC should preferable be those who are most willing to teach. In service and information concerning appropriate groupings, classroom organization, instructional strategies and curriculum modification should be provided to principals and teachers. In a MC there is respect for different learning styles. Teachers structure a positive learning environment where children feel successful, develop positive self-concepts and are helpful and sensitive to others. The student benefit from having the opportunity to stay with the same teacher and classmates and experience the same teaching style and routine over a two-year (ore more) period. In a MC there is time to recognize that a childs social and emotional needs are as important as academic needs. Another advantage of more than one year in a MC is the relationship developed between the teacher and the entire family. Students feel they are successful when they are working at their own level and know that everyone should be able to do the same thing at the same time. Each child is accepted at his or her own place on the developmental learning situation. The teacher takes time to assess evaluates and plan next steps for each child. Separate subjects are replaced by an integrated curriculum, which engages children in meaningful activities that explore concepts and topics relevant and meaningful to the lives of the children. In a classroom where all children are learning at different rates and are not all the same age, there is a little competition. By helping each other, students reinforce their own understanding of knowledge, skills and attitudes. Conversations are encouraged as the children talk through their work in progress. These conversations help them understand just what they have learned. Multigrade classrooms take the focus of meeting the needs of the whole group of learners instead meet the needs of each individual student. | I. On the conference on MGT in  1988, organised by UNESCO, five general problems came out:a. Inadequately trained teachers. b. Scarcity of varied levels and types of materials. c. Lack of flexible and special types of curriculum organization. d. Inadequate school facilities. e. Lack of incentives for teachers in multiple classes. II. Multigrade in Vietnam, the problems. a. There is a serious shortage of teachers, especially skilled teachers for MGT. b. Teachers of MGT are working in different isolated conditions. c. The training of teachers for MG classes does not meet the requirement in either quality or quantity. d. Most of the MG schools lack textbooks, guidebooks and reference material. e. Multigrade classes are in very bad conditions. III. What is the principals role in a multigrade chool? a. The principal plays a key-role in creating a supportive school culture. b. The principal, the head teacher must ensure that all teachers feel supported. c. The head must provide teachers with opportunities to learn multigrade teaching methods, monitor the progress of implementation and give the teachers praise, feedback and suggestions. d. The head should be adept at facilitating positive, cooperative interactions among teaching team members. IV. There are definite characteristics of successful multigrade teachers, which should be considered in teacher selection. . Well-organizedb. Creative and flexiblec. Willing to work hard. d. Resource full. e. Self directed. f. Willing to work closely with the community. g. Strong belief in the importance of cooperation and personal responsibility in the classroom with the ability to develop these characteristics in pupils. h. Prior successful experience at the grade levels to be taught. V. Seven general types of activities found in most class rooms:a. Quiet or individual study. b. Testingc. Whole class instruction. d. Partner worke. Group discussionf. Reference work. QUESTIONS/ACTIVITY  1. How will / can you create an enabling and effective teaching- learning environment in a multigrade classroom. 2. How could teachers spend more time on a particular subject or practice work? 3. How can a teacher maintain discipline in a multigrade classroom? 4. Which teaching aids are specific for a multigrade teaching? 5. How can a teacher be enabled to organise the subject matter in the best possible way? 6. How can the teacher understand the gaps in his or her teaching method, and appreciate student needs better? FACTS  1. Multigrade teachers must be trained to give different lessons at the same time to pupils at different grade levels. . Children sit in grade-groups facing their own blackboard (BB)3. If there are two grade groups in the class the BB are placed either end of the classroom with children facing opposite directions. 4. During the lessons the teacher moves frequently between the different groups. 5. Give reading instructions to one grade; give dictation to the other grade. 6. One grade is copying handwriting math exercises from the BB, the other grade will be instructed on a new math item. 7. The extra work involved in multigrade teaching must be recognized by giving teachers  50% additional salary for two rades and  75% for three or more grades. 8. Teachers in multigrade classrooms must receive a lot of support and must meet regularly with teachers from other multigrade schools. | Direct Instruction Direct instruction is highly teacher-directed and commonly used. It is effective for providing information or developing step-by-step skills. This strategy also works well for introducing other teaching methods or actively involving students in knowledge construction. a. Structured Overview  Ã¢â‚¬â€œ organizing concepts and materials in a manner that is easily understood by students. b. Explicit Teaching  Ã¢â‚¬â€œ explicit teaching involves six teaching functions:|  · daily review  · presenting new material  · conducting guided practice  · providing feedback and correctives  · conducting independent practice  · weekly and monthly review| | c. Mastery Lecture  Ã¢â‚¬â€œ a method to deliver significant amounts of information in a relatively short period of time. The quality of a lecture may be improved by incorporating audio and visual aids and encouraging interaction between the teacher and the students. d. Drill and Practice  Ã¢â‚¬â€œ structured, repetitive review of previously learned concepts in order to increase level of mastery. . Compare and Contrast  Ã¢â‚¬â€œ students look for similarities and differences. f. Didactic Questions  Ã¢â‚¬â€œ tend to be convergent, factual and often begin with â€Å"what,† â€Å"where,† â€Å"when,† and â€Å"how. † These may also include â€Å"why† and â€Å"what if† q uestions. g. Demonstrations  Ã¢â‚¬â€œ teacher shows and tells how to do something. h. Guides for Reading, Listening, and Viewing  Ã¢â‚¬â€œ providing leading questions, diagrams, or statements to assist students in focusing on the important ideas within text, lecture, media, or other presentations. A follow-up discussion may assist in summarizing the activity. Indirect Instruction Indirect instruction is mainly student-centred, although direct and indirect instruction can complement each other. Indirect instruction seeks a high level of student involvement in observing, investigating, drawing inferences from data, or forming hypotheses. It takes advantage of students' interest and curiosity, often encouraging them to generate alternatives or solve problems. It is flexible in that it frees students to explore diverse possibilities and reduces the fear associated with the possibility of giving incorrect answers. Indirect instruction also fosters creativity and the development of interpersonal skills and abilities. In indirect instruction, the role of the teacher shifts from lecturer/director to that of facilitator, supporter, and resource person. The teacher arranges the learning environment, provides opportunity for student involvement, and, when appropriate, provides feedback to students while they conduct the inquiry (Martin, 1983). The indirect instruction strategy can be used by teachers in almost every lesson. This strategy is most appropriate when:  | thinking outcomes are desired * attitudes, values, or interpersonal outcomes are desired * process is as important as product * students need to investigate or discover something in order to benefit from later instruction * there is more than one appropriate answer * the focus is personalized understanding and long term retention of concepts or generalizations * ego involvement and intrinsic motivation are desirable * decisions need to be made or problems need to be solved * life-long learning capability is desired| a. Problem Solving  Ã¢â‚¬â€œ students work through a situation or problem in order to arrive at a solution. b. Case Studies  Ã¢â‚¬â€œ real life scenarios are presented for analyzing, comparing and contrasting, summarizing, and making recommendations. c. Inquiry  Ã¢â‚¬â€œ as topics are explored, thinking is emphasized as students ask relevant questions and develop ways to search for answers and generate explanations. d. Reading for Meaning  Ã¢â‚¬â€œ information and insight are obtained from written material. e. Reflective Discussion  Ã¢â‚¬â€œ discussion occurs in order for students to understand a concept in more depth. f. Concept Formation  Ã¢â‚¬â€œ students are given data about a particular concept. The data is classified or grouped and descriptive labels are given to the groupings. By linking their examples to the labels and explaining their reasoning, students are able to form their own understanding of the concept. g. Concept Mapping  Ã¢â‚¬â€œ a word or topic is used to generate other related words. These may be organized in web form. . Concept Attainment  Ã¢â‚¬â€œ examples and non-examples are given to develop an understanding of a concept. i. Cloze Procedure  Ã¢â‚¬â€œ students need to supply key words which have been omitted from a passage. Experiential learningExperiential learning is inductive, learner centred, and activity oriented. Personalized reflection about an experience and the formulation of plans to apply learnings to other contexts are critical factors in effect ive experiential learning. Experiential learning occurs when learners:| participate in an activity * critically look back on the activity to clarify learnings and feelings * draw useful insights from such analysis * put learnings to work in new situations (Pfeiffer & Jones, 1979) Experiential learning can be viewed as a cycle consisting of five phases, all of which are necessary:| * experiencing  (an activity occurs) * sharing  or publishing (reactions and observations are shared) * analyzing  or processing (patterns and dynamics are determined) * inferring  or generalizing (principles are derived) * applying  (plans are made to use learnings in new situations) a. Field Trips  Ã¢â‚¬â€œ students are given an opportunity to learn by taking part in educational activities that take place outside of the classroom. | b. Conducting Experiments  Ã¢â‚¬â€œ students are given a hypothesis to test under specific conditions. | c. Simulations  Ã¢â‚¬â€œ the students are presented with an artificial problem, situation, or event which has some aspect of reality. | d. Games  Ã¢â‚¬â€œ these are structured learning activities which have rules and methods of establishing who wins or how the activity ends. | e. Focused Imaging  Ã¢â‚¬â€œ students visualize an object, event, or situation. f. Field Observations  Ã¢â‚¬â€œ students make observations of naturally occurring events found outside of the classroom. | g. Role Playing  Ã¢â‚¬â€œ students are presented with a real problem situation and given individual parts or roles to play. | h. Synectics  Ã¢â‚¬â€œ analogies are used to help students compare and contrast topics which appear to be unrelated. | i . Model Building  Ã¢â‚¬â€œ students design and construct an object. | j. Surveys  Ã¢â‚¬â€œ are research tools that involve asking questions to a specific group of individuals. The responses are then analyzed. | | | Independent Study Independent study refers to the range of instructional methods which are purposefully provided to foster the development of individual student initiative, self-reliance, and self-improvement. While independent study may be initiated by student or teacher, the focus here will be on planned independent study by students under the guidance or supervision of a classroom teacher. In addition, independent study can include learning in partnership with another individual or as part of a small group. Independent study encourages students to take responsibility for planning and pacing their own learning. Independent study can be used in conjunction with other methods, or it can be used as the single instructional strategy for an entire unit. The factors of student maturity and independence are obviously important to the teacher's planning. a. Essays  Ã¢â‚¬â€œ writing that students do that involves some level of research. Research may be used to support their opinions on a specific topic. b. Computer Assisted Instruction  Ã¢â‚¬â€œ programs which are available to be used on the computer to assist student learning. . Reports  Ã¢â‚¬â€œ enable students to express their knowledge or ideas related to a given topic. These reports may be presented in written or oral form. d. Learning Activity Package  Ã¢â‚¬â€œ a planned series of activities for the students to complete. e. Correspondence Lessons  Ã¢â‚¬â€œ lessons that are administered through an outside agency other than the scho ol. Typically this was in print form, but now may involve audio, video, or computer elements. f. Learning Contracts  Ã¢â‚¬â€œ these allow for instruction to be individualized and encourages student responsibility. When students are new to this method, teachers may have to provide a more structured format that includes the learning objectives, some choice of resources, as well as time constraints. As students become more familiar with this method and more independent, increased responsibility can be given to the students. g. Homework  Ã¢â‚¬â€œ assignments and activities that are to be completed away from the school. h. Research Projects  Ã¢â‚¬â€œ these projects contain some elements of research and may be conducted individually, with a partner, or in small groups. i. Assigned Questions  Ã¢â‚¬â€œ questions that are given to the students to complete individually or in small groups. j. Learning Centres  Ã¢â‚¬â€œ stations are set up in the classroom which include tasks or activities that may need to be completed individually or in a group. Interactive instructionInteractive instruction relies heavily on discussion and sharing among participants. Students can learn from peers and teachers to develop social skills and abilities, to organize their thoughts, and to develop rational arguments. The interactive instruction strategy allows for a range of groupings and interactive methods. It is important for the teacher to outline the topic, the amount of discussion time, the composition and size of the groups, and reporting or sharing techniques. Interactive instruction requires the refinement of observation, listening, interpersonal, and intervention skills and abilities by both teacher and students. | a. Debates  Ã¢â‚¬â€œ students are divided into two groups. Each group is assigned a side of an issue to defend. After developing arguments for their side, students present new information or introduce rebuttals for information presented by their opposition. b. Role Playing  Ã¢â‚¬â€œ a topic or theme is chosen and relevant concepts are identified. A concept is selected which involves a compelling issue and adequate roles for everyone. A key question from the concept is chosen and possible viewpoints are discussed. Situations and viewpoints are chosen and students are assigned roles to play. | c. Panels  Ã¢â‚¬â€œ students are divided into small groups. Each studen t individually presents information to the rest of the class. The panel is run by a moderator. | d. Brainstorming  Ã¢â‚¬â€œ as many ideas as possible are suggested. All ideas are recorded with no criticism or evaluation permitted. | e. Peer Practice  Ã¢â‚¬â€œ students practice what they have learned with a peer. | f. Discussion  Ã¢â‚¬â€œ familiar material is used for discussions. The problem or issue can be one that does not require a particular answer or one where it is important for students to discover an answer. Opinions must be supported. Discussion should conclude with consensus, a solution, clarification of insights gained, or a summary. | g. Laboratory Groups  Ã¢â‚¬â€œ groups of students in a laboratory setting. | h. Co-operative Learning Groups  Ã¢â‚¬â€œ small groups of students, usually two to six members, share the various roles and are interdependent in achieving the group learning goal. | i. Problem Solving  Ã¢â‚¬â€œ real life problems are presented to the students to solve. The teacher, acting as a facilitator, encourages the students to use an â€Å"If . . . , then . . . , because . . . † method of solving the problem. | j. Circle of Knowledge  Ã¢â‚¬â€œ small groups of students sit in a circle to think and discuss information. The ideas from each small circle are then shared with the rest of the class. | k. Tutorial Groups  Ã¢â‚¬â€œ groups set up to offer remediation. This remediation may be done by the teacher or a peer. | l. Interviewing  Ã¢â‚¬â€œ students familiarize themselves with the topic of the interview and create questions to ask the interviewee. Interviews usually take place face-to-face. | Cooperative teaching:  According to Bauwens and Hourcade (2001), cooperative teaching refers to a direct form of collaboration in which a general educator and one or more support service providers voluntarily agree to work together in a co-active and coordinated fashion in the general education classroom. These educators who possess distinct and complementary sets of skills, combine roles and share resources and responsibilities in a sustained effort while working towards the common goal of school success for all students. Collaborative teaching, where two educators take responsibility for planning, teaching, and monitoring the success of all learners in a class, looks different from day to day and classroom to classroom. Why? Collaborative teaching, when done right, is a dynamic process that educators constantly reconfigure to fit their instructional plans and the learning needs of their students. team teaching  Ã¢â‚¬â€œ a method of coordinated classroom teaching involving a team of teachers working together with a single group of students didactics,  education,  educational activity,  instruction,  pedagogy,  teaching  Ã¢â‚¬â€œ the activities of educating or instructing; activities that impart knowledge or skill; â€Å"he received no formal education†; â€Å"our instruction was carefully programmed†; â€Å"good classroom teaching is seldom rewarded† Peer Teaching Practice in which students take on a teaching role in a school setting in order to share their knowledge with other students. multi-grade teaching   ‘ technique of simultaneously teaching more than one grade by a single teacher’.

Emancipation of Women Essay

Women all over the world have become the subject of debate, particularly in the developing countries in Africa, Latin America and some parts of Asia and Middle East. Most women in these parts of the world are victims of male dominance, domestic slavery, sexual oppression and educational deprivation, all of which are generated from religious beliefs or social rigidity against women. Male chauvinists and religious extremists consider women’s enlightenment, emancipation, and urban liberation as culturally wrong, a detachment from family duties such as catering for household chores and raising children. Moralists find the education of women as a western policy of exposing â€Å"the daughters of eve to the naked glue of the naked eyes which will amount to sexual temptations and an invitation to sin with the â€Å"daughters of Jezebel†. Even in the early 19th century, women’s education was seen as a wasteful exercise. Luckily, by the middle of the same century, any negative opinion about women’s education has been decisively opposed. In fact, it was around that time that an old feminist maxim, â€Å"educate a woman, you educate a nation† came to light. Some of the major social problems we have today, such as prostitution and sexually transmitted diseases (STDs), VVF and early marriage, teenage pregnancy can be virtually wiped out by educating women who are directly the victims of these social ills. Otherwise, our national policies or even global agenda aimed at education, social and health development will only be a waste of time without the inclusion of women. In the present century, it is apparent that an educated and happy family is a prerequisite for development. Indeed, it is not an exaggeration to say that a woman is the nucleus of the family, a custodian of the family, and trustee raising the young and future generations. Often, some parents and guardians regard educating a woman as a waste of resources, because according to them, â€Å"they are not full members of the family.† This view is a myopic idea of the African culture, which we must collectively do away with to achieve a balanced development. We should let the primitive way of thinking pave way for sound civilization, if we are to attain sustainable development. Kudos and great bravo to the 1995 International Conference on Women held in Beijing, China, where most of the global problems affecting women were tackled. Some of the issues centred on education and women liberation. Statistics have shown that recent performance of women in various professions such as ICT, arts, politics, academics, research, etc. is a signal to the immeasurable contribution women can give to the world’s development. In conclusion, those who have the view that women’s education is wasteful, have been proven to be living in the past; therefore, they should embrace the global quest for women education for even and sustainable development of the world

Free Essays on Reflections Of Personal Relationships

Though the plot and setting differ in â€Å"Hills Like White Elephants† by Ernest Hemingway and â€Å"The Girls in Their Summer Dresses† by Irwin Shaw, both short stories explore the division many men and women experience in their relationships. Hemingway’s couple, Jig and the American, struggles with the decision to terminate an unexpected pregnancy. Shaw’s Frances and Michael confront the issue of Michael’s roving eye. Though the men and women in these couples seem to genuinely care for each other respectively, they nevertheless are unable to reconcile their differences. Although the characters of these stories express their affection for one another, due to conflicting personal desires they ultimately become estranged from each other. In â€Å"Hills Like White Elephants† Hemingway examines the sensitive issue of abortion and the conflicting emotions involved. The heroine Jig is uncertain about the decision to terminate her pregnancy. Whereas the American is confident that the procedure is â€Å"perfectly natural.† Although these two characters care for one another, they have come to a turning point in their relationship. Hemingway reveals the actual desires of each character. The American is satisfied that an abortion is â€Å"an awfully simple operation.† He believes that with the abortion, he and Jig can continue â€Å"just like†¦before.† He continues by stating, â€Å"That’s the only thing that bothers us. It’s the only thing that’s made us unhappy.† Although the American states that the decision is completely in the hands of Jig: â€Å"I wouldn’t have you do it if you didn’t want to.† He follows this statement by saying : â€Å"But I know it’s perfectly simple.† Here, he clearly wants Jig to have an abortion. Unfortunately for the American, Jig is not so completely convinced. Hemingway uses imagery to illustrate Jig’s feelings on having a child. Hemingway describes the view from the train station ... Free Essays on Reflections Of Personal Relationships Free Essays on Reflections Of Personal Relationships Though the plot and setting differ in â€Å"Hills Like White Elephants† by Ernest Hemingway and â€Å"The Girls in Their Summer Dresses† by Irwin Shaw, both short stories explore the division many men and women experience in their relationships. Hemingway’s couple, Jig and the American, struggles with the decision to terminate an unexpected pregnancy. Shaw’s Frances and Michael confront the issue of Michael’s roving eye. Though the men and women in these couples seem to genuinely care for each other respectively, they nevertheless are unable to reconcile their differences. Although the characters of these stories express their affection for one another, due to conflicting personal desires they ultimately become estranged from each other. In â€Å"Hills Like White Elephants† Hemingway examines the sensitive issue of abortion and the conflicting emotions involved. The heroine Jig is uncertain about the decision to terminate her pregnancy. Whereas the American is confident that the procedure is â€Å"perfectly natural.† Although these two characters care for one another, they have come to a turning point in their relationship. Hemingway reveals the actual desires of each character. The American is satisfied that an abortion is â€Å"an awfully simple operation.† He believes that with the abortion, he and Jig can continue â€Å"just like†¦before.† He continues by stating, â€Å"That’s the only thing that bothers us. It’s the only thing that’s made us unhappy.† Although the American states that the decision is completely in the hands of Jig: â€Å"I wouldn’t have you do it if you didn’t want to.† He follows this statement by saying : â€Å"But I know it’s perfectly simple.† Here, he clearly wants Jig to have an abortion. Unfortunately for the American, Jig is not so completely convinced. Hemingway uses imagery to illustrate Jig’s feelings on having a child. Hemingway describes the view from the train station ...

Existentialism throughout the works of Camus essays

Existentialism throughout the works of Camus essays Camus The Myth of Sisyphus provides the philosophical basis for his additional novel, The Stranger. The two main characters of the novels both support Camus beliefs of existentialism. According to this philosophy, existence is emphasized, while abstract ideas are disregarded. It suggests that the meaning of life cannot be defined by human reason and that an individual must live solely based on what is known and discard anything that is not entirely certain. Through their inevitable fate, disrespect, assertion of freedom and choice, and indifference towards society, the reader can come to see a philosophical parallel between this mythological figure and modern freeloader. The existentialist person must live solely based on what is known and discard anything that is not entirely certain. This is shown by both characters through their understanding of fate. Sisyphus is sentenced to ceaselessly rolling a rock to the top of a mountain only to watch the rocks decent. Instead of living unhappily and dissatisfied for eternity, Sisyphus accepts his challenge of fate. The only certainty of his life is his fate, therefore, he must live by this challenge without question. Similarly, Meursault is sentenced to death and forced to ponder societys evils. When seeking to the chaplain, Meursault says that he wants to live with the certainties of his life, even if his only certainty is the each that awaits him. Both Sisyphus and Meursault hold the same existentialist belief seen by the understanding of each characters fate. Both Sisyphus and Meursault show a lack of respect towards their society. This disrespectful behavior of Sisyphus and Meursault may be justified by their yearn for freedom and choice. Sisyphus is accused of a certain levity toward the gods. He steals their secrets, ignores their orders, and all together shows no honor or obedience. This same a...

Professional Issuses in Advanced Nursing Practice Essay

Professional Issuses in Advanced Nursing Practice - Essay Example However, if schizophrenia is diagnosed at an early age, it can reduce adverse effects on the patient (Anderson & Mukherjee, 2007). This happens Schizophrenia is a serious medical illness that affects one out of every one hundred people worldwide. It involves both intellectual and bio-chemical changes in mind though it is treatable. Some of the symptoms of schizophrenia include hallucinations, impaired speech as well as delusion. Flat effect, apathy, and impaired thoughts are included in the model as opposed symptoms. Impaired thinking involves poor memory, inability to make decisions as well as false cognitive functions in the affected person. However, if schizophrenia is diagnosed at an early age, it can reduce adverse effects on the patient (Anderson & Mukherjee, 2007). This happens by showing less negative symptoms as well as, less impaired learning him by the patient. It may also reduce the impact of organized thoughts in the affected patient; hence the patient may take well. The re are various drugs that can be used to control schizophrenia, referred to as Antipsychotic drugs. They exist into two categories including Typical and Atypical Antipsychotic drugs. Typical Antipsychotic drugs include Chlorpromazine (Thorazine), Haloperidol (Haldol), Perphenazine (Trilafon), Fluphenazine (Permitil). The rest are types of Atypical Antipsychotic drugs include Risperidone (Risperdal) Olanzapine (Zyprexa) Quetiapine (Seroquel) Ziprasidone (Geodon) Aripiprazole (Abilify) Paliperidone (Invega) Clozapine (Clozaril). All these drugs could heal and reduce the effects of the serious illness that distorts the brain activities of human beings. However, these drugs have their adverse effects when taken by individuals’ like dizziness when changing positions blurred vision skin rashes constipation dry mouth tremors. Drowsiness or sedation is a common side effect with all drugs used to treat psychosis. Drowsiness often fades with time as patients modify or start immunity to the drug. There are several options to aid the patient from this side effect (British Columbia Schizophrenia Society, 2004). These include adjusting the dose, instructing the patient to take the drug before bed, or changing the medication. The medical condition the patient was diagnosed with was obstructive jaundice. The determiner of the illness uses a distinctive technique known as ERCP that studies bile ducts that indicated the presence of jaundice, the presence of hepatitis, also referred to as liver cancer. The procedure which begins with the patient’s consent, involves passing an endoscope into the mouth, oesophagus and stomach into the duodenum (Douglas, 2005). A thin plastic tube catheter is passed through the endoscope until the common opening to the ducts from the liver and pancreas can be seen. The fluoroscopy is used later to look for blockages and lesions such as stones, which may indicate the obstruction of the biliary tract for example the gallstones also the swelling of the bile duct. There may be traces of raised level of bilirubin, a waste product removed by bile. The reduction in flow of bile causes abdominal pain and fever to the patient, thus needs earlier treatment. It is ideal for the patient or even his/her family members to agree to the selection of undergoing surgery. This is a crucial decision that should not be made by the doctor and carry out the surgery on his own. There are several

Nurse Manager Power Case Study Example | Topics and Well Written Essays - 750 words

Nurse Manager Power - Case Study Example The author playing the role of her boss will assess the case and suggest how she can improve her management skills using literature on management. Case Study Mrs. Jackson is a nurse manager on a coronary care step-down unit. She has a habit of dictating solutions to staff in case of any problem. She is also habitual of degrading her staff publicly and uses a rather a superior attitude. In addition, she also shows more favorable attitude towards some of her staff members and give them relax hours and vacations according to their desire while coerce the other staff members. Also, it has been observed that staff members who confront her are assigned worst hours and shifts and their request to change the shift is usually ignored. Considering this situation, the author has explored the detrimental and optimal behavior for unit functioning followed by observation and suggestion for Mrs. Jackson to improve her management skills. Behavior which is considered detrimental to the unit’s functioning Nurse Managers have is key in the acute care nursing area as it deals with development and retention of staff, with on the whole unit competency. Altogether, the nurse manager has the duty to make sure that the work in the facility is going on smoothly, while ensuring the capability and the competence of the day by day operations of their unit. The attitude that we see in case of Mrs. Jackson is termed as Pseudo-transformational leadership. Pseudo-transformational leaders are those who have narcissist tendencies and self-aggrandizing motives. Judge, LePine and Rich (2006) described narcissism as a grandiose sense of self-importance, which results in fantasies of unlimited success, sense of entitlement, interpersonally exploitative behaviors, lack of empathy, arrogant and haughtiness If nurse manager adopts such behavior, it will create a negative work environment which will affect team functioning and performance as well as workers outcomes. The behaviors that contribute to optimal team functioning within a larger systems environment An environment where workers are treated as assets, there experience and knowledge is acknowledged and they are treated equally with respect leads optimal team functioning. Leadership theories suggest that leaders need to serve as role models and reward and recognize individuals that reflect the values of the organization. The latest leadership style that is being popular almost in organization is transformation leadership. According to Bass and Steidlmeire (1999), to be transformational, leaders must be grounded in moral foundations. Such leaders must exhibit moral character in their concern for self and others, display ethical values embedded in their vision, demonstrate morality in their processes of social and ethical choices, and in all actions in which the leader and followers engage. In a larger system environment, leader should motivate follower, use rewards to encourage and appreciate staff members for their h ard work. As, Smith (1998) believed that creative compliments can motivate followers to perform at higher levels (p. 71) Lastly, in order to accomplish all of the key components of their role, it is important for the nurse manager to foster interdisciplinary relationships through effective communication. This competency includes effective communi