Probability Questions on ACT Math Strategies and Practice

Probability Questions on ACT Math Strategies and Practice SAT / ACT Prep Online Guides and Tips What is the probability that you’ll toss a coin and get heads? What about twice in a row? Three times? Probability questions ask you determine the likelihood that an event or any number of events is to occur, and the more you practice, the better your odds will be at mastering these types of questions on the ACT (see what we did there?). This will be your complete guide to probability on the ACT- how probability works, the different types of probability questions you’ll see on the test, and the steps you’ll need to take to solve them. What Does Probability Mean? $\Probability = {\desired \outcome}/{\all \possible \outcomes}$ On the ACT, probability questions can be framed in several different ways. You may be asked to find the â€Å"probability† that an event will occur, the â€Å"chances,† the â€Å"odds,† or the â€Å"likelihood.† But no matter how you see it written on the test, these are all ways of asking for the same thing. The way we represent the probability of an event (or events) is to express, as a fraction, how often that event occurs over the total number of possible outcomes. So if we use our example from above- †What are the odds that you’ll flip a coin and get heads?†- the odds will be: ${\desired \outcome}/{\all \possible \outcomes}$ $1/2$ In this one throw, there is one possible chance of getting heads. This means our denominator is 1. There are also two possible outcomes total (heads or tails), which means that our denominator will be 2. Now let’s take a look at another example: Mara is stringing a necklace and she selects each bead at random from a basket of beads. If there are currently 5, yellow beads, 10 red beads, 15 green beads, and 20 blue beads in the basket, what are the chances that she will select a red bead next? ${\desired \outcome}/{\all \possible \outcomes}$ There are 10 red beads, which is our desired outcome. This means 10 is our numerator. There are also a total of $5 \yellow \beads + 10 \red \beads + 15 \green \beads + 20 \blue \beads = 50 \total \beads$ in the basket. This is our denominator, as it represents all the outcomes possible. When we put these together, our probability is: $10/50$ $1/5$ The chances that Mara will select a red bead are 1 in 5 or $1/5$. Now what if we framed our desired outcome as a negative? What are the odds that Mara will NOT select a green bead? In order to find a negative probability, we must subtract out the chances that Mara will draw a green bead. (We could also think of this as finding the desired outcome of her selecting a yellow bead, a red bead or a blue bead, which we will cover in more detail in the next section.) There are only yellow, red, green, and blue beads, so we can add up our odds of yellow, red and blue beads, excluding the green. There are 5 yellow beads, 10 red beads and 20 blue beads, so we can put those together to get our numerator. $5 + 10 + 20 = 35$ And there are still $5 + 10 + 15 + 20 = 50$ beads total for our denominator. So what are the odds that Mara will NOT select a green bead? $35/50$ $7/10$ The odds are 7 in 10 ($7/10$) that Mara will draw any color bead except green. Expressing Probabilities As you can see, probabilities are expressed as fractions. This means that an event that will always and absolutely occur will have a probability of $1/1$ or 1. On the other hand, an impossible event will have a probability of $0/x$ or 0. You can also think about probabilities as percentages. If the odds are $4/52$ that you’ll draw an ace from a deck of cards, it’s the same as saying that there is a 7.69% chance that you will draw an ace. Why? Because $4 à · 52 = 0.0769$, and $0.0769 * 100 = 7.69%$. The possibilities are (not quite) endless. Either/Or Probability ${\probability \of \either \event = [{\outcome A}/{\total \number \of \outcomes}] + [{\outcome B}/{\total \number \of \outcomes}]$ (Special note: this is called a â€Å"non-overlapping† probability. In this case, it is impossible for the two (or more) events to both happen at the same time. There is such a thing as an either/or probability for overlapping events, but you will never be asked to do this on the ACT, so we have not included it in this guide.) An either/or probability increases the odds that our desired outcome will happen because we do not care which of the two events happen, only that one of them does. To solve this kind of problem, we must therefore add the probability of each individual event. Their sum will become the probability of either event happening. So let’s look again at our earlier example with Mara and her beads. Instead of asking the odds of Mara selecting only a red bead, what are the odds that Mara will select either a red bead or a green bead if she has 5 yellow beads, 10 red beads, 15 green beads, and 20 blue beads in the basket? We have increased our odds, since it doesn’t matter whether or not the bead is green or red, so long as the bead we select is NOT blue or yellow (essentially, we are doing another version of our earlier negative problem- †what are the odds that a particular event will NOT happen?†) This means we can add the probabilities of our individual events together in order to find their combined probability. So let us find the probability of her drawing a red bead: $10/(5 + 10 + 15 + 20)$ $10/50$ And let us find the probability of her drawing a green bead: $15/(5 + 10 + 15 + 25)$ $15/50$ So, if we put the two probabilities together, we’ll have: $10/50 + 15/50$ $25/50$ $1/2$ Because this problem involves the odds of two events with the same total number of outcomes (there are 50 total possible beads to choose from each time), we could also simply add our two desired outcomes together over the total number of outcomes. So: $(10 + 15)/(5 + 10 + 15 + 20)$ $25/50$ $1/2$ Either way, the odds of Mara drawing either a red bead or a green bead are 1 in 2, or $1/2$ (50%). What are the odds that we go this way or that way? Combined Probability $\Combined \probability = [{\outcome A}/{\total \number \of \outcomes}] * [{\outcome B}/{\total \number \of \outcomes}]$ "What are the odds of two or more events both/all happening?" This kind of probability question is called a combined probability and there is a good chance you’ll see a question of this type in the later half of the ACT math section. Note that a combined probability question is distinctly different from an either/or probability question. An â€Å"either/or† question asks whether or not one of the multiple events occurs (no matter which event is was). A â€Å"both/and† question requires that multiple events all occur. To find the probability of an â€Å"either/or† question, we must add our probabilities. To find the probability of a combined probability question, we must multiply our probabilities. A good way to remember this is to remember that a combined probability question will ultimately have a lower probability than the that of just one (or either) event occurring. The more events you need to happen, the less likely it will be that they all will. How likely is it that your first AND second coin tosses will BOTH be heads? Lower than the odds of just flipping heads once. On the other hand, an either/or probability question will have higher odds than the probability of just one of its events happening. You are combining forces to increase your odds of getting a desirable outcome. How likely is it that you’ll flip either heads or tails for each toss? 100%! What are the odds that Jenny will roll a pair of dice and get six on both? A die has six faces, so the odds of rolling any particular number is $1/6$. Because the question is asking us to find the odds of rolling two sixes (and nothing else), we must use our combined probability. So: $1/6 * 1/6 = 1/36$ There is a 1 in 36 chance that Jenny will roll a pair of dice and get two sixes. Combined probability questions mean that events cannot be separated. Typical ACT Probability Questions There are many different kinds of probabilities and probability questions (including overlapping, and conditional probabilities), but ACT probability questions use only the basic probabilities we have covered above. For most ACT probability questions, you will be asked to find either a straight probability or a probability ratio. You may also be asked to find or alter a new probability from an existing one. Now let us look at each type of problem. Simple Probability These kind of questions will always be word problems in which you are told a story and asked to find the probability of one or more events. This may be a straight probability, an either/or probability, or a combined probability. Simply use the understandings we learned above and you’ll be able to solve these kinds of questions without issue. We know that probability is ${\desired \outcome}/{\all \possible \outcomes}$. Our desired outcome is to get one of the five extra pieces, so our numerator will be 5. There are 750 puzzle pieces PLUS the extra five pieces in the box total, so our denominator will be: $750 + 5 = 755$ When we put them together, our final probability will be: $5/755$ Our final answer is D. Probability Ratio One way the ACT likes to spin probabilities and make them more complex is to present them as ratios or to ask you for your answer in a ratio. For a refresher on ratios, check out our guide to ACT fractions and ratios. For these types of questions, pay close attention to what the ratio represents so that you don’t end up solving the wrong question entirely. We are told that we must find the odds of an event as a ratio of $\in \the 25 - 35 \age \range: \not \in \the 25-35 \age \range$ (in other words, $\desired \outcome: \remaining \outcomes$). We are given the number of voters in terms of percentages, so we can translate the 42% of voters in the 25-35 age range as $42/100$. And if the 25-35 age category has a probability of $42/100$, then the remaining voters will have a probability of: ${100 - 42}/100$ $58/100$ Now, we can represent our ratio of $25-35 \voters: \all \other \voters$ as: $42:58$ Both numbers are divisible by 2, so we can reduce the ratio to: $21:29$ Our final answer is D. Altering a Probability Finally, it is quite common for the ACT to ask you to alter a probability. Usually, they will present you with an existing probability and then ask you to find the number to which you must increase the desired outcome(s) and the total number of outcomes in order to achieve a specific new probability. For example: Now, there are two ways to solve this kind of problem- using proportions or using the strategy of plugging in answers. Let’s look at both methods. Method 1- Proportions We are asked to find an additional number of red marbles that we must add to the total number of marbles in order to find a new probability. The current probability of selecting a red marble is: $12/32$ Now, we are adding a certain number of red marbles and only red marbles. This means that the number of red marbles increases by exactly the same amount that the total increases. We can therefore represent the new probability as: ${12 + x}/{32 + x}$ Now, we want this new probability to be equal to $3/5$, so let us set them up as a proportion. ${12 + x}/{32 + x} = 3/5$ And because this is a proportion, we can cross multiply. $(32 + x)(3) = (12 + x)(5)$ $96 + 3x = 60 + 5x$ Now solve for $x$. $36 = 2x$ $18 = x$ So we must add 18 red marbles in order to get a new probability of: ${12 + 18}/{32 + 18$ $30/50$ $3/5$ Our final answer is G, 18. Method 2- Plugging in answers The alternative to using proportions is to use PIA. We can simply add the answer options to the 12 red marbles in our numerator and the 32 marbles in our denominator and see which answer choice gives us a final ratio of $3/5$. Let us begin, as always, with the answer choice in the middle. Answer option H gives us 28, so let us try adding 28 to both the red marbles and the total number of marbles. ${12 + 28}/{32 + 28}$ $40/60$ $2/3$ This answer is a little bit too large. We can also see that the larger the number we add to both the numerator and the denominator, the larger our probability will be (you can test this by plugging in answer choice J or K- for K, if you add 40 to both 12 and 32, your final probability fraction will be $52/72$ = $13/18$, which is even larger than $2/3$.) This means that we can eliminate answer choices H, J, and K. Now let us try answer choice G. ${12 + 18}/{32 + 18}$ $30/50$ $3/5$ We have found our desired ratio. Our final answer is G, 18. As you can see, no matter which method you use, you can find the right solution. Somebody's gotta win, right? Well, you are more likely that to get struck by lightening (odds: 1.3 million to 1) and THEN fall from a 15 story building and survive (odds: 90 to 1), than you are to win the lottery (odds: 120 million to 1). How to Solve a Probability Question There are several ACT math strategies you must keep in mind when solving a probability question. First of all, you will know if you are being asked for a probability question on the ACT because, somewhere in the problem, it will ask you for the "probability of," the "chances of," or the "odds of" one or more events happening. Almost always, the ACT will use the word â€Å"probability,† but make sure to note that these words are all interchangeable. When you see those phrases, make sure to follow these steps: #1: Make sure you look carefully at exactly what the question is asking. It can be easy to make a mistake with probability ratios, or to mix up an either/or probability question with a both/and question. Make sure you always carefully examine the problem before you waste precious time trying to answer the wrong question. Kyle has been tossing a coin and recording the number of heads and tails results. So far, he has tossed the coin 5 times and gotten heads each time. What are the odds that he will get tails on his next coin toss? You may be tempted to think that our desired outcome (our numerator) is influenced by the number of times Kyle has already tossed the coin and the outcomes so far, but in all actuality, the probability that Kyle will get tails on his next toss is $1/2$. Why? Because each coin toss is independent of another coin toss. This means that this is a simple matter of determining our desired outcome over the number of total outcomes. There is one possibility of getting tails- numerator 1- and two possible options- heads or tails, denominator 2. So Kyle’s chances of getting tails on the next toss are 1 in 2. Now let’s look at a slightly different question. Kyle tossed the coin 5 times and got heads each time. What were the odds of this happening? Now we are being asked to find the probability of a both/and question, since we are being asked to identify the probability of multiple events all happening. (If it helps to picture, you can rephrase the question as: â€Å"What are the odds that BOTH his first coin tosses were heads? And What were the odds that BOTH his next tosses were heads?†, etc.) So if we use what we know about combined probabilities, we would be able to say: $1/2 * 1/2 * 1/2 * 1/2 * 1/2$ $1/32$ The odds are 1 in 32 (3.125%) that Kyle would have tossed heads five times in a row. #2: Think logically about when your odds will increase or decrease The odds of either two or more events occurring will be greater than the odds of one of the events alone. The odds of both (or multiple events) all occurring will be less than the odds of the odds of one of those events alone. Always take a moment to think about probability questions logically so that you don’t multiply when you should add, or vice versa. #3: Simplify the idea of a probability Once you get used to working with probabilities, you’ll find that probability questions are often just fancy ways of working with fractions and percentages. A probability ratio is the exact same thing as a question that simply asks you for a ratio. Just brush up on your fractions and ratiosif you find yourself intimidated for any reason. And always feel free to fall back on your PIA or PIN,as needed. These methods will sometimes take a little extra time, but they will always lead you to the right answer. The probability of drawing this hand is less than 0.0000004%, so I'm gonna go ahead and go all in. Test Your Knowledge Now it’s time to test what you’ve learned, using real ACT practice problems: 1) 2) 3) 4) Answers: F, E, D, B Answer Explanations: 1. This is another example of an altering probability question and, again, we have two choices when it comes to solving it. Let’s go through both the algebra/proportion method and PIA. Method 1- proportions. We know that we must increase the number of red marbles and only red marbles, so the amount of new marbles added to the set of red marbles and to the overall total of marbles will be the same. Our starting probability of red marbles is: $6/18$ So now we must increase each part of our fraction by the same amount and set it equal to the desired probability of $â…â€"$. ${6 + x}/{18 + x} = 3/5$ $(18 + x)(3) = (6 + x)(5)$ $54 + 3x = 30 + 5x$ $24 = 2x$ $12 = x$ So we must increase our red marbles (and, consequently, the total number of marbles) by 12 in order to get a probability of $â…â€"$ of selecting a red marble. To double-check this, we can plug the number back into our probability. ${6 + 12}/{18 + 12}$ $18/30$ $3/5$ We have successfully found our answer! Our final answer is F, 12. Method 2- PIA The alternative method is to use plugging in answers. We will simply plug in our answer choices to increase our red marbles (and our total number of marbles) and see which answer choice results in a probability of $3/5$. Let us start with answer choice H, 18. ${6 + 18}/{18 + 18}$ $24/36$ $2/3$ This probability is too large and any larger numbers will only get us larger probabilities. This means we can eliminate answer choices H, J, and K. Now, let us try answer choice G, 16. ${6 + 16}/{18 + 16}$ $22/34$ $11/17$ This probability is still slightly too large. By process of elimination, our answer must be F, but let us test it to be sure. ${6 + 12}/{18 + 12}$ $18/30$ $3/5$ Success! We have found our right answer. Our final answer is, again, F, 12. 2. Because Elliott must answer all the questions correctly, this means that this is a combination probability question. We are told that he answers each question at random, and all the questions have 3 answer options, which means that answering one question correctly has a probability of: $1/3$ And, since this is a combination problem, answering ALL 4 questions correctly will be: $1/3 * 1/3 * 1/3 * 1/3$ $1/81$ Our final answer is E, $1/81$ 3. We have a total of 150 people and 67 of them have type A blood, while 6 of them have type AB. This means that type A blood has a probability of: $67/150$ And type AB blood has a probability of: $6/150$ Now we can add these probabilities together. $67/150 + 6/150 = 73/150$ Our final answer is D, $73/150$ 4. Here, we have another probability question made more complicated by the use of ratios. Again, if you need a refresher on ratios, check out our guide to ACT fractions and ratios. First, we must find the actual number of 10th and 11th graders. We are told that the 10th graders have a ratio of 86:255 to the school population and the 11th graders have a ratio of 18:51 to the total student population. We must first set these ratios to an equal number of total students in order to determine the number of students in each class. We can see that the 11th graders have a reduced ratio, so we must multiply each side of the ratio by the same amount in order to equal the total number of students as the 10th graders’ ratio (255). Luckily for us, $255/51 = 5$. This is a nice, round number to work with. Now, we must multiply the 11th grade ratio by 5 on each side to even out the playing field. $18(5):51(5)$ $90:255$ We are assuming for now that there are 255 students total (there may be $255 *2$ or $255 * 3$, and so forth, but this will not affect our final outcome; all that matters is that we choose a total number of students that is equal for all grades/ratios.) So there are 86 10th graders, 90 11th graders, and the remaining students are 12th graders. Knowing that there are 255 students total, we can find the number of 12th graders by saying: $255 - 86 - 90 = 79$ There are 79 12th graders. This means that the probability of selecting a 10th, 11th, or 12th grader at random is: $86/255$, $90/255$, $79/255$, respectively. The odds are higher that the lottery will select an 11th grader, as the numerator for 11th graders is larger than that of the others. Our final answer is B, 11th graders. You have successfully completed your probability questions! You're free! The Take Aways The more you practice working with probabilities, the easier they will become. Although it can take some time to learn how to properly differentiate between the different types of probability questions, most ACT probability questions are fairly straightforward. Understand that probabilities are simply fractional relationships of desired outcomes over all potential outcomes, and you’ll be able to tackle these kinds of ACT math questions in no time. What’s Next? Now that you've stacked the odds in your favor on your probability questions, it's time to make sure you're caught up with the rest of your ACT math topics. We've got guides on all your individual math needs, from trigonometry to slopes and more. Wondering how your score stacks up? See what makes a "good" score and how you can get the most out of your studying time to reach your target goal. Running out of time on the ACT? Look to our guide on how to maximize your time and your score in the hour allotted. Want to get a perfect score? Check out how to get a perfect score on the ACT math, written by a 36-scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

How to Cite a Book in AGLC Referencing

How to Cite a Book in AGLC Referencing How to Cite a Book in AGLC Referencing As a legal referencing system, AGLC has specific rules for citing cases and legislation. But what about other sources, like textbooks? These are known as secondary sources. And while you can cite them, the rules are a little different. Here, we look at how to cite a book with AGLC. Footnote References for a Book in AGLC AGLC indicates references using superscript numbers (e.g., 1, 2, 3) in the main text of your essay. These numbers point to a footnote, where you will need to provide full source information. To cite a book, for instance, you would need to include the following information in the first footnote: n. Author’s Name, Title of Book (Publisher, Edition, Year) Pinpoint. In the above, edition only applies if the book has more than one published version, while â€Å"pinpoint† refers to the specific page(s) cited. For instance: 1. Rory McJudge, Knowing the Law (NexusLexus, 2nd ed, 2014) 534. Here, we’ve included â€Å"2nd ed† to show that we’re citing the second edition. And the â€Å"534† at the end shows we’re citing page 534 of the source. If a source has four or more authors, meanwhile, simply name the first author followed by â€Å"et al† to indicate that other names have been excluded. Repeat Citations in AGLC To save duplicating information if you cite a source more than once, AGLC uses a shortened footnote format for repeat citations. The rules for this depend on whether you’re citing the same source twice in a row or returning to something after citing a different source: For consecutive citations of the same source (i.e., two or more citations in a row), use the Latin term â€Å"ibid,† which means â€Å"in the same place.† For non-consecutive citations, give the author’s surname and a bracketed cross reference to the first citation (e.g., â€Å"n 1† = first footnote). If you’re referring to a different part of the same text in either case, you should also give a new pinpoint reference. In practice, then, repeat citations of a source would look something like the following: 1. Rory McJudge, Knowing the Law (NexusLexus, 2nd ed, 2014) 534. 2. Ibid. 3. Navigation Act 2012 (Cth) s 14. 4. McJudge (n 1) 454. 5. Ibid, 243-244. Here, citations 2 and 5 are consecutive citations (i.e., they refer to the previously cited book). Citation 4, meanwhile, is a non-consecutive repeat citation of the book from footnote 1. If citing more than one source by the same author, moreover, you can use a shortened version of the title in non-consecutive citations to show which source you are citing. Books in an AGLC Bibliography As well as citing books in footnotes, AGLC requires you to add all sources to a bibliography at the end of your document. Books go in the first section (i.e., Articles, Books and Reports), listed alphabetically by author surname. The information you need to include here is similar to the first footnote, but with the author’s names inverted, no pinpoint reference, and no full stop: Surname, First Name/Initial, Title of Book (Publisher, Edition, Year) Thus, the bibliography entry for the book cited above would be: McJudge, Rory, Knowing the Law (NexusLexus, 2nd ed, 2014) If a source has more than one author, you should only reverse the names of the first person listed. And as with footnote references, sources with four or more authors should use â€Å"et al† after naming the first listed author to show that other contributors have been excluded. Hopefully, this post has cleared up the basics of citing a book in AGLC. If you need any help checking the referencing in a document, though, we can help.

New Venture Creation Essay Example | Topics and Well Written Essays - 1500 words

New Venture Creation - Essay Example The creation was undertaken by employing a team effort for three years. Business and economic decisions were made throughout this period, with a successful financial position being achieved. By the end of the three years, the SimVenture Creation had accumulated a total profit of ?20191. The venture was making a sale of up to 60 units every month. The closing year therefore depicted a strong business portfolio for the venture. Financial Achievements The simulation started with a default start-up capital of ?10,000. Over the next three years, the running of the venture was to be done by all team members, and annual results filled at the end of every year. This process engaged numerous activities that when combined would determine the financial position of the SimVenture Creation. The underlying interest was to take advantage and exploit emerging business opportunities, while accounting for the welfare of the firm. The entrepreneurial position of the venture was highly dependent on the decisions made by the team members. All the members embraced the fact that a successful financial position is dependent on the firm’s culture. ... By the end of the second year, the venture had been fully operationalized. In the same period, financial stability had been realized as income levels surpassed business expenditures. In the final year of simulation, entrepreneurial opportunities had been fully exploited. Legal, social and economic factors in the operational environment had been accounted for in the two previous financial periods. Year one and two had fully integrated market research to determine the market loops that the venture sought to account for. Business-customer interaction had been enhanced in the process, aided by the strong relationship that the venture realized with its suppliers, advertisers, business contractors and creditors. Production and sales performance was matched with the outcome of market research undertaken by the entrepreneurial team. As a result, sales increased, subcontracting was alleviated, customers accessed sales on credit and operational costs were significantly cut. Cost cut was realiz ed through reduced hours of work and the fact that optimal experiments had been done. Cash flows remained dynamic, with debtors, creditors, sales, revenues and expenses being fully accounted for. Sales had hit highs of 60 units for a month and a profit of ?20191 was recorded by the close of business at the end of the third year. Key Decisions Made Management decisions The management is a critical functional organ of the SimVenture Creation. Since the running of the venture was undertaken by an entrepreneurial team, each team member was charged with a decision making responsibility that was subject to the approval of the team. The functional areas of the venture were the primary basis

Research paper on Samuel Beckett Example | Topics and Well Written Essays - 1500 words

On Samuel Beckett - Research Paper Example Samuel Beckett was born and raised in a Protestant middle class home and was the son of Bill Beckett, a Quantity Surveyor and May Beckett, a Nurse (Cronin 72). At the age of 14, his parents sent him off to school which was apparently also attended by Oscar Wilde. A few years later, Beckett moved to Paris and without more ado, fell in love with the city. Upon arrival, a mutual friend introduced him to James Joyce who was a writer (Nixon 91). Having been introduced to the world of writing, Beckett wrote his very first essay at the age of 23 which was in defense of Joyce’s magnum piece against the public’s lazy demand for easy understanding (Knowlson 110). However, upon completing a study of Proust, Beckett concluded that routine and habit are the cancer of time and this led to him having some considerations regarding his life. France became the strongest factor that was to influence his spirit and style of his writings. He later gave up his post at Trinity College where h e received his B.A. Degree, and embarked on a nomadic journey across Europe. As he travelled across Europe, Beckett still wrote poems and stories while doing odd jobs to get some form of income. He finally settled down in Paris in the year 1937 after being to Germany, Ireland, England and other parts of Europe. In a rather unfortunate incident, soon after he arrived in Paris, he was stabbed in the street by a man who had asked him for money (Uhlmann 21). While in hospital, Beckett learned that he had developed a perforated lung. Beckett recovered and decided to visit his attacker in prison to question him on the attack. In the course of the World War II, he put up in Paris even subsequent to being conquered by Germans. He briefly joined the underground movement where he fought for the resistance until 1942 where he was strained to flee with his French wife to the uninhabited zone so as to avoid arrest (Connor 53). After Paris was liberated from

The Factors Affecting Teacher Motivation

The Factors Affecting Teacher Motivation The literature review is integral to the success of academic research. It ensures the researchability of the topic. It is designed to identify related research, to set the current research project within a conceptual and theoretical context. A literature review is a systematic, explicit and reproducible method for identifying evaluating and interpreting the existing body of recorded work produced by researches, scholars and practitioners, (Fink, 1998, p.3). The review (Mouton, 2001) helps to place the research in the context of what has already been done, thus, allowing comparisons to be made. It is a critical summary and assessment of the range of existing materials dealing with knowledge and understanding in a given field. Its main purposes are as follows: to locate the research project, to provide a rationale for the research, forming its context or background, to provide insights into previous work, and to identify a gap, a problem in the existing literature and thus providing a framework for further research. A review of literature also contributes to the development of the researchers intellectual capacity and practical skills as it engenders a research attitude, thus encouraging the researcher to think rigorously. Time and effort carefully spent at this particular stage helps to save a great deal of effort and vague search. Another purpose of reviewing the literature is to analyse the different methodologies and data collection methods used by previous researchers in similar issues. This would help the researcher to identify the various strengths and lacunas of the used methods. A thorough review of literature may enable the researcher to answer the several pertinent questions. 2.1: INTRODUCTION A study of teachers motivation consists of two main themes. The first one identifies the different factors affecting teachers motivation, while the second aspect analyses how the school heads can impact on teachers motivation through their leadership. This chapter explains the importance of teacher motivation. The motivational factors for teachers, applying literature findings are reviewed. 2.2: Importance of teacher motivation Schools exist, primarily to educate children. It is for this purpose that teachers are employed in schools (Fiddler Atton, 1997). Teachers are, thus, the most important professionals for any nations future. However, without adequate support and resources, teachers will not be motivated although they may be highly qualified. It is sad to note that teachers, the most valuable human resource, are often neglected (Abdo, 2001). One should bear in mind that a nations strength depends on the high quality of its education system and the strength of such a system, in turn, relies on qualified and motivated teachers. Inspired and motivated are essential in providing quality education. Schools would definitely not survive without motivated and dedicated teachers. 2.3: Factors affecting teachers motivation Research (Eimers, 1997) has shown that teachers are influenced by both intrinsic and extrinsic factors. Further studies on motivation for teaching distinguished between intrinsic, extrinsic and altruistic reasons for choosing the profession (Kyriacou Coulthard, 2000; Moran, Kilpatrick, Abbott, Dallat, McClune, 2001). Intrinsically motivated teachers are focused on teaching and the activity related to the job itself. The inherent satisfaction or the joy of teaching is viewed as the driving force. The extrinsically motivated teachers focus on the benefits of teaching, such as salary, vacations or other external rewards connected to the job. Finally, the altruistically motivated teacher views teaching as a socially worthwhile and important job, and has a desire to be part of young peoples growth and development. Barmby (2006, p. 253) extrapolated these findings and points out that teachers motivation is influenced less by externally initiated factors such as salary, educational policy and reform and conditions of service, than by those emanating from the intrinsic context within which they work. According to Hallinger and Heck (1998), school leaders can play a critical role in the success of educational institutions. To the extent that school leaders can control the outcomes of teachers efforts, they can influence the levels of motivation teachers experience (Silver, 1982). This can be through their influence on teachers morale and motivation. Studies have lent proof (Hallinger and Heck, 1998; Leithwood and Jantzi, 2005; Leithwood and Mascall, 2008) that School leadership affects the way teachers teach, and hence, impact directly on student performance. Since school leaders can, in one way or the other, affect the intrinsic factors listed, they, thus, play an extremely role in motivating teachers. Indeed, in an attempt to study teachers motivation, Pitre (2003) found significant relationship between school leadership and teacher motivation. A school head should not only be an effective leader, manager and counselor, but also an effective motivator. Motivated teachers are productive teachers (Osterloh, Bruno and Frost, 2001) as they have job satisfaction. School leaders should bear in mind that without these, educational programmes may be deeply weakened (Snowden and Gorton, 2002). This is supported by Browns study (2005), which found significant link between political, local and organisational factors and the use of incentives to motivate teachers in charter schools. Motivation was higher where more external incentives were provided. In fact, School leadership and Teacher Motivation are two things that are inextricably linked. 2.4 Importance of leadership in schools For much of the twentieth century, the role of the school head was that of manager, where he/she was expected to manage personnel and budget, while handling other operational issues (Usdan, McCloud, Podmostko, 2000). Studies on the topic suggest that in the past, principals were able to succeed, at least partially, by simply carrying out the directives of central administrators (Perez et al. 1999). Today, in a rapidly changing era of standards-based reform, as education moved into a new era of accountability, a different concept has emerged. According to Dussault and Barnett (1996), educational organisations are facing many challenges and this shift brings with it dramatic changes in what public education needs from principals. School principals must, therefore, enhance the quality of their services; they can no longer function simply as building managers, tasked with adhering to district rules, carrying out regulations and avoiding mistakes. Management by principals is no longer en ough to meet todays educational challenges (Mulford, 2003). Researchers (Dussault and Barnett, 1996) claim that the actual situations in schools call for improvement and educational leadership. As Cawelti (1984, p.3) stated: Continuing research on effective schools has verified the common sense observation that schools are rarely effective, in any sense of the word, unless the principal is a good leader . 2.4.1 School leadership and effective schools School leadership (Huber, 2004), indeed, has a pivotal role in contributing to effective schools. Gurr, Drysdale, and Mulford (2005) found in their case study research on Australian principals that the principal remains an important and significant figure in determining the success of a school (p. 548). Extensive empirical efforts have shown that leadership is a central factor for the quality and effectiveness of a school (Reynolds, 1976; Harris, 2005). The research results show that each and every successful school possesses a competent and sound school leadership. Research (Barber, 1995; Mortimore, Sammons, Stoll, Lewis and Ecob, 1988; Stoll and Fink, 1996) has shown that leadership, in fact, defines the success of a school. According to Leithwood, Day, Sammons, Hopkins and Harris (2006, p. 14-15), there is not a single documented case of a school successfully turning around its pupil achievement trajectory in the absence of talented leadership. In this line of thought, Leithwood, Louis, Anderson Wahlstrom (2004) claimed that while classroom instruction has the greatest impact on student achievement, leadership has the second greatest effect. The role of the school leader has to be seen in relationship to the context in which the school is operating. Schools are embedded in the education system and their local communities; leaders, therefore, have to react to, cope with and support the development of the community served by their respective schools. Huber (1997) firmly believes that school leaders matter, they are educationally-significant, school leaders do make a difference. Given the manifold tasks and responsibilities of school leadership, as well as the competencies required, school leaders may be regarded as superheroes. Their complex role can hardly be filled with traditional leadership concepts (Huber, 2004). Educational leaders are now confronted with an altogether new range of demands and challenges. They should bear in mind that their organisations have been set up to accomplish a specific social aim, shaping the society. The quality of education provided at school, therefore, determines the future society. Moreover, school leadership proved to be important for the learning environment for teachers in schools (James McCormick, 2009; Louis, Dretzke, Wahlstrom, 2010). 2.4.2 Successful and effective School leadership 2.4.2.1 Firm and purposeful leadership It has been proven that all aspects of the school rely on a proper School Leader (Stoll and Fink, 1996; Huber, 2004; Mortimore et al., 1988). However, both the School Leader and individual teachers are of utmost importance. Leithwood, in concert with others (Leithwood et al., 2004; Leithwood and Riehl, 2003; Leithwood et al., 2006), identified four broad categories of educational leadership, or core practices: setting directions; developing people; redesigning the organization; and managing the instructional program. At the same time, effective leaders know that the ability to lead and manage organisational change is critical for survival since the school environment is a dynamic one. School Leaders should incorporate the ability to deal with changes occurring in school system structure, especially when more responsibilities are being thrusted upon the shoulders of the School Leader by the educational system. According to Calabrese (2002) the prototype school leader in the 21st century is a change agent. They have a responsibility to lead change that results in more effective and efficient educational practices, in an environment that is increasingly political. Therefore, outstanding school heads should be proactive. They must make the change happen without alienating the teaching staffs. They should act as mediators between those resisting changes (Levine and Lezotte, 1990) and the change agents. Leaders, thus, got a key role in inducing others to adopt change in order to improve the organisational effectiveness. Hence, school leaders, are key to initiate and maintaining the school improvement process (Sammons et al., 1994c). Schools, expected to fulfill multi-dimensional functions, are affected by both internal and external environmental factors (Eres, 2011). School leaders can eliminate the negative effects of such factors. Thus, they need to be proactive, anticipating problems and should be prepared to counteract these efficiently and effectively. The role of the School Leader is not always clearly defined since leading and managing are two intermingling responsibilities. 2.4.3 School leadership and teachers motivation Leadership can be defined as the ability to enlist, mobilize and motivate others to apply their abilities and resources to a given cause (Eyal and Roth, 2010). This capacity is fundamental in the educational sphere. Very often, educators think in terms of motivating students to learn. Equally important, though, with respect to educational leadership is the motivation of teachers (Silver, 1982). According to Kocabas and Karakose (2002), teachers are responsible to their schools and the principals are in turn responsible for the proper administration of the school. Therefore, the main responsibility for motivating teachers falls to the school head. Along this line, Barker (2001) studied poor performers and effective principals and suggested that effective leaders indeed motivate the staff. He claimed that the latter should be there to enthuse and invigorate teachers rather than to shape them. Good leadership improves both teacher motivation and work settings. Further research by Kiziltepe (2006) found that the primary source of teachers de-motivation was the administration Though, the relationship between School leadership and Teacher Motivation have not directly been subject to much research, Brown and Hughes (2008) highlight the importance of exploring the different factors that motivate teachers, as society increasingly holds them accountable for student achievement. The relationship between school leadership and teacher motivation is related in the research literature to the attempt to better understand principals impact on school performance (Leithwood and Jantzi, 2005; Leithwood and Mascall, 2008; Supovitz, Sirinides and May, 2010). Thus teachers engagement and their motivation have been studied mostly as a mediating factor between school leadership and students learning (Hallinger and Heck, 1998). According to Sharpe, Klockow Martin (2002), the factors motivating teachers can vary from classroom to classroom, school to school, or district to district. If teachers are not motivated to teach, then the search for educational excellence will be ava il (Richardson, Short Prickett, 2003). 2.4.3.1: How can School leaders affect teachers motivation Several studies suggest that school leadership is second only to classroom teaching as an influence on student learning (Leithwood, Harris, Hopkins, 2008; Leithwood Jantzi, 2008) and that key to optimizing student learning is the influence exerted by school leaders on teacher motivation and commitment (Day, Stobart, Sammons, Kington, Gu, 2006; Leithwood Mascall, 2008). According to studies (Hallinger and Heck, 1996), school leadership affects students outcomes indirectly, by creating the conditions that support teachers ability to teach and students learning. Teachers motivation includes the expenditure of effort to achieve a goal (Martin, 2000). It is also about creating forces that power and drive their respective behaviours (Bursalioglu, 2002). Dull (1981) believes that school leaders could motivate teachers by improving a situation perceived to be difficult by an individual, thereby meeting needs. In addition, the school leader can also motivate teachers by providing adequate d riving forces to urge one into action (Genc, 1987). The human factor should not be ignored, the educational leader should strive in developing a physiological and psychological process which takes into account individual desires, goals, tendencies, behaviour, self-interest, preference, will-power and drive. He/she should be considerate, that is, consider both intrinsic and extrinsic forces that actuate, direct and maintain staff behaviours (Gursel, 1997). Motivating teachers also implies increasing the latters willingness to work and making them believe that they will satisfy their personal needs if they work efficiently in the school (Yuksel, 1998), by providing the appropriate conditions. Porter, Polikoff, Goldring, Murphy, Elliot and May (2010) claims that these conditions include high standards for student learning, rigorous curricula, quality instruction, a culture of learning and above all- professional behaviour. Indeed, scholarly writings have linked the above mentioned conditions with increased teacher motivation to exert extra effort in teaching (Geisel, Sleegers, Leithwood and Jantzi, 2003). They added that school leadership has a key role in ensuring these conditions at school. Geisel et al. (2003) also mentioned that schools are effective only when the whole school community work as a whole and not as fragmented units. Thus, the school leaders should not only occupy the authority position but should also be visible (Dinham, Cariney, Craigie and Wilson, 1995) in the institution, so as to be able to motivate their staffs. 2.4.3.1.1: Visible leadership Indeed, Dinham et al. (1995) found that secondary school principals responsibilities include being visible, maintaining contact with student groups, keeping open lines of communication with stakeholders, promoting a positive school climate, being aware and in control of all school issues, influencing the school tone, and fostering school pride. According to further studies (Huber, 1997), teachers recognize it is highly motivating when their school head is involved in the daily routine. The school leader, showing dedicated interest in what happens in the class itself, is much appreciated. Teachers have a high esteem for leaders knowing about the curriculum and who are actively involved in monitoring students progress. Robinson (2006) points out that school leaders who have subject specific knowledge will be more confident and successful in supporting improvement in teachers practice. No doubt, teachers find it highly motivating when the principal provides a variety of support, includi ng practical assistance and encouragement (Murphy, 1989). This involves frequent movement through the school, class visits as well as some informal exchange with the teaching staff (Teddlie et al., 1989). According to Scheerens (1992), this is one of the pillars of school leadership and such regular interactions could also help in assessing the ways teachers work. 2.4.1 Relationship between school leader and teachers Davis et al. (2002) argue that the relationship between school leaders and teachers is very important: the school leaders regard for others is, key, to motivating teachers. Being in charge of the school administration, school leaders have the greatest share in motivating teachers. According to Griffin (2010), relationships with administrators were rated as a highly motivating factor. This is supported by Asbill and Gonzalez (2000) who found a relationship between positive principal-teacher interactions and teacher job satisfaction. Egley (2003) found similar results and emphasized the importance of a supportive principal-teacher relationship. School leaders (Barnett and McCormick, 2003) must be able to create an environment conducive to the building of positivity, providing the platform for the staff to maintain good relations, so as to create a healthy environment, where all can grow adequately. Wallace (2010) further claimed that school leadership should also include some emotional dimension. She posited that school leaders who understand the emotional context in which they work will provide a more satisfying and effective work context for teachers. They highlighted that working in a classroom environment where there is administrative support enhances the element of respect. Indeed, interviews by Sederberg and Clark (1990) showed that teachers perceive respect as the most important incentive, followed by trust, optimism and intentionality. Further research (Geisel et al., 2003) has shown that certain methods adopted by the School leadership indeed impact on the level of teacher motivation, for instance, defining a clear vision and objectives. Shared vision and goals Scholars (Eyal and Roth, 2010; Barnett and McCormick, 2002) posited that vision potentially offers the greatest capacity to influence teachers motivation. Lashway (2000) added that school principals should ensure that this vision is relevant to the school context. The leaders vision must also be related to the existing needs and culture of the school (Keedy, 1991). In addition, it must be focused, consistent, at the same time, including short term as well as long term objectives (Geisel et al., 2003). These help define and promote high expectations; and they connect directly with teachers and the classroom. Barnett and McCormicks (2003) findings echoed the above researchers ideas and even extrapolated those- they concluded that teachers should, at all cost, share the schools vision. This is because vision provides personal goals for the teacher, a desire to see a change in the future. The staff should be able to connect to the vision when it is clearly defined, so that, their own personal objectives may sprout out from it. Their studies have shown that teachers are highly motivated when they build consensus on the aims and values of the school. In such cases, teachers can put these into practice through collaborative and consistent of working. Empirical evidence (Leithwood and Riehl, 2003; Ylimaki, 2006) proved that vision creates a sense of purpose that binds teachers together and propels them to fulfill their deepest aspirations and to reach ambitious goals. Indeed, Brewers rese arch (1993) showed that student achievement levels were higher in schools where the principal had hired like-minded teachers who shared the principals goals and who were able to implement effectively the principals vision. Other researchers (Lee and Smith, 1994) analyzed performance from 820 secondary schools and found that coherent, sustained, and focused reforms resulted in the best outcomes for students. Therefore, effective professional principals (Huber, 1997, 2004) should relentlessly work to improve achievement by focusing on defining SMART goals. However, scholars (Gagne and Deci, 2005; Sheldon, Turban, Brown, Barrick and Judge, 2003) claimed that presenting followers with a value-laden vision is not enough. Leading professional No doubt, implementing a vision is not instantaneous; it requires repeated cycles of reflection, evaluation, and response, and only the principal can sustain it (Lashway, 1997). Sheldon et al. (2003) posited that the leadership role played by the school principal is critical in ensuring the vision and mission is attained. Thus, principals need to wear many different hats during the school day. But, the most effective school principals are not only managers and disciplinarians but also instructional leaders for the school (Leithwood and Mascall, 2008). Their studies showed that an effective school leader is not merely a good administrator or manager, but also a leading professional- a transformational leader. According to Burns (1978) transformational leadership is the process in which leaders and their followers bring each other to a higher level of ethic and motivation. Todays schools, therefore, want not only visionary and professional leaders (Lashway, 2000), but transformational ones. Transformational Leadership and motivation Leithwood (1992) claimed that transformational leadership is, actually, the restructuring of the system in order for the mission and vision of people to be redefined. It also ensures that the staff identifies themselves with the goals of the organisation, together with enlisting the participation of the staffs by taking into consideration their opinion greatly provide the scope for motivation. Bass (1990) suggested that motivation is, in fact, a sub-dimension of transformational leadership. Other scholars (Simola, Barling and Turner, 2010; Park and Rainey, 2008) also concluded that motivation has been shown to be an inspiring component of such kind of leadership and these have shown a positive relationship between transformational leadership and motivation. Indeed, Bass and Avolio (1997) have argued that transformational leadership can produce extraordinary outcomes in terms of increased commitment to achieving group or organisational goals. Coupled with the above, Shamir, House and Arthur (1993), maintained that transformational leaders also foster intrinsic motivations related to self concept. Their theory of leadership asserted that charismatic leaders promote followers intrinsic motivation to act beyond their self-esteem, self value and social identification. Research has shown a positive relationship between transformational leadership and motivation. It has been proved that in an organisation with transformational leaders, there is higher productivity and that the employees are happier and there are fewer negative incidents (Robbins, 1996). Indeed, transformational Leadership plays an important role in developing self-motivation. Leaders increase their workers motivation through their behaviour (Bass, 1990, Greenberg and Baron, 2000). As the human relations and communicative skills of a transformational leader are developed, they are effective in persuading and directing their followers (Glad and Blanton, 1997). They also motivate followers to transcend their own immediate self-interest for the sake of the mission and vision of the organisation. The leader motivates followers to work for transcendental goals instead of immediate self-interest, for achievement and self-actualisation rather than safety and security (Murray Feitler, 1989, p. 3), and creates within followers a capacity to develop higher levels of commitment to organisational goals (Leithwood Jantzi, 2000). Followers confidence levels are raised and their needs broadened by the leader to support development to higher potential. Such total engagement (emotional, intellectual and moral) encourages followers to develop and perform beyond expectations (Bass, 1985; Burns, 1978). 2.3.5.1 Transformational and Transactional School leadership Basss model (1998) of transformational and transactional leadership has a number of important implications for the current reform movement in education. According to Bass and Avolio (1997), the transformational/transactional approach builds trust, respect, and a wish on the part of followers to work collectively toward the same desired future goals. This not only allows the transformational leader to operate effectively within the available context, but to change it, to make it more receptive to her or his own leadership orientation. Indeed, a positive relationship has been found (Howell and Hall- Merenda, 1999) between transformational leadership and a good rapport between the leader and follower. Applying this to schools, Avolio and Bass (1988) argue that although transactional and transformational leadership can represent two discrete forms of leadership, effective school principals exhibit characteristics of both by maintaining short-term endeavors through transactional leadership and by inciting change as a transformational leader. A number of studies emphasize the importance of transformative leadership for school principals (Fullan 1996; Hord 1992; Leithwood, Tomlinson Genge 1996; Wood 1998; Sergiovanni 1992; Conley 1997; Perez et al. 1999; Reed and Roberts 1998). Transformational school leadership and teacher motivation Contemporary middle school leaders have a vast array of responsibilities and are often characterized as those who should be transformational leaders (Sanzo et al., 2010). The challenges brought to schools by restructuring have been cited as reasons for advocating transformational leadership in schools. Such leadership embraces a postmodern way of thinking. It is argued that transformational leadership is well suited to the challenges of current school restructuring. It has the potential for building high levels of commitment (in teachers) to the complex and uncertain nature of the school reform agenda and for fostering growth in the capacities teachers must develop to respond positively to this agenda (Leithwood and Jantzi, 1997). Transformational leadership is seen to be sensitive to organisation building, developing shared vision, distributing leadership and building school culture necessary to current restructuring efforts in schools (Leithwood, Jantzi and Stainbach, 1999). Transformational School leadership: the four Is and teacher motivation Leithwood and Jantzi (1990) have defined transformational leadership based on schools. Transformational leadership dimensions, namely, idealized influence, inspirational motivation and intellectual stimulation, were found to directly influence teachers amount of motivation (Geisel et al., 2003; Leithwood and Jantzi, 2005). These, in turn, had an indirect impact on students achievements and learning (Leithwood and Jantzi, 2005). Individualised attention-Teachers needs and expectations Individualised attention (Blasà © and Kirby, 2000) given to the staff, greatly adds up to teacher motivation. According to Blasà © and Kirby (2000), it is of upmost importance for leaders to identify teachers needs- the social needs should not be neglected (Bursalioglu, 2002), and their feelings about their jobs. School leaders have to be conscious of the fact that each person has different needs and, therefore, should be motivated accordingly. Weller (1982) added that the school principal should be sympathetic to the needs of their teachers. The leaders should be able to cater for the needs of each and every one. According to Adair (2002), a leader, who is not aware of these, and who does not display effort to fulfill these, will definitely face difficulties in motivating teachers. He added that only a well-informed leader can devise and implement effective strategies to assist teachers in their development, ensuring they perform their respective duties in an effective, enthusiast ic and motivated manner. Blasà ©, Derick and Stahth (1986) reported that principals initiating structure and displaying consideration were associated with more satisfying work conditions, higher job satisfaction, and less job stress. Staffs experience of job stress was seen as principals lack of consideration and was related to teacher dissatisfaction. It was found that teachers (Blasà © et al., 1986) are less likely to share their views and opinions, or trying to improve the conditions if they feel that their school heads are not enough caring. Blasà © (1986) put forward that the latter should strive to develop fruitful relationships with the teaching staff, fostering positive communication with and among teachers. It is only through these relationships that they can establish leader legitimacy and encouraged commitment. Teachers should feel that they form part of the school community and not simply as employees working in the school. The motivation for working with the subject matter in which teachers have their academic degree and the wish to teach it to others are important motivators for teachers both before and upon completion of the PGCE course (Roness Smith, 2009, 2010). Still, we find that the subject-matter interest is a salient and stable motivator among these Norwegian teachers, a finding which aligns with other international research (Kyriacou et al., 1999; Manuel Brindley, 2005; Manuel Hughes, 2006). A plausible reason for these results can be that when starting teacher education, the students regard themselves as subject-matter specialists. Idealised influence Idealised influence is the charismatic element of transformational leadership, in which leaders, become role models, who are admired, respected and emulated by their followers (Avolio and Bass, 2002; Bass, 1998; Bass and Avolio, 1994). As a result, followers demonstrate a high degree of trust in such leaders (Jung and Avolio, 2000). Researchers (Jung and Avolio, 2000) added that shared vision, is, an integral component of this idealized transformational role, inspiring acceptance through the alignment of goals. Principals must, therefore, be good role models supporting best practice (Colley, 2002).

Clinical Practice Essay

Clinical practice is of outmost significance because this is the site where students can turn theory into practice, students can interact with patients and families, and face the real world of medicine. It is significant and useful to reflect upon assessment practices to evaluate students in clinical setting. For this purpose, this paper analyzes three articles relevant to the clinical practices by the nursing students, and the role they should play outside the classroom, and who should evaluate them in the clinical setting. This paper also features suggestions and recommendations derived from the reflections and analyses made on the articles reviewed. Article one. The ongoing search for best practice in clinical teaching and learning: A model of nursing students’ evolution to proficient novice registered nurses. This article by Edgecombe and Bowden (2009) features current search to implement best practices in clinical teaching and identifies those positive and negative elemen ts as well as the intrinsic and extrinsic factors that make an impact on nursing students’ learning process, and their development and growing process from students to proficient novice nurses Rns. The study was conducted at Flinders University in Adelaide, South Australia, and involved 111 students. A model was created intending to assist students in their transformation from students to RNs, the Dedicated Education Unit (DEU) model was designed as an innovative approach for clinical teaching. This approach focuses on the specific use of the clinical setting available for learning practices in health settings such as mental health centers, acute medical departments, and surgical wards or community health organizations. The DEU follows the principles of adult learning of modifying, relearning, and replacing knowledge, skills, strategies and values through experience gained, and reflections made (Edgecombe & Bowden, 2009). The DEU foundational philosophy relies on the sound relationships between clinicians and academicists, valuing their contributions aimed at establishing the optimal learning environment for nursing students. Also valuing nursing students’ views. The model described in the article might have influences on the development of future curriculums, upgrading of staff and on different approaches used to place staff in adequate positions. The model can also serve to do research works intended to the teaching and learning process in the realm of nursing educ ation (Edgecombe & Bowden, 2009). Among the elements analyzed in this article, the authors highlighted  the emphasis students placed on the importance of belonging to a place, to feeling valued and trusted. These positive feelings, greatly influence the students’ learning processes. However, when a student feels isolated, neglected from the regular clinical staff or heavily or unfairly critized or scoffed at his/her performance, these actions have a negative impact on the learning stage at this specific clinical setting (Edgecombe & Bowden, 2009). It is important to observe tha bulling, and lateral violence at the workplace exist in some hospitals and health settings, as indicated by Broome and Williams (2011), especially with novice nurses or new nurses when they begin working for the first time in a clinical setting. In this regard, Broome and Williams (2011) state that in some health care settings the problem takes place when some experierenced nurses complaining about novice nurses’ performance, and the lateral violence develops in different ways and causes serious impacts on the victims. Dellasega (2009) considers that lateral violence manifests in cover or overt verb al and non verbal aggression episodes. Reflecting upon these topics among the negative effects that a toxic environment may cause to nursing students as indicated above by Edgecombe and Bowden, (2009), the author of this paper also believe that bullying and lateral violence can also create a harmful atmosphere for the learning process among students who develop their practices in a clinical setting. Article 2. Developing a successful nursing objective structured clinical examination. This article written by McWilliam and Botwinski (2010) evaluates the basic components for developing relevant and useful nursing objectives in the clinical area for nursing students, but these authors failed to highlight some significant aspects of high-skilled therapeutic work, the importance of interpersonal aptitudes, and blending some key information into practices in clinical settings. The article deals with assessing the clinical skills that students may acquire in different health scenarios. This practice is vital because students can work and learn from different scenarios, patients and diseases (Mcwilliam & Botwinski, 2010). According to Mcwillian & Botwinski (2010), clinical educators should pass on their experience gained to students, and at the same time, should ensure that patients also gain safe nurturing consideration. In achieving these goals, the delivery of clinical instructions should be imbuied of professional ability, proper interpersonal relations, and adequatin g aspects  of temperament. Educators should have a clear idea on the model that may guide them turning a speficic scenario into a learning experience, and also into an evaluative procedure that will be mutually beneficial for the educator and the nursing students. Nurse’s decision-making abilities derived from critical thinking and evidence-based practice have been analyzed by various analysists who have reflected that choice making is a studied skill that nurse educators should teach, but there are few research intended to investigate the choices made by nursing students. If more information of this topic is available, educators will be capable of designing a more proper curriculum that also covers the developing of this attitude geared to teach students how to make better choices (Mcwillian & Botwinski, 2010). The author of this paper believes that tools to furnish the nursing students to develop critical thinking and choice making are a vital part of the curriculum. It is true that not all topics can be covered in a curriculum as stated by Mcwillian and Botwinski (2010), but decision making process and a good guidance are crucial elements of a proper and adequate nursing training in clinical practice. Article three. Evaluation in clinical practice using an innovative model for clinical teachers The article features the Reflective Interaction Analysis in Nursing Education (RIANE) Model which addresses the problems faced by clinical teachers of how to turn information-rich interactions in clinical practice into objective information using a format that provides valuable feedback and helps evaluation. The Model facilitates the translation of the interactions for clinical teachers that occurs on a daily basis with nursing students, recorded in notes for their further use in formative and summative evaluations (Zafir & Nissim, 2011). The article discusses the use of this model in the training of a group of nurses that will become clinical teachers. The RIANE model motivates clinical teachers to see the students’ clinical interactions as another way to contribute to the learning process, as an educational opportunity. It provides certain order in an amount of information difficult to manage by clinical teachers who have to find a way to make this information accessible to students (Zafir & Nissim, 2011). The author of this paper considers that allowing the students to learn from their daily experiences, enabling them to provide feedbacks, and being heard, are great positive contributions for educational purposes in the  clinical setting, and the clinical instructor can keep track of their students by recording notes while the students also render their clinical collaboration. Zafrir and Nissim (2011) believe that the proper role clinical teachers should play is that of guidance, support, inspiration, and facilitating learning. Also these authors consider that an environment of mutual trust and confidence should prevail in supporting students’ process of learning and growth. There are several models for clinical instructors and faculty to evaluate students outside the classroom: The clinical instructor can use the modality of preceptor ,one to one relation, in which an experienced nurse serves as a preceptor for a certain period of time. The clinical teaching associate (CTA) model uses a staff nurse collaborating with a faculty to train a given number of students for clinical practices. The paired model features one-student, one patient model, a variation of the preceptor model, and a student begins clinical practice within specific days supervised by a staff nurse for a practicum experience (Billings and Halsted, 2009). Other models for clinical instructors to evaluate students outside the classroom, and on occasions, jointly with the faculty during their clinical practices are the clinical teaching partnership where a form of collaboration is established, the service institution contributes with a clinical nurse specialist and the university constribut es with a faculty member. Adjunt faculty is another model in which the faculty is a health care professional hired by a service setting in the modality of part-time. This professional can serve in several roles as supervisor, mentor, guest lecturer, and preceptor, and can also render a collaboration in research works (Billings and Halsted, 2009). The role that a student should play in the evaluation process should be that of a student that prepares for the clinical experience, establishes good relationships and exhibits proper communication skills, learns and accepts feedbacks and adapts to the assigned clinical setting and advances in his/her performance. The unsuccessful student in the clinical experience is unprepared for this activity, does not establish communication efficiently, breaks legal and ethical practices, uses practices that are not safe, his/her adaptation to the assigned clinical setting is poor (Lewallen and DeBrew, 2012). The students under a clinical practice can act in the following scenarios: labs, homeless shelters, camps, agencies that render social services often involving interdisciplinary health settings. The clinical teacher-student interaction is a significant part of this practice (Billings & Halsted, 2009). The author of this paper believes that students should embrace this relation, and take a good advantage of this opportunity to learn at large all what is taught by the instructor and assimilate the experience gained while doing the clinical practice, since the student is exposed to several medical situations. Conclusion The three articles reviewed contribute to make a good analysis of the possibilities of evaluating students in clinical settings. The clinical area is significant in training novice nurses because they are in contact with the real world and can interact, not only with patient but with their families and the professional colleagues and other related staff they will be working with during their professional life. The practice in clinical settings enables students also to be more confident in themselves, because after they can apply theory into practice will feel more capable in their profession, and become more autonomous decision makers. The students will have the possi bility to raise their caring abilities, and play more realistic roles based upon their practice.

The Therapeutic Relationship Is Important Part Of...

I never knew so many different theories were used in the counseling profession. It was very interesting to be able to learn about each theory and maybe see how I connected more to some theories and not to all. I have realized and learned from this class that it is not sufficient to be merely a good person with good intentions. If you really want to be a good counselor you have to be able to learn a lot, research a lot and practice a lot. It can be challenging at times, but it will be rewarding in the end. It is very important to understand that the therapeutic relationship is an important part of effective counseling. The therapist as a person in a very important part of the effectiveness of the treatment. There is no correct theory to use, it all depends on the client, their problem and the best approach to be able to help them. This is why it is important to have a multicultural perspective and be able to combine more than one theory at the time for the best results. Narcross Beut ler (2011) agreed that the strength of having several theories together is a very good counseling approach, the strength of integrating the theory is based on the ability of the counselor to be taught, replicate and evaluate. Counselors need to be open to the idea that these theories can be connected in some ways and be willing to test them out to see how they are working. Every counselor can identify with one theory, but some might want to use some parts of another theory in order to makeShow MoreRelatedEssay on Traits of an Effective Counselor1065 Words   |  5 PagesCounselor characteristics are also an important part of the therapeutic dynamic. As the case study demonstrates, the professional counselor began with a good rapport and empathy. I believe the session was effective because the client and the counselor worked together with re-evaluating how the client was going to improve his circumstances. In this case study, the counselor establishes a good relationship and empa thy with the client, which allows him to be completely honest about his thoughts andRead MoreMy Educational Experience With Therapy / Psychology1541 Words   |  7 Pagesconcept of the counseling profession. Additional facets to learn is how to create a therapeutic environment for the client. Furthering on these aspects, we have to learn to interact with clients to be better able to help them in different areas of their life including social and professional. Final features to learn about counseling is how clients view their own life to produce more therapeutic opportunities. Throughout this paper I will discuss these various features of counseling. While we go throughRead MoreWhat Makes Effective Counseling?1618 Words   |  7 Pagesthankful to have already learned many of the necessary values and skills needed in order to practice counseling effectively. While there are numerous aspects used to determine what makes effective counseling, in the case of counselors, three of the most important aspects I have learned to date would be the following: the proper use of one theoretical approach, a complete understanding of the therapeutic process, and a complete understanding of one’s needs and values as not only a counselor, but as aRead MoreContrasting Psycodynamic, Cognitive Behavioral and Person-Centered Counseling Theories1732 Words   |  7 PagesCounseling is a process that enables a person to sort out issues and reach decisions affecting their life. Often counseling is sought out at times of change or crisis, it need not be so, however, as counseling can also help us at any time of our life† (Woods, 2005). Co unseling theories are used by counselors as part of their treatment plan for clients. There are many types of theories that counselors can choose from. These theories are usually hosen based on the client needs and what the counselorRead MoreA Research Study On Group Therapy1178 Words   |  5 Pagesthe past several years. The two treatment options that can be offer to an individual dealing with anxiety is medication and therapy. Out of the two, therapy has been known to be the most effective. Although people are more familiar with traditional therapy, group therapy has become just as prolific. Group counseling is a special type of therapy composed of a small group of individuals under the guidance of a counselor. This type of therapy gives children and adolescents the opportunity to realize thatRead MorePerson Centered Therapy : A Type Of Therapeutic Approach Essay1581 Words   |  7 Pagesmany different approaches to how and what therapies are best to use when treating a range of clients. Freud, Erickson, Maslow, and Carl Rogers are some of the few that recognized an importance in a type of therapeutic approach. However, while each man has their own different take on therapeutic approach, the main thing that is unavoidable between them all is that the beginning of healing starts with self. Person Centered Therapy Person Centered Therapy, also recognized as client centered therapy promotesRead MoreImportant Factors Necessary For Successful Counseling1083 Words   |  5 PagesThe therapeutic relationship is one of many important factors necessary for successful counseling. It is the initial step therapists take to form a working alliance with their clients. The purpose of this paper is to understand the importance of the therapeutic relationship and how it enhances the therapeutic alliance. Authors, Carmel Flaskas (2004) and Charles J. Gelso (2012) wrote articles pertaining to the importance of the therapeutic relationship in therapy. While, Konrad Michel’s (2011) supportedRead MoreCharacteristics Of An Effective Group Leader967 Words   |  4 PagesCharacteristics Of An Effective Group Leader Group leaders behaviors can determine how a group functions, processes, and possesses a therapeutic outcome. It is known personality characteristics of group leaders effects groups tremendously. For example, if a group leader self discloses personal information or experiences to a group, it can help build upon therapeutic relationships with each group member (Shechtman Toren, 2009). Two characteristics of mine, which I believe make me an effective group leaderRead MoreSample Resume For A Counseling Training Program At East Carolina1542 Words   |  7 Pages NC. I am currently in a counseling training program at East Carolina University where I am working on obtaining my Master’s in Substance Abuse and Clinical Counseling. Restricted Licenses Currently, I am a counselor in training at East Carolina University within the Department of Addictions and Rehabilitation Studies. Upon graduation, I will be pursuing licensure as a Clinical Addiction Specialist and a Professional Counselor. I am working at the Navigate Counseling Clinic, under the supervisionRead MoreThe Ethical Issues Raised When Services Are Delivered For Non Office, Off Site Settings Essay1160 Words   |  5 Pagesissues that present when providing counseling in a non-office, off-site setting. We will explore two different kinds of counseling that occur in a space that is not a traditional office including in-home counseling and the rise of wilderness programs. These two modalities both have a limited amount of research on their efficacy and the issues raised by having the counseling take place in a unique environment as compared to the traditional arrangement of counseling practices. Wilderness therapy