Reflection On A Mentorship Role In Medicine

Reflection On A Mentorship Role In Medicine During this reflective piece of work I will discuss my role, responsibility and accountability as the students assessor and reflect on approaches that I have used within the mentorship role to support and facilitate the student to achieve specified learning outcomes. The ultimate goal of mentorship is for one individual to contribute to the professional development of another. (Lanser 2000) The NMC (2008) defines a mentor as a registrant who facilitates learning, supervises and assesses students in a practice setting. The student spends 50% theory and 50% in practice; practical training is an important and significant part of the nursing students education. I was informed that a third year nursing student would be attending my practice area a number of weeks before the placement start date, I used this to my advantage by contemplating about learning opportunities within the practice area. The NMC states that at least 40% of a students time at the placement should be spent with a mentor. Therefore the off duty had to be worked to reflect this, as now it is an NMC requirement for mentors to prioritise their workload to accommodate support of students. (NMC 2008) From my time as a student nurse the better placement experiences I had were when my mentor was well prepared and had thought about experiences that would enhance my learning. I feel that it is essential that from the first contact with the nursing student you are building an effective relationship. The ultimate goal of mentorship is for one individual to contribute to the professional development of another. Prior to the students start date it is important that the student has been contacted and informed of location, uniform, start time and name of allocated mentor. Fortunately my student contacted my workplace a couple of weeks before her placement began. I took this opportunity to introduce myself and went through a little of what to expect. Baumeister and Leary (1995) suggest that if students feel accepted secure, valued and respected that it motivates the students capacity to learn and instils confidence. I feel that this initial contact takes some of that first day anxiety away. The influence of the mentor on the student begins at first contacvt and forms the foundation upon which the mentor/student relationship will be based upon. The Nursing and midwifery council outlines eight domains of competency that a mentor must achieve in order to perform the role to an appropriate standard. These are: establishing effective relationships, Facillitation of learning, creating a learning environment, context of practice/ evidence based practice, assessment and accountability, leadership and evaluation of learning. On my student Sarahs first day I had allocated time to orientate and introduce her to the practice area. It is the mentors responsibility to establish an effective working relationship with the student and this starts with orientating and the setting of ground rules.(RCN 2007) Whilst going through the formal, professional, legal, national and local requirements I was conscious about making the orientation a positive experience. I introduced Sarah to the rest of the community nursing team. Levett-Jones, Lathlean, Higgins and Mcmillan() in their study discussed the students need to feel like they belonged as when students feel comfortable they engage with learning opportunities. I believe that the attitude and motivation of the mentor are crucial in creating a encouraging start to the placement experience. (cited in Beskine 2009) Reflecting on my experience as a student the negative aspects of work placements were not being supported by my mentor and feeling under valued and by remembe ring such experiences I feel that it influences how I am as a mentor. The benefit of working as a community staff nurse is that when a student is placed you work together on a one to one basis and have time to establish the student mentor relationship. Using this oppotunity to get an insight into her personality aswell as any concerns she has about the placement. Although it is good to achieve a good rapport with your student Wilkes (2006) advised caution during the social development of the relationship as the professional boundries need to be clear, as getting involved with the student socially or emotionally outside of work would influence your integrity when perfoming assessments. Also as a mentor you act as a role model and The Code(2008) requires a nurse to be of good character honest and trustworthy basing this on ones conduct behaviour and attitude. The NMC (2008) defines a mentor as someone who facilitates learning, supervises and assesses students in a practice setting. It also outlines that in order to do this effectively the mentor needs to have knowledge of the students stage of learning therefore selecting appropriate opportunities for that particular students learning needs. After orientation and Sarah shadowing me on a few visits I felt it was important to conduct the initial interview so we could discuss learning needs and opportunities in my particular area. Sarah had not had a previous community placement and didnt know what is available to learn therefore we had an informal discussion to identify the opportunities. During the initial interview I also established the students level of knowledge and expectations. I had noticed that Sarah was quite shy and was quite nervous. We looked through her portfolio from previous placements and she had passed each one. Also by reviewing the university requirements outlined in her portfolio I was able to see if Sarah was aware of her needs from this placement. My initial impression was that she may need more support than I had anticipated at her stage of learning. It appeared that she wasnt confident in her abilities. Sarah did express that she felt she would require support and guidance as the community setting was a completely new experience for her. Its also important to consider that studies have shown that placements can be very stressful for students especially in their first and third years of training.(Stuart 2007 cited in Beskine2009) Taking my concerns into consideration and Sarahs request we then created a learning contract, the goals set were based on mutually identified need. I decided that initially I would become as Berne(1961) described nurturing parent to Sarah to demonstrate boundries to ensure she felt safe. Until her confidence grew, then the relationship would be on an adult-adult basis on the same level for discussions and mutual expectations. Although fluctuations between different ego state as different circumstances arise throughout the mentor student relationship. In order to help Sarah I felt that by acting as an advocate would promote her confidence and self-esteem. (Neary 2000) To formulate an effective learning contract it has to have essential components as de scribed by Stuart (2007) learning objectives, the activities to facilitate these , strategies and resources for learning. As a registered health professional you have a responsibility to ensure the safety of the public. Therefore by mentoring pre-registration nurses you are accountable for ensuring students fulfil their learning outcomes for your practice area and develop practice competence. (NMC 2006) Assessing a students competence can become complicated by the mentors subjective view of what is competent? (Higgins and McCarthy 2005) Duffy (2003) concurs it is often easier to identify clear incompetence than those students borderline on achieving competence. Mentors need to address the issue of non-competence as soon as it is recognised. The study Duffy (2003) carried out found that mentors tended to give students the benefit of doubt. A view which has been highlighted in a recent survey in the Nursing Times (2010) which said 40% of mentors participating in the survey passed students as they could not provide sufficient evidence to back up their concerns. Before meeting with the student to discuss the issue it is important to collect evidence which has lead to your concerns about the students competence. Going through assessment documentation can help highlight if learning outcomes are achievable for that particular students ability. This evidence would be helpful for you to explore/understand reasons why the student is not achieving and early discussion can prompt students to consider their practice thus facilitating progress. (Duffy and Hardicre 2007) As the student doesnt seem to be aware of their limitations, for patient safety it is essential that you gently alert the student of their unconscious incompetence but if the motivation is there I would as a mentor be confident that they could develop competence. Feedback is a large part of assessment and progression and in this particular issue it is important to provide feedback so the student is aware that they are not meeting the required standard. An effective mentor should offer honest and constructive feedback to students (RCN 2007) Constructive feedback is objective and non-judgemental and should be based on specific observation to encourage discussion and allow future learning to take place. (Pearce 2004) It can be tempting to avoid giving negative feedback but performance cannot be improved without knowledge of what was wrong (Stuart 2006) Feedback to the student would be given in the form of the praise sandwich. NMC (2006) uses this form of feedback in its documents where it state that mentors should contribute to the evaluation of student learning and assessment experiences by proposing aspects for change as a result of evaluation. Mentors should remain positive and supportive also try to empathise with the student and how they will be feeling. A learning contract/action plan that is formulated collaboratively with the mentor and student can specify what the student will learn how it will be achieved and the time scale in which its success can be measured. (Nicklin and Kenworthy 2003) The RCN also advises regular meetings between the mentor and student to discuss progression and make adjustments to action plans based on the students learning. (RCN 2007) Ultimately the NMC in safeguarding the wellbeing of the public sets standards for pre-registration theory and practice competency and requires students to be fit for practice and purpose at the point of registration. (NMC 2008) Some of the learning outcomes were easy to facilitate with experiences that were available from a community placement but others not so easily accommodated. In order to address this we discussed other specialisms within the community neighbourhood team where she could spend time to achieve outcomes. In the initial interview with my student it was important to identify what stage of learning she was at and also determine her motivation to learning. Rogers (2002) suggests adults come to learning with intentions and that they have their own personal expectations of the learning process and hold personal reasons why they want to learn. After discussing mutual expectations from the placement it is essential to understand the students style of learning in order to best facilitate learning activities and opportunities and select appropriate learning strategies to integrate her learning practice and academic experience. Also to be effective learners students should also be aware of and understand their own learning style and manage their own learning. (Siviter 2004) There are various theories on learning styles, I chose to give my student a questionnaire based on the theory by Honey Mumford (2000). This model is broken down into four categories Activist, Reflector, Theorist and Pragmatist. The activist is open minded, enthusiastic and enjoys immersing themselves into new experiences. The characteristics of a reflector are cautious observers. Using all the information available to them to make conclusions. Theorists think things through in a logical manner and value rationally and objectivity. Finally pragmatist act quickly on ideas and are keen to put new techniques into practice. My student felt that she was a reflector and was motivated by understanding nursing processes in order to be able to work well and be a valuable team member. I felt that the strategy I would commence in order to meet the needs of a reflective learner would be facilitating experiential learning followed by reflective practice. Students benefit from action planning to assist them through the transitional period onto new placement areas by setting goals (Quinn Hughes 2007) A learning contract that is designed collaboratively by the mentor and student can specify what the student will learn, how it will be achieved and time span. (Nicklin Kenworthy 2003). Considering this we decided to match the nursing procedure to be trained with specific learning outcomes from the students portfolio and discussed in the initial interview process. Urinalysis was the skill that we focused on in this exercise. Therefore it was appropriate to teach this skill in the sluice area which was a quiet and spacious area where we wouldnt be disturbed. We discussed possible reasons why as a nurse you would take this test for example infection and as a reflective learner I felt that I should explain how her ability and knowledge of urinalysis would benefit her when working as a fully qualified nurse. We then went through the procedure showing all the clinical equipment needed and different ways in obtaining a sample. I tried to relate to practice to enable the student to take what she has learnt to future placement areas. In order for us to reflect on the task we went to a quiet office to avoid distraction. Studies have shown having quality time for reflection and one to one discussion with their mentor were very important to the student. Watson(2000) I felt that the student centred teaching strategy worked well with this particular student as she learnt best by doing and reflecting on the procedure afterwards rather than just being informed by others. Kolbs(1984) learning cycle describes four stages in the learning process from the experience to applying the new learnt information to similar situations, and therefore a component of reflective learning. NMC (2006) suggest that prioritised workload while you are mentoring giving you time to carry out the mentor role. I ensured that the allocated workload would enable me to have more time for effective listening and discussion. Also it gave us the opportunity to discuss events of the day and reflect and give feedback on a daily basis. The process of assessment I feel has to be continuous and developing with my student Sarah due to her lack of confidence I didnt want to increase any anxiety by making formal assessments of her practice. As the ENB/DOH( 2001)document that a mentor should observe a students achievement of a period of time to ensure validity in assessment. Having identified the learning that needed to take place from the university portfolio and personal development on the students part as discussed in the learning contract. The NMC (2007) clearly outlines the requirements for assessments of student nurses. The students performance should be assessed in practice with accountability resting with the mentor who is carrying out the assessment. It is important that a student is able to self assess, and after our discussion in the initial interview Sarah did identify that she needs more support to enhance her self-confidence, and due to this we incorporated this in our learning contact along with the learni ng outcomes in her portfolio. It is also important for a student with confidence issues to self assess as they will see that progression is being made in their learning, therefore gaining confidence.(chap. assessment of student practice from uni lib) A continuous assessment of the students practice is a more reliable tool as supervising/assessing the student on a day to day basis in a relaxed environment it is more likely to reflect the true ability of that student. (Stuart 2007) The NMC (2006) under the leadership domain specifies that mentors need to display leadership qualities within the practice environment. I feel that by planning series of learning opportunites for the student and prioritising workload to ensure time to support the student i have achieved this. Without planning or prioritising a busy workload it would inevitabley be to the detriment of the students experience. Interim interview is the first more formal assessment of the students abilities/progress so far. The learning outcomes/competences were discussed and documented at initial interview in the form of a learning contract. I ensured that we had time to discuss Sarahs progress and competences. Although Sarah has made progress with her self-confidence there is still areas to improve therefore a new action plan was formulated and mutually agreed. We clarified the area of weakness and advised how she would progress further and arranged for her to work with other assessors within the team so to ensure fairness. (Gopee 2008) Feedback is essential in the process of formative assessment Pryor (1998) highlighted the importance of feedback not only identifying what the student has learned but also what they may accomplish in future practice. ( cited in Gopee 2008) Feedback should when possible be given in private (RCN 2007) as this would prevent other people from listening to any discussion. There is also the potential for the audience effect (Quinn and Hughes 2007) where the student feels that everyone is watching or listening to the feedback in her performance. Feedback is most effective when given at the time or soon after and activity occurs. This ensures that the experience is still fresh in both mentor and students mind. Therefore the information discussed is more accurate and detailed making it more useful for the student. Not only is a mentor there for supervising and supporting the student it is advantageous to the student when giving detailed feedback it guides the to learn what is expected of them to improve that particular episode of nursing. My main concern was making Sarah feel comfortable when receiving feedback as within the interim interview there still remained things to improve on. I ensured that my body language was warm and open. Giving eye contact and smiling and nodding. It is important that when giving positive feedback she felt that I was honest and w hen discussing feedback on a more constructive basis she felt that I was self-assured in the information that I was imparting. We collaboratively devised an action plan for the last couple of weeks of placement. Involving Sarah enhancing her management skills and to gain confidence in her own decision making. The NMC (2004) state that prior to entry to the register pre-registration students should be able to manage the delivery if care with the scope of ones own responsibility. (cited DuffyMiddleton 20) To facilitate this I delegated the care of patients within a residential home, as working in community it isnt easy for the student to work independently without direct supervision due to visiting patients within their own homes. But in the residential home environment I was around but not directly supervising. At this stage in the placement I felt that Sarah had developed her confidence and that this experience would help in realising her own capabilities. As Sarah had now spent a couple of weeks within the practice environment and within the community nursing team she began to open up about previous experiences whilst on placement. She felt that not all of her relationships with her mentor has not been a positive experience. Darling (1984) did some research about the mentor/mentee relationship and creating the learning environment and those mentors who didnt create a positive environment he described as toxic mentors. Three different forms of the toxic mentor were dumpers, blockers and destroyers. The first of these describes those individuals who dump there students into experiences out of there depth. Blockers were those who didnt allow the student to partake in learning opportunities. Destroyers as the word describes, destroys a student confidence by undermining them and criticising without offering another possibility. Darling (1984) was also able to identify what the basic attributes that a mentor should possess, roles as an insp irer, investor and supporter. (cited in Pellatt 2006) Whilst discussing the subject with Sarah it became apparent that her confidence had been knocked by two negative mentor experiences in the past. As a girl who is quiet in nature was having trouble recovering from this. Refecting on my discussion with Sarah I came to realise the impact the mentor can have on the student and how detrimental this had been for Sarah. I was fortunate enough to be able to take part in all of Sarahs placement and therefore feel that spending time with my student put me in a better position to assess and be content with my evaluation on Sarahs ability. It enabled us to focus on areas were highlighted in the initial meeting. (Stuart 2006) Working in community one of the challenges as a mentor which you have little control over is the learning environment. Whilst for the interviews I was able to ensure we had a quiet room back at base. And reflective discussions took place in the car. The actual learning environment altered every visit to different homes. As Sarah hadnt had a community placement before I felt that I would inform her of problems that may arise. These included poor hygiene, living conditions but also discussed that we live within a culturally and socially diverse environment. The final interview is the only summative part of the assessment process as a mentor it is my job to reflect on the students abilities as a whole in my opinion and also draw on other team members experiences with my student. Therefore being an objective view, also by using the university portfolio as a guide to see if all learning outcomes have been completed. As a mentor I am aware of the accountability that I have when deciding if a student meets the required standard. Especially on a students last placement there can be no benefit of doubt as the pre-registered student will not have time to develop before registration occurs. Time was allocated at the end of the final meeting to ask the student how she had found her experience with me as a mentor . The role of the mentor is very important in the stage immediately prior to student nurses achieving registration is imperative in producing nurses who are fit for practice and purpose. (NMC 2004) The study carried out by Duffy and Middleton(20) concurred that a longer last placement gives students time to settle and become part of the team encouraging their confidence to grow. It enables the student to get their practical skills up to the required standard and also developing their management competences, an essential skill within the staff nurse role. Unfortunately it must be acknowledged that not all students will achieve the required outcomes to become competent and safe practitioners. Duffy (2005) stated that there has to be the recognition that some students need to fail. It is important to be aware as a mentor the assessments that we are taking is to safeguard professional standards, patients and the general public. During my time with my student it was essential that both Sarah and i recognised her lack of confidence and doing so early as possible interventions can be initiated within the work placement to achieve the required competences. As the mentor is accountable it is important that along with the professional standards and competences outlined, the NMC require that the registrants are of good health and character. Another aspect that the mentor is responsible for. Most teaching within the practice area does deal with all those aspects, the clinical skill itself and the interpersonal and management skills involved. The educational taxonomy considers that any learning topic has to be judged from three angles in relation to what the student has to learn. Those being psychomotor; the physical skills to conduct the duty. Cognitive; the understanding of the evidence base for the duty. Affective is the ability to conduct the duty with the appropriate communication and interpersonal skills. The assessment was mainly continuous in a formative basis and using the aids of learning contracts and facilitating achievement of the outcomes by allocating patients and tasks, liasing with professionals. On all the tasks I felt that my student Sarah had arrived with a lack of confidence but through the process of practice feedback and reflection and the support she was given from myself and the community nursing team all of the outcomes were achieved well. As a mentor it is my responsibility to identify and apply research and evidence based practice to my area of practice (NMC 2008) I think it is important that as a mentor you should assess your personal strengths and weaknesses as to me it is important that I gain confidence in my abilities as a nursing student mentor. Feedback from the student perspective on the practice area as a learning environment is advantageous as it is part of the ongoing evaluation of the learning environment. As it reviews the learning opportunities and audits the placement so to develop skills of the professionals within the team. Enabling the workforce to contribute in developing the profession for the next generation of nurses. (ENB/DOH 2001) Also these audits will highlight the practice areas where students are struggling to achieve and thus giving the University opportunity to address the concerns. The University have a responsibility to where possible ensure the placement has the necessary opportunites to facilitate adequate learning experiences to reflect the student experience. (RCN 2006) Action plans are defined as a must achieve device that identifies competences that need to be achieved by an identified date during the practice placement,non achievement of which would lead to a fail mark being awarded. (Gopee 2008) It is essential within any assessment that a mentor perfoms you are prepared, fair ,objective, honest timely and give effective feedback. All these componets ensures that evidence collected and documented within the students portfolio is a true objective illustration of the students competences and ability. Barriers that would affect the mentors role is documented by Gopee (2008) organisation, lack of resources, personality clashes attitude problems either student/mentor. As a mentor the main challenge in being able to perform mentor duties is that there is inadequate time to fulfil this role along with your clinical duties. Obviously on a day to day basis it is hard to forsee how your day may go as you never know what you will find when you open the door to each patient. But to minimalise this as much as possible I put my leadership and management skills into practice so that opportunites /experiences were planned to an extent and timetabled as much as we could with the nature of the profession. Therefore reassuring the student that I my motivation was that she got the best out of her experience within the community nursing team. By setting an action plan also helps promote underlying skills such as planning, scheduling, goal setting, negotiations and management. Skinners theory devised in1974 states that the environment is essential to any learning that takes place and if the environment is suitable then learning will occur as connections are formed from responses to stimuli and reinforcement of these occurs.(cited by Quinn 2000) As part of Sarahs action plan we discussed other resources available to her for example having practice days with other professionals within the neighbourhood teams. Nurses are expected to be able to validate their clinical decisions with research based evidence that results in care should be patient centred and clinically effective. (DOH 2000) Within the community some of the treatments we provide for example compression therapy for treatment of leg ulcers have a large evidence base for that treatment but also as a professional we also use the evience from patients living with these condtion and consider both those as evidence to provide a rational for certain decisions made about treatment. Fitzpatrick(2007) in her literature review found that opinions on what evidence based practice was depended on the perspective of the individual. Evidence can be sourced from experts, literature and views of patients. All assessment descisions must be evidence based. This is seen as crucial as the future of the profession, in both its integrity and knowledge are in the hands of students currently training to become registered nurses. (Hand 2006)

5- HTP- Myth or Miracle? :: Chemistry Chemical Papers

5- HTP- Myth or Miracle? The neurotransmitter, 5-hydroxy-tryptophan (5-HTP)is a compound created in the body which is used to regulate serotonin levels in brain and central nervous system. (www.medquestpharmacy.com). According to the web sites used, a supplement of 5-HTP is said to regulate moods, help treat anxiety and aid in weight loss (www.biosynergy.com/5htp.htm). They also stated that 5-HTP helps with insomnia and lower the risk of heart disease. The risk of heart disease is supposed to be lowered as a result of less anxiety and a more peaceful state of mind (www.biosynergy.com/5htp.htm). However, according to medical journals and reviews it is only proven that 5- HTP helps improve moods of depressed patients and may aid in weight loss, improve sleep patterns and help panic attacks. In the medical articles which were read, it was indicated that more research should be conducted on 5-HTP before any claims were made regarding the effects on sleep patterns or weight loss. Within these articles there was little to no mention of the effects of 5-HTP on heart disease. However, in a clinical trial Schwarcz, Young, and Brown (1989) performed, there was evidence to show that 5-HTP combined with a diet high in carbohydrates does lower blood pressure. How 5-HTP Works: Serotonin is a "neurotransmitter which is responsible for mood, hunger sleep" (www.herbsnow.com/sotm.htm). The website, medquest pharmacy claims that 5-HTP works by increasing the amount of serotonin produced in the brain. And in fact, according to Gastpar and Wakelin (1998), 5-HTP is a known precursor to serotonin which has been proven in many studies. Serotonin levels are supposed to have a direct effect on a persons mood (www.medquwestpharmacy.com/5-htp.htm). In fact antidepressant drugs approved by the FDA, such as Prozac, are said to work by increasing the amount of serotonin available to the brain(www.biosyenrgy.com/5htp.htm). Effectiveness of Treatment: It is said on medquest pharmacy’s web site that when 100mg of 5-HTP is taken three times a day for an extended period of time showed a 50 % improvement in depressed patients. In addition the patients are said to have had no side effects(www.

New England and the Chesapeake Colonies Essay

When Jamestown was originally settled, and when the Mayflower landed, the colonists who emerged from the ships had huge plans and tremendous goals for what would come of their own colony. However, although both settled regions were the new homes to a majority of the English, two separate societies formed. In New England, the colonists were religious extremists hoping to form a perfect society, while gold hunters with little or no desire to create a permanent home flocked to the Chesapeake region. The colonists in the north were more concerned with family values than those in the south, whose society suffered from a great lack of women and such a high death rate that family ties were hard to keep. As time went by, the development of slavery and indentured servitude started making an autocracy of rich cash crop farmers in the Chesapeake region, while in New England continued to have a majority of small farmers, along with some fishermen and shipbuilders. The differences between the colonists’ goals, populous, and economy caused New England and the Chesapeake region to form completely separate societies. When the Pilgrims landed in New England, they had no desire other than to create a community which could worship God in the way they saw fit, which was completely different than the desire of the Chesapeake settlers, who wanted gold. The New England colonies were established by religious groups with a strong belief in God and the ability to create a perfect society under Him. They marveled in their religious conviction which allowed them to travel to a completely foreign land, and were positive that, while following their belief system, they could create the perfect mixture of religion, politics, and justice (document A). The amount of effort which the colonists in New England tried to form the perfect society – their â€Å"city upon the hill – went to such an extent that the Articles of Agreement, written in Spr ingfield, 1636, stated that â€Å"our town shall be composed of forty families† (Document D). The New England colonists were so willing to form a perfect community, that they tried to keep track of every little detail of their towns. However, in the Chesapeake region, instead of trying desperately to keep everything in order, the colonists simply wanted to search for gold and return to their home, England. The colonists who went to the Chesapeake region had signed contracts which stated that, for a specific amount of years, they would have to stay in America and search for gold. This, from the start, put a search  for wealth into the southern society. As these contracted colonists searched for gold, they were not allowed to establish true towns or grow crops that would help them survive. Also, the colonists planned on only staying within the area for long enough to find gold, and then to return back to England, causing the desire for community life to decrease. Since they did not build towns and communities as those in New England did, they did not have the same close relationships within neighborhoods grow, as it did for the Puritans. Due to the different goals the colonists had – New England settlers w anting an ideal society, and Chesapeake settlers wanting gold, their growing societies were bound to have differences. As the colonies began to grow, problems with the climate in the Chesapeake region that were not present in New England forced the different regions’ societies to differ all the more. The Chesapeake region, although a great location for defense against enemies, was, basically a swamp. The local area had hot, humid weather that, along with diseases such as malaria, caused the population to have incredibly high death rates. Families never survived long, making remarriages increasingly common and grandparents a foreign idea. To add to the colonists’ discomfort, the amount of women who moved to the area was quite a bit smaller than the amount of men. On a ship heading for Virginia in 1635, only eleven women accompanied sixty-four men (Document C). These highly disproportionate statistics caused family values to decrease; many marriages in which the woman was already pregnant started occurring more commonly and many men went their entire lives without marrying. On quite a different hand, however, the colonists in New England were fortunate enough to live in a friendly climate. Families had many children, often the number of family members reaching into the teens. Along with the fertile area, the colonists were more family oriented, in general, which aided to the ir wish for a model society. More often than in the Chesapeake region, entire families would flock to the New World, making the number of males relatively equal to the number of males (Document B). This allowed for families to be more connected; children in New England were more able to connect with their families, grandparents, and communities than those of the settlers in the Chesapeake region. The terrible climate which caused death to be common in the Chesapeake region, along with the small amount of women, caused its society to differ from that of the colonists in  New England which had large numbers of children and strong family values. As the colonists in the South realized that cash crops, such as tobacco, rice, and indigo grew incredibly well in their climate, they also realized the need for large plantations, while colonists in the North depended on fishing, shipbuilding, and small farms to survive. After a bit of experimenting, the southern colonists realized that several crops could grow exceptionally well in their swampy climate that could bring them a rather large profit. However, these crops took an extremely high amount of effort that many farmers were not willing to give. So, instead, they â€Å"hired† indentured servants to do the work for them. While these farmers received labor for several years, they also received a land claim which was given to anyone who paid for a voyage to the New World, whether he was the actual person to take the trip or not. While this brought many new people over as indentured servants, the original farmers gained more land, which allowed them to make more money. However, while the original farmers were becoming quite rich, the indentured servants, once freed, gained barely anything, and no land rights which allowed them to start their own farms. The poor ex-servants became outraged at their inability to find any sort of jobs other than working for their former masters. The southern society was quickly becoming an autocracy, since the small amount of wealthy plantation owners ruled over the poor small farmers and indentured servants. However, the ex-servants’ unrest soon became solid with Bacon’s rebellion. Suddenly, the plantation owners noticed the need for a work-force, which led to a large increase of slave imports. The most cruel and heartless business operation, which lead to an even greater separation between rich and poor in the southern autocracy, had begun. However, in New England, where large plantations were nearly impossible due to the incredible rocky terrain, fishing was discovered. The colonists discovered a large abundance of cod near their colony, which led to the creation of fishing industries, a business that turned into a very important part of New England life. Along with fishing, the fores ts surrounding the New England colonies allowed the colonists to start shipbuilding companies, which also added to the economy. However, although the fishing and shipbuilding were important to the New England economy, a majority of the people continued to grow family-sized farms. While the Chesapeake region had large plantations which made town  meetings and get-togethers nearly impossible, the sea-oriented businesses of the New England colonies allowed the towns to be more extroverted. Although both regions of colonies in the New World had originated from the same small island, almost immediately the resulting societies differed substantially. Since one group of colonists fled from their home country to avoid religious persecution, and another group fled in order to avoid an economic depression, one society started with a stronger religious bases than the other. Since one group began with families and strong values while another group began with a large group of men and few women, one society had stronger family ties while the other one worried about extinction. Since one group established an autocracy bas ed off of large plantations, and the other off of small fishing and farming communities, one society had a larger gap between poor and rich than the other. The differences between family values, population, economy, and religion between the Chesapeake region and New England caused the two regions to form extremely separate societies.

Something s Got Ta Give - 1026 Words

Something’s Gotta Give Research Essay Something’s Gotta Give is an award winning movie written by Nancy Meyers. This romantic drama is greatly known for its middle-aged comedic relief because it highlights the sexual encounters between an old bachelor and a cougar of a woman. The reviews written by Roger Ebert, A.O. Scott and Christopher Orr are about the movie Something’s Gotta Give which will include an opinion on the strengths and weaknesses of how each review is written. Roger Ebert’s 2003 movie review of Something’ Gotta Give was more informational than it was a review. Ebert used a tone in his writing that would lead readers to believe more details are needed about the characters and set to understand and form an opinion. Ebert made sure readers were aware of the award winning cast featuring Jack Nicholson, Diane Keaton, Keanu Reeves, Amanda Pete and Frances McDormand. Ebert observed while watching this film that he himself was moved by the characters. Toward the end of his informational bit Ebert makes an observation that there is a sexual mystery surrounding the situation between Erica played by Diane Keaton, Dr. Mercer played by Keanu Reeves and the notorious Harry played by Jack Nicholson. With plenty of nudity to go around Ebert suggests Nicholson might have contributed to the screenplay. A review written for the New York Times by A.O. Scott in 2003 about the movie Something’s Gotta Give was described as a weep, and the world laughs hysterically movie.Show MoreRelatedSomething s Got Ta Give By Diane Keaton919 Words   |  4 Pagesthey use in communication with different groups be it their peers, elders, or the young. Three aspects of age in society are communication, ability, and socially constructed stigmas. Many of such aspects are portrayed in the movie â€Å"Something’s Gotta Give†, where a swinger on the cusp of being a senior citizen with a taste for young women falls in love with an accomplished woman closer to his age. Harry, the soon to be senior citizen is played by Jack Nicholas and Erica, played by Diane Keaton is anRead MoreA Dream Is A Wish Your Heart Makes1482 Words   |  6 PagesDream Essay If you look up the word dream in a dictionary, the definition will be something along the lines of â€Å"a succession of images, thoughts or emotions passing through the mind during sleep†, yet if you ask Disney, â€Å"a dream is a wish your heart makes†. Ta-Nehisi Coates, author of Between the World and Me, writes about the world and all the ugly truths it holds in hopes of preparing his son for the life ahead of him. Coates wants his son to grow up and live a safe life following The Dream, similarRead MoreHenry Adopted Of The Children1314 Words   |  6 Pagesintroduced each of the children, except one. Noticing the absence of his oldest son, he asked. â€Å"Where s Uriah?† Charity then told him about the accident he had while chopping wood. Uriah was awake when his father came in and sat down on the bed. â€Å"Papa, I m sorry I messed up,† he said. â€Å"We found another ax in the shed out back, so we figured we could get more wood chopped if we both chopped-John s ax slipped off a log and nearly took my foot off, we didn’t know it was that sharp. It was an accidentRead MoreThe Dream Is A Wish Your Heart Makes1287 Words   |  6 PagesIf you look up the word dream in a dictionary, the definition will be something along the lines of â€Å"a succession of images, thoughts or emotions passing through the mind during sleep†, yet if you ask Disney, â€Å"a dream is a wish your heart makes†. Ta-Nehisi Coates, author of â€Å"Between the World and Me†, writes about the world and all the ugly truths it holds in hopes of preparing his son for the life ahead of him. Coates wants his son to grow up and live a safe life following The Dream, similar to howRead MoreThe Night - Original Writing2143 Words   |  9 Pagesand pushing an invisible ‘somethingà ¢â‚¬â„¢ away from her face, Charity sat up with a start and began gulping air into her lungs. It felt as if all her breath was suddenly squished out of her lungs. It was not a scary feeling. She remembered a dark shadow hovering over her, then consuming her, momentarily, smothering her. At first, the shadow radiated love, compassion, and understanding- feelings that returned once she could breathe again. Charity lay there a minute and then got up to pee. As she walkedRead MoreHow Effective Is The Kodaly Method For Teaching Young Voices? Flora Mcculloch2639 Words   |  11 Pagesand give them the start of a lifelong interest in music. As you can see in the table, universal language sounds have been allocated to each of the note lengths. Young people will first be introduced to the sound long before they are shown the musical notation symbol. In the very early stages one of the excercises undertaken by a teacher and their pupil/s might be; A pulse is set; The teacher will say ‘ta ta ti-ti ta’ The students will echo ‘ta ta ti-ti ta’ The teacher will repeat ‘ta ta ti-tiRead MoreEssay8600 Words   |  35 PagesCampbell, it seems, can turn her hand to  anything†¦ by James Collard THE MIND MACHINE? Although intelligence has been studied, and the brain has been studied, there is little understanding of how the brain works to produce intelligence. This has something to do with the fact that the brain contains around 100 billion cells (about the number of stars in the Milky Way). Оne of the continuing myths about the relationship between intelligence and the brain is that the brains of very clever peopleRead MoreCreative Writing : A Creative Project1016 Words   |  5 Pagessome more about blacks in LA. I would say that most of our research came from internet but also got some information from going to African American sites in LA and gained knowledge from there. Next thing that informed my project was discussion. I would say that I enjoyed discussion for this class. I learned stuff that I didn’t learned in lecture. It was a time to not only ask questions and go over reading(s) but to actively have fun while doing so. I cannot exactly say how discussion informed my projectRead More`` The Grapes Of Wrath `` By Adam Smith1475 Words   |  6 Pagesas those of the philosopher, Karl Marx who believe in socialism. To better understand why people, such as Marx are against our current economic system one must acknowledge that capitalism is an ideology that gives rise to inequality in the world, and human inequality is a result of capitalism s structure where the means of production are privately owned and those who own them inevitably become the dominant class. Marx believes the oppressed fall under the middle and lower class and the oppressingRead MoreSymbolism And Reality Of The Black Body997 Words   |  4 Pages Symbolism and reality ha ve a strange way of relating due to the fact that anyone can take a symbol and make it mean something completely different from its intended meaning. Moreover, the individual that does so has the right to do so because the symbol resonated with them in a certain way the same way symbols resonate with others in their own way. However, what does the individual do when the symbol presented only has one way of being interpreted? Furthermore, what does the individual do when