United Nations human rights council Essay Example | Topics and Well Written Essays - 2000 words

United Nations human rights council - Essay Example As the newly appointed ambassador of the United States of America to the United Nations, the country I would choose to fill a seat on the United Nations Human Rights Council, between the Netherlands and France in the Western Europe region, is the Netherlands. Both countries have decent human rights records that have met minimal international standards. However, after weighing and assessing the relative merits of the two regarding human rights structures and enforcement, I would choose the Netherlands. While both Western European countries have a developed network of non-governmental organizations (NGOs) and independent oversight bodies intended to monitor, assess, and prevent violations, the Netherlands appears to be more open to implementing recommendations and dedicated to raising awareness of its problems among its citizens.Additionally, France's primary area of human rights violations seems more reprehensible, since it stems from within administration, specifically, abuse of powe r by the police forces, a problem that has persisted for years. As was done in this paper, future candidates to the United Nations Human Rights Council should undergo a vigorous vetting, wherein each category of human rights is investigated for infractions, recommendations, openness to and successful implementation of recommendations. The United Nations Human Rights Council is an "intergovernmental body" instituted by the United Nations, consisting of forty-seven countries. ... For the purpose of this paper, France and the Netherlands will be touted as two viable candidates for a seat on the United Nations Human Rights Council. Both Western European countries have laid out their own policies regarding human rights. As France points out, its long history has made it privy to the progression of human rights over time, dating back to its Enlightenment period. France's past efforts to recognize human rights include the Declaration of the Rights of Man and of the Citizen in 1789 and the adoption of UDHR in 1948 (with one of its own citizens, Rene Cassin, having a hand in the document). The country declares itself an avid advocate of international independent committees working with countries in adhering to UDHR guidelines. (French Ministry of Foreign and European Affairs, 2008) Non-governmental structures and embassy reports help France to monitor and address human rights violations. In 1947, the National Consultative Commission of Human Rights (NCCHR), an independent advisory board, was instituted. This Commission monitors all areas of human rights from police conduct to discriminatory hiring practices and provides overall recommendations on policies to the government (FMFEA, 2008; U.S. Bureau of Democracy, Human Rights, and Labor, 2009). Another main human rights structure is the independent National Security Ethics Commission (CNDS) which looks into allegations of misconduct by law enforcement officials (U.S. Bureau of Democracy, Human Rights, and Labor, 2009). As the Netherlands professes in its official human rights policy, the country works to abolish the death penalty worldwide, supports the rights and freedoms of women, children, and religious minorities, and is against discrimination towards

Jazz Dance Essay Example | Topics and Well Written Essays - 500 words

Jazz Dance - Essay Example Jazz dance hasgreatly been affected by communal dance and common music. This paper is intended to describe history and development of jazz dance. Rhythms and movements that were brought to America by African slaves have come upon the origin of jazz dance. The style of African dance is all natural; low, knees bent, vibrating body movements emphasized by body isolations and hand-clapping. As slaves immigratedto America, starting during the 1600’s, Africans from different cultures wereseparated from their families, languages and tribal traditions. This resulted to merging of African cultures that created a new culture with both European and Africancomponents. The Slave Act of 1740 intended to prohibit slaves from performing African dances, but that did not hide their wish to grip to those parts of their cultural identity. African dance involved movements and rhythms which includedhand-clapping,foot stamping and tapping, and currentlythis is known as a jazz dance. The term "Jazz" was initially related to a genre of music dance during World War I. Jazz in a dance form, however, emerges from the parlanceAfricans’ dances when they were being brought to the Americas on slave ships. This form of dance emerged together with jazz music in New Orleans at the beginning of 1900s. From 1930s to 1960s, Jazz dance changed from this body of parlanceinto a theatre-based performance form of dance that needed a much trained dancer.During this time, dancers from the ballet and modern dance worlds experimented with the jazz dance style. All of these dancers affected jazz by wanting many trained dancers to perform a given set of movements, which was very different from the informal form of New Orleans back in the 1900s. Also, during this span of period (circa. 1950) jazz dance was intensely affected by Caribbean and other Latin American dance styles which were established by anthropologist and dancer Katherine Dunham. Jazz is also like choreography too. Jazz dance throughout

The Rethinking Of Public Spaces Cultural Studies Essay

The Rethinking Of Public Spaces Cultural Studies Essay Public Space seems like an obvious and straightforward term, denoting areas where anyone-the public- might go. Yet we use the term not so much to signify everything that is not private space; we use it to imply space that has been deliberately created as a public amenity, space that has some deliberate public use, be it ceremony, recreation, celebration, or commerce. Public space, in this sense, is functional. Understanding of public spaces, which is focused on the making of places for people. Moreover, it focuses on design as the process of making better places for people than would otherwise be produced. This definition asserts the importance of four themes; First, it stresses that design is for and about people. Second, it emphasises the value and significance of place. Third, it recognises that design operates in the real world, with its field of opportunities constrained and bounded by economic (market) and political (regulatory) forces. Fourth. It asserts the importance of design as a process. Peter Buchanan argued that urban design was essentially about place making, where places are not just a specific space, but all the activities and events that make it possible. The report demonstrates how a strategic approach can be developed to channel resources in a coherent way to transform the built environment. It shows how uncluttered and joined up public spaces can be built to promote civic values and commercial competitiveness, and how public space can bring people together for a positive, shared experience of urban living. Public spaces are those that derive a unique identity from the buildings, structures, and landscaping that encloses them and gives them form. Their identity is also derived from the people that occupy the buildings and spaces and the uses they put to them to. These spaces are of various shapes, sizes and functions. They often include trees and other landscaping, but crucially they are all an integral part of the built form of the city. They perform an architectural function because they relate to surrounding buildings through their design and use. As building density increases so too does the need for public open space and the need for considerate neighbours. Public spaces can provide visual relief and recreational open space with a density developed area, and it can also serve to promote standards in public behaviour. If people are to be aware of the complexity and variety of the society they are a part of, and if they are to appreciate notions of civic identity and respect for others, there must be a place where they can occasionally see and experience a diverse cross section of that society. When people can actively participate in life within the public realm, they learn how to conduct themselves within it. This is especially important for developing ideas about citizenship. By simply standing in a lively public space, where different age groups and different members of society are gathered together, there is a shared experience that evokes a positive sense of participation. If the design, implementation, and management of new public spaces are undertaken through a partnership approach that engages with local people, urban character and social cohesion can be strengthened. These spaces can then contribute to a richer mix of facilities that attract both local people and visitors, and can help to make a city more competitive in attracting mobile investment within the global marketplace. It is helpful to understand why these spaces have been developed by different communities through history, and to establish the demands that these spaces have been expected to satisfy. Historical analysis can help to establish a theme that such spaces have been developed to address through the ages, such as the need to provide a population with a place for festivals or with a symbolic focal point that reinforces their collective identity. An understanding of the past can often inform the present and indicate how the future mite unfolds. The people and markets in these vast urban areas are interconnected as never before, especially due to advances in information technology. The spread and mixing of peoples has resulted in cities with people from a variety of ethnic backgrounds, ideologies, faiths, and income groups. The results have led to diversity and opportunity but also to tension and fear. A degree of acceptance between people has been necessary for peaceful coexistence in many cultural diverse urban areas. Perhaps a notion that we have more in common than separating us has supported this. It is often peoples identification with a city itself that helps to serve as a bridge between cultural differences. This can be seen in Beirut in Lebanon, where reconstruction works are providing new public places that are bringing together people who are previously separated by civil war. Such places reinforce a collective identity and sense of belonging throughout a diverse urban population. The design of public space is especially important in bringing people together and in creating a shared experience of a city. I write about the influence of public space on the cultural life and values of urban society. How well used public spaces can strengthen the collective consciousness of the urban population. The characters of such spaces are made up of the following design aspects: Character: a place with its own identity Continuity and enclosure: a place where public and private spaces are clearly distinguished Quality of the public reclaim: a place with attractive and successful outdoor areas (i.e. areas which are valued by people who use them or pass through them) Ease of movement: a place that is easy to get to and move through Legibility: a place that has clear image and is easy to understand Adaptability: a place that can change easily Diversity: a place with variety and choice The analysis can begin to show how spaces can be developed to model all of these aspects, especially because they contain intensive interactions between people, buildings, and surroundings. GLOBALIZATION AND INCREASED DIVERSITY: With increasing globalization this trend has intensified. Two countervailing processes are occurring. Large numbers of people are moving from developing countries to more developed regions to obtain better jobs and education and increasingly use the public spaces of the city. Yet while the macro environment is becoming more diverse because of increased flows of immigrants, differences in local population growth rates, local environments are experiencing increased vernacularization and homogeneity immigrant enclaves are growing in the city, and gated communities are developing in the suburbs and edge cities. One way, is to make sure that our urban parks, beaches, and heritage sites those large urban spaces where we all come together remain public, in the sense of providing a place for everyone to relax, learn, and recreate. CULTURAL DIVERSITY IS GOOD FOR: Ulf Hannerz (1996) suggests that the value of diversity is so entrenched in the contemporary discourse about culture that it is difficult to reflect clearly on it. So he offers what he calls his seven arguments for diversity to make the point that there are many basic reasons to consider cultural diversity important to our lives. He includes many of the points, arguing that cultural diversity is important because it provides: The moral right to ones culture, including ones cultural heritage and cultural identity; The ecological advantage of different orientations and adaptions to limited environmental resources; A form of cultural resistance to political and economic domination by elites and power asymmetries and a way to counteract relations of dependency; The aesthetic sense and pleasurable experience of different worldviews, ways of thinking, and of other cultures in their own rights; The possibility of confrontation between cultures that can generate new cultural processes; A source of creativity; and A fund of tested knowledge about ways of going about things. (Hannerz 1996, 56-57) Attention to cultural diversity also leads to community empowerment, expanded citizenship, and the involvement of people in the governance and maintenance of their neighbourhoods and workplaces. It expands the notion of individual rights of citizenship to include the survival of ones culture and/or cultural group, and the marking of its importance in the landscape. Also to add that creativity from cultural contact and interaction flows from cooperation as well as from working out solutions to conflicts and confrontation. Therefore, cultural diversity utilized effectively and honestly, leads to more democratic practises and peaceful relationships between people within a locality especially if all groups are treated equally with respect for their needs, desires, and adequate space and resources for work, home, and recreation. VALUE AND NATURE OF PUBLIC SPACES: Public space is the stage upon which the drama of communal life unfolds. The streets, squares, and parks of a city give form to the ebb and flow of human exchange. These dynamic spaces are an essential counterpart to the settled places and routines of work and home life, providing the channels for movement, the nodes of communication, and the common grounds for play and relaxation. There are pressing needs that public space can help people to satisfy, significant human rights that can be shaped to define and protect, and special cultural meanings that it can best convey. These themes to be explored and developed in this report, reveal the value of public space and lay the groundwork for improved design and encourage interactions. In all communal life there is a dynamic balance between public and private activities. Within this balance, different cultures place differing emphases on public space. How public spaces can be made to serve human needs, from passive relaxation, through active engagement with others, to discovery of unknown worlds. Public space will be seen to convey meanings, from those that reinforce personal and group life to those that challenge the accepted world view of the culture and open the mind to new insights. There are three primary values that guide the development of our perspective: we believe that public places should be responsive, democratic, and meaningful. Responsive spaces are those that are designed and managed to serve the needs of their users. The primary needs that people seek to satisfy in public space are those for comfort, relaxation, active and passive enagement, and discovery. Relaxation provides relief from the stresses of daily life and both active and passive engagement with others promote individual well-being and community. Public spaces can also be a setting for physically and mentally rewarding activity, such as exercise, gardening, or conversation. It can be a place for discovery of self or others, a step into the larger world. Visual and physical contact with nature and plants can also result in important health and restoration benefits for people. Democratic spaces protects the rights of user groups. They are accessible to all groups and provide for freedom of action but also for temporary claim and ownership.A public space can be a place to act more freely than when under constraints of home or workplace. In most settings one can temporarily lay claim to a piece of turf even when one does not own it. Ultimately, public space can be changed by public action, because it is owned by all. In such spaces, people learn to live together. Meaningful spaces are those that allow people to make strong connection between the place, their personal lives, and the larger world. They relate to their physical and social context. These connections may be to ones own history or future, to a valued group, to ones culture or relevant history, to biological and psychological realities, or even to other worlds. A continuously used public space with its many memories can help anchor ones sense of personal continuity in a rapidly changing world. By the build-up of overlapping memories of individual and shared experience, a place becomes sacred to a community. These values can incorporate the public space motivations. For instance, they define public interaction. visual and environmental motives come into play in satisfying peoples need for active engagement , discovery, and meaning. Public space values must grow out of an understanding of why people got o such spaces, how they actually use them, and what they mean to their users overtime. The existence of some form of public life is a prerequisite to the development of public spaces. Although every society has some mixture of public and private, the emphasis given to each one and the values they express help to explain the differences across settings, across cultures, and across times. The public spaces created by societies serve as a mirror of their public and private values as can be seen in the Greek agora, the roman forum, the new England common, and the contemporary plaza, as well as Canalettos scene of Venice. Throughout history, communities have developed public spaces that support their needs, whether these are markets, places for sacred celebrations, or sites for local rituals. Public spaces often come to symbolize the community and the larger society or culture in which it exists. Although there are vast differences in the forms of communal life across societies, public life has been an integral part of the formation and continuation of social groups. Public places afford casual encounters in the course of daily life that can bind people together and give their lives meaning and power. It also offers relief from the stresses of work, providing opportunities for relaxation, entertainment, and social contact. People can discover new things and learn from others. It has the potential of bringing diverse groups together so that they learn from each other, perhaps the richest quality of a multiclass, multicultural, heterogeneous society. It also serves as a social binder on the scale of a groups history and culture. We can take encouragement from the increasing consciousness of the value of positive public life experience and the efforts of many to ensure that such opportunities continue and increase. Many recent events have fostered their awareness the consumer movement, the work of public space activists, and the advocates for parks, local gardens, and other community spaces. It leads to increased beneficial contacts between different cultural groups and greater tolerance and understanding is much to be desired. It is towards a rich, diverse, and open public life that we should be striving. EVOLVING PUBLIC SPACE: Against the historical backdrop of public life, public spaces have arisen out of many different forces. Some were the consequences of the creeping encroachment of a society bent on finishing and filling up spaces, especially in urban areas. Some were the products of heterogeneous society with many different needs, interests, and aesthetics. Others were products of a desire for careful planning, whatever the priorities guiding their forms and functions. I define public spaces as open, publicly accessible places where people go for group or individual activities. While public spaces can take many forms and may assume various names such as plazas, malls, and playgrounds, they all share common ingredients. They are formed by at least two different processes. Some have developed naturally that is an ad hoc way without deliberate planning through appropriation, by repeated use in a particular way, or by the concentration of people because of an attraction. Each of these results in a plac e that accommodates people for specific purpose and becomes, over time, a site that people rely on to meet, relax or interact. These spaces also enable people to connect with others, to affiliate in some way with other people. Some users may seek specific activities hoping or certain that they will be available in a site. These may be bicyclers going to use paths in parks, people going to the beach to sun or swim, or the elderly in search of a bench. The intensity and nature of the activity may vary but there is an expectation that specific experiences will be possible in the place and that particular resources will be available. PUBLIC SPACE MEANINGS AND CONNECTIONS: People need links to the world, and some are provided by the spaces they inhabit and the activities occurring within these spaces. Public spaces experiences yield meanings that accrue over time, and if these are positive meanings they will lead to connections that go beyond the immediate experience of a setting. Links are established between that place and the life of an individual, links to a valued group, to a whole culture and its history, economics, and politics, or symbolically to the universe or other worlds through a persons biological and psychological reality, through nature, through growth. a interactive place is on which, in some way appropriate to the person and her culture, makes her aware of her community, her past, the web of life, and the universe of time and space in which these are contained. In order for people to see some positive meaning in a place it must resonate with their lives and evoke patterns of use that create bonds with the space. If people see possibilities and share goals with others, their connections to that place will be enhanced. The site will be an evocative one, a place that resounds with the memories and experiences of an individual, a family, a group, or a culture in ways that connect each one to a larger entity, a group memory, or experience. While important connections can derive from an individuals personal history, they may also stem from the history of a group from an area where connections to other members enhance and shape the experience of a place. Spatial identity is largely a product of social relationships with others. These others may be loosely affiliated groups or cultural, sub cultural, or national ones. Public space meanings develop when people are able to form root in an area, when settings become important parts of their lives. This occurs when space are well suited to their surroundings both physically and socially, when they support the kinds of activities users desire, and when they engender feelings of comfort, safety, and connections to other people. Individual connections emerge in a number of ways from a persons life and personal experience, from a tradition of use of an area, and from special events in a place. These bonds are enhanced by the presence of natural elements and design features suggesting connections to the larger universe. BOOKS: WEBSITES: Lownsbrough,H. Beunderman,J. (2007).  Equally Spaced? Public space and interaction between diverse communities.  Available: http://www.google.co.uk/search?hl=enq=The+authors+of+the+report+would+like+to+thank+the+Commission+for+Racial+Equality+for+their+support+for+the+realisation+of+this+report.+In+particular,+we+would+li. Last accessed 15 April 2010. Brand,J. (2009).  Physical Space and Social Interaction.  Available: http://www.google.co.uk/search?hl=enq=Physical+Space+and+Social+Interactionmeta=aq=faqi=aql=oq=gs_rfai=. Last accessed 20 April 2010.

Emotionally Disturbed Students Essay -- essays research papers fc

Emotionally Disturbed Students Students with emotional and behavioral disorders (E/BD) frequently exhibit academic deficits alongside their behavioral deficits, particularly in the area of reading; however, there are very few studies examining ways to address the reading problems of this population of students at the middle and high school level. The academic deficits exhibited by students with emotional and behavioral disorders (E/BD) are well documented in research literature. As outlined in the federal definition of emotional disturbance, students with this disorder demonstrate an inability to learn and, as a result, pose instructional challenges alongside the behavioral problems that they exhibit in the school environment. Many of these students require intensive instruction to maintain the academic skills they have been taught and to improve their academic deficits. For many students with E/BD, achievement problems are particularly troublesome in the area of reading (Maughan, Pickles, Hagell, Rutter, & Yule, 1996). Unfortunately, there has been very little published research in the area of reading instruction with this population of students. In their review of reading interventions in the area of E/BD, Coleman and Vaughn (2000) identified only eight published studies that reported the results of reading interventions for students with E/BD. The majority of these studies were conducted with students younger than 12 years of age. The need for additional research in the area of reading instruction is particularly true for adolescents with E/BD. The reading failure of secondary students with behavioral problems has been consistently documented and, as reported in the findings from the National Longitudinal Transition Study (Malmgren, Edgar, & Neel, 1998), these reading deficits likely contribute to the dismal outcomes for these students such as high dropout rates, grade retention, and overall poor achievement. In addition, the absence of empirically derived reading practices for older students with E/BD is particularly problematic given the current emphasis on achieving state curriculum standards and participating in content-area learning (Deshler et al., 2001). As noted earlier, students identified with E/BD typically show significant deficits in the area of reading. This is particularly true for secondary-age students with this condition. In a... ...eiman (Eds.), Reading acquisition (pp. 145-174). Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers. Popkin, J., & Skinner, C. H. (2003). Enhancing academic performance in a classroom serving students with serious emotional disturbance: Interdependent group contingencies with randomly selected components. School Psychology Review, 32, 282-295. Scott, T. M., & Shearer-Lingo, A. (2002). The effects of reading fluency instruction on the academic and behavioral success of middle school students in a self-contained E/BD classroom. Preventing School Failure, 46, 167-173. Skinner, C. H., Smith, E. S., & McLean, J. E. (1994). The effects of intertrial interval duration on sight-word learning rates in children with behavioral disorders. Behavioral Disorders, 19, 98-107. Wehby, J. H. (2003, February). Promoting academic success as an incompatible behavior. Paper presented at the Council for Children with Behavioral Disorders International Forum, Las Vegas, NV. Wehby, J. H., Lunsford, L. B., & Phy, E. (2004). Comparing the reading profiles of students with concomitant behavior and reading problems to a normally achieving, reading-matched sample. Manuscript in preparation.

Market penetration Market development Essay

Beiersdorf has expanded in each possible direction. Market penetration is demonstrated by NIVEA Lip Care products, which have been extended with new variants. The latest of these (Pearl and Shine) became the market leader in 2003. An example of product development is Visage Soft Facial Cleansing Wipes. Market research showed that women were looking for a new way to clean and tone their skin. The Wipes quickly took the number one spot in the UK wipes market market. Market development is demonstrated by the launch of NIVEA deodorant into the UK and new markets in Europe. The UK launch was into a market dominated by Unilever. Following market research, NIVEA entered this market in a more specialist skincaring segment, positioning the deodorant so that it had the same values as the NIVEA cream. Diversification is shown by the development of NIVEA FOR MEN. This built on the strong brand. It recognised that men also used facecare products. The product range included shaving foam and gel, aftershave and moisturising lotion. Introduction Beiersdorf is the skincare business behind leading brands such as NIVEA, Atrixo and Elastoplast. Beiersdorf’s first product was NIVEA Cream, the first modern cosmetic product, now used by an estimated one billion people worldwide. Beiersdorf has helped to stay ahead of competition over the last ten years by growing the business. Growth Business growth can be measured by how it increases sales turnover, profits, market share, number and range of products, geographical spread or its number of employees. Businesses can grow from inside, by increasing their product range, or from outside, by acquiring other businesses. Beiersdorf has concentrated on the first route, called organic growth. It has developed new products; established in new countries and expanded market share in its established markets. Its growth focuses on a relatively small number of key brands. Conclusion Beiersdorf is Europe’s leading skincare company. It has competed effectively by continually growing both its products and its markets. Ansoff ’s matrix Business writer Igor Ansoff suggested four possible directions for growth. Businesses can grow by selling: ââ€"â€" More of their present products in present markets – market penetration. ââ€"â€" New products into present markets – product development. ââ€"â€" More of their present products into new markets – market development. ââ€"â€" New products into new markets – diversification. Ansoff showed these in a table. Any of these, or a combination, can be used for expansion.

Typography and Professional Nursing

N3645 Transition to Professional Nursing Part A Week 2 Assignment Instructions: Personal Philosophy of Nursing Submit by 0800 Monday of Week 3. NOTE: You will create a new Word document for this Assignment instead of typing directly into this document. Overview: â€Å"Personal Philosophy of Nursing† In this week’s Assignment, you will draft a formal paper expressing your personal philosophy of nursing. In this paper, you will provide a framework for your personal practice of nursing and reflect on why you chose nursing as a profession.Your paper will define how you interact with patients, family members, other nurses, and other health care professionals. Since this is your first formal paper for the program, be sure to use the resources listed below to ensure you are using the proper formatting, scholarly language, and saving and submitting procedures as you write and submit your assignment. Resources ANA Code of Ethics, 2001* APA Module* http://isites. harvard. edu/icb /icb. do? keyword=apa_exposed (This is also printable. Follow instructions in the tutorial. Scholarly Writing Tips* (*Available in the Resource section of this week) MS Word Help and How-To Word 2007 – http://office. microsoft. com/enus/word/FX100649251033. aspx? CTT=96&Origin=CL100636481033 Word 2003 – http://office. microsoft. com/enus/word/FX100649261033. aspx? CTT=96&Origin=CL100636481033 Review your course readings, lecture, and your Week 2 Resources before completing this week’s Assignment. Performance Objectives †¢ Compose a personal philosophy of nursing. †¢ Correlate historical, ethical, and/or political factors influencing professional nursing practice with what you believe the core of nursing is and should be. Apply professional practice standards. †¢ Use correct grammar, punctuation, and American Psychological Association (APA) format in writing professional papers.  ©2008 UTA School of Nursing Page 1 of 6 N3645 Transition to Profess ional Nursing Part A Rubric Use this rubric to guide your work on the Week 2 Assignment, â€Å"Personal Philosophy of Nursing. † Tasks Accomplished Proficient Needs Improvement ? Personal Philosophy of Nursing Paper Format (Total 40 points) Title Page No mistakes in APA format (5 points) Headings and References Uses APA format for headings and to cite 2 references. 25 points) Writing Conventions Professional grammar, spelling, and punctuation; paragraphs of at least 3, well-written sentences (10 points) Title Page Errors in APA format (4 points) Headings and References Cites 1 reference and includes headings in APA format. (20 points) Writing Conventions No more than 8 grammar, spelling, and punctuation errors in the entire paper. (8 points) No Title Page (0 points) Headings and References Does not cite references and/or include headings. (0 points) Writing Conventions More than 8 grammar, spelling, and punctuation errors in the entire paper (5 points)  ©2008 UTA School of NursingPage 2 of 6 N3645 Transition to Professional Nursing Part A Tasks ? Accomplished Introduction Writes a comprehensive overview of the paper in 1-2 paragraphs. (5 points) Choice of Nursing Clearly answers question in 2-3 paragraphs. (10 points) Essence of Nursing Clearly answers question in 2-3 paragraphs with correlations to historical, ethical, and political factors. (10 points) Beliefs and Values Answers each of the 4 questions in separate paragraphs. (15 points) Vision for the Future Answers question for all 3 time periods listed in separate paragraphs. (10 points) Summary Answers both questions in separate paragraphs. 10 points) Proficient Introduction Writes an overview of the paper in 1-2 paragraphs. (4 points) Choice of Nursing Answers question in 1 paragraph. (8 points) Essence of Nursing Answers question in 2-3 paragraphs without correlation to historical, ethical, and political factors (8 points) Beliefs and Values Answers 3 of the 4 questions in separate paragraphs. (12 points) Vision for the Future Answers question for 2 of the 3 time periods listed in separate paragraphs (8 points) Summary Answers 1 question in a separate paragraph. (8 points) Needs Improvement No Introduction (0 points) Content (Total 60 points)Choice of Nursing Does not answer question. (0 points) Essence of Nursing Does not clearly answer question. (5 points) Beliefs and Values Answers 1 or 2 of the 4 questions in separate paragraphs. (5 points) Vision for the Future Answers question for 1 of the 3 time periods listed in separate paragraphs. (3 points) Summary Does not directly address either question. (4 points)  ©2008 UTA School of Nursing Page 3 of 6 N3645 Transition to Professional Nursing Part A Personal Philosophy of Nursing Paper †¢ Use the following outline to guide composition of your personal philosophy of nursing. Follow both the content and format criteria in completing your composition. †¢ Open a new Word document, and save it to your Desktop with the filename, â€Å"yourname_Personal_Philosophy,† inserting your name in place of â€Å"yourname. † †¢ Begin your paper by setting the margins, font, and Header. (See MS Word Help. ) †¢ Click â€Å"Save† often to keep from accidentally losing your work. Content Criteria Section or Section Title Entire paper Description †¢ 1† margins all around †¢ Font – Times New Roman, 12 pt †¢ Double-spaced †¢ â€Å"Header† with short title and page How-To and Tips Select File – Page Setup†¦ †¢ Select Format – Font†¦ †¢ Select Format – Paragraph†¦ †¢ Select View – Header and number, right-justified Footer†¦ (Refer to the MS Word â€Å"Help and How To† links if you need help with any of these tasks. ) The short title should be in upperand lower-case, or â€Å"Title Case. † †¢ Professional grammar, spelling, and punctuation, and paragraphs compose d of at least 3 well-written sentences each Title Page †¢ Just below Header, include a â€Å"running †¢ See â€Å"Scholarly Writing Tips† head† as shown below, left-justified: (Replace â€Å"CAPITALIZED ABBREVIATED TITLE† with an abbreviated version of your paper’s title. See guidelines in section 5. 15 of the Publication Manual of the American Psychological Association, 5th edition Running head: CAPITALIZED ABBREVIATED TITLE †¢ Title in upper half of page, centered, The running head appears only on the title page, and includes the words â€Å"Running head. † You can access the UTA directions and an example title page by looking in the Resources tab on the left menu of the course in Weeks 1-6. upper- & lower-cased letters (Title Case) o Title is content of unique paper, not assignment title; add your name or a unique descriptor to the title so not everyone’s is â€Å"Philosophy of Nursing. †¢ Student name, with â€Å"Un iversity of  ©2008 UTA School of Nursing Texas Page 4 of 6 N3645 Transition to Professional Nursing Part A at Arlington† underneath †¢ The following information centered, 1† from the bottom: (Fill in course, faculty details. ) Your finished Title Page should resemble this snapshot: In partial fulfillment of the requirements of Course name and number Faculty name, credentials Submission date Online RN-BSN (Introduction) Overview of the paper (1-2 paragraphs) Put title of paper at the top, centered, in Title Case. No section title, just start paragraphs (Remember to indent each paragraph! )Choice of Nursing Why did you choose nursing? (2-3 paragraphs) Insert Section title, centered and Title Case. Then start paragraphs. Essence of Nursing What do you believe the core of nursing is and should be? Correlate historical, ethical, and/or political factors influencing professional nursing practice. (2-3 paragraphs) Insert Section title, centered and Title Case. Then start paragraphs. (Do not start a new page; just continue in regular double-spaced body. ) Insert Section title, centered and Title Case. Then start paragraphs. (Do not start a new page; just continue in regular double-spaced body. ) Beliefs and ValuesWhat do you believe about patients? ( 1 paragraph) What do you believe about the patient’s family and significant others? (1 paragraph) What do you believe about your fellow health care providers? (1 paragraph) What do you believe about your own  ©2008 UTA School of Nursing Page 5 of 6 N3645 Transition to Professional Nursing Part A health? (1 paragraph) Vision for the Future What do you want to be doing in 2 years? (1 paragraph) 5 years? (1 paragraph) 10 years? (1 paragraph) Insert Section title, centered and Title Case. Then start paragraphs. (Do not start a new page; just continue in regular double-spaced body. Summary What strengths do you have that will support your achievement of your professional goals? (1 paragraph) What li mitations will you need to overcome to achieve your professional goals? (1 paragraph) References †¢ Title of this page is Insert Section title, centered and Title Case. Then start paragraphs. (Do not start a new page; just continue in regular double-spaced body. ) â€Å"References† should be centered at the top of the page just below the header. Be sure to left-justify the first line of each citation, but indent subsequent lines 5 spaces. References centered on top of page †¢ At least 2 professional references. Put references in alphabetical order by author’s name. Submitting Your Assignment †¢ Click Open at the bottom of the Assignment screen, then click Browse and navigate to the Desktop where your paper is located. Select the final version of your paper to upload. (Look for the file â€Å"yourname_Personal_Philosophy†. ) †¢ When you’ve selected your paper, click Open in the â€Å"Choose document to submit† dialogue box to att ach the file. The path and filename should then show up in the â€Å"Attachment:† space. Click Close, then click Submit at the bottom of the Assignment screen. †¢  ©2008 UTA School of Nursing Page 6 of 6