Nonprofit Sector Assignment 2 Coursework Example | Topics and Well Written Essays - 500 words

Nonprofit Sector Assignment 2 - Coursework Example The theories that will help understand the nonprofit sector include Lohmann (1989) theory of commons, which categorizes goods into three groups namely; public goods, private goods and common goods, entrepreneurship theory, trust-related theories, the interdependence theory and the stakeholder theory. The nonprofit organizations chosen for illustration in this paper include American Heart Association, Salvation Army and the American Red Cross. Due to different multitudes of different organizational components in nonprofit management literature, management concepts suggested by Gomez and Zimmermann (1993) provides a practical step towards the growth of management models that are more in tune with the realities of nonprofit organizations. There are different approaches applied in this field, including the public goods theory. As put by Weibrod’s theory of public goods, public goods theory is an extension of the public choice theories, whereby a collective action is taken by affected individuals to resolve public good problems. This theory states that public goods, which would have been otherwise provided by the government are provided by nonprofit organization through a donor. Services provided by the American Heart Association is a good example of an organization that help fill the gap, if need be. In other words, nonprofit provision is substituted for government provision under conditions of demand heterogeneity fo r the public good in question. Hansmann (1987) points out that the critical weakness in Weisbrod’s theory is that it does not explain why nonprofit and not for profit firms come up to fill unfulfilled demand for public goods, especially when applying to quasi-public goods. Hansmann’s trust-related theory picks up this point precisely. Trust-related theories take a different angle by pointing out information problems inbuilt in the goods and services provided and the

Six Keys to the Arts Essay Example | Topics and Well Written Essays - 2250 words

Six Keys to the Arts - Essay Example Standard visitors can be bored or not get interested due to the readings or educational content in a museum, consequently, a museum should promote enjoyment relatively to learning. This is because; such category of the museum can be designed to be visually stunning by obtaining interactive events or even games in the section of its exhibitions. A person should focus on education by concentrating on exhibition to try and teach people about things that they do not know. More often than not, the history included in the museum. To promote cultural competent, as well as, linguistically necessary exchanges there must exist collaboration among families, professionals, students, and communities. Where these collaborations encourage equitable outcomes for all students and result in the identification and provision of services that are responsible for issues of race, culture, gender and social, economic status. Anthropology is all about the scientific study of human culture as well as their biological relation. It tries to define what human beings are, by either through historically, socially, and biologically. Culture has been defined by a wide range of behavior patterns and knowledge learned and acquired by a society of people. One of the institutions that promote culture is museums, where cultural sensitivity in museums is attributed to main race, age and color. Some of the cultural conflict experienced in museums includes information about divergent roles of women in family decisions as well as practices and symbol systems among cultural groups. Museums are institutions where the core values of a culture are acquired. Such institutions can determine one’s culture through educative and historical narratives, where museums personnel have the responsibilities of making instructions that is culturally responsive to all students without favoring one group over the other.  

Music Concert Report Essay Example for Free

Music Concert Report Essay The highly respected jazz trio made up of pianist Bill Charlap, bassist Kenny Washington and drummer Peter Washington played for about an hour an a half. Their smooth melodies and precise playing worked perfectly together to give a great performance against the New York City skyline at Dizzys Club Coca-Cola. The trio opened up the show with a song called â€Å"Ill Remember April†. The song was originally written in 1941 by Gene de Paul (Wilson, McElrath, Tyle). â€Å"Ill Remember April† first performance was in a very atypical setting. The song was not performed in a Broadway play or Jazz Club but rather the 1942 comedy Called Ride Em Cowboy. Actor Dick Foran sang the song in what a critic at the time called, â€Å"I’ll Remember April’ was an oasis of sanity in the madness† (Wilson, McElrath, Tyle). Although an odd start the movie Ride Em Cowboy proved to be significant in the Jazz community for another reason as well. In the movie the famous jazz vocalist Ella Fitzgerald appeared in her first film role playing an employee at the dude ranch named Ruby (Ill Remember April (1941)). â€Å" She projected a light, frothy, easy-going humor† in her performance of â€Å"A-Tisket, A-Tasket† (Ill Remember April (1941)). This movie brought out just how significant jazz music was at the time because it made a mediocre film come to life. This was not Gene De Pauls first time creating a brilliant jazz song. The pianist, composer and arranger had written many songs before for Hollywood films and Broadway shows such as â€Å"You Dont Know What Love is† and â€Å"Star Eyes† (Ill Remember April (1941)). He had worked with many lyricists before but on this particular song Gene de Paul worked with his friend Don Raye and Patricia Johnston (Ill Remember April (1941)). The lyrics portrays two distant lovers remembering the past and have a close connection with Dorothy Fields â€Å"The Way You Look Tonight† (Ill Remember April (1941)). The song entered the pop charts in the spring of 1942 after being recorded by Woody Herman and his Orchestra. The song did not catch on quickly because it differed in many ways from the typical pop song of the time. The melody and form separated â€Å"Ill Remember April† the most from other music of the time. Songs of the time usually followed an A-A-B-A form, repeating a lot giving it a catchy tune. â€Å"Ill Remember April† however, used a 48-bar A-B-C-D-A-B form making it seem long and dragged out compared to other popular jazz songs. Wilson, McElrath, Tyle) â€Å" Beboppers Charlie Parker and Bud Powell were among the first to explore the song’s unconventional structure, followed by an influential 1950 recording by Red Norvos trio with Tal Farlow and Charles Mingus† (Ill Remember April (1941)). The actually musicality of the song is quite complex with many chord changes and key changes. The song starts off in G but has a â€Å"false key change to Bb major during the first eight measures of the bridge† (Wilson, McElrath, Tyle). The tone of the song is major it moves rather step wise throughout. The chord progression of the song is a twist and turn roller coaster taking you from a G to a E major back to the G then to a D7. This is important because it allows for many different substitutions of chords and improvisations. (Wilson, McElrath, Tyle) One of the most important and defining elements in Jazz is improvisation. It is expected that during any jazz performance one or more musicians will improvise. Improvisation is so common that most of the time a musician will not perform the same piece the same way twice. However the freedom given to jazz musicians does come with some boundaries. â€Å"Ill Remember April† gives much leeway to improvisation as long as they are â€Å"chosen carefully so as to at least imply a logical harmonic progression† (Wilson, McElrath, Tyle). Typical jazz instruments are the saxophone, clarinet, flute, vibraphone, trumpet, piano, guitar, banjo, tuba, double bass, bass guitar, vocals, trombone and drum kit. The size of the band can vary greatly in jazz however from an ensembles which can have as little as two people to big bands that can have as many as 30 people. The Jazz show that I saw was a trio including a pianist, bassist and drummer. The setting in which I saw â€Å"ll Remember April† performed is much different then the setting I would have seen it in 1942. I saw the song be performed in a rather fancy evening setting at a Jazz Club where there was dinners and drinks being served. The club was modern and well designed. The backdrop behind the performers was a large window outlooking part of the New York City skyline. Around 75 people went to the club to watch a well respected trio play their rendition of â€Å"Ill Remember April†, as well as several other songs. In 1942 I would not have been able to go to a club one night and be served dinner as I listened to a band play the song. At first the only way to hear the song was in the movies it was featured in. The song was featured in the 1942 film Ride em Cowboy as I had mentioned earlier, it was also in the 1942 movie Strictly in the Groove and was again featured in the 1945 movie Eve Knew Her Apples. It is not until later that I would have been able to sit down at a jazz club or concert hall to see the piece be performed. Anita Boyer recording of â€Å"Ill Remember April† appeared on the album The nat King Cole Trio: The MacGregor Years 1941-1945 disc 4 (Wilson, McElrath, Tyle). Since then â€Å"Ill Remember April† has been recorded hundreds of times by various artists throughout the years. â€Å"The song’s unconventional characteristics became assets, and it found favor as a bop vehicle† (Wilson, McElrath, Tyle). Each performance of â€Å"Ill Remember April† takes on its own identity according to the performer. Artists have put their own twists on the song sometimes even implying a â€Å"Latin-feel† or they have stuck close to the original. The aspect of flexibility while maintaining the same brilliant theme makes â€Å"Ill Remember April† so exciting making artists recreate the classic for years. Before going to the concert I listened to â€Å"Ill Remember April† performed by Charlie Parker. Charlie Parker was an extremely influential jazz saxophonist. He recorded â€Å"Ill Remember April† on July 5, 1950. While having the same melody Charlie Parkers version of â€Å"Ill Remember April† and the Bill Charlap Trios version differed greatly. The biggest difference was the use of instruments. The Bill Charlap Trio did not include a saxophone. I had expected to hear a saxophone so at first it took a second for my ears to adjust when the Bill Charlap Trio began to play the song. I personally preferred the saxophone. I thought it gave the song a very demanding tone catching the audiences attention while at the same time it gave the song a very magically, flowing feeling. The saxophone was also backed up by other instruments like the piano which gave it a full rich sound. The piano, bass, and drums of the Bill Charlap Trio also gave a good performance however I felt it lacked a clear â€Å"lead† instrument how the saxophone did for Parkers rendition. One aspect I did like more in the Bill Charlap Trios version was the elongated piano solo. Solos are very important in jazz music and they occur often. Solos give artists the opportunity to improvisation keeping the piece fresh and giving it an element of surprise. Throughout the Bill Charlap Trios performance there were many solos. In â€Å"Ill Remember April† it was the pianos time to shine. I enjoyed the solo because it showed off Bill Charlaps talent and kept the piece exciting. An interesting aspect of his solo was he included a verse from Dorothy Fieldss â€Å"The Way You Look Tonight† which as I mentioned earlier gave inspiration to the writing of â€Å"Ill Remember April†. Overall I enjoyed listening the piece live better than the recording because it allowed the music to â€Å"come alive† rather than just listening to a recording. Going to the concert opened my eyes to what seems to be a whole new world. I was very anxious and nerve about what to expect when I went to the Jazz Club but when I got there I was pleasantly surprised. The music was entertaining and I loved the experience. Looking up the history of the songs continued to spark my interest. It is very interesting to see how music written seventy years ago is still influential and played in modern settings such as a Jazz Club.

Palliative Care Nursing Reflection

Palliative Care Nursing Reflection INTRODUCTION The Healthcare Quality Strategy for NHS Scotland (Scottish Government 2010) was a further development from ‘Better Health, Better Care’ (Scottish Government 2007). In this reflective account I wish to concentrate on the peoples priorities for the people of Scotland outlined within this document, the ultimate aim is to provide the highest quality of care. It has as their objectives that care given should be consistent, person centered, clinically effective and safe and equitable with patients receiving clear communication with regards to conditions and treatment (Scottish Government 2010). Hubley and Copeman, (2008) state communication skills are paramount in healthcare to ensure that tailored advice is delivered effectively. This reflective account is based on an experience from my 3rd year management placement. Using Gibbs’s Reflective Model (1988) I aim to outline what occurred throughout the incident which involved providing clear communication and patient centered care and how this can be linked to the Quality Strategy in relation to the people’s priorities. This reflective model has been selected as it enables reflection on practice in a structured way allowing one to identify critical learning and development from their experience to enhance future practice (Bullman and Schutz, 2008). This scenario will consider how this incident will aid in my transition from student nurse to staff nurse. To comply with patients’ rights to confidentiality and in accordance with the Nursing and Midwifery Council (NMC), (2010) I will use the pseudonym Mrs Wade. DESCRIPTION This reflection involves a 78 year old lady Mrs Wade who was an inpatient on the ward for 10 days after being diagnosed as having a cerebral haemorrhage. This had left Mrs Wade with a left sided weakness and aphasic. It was during this time it was established that Mrs Wade was also suffering from a perforated bowel and after discussion with her family from the medical staff it was decided that Mrs Wade was for no further active care and was to remain in the wards single room for palliative care. Feelings During my three years as a student nurse I had been involved with the care or palliative patients. However, I felt I still lacked confidence in this situation in communicating with patients and families. I had been involved in Mrs Wades care from admission as I had been her admitting nurse and I felt I had established a good patient / nurse relationship which in accordance with the Nursing and Midwifery Council (2008) allows for patient centered care. This is a difficult time for the Wade family and as stated with in The Healthcare Quality Strategy for NHS Scotland (Scottish Government 2010, p6) I would strive to provide care that was both caring and compassionate. Evaluation The negative aspect of this situation was that I was dealing with a palliative care patient and that it was inevitable that my patient would die. The positive aspect that I could draw from this was I was being put in a situation as a 3rd year student on my final placement and this would give me an experience that I could learn from. Jones (2012) advocates that it is essential in nursing to have good communication skills. This is also advocated by Dougherty and Lister (2008) who states that communication is an integral part of maintaining a high quality of record keeping which is regarded as a vital standard of practice by the NMC (2008). Communication and written care records aid to establish a continuity of care. A holistic approach for continuity of care is exceptionally important when caring for palliative care patients as nurses have a crucial role in care provision (Hill, 2011). It is important to note that any information that is given to Mrs Wade and her family is given in an open and honest manner and to ensure that they understand and give opportunity to ask questions (NMC, 2008). As Mrs Wade was a palliative care patient it gave rise to effective teamwork within the multi-disciplinary team to ensure all Mrs Wades needs were met as well as her families to ensure continuity of care whilst showing clinica l excellence. Analysis The World Health Organisation (nd) describes palliative care as â€Å"an approach that improves the quality of life of patients and their families facing the problem associated with life-threatening illness, through the prevention and relief of suffering by means of early identification and impeccable assessment and treatment of pain and other problems, physical, psychosocial and spiritual.† A holistic approach was taken in planning Mrs Wade care incorporating physical, psychological, social, emotional and environmental needs. These needs are not only imperative to the patient but also had to include all Mrs Wades immediate family in who she had requested to be involved (Dougherty and Lister, 2008). Within the ward I worked active care plans and patient care plans are reviewed daily and updated accordingly to ensure the patient receives the best possible care (NHS Greater Glasgow and Clyde, 2014) Jones (2012) states that it is essential in nursing to have good communication skills. This is also reiterated by Dougherty and Lister (2008) who states that communication is an integral part of maintaining a high quality of record keeping which is regarded as a vital standard of practice by the NMC (2009). Communication and written care records aid to establish a continuity of care. Communication also incorporates the ability to listen and support and ensure understanding (NMC 2008). In addition to caring for Mrs Wade I was also given the opportunity to be involved in meeting with the multi-disciplinary team which in Mrs Wade’s case involved the palliative care team for the hospital. This again reiterated the importance of good communication skills and accurate record keeping to ensure that all participants in Mrs Wades care knew exactly what was happening (SIGN 20). In terms of communication I felt I was gaining confidence especially with the family members as I had built up a rapport which was both professional whilst being friendly and trusting (MacLeod et al 2010). Mrs Wade as well as any patient within our care should receive care outlined by the people’s priority. Patients receiving palliative care should be made comfortable and pain free and to be cared for in a safe and clean environment (Scottish Government, 2010 p6). Reflection from this incident has made me aware of the level of involvement each member of staff from health care assistants through to consultants play in the care of patients. This was shown through the numerous times I was involved in multi-disciplinary meets, re-assessment of care plans to ensure the highest standard of evidence based care was given to Mrs Wade (NMC 2009). CONCLUSION The outcome was positive in the aspect that a holistic approach to Mrs Wade’s care was taken in accordance with The Scottish Government’s Initiative (2010) on patient centered care. I felt empowered by incorporating the use of the SBAR framework in effective collaboration with the multidisciplinary team aided clear communicating in accordance with The Scottish Government (2010). This resulted in a consistent continuity of care for Mrs Wade. ACTION PLAN A result of this significant event was that it gave me the experience of dealing with a delicate situation. As stated by Scheffer and Rubenfeld (2000) â€Å"Critical thinking in nursing is an essential component of professional accountability and quality nursing care. Critical thinkers in nursing exhibit these habits of the mind: confidence, contextual perspective, creativity, flexibility, inquisitiveness, intellectual integrity, intuition, open-mindedness, perseverance, and reflection. Critical thinkers in nursing practice the cognitive skills of analyzing, applying standards, discriminating, information seeking, logical reasoning, predicting, and transforming knowledge†. I was also given the opportunity afterwards to reflect on my role and the role each member of the team took in the care of a palliative care patient. I feel for future development I will take responsibility for my own learning in areas where I felt I lacked knowledge. In this situation I had assumed that Mrs Wade was recovering from her CVA, however I was unaware that the effect a CVA has on the brain can result in continence issues and result in bowel perforation. I believe that in the future and with more experience I will be aware of complication resulting from a CVA and although I would not expect to be an expert I would be better equipped to deal with similar situations in the future (RCN 2013). OVERALL CONCLUSION On reflection of my own experience and in using this to aid in my transition from student nurse to staff nurse I feel I have enhanced my own knowledge on palliative care (Dougherty and Lister, 2011) whilst reiterating the importance of good communication skills. It also highlighted the importance of having the confidence to acknowledge one’s own lack of knowledge and be able to admit to this and where to seek guidance to ensure that the correct protocol is followed to ensure patient safety at all times and to provide continuity of care. I feel that the care given to this patient is in line with the initiative of The Scottish Government’s Healthcare Quality Strategy for Scotland (2010). In relation to how this incident reflects on my transition it shows that on graduating as a staff nurse I will immediately assume the role which includes leadership, delegation and supervision. Once NMC registered, a host of expectations are placed upon you. The RCN (2010) reported that newly qualified staff nurses feel unprepared and overwhelmed by their new responsibilities, making the period of transition very stressful rather than exciting and truly enjoyable. However, I hope to overcome these feelings by immersing myself in the knowledge that I will adhere to all policies and guideline by The Scottish Government (2010) to ensure the best possible care and service to all. References McLeod Deborah L, Dianne M. Tapp Moules, N., Campbell M E Knowing the family: Interpretations of family nursing in oncology and palliative care European Journal of Oncology Nursing Volume 14 issue 2 April 2010 Page 93-10 http://www.sciencedirect.com/science/article/pii/S1462388909001124 NHS GGC http://www.nhsggc.org.uk/content/default.asp?page=s1458

Lee Silverman Voice Treatment :: Health, Parkinson’s Disease

Lee Silverman Voice Treatment (LSVT) is primary utilized as a voice treatment for individuals with Parkinson’s Disease (PD) and attempts to increase vocal loudness and improve vocal function (Ramig L, Sapir S, Fox C, and Countryman S, 2001) (Countryman S, Hoehn M, O’Brien C, Pawlas A, Ramig L, and Sapir S, 2001). There has also been success in utilizing this treatment protocol for patients with dysarthria associated with stroke, and traumatic brain injury as well as children who have cerebral palsy and Down syndrome (Spielman, J Ramig L Mahler L Halpern A Gavin W 2007, )R., Theodoros, D., & Cornwell, P. (January 01, 2008), Marchant, J., McAuliffe, M., & Huckabee, M.-L. (January 01, 2008. LSVT was conceived in 1987 and has been extensively studied around the world since then (Countryman et. Al). LSVT is a very unique form of voice therapy in that it focuses on several very simple tasks that are designed to maximize the client’s phonation and respiratory functions. (Countrymen et al.) Spielman et all2007 indicated that the standard course of treatment was an extensive treatment schedule of one hour a day, four days a week, for four consecutive weeks. The basis of the treatment regime boils down to overcoming the perception among clients with PD that there is nothing wrong with their speech, and than utilizing intensive sensorimotor training to help them to recognize and use increased effort and louder speech in their day-to-day communication. (Ramig, L. O., Fox, C., & Sapir, S. (January 01, 2004)) Most research studies to test the application and success of LSVT seem to follow the same basic research methodology. Clients with PD are recruited from local support groups, through newspaper advertisements or contact with specialists in other related medical fields. (Countryman et al 2001) (Ramig et al 2001). The normal testing method appears to be randomized control group studies with clients being separated into groups that either receive LSVT or do not receive any voice related therapy, or groups that receive more traditional and less intense forms of vocal or respiration therapy (Ramig et al 2004)(Ramig et al 2001) (Countrymen S. 2001) (Constantinescu, G., Theodoros, D., Russell, T., Ward, E., Wilson, S., & Wootton, R. (January 01, 2011). Control groups can further be broken down into age and gender categories. Initially the clients all have their sound pressure levels are measured to establish a baseline reference point.

Piercy?s Use Of Implied And Ex Essay example -- essays research papers

In this poem Marge Piercy’s speaker evokes a concrete vision of a woman who has lost her personal identity to her job. Her bold and descriptive use of metaphors allow the reader to envision a woman who is living her life vicariously through her career. Ms. Piercy successfully uses paradox, personification, and the pun to bring the character alive. With the use of metaphors, both implied and explicit, the reader can deeply empathize with the central character of this poem.   Ã‚  Ã‚  Ã‚  Ã‚  From the first line of the poem the tone is set for the reader. It is not so vague as to use a simple simile, but a strong manifestation of the idea of the speaker as an actual personification of a material object. She does not say â€Å"My hips are like a desk†, she says â€Å"My hips are a desk† (line 1). Throughout the rest of the poem, personification of the woman as nothing more than a piece of office equipment is expressed with striking realism.   Ã‚  Ã‚  Ã‚  Ã‚  In the first six lines of the poem the speaker describes herself in salient detail. Each of her body parts are placed with an obvious piece of office equipment. This allows the reader to form a solid picture of a woman sitting at her desk performing the daily drudgery of a secretary. She does not see herself as a real woman but a woman whose hair is†rubber bands† (3), whose†breasts are wells of mimeograph ink†, (5) and whose â€Å"feet bear casters† (6).   Ã‚  Ã‚  Ã‚  Ã‚  The secretary is so entren...

Conflicts Being a College Student

Patrice Williams November 12, 2013 Conflicts of A College Student The daily life of a college student is filled with many conflicts. To begin with, students face everyday conflicts such as having transportation, family issues, financial problems, and also lack of focus and responsibility. In college if one is without a car or a reliable source of transportation every day, it can really affect them in school. One might could have a car but it is currently broke down or someone said they were willing to provide the transportation but possibly not showing up.For example, Nicole’s car has broken down over the weekend now she’s wondering how to get to school Monday morning. Nicole calls her friend Monica to give her a ride to school and then she’ll take the metro back home. This could cause Nicole stress and causing her to take focus off of school work. Second, college students also face family issues and crisis. One could have lost a family member that is causing a l ot of stress or grief on their head while attending school. A student may have a family member or friend at home that causes them stress everyday also.For instance, Mark lives at home with Mom, brother, and sister. Conflict may be between everyone at home that causes Mark stress everyday he comes to school. Next, many students come across financial problems during their college life. Some students may lose their job or simply just don’t always have the funds to get by every single day. A student may be on a payment plan every month to pay for school or a student loan. Having everyday issues such as these can cause stress on the mind of a student that he or she doesn’t need while attending college.Take Mya for example, she’s currently in college and is on a payment plan at school to pay her tuition every month, for this current semester. Mya just lost her job and is finding it hard to come up with the money for this coming month; with her also struggling the prev ious months when she did have a job. This situation is very stressful on Mya and causing her to jeopardize school such as being late, missing assignments, and sometimes not showing up at all. Financial issues can play a huge downfall in a life of a college student.Finally, having a lack of responsibility can cause conflict while attending college. Some students start college but aren’t fully prepared. College students would sometimes start off college as if they were in high school and not strongly aware of the transition. Students hang out and party all night with school being in the morning. They slack on their work and put in high school work ethic instead of College work. Having a lack of focus can also affect students. Conflicts such as all of these can pay a huge part daily in a student’s life.