MBNQA Assignment Example | Topics and Well Written Essays - 250 words

MBNQA - Assignment Example This is by carrying out focus groups, gathering data from web users and analyzing trends of the call center. The Access Center established by AtlantiCare in 2006 is a good example of the benefits used in overcoming the challenges. The Center was established after a research conducted by a focus group stated that customers were frustrated when navigating and using the health care system (Duarte, Goodson & Dougherty, 2014, pg. 27). This effective approach resulted in AtlantiCare increasing its revenues, getting a high market share and increased satisfaction from their customers. Other organizations can learn that providing quality and constant improvement in the health care field is vital. These organizations need to make sure that their customers are well satisfied and served according to the needs they have. Moreover, offering effective healthcare is necessary. These organizations should realize that they need to improve community wellness and health by offering better services. Additionally, by training and recruiting well and qualified staff will enhance performance in these organizations as seen in AtlantiCare. Duarte, N. T., Goodson, J. R., & Dougherty, T. M. P. (2014). Managing innovation in hospitals and health systems: Lessons from the Malcolm Baldrige National Quality Award Winners. International Journal of Healthcare Management, 7(1),

The Critical Review Of Screening Trauma Film Studies Essay

The Critical Review Of Screening Trauma Film Studies Essay Cinema and its relationship with psychology, history and memory is a wide area which can be shaped by visual media and identification of culture. Susannah Radstone( 2000) analyses the movie of Forrest Gump( Robert Zemeckis, US, 1994) with examinations and expressions that have been accompanied with screening trauma in her study. Also the theoretical and methodological tension over memory and inclusive cultural framework shapes these film analyses with further details, especially in cinepsychoanalysis and memory/ history. This review will highlight the main points as a summary with some critiques of Radstone s perception of critical thinkers and this academic work s relationship with the comprehension of visual culture and memory.As an aim, this study will try to show cinema s effects on shaping the human perception of history also memory s relationship with history in the context of psychology, especially with the movie of Forrest Gump( Robert Zemeckis, US, 1994) . SUMMARY : In the study of Screening Trauma: Forrest Gump, Film and Memory (Radstone, 2000) Radstone starts by emphasising that Forrest Gump ( Robert Zemeckis, US, 1994) , which contains the last three decades of US history as from 1964 nearly, with the associations between memory and history from the protagonist s unconscious perception in the context of manipulations of technology which is fed by contemporary Western culture. After that memory s connection with cinema adresses cinepsychoanalysis paradoxically due to the fact that memory s visual usage recalls traumatic events childhood seduction or abuse ( Freud and Breuer [ 1893- 5] 1974, cited in Radstone 2000: 82) Freud later and famously abandoned this seduction theory for an understanding of hysteria that connected its symptoms, rather, to unacknowledgeable fantasies of a sexual nature ( Freud [ 1905] 1977, cited in Radstone 2000: 82) . Radstone tries to emphasise the interweaving of trauma, fantasy and memory in the psychoanalytic u nderstanding of the letter in order to answer this question: What is the relation between memories of traumatic events and physical predispositions which entails dominant fantasy scenarios in the context of the movie of Forrest Gump ? Other disciplines offer different accessions to memory research within cultural studies and history which are not untouched by psychoanalytic ideas ( Kuhn 1995; King 1997; Vidali 1997, cited in Radstone 2000: 85) . For example; in the work of the Birmingham Centre for Contemporary Cultural Studies( 1982, cited in Radstone 2000: 84) , analyses of autobiographical memories revealed both how public history shaped identity and, conversely, how marginal memories could overturn established histories. At this point of the Radstones study, these disciplines like history and cultural studies are combined with the psychoanalytic understanding of memory because Radstone says that if psychoanalytic points of view contribute memory s understanding, its insights will be more understandable or assimilable within history and cultural studies. In this manner, Radstone points out that the concept of Afterwardsness ( Laplanche, 1992, cited in Radstone 2000: 85) refers to a process of deferred revision, where experiences, impressions and memory- traces may be revised at a later date to fit in with fresh experiences or with the attainment of a new stage of development ( Laplanche and Pontalis 1988: 111, cited in Radstone 2000: 85). Radstone tries to search for the truth of an occurrence and the experiences of its results in the context of Afterwardness which suggests that determinations of memory s tropes can not reach the truth of the past but it can be only a revision of the past as reporte d by Radstone. Under these influences, she tries to argue the history s trustworthiness in the context of changeable memory, which can be shaped by past especially repressed effects of experiences, in Forrest Gump( Robert Zemeckis, US, 1994) . Moreover, after these reviews of Forrest Gump, Radstone emphasizes that Burgoyne s Prosthetic Memory/ Prosthetic Nation forms part of a collection addressing the construction of nation in selected US contemporary history films. In the context of Forrest Gump, Burgoyne emphasizes throughout both the dissociation between Gump s memories and that history of violence which is in effect noted but bracketed in the film ( ibid: 112, cited in Radstone 2000: 96) , and Forrest s incapacity to understand that same history which he is, unbeknownst to himself, shaping: Only Gump s ignorance protects him from the scarifications of history and the resulting distortions of character that plague most of the other figures who populate the film ( ibid: 109, cited in Radstone 2000: 96) . Radstone argues that the film s effect was linked only to Forrest s ignorance, and that the film was therefore trading in a historical common sense, or Gump that might be likened to false memory . She tries to inte rrogate the movie of Forrest Gump not also with the complex inner world of human being but also with the complexities of historical agency and responsibility. CRITIQUE : If Radstone s essay is analysed in a general way before the analysis of Forrest Gump; my critique will start with this question: How might the relationship between memory, history and cinema can be understood in a simple way with the association of the other areas like psychoanalysis and humanities? Because Radstone s explanations are so impetuous and compound. This situation creates the concept of transdisciplinarity which carries risk in order to analyse the movie. Transdisciplinarity produces travelling concept ( Bal , 2002,cited in Radstone 2008: 35) concepts that may be attached very quickly to various occurrences including reviews, forms and cultures. Concepts such as trauma and memory start to be a bridge between the various disciplines in a complex way. In addition, she elaborates the thinkers points of view exceedingly. Does she try to analyse the movie of Forrest Gump in the context of these disciplines or does she want to explain these disciplines deep points to reader ? After the general critique of the study of Radstone, in order to understand the role of Forrest Gump in US history my review will compare the thoughts of Vivian Sobchack and Robert Burgoyne in the context of Susannah Radstone s study. Radstone uses the study of Prosthetic Memory / National Memory: Forrest Gump ( Burgoyne , 1997) in order to analyse the usage of memory in movies and the effects of this usage on real history, especially with the protagonist s ignorance as Gump. The emergence of mass cultural technologies of memory, moreover, provides vivid experiences of the past that can shape and inform subjectivity. ( Burgoyne, 1997: 105) Burgoyne argues that what might be the media s effects on representing history through the cinema. He believes that cinema might shape the history and it might affect people memory like forming false memory ,especially with Gumps ignorance. In this manner Radstone tries to make comparisons between the study of History Happens which was written by Vivian Sobchack ( 1996) and the study of Prosthetic Memory / National Memory : Forrest Gump ( Burgoyne, 1997) . Sobchack believes that one of the media s parts which is cinema might create the consciousness about the history through the movies like Forrest Gump with new technologies. Sobchack figures out a sense in which we believe we can go right out and be in history ( Sobchack, 1996 : 5) . After these points of view, Radstone analyses history s usage in cinema might be likened to false memory or it might remind history to society. So that there is a paradox which comes from different interpretations. I suppose that the history s us age in cinema can be understood as media s atrocious effect or , at the same time, its a freeway to be in history even if it is represented from innocent protagonist s perception as Sobchack supports. In order to analyse the movie of Forrest Gump ( Robert Zemeckis, US, 1994) in the context of Afterwardsness, phantasy- memory psychologically; firstly Radstone starts by emphasising Afterwardness, which is stated as the cause of memorys representations of the past by Radstone , is the summary interpretation which reduces the psychoanalytic view of the subject s history to a linear determinism envisaging nothing bot the action of the past upon the present ( Laplanche and Pontalis 1988: 111- 12, cited in Radstone 2000: 86 ) . In this manner, i support Laplanche and Pontalis ideas that Afterwardsness s relationship with temporality, which contains repressed experiences of the event, creates the issue of losing real history. Secondly, Radstone indicates For Freud, at least, the physical reality revealed in memories was understood to be more closely associated with primal fantasies than with historical reality. ( Radstone, 2000). So that with the theory of primal fantasies, which suggests that inner reality is shaped by fantasies generally, Laplanche and Pontalis points out it is only as a memory that the first scene becomes pathogenic by deferred action ( Laplanche and Pontalis 1988: 467- 8, cited in Radstone 2000: 87) . Under the influences of the comments of Laplanche and Pontalis about Freud; i support Radstone s analyse which, shows lived experience and subjectivity differentiate from historys earlier relationship with objectivity, tries to analyse Forrest Gump in the context of temporality,memory and history. CONCLUSION : Visual culture and memory is a comprehensive area which memory s situation can be researched into visual media in the context of cinepsychoanalysis. This study tries to focus how media, which is the part of visual culture, can affect societies perceptions of history objectively and memory subjectively on psychology framework. Societies are able to understand the US history and they can constitute their memory positively or negatively from the movie. In this manner, visual culture and memory are associated that cinema can shape societies perceptions about history which can be understood by the help of this study.

Forget Me Not :: Free Essays Online

Forget Me Not Freedom is not free. These powerful words resound in my mind as I admire the Korean War Memorial at the National Mall. Surrounded by several life size statues of soldiers in action I feel an odd sensation. I am either overwhelmed by emotion or completely drained of it; I cannot tell which. Staring into the smoky colored granite I see one thousand faces glaring back at me. At one instance I see the faces of thousands of soldiers’ faces reflected back to me. Seconds later, I swear I can see the faces of one thousand forgotten children looking deep into my eyes. These â€Å"children of the war† silently scream of one thousand different stories that have been forgotten or brushed aside for decades now. Abruptly, the children vanish and once again I see the soldiers, only now they are indignant. They bark at me with strong voices, â€Å"No, this was our forgotten war. We are the truly forgotten!† However, I disagree. These soldiers, now veterans, have earn ed this monument and have had their voices and stories heard. Yet, these â€Å"children of the war,† both Korean and Ameriasian, who grew up in Korea’s post war era of the 50’s and 60’s are the truly forgotten. They are forgotten because virtually no one realizes what their lives were like growing up; hence, no one recognizes the hardships and battles that many of these children faced. To fully understand these forgotten â€Å"children of the war† one must first listen to their story. The Knife It is late one Sunday afternoon and Mrs. Sook Kyung Song is in the kitchen busily preparing dinner for her family. Mrs. Song scans the counter for her favorite knife and finds it oddly misplaced in a case among several newer ones. Her favorite knife lies dully amidst a gleaming Cutco collection like a fallen star among blazing planets. Mrs. Song rescues her knife from the others and naturally grasps the handle like she has countless times before. The knife naturally molds to her hand, like an extension of her body. Slowly beginning to chop, she finds comfort in the knife, along with a sense of reassurance and humility that she has carried all of her life. Watching my mother’s careful movements, I hesitate for a moment before bombing her with questions.

The Eyes of the Dragon Essay

The novel's title, The Eyes of the Dragon, holds great significance to the book. In the novel, King Roland, ruler of the city Delay, kills a dragon and promptly mounts It head on his bed room wall. King Reload's son, Thomas, discovers he can spy on his father using the dead dragon's eyes. By entering a secret room, next to King Reload's chambers, Thomas can look through two peep holes which align with the eyes of the dragon. Thomas has never received his father's attention. He is always overshadowed by his brother Peter.When Thomas discovers he can spend time with and watch his father, albeit without his father's knowing, Thomas Is greatly Intrigued. The title, The Eyes of the Dragon, is a symbol of how far Thomas Is willing to go to have any connection with his father. He is willing to spy and spend all his night in isolation Just to watch his father. The title and symbol also helps the reader understand how Thomas is damaged when he later sees his father murdered. 2. The Eyes of th e Dragon is one of the few fantasy novels written by Stephen King. The novel revolves around fantasy elements such as kings, wizards, and dragons.The novel also has a family genre as many of the conflicts revolve around disputes between sibling, Thomas and Peter. 3. The novel, The Eyes of the Dragon, is written in objective 3rd person. Stephen King is omniscient throughout the novel. He is able to tell the feelings of multiple characters throughout different chapters. In the novel, Stephen King consistently breaks away from the story, to provide his opinion on recent events in the story. When Thomas was first introduced to the story, Stephen King explained his unbiased reasoning on why readers may thing Thomas Is a villain, anti hero, or cacti. . The story takes place In the Kingdom of Delaine, a fictional kingdom, which resembles medieval folklore. Delaine is actually part of a much larger universe, In- Worlds, which contains many other of Stephen King's novels. The kingdom of Dela ine is similar to 15 century Europe. Due to this setting, the story lacks advanced technology that could have helped solve many problems. Peter, accused of killing his father, was sentenced to life Imprisonment based on 3 non eye-witness testimonies. Using modern day technology, the people of Delaine could have easily seen Peter was Innocent.Since Delaine Is a medieval realm, the town people are all caste inside of a feudal system. This affects the people's manner of living and shows how the common folk struggle in social hierarchy (farmers vs†¦ Noblemen). Throughout the story, the farmers are forced to put up with higher and higher taxes given by the noblemen. Due to Detail's fantasy setting, the kingdom has a rich history of dragons, wizards, wars, etc. Characters often reference these events later on. The setting Is extremely similar to medieval England.Characters have a scalar dialect and tend to use Old English words: such as, ‘twats' and its'. However, the dialect i s spells certain differently. Is are consistently replaced with yes. For example, wife' and Me'. Overall, the setting creates quite a calm atmosphere. The city of Delaine is functioning normally in the beginning. Townsfolk consistently state the city is too calm and problems are bound to come. After King Reload's murder, the atmosphere becomes dreary and bleak as the townspeople are under consistent oppression by the new king poisons King Roland and frames Peter the murder.This act put Peter in prison for life. This begins Pewter's struggle of escaping prison, proving his innocence, and lamming his kingship. This also begins Flags opposing quest to bring chaos and destruction to the peaceful Delaine. These characters consistently clash throughout the story creating the main, person vs†¦ Person, conflict. 6. There are many conflicts throughout the story. Unknown to Flag, when the wizards poisons the king, Thomas witnesses the event and later learns Peter, his older brother, is i nnocent. After Peter is Jailed, Thomas becomes King of Delaine.Thomas is faced with the internal conflict of testifying Peters innocence and freeing him or keeping the throne, his one rise to name. This person vs.. Self-conflict causes Thomas much anxiety throughout the story. Peter also have a person vs.. World conflict after he is Jailed. The entire town now thinks he is a murderer. He is forced to free himself from the prison by himself and then prove his innocence to the towns people. There is a separate plot in the story of Ben Stead's quest to free Peter. Ben Stead, Pewter's sole remaining friend, goes to great lengths to help free Peter.He must do so without the townspeople or noblemen finding out as they all believe Peter is murderer. Ben Stead also has a person vs†¦ Ate conflict as his family has a curse of bad luck and ‘unfortunate stars'. Ben must try to break his family's history and live a happy life. There is also a person vs†¦ Person conflict in the so cial hierarchy. The townsfolk are consistently arguing with the noblemen over issues like taxes. This escalates to the formation of a rebel army that intends to take over Delaine. 7. After a climactic battle between Flag, the evil wizard, and Peter, Flag is shot with an arrow in his eye.Mortally wounded, the wizard magically disappears before he can be apprehended. Since Flag is the source of has in Delaine, his disappearance leads to the removal of chaos. Without Flags interference, Peter is able to claim the kingdom of Delaine. He proceeds to lower taxes and solve disputes between the farmers and noblemen. Since Peter is now king, Ben breaks his family's history of bad luck. He is now the closest person the most powerful person in the kingdom. Since Peter is now free Thomas is relieved of the guilt of knowing Pewter's innocence. Part B 8.

Gifted Learners in Diverse Classroom Essay

As our nation becomes more culturally diverse we our schools need to begin modeling and preparing for this diversity. The importance of learning about diversity in culture and stereotypes is of particular concern with gifted learners. This article discusses the Ford and Harris model (2000) which combines higher order thinking skills with culturally relevant content to engage students in analysis, synthesis, and evaluation as they examine different perspectives and become involved in social action. There are several different methods to this model that can be used a social studies classroom to engage gifted learners. The first is the transformational approach where the curriculum is set up to show contributions and perspectives of many groups. This allows students to see various perspectives across the spectrum of cultures. Next, the social action approach has students identify issues that they think might need to be changed and make action plans. They are empowered in both of these approaches. Blooms Taxonomy is used at the highest level in both of these models and students are able to learn from themselves, inwardly, and from each other in order to hopefully develop positive relationships. Along with using these two approaches discussions, infusions of literature and poetry, role-playing, examining primary documents, ethnographic research, photojournalism, and service learning are easily applied to middle and high school classrooms. The importance of keeping gifted students engaged has been well documented. High qualities discussions have in the classroom are a great way for student to share, debate, develop original thinking and analyze various perspectives of other gifted students. In a multicultural classroom discussions could become significant learning experiences for young people by allowing participants to challenge the points of view held by others while reexamining their own beliefs Parker (2001). Multicultural literature infused into the classroom and curriculum can give many cultural perspectives for students to reflect upon. Teachers reported gains in self-esteem and academic achievement in diverse students when given literature in which they felt reflected their own culture. Another good technique that teachers can use in a multicultural classroom is role-play. When students place themselves into the role of another it is found that they internalize the culture while also learning about the content. This use of critical thinking skills, along with cooperative learning is a big part of a multicultural classroom. Role-play is one strategy that enriches instruction and supports the unusual sensitivity to the feelings of others evident in gifted learners (Clark, 2007; Piechowski, 2006). Teachers, who have used the process of ethnographic research, or the study and systematic recording of human cultures, have found that gifted students are enriched with the process. Ethnographic research includes interviews, artifacts and observations. Along with Ethnographic research the use of primary documents is an important part of a multicultural classroom. Examples include manuscripts, diaries, letters, photographs, postcards, posters, audio or video recordings, oral histories, speeches, or official documents (Bogdan & Biklen, 2006). Primary documents are increasingly becoming a part of the questioning process on the end of course exams so it is vital that gifted students are given access to them and understand their importance. Photographs, or photojournalism can be impactful for the visual gifted learners. Photojournalism supports numerous characteristics of gifted learners, including their emotional depth and intensity, as well as their strong capacity for processing information, generating original ideas, and comprehensively synthesizing ideas and solutions (Clark, 2007; Davis et al. 2011). Finally, service learning is an area were gifted learners are provided the opportunity be creative with their ideas. In service learning students can find a need in the community and find a method to assist. Because many gifted learners have high levels of empathy this suits them well. Terry (2008) noted that service learning can help gifted learners reach their creative potential as they seek solutions to society’s problems, while also assisting them in their journey toward self-actualization. There are many methods that creativity and diversity can be brought into a multicultural classroom. With gifted students choice and variety is important so that the student remains engaged. The gifted learners needs will drive much of the instruction. This is just a few of the ideas that would work in a social studies classroom in particular. As with all things creativity, curriculum and enrichment are the key to keeping students engaged with gifted learners.