Analyse Principles Of Christian Giving Religion Essay Essays

Analyse Principles Of Christian Giving Religion Essay Essays Analyse Principles Of Christian Giving Religion Essay Paper Analyse Principles Of Christian Giving Religion Essay Paper Introduction Frank Jabini ( 2009 ) , How to Give Joyfully discusses rules of Christian giving. I will summarize the major instructions of the book. He places accent on the importance of being faithful stewards of what God entrusts to us. Biblical support will be given to the chief rules that will be discussed. My church s learning about giving, in the visible radiation of the rules in Jabini, will be discussed. Similarities and differences will be indicated. Where there are differences I will bespeak the position I consider most Biblical and why. My ain wonts with regard to giving will be evaluated and I will depict how the book affected my ain thought about giving. This resolved to alter in my ain giving wonts, I will bespeak what I intend to alter and what caused me to take that determination. Jabini s rules about giving Jabini ( 2009:1 ) says we can take our billfolds to the Lord gleefully. This is the cardinal message of the book. Jabini s principals can be sum-ups under the followers: Misconceptions about giving Jabini ( 2009: 12 ) explains that the Bible does non learn us that 10 % is the per centum that we should give. God s people gave more than 10 % on a regular footing by giving three types of tithes. In add-on to tithes they gave assorted freewill offerings from their first fruits. It is non true that you have to give when and how God moves your bosom. It has to be done on a regular basis ( like supplication ) . You can non be excessively hapless to give. Jesus told the narrative about the widow, who gave her two coins, to exemplify this ( Luke 21:2-4 ) . When we give to the Lord, it is because God is the proprietor of everything we have. We acknowledge His ownership by giving Him the first and the best of all that He gives us. ( Jabini: 2009 ) Motivations for giving A echt retainer of the Lord will non give because of greed to anticipate anything in return but will admit them as God s gifts to His people, free of charge ( Matt. 10:8 ) ! Jabini ( 2009 ) gives four motivations for giving: The first motivation for giving is: gratefulness. In the Old Testament Abel gave a freewill offering to the Lord ( Gen 8:21 ) . As an act of worship Noah made an offering of thanksgiving when he walked out of the Ark. Israel offered forfeits of Thanksgiving ( Lev. 1 ) . Christian should give themselves to the full and wholly to the Lord ( Rom 12:1-2 ) . God wants our whole lives ( Rom 6:13 ; 19 ) . Harmonizing to the New Testament our congratulationss ( Heb 13:13 ) and our money ( Phil. 4:18 ; Heb. 13:16 ) should be given to God as a forfeit of gratefulness because He has done great things in our lives. ( Jabini: 2009 ) . Gratitude to those who have fed us spiritually is the 2nd motivation. In the Old Testament God commanded Israel to give their first tithe to the demand of the Levites ( ( Lev. 27:30-32 ; Num. 18:21, 24, 26-28 ) . The first fruit was for the priests ( see Lev. 2:14 ; Num. 18:8-20 ) In the New Testament God ordains that those who preach the good intelligence should be supported by those who benefit from it ( 1 Cor. 9:14 and Gal. 6:6 and 1 Tim. 5:17 ) . ( Jabini: 2009 ) The 3rd motivation is love and compassion for the needy. God cares about the hapless, orphans and widows. In the Old Testament He asked the people of Israel to give a tithe to them ( Deut. 26:12 ) . God s people has a duty towards the needy and He wants them to give liberally, non merely leftovers ( Deut. 15:10 ) In the New Testament Paul devotes two chapters to promote the church of Corinth to give toward the demands of the hapless in Jerusalem ( 2 Cor. 8-9 ) . Jabini ( 2009 ) calls on us to give joyful to the needy in our local churches. ( Jabini: 2009 ) Fourthly we give because we have a passion that the ministry of the Gospel would be advanced. Believers in Philippi set a good illustration. By directing money to Paul he could transport on prophesying the Gospel in Thessalonica. In Phil. 4:16 he thanked them. ( Jabini: 2009 ) In drumhead, Jabini ( 2009 ) says the following must steer us in giving to the Lord: Gratefulness to Him Gratitude toward His workers Love and compassion for the needy Passion for the promotion of the ministry of the Gospel. ( Jabini: 2009 ) Motivations for giving Harmonizing to Jabini ( 2009 ) another four things should be our motive for giving. In the first topographic point God has given us the illustration. God is the proprietor of everything. All that I am and have belongs to Him ( 1Chr. 29:14 ; 1 Cor. 6:19-20 ; Ps 24:1 ) . Money does non possess me. God gave His best His lone boy ( John. 3:16 ) . Jesus gave His life ( Mark 10:45 ) . The Holy Spirit gave me gifts ( 1 Cor. 12:11 ) . We should follow His illustration by giving the best! ( Jabini: 2009 ) Second, God commands us to give. It is compulsory ( 1 Cor. 16:2 ; 2 Cor. 8:7 ; Heb. 13:16 ) . ( Jabini: 2009 ) Third, we could follow the illustration of Godly leaders, like David, who gave copiously ( 1Chr. 29:2 and 1 Chr. 29:3-5 ) . ( Jabini: 2009 ) Fourthly, Jabini ( 2009 ) says giving has a positive consequence on our religious life. Giving brings religious approval. It will take the focal point from the earthly towards the heavenly and protect us against the love for money ( 1Tim. 6:10 ) . If our hoarded wealth is in Eden, our Black Marias will be at that place ( Matt. 6:19-21 ) . ( Jabini: 2009 ) To summaries our motives forgiving: God s illustration God commands us. The illustration of Godly leaders A positive consequence in our religious lives. ( Jabini: 2009 ) Methods of giving Jabini ( 2009 ) points out that even though we focus on money and material ownerships in the stuff, we should besides give clip, gifts and organic structure ( all ) to the Lord. God want us to give our best and our first, non leftovers like Abel in Gen. 4:4. Paul instructed the Corinthians to give regular and systematic ( 1 Cor. 16:2 ) . ( Jabini: 2009 ) We should give mandatary and voluntarily. We should give cheerfully ( God loves cheerful givers ) ( 2 Cor. 9:7 ) We should give sacrificially ( 2 Cor. 8:3 ) We should give volitionally ( Exod. 25:2 ) We should give candidly ( non like Ananias and Sapphira ) ( Acts 5:1-11 ) We should give on a regular basis and consistently ( 1 Cor. 16: 1-2 ) ( Jabini: 2009 ) The hapless ( 2 Cor. 8:9 ; Luke 21:2-4 ) and the rich ( 2 Cor. 19:1-10 ; 2 Cor. 8:14 ) should give. Giving is a affair of our attitude. We should react with generousness when God s people are in demand. Our local church and community is our first duty. ( Jabini: 2009 ) Mercy of giving When we give, our religious life is affected. We grow when we give. We focus on Eden and God alternatively of earthly ownerships ( Matt. 6:19-21 ) . Giving frees us from the love of money ( Matt. 19:21 ) . The Old and New Testament promise that God will bless those who give ( Luke 6:38 ) . ( Jabini: 2009 ) Decision Giving is a privilege and a bid. God wants His people to give gleefully to His causes, back up His worker and back up His work. He uses His kids as instruments of blessing to the needy. We all have something different to give ( Lev. 1:9 ; 13 ; 17 ) . We should inquire ourselves: What is my part at this phase? ( Jabini: 2009 ) My church s learning about giving My church understands that it has a responsibility in assisting the members become the best Christian he/she can be. Therefore it helps and advice the members on the affair of giving by scriptural instructions out of God s word and their illustration. The best manner they teach the right attitude and values of giving is by reflecting a perfect illustration in the manner that they as an administration manage the fold s money, Gods manner. Our leaders set good illustrations, merely as the scriptural leaders, that we can follow. ( David: 1Chr. 29:3-5 and 1 Chr.29:6-8 ) . The money of our church is handled by known and trusted people, full of the Spirit and wisdom ( Acts 6:2-3 ; 2 Cor.8:18 ; 2 Cor. 8:21-22 ) . Our church works really responsibly and be after each twelvemonth s budged decently. Proverbs 24:27 besides teach us that. They make proviso in the budged to pay all costs and to give money in a regular and systematic manner to all the assorted ministries. Like Paul taught the Corinthians in 1 Cor. 16:2. Congregation members are encouraged to pay their tithe on a regular basis and consistently by manner of debit orders. During services or particular occasions people are besides encouraged to give voluntary gifs by agencies of self-generated gifts of thanksgiving. A scriptural illustration of this is Cain in Gen 4:3-5. As Cain we have to give the best with the right attitude ( Luke 21:2-4 ) fluxing out of gratefulness and worship to God. Congregation members are bucked up and supported to non merely gleefully give money but besides clip, cognition or whatever you can offer for the good of the Kingdom. The fold is besides encouraged to give ownerships ( other than money ) if particular undertakings arise out of demand. As the Israelites brought the stuff for the edifice of the Tabernacle ( Exod. 25:2 ; 35:29 ; 36:5, 7 ) . In the annually budged proper proviso is made for missionaries and people who work in ministry. This shows a passion for the ministry of the Gospel. The trusters in Philippi set a good illustration in this respect as they supported Paul ( Phil 4:16 ) . Our church has assorted ministries where the demands of the hapless every bit good as the demands of the fold members are addressed ( Gal 6:10 ; 1 Tim 5:4-5, 9, 16 ; Acts 2:44-45 ) They help people to see the beatitude of generous and adoring giving. By giving we know we are hive awaying up hoarded wealths in Eden ( Matt.6:19-21 ) and this makes us free from the love of money ( Matt 19:21 ) . To us giving is an escape of God s grace and redemption ( John 12:1-3 ) . I believe my church does hold a good scriptural learning about giving. After reading Jabini ( 2009 ) I can see that our church succeeds in making most of the scriptural principals Jabini ( 2009 ) pointed out. Our church gives cheerfully and prayerfully out of gratefulness to Him who is the proprietor of all we are and have. ( Dutch Reformed Church ) My strong beliefs about giving I can truly attest that taking the principals of Jabini to bosom, over the past few months, truly changed my life. I have ever been good at giving liberally but I discovered I have room for much betterment. I have neer consciously separated myself from perfectly everything I am, and have, by puting it back in the custodies of God. Just for a minute to state: I will be ( and have ) nil without Your grace and approval in my life GOD! Confessing that all I am and have does non truly belong to me. I realized that God entrusted me with everything and I have a duty on how I receive and manage it. Let me explicate the deduction of to the full giving back to God. Over the past two old ages God helped me with the most hard thing to consciously allow travel my kids. As they grow up and leave the house you realise that you can non ever have control over their protection. This was an easy undertaking when they were small. I am so thankful that God taught me that I was non the one prot ecting them in any instance. After being taught to put your kids s protection in His custodies, how hard could it be to consciously put earthly ownerships in His custodies? With His grace and the strength of the Holy Spirit I will confidently state: I trust you God. It was within this bare, hapless and delicate province that I discovered the true significance of giving gleefully . I have ever been highly blessed my whole life. For this I will be everlastingly thankful. I am besides thankful that God has given me a sensitive bosom to acknowledge agony and non to take anything I have for granted. During the last six months we have experienced fiscal trouble because of a really expensive house we have in Cape Town that we could non pull off to sell. I have besides experienced God s celestial proviso. For six months we, and everybody we know, were praying but perfectly nil happened. I could non understand why God did non reply our supplications. He provided miraculously in the most unexpected ways to cover our deficits and He gave us the peace that Phil 4:7 speaks about but still perfectly nil ( except ailments ) happened on the house. One twenty-four hours after reading in Jabinis book I prayed the supplication where I placed all that I have in the custodies of God. That same twenty-four hours our estate agent called and informed me that everybody in their office had been speaking about a unusual thing that had happened. Their phones had been lifelessly soundless for the past few yearss but all of a sudden the phone could non halt pealing with questions about Fairwinds 41 . The first offer that came in was for precisely the sum we advertised. The offers had been coming in of all time since and are waiting in line. I have learned so many lessons through this experience. I have even received really gracious approvals through this. I am genuinely thankful for all the approvals in my life particularly the religious approvals that I receive when God reveals His truth to me. He is my loyal defender and my gracious supplier. I choose to swear Him. Knowing this, I will be the faithful and obedient steward of that which the Lord entrusted to me. I will take Jabinis rules to bosom and pattern them. God will give me the counsel, wisdom and the strength to cognize how and where to give gracefully. Decision There are many lessons to be learned from the principals in Jabinis book. I am really thankful that my church besides teaches the same principals. Personally I have grow from the lessons that I have learned. It will give me the greatest joy describable to give!

Analyse, deliver, evaluate and reflect a teaching experience in clinical placement The WritePass Journal

Analyse, deliver, evaluate and reflect a teaching experience in clinical placement Introduction  Ã‚   Analyse, deliver, evaluate and reflect a teaching experience in clinical placement Introduction  Ã‚   REFERENCES.Related Introduction  Ã‚   The aim of this essay is to   analyse, deliver, evaluate and reflect a teaching experience in clinical placement. So also as utilising appropriate theories to support my preferred method of   teaching and how the teaching   session was delivered.   I will also   consider in my   discussion the role of teaching, learning and supervision session evaluation and personal evaluation. I   organised a teaching package   that   is beneficial to   nursing staff, support workers, students, healthcare assistants and all teaching staff   within my placement that are willing to increase their knowledge and skills ,most especially confidence in this area.   I     designed   a teaching session which would   permit   for different learning needs and styles to be   considered .   The course objectives (Armitage et al, 2003) were   identified   as: understand   the clinical use of   the effectiveness and limitation of ECT, demonstrate an understanding of   the history of ECT. It is essential that you     know where learning finishes and what you would like your learners to know   after   learning   come to an end. The outcome of learning and the   Course objectives, provide a clear stop   point for a teaching session (Reece and Walker, 2003). Because   individual learner have their systematic ways of learning, introducing different styles of teaching     can be used to meet the different needs and preferences of individuals. According to   Ã‚  Kolb   ( 1984 )there are four learning styles which learners learn better  Ã‚   diverger: this learner learns better by undergoing an experience and then reflecting upon it,  Ã‚   Assimilator this learner prefers to observe and think,   converger: this learner like to   think while   doing   and   accommodator: they   learn best through action, by doing and feeling. Honey and Mumford (quote in Hillier, 2002) also identify four learning styles. They   developed this further, using an 80 item questionnaire   they were able to identify individual   learning styles that are important,   based on Kolbs’, but renamed ‘activist’ : these learners enjoys immediate experience but becomes bored easily, ‘reflector’ : collects information and is a thoughtful listener, ‘theorists’: these are learner that likes to analyse,   and   ‘pragmatists’: these are learners who like to try out ideas and theories.   Experimental.   According to   Armitage et al (2003) effective learners have skills in each of these areas, but to varying degrees. Fleming identified different learning styles based on how information is presented, such as the auditory learning style (Fleming and Baume, 2006).   Other   styles   identified by Fleming is the visual styles.   Fleming created a questionnaire which aimed to identify the learners   preferred learning style.   This questionnaire was later updated to include the read / write style as Fleming identified that some learners visual preference is for pictures, graphs, maps etc. whereas others is for written word (Fleming, 2009).   Fleming and Baume state that understanding learning styles can improve learning by matching strategies with styles (2006). Learner   have different way of   learning styles, and different stage of understanding (Hillier, 2003. Reece   and Walker, 2003).   Individual   learner also has specific goals and expectations (Armitage et al, 2003). I decided   not to utilise the   questionnaires among the groups because l felt it will be of more benefit in one to one teaching rather than in a group setting .  Ã‚   variety in teaching methods has   provide to be   greatly effective using a variety of media in a teaching   session promotes interest and motivation.   Ã‚  By utilising media aimed at multiple senses there is ‘a greater likelihood that the learner will perceive what is intended’ (Reece and Walker, 2003: 159).   I decided to make the attendance at this teaching session optional, As motivation is an essential aspect in the effectiveness of learning (Armitage et al, 2003). My chosen topic for my teaching session was Electro- Convulsive Therapy ( ECT).   The rationale for choosing this topic is because l have observed that it is an intervention commonly used in   the clinical practice area and because of its controversial description in psychiatry. I     will be exploring in a critical manner the clinical use of the effectiveness and limitation of ECT.   Ã‚  I structure the objectives of the teaching session with consciousness to time an attention span because l learnt that the average student attention span is between twenty minutes after which learner find it difficult to concentrate on the teaching     Penner (1984). According to   Erickson and Strummer,(1991) recommends that special attention and time to   preparation, illustration and demonstration in other to be   able to respond to student confusion or questions. Shulman, (1987) also   stated that an important characteristics of an effective teacher is the ability to take di fficult concepts and transform them in such a ways that students can understand through the use of examples,   metaphors ,and   analogies . I sent e-mail to all the nursing staff and the administration staff   few   weeks prior to my teaching session inviting them to attend my teaching session. I ensure that l got a suitable environment for my teaching ,   in   order to facilitate my teaching session   I required somewhere where I could expose my learner to some theories. According to Spouse (1998), the environment used for learning   can   have   influence   on   the learners interest to the teaching and how they develop their practical skills   development. Having   this   in mind, I considered   an area free from noise and where there is no   distraction which will benefit   my teaching delivery. I was lucky to find the training room vacant with the help   of   the   nurse manager, a quiet area where my learners could become engaged within the relative safety of a restricted audience, limited to only those within a teaching/learning capacity (Spouse, 1988).Another thing that l knew it helped my teaching was the learners feeling of safety within   the   environment use , it enhanced the learner and general experience. On the day of my teaching session, I organized my teaching session notes, read through them for     grammatical errors, and read through the teaching     handout for   some   additional points that needed to be added or removed. There was   cross   ventilation   in   the room and l made sure that there was enough water, cups   and snacks on a table for the comfort   and convenience of the staff.   I ensured that the environment was conducive for everyone. It was also explainable to   another   person ,meeting the needs of learners whose preferred style is auditory / verbal (Reece and Walker, 2003). I used Microsoft power   point   which allowed me to do my presentation in a way that met the needs of     auditory and visual learners   as I could include written information alongside information presented in pictorial and video format, which also meets the needs of the read / write style identified by Fleming (2009). Moreover, ,l gave out   handouts summarising the main points support this method (Hillier, 2002) and also meet   the needs of learners whose preferred learning style is a combination of visual and verbal (Reece and Walker, 2003). I then proceed   by introducing the topic I chose to teach, Electroconvulsive therapy (ECT) is an extremely effective method of treatment for severe depression, that   does not respond to medications or other forms of treatment (Nancy and James 2002).   The National Institute for Health and Clinical Excellence (NICE) (2003a) defined Electro convulsive therapy (ECT) as a medical treatment for severe mental illnesses in which a small, carefully controlled amount of electricity is introduced into the brain and used in conjunction with anaesthesia and muscle relaxant medications to produce a mild generalised seizure .Guidance on ECT recommended that ‘‘ECT is used only to achieve rapid and short-term improvement of severe symptoms after an adequate trial of other treatment options has proven ineffective or when the condition is considered to be potentially life-threatening in individuals with severe depressive illness, catatonia and a prolonged or severe manic   episod e’’. NICE ( 2003b). I discussed about the routine physical check that should be carried out to make sure that the patient is physically fit for the series of general anaesthetics involved in a course of ECT and the treatment itself. RCN (1987) stipulates that these checks should include full blood count; physical examination, X- rays, ECG, urinalysis, and lever function test (LFT) are required. I also discussed the roles of nurses and student nurses, which includes to   develop   therapeutic relationship with the client to build trust, to     provide emotional and educational support for patient’s behaviour, memory, and functional ability prior and post prior ` ECT. The teaching session was interactive,   the   significance of   my chosen topic was openly discussed     and there was lots of contributions,   questions , comments, and individual opinions was made know. I also delivered teaching on   engaging with client that suffers from severe depression, because it’s a     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  crucial   aspect of care that builds a relationship with clients,   careers   Bleach and Ryan (1995). The teaching style I used was humanistic approach. I made the session interactive and informal. Milligan (1995), Stated that, informal sitting arrangement facilities adults learning and best can be achieved through learning centred approach because it enhances learner’s self- concept, promotes autonomy, self direction and critical thinking. I   Reflected after my teaching session, I had a     reflection on my teaching session and my individual attributes.   Life   is   the basic for reflection and without it ,there appears to be no discernible basis for being and knowing Taylor ( 2002 ). Reflection is also very important in other to respond to clients in an individual way,   and   in other to enhance our   knowledge in a dynamic way to grow professionally and also to   increase how effective   professional . I will be using Gibb’s,   six stage problem solving reflective cycle to evaluate and reflect on my   teaching   session .   Because   it   primarily written as an educational tool for beginner reflectors (Gibbs, 1988). My teaching session focused   on   clients   that   have   mental health problem   with severe depression. The teaching session was interactive. The role of nurses and student nurses in the care and treatment, the need for engagement, the need for holistic care, the significance of the session to the placement area and care delivery for clients .The importance of the session to the placement area and care delivery for clients. This   session   also focused on some Mental health nurse that view clients with depression as difficult and challenging to be professional and give holistic care without prejudice. I was very nervous at the   start of the teaching session, most especially about the fact that l might not be able to answer questions I will be asked after the teaching session . But within   a short time l became very relaxed, the staff showed interest in the topic and the handout was a great help. I had to do an evaluation on the whole session, to determine whether or not the teaching and learning had been effective, l felt confidence, because the aims, objective and positive   opinion l targeted to put across in the session was well explained and analysed by me and it was well received and understood by the listeners. The challenge l faced was distraction during the session. Because of   some staff had to excused themselves to attend to emergency on the ward,   Ã‚  distress calls,   depot to be administered and emergency reviews with the consultant. I was able to pin point my weaknesses and strengths from   and how l can improve   better   after l collected the evaluation forms l gave out after the teaching session.   Richardson ( 2005) ,stated that Questionnaires for feedback are important in establishing the quality and effectiveness of teaching.   This feedback help my teaching method   and   style to become more effective in future. I realised l had to take criticism more positively for my   teaching   session   to   be more   effective and successful. I also felt l needed to be more competent. What   I   could have done better when it arose again ,l will include the roles of relatives and careers   in my   presentation because   they play a vital role in the clients well being. I should have also   included literature related all pre- treatment checklists in my handout , as staff criticised me positively about these two points listed.   Also, I   will   have   given   out pamphlets to back up handouts distributed. I should also have researched recent studies to   support   my teaching session, l will also involve my mentor in supervising my presentations before l start the teaching session. Supervision is a pedagogical process where clinical experiences are made clear and systematized in a professional context  Ã‚   Severinsson ( 1994 ). In conclusion, this assignment has facilitate me to   improve my confidence and competence in delivery   teaching   session. The teaching session has helped   me to reflect on positive and negative feedbacks. In     addition, l am able to take criticism   positively and constructively. The teaching session has helped   me to recognise hindrances   to successful teaching session, teaching styles, difficulty   to learning understanding learning for teaching , arrangement , delivery and evaluation of teaching sessions. furthermore this experience has made me to be aware of my learning style. My learning style is a reflector (a reflector takes a more cautious approach and thinks things though before committing to action)   . This teaching session knowledge has widened my skills, values and competencies. In future, teaching session by writer will be more professional, evidence based and competent. REFERENCES. Armitage, A., Bryant, R., Dunnill, R., Renwick, M., Hayes, D., Hudson, A., Kent, J Lawes, S. (2003) Teaching and Training in Post-Compulsory Education. 2nd ed. Berkshire: Open University Press. Bleach, A and Ryan, P (1995). Engagement and relationship in community support for Mental Health. London; The Sainsbury centre for mental health. Erickson, B,L and Strommer, D,W. (1991) Teaching college Freshmen. Sam Francisco, Jossey-Bass. Fleming, N. Baume, D. (2006) ‘Learning Styles Again: VARKing up the Right Tree!’ Educational Developments 7 (4) pp. 4-7. Gibbs, G. (1988) Learning by doing: A Guide to teaching methods. Further education unit, oxford Brookes University. Hillier, Y. (2002) Reflective Teaching in Further and Adult Education. London: Continuum. Honey P and Mumford A (1992) The manual of Learning Styles, 3rd edition, Maidenhead: Peter  Ã‚  Ã‚   Honey Publications. Kolb D (1984) Experiential Learning: Experience as the source of learning and development. Englewood Cliffs: Prentice Hall. Milligan, F (1995). In the defence of andragogy. Nurse Education Today 15:22-27. NANCY, E.B. AND JAMES, W.J. (2002) Electroconvulsive Therapy: A Guide.   Madison, USA: Madison Institute of Medicine. NATIONAL INSTITUTE for HEALTH AND CLINICAL EXCELLENCE, NICE (2003a) Appraisal of Electroconvulsive Therapy: Decision of Appeal Panel. London: NICE. NATIONAL INSTITUTE for HEALTH AND CLINICAL EXCELLENCE, NICE (2003b) Guidance on the Use of Electro Convulsive Therapy, Technology Appraisal No 59. London: NICE Penner, J.G (1984). Why many college teachers cannot lecture. Springfield Ill, Thomas. Reece, I. Walker, S. (2003) Teaching, Training and Learning: a Practical Guide. 5th ed. Tyne and Wear: Business Education Publishers Limited. Richardson, T. (2005) Instruments for obtaining student feedback: a review of the literature Assessment and Evaluation in Higher Education 30 (4) pp. 387-415. Severinsson, E (1994). The concept of supervision in psychiatry care-compare with leadership and mentorship; A review of literature. Journal of Nursing management 2,271-278. Shulman, L.S (1987). Knowledge and Teaching Foundation of the New reform. Harvard Education Review, 57(1) 1-22. Spouse J (1998) Learning to Nurse Through Legitimate Peripheral Participation, Nurse Education Today, Vol 18, pp345-351. Taylor, B (2001) Reflective Practice. A guide for Nursing and midwives. Berkshire: Open University Press. [/level-freee-rstricted]

Explore Canadian cultural developments and further examine those which Essay

Explore Canadian cultural developments and further examine those which would impact the investment plans of a German-based luxury car manufacturer - Essay Example However, the country’s recent economic prosperity and the ability to be at par with the competitive world are some affirmations of this conservatism. According to Bill Currie, Deloitte’s chair, the Canadians feel they are good and do not need to take risks that are not comfortable with them. In a report produced by Deloitte Company, uncertainty and risk were noted as the greatest obstacles to the Canadian business owners. In addition, other Canadian business leaders claim that the high cost of labour is the primary cause that is restraining their capabilities to invest in research and development (OVSEY, 2012). According to OVSEY (2012), Prof Peridis disagrees with their claims noting that the Germans despite their high labour costs can still sell their products. They produce knowledge-intensive products and adds that a culture of modesty cannot be changed overnight. Thus, for Canada to become a serious contributor to the business globe, it needs time to change that conservative culture. Audi is among the top luxury car producing company in Germany. The Audi manufacturers are known for their numerous innovations in the automotive industry. For this reason, Audi can be termed as a risk taker in the global business world due to their willingness to venture their business worldwide. Furthermore, plans to invest globally in the Chinese and American markets are underway by the Audi automobile company. These plans were triggered by the developments in both countries and the need to sell their products worldwide to develop economically (BOUDETTE, 2014). Despite the facts that Canadian companies are conservative and do not love innovation, the Canadian country can be a good market for the Audi to sell their cars. As well, this is because the locally based companies are very reluctant in innovating anything new. As a result, Canadians may be willing to break the monotony in their countries and try to import