Ethnic Modifiers And The American Identity - 1151 Words

In the recent decades, people in the United States have tossed away the famous idea of the â€Å"Melting Pot.† As a result, many people have started using ethnic modifiers before the word American. Not only do immigrants use hyphenation, but also the native born citizens. Numerous people, including former President Theodore Roosevelt, felt that the use of ethnic modifiers were unnecessary and that it belittled the meaning of being an American. The addition of ethnic modifiers to the word American contributed to the lack of unity and the achievement of the American Dream in the United States in modern times and in the past decades. First of all, many people have concluded that immigrants of today are altering the American identity. In today’s world, immigrants are coming to the U.S. from all over the world because of the prominent globalization and mass communication that is taking place. The U.S. is becoming more diverse compared to the past decades. The influx of new immigrants paved the way for more cultural and political developments. However, critics of immigration believe that the American integrity is being destroyed because of the government’s willingness to accept these immigrants into the country. In addition, Nathan Glazer states that because of globalization, many were no longer devoted to the politics of America. The unity of the American citizens have declined since the 1920s because people have stopped with the â€Å"Americanization in language and culture† (Clark).Show MoreRelatedBrand Building Blocks96400 Words   |  386 Pageswithout weakening the brand is a real challen ge, especially when promotional vehicles are included in the mix. A promotion involving a giveaway or a price reduction that results in a noticeable sales spike, for example, may be inconsistent with a brand identity based upon quality because it signals that the brand needs to lower price to gain sales. Pressure to include promotions (such as the couponing used by packaged-goods brands or the cash rebates used by automobile firms) makes it difficult to keepRead MoreLanguage of Advertising20371 Words   |  82 Pagesseems appropriate to rely on the definition proposed by American Marketing Association, drawing attention to the fact that the method of presenting information depends on its nature and characteristics of the target audience: Advertising is distributed in some form of impersonal nature of the information on products, services or ideas and initiatives designed for groups of individuals (target audience) and pay a sponsor. In American book  «Advertising: principles and practice » (3) by theRead MoreMedicare Policy Analysis447966 Words   |  1792 PagesI 111TH CONGRESS 1ST SESSION H. R. 3962 To provide affordable, quality health care for all Americans and reduce the growth in health care spending, and for other purposes. IN THE HOUSE OF REPRESENTATIVES OCTOBER 29, 2009 Mr. DINGELL (for himself, Mr. RANGEL, Mr. WAXMAN, Mr. GEORGE MILLER of California, Mr. STARK, Mr. PALLONE, and Mr. ANDREWS) introduced the following bill; which was referred to the Committee on Energy and Commerce, and in addition to the Committees on Education

Participation †Citizenship Coursework Free Essays

In the summer, my class decided to run a charity stall to raise money for our house charity, The British Heart Foundation. I knew someone that recently underwent a triple heart bypass and thought that raising money for such a cause that could help to extend peoples life was an excellent idea. The temperature at school was becoming unbearable so I suggested that a great way to earn money selling something that people need would be to run an ice-cream stall outside the picnic area where the majority of the school eat their lunch. We will write a custom essay sample on Participation – Citizenship Coursework or any similar topic only for you Order Now Everyone agreed that it was a good idea but we came across the problem of finding a price that we could agree on. So we decided to do some market research and some members of my class organised a questionnaire in which students at our school were asked questions about their favourite flavours or how much they would be willing to pay for one ice cream. We discovered that most people enjoyed strawberry, vanilla and mint chocolate chip ice cream and that they would pay around 50p for one ice cream with extra toppings. Everyone in my class had a role in participation, whether it was finding a place to store 30 tubs of ice cream or organising security so that people didn’t try to get ice cream without paying. We all had to bring in one litre tub each and we stored them in the freezer. Buying ice cream wasn’t a problem for most, however I personally found it hard to find mint chocolate chip ice cream and ended up buying plain mint ice cream instead. Also in the hot weather, some people’s generators had given in and their freezers had broken, so I offered to store some extra tubs in my freezer for those who didn’t have room. My main role was organising what stuff we needed and who was supplying it. I brought in scoopers and cool bags to place the ice cream in when we were selling it so that it didn’t melt. Melting ice cream didn’t become a problem as the dinner ladies kindly offered to place a fridge outside the canteen with an extension lead to keep it running so that we could store some ice cream in the fridge outside. I also had another role in being a â€Å"scooper† and making the ice creams for people to buy, at the same time I had to keep an eye on people trying to skip the queue. I enjoyed being a scooper and in my opinion it was one of the better roles of the task, we even brought in music to motivate the scoopers and entertain people waiting in the queue. The disadvantage of being a scooper would probably be that after scooping for 1hr and 10 minutes my hand felt numb and I couldn’t move it. However the customers seemed to love it, probably because it was such a sweaty day and they needed something to cool them off, even the head teacher came down to buy some ice creams. People who bought ice creams from our stall then told their friends, a lot of people bought more than one! There was some quarrelling when the people who were supposed to be running the stall didn’t show up or their friends kept taking free scoops or abusing our â€Å"extra topping service† by pilling the toppings on. Although after they did this they did drop their ice cream on the floor, which serves them right. And they weren’t the only ones, because people kept dropping them on the floor it encouraged wasps, and we also lost profit, as we had to give them a new one. When the end of lunch drew near, I helped to count the money made in the day, this made me feel very responsible and trusted with so much money. There was also a lot of cleaning up to do, as well as putting back the tables, cleaning the cool bags and counting our profit. We made approximately à ¯Ã‚ ¿Ã‚ ½150 pounds on the first day and because it was successful we were approached to do it again the next day. The second time around we knew where we went wrong last time and how to make our stall more efficient. This time I helped to re-decorate the stalls, make signs to place around the school and put leaflets in the registers to remind people to bring their money to school for a second time. We also read out a notice in assembly. This time a lot more people came to buy stuff because the weather was warmer, and those who forgot their money yesterday brought it this time. At the end of the day we raised a further à ¯Ã‚ ¿Ã‚ ½172 pounds, and astonishing amount of money for one lunchtime. The school was very pleased and we got a lot of credit for our charity work. On the third day we decided instead of selling the leftovers to give everyone one each and we invited another form to join us. It was nice for me because it was actually my last day at that school. Afterwards we presented the canteen staff with flowers to thank them for giving us freezer space. Our head teacher called it â€Å"a huge success† and many people wished there had been something like it when we had the hottest day in 20 years. Overall it was a good two days and we didn’t come across too many problems other than minor disagreements about staff rotas on the scooping table and we made a lot of money. They said that it is likely they will do it again next year, if I was still there I would defiantly suggest it, then next time we could sell something else like balloons or badges at the same time. How to cite Participation – Citizenship Coursework, Papers

Nursing Learning and Cognitive Processes

Question: Discuss about the Nursing for Learning and Cognitive Processes. Answer: Introduction: Learning is a continuous process and learning occurs through interaction with the social and biological determinants of the environment. Learning makes an individual experienced. Mentor is a guide who bestows his knowledge and experience to his or her mentees during his learning process. Mentoring can be defined as the procedure of informal transmission of ones knowledge, psychological support to a recipient as applicable to career, work or professional development. As discussed by Alligood (2014), a mentor is an adviser, master, and a perfect example who aids in the development of his mentee. Tutoring can be fruitful when both the guide and the mentee coordinately work through the process of learning. In the healthcare sector, a mentee is always placed under a highly accomplished medical attendant to function effectively in the clinical setting. Clinicians play a significant role in assisting practice-based learning for the newly joined nurses or students. The utilization of mentoring processes in order to facilitate learning has gained momentum in the nursing practice since 1980s. According to Johnson and Gandhi (2015), the mentors of a clinical setting are registered and experienced nurses who guide their students in the professional development within the clinical setup through job-based learning opportunities. As stated by Esposito et al. (2016), there are our main roles of a mentor such as teaching, supervision, providence of emotional support and giving assessment feedback. This essay has the objective to discuss the key qualities of a mentor, recognition of the main behavior of an underachieving student, would give an outline for the application of learning styles and theories related to the topic, regarding the development of the mentee. In addition to this the essay would also highlight the importance of a proper cl inical environment and its impact on learning process. Although every mentee passes through a learning stage, successful learning outcome is not produced by every student. There are students who excel in the long run but certain students produce unsatisfactory results. Underachievers can be described as students who are disorganized, possess poor learning and performing skills and lack of interest in the work that they do. According certain evidence, every mentor finds the learning approach for such underachieving student to be challenging responsibility related to mentorship. Therefore, proper guidance and timely assessment of such students is very important in the teaching process (Vanlaar et al. (2016). As discussed by Chan et al. (2015), the behavioral aspects of an underachieving student are distinctive of other students. Firstly, such students shows signs and symbols of unenthusiastic attitude like lack of personal interest in their clinical practice. Secondly, the underachieving students cannot to rely on due to their lack of confidence, high level of anxiety, poor attendance and punctuality. Thirdly, such mentees lack interpersonal skills, both clinical and theoretical knowledge and they tend to avoid working with their mentors. Fourthly, they show unreliable clinical performance due to lack of proper theoretical knowledge. Fifthly, their performance record reflects about their incompetence in the medical field and provides incomplete patient care. Additionally such underachieving students possess poor professional conduct, lack of reply to the received feedback and conflicts with their personal issues. Thus, a learning module and a clinical environment enhance the learning exp erience of the student and also their interest (Damber et al. 2012). With regards to this case, a second year student during his placement was found to be underperforming and thus a proper learning module was required to be designed so that he achieves success in the future clinical practice. In this case study the student not only lacked clinical and theoretical knowledge, interpersonal skills but also lacked interest working with the mentor. Moreover, the techniques in terms of patient care used by the mentee were not in accordance with the nursing practice. According to Butterwort Faugier (2013), as a mentor it is key role to identify the main areas that needs improvement and also develop a learning style which can encourage the mentee to develop better clinical nursing practice. By Daniel et al. (2015), as stated Mentors are an inherent part of any learning process. There are several roles associated with a mentor. A mentor plays an important role in identifying the complications and problems that encompass a mentee, evaluate the students weakness and strength, recognize the main goal of a learning module, design an action plan and then address the concerned issues relating to the underachieving student with a particular time frame. An effective mentor is one who has the capability to train students professionally so that they can achieve success as a registered practitioner and also prevent underachieving students from obtaining the registration so that the mentee should not reflect negative attributes in terms of patient care (Eddy et al. 2015). As a mentor every individual experience a conflict between their position as a nurturer and a care giver, regarding failing of a mentee which is contrary to the learning objectives of development and facilitation. The consequences can be a personal failure in the future. Although there might be serious consequences for failing the student, it is very important for a mentor to judge a mentee before allowing the mentee to continue with the educational program. As discussed by Esposito et al. (2016), learning is the process of acquiring knowledge. A mentor is an individual who can develop a mentees learning curve and through his professionalism, effective communication, guidance and honesty enhance his teaching skills. Adult learning occurs best through effective experiment and effectual practice placement where a student experiences the integration of theory into their own clinical practice. Therefore, it is very important for a mentor assess the men tees learning achievements and competencies. In order to improve the learning style a mentor should work with his or her emotional intelligence. According to Estes (2014), the ability to recognize an individuals own feelings and also others, so that ones own feeling and others feelings can be motivated and controlled is termed as Emotional intelligence. Emotional intelligence is a cognitive trait that can be measured by intelligence quotient. In a mentor the emotional intelligence can act as a framework for realizing the ways that an individuals behavior can contribute to positive clinical setup (Jonassen and Land 2012). As stated by Kendall and Hollon (2013), nursing profession is integrated with a lot of emotion and compassion. A successful mentor is the one who delivers his expression of love and emotion to his patient in form of knowledge and education distribution quality. At times it becomes a hindrance in mentorship in developing a positive and compassionate clinical environment regarding managing their own emotion and at the same time helping the mentees to adjust and adhere to the working environment. As discussed by Kim (2016), Self-awareness and self-management are the two important components of the emotional intelligence framework. A mentor should posses both the qualities in him or her. Self-awareness would help the mentor to understand and control his or her own emotional changes whereas, self-management would help would help him to construct strength in himself or herself. Several studies reveal the fact that nursing practice is a noble job and any individual who are in the path of mentorship should have effective knowledge related to the clinical approaches and techniques and should abide by certain norms related to nursing. In terms of providing feedback to the mentees, the feedbacks should be constructive, interesting, and innovative, in accordance with the mentees capability of accepting the feedback and this should be able to solve the students problem (Knowles et al. 2014). A mentor should be able to hold up students poignant into precise part of practice or a height of practice further than first registration, recognizing their individual requires in touching to an altered level of practice. Waters (2009) discover the qualities which patients rate in professional nurses and establish these qualities to be as attentiveness, professionalism, caring, organized, kindness, sympathy, cheerfulness, advocacy, efficiency, thoughtfulness, selflessness, and politeness. Such qualities would thus include a precondition for shaping nurse-patient relationship achieved through clinical learning styles (Ashktorab et al. 2015). There are several learning styles that can be utilised during clinical learning practice. The most usually used learning styles are visual, kinaesthetic method and aural learning style implemented in various educational training. But in terms of the nursing practice it is more effective when the learning is practical based rather than only theoretical. An activist is the one who learns best through experimentation. As discussed by Merriam (2015), learning style promotes the assimilation of theoretical and practical knowledge. In the process of the assessment and evaluation learning style helps in understanding whether the teaching mode is efficiently transferred to the mentee or not in regards to the professional values and norms. According to Merriam and Bierema (2013), the external factors directly or indirectly influence the teaching and learning experience in nursing practice. Therefore, it is very important to have an interactive and influential clinical learning environment. Th is includes supportive staff, good team spirit, flexible teaching practice and effective management style. Learning of various theories is a part of the theoretical learning style. One of the theories based on learning is andragogy theory which is also known as the adult learning theory, was developed by Malcolm Shepherd Knowles, which is reviewed on its assumptions, principles and practices (Merriam and Bierema 2013). Andragogy is a method which promotes self-directed learning. There are six primary assumptions of Andragogy: An autonomous self-concept and self-direction this refers to the psychological need of a student or an individual to be treated as responsible or capable enough to handle their own tasks. This would provide a positive gesture to the student (Knowles, Holton and Swanson 2014). A higher level of experience No change in the basics, an attempt to impose on the background knowledge could lead to resistance or withdrawal from the procedure pf learning. Identification of the reasons to learn something To provide sufficient reason or information on why learning a particular topic could be useful. It is often not convincing for an adult to know that learning is good for them. A learning motivation for personal need In the case of an adult, the basic need of learning comes from the inadequacy of performance in a particular field. Identifying that particular reason in the student could help in convincing the need of learning a particular topic. Pragmatic orientation Individuals tend to learn things, which are useful in their daily life, or they would be able to utilise the information to a practical extent. This would help enhance the practical knowledge of the student. Internally driven motivation participation of an adult in a learning process is mainly driven by their personal requirements than superimposed by an external reason. Identifying the internal reason of the student would help in acknowledging the problems in a better way. Motivating the student would also help in enabling the student to focus on the topic (Merriam 2015). The second theory is Cognition theory that alludes to mental action including considering, recollecting, learning and utilising dialect (Kendall and Hollon 2013). When we apply a subjective way to deal with learning and educating, we concentrate on the understanding of data and ideas. On the off chance that we can comprehend the connections between ideas, separate data and modify with logical connections, then our retention of material and comprehension will increase (Stevens 2013). Since Cognitive, learning depends on ones feeling and behaviour and thus relates to all forms of knowing, including thinking, memory, comprehension, motivation, perception and psycholinguistics. It is a more practical form of approach and requires an imaginative perception of the student (Estes 2014) The third theory of learning is Behaviorism that reflects light on the impassively visible practices and rebates any independent movements of the mind. Scholars exemplify learning as the practice of securing new knowledge obtained natural condition, connections, then our retention of material and comprehension will increase (Seimens 2014). This particular hypothesis is moderately easy to understand since it based on just detectable behavior and portrays several general rules of conduct. Its affirmative and pessimistic support strategies could be extremely effectual. On considering an example, in drugs designed for human use comprising autism a type of psychological disorder, tension concern and reserved behavior. Behaviorism is regularly exploited by trainers who either punish or reward such students (Jonassen and Land 2012). Learning satisfaction is a term that can be represented as an individuals emotional affordance of the measure at which the nursing students learning experiences match his or her expectations on a course. According to Knowles et al. (2014), andragogy theory teachers direct the apprentices to their own understanding rather than providing them with details. This approach differs with pedagogy where students depend on the instructor to instruct the learning. On the basis of the pedagogical approach, a mentor will be able to act as a facilitator in order to deliver instructions and assist the mentees in pursuing self-directed learning. According to the cognitive theory, an individual's acquisition can be achieved y observing others through social interactions and experiences. If a mentor examines his or her belief in a student's behaviour or reason of failure then, through interaction behaviours can be changed. Teacher's role becomes easy with an understanding of the student's behaviour a nd action. Thus, innovative approaches should be used to recognise the strength and weakness of the student. One of such effective approach is the SMART goal approach (Siemens 2014). The SMART approach is an effective learning approach. In this case, the use of the SMART approach would be involved during the interview. Firstly, understanding of the students complications to specify a goal would be required. Secondly, the measure would involve the mentors communication with the mentee, in order to provide feedback and helping him or her to realise his areas of improvement and clinical learning practice. Thirdly, the aim of the interview is achievable through a set of questionnaire which would help to recognise the mentee's strength and weakness. The communication during the interview is relevant since the interview is conducted to get a note of the initial requirements of the learning process. The time duration of the interview is one hour (Olson 2014). The effect of a good environment is necessary for the success of the learning process. According to the literature if a student feel detached with the clinical setting and feel anxiety during his or her placement might experience less educational opportunities and this might lead to student attrition in the near future (O'Brien et al. 2014). According to Padfield Knowles (2014), the role of induction is very significant in the student learning and professionalism. It creates a good impression on the students mind. As discussed by Papaioannou et al. (2016), induction helps in imparting necessary safety and health management information and also gives and obligatory training of the internal facility of the clinical settings. It also provides the mentees important data related to their job and also mentions the norms. "In the context, the setting mentioned have several clinical aspects that would motivate and encourage the student learning. Firstly, there are numerous mentors that might be available to seek help. Highly improvised technical equipment is available to help the students to cope up with every situation. Audio and visual tools are available for clinical teaching. Moreover, the student has the access to the library in order to gather theoretical knowledge, and it also promotes evidence-based practice." In order to understand the drawbacks as well as the positive attributes of the clinical setup, it is very significant to use the SWOT analysis in the practice. The SWOT analysis is in accordance with the clinical setup mentioned in the context. The strength of the setting is a friendly environment which believes in sharing, openness and commitment to boost the student's moral. The weakness is the restriction in students work and performance so that it does not lead to any personal or ethical issues. The opportunities involve direct practice using the patients to improve the clinical practice. The threats involve the loss of the confidentiality (Robinson Niemer 2010). The SWOT analysis can only be identified using an action plan. An action plan involves identification of the students strength and weakness. Then data should be recorded through observation daily, feedback should be provided as an improvement technique and preparation of the mock documents. The data should be reviewed on weekly basis in order to identify the students progress rate. The last and crucial part of the action plan is the conduction of examination and entry of the results of the examination in the form data and documentation (Scanlan et al. 2001). One of the most important parts of learning is feedback. As a mentor it is very important to provide a sandwich feedback which begins and ends with a good note. It has been observed that verbal feedback is more effective than written feedback. The reason behind this is a verbal feedback develops an opportunity to get back an immediate student response. A feedback therefore, provides an opportunity to the students to analyze and rectify their own mistake (Siemens 2014). Assessment or examination plays another important part in the field of learning. Assessment is a technique of understanding the mentees capability and understanding level. In clinical setup assessment has high significance, since the health care sector deals with the life of human beings. Any mistake can cause major health related complications. Thus, it becomes essential to conduct short term called formative assessment and long term called summative assessment (Siemen 2014). Thus it can be concluded that the role of a mentor is very important part of a learning process, I believe that promoting the new models of mentorship, the sharing of education can be more effective. A mentor should use good learning style in order to improve his own skills and develop the interest of a student in the clinical practice. In addition to this the nature of clinical environment is also important in the learning process. I feel that promotion of more evidence based practice can demonstrate the inter-personal relationship more between the student and the mentor. Moreover, facilitation of social networks would promote community practice mentorship. References: Alligood, M. R. (2014).Nursing theorists and their work. Elsevier Health Sciences. Ashktorab, T., Hasanvand, S., Seyedfatemi, N., Zayeri, F., Levett-Jones, T. and Pournia, Y., 2015. Psychometric testing of the Persian version of the Belongingness ScaleClinical Placement Experience.Nurse education today,35(3), pp.439-443. Butterworth, T., Faugier, J. (2013).Clinical supervision and mentorship in nursing. Springer. Chan, A.W., Yeh, C.J. and Krumboltz, J.D., 2015. Mentoring ethnic minority counseling and clinical psychology students: A multicultural, ecological, and relational model.Journal of counseling psychology,62(4), p.592. Damber, U., Samuelsson, S. and Taube, K., 2012. Differences between overachieving and underachieving classes in reading: Teacher, classroom and student characteristics.Journal of Early Childhood Literacy,12(4), pp.339-366. Daniel, S., Switzer-McIntyre, S. and Evans, C., 2015. Clinical practice facilitator: an innovative mentor role for Internationally Educated Physical Therapists in a Bridging Program.Physiotherapy,101, p.e290. Eddy, L.D., Dvorsky, M.R., Molitor, S.J., Bourchtein, E., Smith, Z., Oddo, L.E., Eadeh, H.M. and Langberg, J.M., 2015. Longitudinal Evaluation of the Cognitive-Behavioral Model of ADHD in a Sample of College Students With ADHD.Journal of attention disorders, p.1087054715616184. Esposito, G., Manuel, J., Lavi-Martnez, D.F.S. and Iorga, E.M., 2016. 7 Underachieving student experiences in the INSTALL programs.Working with Underachieving Students in Higher Education: Fostering Inclusion Through Narration and Reflexivity, p.85. Estes, W.K., 2014.Handbook of Learning and Cognitive Processes (Volume 4): Attention and Memory. Psychology Press. Jonassen, D. and Land, S. eds., 2012.Theoretical foundations of learning environments. Routledge. Kendall, P.C. and Hollon, S.D. eds., 2013.Cognitive-behavioral interventions: Theory, research, and procedures(Vol. 21). Academic Press. Kim, N.Y., 2016. An Analysis of English Learning Style of Underachieving Student in High School: Based on Factor, Regression and Cluster Analysis.à ­Ã‹Å"„à «Ã…’â‚ ¬Ãƒ «Ã‚ ¬Ã‚ ¸Ãƒ «Ã‚ ²Ã¢â‚¬ ¢Ãƒ ¬Ã¢â‚¬â€Ã‚ °Ãƒ ªÃ‚ µÃ‚ ¬,88(à «Ã¢â‚¬ ¹Ã‚ ¨Ãƒ ¬Ã‚ Ã‚ ¼Ãƒ ­Ã‹Å" ¸), pp.81-97. Knowles, M.S., Holton III, E.F. and Swanson, R.A., 2014.The adult learner: The definitive classic in adult education and human resource development. Routledge. Merriam, S.B. and Bierema, L.L., 2013.Adult learning: Linking theory and practice. John Wiley Sons. Merriam, S.B., 2015. Adult Learning Theory: A Review and an Update.Culture, Biography Lifelong Learning,1(1), pp.59-71. O'Brien, A., Giles, M., Dempsey, S., Lynne, S., McGregor, M.E., Kable, A., Parmenter, G. and Parker, V., 2014. Evaluating the preceptor role for pre-registration nursing and midwifery student clinical education.Nurse education today,34(1), pp.19-24. Olson, J.M., Herman, C.P. and Zanna, M.P., 2014.Relative deprivation and social comparison: The Ontario symposium(Vol. 4). Psychology Press. Padfield, B., Knowles, R. (2014). Development of learning facilitation roles for unregistered practitioners.Nursing Standard,29(16), 35-40. Papaioannou, S., Mouzaki, A., Sideridis, G.D., Antoniou, F., Padeliadu, S. and Simos, P.G., 2016. Cognitive and academic abilities associated with symptoms of attention-deficit/hyperactivity disorder: a comparison between subtypes in a Greek non-clinical sample.Educational Psychology,36(1), pp.138-158. Robinson, E., Niemer, L. (2010). A peer mentor tutor program for academic success in nursing.Nursing education perspectives,31(5), 286-289. Scanlan, J.M., Care, W.D. and Gessler, S., 2001. Dealing with the unsafe student in clinical practice.Nurse Educator,26(1), pp.23-27. Siemens, G., 2014. A cognitive theory of inquiry teaching.Instructional design theories and models: An overview of their current status, p.247. Siemens, G., 2014. Connectivism: A learning theory for the digital age. Vanlaar, G., Kyriakides, L., Panayiotou, A., Vandecandelaere, M., McMahon, L., De Fraine, B. and Van Damme, J., 2016. Do the teacher and school factors of the dynamic model affect high-and low-achieving student groups to the same extent? a cross-country study.Research Papers in Education,31(2), pp.183-211. Waters, D., Crisp, J., Rychetnik, L. and Barratt, A., 2009. The Australian experience of nurses' preparedness for evidenceà ¢Ã¢â€š ¬Ã‚ based practice.Journal of Nursing Management,17(4), pp.510-518.