The Death Penalty, Right or Wrong? Essay -- essays research papers

The Death Penalty, Right or Wrong? Dread of death disheartens individuals from carrying out wrongdoings. In the event that death penalty were done more it would end up being the wrongdoing deterrent it was mostly expected to be. Most lawbreakers would reconsider before submitting murder on the off chance that they realized their own lives were in question. For reasons unknown, however not many individuals are executed thus capital punishment is anything but an acceptable hindrance. Utilization of capital punishment as expected by law could really lessen the quantity of fierce killings by disposing of a portion of the recurrent wrongdoers. All the more opportune authorization of capital punishment would assist with lessening the wrongdoing issue by ingraining a feeling of regard for the law in that sentences are more than words on a page.      The capital punishment has consistently been and keeps on being a disputable issue. Individuals on the two sides of the issue contend unendingly to increase further help for their developments. While rivals of the death penalty rush to bring up that the United States stays one of only a handful scarcely any Western nations that keep on supporting capital punishment. The obstruction impact of any discipline relies upon how rapidly the discipline is applied.      Is causing the detainee to languish by being in prison over an incredible remainder is more painful and insensitive than execution? Let us take a gander at a portion of the strategies for execution utilized before. During that time individuals have been battered to the point of death, bubbled in oil, destroyed, executed, broiled over flames on iron beds, pulled separated with ponies, had their heads cut off, been hanged, been drawn and quartered, sawn into equal parts, and broken with a wheel. (Hickman, 2003, p. 174) Hanging was the most broadly utilized type of execution in the United States until the center of the twentieth century. Different types of execution utilized in America incorporate the electric Capital punishment 4 seat, the gas chamber and, the momentum technique for decision, deadly infusion. (Hickman, 2003, pgs. 175-176) There are right now 38 states that permit capital punishment. These are their strategies for execution: Electric shock: Alabama, Arkansas, Florida, Georgia, Indiana, Kentucky, Nebraska, Ohio, South Carolina, Tennessee, Virginia.      Firing Squad: Idaho, Utah.      Gas Chamber: Arizona, California, Maryland, Mississippi, North Carolina.  &n... ...fix similarly as plainly by ending their life. Two wrongs don’t make a right. Slaughtering two is no superior to executing one. Is this an every day demonstration where we as a nation might want to share? Or then again is this something we are hesitant to do? Consider it. Do we need this or don’t we? Is it true that we are killers? Capital punishment 11 References Hickman, Tom 2003. Passing: A User’s Guide. Westminster, MD: Dell Publishing Manderson, Desmond 1999. Seeking Death: The Legal Constitution of Mortality. London:      Pluto Press Radelet, Michael L 1995. Post-Furman Botched Executions.  â â â â http://sun.soci.niu.edu/~critcrim/dp/dppapers/mike2 The death penalty 2001 (Retrieved October 4, 2004)  â â â â http://www.ojpusdoj.gov/bjs/dynamic/cp01.htm Socioeconomics of the Death Penalty 1996  â â â â http://sun.soci.niu.edu/~critcrim/dp/states.using.txt The Death Penalty Is Not a Deterrent (Retrieved October 7, 2004)  â â â â http://www.amnestyusa.org/abolishh/deterrence.html A Declaration of Life (Retrieved October 7, 2004)  â â â â http://www.quaker.org/revelation of-life.html

Term Paper on What are the causes and effects of Rapid population Essay

Research project on What are the circumstances and end results of Rapid populace development in underdeveloped nations - Essay Example As indicated by the United Nations Population Fund (UNFPA 1999) the total populace is relied upon to arrive at a sum of 9.1 billion out of 2050 and the entirety of the development will happen in the less evolved nations. This implies there will be huge increments in the populaces of nations of Africa, Latin America and the Caribbean, portions of Asia and Eastern Europe. Overpopulation results from a lower demise rate and a higher birth rate. One of the significant reasons for quick populace development is ascribed to the revelations and upgrades in science and innovation. With the improvement in clinical innovation and the disclosures of antibodies, new drugs and the eradication of numerous youth ailments, numerous people have a more drawn out life expectancy and regardless of whether they are confronted with various illnesses medications and nourishments have helped in the fix and the chance of living longer. With the usage of general wellbeing programs numerous legislatures have been instrumental in containing irresistible illnesses, for example, intestinal sickness and tuberculosis. More individuals approach a cleaner, more secure flexibly of drinking water. The number of inhabitants in most creating nations increments at two percent to four percent for each year (Stanton, 2003). They hold 80% of the world’s populace. The forty nine least created nations on the planet have the quickest development rate. These nations incorporate Afghanistan, Angola, Bangladesh, Ethiopia, Mali, Yemen, Malawi. The three anticipated prospects show an enormous increment when contrasted and the populace blast of the 1950’s. It likewise shows an expanding pattern that may keep on developing admirably past the year 2050. Numerous families in creating nations, in spite of the fact that they approach family arranging counsel strategies despite everything want to have huge families which might be because of conventional or strict reasons or a mix of

What Happens if You Pay Off a Bad Credit Loan Early

What Happens if You Pay Off a Bad Credit Loan Early What Happens if You Pay Off a Bad Credit Loan Early? What Happens if You Pay Off a Bad Credit Loan Early?Paying off your bad credit loan early could help you save money  or  it could save you no money whatsoever. So what gives?!Paying off a loan feels great, but paying off a loan early feels even better. By getting out of debt faster you not only get to save money on interest, but youll also free up a bunch of extra room in your monthly budget!But does the same thing hold true for bad credit loans? Will you really save money by paying the loan off early? As it turns out, there’s no one right answer to this question. It really depends on which kind of bad credit loan you’re paying off. There are two types of bad credit loans.If you have poor credit and you need a loan, you’re unfortunately going to find yourself locked out from traditional lending institutions. When a bank or personal lender looks at your credit score, they’ll see a person who cannot be relied upon to uphold their debt obligation.Instead, you’ll find yourself taking out a bad credit loan, which will come with a much higher interest rate than a regular personal loan. Some of these loans can be a fine way to cover emergency expenses if you don’t have an emergency fund, but many others could potentially trap you in a dangerous cycle of debt.Bad credit loans can be generally sorted into two categories: Short-term loans and long-term loans. Short-term loans have repayment periods that average two weeks to one month, while long-term loans can have terms anywhere from six months to three years.The most common types of short-term bad credit loans are payday loans and title loans:Payday loans (also known as “cash advance” loans) have an average repayment term of 14 days and standard loan amounts of a few hundred dollars.Title loans have an average repayment term of one month and are secured by the title to your car or truck;  that collateral means you can borrow more with a title loan than you can with a payday loan.Long-term bad credit lo ans, on the other hand, are generally structured as installment loans. Unlike payday and title loans, which are designed to be repaid in a single lump-sum balloon payment, installment loans are paid back in a series of smaller, regularly scheduled payments.How is interest being chargedâ€"and paid off?The rates for payday loans, title loans, and installment loans will vary from lender to lenderâ€"and will also depend on your state of residence, even for online loans. However, the average annual percentage rate (APR) for payday loans is almost 400 percent, while the average APR for a title loan is 300 percent. The APRs for installment loans are often lower than the APRs for payday and title loans, but not always.Still, when it comes to paying off your bad credit loan early, there’s something more important than the interest rate: How that interest is being calculated.With short-term loans like payday and title loans, interest is charged as a flat fee. If you were to take out a $300 payday loan with a 15 percent interest charge, $45 in interest is added onto the loan immediately.With a bad credit installment loan, the interest accrues over timeâ€"much the same way it would with a standard personal loan. The longer the loan is outstanding, the more interest it accrues. And the earlier you pay the loan off,  the less you’ll pay towards interest.The same isn’t true for payday and title loans. Since interest is charged as a flat fee on those loans, paying the loan off early won’t save you any money at all. While it’s always a good idea to get ahead of your loan obligations if you can, paying off a payday loan early won’t have the same tangible benefits as it would with an installment loan.There’s one exception to this rule when it comes to installment loans: prepayment penalties. These are extra fees included in certain loan agreements that only get charged if the borrower  pays the loan off early. If you’re taking out a bad credit installment loan, l ook for a lender that doesn’t include them.Watch out for loan rollover.While short-term no credit check loans  might seem like theyre fairly easy to pay back, that isn’t necessarily true. In fact, the Pew Research Centers have found that over 80 percent of payday loan borrowers don’t have the funds to make their payments. High interest rates are a factor, but so are the lump-sum repayment terms.When a short-term loan borrower doesn’t have room in their budget to cover their loan payment, they are sometimes given the option to roll the loan over. This means that they pay off the interest owed on the loan and extend the due dateâ€"in return for a brand-new interest charge.Its the opposite of paying off your loan early. While early repayment on a payday loan won’t bring you any extra savings on your interest owed, paying the loan off late in this fashion will send your costs soaringâ€"and possibly leave you stuck in a debt trap.Finding a bad credit loan that will reward you f or early pay-off is great, but avoiding a bad credit loan that lets you rack up extra fees without ever actually getting you out of debt? That’s way better.If you have a lousy credit score and youre looking to improve it, check out these related posts and articles from OppLoans:How to Build Credit When You Have No Credit at AllNo Credit Card? Here Are 6 Ways You Can Still Fix Your Credit ScoreCredit Utilization Ratio: What It Is, Why It’s Important, and How to Master ItWant to Raise Your Credit Score by 50 Points? Here Are Some TipsDo you have a personal finance question youd like us to answer? Let us know! You can find us  on  Facebook  and  Twitter.  |Instagram

Text Message Scams

The Federal Trade Commission (FTC) is warning of a dangerous new breed of identity theft scams known as â€Å"smishing.† Similar to â€Å"phishing† scams — authentic-looking emails that appear to be from the victim’s bank, government agencies, or other well-known organizations — â€Å"smishing† scams are text messages sent to mobile phones. While the risks of smishing scams are potentially devastating, the defense is simple. According to the FTC, â€Å"Just dont text back.† How the Scammer Sets the Trap The scarily convincing smishing scams work like this: You get an unexpected text message appearing to be from your bank informing you that your checking account has been hacked into and deactivated â€Å"for your protection.† The message will tell you to reply or text back in order to reactivate your account. Other smishing scam text messages may include a link to a website you need to visit in order to resolve some non-existent problem. What a Smishing Scam  Text Message Might Look Like Here is an example of one of the scam texts: â€Å"User #25384: Your Gmail profile has been compromised. Text back SENDNOW in order to reactivate your account.† What’s the Worst That Can Happen? Do not respond to suspicious or unsolicited  text messages, advises the FTC, warning that at least two bad things might happen if you do: Responding to the text message can allow malware to be installed that will silently collect personal information from your phone. Imagine what an identity thief could do with the information from an online banking or credit card management app. If they don’t use your information themselves, the spammers may sell it to marketers or other identity thieves.You might end up with unwanted charges on your cell phone bill. Depending on your service plan, you may be charged for sending and receiving text messages, even scams. Yes, Unsolicited Text Messages Are Illegal Under federal law, it is illegal to send unsolicited text messages or email to mobile devices, including cell phones and pagers without the owner’s permission. In addition, sending unsolicited text or voice mail or telemarketing messages using a mass auto-dialer, so-called â€Å"robocalls,† is illegal. But There Are Exceptions to the Law In some cases, unsolicited text messages are allowed. If you have established a relationship with a company, it may legally text you things like statements, account activity alerts, warranty information or special offers. In addition, schools are allowed to text informational or emergency messages to parents and students.Political surveys and fundraising messages from charities may be sent as text messages. How to Deal With Smishing Scam Messages The FTC advises not to be fooled by smishing scam texts messages. Remember this: None of the government agencies, banks, or other legitimate businesses will ever request personal financial information via text messages.Take your time. Smishing scams work by creating a false sense of urgency by demanding an immediate response.Never click on any links or call any phone numbers in an unsolicited text or email messages.Don’t respond in any way to smishing messages, even to ask the sender to leave you alone. Responding verifies that your phone number is active, which tells the scammer to keep trying.Delete the message from your phone.Report the suspect message to your cell phone service carriers spam/scam text reporting number or general customer service number. Complaints about text message scams can be filed securely online using the FTC’s  complaint assistant.

Essay on Personal Statement - 908 Words

I learned from the high school class I taught that two people can be looking at the same thing but each see something very different. The teacher (me) was white, privileged, and coddled throughout my suburban childhood and adolescence. Most students in my class were black or brown, poor, and grew up mostly on their own, living on the unforgiving urban street. They opened my eyes (often against my will and certainly against my â€Å"druthers†) to their alternative society. I learned that this hidden society exists unseen and mostly ignored within the larger normal American society of laws, schools, careers, and families; it comes to the attention of general society’s gatekeepers only at points of conflict. I tried as best as a newly minted†¦show more content†¦I became aware that most criminal law is written with little regard to the insights that can be provided by criminologists. The middle-class legislator presumes that a criminal sentence and imprisonment wi ll be viewed by the offender as a shameful event; the under-class youth views the experience as a badge of honor and a successful rite of passage. During the course of my studies, I researched cases at the Orlando office of the State Attorney. One of the Assistant State Attorneys there, who had been my official counselor and became my unofficial mentor while I was an undergraduate at UCF, invited me to be intern. I did so in order to gain further insight and practical experience in the counterplay between real prosecutors who deal daily with real alleged criminals and how the insights of criminology might improve the making and applying of criminal law. Since I have research expertise, my interning assignments included preparing pre-trial legal and background briefs for use in court. The cases I have worked on at the State Attorney’s office range from rape and murder to jaywalking. This hands-on exposure to criminal law-in-every-day-practice has led me further to a mature decision to make a career in criminal law practice. The Stetson University College of Law has a particularly noted reputation for trial advocacy, which is primarily why I am applying to you. In passing, myShow MoreRelatedPersonal Statement On Personal Responsibility850 Words   |  4 PagesPersonal responsibility is holding you accountable for all your actions and decisions. Being personally responsible means you take ownership of what you do in and with your life. This means from the time you wake up until you go to bed at night, your life is your responsibility and yours alone. Your values, morals, and beliefs are all contributing factors in how you view being personally responsible. If you have been raised and taught to believe that you should consider your actions at all timesRead MoreJet Personal Statement Of Purpose Essay1329 Words   |  6 Pages JET Personal Statement of Purpose (SoP) Advice The Statement of Purpose is the part of the application which likely plays a huge part in any success. Take your time crafting the best Personal Statement you can. Your SoP should elaborate on the strengths you ve brought up in your application, and should refer to the traits JET is looking for. Provide brief anecdotes about experiences you ve listed in the application. Show some personality, give the interviewers a reason to remember you. Also, haveRead MorePersonal Statement : My Mission Statement1781 Words   |  8 Pagesthe Paper A personal mission statement is a philosophy or creed that one plans to follow in daily life. It is usually designed with positivity, purpose, and with personal goals for every aspect of life such as career, finances, etc. It also focuses on personality traits that one would like to possess and the accomplishments that one wants to achieve, both short-term and long term. It also houses the individuality of the person writing it. Every person writing a personal mission statement is will produceRead MorePersonal Statement : Personal Finance1607 Words   |  7 PagesPersonal Finance Personal finance decision is a very important decision as it involves management of day-to-day finances of an individual or his family. Personal finance includes not only obtaining, budgeting, saving, and spending monetary resources over time but also taking into account various financial risks and future life events. It includes all activities which an individual is concerned about like investment, insurance, tax, debt servicing, mortgages etc. Financial planning involves analysingRead MorePersonal Statement On Personal Finance1724 Words   |  7 Pages Knowledge about personal finance is not always common knowledge and although money touches most modern homes, most parents don’t teach their kids about money either. It can be hard to find time in a busy schedule to figure out when and how to adjust your time to set up a proper budget so instead you just decide to live pay check to paycheck because it got your parents by and now it gets you by and that has just always work ed. One day you have to grow up and realize that those consequences ofRead MorePersonal Statement Of A Business993 Words   |  4 PagesWithout this depiction, business owners and accountants may settle on choices that have negative repercussions on their organizations financial standing. A balance sheet is one of a few noteworthy financial statements you can use to track spending and profit. Also called a statement of financial position, a balance sheet demonstrates what your organization claims and what it owes through the date recorded, as Accounting Coach expressed. It shows this data regarding your organization s advantagesRead MorePersonal Statement On Corporate Mission1961 Words   |  8 Pagesfunction, markets and competitive advantages; a short written statement of your business goals and philosophies. A mission statement defines what an organization is, why it exists, and its reason for being. At a minimum, your mission statement should define who your primary customers are, identify the products and services you produce, and describe the geographical location in which you operate. If you don t have a mission statement, create one by writing down in one sentence what the purpose ofRead MorePersonal Statement On Self Care1744 Words   |  7 Pagesto my Clients. I have learned that it’s easy to give recommendations on self-care; however it does not come that easy to follow those recommendations personally. Over the years with the help of wonderful supervisors, I have worked on a plan for my personal care, and have learned to discuss any transfers or counter transference issues that may arise. Within, this plan I have also discussed when I start to get caregivers fatigue, this not only includes when I feel that I am over working myself at workRead MorePersonal Statement On The American Dream899 Words   |  4 PagesThe American dream is a well-known phrase. Working hard is the key to being blissful and successful. My personal â€Å"American Dream† is to be truly prosperous. True happiness for me would include fortunate marriage, my dream career, an impeccable house, and two healthy kids. I heard my aunt say this before and I agree wholeheartedly: â€Å"Everything good in life is worth working for†. In order to attain my American dream I have set goals for myself. My first goal is to have a blissful marriage. A trulyRead MorePersonal Statement On Leadership Activity1446 Words   |  6 Pagesperformed for my personal leadership lab was committing myself to personal training. For this Leadership final project, I personally trained two clients, totaling 4.5 hours. I performed these training sessions on the days of February 17, 20, and 24, 2016. I got into personal training around the time of this project’s beginning. My friend Thomas has been a personal trainer on the side for over a year. I have had a little over two years of workout experience, and he introduced me to the personal training

Mentoring and Enabling Learning in the Practice Setting Free Essays

Mentoring and enabling learning in the practice setting A reflective account of my experience of facilitating learning, assessing and teaching a student or co-worker, and how this experience will inform my future development within the mentor or practice teacher role. Student Number: 2930211 Word Count: 3150 Part 1: Introducing the Mentorship role I am a band five registered paediatric nurse based on an orthopaedic and spinal surgical ward in a tertiary paediatric hospital. I am currently engaging in completing my training to become a qualified mentor. We will write a custom essay sample on Mentoring and Enabling Learning in the Practice Setting or any similar topic only for you Order Now This reflective account details my experiences assessing, teaching and facilitating the learning of a student during their practice based learning, and how this experience may affect my future practice. Throughout the account, in order to protect the identities of people, trust and clinical setting involved confidentiality will be maintained via the use of pseudonyms or omission of names (Nursing and Midwifery Council (NMC), 2008a). The function of practice based learning is to provide experience, serving an important role in developing the skills of the student in interacting with patients and their families assisting in technical, psychomotor, interpersonal and communication skills (Ali and Panther, 2008). Practice based learning provides an opportunity to link theory and practice, and promotes professional identity development (Fishel and Johnson, 1981). Practice based learning is also crucial in the profession of nursing due to the vocational nature of the work, and necessity of assessing clinical competency and safeguarding the public (Rutowski, 2007). By ensuring specific standards are met with assessment in practice, it effectively ensures that students are fit for practice at point of registration (NMC, 2004). My demonstration of demonstrating my eligibility to supervise and assess students in a practice setting and successful completion of the NMC approved mentorship programme will allow me to meet the definition of a mentor (NMC, 2004), and perform an important role that every nurse has to assume formally, sooner or later (Ali and Panther 2008, Figure 1) Figure 1. (Synthesised using NMC 2008b, Rutowski 2007, Beskine 2009) Part 2 The NMC Standards In order to ensure that there is a set level for supporting learning and assessment in practice, the NMC devised and provided a set of standards for which mentors, practice teachers and teachers are required to meet (NMC 2008b, Ali and Panther, 2008). The agreed mandatory requirements include a developmental framework, the standards, and information regarding application of the standards to assessment in practice. The competence and outcomes for a mentor are underpinned by eight domains (Figure 2, NMC, 2008b). Figure 2. (NMC, 2008b) Number Domain 1 Establishing effective working relationships 2 Facilitation of learning 3 Assessment and accountability 4 Evaluation of learning 5 Creating an environment for learning 6 Context of practice 7 Evidence-based practice 8 Leadership When considering the eight domains within my own clinical practice area I consider establishing effective working relationships and leadership to be of particular importance. The establishment of an effective working relationship is vital due to working together with families and providing care for the family as the patient, rather than just the child (Casey, 1988) in order to provide a good standard of care. Establishing effective working relationships also serves to reduce poor student experiences and improve ability to assure competence to practice (Beskine 2009, Dowie 2008). When considering the importance of family centred care, as well as the promotion of an effective working relationship, leadership is a key theme. Leadership in my clinical setting involves role modeling, improving care and influencing others (Cook, 2001) as well as considering situational forms of leadership (Faugier and Woolnough, 2002) when communicating with different parties in different situations. Leadership in my practice setting could range from working with a difficult family, which may require participative leadership, or a situation where I need to be assertive. I must frequently act as an advocate for the child (Children Act 1989), requiring a more autocratic approach (Bass and Bass 2008). Both establishing effective relationships and leadership require skill, knowledge and experience and can be central to providing quality care (Department of Health 2004). Key professional challenges surrounding learning and assessment in my practice area include difficulty due to the busyness and staffing levels on my ward, which is known to affect the quality of assessment in practice (Phillips et al, 2000). The pressure of clinical commitments and lack of available time has an affect on the organisation and supervision of students during clinical placement (Caldwell et al 2008). Other difficulties may include inconsistency in performance influencing assessment of fitness for practice (Duffy and Hardicre 2007a), or students who are not compliant with support available and provided should they be failing (Duffy and Hardicre 2007b). Reluctance to fail a failing student due to poor assessment or finding the failing process too difficult (Duffy 2003) also serves as a professional challenge in my practice area. The NMC Standards to support learning and assessment in practice (2008b) do provide a framework for mentors, but due to the nature of the document it is not comprehensive enough to consider all aspects of competence assessment (Cassidy, 2009). It could be considered that some level of assessment remains subjective despite the framework being provided, due to the inherent nature of the involved profession and the variation of skills to be assessed. Holistic assessment of competence is difficult to structure a framework, particularly when considering a students reflexive action to utilise their knowledge skills and attitude with emotional intelligence (Freshwater and Stickley 2004, Clibbens et al 2007). These issues may become more prevalent when considering the possibility of a mentors failure to fail a student (Duffy, 2003). These is somewhat rectified by the responsive development of ‘sign off mentors’ who make a final judgement on the fitness for practice of the student at the end of their training (NMC 2008b). Further support can be given to the NMC standards to support learning and assessment in practice (NMC 2008b) by documents such as ‘Guidance for mentors or nursing students and midwives’ (Royal College of Nursing (RCN), 2007) a toolkit which assists in providing support and strategies for mentors. Part 3: My practice based assessment session Practice based assessment is a core method of assessing the knowledge, skills and attitude of a student (Bloom 1956, Wallace 2003), but is complex to ensure objective management (Carr, 2004). To accommodate a diversity of patients and needs (Dogra and Wass, 2006), different types of assessment are necessary, all of which are part of the mentor student relationship (Wilkinson et al 2008, Figure 3, NMC 2008b). Figure 3. ( Wilkinson et al, 2008) Type of assessment Description Mini clinical evaluation exercise. Snapshot of student performing core clinical skill. Can be integrated into ward environment or routine patient encounter (e. g gaining a pain score from a patient) Direct observation of procedural skills. Observing a student carry out a procedure and providing feedback afterwards (e. g performing aseptic non touch technique to prepare a dressings trolley). Case based discussion. A structured interview to explore behaviour and judgement (e. g discussing aspects care of a patient and what a student did or observed). Mini peer assessment. A group of qualified professionals providing feedback on an individuals performance, includes self assessment (e. g feedback from other nurses that supervise a student in their clinical placement). The method of assessment must be considered in terms of reliability, validity, acceptability, educational impact, and cost effectiveness in order to evaluate the suitability of the assessment itself (Chandratilake et al, 2010). Assessment of formal knowledge allows review of conceptual knowledge, including considering potential risks or other influencing factors. Assessing an individual in practice, or their craft knowledge, allows reflection and development on experiential learning (Price, 2007). Both formal and craft knowledge are required to be continuously assessed to understand the student in order to understand how the student reads risk situations and uses concepts to address practice requirements (Price, 2007). When assessing students it is important to establish four key areas (Hinchliffe 2009, figure 4). Figure 4. (Hinchliffe 2009) Key area Description Knowledge What do they know? Skill What do they do? Performance How well do they do it? Motivation Why do they do it, and how do they feel about it? Continuous assessment has limitations with regards to validity and reliability for numerous reasons. There is a requirement for co-ordination between educators and service providers to agree on appropriate assessment pathways for formative and summative assessment, allowing an appropriate level of assessment and practice theory link (Price, 2007). A mentor in a complex clinical setting combined with the pressure of continuous assessment on students in front of patients, family, relatives and other professionals has an impact on performance and may increase the anxiety of the student or the assessor (Price, 2007). Anxiety may also be caused by the mentors eeling of competence to assess, the student feeling ready to be assessed (including contributing personal factors), as well as changes in curriculum causing mentors to feel less competent in assessing certain areas (Price, 2007). My assessment was of the competence of a first year student utilising pain assessment tools appropriately to successfully gain a pain score from a post operative patient. I considered this to be an area of importance due to the integral part of professional training pain assessment is recommended to serve; considering pain as the fifth vital sign (Royal College of Nursing (RCN),2008). Considering the expectations of first years participation in observing vital signs, competence is important for patient safety (Lomas 2009) . I would consider this assessment a direct observation of a procedural skill (Wilkinson et al 2008). An observing qualified mentor was present and observing at all points of the assessment and feedback. The observing assessor provided written feedback regarding the assessment provided (Appendix 2). The assessment was planned including the criteria and a number of questions developed, to test the learners understanding (appendix 1). The criteria for assessment was structured and at an appropriate level for the student on both a theoretical and practical level (Stuart, 2007). The developed questions were aimed to make the student provide rationale for their choices within and around the assessment, aiming to make the assessed skill less of a series of tasks and provide a more versatile skill applicable in different ways (Cassidy, 2009). I waited until the ward was quiet to ensure there would not be interruptions and the assessment would not be compromised (Rutowski, 2007). Initially, I introduced myself to the student, as it was the first time we had met, this aimed to familiarise myself with the student and aim to reduce their anxiety (Price, 2007). I went on to tell the student what exactly I wanted them to do, approximately how long it would take and reassured them not to be worried as this was not a formal assessment, aiming to reduce anxiety (Price 2007) and make expectations clear. It was identified by my observing assessor that I did not enquire as to previous experiences of the learner. Although I knew that the student was a first year and the assessment was appropriate as such, enquiring further into their experiences may have provided a link that would have altered the assessment in some way and perhaps have assisted in supporting further growth (Newman and Pelle, 2002). My assessor also felt that outcomes should have been more clearly identified at the beginning of the assessment. Though the information was provided, and in an appropriate environment (Price, 2007) a shorter almost bullet point summary at the end of discussing outcomes may help to prepare the student for what is expected of them (Stuart, 2007) and reduce confusion or anxiety (Price, 2007). When the student had completed the first criteria, I asked her my first question. This took into consideration the students approach to communication (Dickson et al, 1997) and their knowledge of basic child development (Sheridan et al 1997), knowledge applicable to core skills in many ways. The student correctly prioritised the order of pain evaluation, completing the second criteria (International association for the study of pain (IASP) 1994, Broome 2000). I asked the student the second question at this point, the student demonstrated theoretical ability to integrate with the nursing team to provide safe and effective care (Stuart 2007, Lomas 2009). Finally for the assessment the student communicated well with the child and their family demonstrating effective family centred care (Casey 1988) and successfully gained an appropriate pain score (IASP 1994) using the ‘Wong-Baker faces pain rating’ (Wong et al 2001). After the pain score had been gained I asked my final question which was how often should pain observation be done, which the student correctly responded to in accordance with RCN (2008). My observing assessor felt that at points my speech was too fast and noted that I needed to repeat myself on occasion. Speaking at a slower rate allow a student to digest and understand information given to a better level, and prevents them from becoming overwhelmed with information faster than they can process it (Prozesky 2000). I provided a feedback session for the student, aiming to develop a sustainable proactive learning relationship with the student (Cassidy, 2009), which included an action plan made with the student (Appendix 3). Considering that the student was essentially competent at the skill, the action plan was focussed on gaining a greater range and experience in order to gain a more reflexive experienced quality regarding the skill and provide more holistic competence (Cassidy, 2009). The feedback was provided positively and constructively and seemed to help with the students self esteem with regards to the skill, creating a more supportive working relationship and conducive learning environment (Clynes and Raftery, 2008). The student-mentor relationship is crucial to the students learning experience (Ali and Panther 2008, Beskine 2009, Goppee 2008, NMC 2008b, Wilkes 2006, White 2007). Effective communication skills can help identify a student causing concern at an early stage in order to pre-empt failure (Caldwell et al, 2008). Though feelings of sadness or failure may be felt by the student and mentor from failing assessment, and this provides a challenge, it is important for mentors not to avoid these situations if a student has not met desired outcomes as this may have far reaching implications on student progression (Duffy and Hardicre 2007a, Duffy and Hardicre 2007b, Wilkinson 1999). The feedback was scheduled and provided shortly after the session aiming to give the student prompt support if required and to correct any unsatisfactory behaviour if present (Duffy and Hardicre 2007b). Considering the feedback, and my own reflections on the assessment, there is need for my future development. I will also endeavor to speak more slowly and learning more about the student prior to assessment. , and provide a more clear identification of outcomes . I would consider gaining feedback on the students performance from the patient and their family in the future. This would allow us to take into account the view of the service user and family to promote clinical excellence and family centred care is of a high quality (Department of Health 2004, Casey 1988). Overall, my observing assessor thought that my assessment of the student was appropriate for their level of knowledge, skill and attitude (Bloom 1956, Hinchliffe 2009, NMC 2008b) and effective in determining the level of competency in this area. Part 4: My practice based teaching session I prepared a teaching plan (appendix 4), a powerpoint presentation (appendix 7), handout of the presentation and a handout of the various tools for pain assessment (appendix 8) before my teaching session. This teaching took a mostly behaviourist approach as opposed to a cognitive approach, however, discussion during the learning allows for a more cognitive approach(Figure 5). I arranged for a qualified mentor to observe and assess my teaching and the feedback I provided to the student (appendix 5). They provided written feedback on my session (appendix 6 and appendix 9). My assessor noted positive use of further reading and handouts, to enhance the students personal knowledge and support for further adult learning (Knowles 1990, Beskine 2008). Provision of printed handouts, particularly with space for notes beside them, may help accommodate students who have dyslexia, and may otherwise struggle to absorb the information provided (White, 2007). Figure 5. (Synthesised from Bullock et al 2008, Goppee 2008, Hinchliffe 2009) Learning theory Description Behaviourist Information provided by teacher, student relatively passive. Cognitive (humanisitic) Student centred. More useful in vocational teaching like nursing. Relates past experience (knowledge or theory). I booked and prepared the seminar room on the ward to ensure there wouldn’t be disturbances, a formal teaching session with clear aims of what to achieve (Goppee, 2008). Utilising a space like this creates a professional and friendly environment helping create a good learning environment (Beskine 2008, Hand 2006). My assessor observed that I had created a welcoming environment. My assessor commented on the high quality of the evidence based content within the teaching session, my own skill and knowledge in this particular area. Providing good evidence based information assists in providing excellence in care (Department of Health 2004, Beskine 2008). Using examples from practice also helped describe to the learner applications of the theory to practice (Knowles 1990). My assessor noted my good eye contact and body language, reassuring the student encourages continued attention, interest and a positive relationship (Dickson et al 1997). My assessor commented upon the open questions I asked, keeping the student interested, engaged and relating to practice, encouraging cognitive learning (Figure 5). Further learning revolved around the student as an adult learner identifying how to best expand their knowledge in this area by approaching it in a more kinaesthetic learning style (Pashler et al 2009, Figure 6). Figure 6. (Synthesised from Dunn et al 1996, Given and Reid 1999) Learning Style Advantages Disadvantages Visual Learns through images, visual tools or imagining events. May need more time to complete tasks. May have decreased interest in theoretical values. Auditory Learns well through talks or lectures. Absorbs sequenced organised information well. May use checklist. Highly unlikely to be able to multitask. Can focus on one area at a time and neglect ‘the big picture’. May not work well in groups. Kinaesthetic (Tactile) Learns through doing. Tends to enjoy the experience of learning. Finds it easy to demonstrate. May miss instructions or information if presented orally. May find paying attention to detail difficult. My observing assessor noted that at some points the speed of the session was a little too fast. This may cause the student to become confused or not absorb the information that I am teaching (Prozesky 2000). On reflection I can use this experience to expand my personal knowledge and how to develop further (O’Callaghan 2005). I will speak more slowly so that the learner can gain more from my teaching session, and consider the student as an adult learner with previous experiences, which can be used as a resource (Knowles 1990). I could also have asked how the student learned best and accommodated their learning style effectively (Rassool and Rawaf 2007). A wider range of learning styles (figure 6) would accommodate all types of learning (Rassool and Rawaf 2007, Pashler et al 2009). I would also put more emphasis on patient safety issues (Beskine 2008). Part 5: The Leadership skills required by a Mentor I am aware that being a mentor is part and parcel of leadership behaviour (Girvin, 1998). Transformational leadership concentrates on the ability to influence situations or people by affecting their methodology of thought and role modelling (Girvin, 1998). Transformational leadership in nursing encourage autonomy and enable students or staff to reach their potential and promotes good interprofessional rapport (Pollard, 2009). By acting as a role model in my clinical setting and seeking to address obstacles inherent in mentorship on the ward, it is possible that I could not only develop myself and the students that I mentor, but also other mentors on the ward and their behaviour and practice in a positive way (Girvin 1998, Pollard 2009). Obstacles such as staffing levels, busy ward environment and the pressure of clinical commitments impact upon me damaging the effective working relationship between myself and the student (Beskine 2009, Hurley and Snowden 2008, McBrien 2006). Finding time provide written feedback in a students documentation can be limited (Price, 2007). By e-mailing other mentors evaluations of my shifts with their students it may become common practice providing a greater range of student evaluation and a positive learning environment (Cassidy, 2009). This feedback can then be sent to the mentor at a quieter time, and discussed with the student prior to, signing and entry into their documentation with time being less of an issue. Despite this being a good use of resources and time management (Beskine 2009) I have already tried this and found often mentors are not interested unless the evaluation bears a particular negative weight with regards to poor performance which must be addressed urgently. Anxiety of the student, or my own as the assessor may effect the reliability, subjectivity or the validity of assessment (Price, 2007). Effectively facilitating the learning of students requires flexibility and understanding for different learning styles including (Bullock et al 2008, Goppee 2008, Hinchliffe 2009, Dunn et al 1996) including adult learning (Knowles,1990) and students with learning difficulties (White, 2007). Strong links between practice and theory (Stuart, 2007) must be in place to ensure suitability of assessment and teaching. Along with these issues, the student-mentor relationship must be nurtured to provide a quality learning experience (Ali and Panther 2008, Beskine 2009). Discussing a students preferred learning style in their initial interview may encourage the student to engage in a higher standard of adult learning (Knowles 1990, Rassool and Rawaf, 2007). This can help me alter my strategies to create a better relationship between myself and the student (Beskine, 2009). I am currently supervisor to a first year student on first placement who has studied in school and sixth form, they do not have a great deal of experience with adult learning, and they have needed additional support and provision of resources to facilitate their learning, articularly with practical skills. Orientation is the gateway to a successful placement (Beskine 2009). Students must be assessed fairly and objectively (Ali and Panther 2008, Duffy and Hardicre 2007a), though this may cause unpleasant emotions to both the student and assessor it is important that this is done, to ensure student progression is not damaged (Duffy 2003, Duffy and Hardicre 2007a, Duffy and Hardicre 20 07b, Rutowski 2007, Wilkinson 1999) and competence is insured for patient safety (NMC 2008b, Lomas 2009). I aim to ensure that the students I work with and assess are competent and fit for practice (NMC, 2008b). It is important to regularly work with students and have clear objectives from the initial interview (Duffy and Hardicre, 2007a). I am aware that it is my responsibility to ensure concerns with a students performance are raised by midpoint at latest, so that by final interview, there should be no surprises for the students summative assessment of their progress and level of competence (Duffy and Hardicre, 2007a). Asking children and parents their opinions on students working with me, and their performance can provide an insight into the family centred care the student is providing (Casey, 1988) and may allow a greater interpretation of holistic reflexive performance (Cassidy, 2009). On the negative side, a parent is not aware of the pressures upon the student (Price, 2007). The parent of a sick child is anxious themselves and will be more subjective than objective. In conclusion, mentoring is a complex and diverse role, and one I will take on with focus and and knowledge, and endeavor to continue to develop as a practitioner, assessor and teacher in the clinical setting. This reflective process has been incredibly valuable in preparing me to be a mentor, and my personal and professional development. I have gained a much deeper understanding of the mentor student process through investigation of the various aspects of NMC standards, as well as various assessment and teaching strategies. Areas on which I must develop are clear, and in completing this ourse I feel adequately prepared, and look forward to further developing my skills and knowledge within this role. REFERENCES References Ali PA, Panther W (2008), Professional development and the role of mentorship, Nursing Standard, 35-39, Date of acceptance April 3 2008. Bass, B. M. Bass, R. (2008). The Bass handbook of leadership: Theory, research, and managerial applications (4th ed. ). New York : Free Press. Beskine D (2009), Mentoring students: establishing effective working relationships, Nursing Standard, 23, 30, 35-40. Bloom B (1956), Taxonomy of Educational Objectives Handbook I: The cognitive domain, New York, David McKay co Inc. Broome. M (2000), Helping Parents Support their Child in Pain, Paediatric Nursing, accessed online, accessed 05/01/2011 at 12:52. Carr SJ (2004) Assessing clinical competency in medical senior house officers: how and why should we do it? Postgraduate Medical Journal. 80, 940, 63-66. Casey A (1988), A partnership with child and family, Senior Nurse, 8, 4, 8-9 Caldwell J, Dodd K, Wilkes C (2008), Developing a mentoring model, Nursing Standard, 23(7), pp. 35-39 Cassidy S (2009), Interpretation of competence in a student assessment, Nursing Standard, 23, 18, 39-46 Chandratilake M, Davis M, Ponnamperuma G (2010), Evaluating and designing assessments for medical education, The Internet Joural of Medical Education, , , accessed 10/01/2011 at 00:23 Children Act (1989), , , accessed 03/01/2011 at 19:20. Clibbens N, Ashmore R, Carver N (2007), Group Clinical Supervision for mental health nursing students, British Journal of Nursing, 16, 10, 594-598 Cook M (2001), The renaissance of clinical leadership, International nursing review, 28, 38-46. Department of Health (2004), Standards for Better Health, London,DOH. Dickson D, Hargie O, Morrow N (1997), Communication Skills Training for Health Professionals (2nd edition), Nelson Thornes, London. Dogra N, Wass V (2006) Can we assess students’ awareness of cultural diversity? A qualitative study of stakeholders’ views. Medical Education. 40, 7, 682-690. Dowie I (2008), Reflections on academic supervision, Nursing Standard, 23, 11, 35-38 Duffy K, Hardicre J (2007a), Supporting failing students in practice 1: assessment, Nursing Times, 103(47), pp. 28-29 Duffy K, Hardicre J (2007a), Supporting failing students in practice 1: management, Nursing Times, 103(48), pp. 28-29 Duffy k (2003), Failing Students: a Qualitative Study of Factors that Influence the Decisions Regarding Assessment of Students’ Competence in Practice, , , accessed 03/01/2011 at 19:51 Dunn R, Dunn K, Price G (1006) Learning Style Inventory, Lawrence KA, Price Adams Faugier J, Woolnough H (2002), National nursing leadership programme, Mental Health Practice, 6 (3), 28-34. Fishel AH, Johnson GA (1981), The three-way conference: nursing student, nursing supervisor and nursing educator, Journal of Nursing Education, 20, 6, 18-23 Freshwater D, Stickley T (2004), The heart of the art: emotional intelligence in nurse education, Nursing Inquiry, 11, 2, 91-98 Given B, Reid G (1999), Learning Styles: A Guide for Teachers and Parents, Lancashire, Red Rose Publications Girvin J (1998), Leadership and Nursing, New York, Palgrave. Goppee N (2008), Mentoring and Supervision in Healthcare, London, Sage Publications Hand H (2006), Promtoing effective teaching and learning in the clinical setting, Nursing Standard, 20, 39, 55-63 Hinchliffe S (2009), The Practitioner as Teacher (4th edition), London, Churchill Livingstone. Hurley C, Snowden (2008) Mentoring in times of change, British Association of Critical Care Nurses, 13, 5, 269-275 International Association for the Study of Pain (1994), Classification of Chronic Pain, Second Edition, Part III: Pain Terms, A current List with Definitions and notes on Usage, IASP Task Force on Taxonomy, IASP Press, Seattle Knowles M (1990), The adult learner: A neglected species (4th edition), Houston, Gulf Publishing Lomas C (2009), Poor observations skills are risking patients’ lives, Nursing Times, , , accessed 11. 01. 11 at 12:37 McBrien B(2006), Clinical teaching and support for learners in the practice environment, British Journal of Nursing, 15, 12, 672-677 Nursing and Midwifery Council (2004), Standards of proficiency for pre-registration nursing education, NMC, London Nursing and Midwifery Council (2008a), The Code: Standards of conduct, performances and ethics for Nurses and Midwives, London: NMC. Nursing and Midwifery Council (2008b), Standards to support learning and assessment in practice: NMC standards for mentors, practice teachers and teachers, London: NMC. O’Callaghan N (2005), The use of expert practice to explore reflection, Nursing Standard, 19, 39, 41-47 Pashler H, McDaniel M, Rohrer D and Bjork R (2009), Learning Styles:Concepts and Evidence, Psychological Science in the Public Interest 9: 105-119. Phillips T, Schostak J, Tyler J, Allen L. (2000). Practice and assess- ment: An evaluation of the assessment of practice at diploma, degree and post-graduate level in pre- and post-registration nursing and midwifery education. ENB Research Highlights; 43: 1–6. Price B (2007), Practice-based assessment: strategies for mentors, Nursing Standard, 21 (36), pp. 49-56 Pollard K (2009), Student engagement in interprofessional working in practice placement settings, Journal of Clinical Nursing, 18, 2856. Prozesky D (2000), Communication and effective teaching, Journal of Community Eye Health, 13, 35, 44-45 Rassool G, Rawaf S (2007), Learning style preferences of undergraduate nursing students, Nursing Standard, 21, 32, 35-41 Royal College of Nursing (2007), Guidance for mentors of nursing students and midwives: an RCN toolkit (2nd Edition), RCN, London. Rutowski K (2007), Failure to fail: assessing nursing students’ competence during practice assessments, Nursing Standard, 22(13), pp. 35-40 Sheridan M, Sharma A, Frost M (1997), From Birth to Five Years: Children’s Developmental Progress (2nd edition), Routeledge, London Stuart CC (2007), Assessment, supervision and support in clinical practice: a guide for nurses and midwives (2nd Ed. ), Churchill Livingstone; London. Wallace B (2003), Practical issues of student assessment, Nursing Standard, 17, 31, 33-36 White J (2007), Supporting nursing students with dyslexia in clinical practice, Nursing Standard, 21, 19, 35-42 Wilkinson J (1999), A practical guide to assessing nursing students in clinical practice, British Journal of Nursing, 8, 4, 218-222. Wilkinson J, Crossley J, Wragg A, Mills P, Cowan G, Wade W (2008), Implementing workplace-based assessment across the medical specialties in the United Kingdom, Medical Education, 42, 364-373 Wong DL, Hockenberry-Eaton M, Wilson D, Winkelstein ML, Schwartz P (2001), Wong’s Essentials of Pediatric Nursing (6th edition), St. Louis How to cite Mentoring and Enabling Learning in the Practice Setting, Essays

The Effect of Publish or Perish Motto on Academics free essay sample

These systems present in most universities acknowledge publications and citations as the evidence Of scholarly achievement and necessity for promotion, grant, and tenure (Dark, 2003). However, incentive and reward systems in academia were considered to lead a publish or perish syndrome by keeping the academic staff under pressure (Bloom et al. , 1988). On the one hand, these systems lead to a an increase in the quantity of books and papers (Bloom et al. , 1988); on the other hand, the quality of the generated knowledge may decrease since the academics aim to reach maximum number of publications (Inlays et al. 2007). As it is seen, these yester have both advantageous and disadvantageous. In this context, the objective of this paper is to analyze whether the incentive and reward systems have institutionalized a restrictive approach to knowledge development or they enhance and encourage the producing of the knowledge. On the other hand, it will be tried to compare the Turkeys current academic environment with the other countries in the context of ethical academic behaviors. We will write a custom essay sample on The Effect of Publish or Perish Motto on Academics or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page THE OBJECTIVE OF ACADEMICS Marketing as a university discipline has several responsibilities such as; to society, for providing objective knowledge and technically competent, socially expansible, liberally educated graduates; to students, for providing an education that will enable them to get on the socioeconomic ladder and prepare them for their roles as competent, responsible marketers and citizens; to marketing practice, for providing a continuing supply of competent, responsible entrants to the marketing profession and for providing new knowledge about both the micro and macro dimensions of marketing; and to the academy, for upholding its mission of retailing warehousing and producing knowledge, its contract with society of objective knowledge for academic freedom, and its core values of reason, evidence, openness and civility (Hunt, 2002, p. 306). In parallel with this view, Reel (1993, p. 74) claimed that A university has three functions to perform which are to conserve knowledge; to advance knowledge; and to disseminate knowledge. It falls short of the full realization of its aim unless, having provided for the conservation and advancement of knowledge, it makes provision for its dissemination as well.It can be revealed from these statements that, production and dissemination of the knowledge are two of the core missions of universities. Knowledge produced by academic researchers tends to be distributed to the spelling through research books, journals, academic conferences, training and development courses ((Bloom et al. , 1988; McKenzie et al. , 2002; Inlays et al. , 2007). However, according to the American Marketing Association (as of now AMA) Task Force on the development of marketing, academic researchers do not produce and disseminate enough publications (Bloom et al. , 1988). Furthermore, there is a dissemination problem that academicians are not successful in disseminating the knowledge they generate (Inlays et al. , 2007).In order to overcome these problems and increase the production ND dissemination of knowledge, and also to become more competitive, university management boards apply incentive and reward systems (Bloom al. , 1988). INCENTIVE AND REWARDS SYSTEMS At first sight, the incentive and reward systems may be seen well functioning that it leads to increase on knowledge generation and motivate the researchers. However there are several disadvantages and side effects of these systems and in the literature the outcomes of these systems have been criticized by several authors under the publish or perish mantra (List at al. , 2007;Bloom et al. , 1 988; Noisy et al. 2007; Brenna Inkers, 2004; Dark, 2003; Reams, 1 977; Gad-el-hake, 2004). One of the best explanation of publish or perish doctrine made by p. Van Den Burgher (1970, p. 7) as Publishing has become a compulsion. The average academic author does not write because he has something to say, because he hopes to contribute to knowledge, or because he has fun doing it; rather, he writes and publishes in order to improve his vita. This document is frequently the only thing about him which his colleagues will ever read; it is the passport to academic success; and, beyond the routine acquisition of a Ph. D. , published titles are the main ornament of a vita. On the other hand, there are some alternative views such as Blunt (1973) claimed that equating not publishing with perishing is an over determination of the present condition. In fact, in this context incentive and rewards refers to tenure and promotion. Namely, in order to get a tenure or promotion to the more senior academic positions it is essential to publish books, academic paper and be cited (Blunt, 1973). In addition, Reams (1977) claimed that publication is one of the most essential criterion for gaining tenure and promotion in a giggly competitive academic environment which Reams defined this environment as a treacherous dog-eat-dog world metaphorically. Since AMA (1988) claimed that publications in the marketing field is not enough and there need to overcome the impediments in order to increase the quantity of the publications.The AMA assessed several suggestions to motivate the researchers; the researchers must be provided large scale funding source and faculty release time for their research; the average revision time of the journals must be decreased as much as possible, thus further expenditures of time and effort of both reviewers and author s will be reverted; special workshops and consortia must be supported related to the need of the researchers. To sum up, this system is very effective and advantageous in order to motivate the researchers and achieve a maximum number of publications. However, there are also some disadvantageous and side effects of this system. In the next section the negative effects of this system will be criticized.SIDE EFFECTS OF INCENTIVE AND REWARD SYSTEMS As discussed in the preceding sections, the system puts the researcher under the pressure of publishing more and more books, journals and conference papers. The strong and undesirable incentives motivate especially the young academics through knowledge development (Blunt, 1973). However, it is extremely short-term in orientation and the system discourages risk-taking in the development of new ideas, discourages investment in long-term projects on significant issues, and instead encourages minor improvements in establishing ideas (Bloom et al. , 1988). On the other hand, the young academicians have started to publish books without getting enough wisdom in a particular field (Gad-el;hake, 2004).When the researchers age and experience increase, they provide fewer contributions to the journals. The AMA stated the possible reason for this situation as following; (1 ) A sense that the rewards for research and publication have been less than expected or are simply insufficient to justify additional effort. (2) A cumulative frustration with the competitive review processes of the major journals of the field. (3) An increased need or desire for outside income during the middle years of ones career. (4) An increased capability to undertake activities that hold higher personal value (e. G. , teaching consulting, administrative positions) than does research and writing(Bloom et al. 1 988, p. 4). Another important issue affected by the system is the quality concern. Publish or perish philosophy makes the researchers give more importance to the quantity Of the publications rather than quality (Lobscouse, 1974). In order to get a tenure or promotion, most researchers focus on publishing as much as they can, even sometimes they use cut-and-paste to reach their goals. Furthermore, to fulfill the increasing demand for publishing papers, everyday more and more journals enter the academic market. Thus, there have been the journals stratified into several quality categories which fits different quality papers Gad-el-hake, 2004).However, since journals are peer reviewed they can preserve their quality in balance (Bloom et al. , 1988). The quality concern is emerged in book publishing as well and probably more noteworthy that there is no need to be reviewed which makes it easier to publish a book than a journal article accepted (Gad-el-hake, 2004). Gad-el-Hake (2004) provided some extreme examples related to the quantity of publications. The first one is a dean of major school of engineering listed 52 papers that he wrote just in a year which equals to publishing a paper every week. In the second example, a roofless was introduces at a meeting as the author of 80 books in his 20 year career which is equal to a book every three months.Citation documents the flow of information and the links within and among disciplines or other units of analysis (Goldman ; Grainiest, 2010). The number of citations is a dominant criterion for promotion, salary increases and funding. It also will determine to what extent the individual researcher is seen as a thought leader. On the other hand, it is an indicator of quality, innovativeness and contribution of the publication to the science. Therefore, the researchers try o maximize the number of times they are cited (Verviers, 2010). However, except the articles published in top journals which represent the core of a discipline, most articles receive few or no citation (Van Dale ; Slammer, 2005). Also some researchers use make citation unethically.For example, authors generally do not actually consult some of the references they cite, some authors add references at the completion of a research because they support the researchers arguments or findings authors often reference well known authors in order to add credibility and prestige, and that quotations of what is actually written in the references are prevalent (Goldman ; Grainiest, 2010, p. 1 389) As Hunt (2000) claimed another mission of academics is the reta iling the knowledge in terms of teaching. However, since the publish or perish motto force the academics to focus on publications, especially the young academicians give less emphasis to the teaching function (Blunt, 1973). On the other hand, this motto also affects the relationship level between the practitioners and academicians. Brenna and Inkers (2004, p. 511) claimed that It seems clear that although academics loud like to get closer to practitioners, they are Inhibited by institutional factors, such as academic reward systems and the publish or perish culture.Since the Publish or perish culture suppresses the academics, they are tempted to perform unethical behaviors such as copying research, faking data and statistics, intentionally leaving out erroneous findings (Van Dale ; Slammer, 2005). (List et al. , 2007) made a research on this topic and proved that some researchers have falsified the research data; also they became co-authors of the papers without contributing. In addition, Reams 1977) very clearly identified the publication tricks as following; Joint Author Trick, colleagues write papers independently, and they add his / her colleagues name to the paper. Thus, in average both get more point.Experimental Trip trick, in some cases the academics force the students to participate in experiments. Thus, they can set up experiments in a very short time and free of charge. Graduate Student Gap, Graduate students perform great effort to show him qualified, so the academics may use them for library research, analyze and write up the data, or to find new creative research epics. Senior Author Trick, sometimes the junior academics use the name of senior, well-known authors in their studies without their contribution to publish their articles in top journals and books in quality publishers. Kitchen Sink Trick, since the data gathering phase is time consuming, they may use the same data more than once for different articles. In order to overcome the side effects of the publish or perish concept, Gad-el-Hake (2004) offered some suggestions such as; resumes submitted to promotion and tenure committees should be limited to listing only 5-10 the most significant publications; co-authors should contribute meaningfully to a publication and no name should be added merely because he or she is a member of a research group, or worse, the head of the group; journals should publish their impact factor and it should be an important consideration when libraries decide which journals to drop; Completed book manuscripts should go through peer review before publication. PUBLISH OR PERISH SYSTEM IN TURKEY In this section, as an academic member In a university, I will express my observations about the functioning of publish or perish system by comparing with the outside Of Turkey. There is an incentive and rewards system in Turkey as well. For example, In order to apply for an Associate Professor position, academicians hav e to get at least 6 points by publishing books, articles, conference papers and being cited (AUK, 2012). In addition, The Scientific and Technological Research Council of Turkey (TIBIA) makes payment for the articles published in top journals in order to motivate academics.However the side effects in terms unethical academic consequences of the system is very similar to the other countries. Probably, one of the most important factors is they are assigned many courses to teach ND also they are charged with administrative work load. The most common unethical behaviors in Turkey are plagiarism refers to stealing from other authors publications without citation and permission, duplication which is publishing the same or similar papers in different journals or conferences, Fabrication which is making up unreal results and publish, and Solicitation refers to slicing up one research in more or less identical papers (Rican, 2008).As indicated in the AMA task force report (1988), most of the senior academicians slow up researching and publishing, instead they mostly focus n consulting to the private sector companies, administrative functions, organizing conferences in their most productive period in Turkey as well. On the other hand in order to increase the quantity of their publications some academics search for the journals, mostly in third world countries such as African journals, that they can easily publish their unqualified articles. Furthermore, some of the academics make a deal with publishing companies to pub lish their book. Actually, the aim is not selling the book and making profit.In most cases the only reason is just getting point to get a promotion r tenure. In addition, authors in Turkey use joint author trick which was stated by Reams (1977) to gain more point. For instance, there are three colleagues and each of them prepared a paper. If they publish them as single authored in an international journal, each will get 3 points independently. However, if they write the other two colleagues names as co-authors each will get 5. 4 point which is approximately twice of the former choice (AUK, 2012). CONCLUSION To sum up, producing and disseminating Of the knowledge is one Of the most crucial missions for the universities.To accomplish this duty, the administrative directors of the universities and Institutes of Higher Education use some incentive and reward systems. However, in some cases these strategies put the academic staff under the pressure which is called as the Publish or Perish motto. Thus, in order to survive in the academic world, the members sometimes look for some unethical ways such as plagiarism, solicitation, duplication, fabrication, joint author, publishing unqualified books, and so on. While the quantity of the publications increases, their quality may decrease. In my opinion, being academic members must be encouraged by increasing the salary of the member, providing extra Opportunities, to increase the attraction of being a faculty member.