Get Research Critique & Critical Analysis Free Sample

Question: Discuss about the Research Critique for Critical Analysis. Answer: The essay is about critical analysis of two literature articles that support research development. It is done by the adopting the process of research critique. It is a systematic way of reviewing a research article to highlight the strength and weakness of the study and its usefulness in real world practice. It is necessary for professionals to identify the best research that it relevant to current practice and critiquing research helps in evaluating the research finding (Sturm Antonakis, 2015). The purpose of this essay is to critically analyze qualitative and quantitative research articles. It first starts with defining the term research critique and then explains the way this process is carried to determine the usefulness in professional practice. For the critique of each of the two articles, the reviewer first provides the summary of the article and then critiques the compulsory section of the articles according to the relevant framework for qualitative and quantitative research . It also critiques the three optional parts of each article which are the introduction section, the discussion part and the literature review section. After the analysis, the reviewer describes how these findings relate to professional practice Aotearoa/ New Zealand. The research critique process is the systematic way of reviewing a research study by identifying the gaps and strengths of the study. It may be done for a variety of purpose. Firstly it helps to assess whether a research paper is effective enough to be published. It is a way of guiding any researcher where an expert reviewer can comment on his work and suggest the improvement that can be possible. In other situation, this process acts a learning experience both for the reviewer as well as the researcher (Vance et al., 2013). A person involved in critiquing an article must have critical thinking skill and also in-depth knowledge of the subject to understand the intricacies of the work. A successful critiquing of research will depend on a balanced appraisal. This means reviewer needs to identify both the merits and demerits of the study as well as its applicability in real-world professional practice (Polit Beck, 2013). A balanced appraisal can be possible only when reviewer applies h is logic and goal in analyzing the systematic method of investigation present in the research article (Silverman, 2013).Thus, it helps in the unbiased way of examination of different elements of research according to different professional context. A reviewer can use different tools or framework to help them critique research articles. The credibility of the research depends on how well the researcher has presented the study. This can be done by raising questions like is the purpose of research clearly identified?, is the report concise and cohesive?, is it logically analyzed? and other types of question (Mertens, 2014). The first qualitative research article by Jeffery Pickler, (2014) investigated nurses perceived barrier to adherence of Central Venous Catheter (CVC) care practices. The study was done by the descriptive phenomenological method by taking an interview with ten nurses and analyzing the data using Colaizzis method. The main aim of this study was to evaluate the factors that lead to non-adherence of CVC guideline in nurses. The data from the interview was divided into different themes, and the result showed the inaction by organization and attitude of the nurse as a barrier in following CVC guideline. On analysis of first article (compulsory section), it is seen that researcher has chosen the accurate method for investigating the topic. The phenomenological pilot study was credible because the researcher used strategic inclusion and exclusion criteria to inquire into the matter. The accuracy of the data was also maintained by analyzing it using the Colaizzi method. The link between research aim and results is consistent as the results showed that barrier is present both within the health care environment as well as within nurses cognitive skill too (Jeffery Pickler, 2014). One surprising finding was that nurses did not entirely blame it on the organization, they realize that they also lack the skill too. Thus, a coherent account of the topic was accurately presented by the researcher. A survey study by Jansson et al., (2013) on the same topic showed that experience nurses adhere more to guideline than the less experienced nurses. Therefore, the recommendation of the above article matched the survey study by stating that nurses should be properly educated and updated about CVC guideline to prevent ventilator-associated pneumonia. The introduction section of the first article initiates with the report of patients dying in hospitals due to different types of medical errors. The researcher has rightly started the topic by stating the problem and making everyone understand the reason for which this study is important. The rationale for the research became evident by emphasizing the role of the nurse in error education. It clearly highlighted what has so far been done to reduce error, but also stated that minimum investigation had been done to find the barriers that discourage nurse from accepted the standard of practice guideline (Jeffery Pickler, 2014). Thus, the significance of the study became apparent after reading the introduction part. Research by Ullman et al., (2014) also explains in the introduction part that evidence-based guideline on catheter-related bloodstream infection is present, it is known how widely it is practiced. The researcher has thoroughly reviewed relevant literature related to the topic which outlined the current knowledge of the topic. While some article documented the gap in knowledge of nursing practice, others suggested the lack of resources as a barrier in the following guideline (Jeffery Pickler, 2014). However, one major limitation of the research is that has presented the stepwise summary of each literature, but the critical review is missing as the gap and strengths of each literature has not been identified by the researcher. The article in the barrier to nurse use of clinical practice guideline is an example of integrated review where relevant literature has been critically appraised by using CASP (Critical Skill Appraisal Program) tools (Jun et al., 2016). On critical analysis of discussion section of the first article, it was found that the research led to the development of knowledge in the area of investigation. One can interpret this by the fact that the barrier was present both internally within the nurse as well as the organization. The researcher also reported that their result matched with other existing literature in the area of time demands, documentation and resource availability in the clinical setting (Jeffery Pickler, 2014). However, weakness and strengths of the study have not been mentioned which is a major drawback of the study. Similar research by Howarth et al., (2016) is an example which states gap identification is also a crucial element of research as it helps to determine the future scope of the finding in professional practice. The second article is a quantitative article on the topic of comparative evaluation of antimicrobial-coated and non-antimicrobial coated peripherally inserted the central catheter (PICC) on patient outcome. Storey et al., (2016) investigated on this topic by the process of the randomized controlled trail. Patients in 3 high risks were randomly assigned to use Chlorhexidine (CHG) impregnated or non-CHG PICC line. The laboratory data was collected and reviewed daily to determine the presence of central line-associated bloodstream infection (CLABSI) or venous thromboembolism (VTE). The assessment was completed on 167 patients, and the result showed that no significant differences were noted in the development of infection between CHG and non-CHG groups. The quantitative article on comparative evaluation of the impact of CHG-impregnated and non-CHG impregnated PICC line is a comprehensive work by the author in which information flows in a coherent manner. Data was accurately collected without diverting away from the purpose of research. The insertion time of both types of PICC was noted, and assessment of infection was done daily. The randomized controlled trial study separately examined the impact of both types of PICC lines. It is a constructive research where limitation and weakness of finding have been specified explicitly. Detailed data on types of infection has been provided and its served the purpose of research by stating that CHG or non-CHG PICC line do not have to show any difference in the development of CLABSI or VTE (Storey et al., 2016). It also provided the scope of finding by stating that study with the larger sample is needed to validate the findings. The usefulness of this study is evident from the fact that another research on the same topic by Mikolajczak et al., (2016) showed that more action is required in the correct application of PICC line rather than coating it with antimicrobials. The researcher has proved his efficacy by the presentation of detailed introduction on the topic of PICC and the purpose for which investigation in this area is critical. The problem or issue faced in the hospital setting has been articulated well by the researcher by the stating that CLABSI or VTE infection is a significant burden and cost to the health care system. It showed the significant of this research by highlighting that CHG-impregnated PICC line reduced the infection rate, but the researcher has not examined its impact on infection (Storey et al., 2016). A quantitative article on the similar topic by Armstrong et al., (2013) introduced the study by clearly stating that PICC use in burn patients has the risk of serious bloodstream infection. Thus relevant to their scope of the study, the researcher studied the impact of PICC on bacteremia rate in the burn center. Any researcher mostly reviews the literature to investigate which area has been already researched on the topic and which part has been neglected. For the research article on PICC line, the author has not developed the literature on the direct topic but on the techniques adopted to prevent CLABSIs (Storey et al., 2016). However, the reason for this was clearly stated in the end by expressing that there is the lack of research on the impact of PICC on CLABSI or VTE development. Therefore, literature review section mainly provided detail on insertion techniques and management of PICC lines. Jock et al., (2016) also suggested that goal of reaching zero infection is possible by the implementation of change in practice as well bringing new products in the central line. The discussion part of the article on impact CHG impregnated PICC line fulfills the purpose of research by stating that development of CLABSI or VTE does not depend on the type of PICC line. The researcher is aware of the correct protocol of research as it shows that the strengths of the study lie in its study design. This type of assessment of the impact of PICC line has never been done before. The researcher has also highlighted the limitation of the study by stating that there might be inconsistency in statistical data due to small sample size and data collection from a single institution (Storey et al., 2016). The research finding was also compared with other studies and according to that differences were found in the data. In some study, the impact was investigated on the antibiotic combination of PICC with Minocycline and Rifampin instead of CHG (Yousif et al., 2016). The quantitative and qualitative article on management of CVC by nurses will be useful for bringing change in nursing practice in New Zealand. The research finding will be useful because many death also occurs in New Zealand healthcare setting due to the bloodstream infection. A similar type of research is also done in New Zealand by Restieaux et al., (2013) who described the current approach to preventing extravasations injury or blood stream infection in the neonatal intensive care unit. A survey on central venous catheter practices in New Zealand by McDonald et al., (2014) suggests that there is diversity in current guidelines for the use of PICC. There it highlighted the fact that the introduction of a common guideline may improve adherence to CVC care practice in nurses. Another research by Ullman et al., (2014) studied the extent to which New Zealand intensive care units have adopted CLABSI prevention practices. Thus, from critiques research on quantitative and qualitative research article, the problem of blood stream infection due to the use of CVC in intensive care unit came to the forefront. The critical analysis of both the literature helped to find important data regarding the reasons due to which infection develops in the patient. It also highlighted the fact that many nurses do not adhere to the CVC guidelines because of inaction by the health care organization and their lack of cognitive skills. The evaluation of PICC line gave important information that infection does not depend on types of PICC used. Thus infection has linked the management of PICC lines and in future, the hospitals should work in this area to train nurse on the management of PICC line. The essay also gave validity of research finding in nursing practice in New Zealand with support from the similar study done in New Zealand. Reference Armstrong, S. D., Thomas, W., Neaman, K. C., Ford, R. D., Paulson, J. (2013). The impact of antibiotic impregnated PICC lines on the incidence of bacteremia in a regional burn center.Burns,39(4), 632-635. Howarth, D., Glynos, J., Griggs, S. (2016). Discourse, explanation and critique.Critical Policy Studies, 1-6. Jansson, M., Ala-Kokko, T., Ylipalosaari, P., Syrjl, H., Kyngs, H. (2013). Critical care nurses knowledge of, adherence to and barriers towards evidence-based guidelines for the prevention of ventilator-associated pneumoniaA survey study.Intensive and Critical Care Nursing,29(4), 216-227. Jeffery, A. D., Pickler, R. H. (2014). Barriers to nurses adherence to central venous catheter guidelines.Journal of Nursing Administration,44(7/8), 429-435. Jock, L., Emery, L., Jameson, L., Woods, P. A. (2016). Journey to Zero Central Line-Associated Bloodstream Infections: An Intensive Care Unit's Story of Sustained Success and Quality Improvement.Journal of the Association for Vascular Access,21(2), 76-80. Jun, J., Kovner, C. T., Stimpfel, A. W. (2016). Barriers and facilitators of nurses use of clinical practice guidelines: An integrative review.International Journal of Nursing Studies,60, 54-68. McDonald, S. J., Taylor, J. E., Tan, K. (2014). A survey of central venous catheter practices in Australian and New Zealand tertiary neonatal units.Australian Critical Care,27(1), 36-42. Mertens, D. M. (2014).Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. Sage publications. Polit, D. F., Beck, C. T. (2013).Essentials of nursing research: Appraising evidence for nursing practice. Lippincott Williams Wilkins. Restieaux, M., Maw, A., Broadbent, R., Jackson, P., Barker, D., Wheeler, B. (2013). Neonatal extravasation injury: prevention and management in Australia and New Zealand-a survey of current practice.BMC pediatrics,13(1), 1. Silverman, D. (2013).Doing qualitative research: A practical handbook. SAGE Publications Limited. Storey, S., Brown, J., Foley, A., Newkirk, E., Powers, J., Barger, J., Paige, K. (2016). A comparative evaluation of antimicrobial coated versus nonantimicrobial coated peripherally inserted central catheters on associated outcomes: A randomized controlled trial.American journal of infection control,44(6), 636-641. Sturm, R. E., Antonakis, J. (2015). Interpersonal Power A Review, Critique, and Research Agenda.Journal of Management,41(1), 136-163. Ullman, A. J., Long, D. A., Rickard, C. M. (2014). Prevention of central venous catheter infections: A survey of paediatric ICU nurses' knowledge and practice.Nurse education today,34(2), 202-207. Vance, D. E., Talley, M., Azuero, A., Pearce, P. F., Christian, B. J. (2013). Conducting an article critique for a quantitative research study: perspectives for doctoral students and other novice readers.Nursing: Research and Reviews,3, 67-75. Yousif, A., Chaftari, A. M., Michael, M., Jordan, M., Al Hamal, Z., Hussain, A., ... Raad, I. (2016). The influence of using antibiotic-coated peripherally inserted central catheters on decreasing the risk of central line-associated bloodstream infections.American journal of infection control.

Calm Alert And Early Childhood Education †MyAssignmenthelp.com

Question: Discuss about the Calm Alert And Early Childhood Education. Answer: Summary of the chosen paper Childrens house and school are the two most influential context in which the learning and development occurs. The term ' self regulation' is normally used to discuss about a range of abilities and characteristics that a child develops to control the emotions, focus his actions and manage his feelings. This paper aims to discus about the importance of enhancing self regulatory ability of the child. Self regulation in child plays a pioneering role in laying the foundation of the child's psychological physical, behavioral and the educational well being of the child. The role of a school is to bring each child to her individual self, achieve the maximum academic potential and to obtain the skill of self regulation. Its effectiveness may vary from school to school (Diamond Lee, 2011). A significant amount of the class works throughout the grades helps a child to develop academically, but very few actually help to develop self regulation in children. Self regulation is extremely important for a child to deal with the expectations and tasks that a child is confronted with everyday. The paper discuss about the difference of self regulation and compliance. Compliance is something that is seen in a child when he or she is afraid of being punished, or solely to obtain any coveted award (Dickstein, 2015). Previously it was of the idea that anything can be got out of a child by giving rewards and punishment, but according to the new concept, children often dont work well under compliance and the task also becomes very draining for the adults who play the role of a disciplinarian to force a child to do something. Self regulation on the other hand refers to an attempt to understand the cause of the problematic behavior and then try to solve the problem rather than just extinguishing them. This paper produces information regarding the prefrontal cortex of the brain that is responsible for the management of self regulation (Dickstein, 2015). Over the past few decades scientists have discovered that the tactile stimulation that occurs in a baby due to some affectionate touching, release neuro-hormones that have a calming effect on the child (Cherland, 2012). It can be done by gently rocking or bouncing the baby when he or she is fussy. The paper discuses that the fundamental principle of se lf regulation about arousing a baby, that is energizing her. This social engagement system is marked by the development of the language. As a child grows there occurs a fundamental transition in his self regulation and he needs his parents less ad peers more (Shanker, 2013). The paper further more discusses about many regulations that children face for self regulating himself. The paper further discuses about the sources of stress that a child suffers from: Biological, emotional, cognitive, social and prosocial factors . The paper further aims to discus about the key steps of self regulation. Rationale for choosing this topic My rationale for choosing this topic is that connection between educators has been found to be a primary factor for the cognitive and the psychosocial development of children. The self regulation techniques described by this paper can be useful for a childhood educator to deal with child education. Registered childhood educators should focus to have child's eye light up as they visit the classroom. Close, nurturing relationships helps to build the cognitive connection with all the aspects of life. I believe that it also helps out the child from getting over the toxicity of the stresses (Garner et al., 2012). Since a child educator acts as a bridge between the child's mind and the real world, the educator has to remain acquainted with all the facilitators and the barriers that enhance or cease a child's learning (Sabol Pianta, 2012). The first step of self regulation in a child is to make sure that he or she is well slept receiving nutritious food and regular physical activities. We can use simple aids like discs for their chair at school or some play dough for squeezing, that can be calming for children. The second step is to remain aware what it is to be calmly focused and hyper aroused. The third step is to teach the students about how students should react to different situations. All these learning can be really useful for an RECE. These factors make it an important topic of discussion for a future RECE. Plan of action for professional development Self regulation is the capability to understand and manage the behavior, feelings and reactions in response to the external environment. The goal is to regulate the reactions to emotions like excitement and frustration; Calming down after the occurrence of something upsetting or exciting, focus on a particular task, refocusing attention on a new task, control of the impulses, teaching behaviors that would help the child to specialize in the near future (Diamond Lee, 2011). One of the most important steps towards the self regulation is to be patient with the child, as it can be very difficult for very young children to work as per the rules. The expectations should be matched with the age of the child. It is necessary to try self model for the regulation of the child. This can be done by showing the child how a frustrating work can be done without getting upset (Dickstein, 2015). We can say somewhat like this, The work was hard, but I'm glad that they did not get angry as I might have not been able to do this". Furthermore it is important to talk to talk to the child about emotions. For example, Did you hit your friend because she was not sharing the toy, but you could have asked her politely, now ask for the toy politely and see the magic." When a child struggles with complicated feeling it is our duty to encourage him to describe the feeling. The child should be taught to react to different emotions (Duckworth Seligman, 2005). For example the child c an be taught to put her hands in the pockets when she wants to snatch or strike out. Simple rules can be set that is comprehensive to the child and simple to follow. Even if the child is too young we can talk about what kind of a behavior we expect. For example, "if you hit your friend, he will never play or talk with you; hence you should never hit him. It is necessary to use words of praise when the child shows self control and follow the rules. Praise will tell him that he had done something really good and will remain motivated to continue for future purposes. Words of appreciation like "I like the way you shared the book with John, I am proud of you." Weekly classes will be arranged in order to involve the parents in the learning process and to facilitate effective communication between the parent and the educator. How to share the information with the colleagues Professional development can be accomplished by sharing knowledge of learning with the peers. It can be done by encouraging group discussion or on any domains of social networking site. Oral presentations with demonstration can be useful for disseminating information among the peers. Debate and brainstorming workshops serve as an important platform for sharing the knowledge. Other methods of dissemination can be E-mails, reports, and one-to-one discussions, conferences .A vast majority of the people engaged in learning and teaching are at least one mail base discussion list and can serve as an effective way of communicating with the audiences. Short newsletters of the action plan can keep the targeted audiences informed. References Cherland, E. (2012). The polyvagal theory: neurophysiological foundations of emotions, attachment, communication, self-regulation. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 21(4), 313. Diamond, A., Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333(6045), 959-964. Dickstein, S. (2015). The family couch: considerations for infant/early childhood mental health. Child and Adolescent Psychiatric Clinics, 24(3), 487-500. Duckworth, A. L., Seligman, M. E. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological science, 16(12), 939-944. McEwen, B. S., Lasley, E. N. (2002). The end of stress as we know it. Joseph Henry Press. Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., ... Sears, M. R. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108(7), 2693-2698. Pink, D. H. (2012). Book Review Drive: The Surprising Truth About What Motivates Us. Shanker, S. (2013). Calm, alert and learning: Classroom strategies for self-regulation. Toronto: Pearson.

Sample of an Essay Word For Word

Sample of an Essay Word For WordThe sample of an essay is always a good idea. A lot of people say that they are not comfortable doing it, but it really isn't as hard as it seems to be. There are actually a few different steps involved with writing an essay, and once you know them you can rest assured that it is a breeze. It is very important that you have the right step-by-step process to getting your essays to look good.One of the most important things to do is to choose a topic that you like and for instance write about something that interests you. Often times it is fun to write about a topic that you personally have some knowledge of. If you do not care to do this, it is also possible to pick a topic that interests you may find that writing this will be a lot easier than the other one.Once you have decided on what you want to write about, make sure that you have a sample of an essay word for word. Do not use the format that you would want to use, but rather go through the whole e ssay and note the different points. This can give you a good idea of what writing this type of paper is going to be like. You will probably also find that you get better at reading the paper without words and feel more confident when you know how it should sound. This will actually help you in the test that you take, so make sure that you take a few minutes and check out what you wrote.Writing is something that has been around for a long time, and this does not mean that it is easy. Writing is hard because it is so easy to get hung up in the details of it. Take the time to make sure that you have everything right before you actually start writing, and when you do the details will come as you work on it.Writing essays is also something that you can teach yourself to do, so this will give you a bit of an advantage. You may not have the best reading ability in the world, but at least you will know how to write, and this will make it easier for you. It is also a good way to make sure th at you will know how to write if you do get stuck.Now the hardest part is actually finding a sample of an essay word for word, which is why it is always a good idea to go through some sample essays online. You will be able to get an idea of how to write a paper that you can use, which is a great way to determine whether or not you really like it or not.There are many different types of essays, which means that there are many different ways that you can do it. You just need to make sure that you have the right information about this and then you will be able to write essays that are good.

Free Essays on Afghanistan

Afghanistan is located in Southern Asia, north and west of Pakistan, and east of Iran. It’s major religions are Sunni Muslim 84%, Shi'a Muslim 15%, and other 1%. Afghanistan is a weird place and although the Taliban rules most of it there is no functioning central government, it is administered by factions. They don’t have a constitution or a legal system there either. But that is small compared to its other problems. Afghanistan has always been a very poor country; in fact the third-poorest country in the world. Needless to say the 20 years of war Afghanistan has faced didn’t help that problem. They are so poor that Afghanistan’s per capita income is one of the lowest in the world. Its infant mortality rate, 200 deaths per 1,000 infants, is among the world’s highest. It also has the lowest literacy rate and life expectancy, and one of the lowest levels of per capita food availability in the world. In May 2001, the World Food Program warned that more than 1 million Afghans were facing famine conditions. Then in September it reported that people were surviving by eating grass and locusts. Aid used to be stronger in Afghanistan but after the September 11 terrorist attacks, all the international aid workers left, which leaves only a few local UN workers to help. Afghans have been fleeing from their country for years. At the end of last year, 3.6 million Afghans were living as refugees in other countries. Most were in Pakistan and Iran. Pakistan held 2 million while Iran held 1.48 million. There were also 38,000 living in other countries in the region. According to the UN High Commissioner for Refugees (UNHCR), 172,000 Afghans fled to Pakistan during the year, and 28,790 sought asylum in Europe. It’s very hard to give an accurate amount of Afghans internally displaced because of conflict, but the U.S. Committee for Refugees (USCR) believed the figure to be 375,000. Another 140,000 Afghans were internally displaced ... Free Essays on Afghanistan Free Essays on Afghanistan Afghanistan is located in Southern Asia, north and west of Pakistan, and east of Iran. It’s major religions are Sunni Muslim 84%, Shi'a Muslim 15%, and other 1%. Afghanistan is a weird place and although the Taliban rules most of it there is no functioning central government, it is administered by factions. They don’t have a constitution or a legal system there either. But that is small compared to its other problems. Afghanistan has always been a very poor country; in fact the third-poorest country in the world. Needless to say the 20 years of war Afghanistan has faced didn’t help that problem. They are so poor that Afghanistan’s per capita income is one of the lowest in the world. Its infant mortality rate, 200 deaths per 1,000 infants, is among the world’s highest. It also has the lowest literacy rate and life expectancy, and one of the lowest levels of per capita food availability in the world. In May 2001, the World Food Program warned that more than 1 million Afghans were facing famine conditions. Then in September it reported that people were surviving by eating grass and locusts. Aid used to be stronger in Afghanistan but after the September 11 terrorist attacks, all the international aid workers left, which leaves only a few local UN workers to help. Afghans have been fleeing from their country for years. At the end of last year, 3.6 million Afghans were living as refugees in other countries. Most were in Pakistan and Iran. Pakistan held 2 million while Iran held 1.48 million. There were also 38,000 living in other countries in the region. According to the UN High Commissioner for Refugees (UNHCR), 172,000 Afghans fled to Pakistan during the year, and 28,790 sought asylum in Europe. It’s very hard to give an accurate amount of Afghans internally displaced because of conflict, but the U.S. Committee for Refugees (USCR) believed the figure to be 375,000. Another 140,000 Afghans were internally displaced ...

American Revolution, Major General Nathanael Greene

American Revolution, Major General Nathanael Greene Major General Nathanael Greene (August 7,  1742–June 19, 1786) was one of General George Washingtons most trusted subordinates during the American Revolution. Initially commanding Rhode Islands militia, he earned a commission in the Continental Army in June 1775 and within a year was leading large formations in Washingtons command. In 1780, he was given command of American forces in the South and conducted an effective campaign that greatly weakened British forces in the region and ultimately forced them back to Charleston, South Carolina. Fast Facts: Nathanael Greene Rank: Major GeneralService: Continental ArmyBorn: August 7, 1742 in Potowomut, Rhode IslandDied: June 19, 1786 in Mulberry Grove Plantation, GeorgiaParents: Nathanael and Mary GreeneSpouse: Catharine LittlefieldConflicts: American Revolution (1775–1783)Known For: Siege of Boston, Battle of Trenton, Battle of Monmouth, Battle of Guilford Court House, Battle of Eutaw Springs Early Life Nathanael Greene was born on August 7, 1742, in Potowomut, Rhode Island. He was the son of a Quaker farmer and businessman. Despite religious misgivings about formal education, the young Greene excelled in his studies and was able to convince his family to retain a tutor to teach him Latin and advanced mathematics. Guided by future Yale University president Ezra Stiles, Greene continued his academic progress. When his father died in 1770, he began to distance himself from the church and was elected to the Rhode Island General Assembly. This religious separation continued when he married the non-Quaker Catherine Littlefield in July 1774. The couple would ultimately have six children who survived infancy. American Revolution A supporter of the Patriot cause during the American Revolution, Greene assisted in the formation of a local militia near his home at Coventry, Rhode Island, in August 1774. Greenes participation in the units activities was limited due to a slight limp. Unable to march with the men, he became an avid student of military tactics and strategy. As such, Greene acquired a substantial library of military texts, and like fellow self-taught officer Henry Knox, worked to master the subject. His devotion to military affairs led to his expulsion from the Quakers. The following year, Greene was again elected to the General Assembly. In the wake of the Battle of Lexington and Concord, Greene was appointed as a brigadier general in the Rhode Island Army of Observation. In this capacity, he led the colonys troops to join in the siege of Boston. Becoming a General Recognized for his abilities, Greene was commissioned as a brigadier general in the Continental Army on June 22, 1775. A few weeks later, on July 4, he met General George Washington and the two became close friends. With the British evacuation of Boston in March 1776, Washington placed Greene in command of the city before dispatching him south to Long Island. Promoted to major general on August 9, he was given command of Continental forces on the island. After constructing fortifications in early August, he missed the disastrous defeat at the Battle of Long Island on the 27th due to a severe fever. Greene finally saw combat on September 16, when he commanded troops during the Battle of Harlem Heights. Engaged during the later part of the battle, his men helped push the British back. After he was given command of American forces in New Jersey, Greene launched an abortive attack on Staten Island on October 12. Moved to command Fort Washington (on Manhattan) later that month, he erred by encouraging Washington to hold the fort. Though Colonel Robert Magaw was ordered to defend the fort to the last, it fell on November 16, and more than 2,800 Americans were captured. Three days later, Fort Lee across the Hudson River was taken as well. Philadelphia Campaign Though Greene was blamed for the loss of both forts, Washington still had confidence in the Rhode Island general. After falling back across New Jersey, Greene led a wing of the army during the victory at the Battle of Trenton on December 26. A few days later, on January 3, he played a role at the Battle of Princeton. After entering winter quarters at Morristown, New Jersey, Greene spent part of 1777 lobbying the Continental Congress for supplies. On September 11, he commanded a division during the defeat at Brandywine, before leading one of the attack columns at Germantown on October 4. After moving to Valley Forge for the winter, Washington appointed Greene quartermaster general on March 2, 1778. Greene accepted on the condition that he be allowed to retain his combat command. Diving into his new responsibilities, he was frequently frustrated by Congress unwillingness to allocate supplies. After departing Valley Forge, the army fell upon the British near Monmouth Court House, New Jersey. In the resulting Battle of Monmouth, Greene led the right wing of the army and his men successfully repulsed heavy British assaults on their lines. Rhode Island That August, Greene was sent to Rhode Island with the Marquis de Lafayette to coordinate an offensive with French Admiral Comte dEstaing. This campaign came to a dismal end when American forces under Brigadier General John Sullivan were defeated on August 29. Returning to the main army in New Jersey, Greene led American forces to victory at the Battle of Springfield on June 23, 1780. Two months later, Greene resigned as quartermaster general, citing Congressional interference in army matters. On September 29, 1780, he presided over the court-martial that condemned spy Major John Andre to death. After American forces in the South suffered a serious defeat at the Battle of Camden, Congress asked Washington to select a new commander for the region to replace the disgraced Major General Horatio Gates. Going South Without hesitation, Washington appointed Greene to lead Continental forces in the South. Greene took command of his new army at Charlotte, North Carolina, on December 2, 1780. Facing a superior British force led by General Lord Charles Cornwallis, Greene sought to buy time to rebuild his battered army. He divided his men in two and gave command of one force to Brigadier General Daniel Morgan. The following month, Morgan defeated Lieutenant Colonel Banastre Tarleton at the Battle of Cowpens. Despite the victory, Greene and his commander still did not feel the army was ready to engage Cornwallis. After reuniting with Morgan, Greene continued a strategic retreat and crossed the Dan River on February 14, 1781. Due to flood waters on the river, Cornwallis elected to return south to North Carolina. After camping at Halifax Court House, Virginia, for a week, Greene was sufficiently reinforced to recross the river and begin shadowing Cornwallis. On March 15, the two armies met at the Battle of Guilford Court House. Though Greenes men were forced to retreat, they inflicted heavy casualties on Cornwallis army, compelling it to withdraw toward Wilmington, North Carolina. In the wake of the battle, Cornwallis decided to move north into Virginia. Greene decided not to pursue and instead moved south to reconquer the Carolinas. Despite a minor defeat at Hobkirks Hill on April 25, Greene succeeded in retaking the interior of South Carolina by mid-June 1781. After allowing his men to rest in the Santee Hills for six weeks, he resumed the campaign and won a strategic victory at Eutaw Springs on September 8. By the end of the campaign season, the British were forced back to Charleston, where they were contained by Greenes men. Greene remained outside the city until the wars end. Death With the conclusion of hostilities, Greene returned home to Rhode Island. For his service in the South, North Carolina, South Carolina, and Georgia all voted him large grants of land. After being forced to sell much of his new land to pay off debts, Greene moved to Mulberry Grove, outside of Savannah, in 1785. He died on June 19, 1786, after suffering from heat stroke.

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

Sampling - Assignment Example Probability techniques are based on the principle that each member of the population has an equal chance of being included into the study sample. These measures improve the likelihood that the chosen sample will be representative of all the relevant trends seen in the population. Thus, there is a greater chance that the conclusions drawn from the data would be truly applicable to the entire population (Frankfort-Nachmias & Nachmias, 2008). For a majority of studies, probability sampling techniques help in providing more valuable data, but with some research questions, non-probability techniques are more effecting in gathering the requisite sample. Some of the probability techniques include Simple Random sampling, Systematic Random Sampling, Stratified Random Sampling, and Probability Cluster Sampling (Christensen, Johnson & Turner, 2010). On the other hand, some types of Non-Probability sampling techniques include Availability Sampling, Purposive Sampling and Non-Probability Cluster Sampling (Christensen, Johnson & Turner, 2010). Regardless of all the effort taken to draw a representative sample from the population, there is always a chance that the sample chosen is not really representative. This would mean that there is a chance that the results of the study may not be representative of the population, and extrapolating them would be erroneous. When the chosen sample is not really representative of the population, it is due to Sampling Error (Frankfort-Nachmias & Nachmias, 2008). Typically, Probability techniques help in reducing the chance of Sampling Error by ensuring that each member of the population has the same likelihood of being chosen. Thus, when studying large and heterogeneous populations, Probability techniques are considered to be more valuable in drawing a representative sample (Christensen, Johnson & Turner, 2010). Sampling error can

The Roles of Strategic Corporate Social Responsibility in Essay

The Roles of Strategic Corporate Social Responsibility in Multinational Companies - Essay Example ggests that the economic functions must be exercised with a sensitive awareness of changing social values and priorities and the outer circle outlines newly emerging and still vague responsibilities that corporations should assume to become more actively involved in improving the social environment in which they operate (Shalhoub, 1999, p. 13). Theorists have identified four broad areas of strategic corporate responsibility that a MNC adopts, economic, legal, moral, and social. The main premise of the four areas is found in the basic nature of the corporation, which is a privately based, economic entity whose members are expected to make decisions that possesses a significant impact on a number of constituents (Brummer, 1991). Later MNCs realize that a corporation has not always all four responsibilities. When it came to the adoption of SCSR, global MNCs failed to respond effectively to the significant issues of their countries (Logsdon & Wood, 2005). It would not be wrong to say that multinational companies (MNCs) while responding to concerns like downsizing and environmental degradation took initiatives to demonstrate their social responsibility (Edwards et al, Feb 2007). This way the MNCs actually adopted SCSR to reduce their workforce through either voluntary or involuntary means or a combination of both. In other words, MNCs in order to defend themselves tend to adopt SCSR but with some concerns of which the most significant is the corporate downsizing in privately and publicly owned firms in recent years. The notion that MNCs have failed to adopt SCSR is depicted from some well-known examples. MNCs failure could be analysed by those protests and consumer boycotts that Nestle has experienced recently in selling its various products in Africa (Husted & Allen, 2006). Same is the case Nike has experienced as a result of child labour abuse in outsourcing in Asia. The global MNCs are unable to consider the cause of their failure which refers to those corporate