Acquisition of Nursing Critical Thinking Skills Strategies

Acquisition of Nursing Critical Thinking Skills Strategies Aims Aims are general statements of the expected educational intentions of the subject taught (Butt, 2006). The aims of the lesson are: 1. To provide nursing students with opportunities to acquire critical thinking abilities necessary for distinguishing genuine patients 2. To enable students to apply and implement the learnt critical thinking strategies learnt in actual practice with human patients. 3. To provide opportunities for students to develop critical thinking skills and practice clinical decision-making with appropriate faculty guidance. 4. To equip the students with the necessary assessment skills required in identifying patient problems, analysing these problems in terms of their implications for the underlying disease processes and psychosocial needs, and taking actions to optimize the recovery situation. Learning Objectives Learning objectives are specific and measurable targets to be attained by students taught (Kerry, 2002). By the end of the lesson, the student shall be able to: 1. Recall knowledge and facts learnt in class. 2. Apply the comprehension thinking to articulate and establish the relationship among data. 3. Apply the concept learning new hypothetical situation to arrive at correct answer. 4. Apply the analysis in breaking problems into components and examine the components to establish trends and evidence generalization. 5. Present items or thoughts together in new ways-synthesis. 6. Evaluate arguments for validity or relative worth of a view point or process based on established criteria. Teaching Philosophy The teaching philosophy for lessons is derived from social and situational theories that put focus on relationships and interaction between individuals as basis for learning process (International Conference on Innovation and Entrepreneurship, Worasinchai Ribiere, 2014). The theories hold that students must engage in meaningful discussions and conversation with one another in order to learn from them. I hold the view that students learn best from their peers. Consequently, peer learning shall be done in every teaching session. Teaching Strategies Teaching strategies are methods and processes the teacher uses to engage student and facilitate the learning process (Programme for International Student Assessment., Organisation for Economic Co-operation and Development. 2010). These strategies are outlined below. 1. Peer learning. Peer learning is a learning strategy that entails students learning from themselves in pairs or groups (Frankland, 2007). For peer learning section, the teach er shall group students and provide task for each group to perform. Peers shall together to set up a support network for group learning and support. 2. Observation and feedback. The teacher provides clear, honest, detailed and objective feedback on the learner’s performance so they may identify areas in need of improvement or levels of achievement. 3. Demonstration Demonstration is a type of learning that involves exhibition and explanation of the concept, process, procedure, idea or experiment (Sankaranarayanan Sindhu, 2012). A student will be allocated to perform as a patient with a scenario, and the students will talk to him while he answers them. 4. Reflection. Reflection involves careful consideration of concepts, ideas, knowledge, beliefs, processes and information on the basis of its premises and conclusions that supports it (Suqerman, 2000). Time to make sense of things will be given after the performance of the human stimulator to make sense of everything. 5. Lecture A lecture is a method of teaching that involves the presentation of the subject through talking (Jarvis, 1995). The teacher will explain various concepts in class. Lecture time shall be used by the teacher to teach students about the topic for the session. 6. PowerPoint Presentation The teacher will make a short presentation to introduce the topic and key issues. Procedure The teacher makes a 15 minute PowerPoint presentation followed by a 15 minutes pre-test (multiple answer questions) given to students. Session begins, each having 120 minutes 1. The teacher gives a 15min lecture to students. 2. 15 minutes pre-test given to students (7 multiple answer questions). 3. Teacher asks one student to pretend as patient and the rest of students as the student question. The demonstration and practice on human stimulator as patient last for 20 min. 4. Students can ask reflection questions on the demonstration for 10 min. 5. Students give 10 min break. 6. Students placed in groups and asked to discuss the concept learnt with their peers for 20 min. 7. The teacher gives students observation feedback for 15 min. 8. 15 minutes post-test given to students (5 multiple answer question). Rationale Critical thinking is an essential skill learnt by students studying to become nurses. It is defined as a process of intellectually and actively conceptualizing, using, analysing, synthesizing and assessing information to guide action or belief (Higgs, 2008). Critical thinking is based on intellectual competencies such as clarity, accuracy, breadth and precision and logic (White, Duncan Baumie, 2013). Nurses use critical thinking skills to apply model and theories learnt in their studies to patients (Cody Kenney, 2006). Nurses are required to make well-reasoned clinical decisions derived from reflection and critical thinking. To this end, they are taught critical thinking strategies equip them with skills needed to make decisions reasoning. Critical thinking enables the nurses to establish the needs of patients and make a decision on the most appropriate nursing action to take (Brunner Smeltzer, 2010). Some nursing schools offer critical thinking course as a separate unit requiremen t. Others integrate its concepts in other related course subjects. Irrespective of how nursing schools approach the teaching of critical thinking skills, it remains important in nursing practice. Critical thinking according to Watson and Glaser has three elements. These elements are skills, knowledge and attitude (Hersen Thomas, 2003). A critical thinker must be motivated to look at the problem and find solutions to it. He or she must also have good understanding and knowledge of the problem (Bradshaw Lowenstein, 2011). More importantly the person must have the appropriate skill to apply and knowledge to resolve problems (Andrea, 2009). Nurses are confronted by problems that often need quick and appropriate solutions. For instance, a nurse is expected to make a decision on whether to call a doctor or ignore when the patient conditions deteriorates. His or her decision can either save the patient’s life or lead to death. Hence, they require training on critical skills to equ ip them with abilities to make independent judgement and assessment patient’s conditions (Lyer, 2006). Nurses apply critical thinking skills in various aspects of their work. In assessment, nurses use critical skills to gather relevant data from patients through interview, observation or from records (Comer, 2005). They must also have critical thinking skills to differentiate important from non-important data and validate the data using other data sources. In diagnosis, they use the skills to organize data into patterns, establish a relationship between data and make a comparison between patterns and theories (Wilkinson, 1996). Again, the skills are used to explore individual assumptions on patients’ conditions and make a judgment on patients’ health concern and explain those concerns to the clients. In planning, critical thinking skills are used to identify patients concerns, find out desired health outcome and choose suitable intervention. On the other hand, i n the implementation, nurses use the skills execute interventions make comparison of baseline data and prevailing status. The teaching plan for the delivering the topic ‘Strategies for the Acquisition of Nursing Critical Thinking Skills’, Incorporates entrenched teaching practices and learning theories. The teaching plan is more students centred. Student-centred learning put emphasis on discovery of knowledge as opposed to passing information (Cook Sittler, 2008). Only 50 minutes out of 120 session minutes are dedicated for teachers’ active involvement in class. The remaining time is taken up by student-centred teaching methods that include peer teaching, demonstration, and reflection. These student centred methods of teaching support social learning theories that focus on peer learning as most suitable method of acquiring knowledge. Given that the program involves the development critical thinking skills, students can learn better by applying what they have lea rnt by interacting with peers. The demonstration part of the teaching gives the student opportunity to identify a problem and use learnt skills to solve it. They are expected to extract useful information from the patient and use it to understand the patients concerns. These tasks require critical thinking skills. The course content for teaching critical thinking skills is very elaborate. It encompasses key areas of learning that include the development of critical thinking skills and characteristics of a thinker. Besides, the learning outcomes have all been considered in the development of the teaching plan. Consequently, the plan meets the key requirement of teaching plans. Teaching plans have aims, procedure and resources (Mariotti, 2009). This information is captured in the template and it relates to the main topic. Apart from course content, there are sections of the plan that are to provide information on situational factors that may have effects on the learning critical think ing skills. These sections include learners’ entry level and special needs. Reflection in action Reflection is a philosophical understanding of how one can pick up learning through experience and use distinctive methodologies to the same situation (Nairn et al. 2012). It is also the persistent process of active thinking and putting into consideration the supporting evidence that forms knowledge to a given scenario. Critical reflection is facilitated by a person’s mind and emotions. According to Vachon and Leblanc (2011), reflective practitioners are characterised by open-mindedness, whole heartedness and responsibility. Reflection prior to action is essential for impacting learning and teaching because it allows for the teaching plan to cater for individual learners based on theoretical conceptualisations of their needs and interests. I was, therefore, prepared to meet the students, interested and motivated to learn how to apply critical thinking in the field of nursing correctly. I also anticipated that the use of a variety of teaching strategies such as PowerPoint prese ntation, discussion questions, a brief demonstration, group work and group discussions would cater for the different learning styles of the participants. For the teaching and learning process to conform to how critical thinking is practised, I therefore saw it very vital to modify strategies and approaches during the presentation to meet demands that were not catered for in the planning phase. In delivering the lecture, I was quite confident as I have worked as a clinical nurse in hospital for three years, giving students necessary skills for working in a lab area, hospital or other working environment. The allotted time for my lecture was 15 minutes, but my teaching plan was structured to cover a slightly longer time frame. I, therefore, had to make a decision to adjust some of the strategies and to approach some aspects of the lesson differently from what was outlined in the teaching plan. To ensure that students understood well this concept, I took the initiative of not following the teaching plan as initially outlined. The PowerPoint presentation was the first to be presented. However, there was no enough time for questions from the students, as well as discussion hence clarification of the unclear concept, was not successful. I went on to demonstrate the procedure of acquiring critical thinking while repeating the initial PowerPoint presentation. This demonstration helped to clarify any concerns the participants would have had from the initial presentation. This is because they had a chance to view the step-by-step procedure. My experience facilitated the quick movement through the procedure without neglecting relevant details and therefore the students were able to understand the process. I gave each student the opportunity to demonstrate the procedure. Each student constructed a checklist which he or she would use to perform the procedure. Thereafter, each student demonstrated the procedure while one of the other students explained to the students what was being done. The modifications I made to the teaching plan were important because they met the stated objectives within a given timeframe. The reflective process that I followed in order to make the adjustments was essential, and is terms as reflection in action (Ely Scott, 2007). Feedback played a key role in the process. From the comments made by the students in their fifteen-minute post-test, I believe that the process of reflection was successful. Although there were constraints such as non-adherence to the teaching plan and time shortage, the objectives of the teaching session were successfully met. The students reported that they got an understanding of how to perform the procedure, the steps to follow and the order in which those steps are followed. In addition to the students reporting that they are able to understand the procedure, I was able to estimate how well they understand the procedure based on the demonstration and narration that they exhibited. During each demonstration, I observed the student performing the procedure, and whenever a mistake was being made, I quickly pointed it out so that the correction could be made immediately. With these corrections, they were able to understand the procedure even better. The students themselves were able to reflect in action, revealing that in any learning situation all parties have to be actively involved in reflecting on and modifying practice (Rubenfeld Scheffer, 2010). In general, the teaching session was a decent experience for me. I discovered that in conveying teaching sessions, the instructor must consider the needs of the understudies and that their individual learning styles must put into consideration. Outcome criteria The outcome criteria are another important process in nursing. In this process, what nurses have been learning and practicing is put into practice. To accomplish the objective of this process, the students demonstrated knowledge of the performance procedures, risks and precautions related to acquisition of critical thinking in nursing by producing a ten-minute reflective paper, earnestly taking part in group discussions , airing their views, coming up with reflective questions and comments, teaming up in the making of an itemized informative agenda on the most proficient method to perform the process and doing a demonstration of the technique. Evaluation of teaching Amid this stage, I measured how well the students had understood the procedure. The key purpose of this stage was to gather information to assess the nursing consideration. The stage is simultaneous or on-going on the grounds that I assessed and settled on a choice amid the usage period by the students of the methodology. One of the key exercises that I carried out at this stage was to measure the attainment of the objective of goal and the modification of the teaching plan because I found out that it did not achieve the objectives (Bradshaw Lowenstein, 2011). To ensure that the evaluation process was successful, I issued the students with post-test sixth week of the teaching session. The post-test comprised a fifteen minute questionnaire where they had to tick in the boxes next to what was useful to them during the session. Moreover, by completing the questionnaire, I was able to see that the teaching session was successful because it met the criteria that all the notes that I had given them were relevant. Moreover, I ascertain that the procedure for acquiring critical thinking was well described and performed satisfactorily. Interviewing was also another criterion that I used to evaluate the teaching session. After interviewing the students, they said that they had gained a vast knowledge in the field of nursing especially in the application of critical thinking. They also said that through the demonstration and presentations in the class, they were able to gain a lot of knowledge that they would apply in their future career. I also picked two students who expressed a high level of performance as well as two who expressed a low level of performance and learning. I asked them to explain to me their views pertaining to the session, and they had different ideas. The high performing students said that the session went smoothly and that the objectives were successfully met. However, the other two students had some complaints. These complaints act as the basis for future recommendation in my teaching sessions. The students complained of inadequacy of time for discussion. This was quite a challenge because some students were not able to hear from each and every member of their group. This triggers me to allocate enough time in my next teaching session to avoid the issue of time constraint. The students also suggested that not all learning materials were available for the session hence recommended that in my next session that I ensure that they are in a capacity to access the internet. They also recommended that to ensure they are in a capacity to meet their learning objectives well they should be taken to a hospital setup where they can observe how the skill is applied. In summation, in my next lecture, I will evaluate of the entire learning session in the form of peer review. Here, I will ensure that the students make comments on each other’s procedure, commending good techniques and highlighting errors or oversights. I will also make appropriate general comments on the students’ performance of the procedure by making any further clarifications. Finally, I will require the students to complete a feedback evaluation of the lesson.

Preparation and analysis of inorganic and organic compounds Essay

Task 1 titration of sodium hydroxide with hydrochloric acid In this experiment the sodium hydroxide is neutralized with Hydrochloric acid to produce sodium chloride (the soluble salt) it is then crystallized in a dish. The equation for the above reaction is →NaOH(aq) + HCl(aq) → NaCl(aq) + H20(l) Method Add 25cm3 of sodium hydroxide into a conical flask then add couple of drops of methyl orange indicator Next fill the burette with HCL using a funnel to the 0 mark Add HCL to sodium hydroxide in small amounts swirling constantly keep adding until the solution changes to a red colour record your result Using the same volume of HCL now add it to another 25 cm3 of sodium hydroxide to produce a neutral solution Use a Bunsen burner and an evaporating dish to reduce the volume to half Finally leave to evaporate in a crystallizing dish to produce a white crystalline solid Average Volume = 26.35 Mass of Evaporating dish = 53.86 (Mass = 55.04 – 53.86 = 1.18g) Mass = n x Mr = 0.025 x 58.5 = 1.4625 Calculating Percentage Yield 1.18 x 100 = 80.7 % 1.4625 Test for ions present Sodium Na+ — test carried out = flame test – result golden yellow This happens as the electrons move to higher energy level and then fall back down when heated which gives out yellow light. Chloride test → test carried out = add silver nitrate – result white precipitate of silver chloride was formed Task (e) Purity analysis of NaCl In this task I will be showing the purity analysis of NaCl the same procedure will be carried out as before but this time 0.1 moldm-3 of sodium chloride is titrated with 0.05 moldm-3 silver nitrate the indicator will be the chromate indicator The chemical formula for the following reaction is:NaCl(aq) + AgNO3(aq) → AgCl(s) + NaNo3(aq) RESULTS These are the results obtained for the following experiment: Rough 1 2 Final burette reading 19.9 20.5 20.6 Initial Burette Reading 0.00 0.00 0.00 Titre 19.9 20.5 20.6 Average Volume = 20.55 Converted to dm3 /1000 1)calculate no of moles of silver nitrate N= C x V =0.05 x 0.02055 = 0.010275 moles 2)answer = no of mole of NaCl (1 : 1 ratio) 3) Calculate the actual concentration of NaCl C= n/V = 0.010275 = 0.10275moldm-3 0.01 4)percentage purity ppurity = 0.1 x 100 = 97.3%) 0.010275 Task 2 Method: 1)shake 2g of 2- hydroxybenzoic acid with 4 cm3 of ethanoic anhydride in a 100cm3 conical flask 2) add five drops of concentrated sulphuric acid agitating the flask for about 10 mins the whole wil form a crystalline mush 3) Dilute by stirring it in 4cm3 of cold glacial ethanoic acid and cool by placing in a water bath containing crushed ice 4) filter off the crystals using a Hirsch funnel and wash once with ice cold water 5) place the crude aspirin in a 100cm3 beaker add hot water not boiling water till it dissolves 6)cool and filter of crystals this process is known as recrystallisation 7) Take 4 test tubes add 2cm3 of distilled water in each and in 1 tube add one crystal of the product before recrystallisation and shake 8) Second tube add one crystal of the recrystallised product and shake 9) Third tube add one crystal of 2-hydroxybenzoic acid and shake 10) In last tube add one crystal of known pure aspirin and shake 11)To each tube add 2 drops in turn of neutral iron (III) chloride and shake Following this method I got the following results Mass at start was 2.04 Finishing mass was 2.08 Amount of yield: 138 →180 1 →180/138 1 →1.3 2.04 → 2.652 2.08 x 100 = 78.4% 2.652 Organic testing To test for a phenol group Method: Add neutral iron III chloride(if a phenol group is present it will change into purple complex and if theres no purple then the aspirin is pure) Using the following method my result showed a purple complex showing that my aspirin was impure Melting point analysis

The Problem Of Homeless People - Free Essay Example

Sample details Pages: 10 Words: 2917 Downloads: 4 Date added: 2019/03/26 Category Society Essay Level High school Tags: Homelessness Essay Did you like this example? The man laid on his side, where one could see his hollow, sunken eyes, and matted, greyish-black hair that failed to completely cover his scalp. His beard was shaggy and uneven, speckled with sporadic, discolored patches. His eyes had cast out creases so far as to rival a murder of crows, as the bags under his eyes looked as though they were slowly trying to encapsulate his face. Don’t waste time! Our writers will create an original "The Problem Of Homeless People" essay for you Create order His clothes were dirty, with chaotic tears throughout it. In the congested city, as the skyscrapers grasped at the very clouds above them, and cars raced by, here laid a man, destitute and alone. Dozens, maybe hundreds of people have walked past him today. A few paused by him and whispered platitudes of strength and kindness to him, while they gave him some spare change or maybe some food. These infinitesimal moments may be the most amount of positive human contact that he received today, but they dont compare to the unremitting apathy that he regularly receives from most of society. According to a 2017 assessment conducted by the United States Department of Housing and Urban Development (HUD), that man is only one of over 550,000 homeless persons who dot the various cities and towns of America (US Dept. of HUD page 1). Generally speaking, the homeless population can be categorized into 3 separate groups: Transitional, Episodic and Chronic. Transitional typically refers to persons who suffered from an unexpected emergency that may have forced them into homelessness. Episodic refers to individuals who are in and out of homelessness. More often than not, these individuals tend to have behavioral problems that need to be addressed. Finally, chronically homelessness refers to an individual with a disability who has been continuously homeless for a year or more, or has experienced at least four episodes of homelessness in the last three years (US Dept. of HUD page 2). While many people may end up homeless due to drugs or familial problems, there are quite a few who may have found themselves homeless through no fault of their own. They may have found themselves in this lamentable situation as a result of mental illness, lack of sufficient permanent housing and/or affordable housing, or even a lack of shelters with minimal barriers to entry. In fact, according to Adam Rideaus research, many homeless people will cite just how sudden their fall into homelessness came. This information can lead to one wanting to understand the cause of homelessness, as well as the ways to reduce its occurrence, while simultaneously ensuring its reduction for future generations. All the research states that there is no singular cause for homelessness, but instead a wide variety of causes and traps that can ensnare even the most prudent of civilians and cast them down into the abyss of homelessness. Unsurprisingly, research by Prescilla DSouza shows that homelessness is often interwoven with poverty, unemployment and inequality (page 36). This can be exacerbated by the exclusion of the homeless population from most financial services. Even if they wanted to open a bank account, in many cases they would not be able to do it, as they do not have permanent addresses and sometimes, not even a proof of identity. Without safety and security, most of them would choose not to save what little money they have (DSouza page 32). Researchers have also found that most people who find themselves suddenly evicted, without a job, or fleeing an abusive partner tend not to have anywhere to live. In this case, theyd often choose to use the services of a shelter, but many emergency homeless shelters are perpetually full. Even those with beds to spare may enforce rules that exclude families, LGBTQ youth, and people with pets (Mead and Rankin par 6). Eric Garcetti, the current mayor of Los Angeles, stated in an interview that failed policies to combat homelessness, cheaper opioids and insufficient support for ex-convicts are all factors that contribute to homelessness (Nazar 00:08:53 00:09:11). Its safe to assume that the interactions of all these factors contribute to making the causes of homelessness a complicated web of issues that need to be deftly handled by cities and their residents. Regrettably, some cities decided to implement severe, punitive tactics to deal with the homeless situation. Unfortunately, criminalizing homelessness is a growing trend in America, where local laws that ban activities such as sleeping in vehicles, camping in public and panhandling have increased between 2006 and 2016. In fact, statistics from the National Law Center on Homelessness and Poverty state that in the United States of America, citations for panhandling has risen by 42%, camping in public had risen 69%, sitting or lying down in public by 52%, and sleeping in ones vehicle by an astounding 143% (Housing Not Handcuff pages 10-11). Punitive methods typically seek to criminalize basic human behaviors that one does in public as a result of their situation, essentially persecuting homeless men, women and children for simply being homeless. These tactics are a response to public frustration of homelessness, but instead of helping and motivating the homeless, it only seeks to hurt and hide them, and is even counterproductive to combatting homelessness. Critics say that the homeless are just forced to move, and in the words of Andrew Butler, the environment creates a whack-a-mole dynamic whereby homeless are either forced to move somewhere else or end up in jail (00:03:01 00:03:08). This tactic can create another barrier for a homeless person to escape from their situation, by forcing them into jail, thus granting them a criminal record. The criminal record becomes an additional barrier, not just to obtaining jobs, but also to accessing affordable housing, and thus it helps to perpetuate homelessness (Mead and Rankin par. 3 and par. 18). Considering that there are legislations that reinforce this behavior, it has even led to situations where members of the police force have harassed and shamed homeless members of society. There were reports of police harassment in Boise, Idaho being so intense that it forced a homeless man to move to some nearby woods in order to avoid citations for public camping (Butler 00:04:04 00:04:15). Even worse was the situation in Los Angeles in 2016, where police arrested 14,000 people experiencing homelessness for everyday activities such as sitting on sidewalks. The scrutiny that they face can lead to the destruction of their self-esteem, dignity and motivation, which in turn feeds their unhealthy lifestyles, addictions and even care avoidance. Care avoidance is defined as partly or completely turning away from threat-related cues, which results in not being able or willing to be involved in care that is necessary (Klop et al. page 2). The true weight of the negativity instilled by the laws were expressed by a Corpus Christi Shelter coordinator, Lisa Veaudry, who says, You dont stop being homeless just because you are being ticketed and moved out of the alley (Butler 00:05:11 00:05:17). According to former Albuquerque Mayor, Richard Berry, the punitive approach to homelessness is a method that has failed time and time again, and only serves to dehumanize those who suffer from the tragic reality of homelessness (00:03:45 00:04:02). With punitive methods continuously resulting in failures, one must look at the various methods that are being employed throughout the country to combat the monstrosity that is homelessness. While serving as Mayor, Berry had instituted a program called Better Way. According to Berry, the Theres a Better Way campaign gives panhandlers a chance at a change in life and lift them up through the dignity of work (00:00:38 00:01:03). The program also provides a more pragmatic and better way for community members to donate their money. The program will offer day jobs to various homeless people across the city, giving them the chance to earn money and have a hot meal during the day. The jobs are menial in nature, mostly dealing with clearing areas of debris, weeds, trash and any other unsightly materials from city blocks and public spaces. The program runs with the aid of St. Martins Hospitality Center and the trust of the community. Richard believes that offering the day job to the homeless population also makes them much more likely to sign up for whatever services they need to help improve and stabilize their lives. The evidence for this can be found in the reported data, where, to date, about 1200 day jobs have been provided and over 180 people have been connected with some kind of permanent employment opportunities. It also shows that most homeless people are genuinely willing to work for their wages, despite some negative stereotypes that say otherwise, a claim substantiated by interviews with various homeless persons (Butler; Rideau). An emphasis on empathy and disregard for the negative stereotypes are at the center of the homeless solution for Adam Rideau in Temecula, California. Adam leads various community-based efforts that seek to reduce the homeless problem, which had an unexpected increase of 129% in 2017 (00:05:54 00:06:14). Adam believes that individuals from all walks of life can help those affected by homelessness, whether its through speaking out against any laws or policies that inadvertently dehumanize those who are unfortunate enough to be stricken by it, or by helping when theyre in need, instead of simply ignoring them. Its this sort of community understanding and empathy on the situation that can lead to trust with leaders and encourage solutions like Berrys Better Home programs and even the unique solution proposed in Seattle, Washington, city-sanctioned encampments for the homeless. In 2016, Seattle was declared a state of emergency for homelessness, and provided sanctioned encampments for the homeless population. These areas are relatively small, but they provided proper shelter, food and bathrooms for those who needed it. The encampments also allowed the homeless population, especially those who were in the transitional stage, to seek jobs to support themselves while, again, they would seek out the resources and treatment they needed to better their lives. This community treatment also allowed for the catering of the individual care that would allow the circumvention of the homeless populations tendency for care avoidance through low-barrier access to the necessary care, as we;; as tailored care and the freedom to build trusting relationships (Klop et al. pages 7 -8). The usage of peers in these programs can also increase the success rate as peers may be a potential change mechanism, especially with training and supervision from professionals (Barker et al. page 10). Like Seattle, Mayor Garcetti declared a state of emergency in regards to homelessness. A more sustainable model of housing like the Skid Row Housing Trust, a trust that provides permanent supportive housing for people who have experienced homelessness, is the most forward solution (Nazar 00:03:20 00:03:51). It would have all the resources they need to address the various issues that tend to affect the homeless, including behavioral problems, mental illness, physical ailments, and the lack of necessary life skills. These services could help break the cycle of homelessness, and help former homeless people to become self-reliant. Stephanie Pencil, a sustainability scientist from the Institute of Environment and Sustainability at University of California, Los Angeles (UCLA) and director of California Sustainable Communities, believes the question of homelessness is being looked at backwards. She says that authorities are not thinking about where affordable and decent long-term permanent housing can be built, and that methods of decreasing the cost of housing should be explored more, especially considering that the exuberant cost of housing is a major recurring factor in the personal anecdotes of many homeless persons. Rob Jernigan, an architect and regional manager of Gensler Architects in downtown LA, works with Skid Row Housing Trust. He, along with many others in the field, believe building sustainable housing is very a difficult but necessary component of alleviating the homeless issue. Unfortunately, he cites difficulty managing supplies and mitigating costs for these projects as a reason for the slow inc orporation of this methodology to combatting the problem. Compared to punitive methods though, permanent supportive housing and mental health or substance abuse treatment would cost less and work better, according to research done at the Homeless Rights Advocacy Project at Seattle University Law School (Mead and Rankin par. 15). This would work with the alteration of policies that would emphasize the focus on these methods. Policies can have a major influence on the effects of homelessness. DSouza propose changes on a larger scale through policy actions, namely the multi-faceted concept of inclusion. According to her, growth is said to be inclusive when it allows all members of the society to participate in, contribute to, and benefit from the growth process on an equal basis, regardless of individual circumstances (page 32). She argues that inclusive growth should therefore become a major policy priority so as to ensure that everyone has a share of the benefits of growth. Her study justifies the need to address the problem of homelessness on propriety basis and reinforces the mentality of adopting appropriate/low-cost housing policies (page 38). The development of a comprehensive national policy framework on homelessness would be a more effective method of combatting it on a national scale. Evidence demonstrates that homelessness and housing instability in cities in Canada are generally associated with decisions made by policy-makers, landlords and employers, the impacts of which can be measured over time (Katz et al. page 1). Again, this information is reinforced by Mead and Rankin, whose research suggested that municipalities do not address the underlying problems that cause homelessness (par. 9). The cost of doing nothing, or continuing with punitive programs far outweigh the cost of giving homes to all of a citys chronically homeless. Policies like these can and have been implemented in USA, with one of the most notable examples being in New York City. The program is known as the Frequent Users Service Enhancement Initiative (FUSE). It provides permanent supportive housing works for a multitude of people who have experie nced homelessness, including those who have the additional burdens of mental-health challenges or criminal records (Semuels par. 7). It gives homes to people who have experienced the trauma of living on the streets, without asking much of them in return. The combination of stable housing and supportive services are the magic ingredients that make it possible for people who have frequently fallen through the cracks in the social-safety net to regain stability in their lives and move forward, said Steven Banks, the commissioner of New York Citys Human Resources Administration/Department of Social Services. Given the costs of shelter, the cost of incarceration and the health-care costs, its a cost-effective investment for government (Semuels par 9). Finally, research from a Columbia study has born evidence that the program is capable of saving approximately $15,000 per participant in reduced jail time and reduced costs crisis-health services, proving the potential that this program has (Aidala et al. page 50). The factors that cause homelessness are as varied as its many sufferers, and unfortunately, while everyone has the noble intention of resolving the situation, not all the methods employed are beneficial for the victims, or even society at large. Thankfully, that hasnt stopped some people from acknowledging societys failures to provide for its less privileged members. Instead, through ingenious, novel or pragmatic ideas and methods, homelessness is being slowly but surely combatted through affordable housing, cost-effective charity, peer and community efforts and advocating for greater policy changes that will prevent the vulnerable from falling through the cracks. Whether it is considered a plague, monster, disease or state of emergency, it takes a concentrated effort of noble and charitable people and their well-thought-out tactics to finally rid this nation of the reality of homelessness. Works Cited Aidala, Angela A., et al. New York City Frequent Users Service Enhancement FUSE Initiative. Columbia University, Mailman School of Public Health, https://www.csh.org/wp -content/uploads/2014/01/FUSE-Eval-Report-Final_Linked.pdf. Accessed 25 Nov. 2018. Barker, Stephanie L., et al. Expert Viewpoints of Peer Support for People Experiencing Homelessness: A Q Sort Study. Psychological Services, Nov. 2018. EBSCOhost, doi:10.1037/ser0000258. Accessed 25 Nov. 2018. Berry, Richard J. A Practical Way to Help the Homeless Find Work and Safety. TED, Feb. 2017, www.ted.com/talks/richard_j_berry_a_practical_way_to_help_the_homeless_find _work_and_safety?language=en. Accessed 15 Nov. 2018. Butler, Andrew. What Happens When Cities Make Homelessness a Crime: Hiding The Homeless. VICE News, YouTube, 23 Nov. 2015, www.youtube.com/watch?v=nYFeY2pS0ks. Accessed 13 Nov. 2018. DSouza, Prescilla. Inclusive Growth A Solution to Homelessness. SDMIMD Journal of Management, vol. 9, no. 2, Sept. 2018, pp. 3239. EBSCOhost, doi:10.18311/sdmimd/2018/21685. Accessed 25 Nov. 2018. Housing Not Handcuffs Ending the Criminalization of Homelessness in U.S. Cities. The National Law Center on Homelessness and Poverty, www.nlchp.org/documents/Housing- Not-Handcuffs. Accessed 28 Nov. 2018 Katz, Amy S., et al. Housing First the Conversation: Discourse, Policy and the Limits of the Possible. Critical Public Health, vol. 27, no. 1, Feb. 2017, p. 139. EBSCOhost, doi:10.1080/09581596.2016.1167838. Accessed 17 Nov. 2018. Klop, Hanna T., et al. Care Avoidance among Homeless People and Access to Care: An Interview Study among Spiritual Caregivers, Street Pastors, Homeless Outreach Workers and Formerly Homeless People. BMC Public Health, vol. 18, no. 1, Sept. 2018, p. 1095. EBSCOhost, doi:10.1186/s12889-018-5989-1. Accessed 16 Nov. 2018. Mead, Joseph W., and Sara Rankin. Criminalizing Homelessness Doesnt Work. CityLab, 20 June 2018, www.citylab.com/equity/2018/06/how-not-to-fix-homelessness/563258/. Nazar, David. Homeless Crisis in America: Is This the Perfect Solution. DavidNazarNews, YouTube, 25 Aug. 2018, www.youtube.com/watch?v=FG7a6BwbBp8. Accessed 8 Nov. 2018. Rideau, Adam. A Solution for Homelessness: Community-Based Problem Solving | Adam Rideau | TEDxTemecula. TED, YouTube, 31 Oct. 2017, www.youtube.com/watch?v=KBWflF2jo1k. Accessed 20 Nov. 2018. Semuels, Alana. How Can the U.S. End Homelessness? The Atlantic, 25 Apr. 2016. https://www.theatlantic.com/business/archive/2016/04/end-homelessness-us/479115/. Accessed 7 Nov. 2018. U.S. Department of Housing and Urban Development. The Annual Homeless Assessment Report to Congress (2017). SSRN Electronic Journal, 2017, doi:10.2139/ssrn.1680873. Accessed 7 Nov. 2018.

The Sap, Internet Of Things Essay - 2212 Words

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