Send in the Drones Essay Example | Topics and Well Written Essays - 1250 words

Send in the Drones - Essay Example A look at the coverage of the Lamont Lieberman senate race in Connecticut will confirm that pack journalism is alive and well and even more void of any creativity, insight, adjectives, or shame. Both Reuters and The Associated Press ran several stories in the hours after the election. The stories echoed the same adjectives and scenarios as they spoke of the anger, anti-war sentiment, and Lieberman's closeness with Bush. The wire services had indeed taken the stand that the vote in the Democratic primary in the land of steady habits was a referendum on the President. The major papers in New York, Los Angeles, and Chicago echoed this story. Yet, as reported by Murray on August 9, 2006 in The Washington Post there were other issues on the minds of Connecticut voters such as labor unions, free trade, and women's rights. The mob mentality had left these issues behind because the story that had the legs was the story on the war. Sometimes you can see the mob move by just looking at the sheer volume of coverage on an event. By the first week of August 2006 the major news outlets had the nation riveted on the Democratic primary and focused on the race between Lieberman and Lamont. The Associated Press was pumping out 10 stories a day covering the race and the major dailies were following suit. The NY Times was contributing about 4 a day and the Washington Post was adding another 2 (LexisNexis). By the first week of October 2006 the AP had dropped to less than 10 stories for the entire week. That week, the Washington Post did not even cover the non-event. The last week of October 2006, with the election drawing near, had again seen a modest increase in coverage by both the AP and the New York Times (LexisNexis). By the beginning of September the news of Lieberman and Lamont was already getting scarce. It was often hard to locate the source of the story, but it was certainly getting incestual. Similar stories from Chicago and New York indicate that the news was being drawn from a common pool. The New York Times led a story on September 2, 2006 with, "An independent group, Vets for Freedom, will begin sponsoring television commercials [...] thanking him (Lieberman) for his support of the war in Iraq" (Medina, 5). On September 6, 2006 the Chicago Sun Times relayed the same story that led off with, "Vets for Freedom, an independent group [...] will air an ad in Connecticut [...] thank the incumbent for backing the conflict" (Miga). It's obvious that both papers were drinking from the same well. A September 9, 2006 AP story begins, "[...] Ned Lamont, who recently denounced Sen. Joe Lieberman for his public scolding of President Clinton over the Monica Lewinsky affair, lauded the senator at the time for his eloquence and moral authority" (Reitz). The New York Times of the same date worded it this way, "Ned Lamont, who this week chastised Senator Joseph I. Lieberman for his public rebuke of President Clinton during the Monica Lewinsky scandal, wrote to Mr. Lieberman at the time praising the eloquence of his speech on the Senate floor" (Medina, 4). The NY Times took full credit for the story with no acknowledgment for the AP material. The majors had run out of wire stories and the Times was lost for words, but they hadn't lost their thesaurus. Unfortunately, the chain of evidence is not well

Public Relations Assignment Essay Example | Topics and Well Written Essays - 1250 words

Public Relations Assignment - Essay Example 52). Such is when animals are held in captive in certain zoos, amusement parks and marine parks, where they are incapacitated to act to their abilities. The utilization of animals in these has raised public relations issues alongside animal issues that address the compliance and respect of animal rights. In relation to the definition of public relations, holding animals in captivity is against the will of the public by not promoting intentions of animal good will, but instead of human good will. Legal, moral and ethical issues are not negotiated while considering animal rights implications to the animals. Animal health and welfare are never the concern of the authority in charge of animal captivity, but instead the purposes of human entertainment and monetary benefits are the main prioritization of the authority. This is from the depiction of animals as â€Å"collections† whereby animal captivity does not replicate wild habitual traits of the animals. These restricted traits, involve running, choosing partners, roaming and the ability to choose prey or other food. Animals in captivity (zoos, marine parks or amusement parks) are left to get bored and lonely while under strict surveillance of their lives of the authority.1 In relation to public relations, there are certain interest groups, referred to as publics that are concerned with the depiction of lack of ensuring public relations and animal ethics to animals held in captivity. Among the publics related to these issues are the media, special interest groups, especially environmental groups, international community, the government, the academia fraternity and the industry stakeholders (Christine. 11). These six publics have their own perspectives about PR in animal captivity by the mode in which they communicate the awareness of the issues, involvement in saving the animals and their communication strategies in ensuring that current societal issues of animal rights are addressed. 2 The implication of t he disrespect of animal ethics is not only an issue of the authorities in charge of the captives (zoos, parks) but also affects the general audience to whom these parks are established. Affiliated to the tourism industry, ethical concerns affecting animal behavior and handling inculcate socio-cultural and environmental impacts. The systematic determination and lack of ethics of holding up animals denies them the right to freedom, treatment with respect and aims towards achieving human good and animal wrong(Stephen. 4). Among the various ethical issues posed by holding animals in captivity, include conflict of interest, dissemination of improper picture and information to the public and the media and legislation.3 The media is one of the parties which are highly interested with the analysis of public relations of animals and human interaction. It has played a major role in trying to condemn the inhumane behaviour thus protecting the animal rights. The media keeps track of the odds th at go around the human and animal environment. Animals need to be protected thus the media has taken the duty to ensure that all animal rights are followed. In this case, it has taken the role of exposing the inhumane behaviour to the public as well as educating people on how to co-exist with animals in the ecosystem. Specific interest groups such as private sectors have joint other

Guitar and Plectrum Instruments Essay Example for Free

Guitar and Plectrum Instruments Essay The rondalia is an ensemble of stringed instruments played with the plectrum or pick and generally known as plectrum instruments. It originated in Medieval Spain, especially in Catalunya. Aragon, Murcia, and Valencia. The tradition was later taken to Spanish America and elsewhere. The word rondaila is from the Spanish ronda, meaning serenade. The rondalia has its origins in the playing bands from Spain (as well as New Spain, namely Mexico) that were forerunners of the present-day rondalia and included four types: groups of young men who played and sang regularly in front of homes, bands of musicians known as murza or murga who begged for alms, a group of musicians known as comparza who played on stage, and groups of university musicians known asestudiantina, dubbed â€Å"tuna†. The usual musical instruments used by estudiantina members were mandolins, violins, guitars, flutes, cellos, basses, tambourines, castanets, and triangles. Estudiantina musicians in Spain and Mexico, before and during the age of musical romanticism, wore 16th century attire such as short velvet breeches, ornate shirts and a short cape with multicolored ribbons. Some instruments used for the early rondalia were influenced by the Mozarab musical instruments of the time, including the guitars, flutes and vihuelas. Mandolins, castanets and tambourines were also used and today a full range of instruments can be heard, such as the Mexican vihuela, violins and cellos, marimbas, xylophones, harps, and timbales. Today, rondalias are more modern and expressive, using lyrics that are vibrant, yet still keep with the traditional theme of melancholy love and evening serenades. Currently, there are many groups in Spain (such as La Rondalla Sierra Almijara and La Rondalla de la Costera), and Mexico (such as La Rondalla de Saltillo, La Rondalla Voces del Corazon) and United States (La Rondalla del Sagrado Corazon de Richmond) that carry on the tradition. During the Spanish period in the East Indies, the rondalia was brought to the Philippines by the Spaniards. In the early Philippines, certain styles were adopted by the natives, especially guitar and banduria used in the Pandanggo, the Jota, and the Polka. The use of the term comparza was common, however, during the American period in the Philippines, the term rondalia became more used. At present, rondalia, in the Philippines, refers to any group of stringed instruments that are played using the plectrum or pick. The Filipino instruments are made from indigenous Philippine wood and the plectrum, or picks, are made from tortoise-shell. Other stringed instruments composing the standard Filipino rondalia are the bandurria, the laà ºd, the octavina, the Twelve-string guitar, the Ukulele, the bajo de uà ±as or double bass, the Guitarrà ³n mexicano, and other Filipino-made instruments modeled and developed after the guitar. The Philippine rondalia’s repertoire include folk songs such as the Balitaw, the Kundiman, the Zarzuela, the Subli, the Harana, the Tinikling, and the Carià ±osa.

The Impact of Hauora on a Maori Client

The Impact of Hauora on a Maori Client Analyse what effect each one of the following would have on the hauora of a Maori client. 1).Shame Shame is a feeling of guilty or embarrassed by any individual. In healthcare facilities if clients feel shame or embarrassment it will be hard for a Caregiver to provide proper treatment or care for the client. If client feels shame or embarrassed, it will create a significant barrier between a client and care providers and if this happens, care givers won't be able to figure out what a client is thinking or what problem he/she is having. For example; if a client is having some disease or problem which he/she is feeling ashamed of telling to a caregiver than it will affect his holistic well being because care providers won't be able to collect proper data and as a result the right and proper care will not be given to a client. So as a care provider we should encourage client to be open and share his thoughts and feeling. 2).Self Abasement A client who feels self abasement will start to feel that is he is not good enough compared to others and it can lead them to depression and they will withdrawal from social relationship. It will affect the entire Whanau mentally. This person will neglect communication and isolate him from everyone. Therefore the client will not look after himself by not taking medicines or he/she may start eating unhealthy food. 3).Withdrawal A person who withdraw themselves from social relationship mostly go into depression and isolate them from Whanau (family) or friends. If this happens, the care providers in healthcare facilities will not be able to provide right care for a client so social support is very important in this case. For example family should be support the client as well as caregiver to implement the proper treatment by gathering right data from the client. 4).Feeling Misunderstood Some clients may feel they are misunderstood and as a result they feel ashamed or embarrassed. They even sometimes withdraw themselves from others feeling that they are not good enough. As a result it will affect their health because they will hide their feeling and thoughts. So as a caregiver we should always respect other's culture and dignity. For example every healthcare facilities should have a Maori support worker to communicate with Maori client to gather more information and to protect their dignity. 1.2 From the following five(5) situation of whakama, select any four (4)and analyse the impact of each one within a hauora context. 1).One to one consultation with a health worker Some clients feel uncomfortable with one to one consultation with health worker. For some cases health worker need to ask personal and intimate questions to client to get accurate information about the client. A client may feel ashamed or embarrassed to answer personal question which can affect the health of a patient. In this case health worker will not get accurate data from the client to plan good care. For example, sometimes female client feel uncomfortable by the health worker when they are doing physical examination by touching. So health worker should first introduce themselves, ask permission before touching a client with Whanau and a client itself. 2).Group consultation with a health worker As some clients may be not comfortable with one to one consultation there are few clients who may feel uncomfortable with group consultation with health worker. Client may feel ashamed or embarrassed or may be depressed to enclose their personal information to people there are not very well aware of. For example, client feel embarrassed to share their health condition in front of family members because family members are not very supportive. So again health worker will not be able to find out enough information to plan proper health care for the client. to overcome this situation health worker should first ensure that is it fine with the client for group consultation. 3).One to one consultation with a health worker of a different gender Gender has a substantial impact on outcome as well as process level in health care. Most of the clients feel shy/embarrassed to share their personal information or diseases they may have with opposite gender.Some client and health worker naturally shy and fell uncomfortable when asking or answering questions with opposite gender. When a male health worker is doing a physical examination to a female client both parties may feel uncomfortable. It is important for health organization to train primary health worker how to break down barriers between themselves and client in gender differences to generate proper care for a client. 4).Group consultation with a health worker of a different gender During group consultation with a health worker of a different gender can be more embarrassment for a client. Client normally feel shy or feel uncomfortable to give information in a group consultation. Client may feel awkward or ashamed to enclose their personal information in a group or in front of family or friends. So again health worker will find it difficult to gather information regarding to health issues they have and it can create difficulties for health worker to give accurate care. 1.3 Identify and analyse two (2) adverse socia-cultural and two (2) socia-economic factors which could cause whakama and affect hauora outcomes for Maori. Adverse socia-cultural factor one For Maori health wellbeing there are four walls of strong house. First one is te taha wairua (spiritual wellbeing), second,te taha hinengaro (mental wellbeing),third, te taha tinana (physical wellbeing), and fourth, te taha whanau (family wellbeing). However some MÄ ori client may find difficulties to express their traditional values or spiritual aspect with people who are unware of their culture. Therefore, they may felt embarrassed to share their thoughts and feeling in front of them. Clients fear that may be misunderstood by others.A Maori client is considered unwell if any of these four foundations are weak. For Maori to be healthy all these foundations should be strong. Adverse socia-cultural factor two Maori so many traditional and spiritual values and food is one of them. Food plays major role in maori socia-cultural activities and it's not only determines physical health but also emotional, psychological and spiritual wellness. Clients who are at health care facilities may feel depressed, or might withdraw themselves because Maori clients believe that their traditional food is total wellness and happiness. As a result client may stop eating food in facilities which can affect their health. health workers should encourage family members and friends to bring traditional foods once a week to make them happy. Adverse socia-economic factor one Education is one of the socia-economic factor that can affect hauora outcomes for Maori client. Clients who does not receive proper education may feel inferior. They may also feel shy/embarrassed to share their feelings, and thought with people fearing been misunderstood. In this situation a client may mentally and emotionally disturbed which will directly affect the health. health workers should encourage clients to share their thoughts and feelings and also family members can support them to decrease the percentage of whakama. Adverse socia-economic factor two Not every client have a same economic status, some are rich and some are poor. Clients who have lower economic status always feel down to themselves and feel depressed to share their thoughts and feeling with health worker, fearing the expenses of the treatment. They may feel embarrassed of their current economic status which will be very hard for health workers to find out what medical problems they facing. Task 2 Determine the implications of identified impacts of whakama on hauora outcomes. 2.1 a). Identify three (3) negative hauora implications of whakama and how they impact on hauora outcomes. b). Identify three (3) positive hauora implications of whakama, and how they impact on hauora outcomes. Negative outcome one (Feeling of inferiority/ lack of education) Many clients who are in health care facilities are not educated or didn't receive proper education. This can lead to whakama for example, they feel depressed or withdraw themselves from others. Emotionally they feel that they are different from others and avoid expressing their thoughts and feeling with caregivers. Negative outcome two (Feeling embarrassment while practicing cultural rituals) Maori clients are very much attached with their traditional and cultural value. So client believe that traditional practice are good for wellbeing and to make them happy. But they feel embarrassed or shy to practice it the facility because of others judgment. Negative outcome three (Withdrawal) Some clients who are unfamiliar with a facilities environment usually withdraw themselves from others. If this happens than they stop interacting with other's and health workers because they feel unease while they stay there. It can affect their health. Positive outcome one (Include whanau in client care plan) To decrease whakama in client healthcare workers should identify there whakama and include whanau in care plan to support client to feel happy and relaxed. For clients holistic wellbeing family and friend's should support healthcare workers to minimize the whakama of their client. Maori are always very attached to their whanau. Positive outcome two Employee MÄ ori staffs in healthcare facilities. Some Maori clients may not be able to speak proper English which can make them feel depressed so the healthcare facilities should employee MÄ ori staffs who can communicate with the client in their own language to know what are their thoughts and feeling. Positive outcome three Clients at healthcare facilities have difficulties with hearing so caregivers should speak softly and slowly with them so that they can understand you better. Always give information to a client before doing any care so that they will be aware of what you going to do.

John Woo: from Hong Kong to Hollywood, The Killer and Face-Off Essay

John Woo: from Hong Kong to Hollywood, The Killer and Face/Off John Woo and his â€Å"heroic bloodshed† have revolutionized and rejuvenated the action genre, combining melodrama with action to create the male melodrama, in which he explores the codes of masculinity while redefining them. Robert Hanke says that â€Å"explosive pyrotechnics seem to be privileged over plot, narrative or character† (Hanke 41) and yet notes that Jillian Sandell maintains the opinion that Woo does not â€Å"celebrate this violence, but rather uses it to represent a nostalgia for a lost code of honor and chivalry† (Hanke 1999: 45). While characterized by violence, Woo’s films define masculinity within a changing world. He does not set out to make violent films, defending A Better Tomorrow by saying â€Å"It’s not a gangster movie. It’s a film about chivalry, about honor, but set in the modern world. I want to teach the new generation: ‘What is friendship? What is brotherhood? What have we lost? What we have to get back.à ¢â‚¬â„¢Ã¢â‚¬  (Logan 1995: 116), a statement that can be applied to both The Killer (1989) and Face/Off (1997). In The Killer, Jeff and Stanley are nostalgic about the past, saying how things have changed. Loss is a literal theme in both movies, as Jeff tries to regain Sally’s sight and in Face/Off Archer has lost his son and seeks to regain a sense of identity and purpose, and ultimately a son. Woo makes his films to fill this lack that he sees in the modern world. He is influenced by many different films and n...

The Lottery: Examples Of Literary Terms, And A Journal Entry Essay

A. 1) The tone, mood or atmosphere in the story begins with that of happiness and euphoria, by setting us up with a wonderful day that most everyone would enjoy. (Quote: â€Å"The morning of June 27th was clear and sunny, with the fresh warmth of a full-summer day†¦Ã¢â‚¬ [pg147] ) However, later on in the story, it takes a different tone, and by the very end the tone is that of panic, disdain and fear. (Quote: â€Å"‘It isn’t fair, it isn’t right,’ Mrs. Hutchinson screamed, and then they were upon her.† [pg 155] ) 2) The conflict in this story is person versus environment (society) And to a lesser extent, person versus person. (Quotes: â€Å"I tell you it wasn’t fair, you didn’t give him time enough to chose. Everybody saw that.† [pg154] â€Å"‘Be a good sport, Tessie,’ Mrs. Delecroix called, and Mrs’ Graves said, â€Å"‘All of us took the same chance.’†[pg153] ) 3) The point of view is semi-omniscient. 4) One example of foreshadowing in this story is when Tessie is late to the draw and everyone is picking on her, this shows you that she is more of a main character and that she is going to come up later in the story. (Quote: â€Å"She came hurriedly into the square†¦Ã¢â‚¬ËœClean forgot what day it was’† [pg150] ) Another example is when she gets picked the for the first draw, this again shows us that she is going to come up later in the story again with an important part. And it also re-assures us that the previous foreshadowing was true. (Quote: â€Å"People began to look around to see the Hutchinsons. Bill Hutchinson...

Curriculum Development for Inclusive Practice Essay

Introduction: In education, the word â€Å"curriculum† is not new since the organisations of schooling and further education have long been associated with the idea of a curriculum. Before starting the assignment, we would like to find out what it means by â€Å"curriculum† and what is â€Å"curriculum development for inclusive practice†. By definition, in formal education, a curriculum is the set of courses and their contents offered at an educational institution. John Kerr defined â€Å"curriculum† and later taken up by Vic Kelly in his standard work on the subject as, â€Å"All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school.† (quoted in Kelly 1983; also, Kelly 1999). There are four ways of approaching curriculum theory and practice: 1. Curriculum as a body of knowledge to be transmitted 2. Curriculum as product, i.e. an attempt to achieve certain ends in students 3. Curriculum as process 4. Curriculum as praxis We will express the later three ways in this assignment. These ways of approaching curriculum theory and practice can be also described in three disciplines: the theoretical, the productive and the practical. These are illustrated as the map below: (Source: infed.org/ Curriculum theory and practice.) Inclusive curriculum refers to the process of developing and designing a programme of study to limit the barriers that students may face in accessing the curriculum. Indeed, the curriculum created by the educational institution should aim to provide opportunities for all students to learn and to achieve. Also the curriculum should aim to promote students’ spiritual, moral, social and cultural development, to establish an entitlement and to establish standards. In this assignment, we will discuss how different theories, principle and models of curriculum have been developed and applied in a learning environment in order to achieve these. Particular in this essay, we will focus on the dental nurse training  environment where all trainee dental nurses are expected to meet standard set by General Dental Council (GDC) at the end of training regardless their background and entry levels. Analyse and discuss the influence of theories, principles and models of curriculum design with a view to promoting inclusive learning. Curriculum as product Curriculum as product model is also known as behavioural objectives model, as it heavily depends on the settings of behavioural objectives and it is interested in the product of curriculum. It is the dominant model of describing and managing today’s education. Because in modern education system throughout different stages and qualifications, certain standards or objectives are set and education institutions aim to draw up a plan to achieve these objectives and create methods in response to the plan. Outcomes reflecting on students’ learning abilities as well as efficiency of these plans and methods will be measured. From above, there are four fundamental questions for education practitioners: 1. What are the aims and objectives of curriculum? 2. Which plan and methods meet these aims and objectives? 3. How can these plans and methods be practiced? 4. How can the extent to these plans and methods be evaluated? (Adapted by Tyler 1949) Curriculum as product is strongly supported by the behaviourist model which believes knowledge is finite and learning supposes to be overt, observable and measurable. It also believes the statements of objectives of the education institution should be a statement of changes occurred to students. (Tyler 1949:44) Regarding to stimulation of positive changes to students, few major theorists have contributed to the behaviourist theory. Edward Lee Thorndike (1874-1949) believed learning was a process of linking physical and mental events in various combinations. Also, learning is enhanced when bonds are made between the stimulus and the response. B F Skinner (1904-1990) innovated in â€Å"operant conditioning† and expanded on Thorndike’s work on reinforcement of learning. In Skinner’s view, positive reinforcement strengthens behaviour by applying some encouraging events. Oppositely, negative reinforcement improves behaviour by removing some  aversive events. Advantages of curriculum as product model include: it makes assessment more precise; it helps to select and structure teaching plan; it makes teachers aware of different types and levels of learning involved in particular subjects and it guides teachers and students on skills to be gained. However, some criticisms are also raised, such as: it discourages teacher’s and student’s creativity; the curriculum is too subject and exam bound and some specific behaviours are appropriate for affective domain. Curriculum as process: Comparing to curriculum as product which is focusing on the outcomes, curriculum as process focuses on teacher and student activities. Indeed, it emphasis on means rather than ends. Rather than teachers set up objects and draw up teaching plans and methods, students have part in deciding nature of learning activities and therefore it is a more individualised atmosphere and different learning experience. Lawrence Stenhouse (1975) produced one of the best-known explorations of a process model of curriculum theory and practice. He defined curriculum as: ‘an attempt to communicate the essential principles and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice.’ Curriculum as process is supported by humanist model which concentrate upon the development of the student’s self-concept. It believes learning is a progress towards the pinnacle of self-development. In the other words, if students feel good about themselves and the concept of learning, it is a good start. There are a few theorists who contributed in the humanistic theory such as Alexander Sutherland Neill (1883-1973), Carl Rogers (1902-1987) and Abraham Maslow (1908-1970). The most significant theorist among these is Maslow, who invented hierarchy of ‘basic needs’ and term ‘Self-actualisation’. The main advantages of curriculum as process model are: it emphasis on active roles of teachers and learners as well as learning skills. It believes on certain activities as important in themselves and for ‘life’. However, people also criticize that it neglect considerations of appropriate content and it is difficult to apply approaches in some areas. Curriculum as Praxis Curriculum as praxis is a development of the process model. Comparing to  curriculum as process which is driven by general principles and emphasises on judgement and meaning making, curriculum as praxis makes an explicit commitment to emancipation. So basically, teachers need to have a proposal for actions involving essential principles and features of the education encounter. They encourage students to build up conversations and interactions between each other in the situation. These actions lead to a form of commitment to learning.  Teachers continually evaluate this process and provide a view of outcomes according to this. Therefore through this approach, the curriculum as praxis itself develops through a dynamic interaction of action and reflection. Similar to curriculum as process, the curriculum also emphasises on the development of student’s ‘self- actualisation’. Therefore it is also supported by the humanistic model. Describe, critically analyse and reflect on which factors might affect curriculum design and how the curriculum can differ according to the context in which it is provided. Also describe and discuss the impact some of these factors have on your own specialism. As a dental nurse tutor, my students have following characteristics: firstly they are adult learners; secondly they have different academic and cultural backgrounds as well as learning abilities; they have an initial interest in the subject and a clear objective and motivation of getting qualification and becoming a dental nurse.Upon above characteristics of students, my role has following aims: to create an inclusive learning environment for all my students; to follow guidance from General Dental Council (GDC) and draw up teaching plans according to the guidance; to help students reach GDC standard, pass theoretical assessments and gain GDC registration; to provide great exposure of the practical side of training to students a nd make sure student reach GDC standard on practical/hand-on skills enabling them to gain registration. From above, it is not hard to see that the overall objective of getting GDC qualifications cannot be achieved by applying single curriculum design and model during my teaching. In fact, it requires a combination of curriculum as product, as process and as praxis as well as other auxiliary curriculums such as the hidden curriculum. Curriculum as product: GDC requires a certain theoretical assessment standard for trainee dental  nurses to reach. Students need to sit GDC exams for all the theoretical units they have attended. This has become the crucial objective for dental nurse tutors. In order to achieve this, we have created a practical plan and various methods in teaching. Firstly, classroom teaching has been arranged three times a week for two hours per class. Contents of teaching and learning are strictly referenced to GDC publications and the classes are well organised and formatted. Secondly, regular mock assessments to students are applied in order to track trainee dental nurse’s progress and provide feedback to our teaching methods. In order students to carry on progressing towards GDC exams, certain forms of encouragements and punishments have been applied which reflects on Skinner’s ‘Reinforcement’ in Behaviourist model. For example, students with top exam scores are offered scholarships and students with failed grades are required to attend extra classes and re-sit for exams. Curriculum as products model has provided a clear path for dental nurse tutors and trainee nurses to process towards objectives. However, it has also led some problems. Once trainee nurses are pushed too much towards exams and grades, they may lose enthusiasm and motivation. Also, as students are with uneven learning background and ability, trainee nurses who are lack of certain skills or previous knowledge may find reaching GDC standard particularly challenging. Here comes the concept of â€Å"providing an inclusive practice†, we will discuss this later in â€Å"The hidden curriculum†. Curriculum as process: As well as ensuring trainee nurses to pass GDC exams, they are also required to achieve strong practical skills and pass practical assessments. The practical side of training are carried out in trainee dental nurse’s work placements, usually within hospital’s dental department, a local NHS dental practice or a private dental clinic. After learning fundamental theories of dental knowledge, trainee nurses will work along with senior dental nurses and dentist to observe and practice skills at real work place. Trainee dental nurses usually spend at least half of their entire training in work placements and the placement is well organised by both dental tutors and head nurse in dental practice. Trainee nurses’ learning progress is observed mainly by senior nurses and dentists at work placement, a report will be sent back to dental tutors regularly. Dental tutors also visit trainee  dental nurses’ work place on a regular basis to observe and assess on student’s progress. Curriculum as process within dental nurse training has closely followed the Humanistic model, especially Maslow’s hierarchy of ‘basic needs’. Trainee dental nurses have to gain fundamental knowledge of dentistry in order them to gain security once putting knowledge into practice. When they feel secured, they are more enthusiastic and motivated to achieve the next level and eventually gain ‘self- actualisation’. Curriculum as paxis: As mentioned in curriculum as process, dental nurse training values entire journey of student’s progress rather than the final exams. Trainee dental nurses are observed and assessed throughout their training in all different aspects. Apart from the practical skills, dental tutors are also aware of trainee nurses’ oral/ communication skills, writing skills, co-ordinating/ interacting skills with colleagues and patients as well as professional manner as a medical staff. All of these factors are observed and accessed via multiple tunnels throughout classroom and work placement, such as dental nurse tutors, senior nurses and dentists, feedbacks from fellow trainee nurses and patients. As trainee nurses get more and more skilled in handling patients and communicating with fellow colleagues, they will find work get smoother and therefore they will gain more confidence and motivation in their job. This has reflected again on the humanistic model and Maslow’s hierarchy o f ‘basic needs’. Development of inclusive practice and the hidden curriculum Regarding the characteristics of adult learning, although trainee nurses are more purposeful in learning and show more active participation, their previous knowledge background and learning ability may vary. In order to get all the students on the same line and help them to achieve GDC qualification, we have applied the hidden curriculum to achieve an inclusive teaching and learning environment for the trainee nurses. The hidden curriculum means all that is learnt during school/college activities that is not designated part of official curriculum, such as one-to-one class for individuals, extra assessments and mock exams. Although learning associated with the hidden curriculum is often considered in a negative way, we find  this is a suggestive method for adult learners. For trainee dental nurses who are lack of language skills or basic medical knowledge, we arrange occasional individual class for them with one of our dental tutors. This is usually carried out in student’s and dental tutor’s spared time. As some trainee dental nurses are desperate in improving their essential skills, they feel rather welcome to the extra tuition and are willing to put in extra efforts. For trainee nurses who did not achieve satisfactory results in their mock exams before final GDC exams, we also occasional organise extra class for them and offer them opportunity to re-sit the mock exams. By carrying out occasional hidden curriculum, trainee nurses with less skill improve so that dental tutors are able to prepare them at the same level for GDC exams. This has helped us I developing inclusive practice within our institution in a different perspective.