Locker Gallery Essay - 929 Words

For extra credit, I visited the Locker Gallery on Friday, December 1st. This gallery appeared to have different artist’s work present, but their art was much more expansive, detailed, and followed individual themes compared to Gallery II. The exhibit mainly had paintings on display, but other media was also incorporated into some pieces. When entering the gallery, a large section of the left walls was taken up by sizable paintings which appeared to be created by the same artists based on the style and colour scheme. The five pieces consisted of earth tones and incorporated the illusions of light, movement, and flow into each painting. One work from the collection particularly captivating was the carousel piece. It had a haunting and†¦show more content†¦This piece was very symbolic and filled with so many aspects that you can notice and analyze new things each time you look at it. On the opposite side from where I examined the first paintings was another space filled with sizable works. I assume these works were also done by one artist since like the other large painting collection, it had a distinct colour scheme and style. Some of the paintings were large, quirky portraits of people and others were solely abstract paint on a canvas. In both the portraits and images, the painting’s similar styles and techniques were consistent throughout. The colour scheme worked with warm colours like oranges, reds, and purples with some browns. One of the standout techniques from this collection was the use of splatter that had physical weight (check). You could see the various layers on the canvas, which gave the pieces depth. The last piece I’ll talk about is one of my favourites. Across from the long, environmental piece was more of what would be considered an exhibit. â€Å"Fresh Meat† was written on the wall. On the ground was a hand-held shopping cart depicting the Fresh logo on its side. In the middle of the wall, 3 â€Å"meat† items were on display for sale- all of which looked real and ready to buy. There was a ready to bake pizza with mini human legs as a topping, a USDA Grade A human breast, and a USDA Grade A human liver. This collection spokeShow MoreRelatedLibrary Management204752 Words   |  820 PagesPatterns of Industrial Bureaucracy (New York: Free Press, 1954). 4. See, for instance, James D. Thompson, Organizations in Action: Social Science Bases of Administrative Theory (New York: McGraw-Hill, 1967). 5. Warren G. Bennis, Changing Organizations: Essays on the Development of Human Organization (New York: McGraw-Hill, 1966); Rensis Likert, The Human Organization: Its Management and Value (New York: McGraw-Hill, 1967). 6. Henry Mintzberg, The Structuring of Organizations: A Synthesis of the Research

Sophocles Tragic Demise Of Oedipus Rex - 2055 Words

A dispute that still storms today is whether we have free will, or if forces outside of human control, fate, decides our future. The same argument pertains to Oedipus Rex. The question raised is whether Oedipus caused his downfall due to his hamartia, his bad actions, or if it was simply fate, that the gods predetermined his life course. Sophocles expresses irony in his play to help the audience cognize the play and give them a better outlook on the reason Oedipus and his family brought about their tribulation and blamed fate for it. Due to Hubris, and the inadequate actions Oedipus makes in desperately preventing what was prophesied, the result led to his and his family’s tragic demise. It is understandable that many conclude Oedipus Rex is based on fate because of the perceived unavoidability of the prophecy. The prophecy of the child of Laius was that he was to kill his father and marry his mother. In the beginning of the play Laius was told of this prophecy and did not accept what was foretold of his future. From that day forward, he did everything in his power to prevent the prophecy from accomplishing. Laius and his wife Jocasta took extreme measures and pierced their child’s legs then ordering their shepherd to leave it on a mountain to die. As the Shephard leaves to the mountains, out of pity, he saves its life and hands it to another shepherd working across from him. After receiving the baby, the other shepherd offered him to his master and his wife which were theShow MoreRelatedDeconstructing Tragedy And The Definition Of The Protagonist’S1173 Words   |  5 PagesDefinition of the Protagonist’s Innocence In Sophocles’ Oedipus Rex, Oedipus meets the Aristotelian definition of a tragic hero as divine fate and tragic flaws lead to his downfall. Oedipus’s tragic flaws like hubris, curiosity, and anger, contribute to his unfortunate fate. The components of a perfect tragedy as defined in Aristotle’s Poetics are at the center of Oedipus Rex. The play contains the elements of a perfect tragedy such as â€Å"imitation †¦ purificationRead MoreOedipus Tragic Hero Analysis936 Words   |  4 Pagesdownfall. This concept could be correlated to the acclaimed work of Sophocles, Oedipus Rex, whereby the epitome of a tragic hero is created in the main character, Oedipus. Moreover, Sophocles has characterized Oedipus to be the embodiment of a respectable leader, possessing both extreme pride and relentless determination, which later proves to be the fatal flaw leading to his eventual, inescapable demise. This is due to how Sophocles codified this moral, or community sta ndard, in his Theban TrilogyRead MoreOedipus-a Tragic Hero706 Words   |  3 PagesRunning head: Oedipus-A Tragic Hero Research Paper ENGL 102: Literature and Composition) Fall 2015 Melinda Meeds L26683811 APA Outline Thesis: In Sophocles’ â€Å"Oedipus†, Oedipus is exemplified as a tragic hero according to Aristotle’s definition because his story appeals to the reader’s humanity in the way he maintains his strengths after inadvertently causing his own downfall. I. Oedipus A. The noble birth. B. Describe Oedipus’ character. II. Tragedy A. DescribeRead More Comparing A Dolls House and Oedipus Rex Essay1672 Words   |  7 PagesComparing A Dolls House and Oedipus Rex Ibsens drama A Dolls House, serves as an example of the kind of issue-based drama that distinguishes Ibsen from many of his contemporaries. The plays dialogue is not poetic, but very naturalistic, and the characters are recognizable people. Given the sense of modernity which the play possesses it seems unusual to compare it to a Greek tragedy produced more than two-thousand years previously. On closer examination however, thereRead MoreEssay The Tragic Fall Of Oedipus in Oedipus the King824 Words   |  4 PagesTragic Fall Of Oedipus Rex in Sophocles Oedipus Rex The tragic fall of Oedipus in Sophocles play â€Å"Oedipus Rex† is both self-inflicted and result of events drawn from his own destiny. First off early on in Oedipus’ life his first deadly mistake towards succeeding his self-inflicted downfall was the murder of his father the former king. In a blind rage without any motive, he kills Liaus and his men at a rode crossing. Fate may have had led him to that point but it was his own rage that resultedRead MoreMWD Oedipus Rex1701 Words   |  7 Pagesï » ¿Title: Oedipus Rex Author: Sophocles Date of Publication: around 430 B.C. Genre: Dramatic Tragedy Biographical information about the author: Born at Colonus, son of Sophilus. Sophocles was a playwright and served as a priest. He had a son with Nicartrata, who was also a playwright. And he also had a son with Theoris. Wrote 123plays but only 7 survived: Ajar, Antigone, Trachinian women, Oedipus Tyrannoss, Electras, Philocetes, and Oedipus at Colonus. Also increased the number of chorus fromRead MoreComparing Oedipus Rex And Death Of A Salesman By Arthur Miller1255 Words   |  6 Pagestwo works such as Oedipus Rex, which is a playwright written by the great Sophocles and another playwright named Death Of A Salesman written by Arthur Miller. c. Through out the years, there has been a lot of controversy on whether or not Death Of A Salesman is considered to be a tragedy, unlike Oedipus Rex which clearly is. d. I feel these two plays can compare in a multitude of ways despite being written in different historical times. II. Body Paragraphs a. In Oedipus Rex, Oedipus is the protagonistRead MoreCandide, Macbeth and Oedipus Rex1525 Words   |  6 PagesIn Candide, Macbeth and Oedipus Rex, fate and free will are always two opposing themes reflect on major characters. Fate is a belief that the future is predetermined, and it’s truly impossible to convert the consequence. No matter how people endeavor, the same thing will happen because that is what is supposed to occur. It’s also the philosophy that everything happens for a reason or relates to the God, things don’t happen â€Å"just because†. Free will is a constant concept that people act freely uponRead More Self-Damnation in Oedipus the King Essay1312 Words   |  6 PagesSelf-Damnation in Oedipus Rex (the King)   Ã‚  Ã‚  Ã‚   Sophocles play Oedipus Rex (the King) is a tragic tale of fate and hubris. At first glance, it seems that the terrible fates of the main characters are merely the doings of mischievous or cruel gods. That Laios should die at the hands of his unknowing son, that Jocaste should later marry that son to commit the crime of incest, and that Oedipus, the son, should be the actor in both crimes all seem to be deeds scripted unfairly by the gods for theirRead MoreCompare and Contrast Othello and Waiting for Godot Plays Essay1104 Words   |  5 Pages4/25/13 Oedipus the king is a representative of ancient Greek drama by Sophocles. The Latin title of the play is Oedipus Rex. Though produced as the second play in the three sequences of Theban plays by Sophocles, it finds its way at the top of the sequence as a result of internal chronology. The next play in the sequence is Oedipus at colonus and finally Antigone. The play is an excellent example of Greek tragic plays (Bloom, 51). Waiting for Godot is a play by Samuel Beckett, an Irish who won

Math Observations Free Essays

string(143) " few students in setting up their number in rows and would have liked to see her maybe show the students first how to put the numbers in rows\." Kindergarten Math Observations Mrs. Miller, Antelope Elementary, Kindergarten Observed: Wednesday (9:00am-10:30am) 3/27/13 Classroom rotation- children went from one room to the next for separate subjects, also each group of kids had been evaluated and put into advanced, moderate, and standard levels. This was also known as 3rd level, 2nd level, and 1st level kids. We will write a custom essay sample on Math Observations or any similar topic only for you Order Now Advanced Group- 3rd level kids Classroom was set up into three separate group tables. Kids would move from work table to work table to complete different math activities. Before starting their groups the teacher first went thru math skills they had learned the previous week (adding the dots on a two sided domino). Then the teacher went on to this week’s concept (adding objects). She then read a story about a girl and a boy that wanted to see how many magnets they had together. The girl had 3 black magnets and the boy had 2 hand magnets. She then had the children add up (count) the total amount of magnets on the board. She then asked what they thought the math problem would be. They repeated 3+2= 5. She then asked if all students had understood why it was that and all answered with either the sign language symbol for I understand or yes. Group #1- Played a version of math bingo. Used math problems to find what number to put there chip on. The answer to that answer was where there chip was then placed. This game continued until all squares were filled. This group was assisted by Mrs. Joyce (a. k. a teacher’s assistant). When kids began to struggle with problems for example like: 3+4, the assistant slowed down the game and made sure each student recognized that 3+4 was 7 and then to place their chip on seven. Group #2- This group was with the teacher. This group worked through a worksheet paper with their teacher. The first side of the worksheet was about counting coins. Mrs. Miller first asked them the name of the coin (ex. Nickel). The children answered nickel. She then asked what the value of the coin was (ex. Nickel= 5cents). The children answered 5. She then asked the children to count by fives for each coin. She then asked the children if the answer was 15 cents or $15. They answered 15 cents. Example problem : (three nickels) 5†¦10†¦15 = 15 cents The second side of the work sheet was drawing what the story was saying as first a picture, or a visual, and then as an equation. Mrs. Miller first read the story. Then the students went thru drawing the picture with the teacher. Example problem: Tanya has 2 red balloons and 1 yellow balloon draw the picture. Mrs. Miller then asked the students what the problem would look like. The students answered 2+1= 3. She then made sure that each student understood and had the correct answer before proceeding to the next problem. Example problem: Jamal has 3 blue squares and 2 green squares, draw the picture. Mrs. Miller then asked the students what the problem would look like. The students answered 3+2= 5. She then made sure once again that each student comprehended the problem and why it was 3+2= 5. After about 15-20 minutes the groups switched and rotated to the other table. At 10:30 the children lined up at the door and went back to their homerooms for snack. (end of observations) Summary/ Reactions – Mrs. Miller, Antelope Elementary, Kindergarten I enjoyed observing this classroom over all. I really liked the way her classroom had been set up with not just desks in a row but the students were assigned tables and then they also had an assigned seat on the carpet. I was pleasantly surprised at the level of math the students were able to complete and comprehend. I considered in the back of my head what I had originally thought kindergarten was and remembered only learning my alphabet and finger painting. I really liked that the students had been assessed into different levels of comprehension and was glad to see that most of them succeeded more in the segregated math environments. I also liked that their math time had been split into two subgroups. I noticed that this helped the students get a break from the monotony of doing the same math problems over and over by also allowing them to improve on some of their other math skills simultaneously. There were a few differences within each group level that I would like to consider also. First I would like to talk about my reactions to the level three students. My initial reaction to the students was that they were all very focused mildly behaved kids for kindergarteners. The students had no problem and truly looked like they enjoyed playing the Math Bingo. I noticed Mrs. Joyce did not have to help them as much with adding the numbers together and seemed to compute the answers quite quickly. When the students were in the second group with Mrs. Miller they were asked more difficult questions such as the three factor problem (mentioned in observations). I was surprised to see that most of the students had no problem drawing and writing out the problem even though an additional factor had been added. Then when they moved on to counting the coins I liked that majority of the students could recognize the coin, the value of the coin, and then by using its amount counting up to find how much money they had. Over all, this group definitely showed they were advanced. Next I would like to talk about my reactions to the level two students. My initial reaction to the students was that they were a little less focused but comprehension wise were still fairly up there. I liked that the group activity had changed for group number one from math bingo to a more practice oriented group. I did notice that Mrs. Joyce had to help a few students in setting up their number in rows and would have liked to see her maybe show the students first how to put the numbers in rows. You read "Math Observations" in category "Observation essays" In Mrs. Miller’s group, or group number two, I noticed she didn’t really focus on the writing of the problems to match the stories. I noticed that the kids didn’t understand as much as the previous level why they got there answer as much as what their picture looked like. And then when the students went thru the coin side of the work sheet I thought that a few students answered more frequently first and then the other students would copy there answer. Over all, this group was slightly less advanced but also above the average kindergartener. Finally I would like to talk about my reactions to the level one students. My initial reaction to the students was that they were definitely a lot more easily distracted by the set up of the room and each other. I did like that Mrs. Miller went through the numbers 1-30 on flashcards with this group and that when they began to struggle she slowed down and went thru them again before starting the groups. I will definitely consider this strategy in my classroom. I appreciated when Mrs. Joyce took the time to show the students what their numbers should look like when in order by writing them on the board. This was a great reference and I noticed majority of the students used it as such. I noticed though with this group, more than the last group, Mrs. Joyce helped he students find each number instead of letting them find them on their own. I assumed that maybe she was just trying to save time. In group number one with Mrs. Miller I noticed the students would lose focus much easier and found coming up the answer much more difficult. I especially noticed that at one point on the front of the work sheet students were mostly blurting out guesses not actual thoughts. I would have liked to have scene maybe a break at this time to go back and explain why the answers were what they were, but I understand at the same time that the groups were on a time schedule. On the back of the work sheet I noticed majority of the students struggled when asked what the coins were even though examples of the same coins had been placed on the board. I would have probably reminded them of the pictures on the board. Over all, this group was definitely willing to learn, but lost focus the most often. In conclusion, observing this kindergarten class has really changed my outlook on what I used to think kindergarten was. I am now more willing to consider this grade level as a possible career. I saw a few things I would have maybe done differently, but over all my observations of Mrs. Miller’s kindergarten class were mostly positive and rewarding experience wise as well. Third Grade Math Observations Mrs. Shaffer, Metteer Elementary, Third Grade Observed: Thursday ( 10:00am- 11:00am) 3/28/13 Classroom setup: The desks were set up in groups of two. Each group had been strategically placed there because of their willingness to volunteer or the lack there of. For instance a student that answered questions a lot would be placed with another student that didn’t volunteer so much so as to make that student more willing to raise their hand and participate in discussion. The classroom was covered in inspiring posters and excellent art work made from each student. There was also a wall dedicated to the highest scored English tests. There were a set of classroom Do’s and Don’ts on the wall. Examples: Make good choices, Make the teacher happy, and Fallow direction quickly. Each rule had a hand signal. For example make good choices is taking your pointer finger and pointing to the side of your head. After the teacher went through each rule she then had each student teach it to their neighbor. There was a wall with small pouches on it with each students desk number on each and in each pouch was a green, yellow, and red card. When a student talked out of turn or was not fallowing directions the student was then instructed by the teacher to go â€Å"turn their card† or switch their card from green to yellow or from yellow to red. On the board there was a tally system set for when the class as a group were not on task or not fallowing directions. If the students were too loud they got a tally mark on the frowny face side, and if they quieted down and got focused again they received a tally mark on the smiley side. At the end of the day the tally marks were added up and if they had more smileys then frownys they got extra recess that week. Math: The teacher began by going back over 8ths. She drew a square on the board and asked the class how many individual squares made a whole square. The students replied by saying â€Å"16 squares†. She then cut the whole square in half and asked the students how many squares made up one half of the whole square. The students answered by saying â€Å"8 squares†. The teacher then cut one half the whole square in half and asked the students how many squares equaled one fourth of a whole square. The students answered by saying â€Å"4 squares†. The teacher then cut one fourth of the whole square in half and asked the students how many squares make up one eighth of the whole square. The students answered by saying â€Å"2 squares†. Then the teacher asked how many eighths would fit in the whole square. The students replied by saying â€Å"8†. The students were then told to get out there small square eighth work sheets. The work sheets were about eight square grids on a piece of paper. On each grid the students were instructed to creatively shop up the grid into sections so that it had eight equal parts, or eight eighths. Then after they had finished their mini squares they were instructed to trade them with their neighbor and grade each other on if they completed the assignment correct as it had been assigned. Then when their squares had been approved, they were then supposed to choose one square they thought looked the best and make draw that mini square pattern onto a bigger square grid. The teacher then made sure that each student understood that the squares needed to all be colored a different color so they would over lap and that they wrote one eighth on their pages as well. Summaries/Reactions – Mrs. Shaffer, Metteer Elementary, third grade. When I first arrived at the classroom, the students were already starting the day out to a rough start. Mrs. Shaffer was apparently not content in the way they had walked to the classroom after recess and had the students walk all the way back to the line up on the play ground and walk back to the classroom again. Although the students slipped up a bit the first time when they had to actually go back and walk it again, I noticed a significant change in their attitudes and their level of focus. Once in the classroom, the students level of attentiveness went down again but it was mostly because they had a new distraction in the room, me. The teacher started going through the class rules and the hand signals with the students. I noticed that they really enjoyed sharing with their neighbors what they knew and I feel like this simple activity helped them to better know their class mates and grow as group partners. Then the teacher began asking the students their fractions for eighths and writing the answers on the board. I noticed that not every student was completely paying attention or answering the questions as much as other students. I would have liked to have seen the teacher maybe redirect the focus of the whole class as she had done previously in the day, just to continue with consistency. Then the teacher had the students break off into their groups and finish their mini grid papers. I noticed with some of the groups the students were really excited to show their neighbors their squares and had excellent creativity in their designs. The only thing that I noticed did happen with a few of the groups was that they started to act as though the appraisal of whose square was the best was more important than actually completing the assignment. But when the students reached too loud of a level of noise, the teacher put a tally on the board on the frowny side and the students refocused. Then the students that were finished with the mini squares were then instructed to redraw their favorite design on the larger grid square that would be shown at their open house. I really liked that the students made it a point to make their fractions very personal and neat. I then made it a point for myself to ask each student why they chose the colors they did. Most students replied that the colors they chose were their favorite colors. One boy said that he chose the colors brown, green, grey, and black because it made his fraction look like camo print. All in all I had a really great experience while observing in Mrs. Shaffer’s classroom. Her techniques and her instruction were very unique and different. I hope to visit and or observe her class again someday. Sixth Grade Math Observations Mr. Smith, Metteer Elementary, Sixth Grade. Observed: Tuesday (9:30am-10:30am) 3/26/13 Classroom setup: The classroom had its own computers, two wipe boards, and a job board. The Job Board included little pouches with each child’s name on them and included job such as Lunch Helpers, Paper Gatherer, Desk Straitener, Mad Minute Man, Computer Monitor, Clean up Foreman, and Phone Person. On the walls there were several posters. The first one was a poster titled â€Å"How to write a good paper. † It had four colored circles on it. There was one green forgo write your topic, one yellow for slow down and give reason, one red for stop and explain, and finally another green for go back and restate your topic. The next poster was a transition poster that had lots of helpful transitions sentences for the students to use as a reference. The next poster was an Editors Marks Poster. It had signs such as the paragraph sign,  ¶. The student’s desks were all together in a hollow box shape with two desk partners in the center. Math: That day Mr. Gappa was having the students build a mummy tomb out of Banana and Apple boxes. He first asked the students’ how they should start. They started by finding the area of the Banana Boxes (Banana: 10† ? 20† = 200 inches squared). Then he asked them what they should do next. They replied that they should find out how many boxes and fit in their tomb space. Mr. Gappa then measured each dimension of the corner of the room where the tomb would be placed. Wall one was 100in long and 110in tall. Wall two was 160in long and 110in tall. He then asked the students what they noticed about the dimensions of the banana and apple boxes compared to the dimensions of the walls. They replied that the banana boxes and the apple boxes dimensions were factors of the wall dimensions. Then he asked what they should consider next. They replied that they didn’t know how many columns they still needed. Mr. Gappa told them that they would need two columns, but then asked how many boxes it would take to make the columns using the apple boxes (Apple: 20† tall). The students then started to write down all the data on the board. Then Mr. Gappa went around the room making sure each student understood their data for the tomb building. For their final blue prints they were to use graph paper, making sure that there boxes were equal to at least two squares on the graph paper. Mr. Gappa then made it clear that he wants all the blue prints to be neat and colorful because they were going to be submitted to the Pharaoh contractor. For each wall the students then went about figuring out how many boxes they would need using the formula, area= length? width. When they had finished with their walls, they all gathered at the front of the classroom and went back over the data with Mr. Gappa. Mr. Gappa then went around the room making sure that each student was using lots of color on their blue prints and were making sure they were very neat. He then mentioned a real life situational fact to the kids that they were going to be like little construction workers when they begin building the tomb. Summaries/Reactions First of all I would like to begin by saying how much I really liked the set up of the room. The kids were close enough together for quiet discussion during tasks but also when out of their seats had plenty of room to move throughout the classroom. This class was also the quietest sixth grade class I’ve ever seen. Even Mr. Gappa spoke quietly when giving direction to make sure that each student had to listen very closely just to hear what he said, I almost didn’t even hear what he said. Next I would like to discuss the math. I really liked that Mr. Gappa had taken the time to create a math project for all the kids that used all the math skills they had learned during the year to help in the making of a mummy tomb which was also a part of their history lesson that week. I liked that when going over the data Mr. Gappa didn’t just give the students the answers but made them figure them out on their own. This to me showed the true attentiveness and memorization skills that the students had obtained that year. The last thing I liked was the student teacher relationship that Mr. Gappa had with all his students. He was serious when he needed to and the students switched modes as well and truly respected him as an authority. Yet at other times he could laugh and joke with the students about how the music that he played was really old. He also reminded me of the High School teacher Mr. Null in the sense that he called all the pretty girls fat and ugly, as to not let them get an ego in his class. All in all, I truly enjoyed observing this class. Their attentiveness to direction and the bond that they had with their teacher was to me very insightful. I will definitely consider using some of his teacher technics in my own classroom someday and hope to go back and observe his classroom someday as well. How to cite Math Observations, Essays

Professional Issues of Nursing Workload †MyAssignmenthelp.com

Question: Discuss about the Professional Issues of Nursing Workload. Answer: Introduction Burnout, medical errors and adverse events innursing practice are some of the major challenges that affect nurses performance and influence their motivation and satisfaction with the nursing job. All the above mentioned issues are mainly caused by the situation of high nursing working load which acts as the main mediator of escalating injuries, poor health outcomes and deterioration in quality of care in health care setting (Koy et al. 2015). This essay provides a detailed insight into the professional issue of nursing workload and explains the negative impact of the issue on the nursing practice. With special emphasis onimpact of the nursing workload issue on individual nurse and the nursing profession, it also explains about useful strategies that can be adapted to minimize the impact of the issue on nursing practice and patient safety. Professional issues of nursing workload: High workload is a critical professional issue in nursing practice. Heavy workload for the nurses is defined by the amount of nursing time, the amount of physical exertion in shift, complexity of care and level of nursing competency (Alghamdi 2016). Increase in any of these factors contributes to high workload and high burden for nurses. In short, nursing workload can be defined as the amount of time spend by nurses in direct or indirect care of patient, workplace and professional development (Alghamdi 2016). The overload experienced by nurses can be categorized into unit level, job level, patient level and situation level. The specialty of nurses and type of practice also determines the level of workload for nurses (Consiglio et al. 2014). The changing health care environment has mainly contributed to heavy workload for nurses. With the increase in ageing population, the demand of nurses in health care system has increased. In addition, inadequate supply of nurses and reduced staffing levels had made it necessary for nurses to work overtime. The above trend in health care practice has influenced nursing workload, quality of care as well as patient safety. Work environment factors and staffing level also determines nurses satisfaction with their job and commitment towards delivering high quality care (Carayon and Gurses 2008). However, many nurses have reported their due to high workload, they have lost motivation in work as it has contributed to high number of errors and patients safety related issues. The complex work environment and the demand to work outside shift have increased the mental workload of nurses too (Caruso 2014). As high nursing workload can have an impact on nurses productivity, satisfaction level, tu rnover rate, work stress and patient safety, it is necessary to find strategies to reduce the workload burden of nurse in care. Significance of the professional issue to nursing: The issue of nursing workload is of significant professional importance for nursing practice because it has direct impact both on the nurses individually as well as the nursing profession. High workload contributes to poor nursing performance, poor satisfaction with the job, burnout issues and high rate of nursing errors. The evidence by Hayes, Douglas and Bonner (2015) has shown that the performance of the nurse is highly affected by the work environment, stress level, work characteristics and job satisfaction. The study also pointed out that even when the work environment is favorable, then also nurses experience high level of burnout. This is mainly because of the complexity of the job and greater level of stress involved in delivering care. The nursing workload is also defined by nurses competency in the job and research has showed that younger nurse experience higher level of stress compared to experienced nurses. The lowest level of job satisfaction and highest level of burnout is mainly found in newly placed nurse as they are not accustomed to handling the complexities of the job (Flinkma and Salanter 2015). As nurses are the one who spend the maximum time in the care of patient, it is very important to respond to the workload issue for nurses. Implementing strategies in the direction of addressing workload and high level of burnout in nurses is likely to increase job satisfaction level and turnover rate of nurses. Association has also been found between nursing workload and the nursing profession. This can be said because the stress level or workload of nurses is also increased by decreased staffing ratio and increase in worse outcome for patients. Link has been found between nurse-staffs ratios and patient outcome. For example, the investigation about staffing level and mortality in patients has revealed that high workload/staffing ratios is associated with increased risk of death in critically ill patients (Shekelle 2013). Hence, the evidence mainly implies that maintaining the nurse staffing level is crucial to manage workload as well as improve patient outcome. Both competency to manage complex situation and promoting positive outcome of patient is an indication of quality nursing practice, however high workload has impact on these areas of the nursing profession. The nursing burnout is highly linked to nurse practice environment and nurse working characteristics. Van Bogaert et al. (2014) has shown that variation in perceived nurse practice work environment and burnout feelings results in adverse patient events and high rate of complains, medication errors and nosocomial infection. The nursing unit team particularly plays a role in quality of care and patient safety and treating sensitive issues of patients. However, there is plenty of evidence to prove the association between poor quality of care and feelings of burnout. For instance, Poghosyan et al. (2010) confirmed that dimension of practice environment determines practice outcome, quality of care variables and patient satisfaction with care. Nursing burnout is a direct consequence of high workload and nursing burning directly influences the quality of care. The explorative study regarding the relationship between the quality of care and nurse burnout among nurses in six countries has rev ealed that nurses experiencing burnout have lesser capability to deliver high quality care and increase in errors results in emotional distress and disengagement in nurses. Complex practice environment and longer shift time predispose nurses to burnout. This implies that nurse burnout and nursing shortage is a challenging issue in nursing practice as this mainly determines the patient safety level and quality of care. To improve the nurse related quality of care, addressing the nurse-patient ratio and work environment of nurse will be necessary (Humphries et al. 2017). Impact of the professional issue on patient safety: As the issue of nursing workload and nursing practice has direct impact on the engagement of nurse and motivation in nursing practice, it will directly affect patient safety too. The main goal of nursing practice is achieve optimal health outcome for patient and maintain patent safety. Patient safety is defined by the reduction in the risk of adverse events for patient starting from diagnosis to treatment in health care setting. To achieve the culture of patient safety, special emphasis is paid on preventing errors, learning from errors and complying with safety protocols throughout the health care delivery process (Weaver et al., 2013). The main role of nurse in patient safety is related to avoiding medication errors and preventing fall in patients. However, the opposite outcome has often been witnessed due to high workload and burnout experience in nurses. The study by MacPhee et al. (2017) gives an insight into the impact of heavy nursing workload on patient outcomes. The cross-sectional study with acute care nurses mainly investigated about the workload factors of staffing level, nurses perception of heavy workload, interruptions in work flow and compromise care standard. The patient outcomes that were evaluated included frequency of medication errors, patient falls and urinary tract infections. The study result gave the indication that heavy workload and task interruptions had a direct impact on patient and nurse outcomes. High patient-RN rations were weakly associated with adverse patient outcomes and heavy workload was independent predictor of adverse patient outcomes. This proves that different levels of nurs ing workload and workload demands have differential effects on patient and patient related outcomes. The chances of patient adverse events increase when the number of patients allocated to single nurse is high. In the situation of insufficient nursing workforce and high workload, the likelihood of medication errors, patients falls, nosocomial infections, death, cardiopulmonary resuscitation failures and pressure sores increases (Cho et al. 2016). The study regarding nurse perception of workload and adverse events showed that nosocomial infection (57.1%) was most frequently experienced by patients followed by pressure sores (45.2%) and medication errors (40%). The nursing workload variable of performance of non-nursing task was mainly associated with high rate of falls and nosocomial infections in patients. Bed to nurse ratio had an impact on incidence of pressure sores in patients (Kan et al. 2016). Parry et al. (2015) also gave the insight that environmental domain of clinical workload and work environment and personal domain of Registered Nurses characteristics and lived experienc e of work had an impact on medication administrative behavior of nurses. Environmental domain was found to increase medication rates in nurses. There is a need to establish the link between the environment and nurses behavior to prevent adverse events and promote patient safety. Strategies to minimize the impact of chosen professional issues on nursing practice and patient safety: As patient related adverse events such as falls and medication is directly caused by high nursing workload, there is a need to identify the strategies that can minimize the impact of the nursing workload on patient safety. Two effective strategies include the following: The first strategy is to enhance the positive practice environment in clinical setting to retain skilful nurse and improve the quality of care. This can be done by addressing the staffing levels and resource adequacy in nursing practice. The workload and work demands needs to be balanced to ensure that appropriate number of nursing staffs are there to handle patients in particular units. This will ensure that nurses work according to role expectation and deliver care in an effective manner without causing any injury or adverse events for patients. As low nurse-patient ration and high work demand often results in burnout in nurses, there is also a need to maintain adequate staffing levels so that all leave requirement for nurses can be fulfilled and they can get breaks or rest in between shift (Twigg and McCullough 2014). This is vital for improving the retention rate as well as improving the patient safety. Medication error is one of the common patient related adverse outcome that is observed in clinical setting due to poor staffing level and high nursing workload. Several distractions and interruptions during the medication administration mainly results in medication errors and poor outcome for patients. The frequency of such errors can be significantly reduced by the creation of safe environment during medication preparation and administration. One of the effective strategies is to put Do not disturb labels during drug administration to minimize disruptions and ensure full concentration of nurses during the procedures. There is also a need to support nurses in the implementation of five rights of medication administration to promote safety of patient (Kim and Bates 2013). Westbrook et al. (2017) proved the effectiveness of Do not interrupt intervention on reducing interruptions during medication administration. It led to the declined in the non-medication related interruptions faced b y nurses and promoted safety of patients. In addition, supportive environment to ensure compliance of nurses to five right of medication administration can reduce the error rates. Conclusion The essay summarized the professional issues of nursing workload on quality of nursing care and patient safety. The review of the impact of the professional issue on nursing practice gives the idea that high workload and poor nursing performance occurs due to low patient-staff ration, high work demand and lack of appropriate work environment to provide care. The strategy of maintain staffing levels and reinforcing the right to safe medication administration is crucial to minimize adverse events in nursing practice and reduce incidence of burnout in nurses. References Alghamdi, M.G., 2016. Nursing workload: a concept analysis.Journal of nursing management,24(4), pp.449-457. Caruso, C.C., 2014. Negative impacts of shiftwork and long work hours.Rehabilitation Nursing,39(1), pp.16-25. Cho, E., Chin, D. L., Kim, S., and Hong, O. 2016. The relationships of nurse staffing level and work environment with patient adverse events.Journal of Nursing Scholarship,48(1), 74-82. Consiglio, C., Borgogni, L., Vecchione, M., and Maslach, C. 2014. Self-efficacy, perceptions of context, and burnout: a multilevel study on nurses.La Medicina del lavoro,105(4), 255-268. Flinkman, M. and Salanter, S., 2015. Early career experiences and perceptionsa qualitative exploration of the turnover of young registered nurses and intention to leave the nursing profession in Finland.Journal of nursing management,23(8), pp.1050-1057. Hayes, B., Douglas, C. and Bonner, A., 2015. Work environment, job satisfaction, stress and burnout among haemodialysis nurses.Journal of nursing management,23(5), pp.588-598. Humphries, N., Morgan, K., Catherine Conry, M., McGowan, Y., Montgomery, A. and McGee, H., 2014. Quality of care and health professional burnout: narrative literature review.International journal of health care quality assurance,27(4), pp.293-307. Kang, J.H., Kim, C.W. and Lee, S.Y., 2016. Nurse-Perceived Patient Adverse Events depend on Nursing Workload.Osong public health and research perspectives,7(1), pp.56-62. Kim, J., and Bates, D. W. 2013. Medication administration errors by nurses: adherence to guidelines.Journal of Clinical Nursing,22(3-4), 590-598. Koy, V., Yunibhand, J., Angsuroch, Y. and Fisher, M.L., 2017. Relationship between nursing care quality, nurse staffing, nurse job satisfaction, nurse practice environment, and burnout: literature review.International Journal of Research in Medical Sciences,3(8), pp.1825-1831. MacPhee, M., Dahinten, V.S. and Havaei, F., 2017. The impact of heavy perceived nurse workloads on patient and nurse outcomes.Administrative Sciences,7(1), p.7. Parry, A.M., Barriball, K.L. and While, A.E., 2015. Factors contributing to Registered Nurse medication administration error: A narrative review.International journal of nursing studies,52(1), pp.403-420. Poghosyan, L., Clarke, S. P., Finlayson, M., and Aiken, L. H. 2010. Nurse burnout and quality of care: Cross?national investigation in six countries.Research in nursing health,33(4), 288-298. Shekelle, P.G., 2013. NursePatient Ratios as a Patient Safety StrategyA Systematic Review.Annals of Internal Medicine,158(5_Part_2), pp.404-409. Twigg, D. and McCullough, K., 2014. Nurse retention: a review of strategies to create and enhance positive practice environments in clinical settings.International journal of nursing studies,51(1), pp.85-92. Van Bogaert, P., Timmermans, O., Weeks, S. M., van Heusden, D., Wouters, K., and Franck, E. 2014. Nursing unit teams matter: Impact of unit-level nurse practice environment, nurse work characteristics, and burnout on nurse reported job outcomes, and quality of care, and patient adverse eventsA cross-sectional survey.International journal of nursing studies,51(8), 1123-1134. Weaver, S. J., Lubomksi, L. H., Wilson, R. F., Pfoh, E. R., Martinez, K. A., and Dy, S. M. 2013. Promoting a Culture of Safety as a Patient Safety StrategyA Systematic Review.Annals of internal medicine,158(5_Part_2), 369-374. Westbrook, J.I., Li, L., Hooper, T.D., Raban, M.Z., Middleton, S. and Lehnbom, E.C., 2017. Effectiveness of a Do not interruptbundled intervention to reduce interruptions during medication administration: a cluster randomised controlled feasibility study.BMJ Qual Saf, Published Online First:23 February 2017.doi:10.1136/bmjqs-2016-006123