Critical Reflection and Thinking on Clinical Supervision and Learning

Critical Reflection and Thinking on Clinical Supervision and Learning Introduction For the purpose of this essay the terms clinical supervisor and mentor will be used interchangeably as they are seen as essentially the same in this context. Classrooms and textbooks teach one to care for a patient whom many a time s/he will never really encounter as seldom is such a classic patient seen in reality. One ought to acknowledge that one needs to know the theory to be able to apply the practice when on the clinical area. The academic side of ones learning should not be underestimated by placing all the importance in the practical experiences one encounters. Nevertheless the intricacy of generating and putting ones knowledge into real life situations may only be understood through experiential practice. As Eraut (2009) stated learning in university does not provide the same learning contexts as the working environment. Nursing has historically acquired knowledge through various venues such as traditions, trial and error, research, intuition, role modelling and mentorship, reasoning and experience. Therefore experiential learning could well play an important part of the basis of genuine education if utilised and developed well. However as will be discussed in this assignment experiential learning alone at times is insufficient as a basis for education in the complexities of learning in practice, clinical supervisory roles and being a competent health professional. 1. learning in practice Eraut (2007) longitudinal study concluded that under the appropriate settings new recruits learned more on the job than through formal methods. There is a need for apt learning opportunities and a supportive environment to encourage and learning in the supervisee. The Experiential learning cycle described by Kolb (1984) integrates four elements: doing, reflecting, learning and applying that learning. The cycle then integrates four ways of knowing tacit knowledge which can be seen as the underpinning of doing in ones work. One knows automatically and continues to practice intuitively. Next is reflective knowledge which Mezirow (2000) describes as involving openly reflecting and critically reflecting on ones own practice. The last two are knowing that (propositional learning) which materializes from critical reflection and knowing how is the final segment of the Kolbs cycle where one finds competence. One may wonder whether the clinical workplace always enhances favourable conditions for experiential learning to present genuine education. 1.1 The Clinical workplace Glen (2009: pg 498) referring to the apprenticeship model that had been around since Florence Nightingale states that although the model entails structured supervision together with periods for reflection the outcome was more aimed at accomplishing the work tasks that on genuine reflection. The benefit of this model is that it provided newly qualified nurses that had achieved ample experience and seen as a skilful and experienced novice therefore one could see the basis of education from experiential learning in this model. However this model is no longer in use and may have been abandoned too early (Mc Cormack, Kitson, Harvey, Rycroft-Malone, Titchen and Seers 2001). Nowadays nurse education is run differently but one can still remember the concern in the hospital trained nurses when training for nurses went into university level. One of the main issues of concern was that nursing is a practice profession so why the need for extra knowledge to become a competent practitioner? Should nurses not be taught more in clinical practice and less in the classroom? Knowing and doing are not the same thing was voiced out many a time. This adds to the belief of many that learning in practice is the basis of education. The culture of the clinical practice will also have a vital influence on ones experiential learning outcome. The way things are done here (which could be in a positive or negative attitude) at either the clinical practitioners (individual) level or at the organisation level or both levels can effect ones successful end result (McCormack et al 2001). On the other hand numerous other factors such as, the organisation one works in, nurse shortages, working in high patient acuity, inadequate clinical facilities, patients having shorter lengths of stay, unwillingness by the nursing staff to provide clinical supervision and the a scarcity of nurses in the clinical area add to the challenge of obtaining genuine education through experience. Supervisees need to be armed with the necessary skills to analyse problems from varying perspectives. Experiential learning may present the basis of education if the right challenge is provided; that is within the level of the supervisees knowledge and therefore presenting a beneficial outcome. If not the experience may end up being overwhelming and rather than learning through reflecting on a situation it could result instead in utilising eventually ineffective coping methods. One has to exploit an experience through reflection in order to sort out, comprehend, give meaning and hence make appropriate and proactive use of it. Experiential learning thus needs to provide the possibility of developing reflective and other conveyable learning skills in order to promote the education supervisees need and to learn from the experience. 1.2 Critical reflection and thinking Hunt and Wainwright (1994, p.84) point out that: Regardless of the time spent in a particular area of practice, practices that are devoid of rationale for actions are purely task or procedure orientated and lack critical inquiry. Several authors have emphasized on the fact that reflection is requisite in bridging the theory and practice gap (Kolb, 1984, McCaugherty, 1992, Schà ¶n, 1987). Implementing theory into practice necessitates practitioners to critically reflect not only on ones own practice but also on the implications of ones interventions. The literature has moreover highlighted reflection as imperative when endeavouring to incorporate theory with practice (Meretoja, Eriksson Leino-Kilpi, 2002). Lisko and ODell (2010) acknowledged that nowadays working in such a complex clinical environment necessitates one to employ top notch critical thinking, they also add that to offer such experiences for one to learn from and to reflect on has become essential this can be achieved in the many different experiential learning opportunities one encounters. Therefore one notes that the nursing profession is inclining to acknowledge and encourage reflective practice and critical thinking and that it also offers education from experience for both supervisors and their supervisees. Baltimore (2004) highlights that since optimal patient outcomes will depend on nurses actions, nurses need to wholly comprehend a situation in order to critically think. Benner (1984) stresses that recording of practical experiences and reflecting on them is essential in the development and extension of theoretical knowledge. While Kolbs double knowledge theory (Kolb, 1984) depicts that one knows things by being able to do them in conjunction with thinking reflecting about them. One can perceive that it is accepted by the literature that reflection provides the opportunity to go over decisions taken and assess as well as evaluate ones learning in order to improve not only ones own practice but also whoever they supervise. Then again does one working climate with its time constraints enhance all this? Is it possible to perform reflective practice whenever needed (Westberg Jason, 2001)? Is reflection not a complex skill thats basis ought to be taught in the classroom too in order to be fulfilled in practice? Therefore can experiential learning alone provide the ability of how to reflect and even more critically reflect on ones experiences and ultimately gain knowledge from them? In cooperation with reflection comes along the need for feedback and coaching which are seen as important aspects in experiential learning while supervising; not only for the supervisee but also for the supervisor. 2. Clinical supervision Price (2004) highlights the reasons to why the role of a mentor has come into being, illuminating that the learners (supervisees) necessity to mature into a competent and confident qualified nurse and performing practice astuteness, good clinical skills, attitudes and clinical techniques are best acquired in the clinical practice environment. Being assigned to a clinical supervisor may provide the supervisee with opportunities that may not or cannot be portrayed in classrooms or textbooks. One may wonder about whether clinical supervisors have enough morale and positive attitudes left in them to want to carry on providing supervision in such hectic working environments and nurse shortages. Eraut et als (2007) study findings noted that designated mentors in nursing were either excellent in providing a sustenance or practically useless. Therefore is Deweys statement right in the latter situations? Will experiential learning provide competent practitioners in these situations? To become a good mentor/supervisor one reads tall lists about the characteristics required. Rowley (1999) offers a list of virtues a good mentor should hold including commitment towards mentoring and its values, acceptance of one mentees regardless of ones personal beliefs/likes/dislikes, effective teaching qualities, good communication skills with the capability to adapt to ones supervisees learning nature, and set the example of need to be a constant learner and being optimistic towards ones mentees/supervisees. Then Quinn (2007) describes the humanistic qualities necessary, such as understanding, being approachable, supportive and inclusive in addition to being positive towards learners and an excellent management approach to education values. Gray and Smith (2000) add a sense of humour to their list. Therefore one could conclude that the supervisor must consistently show high standards of personal conduct and an apt approach towards ones supervisees; with the belief that the supervisee will therefore take in and try to be like what they have seen as acceptable behaviour in the working place. However Gray and Smith (2000) study findings portray another long list of attitudes supervisors may display to their supervisees this time in the negative, to mention a few: delegating futile jobs, being of an unfriendly nature or worse still being unapproachable, showing lack of interest in their own job in addition towards the supervisee and even unpopular with the team they work within. Such supervisors certainly diminish the opportunity of transmitting education through experiential learning to any supervisee. Burnard (1998) had rightly pointed out that being under the wing of a qualified nurse does not necessarily equal to learning. Learning in practice may mean to some as just getting the job done and the issue of focusing on the learning needs of the student or new recruit are left in the shadow (Andrews Wallis, 1999) and therefore excluding the importance of applying and integrating ones knowledge (theory) to the clinical practice. Even worse, this hinders Deweys belief of experience being the basis of all education. Having the ability to organize the delivery of care in sync with ones teaching and assessing responsibilities, maybe a prerequisite for a supervisor/mentor however as one notices from the literature is no easy task. On the other hand one must keep in mind that just as the newcomers may feel unsafe to practice because they lack knowledge so do some of the senior staff; some people are not capable (or find it extremely difficult) of learning, changing or moving on (Eraut, 2002). Clinical supervisors as all humans differ in how they present their significant attributes and may need to develop and improve their qualities. This will also provide the assistance needed in favour of experiential learning as a basis to education. Identifying and working on these key qualities should assist one in enriching ones supervisees learning environment. Then again the supervisee may also pick up the mal-practices of the supervisor, leaving one with the dilemma of who should be providing clinical supervision? Who can provide Deweys belief in of education through experience? 3. Expertise and Evidence Based Practice Nurses clinical expertise is presumed to be an important factor related to quality of care in the clinical practice. Expert practitioners are seen as fundamental in the process of the training and the professional development of supervisees in addition to the efficient everyday functioning of a clinical area. Therefore it is necessary to articulate what are the particular prerequisites of ones area of practice in order to provide beneficial experiential learning opportunities to ones supervisees. Through expert practice the experts share experience, knowledge and skills in the course of teaching and mentoring not only students and colleagues but also patients and their families; which are or should be an everyday practice to clinical supervisors, and therefore contributing to offering an expert practice and better service to meet the patients needs. Excellence in health care is vital, as excellence applies to continuing learning and research that will augment and further develop nurses in their profession and give a boost to the nursing practices (Castell, 2008). Nowadays lifelong learning and research in nursing practices are acknowledged as prerequisites in order to maintain and move forward nursing competence (Avis Freshwater, 2006; Westberg Jason, 2000). Therefore even if experiential learning is an important basis of learning in practice and is the how, what, why and when all gathered together there still remains the prerequisite of up to date evidence based knowledge/practice. Avis and Freshwater (2006) state that Evidenced based practice EBP is perceived as a significant concept in competent professional nursing practice and is measured by ones ability to integrate EBP in the care on is to provide. EBP is acknowledged as an indispensable factor of nursing competence. But is EBP giving too much importance to scientific evidence and thus underrating the role of individual nursing expertise and its clinical judgement (Hardy, Garbett, Titchen Manley 2002)? Supervisees need clinical supervisors with the apt level knowledge, skills and training not only in their practice but also in their teaching/learning approach and environment in order to enhance and smooth the supervisees individual progress and education. 4. The learning environment learner centeredness Another aspect literature has shown is that clinical supervisors should move on to the importance of providing a learner approach rather than the more customarily utilised teaching approach. Through a learner centred approach one will in addition need to inspire a sense of curiosity that will drive the supervisee to absorb everything s/he can see or hear or read about nursing in order to improve the efficiency and effectiveness of his/her eventual competent practice. This will necessitate the supervisor to have the supervisees needs at the hub of the activities being performed not an easy task within clinical areas and their always increasing workloads and the time factors of a clinical environment (Waldock 2010). Learners obtain knowledge from experience which they then incorporate into their own system of concepts; and thus the reason why one should emphasise on the importance of the supervisees active share in learning. Supervisees in order to learn from their experiences have the responsibility to discover their own clinical educational needs through their personal agency and find ways how they may retrieve these clinical needs; which may be through their supervisors or others in the clinical area that may provide assistance (Eraut 2008). One must provide a meaningful experience for the supervisee which ends product will be what the supervisee will perceive to be relevant to their learning needs (Wlodowski 1999). Learning centeredness is seen as being beneficial to the supervisee as it will also provide opportunities that may not be encountered during formal teaching environments (McKimm and Jolie 2003). Therefore emphasizing on the notion that experiential can offer the basis to education especially if one notes that basically everything that happens in the clinical area; be it at a clients bedside, in a clinic, ward or operating theatre and the likes, can provide a learning opportunity. The supervisor must however focus on the supervisees learning needs and by working together, given that this is a two-way interaction, s/he will gain the knowledge and abilities required and therefore enhance his/her knowledge. As a consequence this may provide experience as a basis to education. Providing a learning centeredness environment can provide the opportunity for the supervisee to work in conjunction with their supervisor and at the same time presenting the opportunity for the supervisee to not only be involved in the activities but also to learn new skills, techniques, perceptions, to acknowledge the variety of knowledge and expertise others behold and to even witness tacit knowledge. 4.1 Tacit knowledge Observing provides the opportunity to understand quicker and therefore requiring briefer explaining. Another benefit of this attitude of learning through observation and discussion is that it can demonstrate the tacit knowledge a supervisor holds on everyday and intuitive and instinctive decisions that are difficult to explain (Eraut 2009). Epstein Hundert (2002) recognise tactical knowledge as intuition and pattern recognition they continue to add that intuition plays a part in acquiring competent practice. Epstein et als study in addition revealed that doctors now believe that their competence is reliant also on tactical knowledge a fact that nurses have valued for a long time and believe that competence is not only based on explicit knowledge but also tactical knowledge. Certain skills cannot be disseminated by formal teaching alone. Skills are as a result defined in terms of knowing how to do things, an example being Polanyis (1958) Balance Principle which could apply to nursing skills where the novice will watch and then practice. Hence the importance of learning methods 4.2 Learning methods Providing the right learning method is so complex. From the literature one notices that there is no perfect recipe to learning theories. A clinical supervisor teaching supervisees in the clinical setting has a major impact on those supervisees outcome performance. The supervisors methods may have the influence to enhance and facilitate the supervisees learning and accommodate new learning in clinical practice or else to curb the supervisees ability to apply knowledge and skills. Frankel (2009) points out that the premise to clinical learning methods may be ineffective if they are not tailored to the supervisees learning style and continues to highlight that learning methods vary to the individual and thus the importance in providing the most fitting for that individual to learn appropriately. Everyone has some particular favoured method of collaborating with and processing knowledge. This is one of the reasons why one may agree to Eraut (2002) argument that one should not concentrate on which learning theory is right or wrong but on the contrary one should give importance on how to obtain maximum benefit during the learning process. One could add the maximum benefit in order to provide from competent practitioners. The supervisees may be at different levels in their course or novices to certain areas of their workplace and thus learning from experience should not be presented or provided as a one size fits all situation (Quinn 2007). When providing experiential learning as a basis to clinical learning the clinical supervisor has to take into consideration the supervisees previously gained skills and knowledge and also the expectations they may have brought along. As it has been observed there is no strict recipe to stick to in order to produce a right teaching/learning strategy. Together with theoretical education and once one has found a suitable environment, the right strategy for both the supervisee and one that the competent supervisor is apt at carrying out, what is left is both the supervisees and supervisors self motivation to learning, their sense of curiosity and inquisitive minds, willingness to not only knowing more but also to change (Khomeiran, Yekta, Kiger, Ahmadi 2006). 5. Competence It is indispensable that clinical supervisors employ well-established clinical skills and a high standard of competent nursing practice that will sustain effective facilitation of student learning (Gaberson Oerman, 2007). Rutkowski (2007, p.37) describes assessing competency as complicated and being based on direct observations as well as entailing ones opinion of values, which are subjective and hold personal beliefs which may vary from one to another. For experience to be the basis of education one must understand what competency really is and what it signifies. When one thinks of all the controversies on competence one may find it complex to agree that experience alone can provide competent practitioners. Conclusion Although experiential learning may definitely have its importance in providing a basis for education one comes to the conclusion that so do theoretical learning and personal traits of both the supervisor and supervisee. These are indispensable factors to learning in addition to motivation, curiosity, an inquisitive mind and the drive to keep on learning. To know and not to act is not to know. Experiential learning is both transformational and transmissional; it provides changes in ones attitude and behaviour and should not be seen as only as the shift of ideas or knowledge. The practical and academic sides of the supervisor and supervisee are both important. The academic side provides knowledge, broadens ones horizons and tests ones manner of thinking. Experiential and academic learning compliment each other thus the skills gained from both learning styles should bring into being a safe, competent and knowledgeable practitioner and all this may assist Deweys belief of experiential learning being the basis of education.

Effects of Having a Schizophrenic Family Member Essay

A. What is Schizophrenia? Schizophrenia is a complex brain disorder that makes it hard for people affected to think clearly, have normal emotional responses, act normally in social situations and tell the difference between what is real and what is not. It makes people withdraw from the outside world and always act out in fear. People suffering from schizophrenia may see or hear things that don’t exist, speak in strange ways, think that people are trying to harm them, and always feel as if they are being watched. They have difficulty in doing activities of daily life. This disease is caused either by one’s genetic make-up or abnormal brain structure. But the environment can be a cause too, as for the environmental factors, more and more research is pointing to stress. Like any other disease, schizophrenia has its own symptoms like strange ways of speaking, inability to express emotion and irrational statements. It is in these symptoms that we can detect persons with schizophrenia. And it is important that we diagnose them for medical treatment for schizophrenia may lead to violent behavior. B. Statement of the Problem People with schizophrenia don’t relate with people well and therefore makes it hard for the people who care for them to maintain a healthy relationship with them, the people they are related to, for example. For Schizophrenic people, it is hard to hold a stable job or even care for themselves. This makes them dependent on others and who else is best to care for them than their own family. However, schizophrenia sometimes results to violent behavior due to their inability to think clearly and belief that people are always trying to harm them. That is why many of their family members don’t know how to deal with them and this causes stress within the family. C. Thesis Statement Effects of Having a Schizophrenic Family Member D. Significance of the Study Schizophrenia is not a rare condition. The lifetime risk of developing schizophrenia is widely accepted to be 1 in a 100. It therefore affects thousands of families. The love and support of a family is vital in treating Schizophrenia but it is difficult to cope with its symptoms. A family member deals with extreme reactions, deterioration from personal hygiene, inability to concentrate and social withdrawal. It is seen that families only put up with the patients for a short period of time because of their frustration in what seems to be lack of progress in treatments. In their inability to understand a person with schizophrenia, a family’s emotional support may wane and some even cut off all contact with their schizophrenic son, daughter, or sibling.

The Importance Of Military Readiness And Frequent...

Introduction Military families are often subjected to increased stress with the demands of military readiness and frequent deployments as well as living at or even below the poverty level. (Shewmaker, Shewmaker 2014). I was part of that military family many years ago and, while I was pregnant with my fourth child, was told to apply for WIC, a federally funded program for Women, Infants, and Children. At each doctor visit, I was asked if I had submitted my application and my reply was always, â€Å"I will.† Finally, towards the end of my pregnancy, I was asked why I had not finished the proper paperwork; I blurted out, â€Å"But isn’t that for poor people?† The nurse took my hand and said, â€Å"Honey, I hate to break it to you, but you are poor!† I was shocked but went downstairs and finished my application anyway. Okay, so it was a rude awakening to discover we were poor, and we often had to deal with the stresses of deployment, but I never experienc ed violence. Nevertheless, that does not mean that it did not happen in the military because domestic violence is of continuing concern in the military (Newby, McCarroll, Thayer, Norwood, Fullerton, Ursano. 2000). Anyone can be affected by Intimate Partner Violence or IPV, which is a serious, preventable public health problem that affects millions of Americans. IPV describes physical, sexual, or psychological harm by a current or former partner or spouse; the reasons for IPV are as different as the people who inflict or receive suchShow MoreRelatedFundamentals of Hrm263904 Words   |  1056 Pagessave money From multiple study paths, to self-assessment, to a wealth of interactive visual and audio resources, WileyPLUS gives you everything you need to personalize the teaching and learning experience.  » F i n d o u t h ow t o M A K E I T YO U R S  » www.wileyplus.com ALL THE HELP, RESOURCES, AND PERSONAL SUPPORT YOU AND YOUR STUDENTS NEED! 2-Minute Tutorials and all of the resources you your students need to get started www.wileyplus.com/firstday Student support from an experienced

Biography of Subrahmanyan Chandrasekhar

Subrahmanyan Chandrasekhar (1910-1995) was one of the giants of modern astronomy and astrophysics in the 20th Century. His work connected the study of physics to the structure and evolution of stars and helped astronomers understand how stars live and die. Without his forward-thinking research, astronomers might have labored far longer to comprehend the basic nature of stellar processes that govern how all stars radiate heat to space, age, and how the most massive ones ultimately die. Chandra, as he was known, was awarded the 1983 Nobel Prize in physics for his work on the theories that explain the structure and evolution of stars. The orbiting Chandra X-Ray Observatory is also named in his honor. Early Life Chandra was born in Lahore, India on October 19th, 1910. At the time, India was still part of the British Empire. His father was a government service officer and his mother raised the family and spent much time translating literature into the Tamil language. Chandra was the third oldest of ten children and was educated at home until the age of twelve. After attending high school in Madras (where the family moved), he attended Presidency College, where he received his bachelors degree in physics. His honors standing afforded him a scholarship for graduate school to Cambridge in England, where he studied under such luminaries as P.A.M. Dirac. He also studied physics in Copenhagen during his graduate career. Chandrasekhar was awarded a Ph.D. from Cambridge in 1933 and was elected to a fellowship at Trinity College, working under astronomers Sir Arthur Eddington and E.A. Milne.   Development of Stellar Theory Chandra developed much of his early idea about stellar theory while he was on his way to begin graduate school. He was fascinated with mathematics as well as physics, and immediately saw a way to model some important stellar characteristics using math. At the age of 19, onboard a sailing ship from India to England, he began thinking about what would happen if ​Einsteins theory of relativity could be applied to explain the processes at work inside stars and how they affect their evolution. He worked out calculations that showed how a star much more massive than the Sun would not simply burn up its fuel and cool, as astronomers of the time assumed. Instead, he used to physics to show that a very massive stellar object would actually collapse to a tiny dense point—the singularity of a black hole. In addition, he worked out whats called the Chandrasekhar Limit, which says that a star with a mass 1.4 times that of the Sun will almost certainly end its life in a supernova exp losion. Stars many times this mass will collapse at the ends of their lives to form black holes. Anything less than that limit will stay a white dwarf forever. An Unexpected Rejection Chandras work was the first mathematical demonstration that such objects as black holes could form and exist and the first to explain how mass limits affected stellar structures. By all accounts, this was an amazing piece of mathematical and scientific detective work. However, when Chandra arrived at Cambridge, his ideas were soundly rejected by Eddington and others. Some have suggested that endemic racism played a role in the way Chandra was treated by the better-known and apparently egotistical older man, who had somewhat contradictory ideas about the structure of stars. It took many years before Chandras theoretical work was accepted, and he actually had to leave England for the more accepting intellectual climate of the United States. Several times after that, he mentioned the overt racism he faced as a motivation for moving forward in a new country where his research could be accepted regardless of his skin color. Eventually, Eddington and Chandra parted cordially, despite the o lder mans previous disdainful treatment. Chandras Life in America Subrahmanyan Chandrasekhar arrived in the U.S. at the invitation of the University of Chicago and took up a research and teaching post there that he held for the rest of his life. He plunged into studies of a subject called radiative transfer, which explains how radiation moves through matter such as the layers of a star such as the Sun). He then worked on extending his work on massive stars. Nearly forty years after he first proposed his ideas about white dwarfs (the massive remains of collapsed stars) black holes and the Chandrasekhar Limit, his work was finally widely accepted by astronomers. He went on to win the Dannie Heineman prize for his work in 1974, followed by the Nobel Prize in 1983. Chandras Contributions to Astronomy Upon his arrival in the United States in 1937, Chandra worked at the nearby Yerkes Observatory in Wisconsin. He eventually joined NASAs Laboratory for Astrophysics and Space Research (LASR) at the University, where he mentored a number of graduate students. He also pursued his research into such varied areas as stellar evolution, followed by a deep dive into stellar dynamics, ideas about Brownian motion (the random motion of particles in a fluid), radiative transfer (the transfer of energy in the form of electromagnetic radiation), quantum theory, all the way to studies of black holes and gravitational waves late in his career. During World War II, Chandra worked for the Ballistic Research Laboratory in Maryland, where he was also invited to join the Manhattan Project by Robert Oppenheimer. His security clearance took too long to process, and he was never involved with that work. Later in his career, Chandra edited one of the most prestigious journals in astronomy, the Astrophysical Journal. He never worked at another university, preferring to stay at the University of Chicago, where he was Morton D. Hull Distinguished Professor in astronomy and astrophysics. He retained emeritus status in 1985 after his retirement. He also created a translation of Sir Isaac Newtons book Principia that he hoped would appeal to regular readers. The work, Newtons Principia for the Common Reader,  was published just before his death.   Personal Life Subrahmanyan Chandrasekhar was married to Lalitha Doraiswamy in 1936. The couple met during their undergraduate years in Madras. He was the nephew of the great Indian physicist C.V. Raman (who developed the theories of light scattering in a medium that carry his name). After emigrating to the United States, Chandra and his wife became citizens in 1953. Chandra wasnt just a world leader in astronomy and astrophysics; he was also devoted to literature and the arts. In particular, he was an ardent student of western classical music. He often lectured on the relationship between the arts and the sciences and in 1987, compiled his lectures into a book called Truth and Beauty: the Aesthetics and Motivations in Science,  focused on the confluence of the two topics. Chandra died in 1995 in Chicago after suffering a heart attack. Upon his death, he was saluted by astronomers around the world, all of whom have used his work to further their understanding of the mechanics and evolution of stars in the universe. Accolades Over the course of his career, Subrahmanyan Chandrasekhar won many awards for his advancements in astronomy. In addition to those mentioned, he was elected a fellow of the Royal Society in 1944, was given the Bruce Medal in 1952, the Gold Medal of the Royal Astronomical Society, the Henry Draper Medal of the U.S. National Academy of Sciences, and the Humboldt Prize. His Nobel Prize winnings were donated by his late widow to the University of Chicago to create a fellowship in his name.