Racism Against African Americans Racism - 1575 Words

Bryce Harris Mrs. Rakis EWRC 3 4 February 2016 Racism against African Americans â€Å"I believe in human beings, and that all human beings should be respected as such, regardless of their color.†-Malcom X. Is racism against the African American descent still a big issue in America? Racism against African Americans has been going on for quite some time and yes, it’s still a continuous problem. People believe it has settled down over time, but it’s still a major issue that we as Americans are trying to overcome.There have been many events and issues since the 1930s that have showed racism is still an issue such as, the use of racial slurs, protests, police attacks, etc. as a whole the United States needs to come together and unite as one. We need to not be judged by the color of our skin, but the actions we make. If a person is only judged by the color of their skin the situation will never be solved. Racism against African Americans is an issue that we still have in America and it needs to be solved. Racism against African Americans has a lot to do with the involvement of certain people, groups,etc. the involvement in sports in America has been a prime example of this racism against African Americans.â€Å"When Doug Williams was the Super Bowl MVP at the end of the 1987 season, that was held to be an important milestone. All these years later, the touchiness continues. Williams quarterbacked the WashingtonRedskins, and so does or Robert Griffin III. CoachShow MoreRelatedRacism, Discrimination, And Segregation Against African Americans3220 Words   |  13 PagesOctober 2014 Racism, Discrimination, and Segregation against African Americans in the United States Perhaps one of the most well-known and prominent forms of racism and discrimination existing in American society is that perpetrated against African Americans. It is commonly agreed that slavery in America began as early as 1619 with the arrival of African slaves in Jamestown, Virginia to help with the tobacco crops. Slavery continued in the subsequent centuries throughout the American colonies duringRead MoreModern Day Racism And Hatred Against African Americans1390 Words   |  6 PagesModern day racism and hatred against African-Americans can be traced back to slavery in the Colonial Americas. Over 10 million slaves were taken and brought into the New World. These slaves if they were to survive the way would face a harsh life of servitude to their white masters. Africans slaves were and plentiful and cheap labor source in the 1700’s. Slavery was very controversial in the colonies. The practice had many believers and critics. Slavery was a brutal but big part of American hi story.Read MoreRacism Against African Americans Became A Major Issue During The Mid -20th Century1032 Words   |  5 PagesRacism against African Americans became a major issue during the mid -20th century. Blacks became tired of the mistreatment they had to face every day, which is why multiple civil rights activists and groups were created in order to change the system. One of these activists, or should I say extremist, was known as the most noble after presenting his 17 minute speech â€Å"I Have a Dream,† given in 1963. He begins his speech painting a passionate picture of racial injustice. He talks about his dream thatRead MoreThe Racism Of African Americans959 Words   |  4 Pagesembedment of racism into American society has created severe disadvantages for African Americans. In addition to the negative effects of individual racism, systemic racism s crushing discrimination has devastated the African Americans in this country. 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Not too long ago African American people were segregated against based on the color of their skin. Leaders both white and black loss their lives so that there would be acceptance one day of all people as equal. Now in 2011 we have a Mixed President who on the census marked himself as African American not counting heritage of a CaucasianRead Moreâ€Å"The Plague Of Racism Is Insidious, Entering Into Our Minds1282 Words   |  6 Pagesplague of racism is insidious, entering into our minds as smoothly and quietly and invisibly as floating airborne microbes enter into our bodies to find lifelong purchase in our bloodstreams.†(Maya Angelo 2005) Racism is a global issue that’s occurring all around the world however, almost half of Americans feel racism is a major problem. According Catherine E. Shoicet (2015), CNN journalist,’’ In a new nationwide poll conducted by CNN and the Kaiser Family Foundation, roughly half of Americans -- 49%Read MoreDefinition Essay: Racism632 Words   |  3 PagesDefinition: Racism Racism is the unequal treatment of the human beings on the basis of their skin color. Racism is believed to have existed as long as human beings have been in the world. It is usually associated with the skin color of a person, which makes one be distinguished from a certain race or community. The word racism happened to be common in 1600s due to the enslavement of the Africans by the Americans and Europeans. One of the common examples of racism was Americans’ discriminationRead MoreCultural Critique- Racism803 Words   |  4 PagesUnfortunately, in this time and age, racism continues to be an issue in the American society, especially in the south. Since the introduction of slavery, many people have the belief that skin color determines someone’s ranking in life. After the freedom of slaves, racism became a big problem in America. As a result, other races look down upon many different cultures and ethnic groups believing that they are superior to others. Racism has lea d to people discriminate against one another and become prejudiceRead MoreRacism : A World Without Racism1013 Words   |  5 Pageswithout racism â€Å". In the United States many Americans do not face racism. However, for many African Americans it is something they have to go through everyday. Immigrants who comes to USA from Africa will face difficulties in United States. People simply call them African Americans. However, African American communities won’t accept them as African Americans. I think those people came from Africa never thought themselves as Blacks because it’s a common thing in there. Americans say that

How To Basic Free Essays

Put the pan on stand 2. Put the oil on the pan after that put the pepper 3. Wait,what will happen next. We will write a custom essay sample on How To Basic or any similar topic only for you Order Now Reaction: -The pepper was added on the oil then a fire suddenly appeared on the bowl the potassium permanganate is an oxidant that added on brick fluid is a kind of fuel. Fuel and oxidant need to release energy in form of heat. Fire is The result of their combustion Experiment: 2 Monster Head Experiment Dry ice Martial and Pestle Rubber Balloon Funnel Bottle with Water Teaspoon 1 . Put The Dry ice on Mortal and pestle then bowdlerized it. 2. Get the balloon and put the funnel on a balloon 3. Put the two teaspoon of dry ice on the balloon,After that get the bottle with water and put the Balloon on the bottles 4. Put the opening of the balloon into the bottle mouth until the dry ice is consumed. Reaction: -The dry ice was put inside the balloon using funnel and the balloon was placed on the bottle filled with water. They let the ice went down and dissolved. A smoke released and the balloon became inflated. The Dry ice is a Frozen Carbon dioxide that’s hay it is solid became gas and it is called sublimation. This gas is a carbon dioxide that helps the balloon to be inflate. Experiment : 3 Salt Smoke Bomb Wick Aluminum tray Salt peter Lighter Tong Procedure: 1 . Put the aluminum tray on the stand 2. Put one teaspoon of sugar and one teaspoon of salt peter and then mixed it. 3. Put the wick in the middle of aluminum tray. 4. Light up the wick. The salt peter and sugar with the ratio one is to one as put on an aluminum tray. The wick was put in the middle of it. They put a fire using lighter the smoke release the salt peter and sugar is a reason why oxidation occurred. Salt peter or potassium nitrate is a kind of oxide or chemical that attacks electrons. Sugar is a kind of reducer or chemical that gives electrons when the sugar and salt pepper lightened,the oxygen increased that’s Hay the kind of mixtures change. The other molecules released with oxygen and this is the smoke. Date:November 3, 2013 Experiment: 1 Levitate or Floating CD Materials CD Magnet CD Rack -Theses in The rack are not together because of the magnet placed under the CD. Every magnet has a north and south pole,There are two possibilities its either opposite attracts or same repels. Len our experiment The CD with magnet repels but not attached to each other so there can’t attach whenever we push each other, Fountain Of Beads Beads Glass -The Beads put in a glass,then you will remove it inside the glass without using your bare hands. The Science behind the experiment is the centers around the principle of inertia. Lintier is the tendency of all object and matter in the universe to remain still,or if moving continue moving in the same direction. Experiment: 3 In-Attention Experiment -In This Experiment They will test your attentiveness. They have an activity that you need to focus your mind,There is a group of dancer that will dance and one of the member is the one that will focus on. Reaction Paper In Science Ill Melody Jacobson Ill-David Hilbert (19) How to cite How To Basic, Papers

Simbio Nichewars free essay sample

This report discusses an experiment to study the relationship between the ecological niche and competition. The hypothesis formulated states that if competition traits are identical and resources are abundant than multiple species will be able to coexist, and if one species has an advantage over the others than this species will be more likely to out compete another species for resources. The objective of this experiment is to use a simulation model of a rabbit pen containing four different â€Å"species† of rabbits. The model establishes rules for each species that are based on a number of important characteristics reflecting their ecological niches and their competitive abilities. These characteristics include how far rabbits can see (to find food), how fast they can hop (to acquire food), how much energy they use each day just to stay alive, how much energy they must accumulate before reproducing, and how much energy they absorb from each type of food they eat. We will write a custom essay sample on Simbio Nichewars or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This simulation model is â€Å"parameterized† by assigning values to the variables for the rules. This experiment relates very closely to the competitive exclusion principle sometimes referred to as Gauses Law of competitive exclusion or just Gauses Law, which states that two species that compete for the exact same resources cannot stably coexist. One of the two competitors will always have an ever so slight advantage over the other that leads to extinction of the second competitor in the long run. Methods: In this experiment, there was 4 different rabbit species (black, white, red, brown) that were competing over 1 resource (lettuce). The species had different characteristic settings that could be adjusted in the attempt to have all 4 species coexisting together. These characteristics include how far rabbits can see (to find food), how fast they can hop (to acquire food), how much energy they use each day just to stay alive, how much energy they must accumulate before reproducing, and how much energy they absorb from each type of food they eat. Also there was parameter setting determining how much food was grown and the location of the food. The first step of this exercise was determining how competitive exclusion affected the species when a critical resource is limited in the environment. The modification to increase/decrease the amount of lettuce (the limiting resource) available each week was ran 3 different times set on (2,4,8). Next changing the characteristic settings for each species was looked at to determine what would account for the best coexistence to exist. The white species energy level for black rabbits was changed to 4. The black rabbit’s energy level for white was also changed to 4. The brown rabbit’s energy level for red rabbits was changed to 4. The red rabbit’s energy level for brown rabbits was also changed to 4. By making certain rabbits predators on other rabbits it allows for 2 species to coexist with one another once the preyed upon species went extinct. The amount of lettuce per week was also doubled than tripled and finally quadrupled to see how this change affected the species. Results/Discussion: Changing the species characteristic settings allowed for 2 species to coexist with one another but that is the best I could achieve. When using the predation characteristic it helped the species stay near their carrying capacity which allowed them to be able to coexist. The predation characteristic is highly likely in nature and is most likely one of the key factors contributing to the selection of certain habitats and niches. When competition traits were all identical and resources were increased to be abundant than multiple species were not able to coexist and most went extinct because they over shot their carrying capacities which disproved part of the initial hypothesis. When all four species were biologically identical, it was impossible to correctly predict which species would survive competition but when one or two species were given an advantage you could predict which species would survive the longest. Conclusion: Different characteristics of species allows for the types of niches that can be occupied and whether or not they can be coexisted for example a food specialist will have anatomical and physiological adaptations that allow it to acquire and extract energy and nutrients from one food source extremely well, but will be at a disadvantage if that food source runs low. A food generalist may not acquire as much energy from the specialist’s preferred food, but will be able to make up for that by consuming other kinds of food. We can easily envision circumstances in which either species might outcompete the other. To achieve coexistence of species the carrying capacities of certain species must not be overshot and remain constant.

my fighting strength free essay sample

Growing up with two older brothers, I was constantly falling victim to their bribes or blackmail schemes. While my parents were at work or elsewhere, my brothers would tediously watch my every move to ensure that I behaved appropriately. If I fell short of their standards, I would be sentenced to the Kyle or Jack prison. This prison, figuratively of course, would require me to do whatever they say. I remember one sentence lasted for months until my parents finally caught on. My brothers had some sort of control over me. It may be safe to assume that because they were older and stronger, I did not want to face their physical aggression. However, I believe my compliance lay with my need to please them. I did not want to disappoint them. I secretly wanted to become a part of their games and learn their devious and mischievous ways. I wanted to take advantage of having two older brothers by being the girl who knew how to throw a curve ball or knew the quarterback of New York Giants. We will write a custom essay sample on my fighting strength or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page No matter how hard I tried to join their group, the gender differences were too great for my acceptance to be ensured. Throughout middle and elementary school, I was known as the younger sister of Kyle and Jack. My brothers and their friends would pass by me in the hallways and greet me by calling me little Kyle or Jack. For a while, I believed that I was finally being accepted. However, knowing that my position was not secure, I still needed to prove myself. I began to develop a mean punch that demonstrated my hidden strength. I would begin to have an aggressive demeanor. If my brothers frustrated me I would clench my fist and with my utmost strength, hit them in the arm. After it was discovered that I was a tiny girl with a canon for an arm, I clearly proclaimed that I am a force to reckon with. Sometimes, my strength got out of control. There were many instances where I would hit my friends with what I thought to be a â€Å"light punch.† The same response followed each time – â€Å"Ow! That hurt!† I soon realized that what I considered to be light was not light at all. I need ed to be more aware of the effect I could have on people. My physical strength should not only be used to make my brothers fear me or grant me their respect, it should give me the confidence to never stand down. It should propel me to accomplish the even most daunting of tasks. If, I, a small girl, can easily leave discolored marks on the toughest of men, why can’t I leave an everlasting impact on the lives of others? My physical strength became the power I needed to make a difference. It inspired me to become an independent and free thinker, yearning for the opportunity to make my voice heard. Through action, one can make a change. My arm certainly made many changes, but the most important was the change that occurred from within. I was less concerned with being the girl my brothers’ wanted me to be and more concerned with pleasing myself. Knowing sports statistics or certain athletic moves was not going to give me self satisfaction. Surely, I would surprise my brothers’ once more, but that was meaningless. I wanted to make myself proud beyond the force that lied within my arm. Confidence became the medicine that secured me with a positive outcome. Letting go of my brothers’ overpowering shadows, I was free to be myself. I gravitated towards different activities that would seem unconventional in my family. Instead of salivating over the thought of attending a sporting event, I was more interested in having a good time at a rock concert. I find no enjoyment in sitting down watching a game, when I can be on the floor dancing and singing until my lungs burst. I was confident enough that I didn’t need to be like my brothers to be accepted. I just needed to be content with myself.

Chose an aspect of your clinical practice and reflect and critically analyse your professional development by drawing on supportive evidence from your portfolio. The WritePass Journal

Chose an aspect of your clinical practice and reflect and critically analyse your professional development by drawing on supportive evidence from your portfolio. Introduction Chose an aspect of your clinical practice and reflect and critically analyse your professional development by drawing on supportive evidence from your portfolio. IntroductionReflection Related Introduction The purpose of this essay is to critically analyse an aspect of professional development and by using relevant reflection techniques to evaluate the development of this skill. The area of clinical practice which will be examined is wound management and the role in which reflection can be used to emphasize the progression of the skills required, improving knowledge base and fundamentally the techniques used to promote safe and evidence based practice. Wound management is an essential part of nursing practice (Gray Cooper 2001).   Additionally, Cutting (2010) states that nurse should have a sound knowledge base when assessing and carrying out the management techniques required. Reflection is a crucial skill and a development technique nurses should utilize to enable them to learn from their past experiences and put what’s been learned into practice to strengthen their clinical approach in future (Jasper 2006). Moreover, by using reflection this essay will deliver further evid ence for the need to reflect and enhance skills in this area of practice. By using the chosen reflection tool the essay will provide a logical breakdown of how the skill has been developed and the personal progress within wound management. I will discuss how over my time in university and by combining theories and practical skills has allowed me to build on an essential skill.   In conclusion it will be evident the way in which by reflecting on events can enable improved and increase of evidence based knowledge base. Reflection is a human quality we actively integrate into everyday living and as Johns (2009) explains it allows us to appreciate experiences and how we apply any desired changes. With consideration to implementing this into education and learning, a significant figure was an American philosopher John Dewey (Bulman Schutz 2004, Brown Libberton 2007). He provided regulations to enable the understanding of the significance of reflection within study and personal development. Many healthcare policies and frameworks have promoted the development of this work with the focus on delivering safe practice for service users and reflection therefore, plays a fundamental part of nursing education (Timmins 2006).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The Department of Health (DOH 1999) developed integrated frameworks for the enhancement of knowledge and development for their staff with a section dedicated to nurses. The framework expects nurses to build on previous understanding, skills and experience within their nursing performance. This framework is further developed within the Nursing and Midwifery Code of Professional Conduct (NMC 2008) who provide guidelines for nursing practice. They state that nurses have a responsibility to take part in suitable learning events which enable them to advance and sustain safe practice.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Rycroft-Malone et al (2002) and Priest (2007) support the effectiveness for a nurse in actively applying techniques such a reflection to identify gaps in their knowledge to ensure evidence based practice is put into practice. In contrast Pearsons (2004) earlier work argues that the approaches being used to progress and implement evidence based practice were not successful. In agreement Tagney Haines (2009) state that nurses are not fully prepared to successfully integrate theory into their clinical practice. Developed therefore over a period of time, were reflective models which Jasper (2003) states allowed nurses to easily clarify their experiences and subsequently understand and explore their actions. For the objective of this essay the model that will be used is the Gibbs Model of Reflection (1988) (Appendix 1). This model was chosen due to its ability to simply identify a chosen skill and methodically distinguish the learning opportunities and offers a link between the transferring of theory into practice (Hull et al 2005).  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   McCabe Timmins (2006) argue that the Gibbs cycle of reflection induces the user to concentrate on negative aspects of their practice rather than understanding the positive support of all development. In contrast Bulman Schutz (2004) and Wilding (2008) describe that the model has the capability to adapt simply to any circumstances and allows the user to clearly translate the knowledge in which they are reflecting. Other models of reflection were studied to ensure the strength of the selected one for the area of development. John’s model (1998) was structure d within a clinical environment and promotes the user to supply valid account for the development of clinical skills. Jasper (2003) explains the model comprised of a series of questions similar to Gibbs cycle, but seizes to offer a clear link between theory and practice. A second model which was also taken into account was Bortons (1970). This model is predominantly proposed for students as it allows novice reflectors to suitably recognise their thoughts and feelings within their chosen area (Hull et al 2005). This model was ruled out due to the required level of depth of writing essential for this essay. Gibbs cycle (Appendix 1) consists of six stages that guide the user through the stages of the reflective cycle by asking a chain of questions, this allows the user to structure and easy interpreter guidelines. The model uses a basic approach to reflection and assists the user to provide initially a clear report of the situation or skills being considered and an analysis of feelings connected with the area of development are given. The skills or situation is then evaluated to highlight their existing level of skills, to the skills the user needs or wants to develop. After the main part is finalised the user concludes what they could have done to better the situation and therefore an analysis is then offered on how the situation has enabled development of skills (Bulman Schutz 2008). Gibbs (1988) then encourages the user to develop an action plan to enable additional development of the area of interest or skill, this further promotes the NMC Code of Conduct (2008) for life long learning. For the following main body of this essay, Gibbs model (1988) will be used to analyse how I have advanced my skills and knowledge base in wound management. My basic introduction to wound management was within the clinical stimulation laboratories which took place within our first semester in first year at university. Before this point I had no knowledge base or previous experience of wound dressings, management or assessment. Within these classes we were given the chance to practice bandaging, cleansing and assessment skills that would be used within our clinical placements. In conjunction with these practical skills, we received academic lectures from tissue viability nurses which concentrated on standards of care management required and the importance of accurate assessment. One assessment tool explained was abbreviated as TIME. TIME presents a logical and systematic method to the assessment (Young 1997). It was at this stage I appreciated how my poor knowledge base would begin to improve as my first placement was given to me, care of the elderly. In first year of university my lack of knowledge was a main issue for me. With this in mind I developed an action plan (Appendix 2) which enabled me to examine my areas for development and allow me to recognise the exact learning outcomes I wished to attain and the resources I required to utilise. With the support and aid of my mentor within placement I was given tasks to deliver basic wound care to patients within the clinical area. These learning opportunities interconnected with my action plan enabling the development of my understanding and skills within wound management.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Throughout various other clinical placements I have had many chances to advance on my skill s, however in my second year community placement I was participating in the care of a patient with a complex wound. The key issue which I felt arose from this opportunity was the ability for me to start connecting theory to practice when selecting suitable dressings and assessment tools. Due to the care being provided on a daily basis until required it allowed my skills to develop and I was able monitor the progression of the wound and the success of the interventions specific to this patient. Following this placement I worked on a personal reflection (Appendix 3) to enable me to identify my strengths and weaknesses so I could transfer my evolving skills into all aspects of my future practice.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   My management placement in third year has been the revolving point in my three years of developing my wound management abilities. It took place in a surgical orthopaedic ward with high levels of wound management skills being vastly important to the patient’s recovery process. The main subject which arose within this placement was my capability to provide rationale for my care with regards to assessment and treatment of wounds. This clinical environment also offered me a new method to wound care. This approach was providing a holistic approach to my care delivery which included ensuring that accurate hydration of patients skin care was carried out for patients. After this placement I commenced a personal reflection (Appendix 4) to allow me to acknowledge the skills I had developed and highlight areas for development. Over the last three years my response and feelings related to wound management has changed significantly. When originally being taught wound management within university I felt hesitant in my ability, astonished at the degree of some wounds and concerned my lack of knowledge within this area of nursing care would interfere with me within placement. Having the chance to construct an action plan and work closely with my mentor in first year consequently allowed me to increase my confidence in this area and gave me the basis to identify evidence based practice.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In second year my feelings had changed to becoming more assertive in my ability and understanding of wound management. I still remained hesitant in caring for some wounds however; I had the ability to accurately recognise the resources needed to correctly provide wound management gave me assurance.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  My feelings connected with my practice in third year were entirely different. From using the reflection from second year I developed and became more aware of the role I played in effective wound management. I also was enhancing my ability to holistically care for patients with wounds. One significant lecture in first year by the tissue viability nurse specified we had to care for the patient as a whole and not just the wound a person has; this statement strengthened my practice in third year. This new method gave me confidence in providing rationale for care I was providing; I felt that I was finally achieving the skills required by a registered nurse. Through the use of reflection over my three years of study it has allowed me to identify strengthens and weaknesses within my clinical practice. My action plan from first year highlighted my poor knowledge base. This allowed me to develop ways in which my I could expand my knowledge being taught in university, by integrating policies and guidelines such as Scottish Intercollegiate Guidelines Network 50 (SIGN 2008) into my studies. This guideline delivers promotion of national guidelines and local protocols which can assist practitioners to ensure their practice is evidence-based and their poor knowledge can be upgraded (Finnie 2000).  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Within second year it was clear my lack of confidence primarily in caring for complex wound could have made caring for the patient in the precise way impracticable. Through using a holistic and patient cantered method when carrying out care and building a professional relationship with them made this possible. Sources in this subject states that a mixture of evidence based and patient centred approach discussed by Cutting (2008) who describes that the nurse must determine if the technique they are using is of the best importance to the patient and cover all aspects of patient needs. This topic is further studied by Toy (2005) and Solowiej et al (2010) who supported that nurses should fully implement all areas of a holistic approach when planning and caring for wounds. In third year my area for development which became noticeable was taking control and being self confident in my practice. In the beginning this was complex due to the specialised area of wound care and necessary requirements of nurses within the area to be highly experienced. I was fortunate to have a very experienced and skilled mentor to pass on her understanding and perception into practice in this region. Closely working with my mentor allowe d me to subdue the areas of limitation and weakness within my nursing practice. Literature within this area reveals a qualitative study carried out by Roberts (2008) explored how students learned from one another, a large portion was devoted to the early skills developed by students came from working directly with their clinical mentors. This study strengthened the need for me to work closely with my mentor to develop vital skills. As the above reflection highlights, a main issue to evolve in my experience of wound management in first year was my poor knowledge. I had never encountered complex or even basic wound care so having the competence to develop the teachings from university into my clinical practice was of great benefit. University teachings had offered us with a basis of knowledge; it was then the student’s responsibility to further develop all features of this skill. Through the use of applicable learning materials such as developing action plans was of great advantage to me as it helped highlight areas that required strengthened and development. This is reiterated in work by Hackney (2008). He explains that by use of reflection and developing action plans will improve care and initiate professional and self development. Nursing education emphasises heavily on using this area of development which is further discussed by Bulman Schutz (2004) who state that reflective education allows the stude nt to rationalise their actions and identify areas for development.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Further into my practice it became clear that that linking theory to practice was an important skill which guarantees practice is evidence based. Literature within evidence based practice allowed me to make this fundamental skill clearer to me with Tagney Haines (2009) clarifying that if nurses recognise with the recourses which are accessible the care of patients will be of the greatest level and nurses can be assured in the care they provide. Assessment formed a crucial area within second year tha t helped to further develop my ability to make use of evidence based practice. In order to make sense of the experience in second year a older yet significant piece of work by Young (1997) provided outstanding basis for me on assessment and documentation highlighting that this skill is vital for nurses to accurately plan and implement the care required. In relation to assessment, second year gave me an insight into how nurses are deskilling themselves by relying on tissue viability nurses. In some clinical environments I came across nurses relying too heavily on the information and suggestions from specialised nurses rather than utilising recourses which were available and using their own skill and knowledge. A recent study by Huynh Forget-Falcicchio (2005) suggested that nurses are not using their full ability, skills and knowledge when it comes to wound care and that their approach should be part of the holistic care they provide. Finnie (2000) emphasises the requirement for nurs es to incorporate clinical guidelines into their practice. By examining this area of literature whilst on placement and applying it within my practice has allowed me to recognise the importance of guidelines and policies. With help from my theoretical teachings and clinical placements I know the care I provide will always be up to the standard necessary.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  With my final placement and the main issue discussed being the ability to provide rationale for my practice, relevant literature has all owed me to simply translate and understand this area of development. Timmins (2006) and Wilding (2008) further made it possible for me to identify that the development of this skill was a vital part of my educational training. Towards the end of my placement my mentor gave me the opportunity to discuss the need for me to work autonomously in my practice. My mentor was invaluable in allowing me and explaining to me the importance of holistic care. Since this was explained to me I have been enthusiastic in applying this in my clinical practice and also relating it to my part-time job within a care home. In conclusion it has become apparent that by the use of Gibbs model of reflection (1988) has allowed me to accurately investigate and explore how over my last three years of study my skills in wound management have developed. I discovered that by researching the evidence based practice guidelines and recommendations within my early experiences of wound management, my skills enhanced. By following the Gibbs model recommendations in developing action plans enabled me to highlight my weaknesses and allowed me to develop in these areas. My concerns of my lack of confidence soon began to settle by using techniques promoted within the model. Concluding what I have learned in my second year and the development of the skill it became evident that linking the teachings from university and from clinical practice made an impact in the way I carried out these procedures as my confidence increased. From the process of recognising a knowledge shortage, action planning and reflecting on practice be gan a process of self learning that will only further my professional development. The first reflection specified the role in which I was starting to play in wound management. Within third year practice is aimed at working autonomously and having the ability to provide rationale for my approaches and care, using reflection was of great benefit to me. Furthermore, by completing this assignment it has given me further understanding into the importance of reflection. Johns (2002) recognises reflection as a valuable and life long tool in developing healthcare practice, in agreement Jasper (2003) further explains that by using reflection nurses can provide high quality of care and be confident in their actions. Reflection Barton, T. 1970, â€Å"Reach, Touch and Teach. London: Hutchinson†, Cited in Jasper, M. (2003), â€Å"Beginning Reflective Practice Foundations in Nursing and Health Care†, London: Nelson Thornes. Brown, J. Libberton, P. 2007, Principles of Professional Studies in Nursing. Basingstoke: Palgrave Macmillan. Bulman, C. Schutz, S. 2004, Reflective Practice in Nursing: The Growth of the Professional Practitioner. (3rd Ed.) Oxford: Blackwell Publishing. Bulman, C. Schutz, S. 2008, Reflective Practice in Nursing. (4th Ed.) Oxford: Blackwell Publishing. Cutting, K.F. 2008, â€Å"Should evidence dictate clinical practice or support it?†, Journal of Wound Care, Vol. 17, no. 5, pp. 216. Cutting, K.F. 2010, â€Å"Addressing the challenge of wound cleansing in the modern era†, British Journal of Nursing, Vol. 19, no. 11, pp. 24-29. Department of Health. 1999, Continuing Professional Development Quality in the new NHS. London: DOH. Finch, M. 2003, â€Å"Assessment of skin in older people†, Nursing Older People, Vol. 15, no. 2, pp. 29-30. Finnie, A. 2000, â€Å"The SIGN guideline on the care of chronic leg ulcers: an aid to improve practice†, Journal of Wound Care, Vol. 19, no. 8, pp. 365-367. Gibbs, G. 1988, Learning by Doing: A guide to teaching and learning methods. Oxford: Further Education. Cited in Jasper, M. (2003), Beginning Reflective Practice Foundations in Nursing and Health Care. London: Nelson Thornes. Gray, D. Cooper, P. 2001, â€Å"Modern wound management: theory and product selection†, Nursing and Residential Care, Vol. 3, no. 7, pp. 335-344. Hackney, S. 2008, â€Å"Advancing practice through reflection†, British Journal of School Nursing, Vol. 3, no. 6, pp. 297-300. Hull, C., Redfern, L., Shuttleworth, A. 2005, Profiles Portfolios. Basingstoke: Palgrave Macmillan. Huynh, T. Forget-Falcicchio. 2005, â€Å"Assessing the primary nurse role in the wound healing process†, Journal of Wound Care, Vol. 14, no. 9, pp. 407-409. Jasper, M. 2003, Beginning Reflective Practice Foundations in Nursing and Health Care. London: Nelson Thornes. Jasper, M. 2006, Professional Development, Reflection and Decision-making. Oxford: Blackwell Publishing. Johns, C. 1998, Transforming Nursing Through Reflective Practice. Oxford: Blackwell Science. Cited in: Jasper, M. 2003, Beginning Reflective Practice Foundations in Nursing and Health Care. London: Nelson Thornes. Johns, C. 2002, Guided Reflection Advancing Practice. Oxford: Blackwell. Johns, C. 2009, Becoming a reflective practitioner. Chichester: Wiley-Blackwell. McCabe, C. Timmins, F. 2006, Communication skills for nursing practice. Basingstoke: Palgrave MacMillan. Nursing and Midwifery Council. 2008, The Code: Standards of Conduct, Performance and Ethics for Nurses and Midwives. NMC: London. Pearson, A. 2009, â€Å"Building research capacity in nursing†, International Journal of Nursing Practice, Vol. 10, pp. 247. Priest, H. 2007, â€Å"Novice researchers†, Nurse Researcher, Vol. 11, no. 4, pp. 4-6. Roberts, D. 2008, â€Å"Learning in clinical practice: the importance of peers†, Nursing Standard, Vo.l 23, no. 12, pp. 35-41. Rycroft-Malone, J., Harvey, G., Kitson, A., McCormack, B., Seers, K., Titchen, A. 2002, â€Å"Getting evidence into practice: ingredients for change†, Nursing Standard. Vol. 16, no. 37, pp 38–43. Scottish Intercollegiate Guideline Network. 2008, An Introduction to SIGN Methodology for the Development of Evidence-based Clinical Guidelines. Edinburgh: SIGN Solowiej, K., Mason, V,. Upton D. 2010, â€Å"Psychological stress and pain in wound care, part 2: a review of pain and stress assessment tools†, Journal of Wound Care, Vol. 19, no. 3, pp. 110-115. Tagney, J., Haines, C. 2009, â€Å"Using evidence-based practice to address gaps in nursing knowledge†, British Journal of Nursing, Vol. 18, no. 8, pp. 484-389. Timmins, F. 2006, â€Å"Critical practice in nursing care: analysis, action and reflexivity†, Nursing Standard. Vol. 20, no. 39, pp. 49-54. Toy, L.W. 2005, â€Å"How much do we understand about the effect of ageing on healing?†, Journal of Wound Care, Vol. 14, no. 10, pp. 472-476. Voegeli, D. 2007, â€Å"The role of emollients in the care of patients with dry skin†, Nursing Standard, Vol. 22, no. 7, pp. 62-68. Wilding, P.M. 2008, â€Å"Reflective practice: a learning tool for student nurses†, British Journal of Nursing, Vol. 17, no. 11, pp. 720-724. Young, T. 1997, â€Å"Wound assessment and documentation†, Practice Nursing, Vol. 8, no. 13, pp. 27-30.

Why Teachers Need Plot, Emotion and Story

Why Teachers Need Plot, Emotion and Story Why Teachers Need Plot, Emotion and Story Why Teachers Need Plot, Emotion and Story By Michael Students like stories. Teachers know that stories keep their interest. But plot, emotion, character, conflict and theme the tools of a fiction writer can be power tools for educators as well. Having an attitude in class Learning theorists have taught that students learn when they feel the need to; that in a sense, they create their own learning. Because emotion and character come from who we are, a lesson with a story motivates students to learn. When a problem is part of a story when it involves people finding a solution feels more urgent. When a California textbook talks about California earthquakes, California students pay attention. When two geological plates slip past each other and the earth quakes under the ocean, thats interesting to some students. But when it causes a tsunami and destroys peoples homes, that introduces conflict, plot, and emotion. Students remember information better in a story form. It helps me remember that Napoleons 1812 invasion of Russia was unsuccessful when I imagine how he must have felt afterwards. For one thing, he must have felt cold which helps me remember the invasion ended in winter. Even math teachers need plot, emotion, and story. Children can understand a word problem better when there is a story line to it. I may not remember the exact answer to a mathematical word problem about John preparing dinner in the kitchen, but I might remember or estimate whether John ends up with too much or too little. Will John get his fill with two cups of food, or must he squeeze by on only half a cup? When the plot (and a hungry boy) depend on the answer, children are more likely to want to understand it. The story makes the problem more interesting to the student. If the teacher or textbook takes no attitude toward the subject, students may not bother to take one either, or even pay any attention. The lecturer ends up sounding like a washing machine, and students can tell he or she is probably not trying very hard. Using emotion to get into college I remember new vocabulary words because I categorize them according to how they make me feel. I may not know the exact definition of equanimity but I know its a happy word. Im not sure I can define opprobrium either, but I know its not a happy word. I didnt learn either word from a dictionary but from my reading, where I have gathered their general meaning by repeatedly seeing them either in happy or unhappy contexts. This technique of finding emotion is at the center of the strategy I teach for taking standardized college entrance exams such as the SAT. It works because many verbal test questions are little stories, with plot and emotion. 14. Though many Americans in late 1864 viewed Lincolns Emancipation Proclamation with opprobrium, they greeted the capture of Atlanta with _______________. a. indifference b. elation c. derision d. trepidation As long as I have the feeling that opprobrium is not a happy word, I can answer that question correctly even if I hardly understand anything else. I dont have to know the history of the American Civil War, the role of President Abraham Lincoln, what the Emancipation Proclamation was, or even what, who, or where Atlanta is. I just need to imagine a crowd of Americans in 1864 hearing the latest news. The key to understanding this class of question is the conjunctive adverb though, which always tells us that the second clause carries a different emotion than the first clause. Now I know that the answer in the second clause must be a happy word, because the first clause has an unhappy word. So to answer the question correctly, I simply need to choose the happy word from the list. Again, I dont need to be able to define any of the words in the list, only to recognize whether they are happy words or not. To make the process simple, I mentally translate the question into: Though the first thingamabob was [not happy], the second thingamabob was __________. a. not happy b. happy c. not happy d. not happy I could use the same simplification technique with the conjunction but, as in The first thingamabob was [attractive, safe, whatever], but the second thingamabob was [the opposite]. The construction not only but tells us the opposite of though, that the second clause is giving us more of the same emotion as in the first clause: Not only was the thingamabob [useful], but it was [very useful, essential]. I use the slang word thingamabob to mean that it doesnt even matter what the thing actually is. What matters is the emotion in the clauses. It may sound like a vague technique, but by using it, I have achieved almost perfect scores on similar test sections in the PSAT, SAT, and GRE. Why tell stories? History is one of my favorite subjects. Even in elementary school, I would read ahead in my history book it had stories, after all. But at an earlier point in my life, I didnt appreciate history. History can be boring when teachers dont relate facts to human nature. I remember asking a teacher why we needed to study it. I wondered why we needed to learn about events that happened to other people long ago. My teacher explained that the stories of others can help us when were in similar situations. I read about a doctor who never expected to use what he had learned in his History of Medicine class, until he found himself in a prison camp without modern tools and treatments. In times of prosperity, we can draw lessons from other prosperous societies. When hard times come, its useful to know how other generations weathered hard times before us. A story is not just a way to make a lesson more interesting. A story can be the lesson itself. In December 1948, Israeli troops found the main road blocked to the central Egyptian garrison in the Negev desert. But Israeli general Yigael Yadin, an archaeologist by training, knew where a second road was. It had been abandoned thousands of years before, but with a little work, his troops made it through because their general knew old stories. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Business Writing category, check our popular posts, or choose a related post below:50 Synonyms for â€Å"Leader†Awoken or Awakened?50 Plain-Language Substitutions for Wordy Phrases

Evelyn monologue Coursework Example | Topics and Well Written Essays - 500 words

Evelyn monologue - Coursework Example Am paying for all my deeds. I should be ashamed of my deeds. I let her down, I disregarded the fact that she is now a grown up and not a child any more. But come to think of it, how did she discover? It must have been my mother. Yeah its my mother who told her about my past. How could she. Thanks to her I have lost the only thing I had in the world, no husband, my daughter is gone now, I have no one. I wish I had been more open to her as she grew up. This could not have happened at all. If only I had let in on the truth, things could have been easier for her to handle. I can only imagine the shock she had when she finally heard the truth. If I had worked hard to build a relationship with Faith, if only I was a good mother. I regret the times I did not come home until late at night. I should have made more time for her, to talk to her to share her fears and let her see the world through my eyes. I should have known one day this would happen and I would not have a second chance at doing these things. I should have given my mother so much freedom to talk to my daughter, Faith; look where it has put all of us. I remember my childhood with tears I never had enough time with my parents. They were ever out working; making sure we had a roof over our head and food on our table. My perception of the world was through my friends. Who used to mock me for being Jewish. I heard that part of my life for my daughter, with the aim of protecting her. I did not want her to be mocked by other children, the way it happened to me. No one would want their children to experience prejudicism that is why I did my best at keep that side of me away from my daughter, I thought the less that she knew the better it would have been for her. After having spent so little time with my mother during my childhood, I decided to let her move in with me so we could at least try to catch up. However, this was never to be, we are like strangers. All she does is to meddle in my

Please see uploaded outline Research Paper Example | Topics and Well Written Essays - 2000 words

Please see uploaded outline - Research Paper Example These private hospitals have an added benefit of being on schedule in providing training that meets the medical requirements of the next generation. To this end, senior healthcare professionals, other than their career function as medical practitioners, have an obligation, or choice, of teaching in hospital training institutions. Private hospitals are for-profit entities with stakeholders upholding a valid expectation of getting a return on their investment. In this regard, private hospitals expect value for money. As such, senior health professionals, who wish to join these hospitals, must demonstrate a sense of unwavering commitment to their duty. In spite of the foregoing, doctors will more often than not take up teaching jobs on a part-time basis. Essentially, it is a delicate balance in how such professionals split their time and resources. As consultants, they inevitably provide services in multiple entities. The latter could be the concern of private hospitals, that such professionals are not be fully committed to meeting the obligations, objectives, and mission of private hospitals. The essence of the discussion presented here is to highlight and analyze the various predictors to this concern. Private hospitals have to lay down organizational and structural frameworks and processes that support their mission and objectives. Essentially, this calls for building sustainable and well-coordinated teams. However, senior health professionals are leaders in their own right, and have considerable leeway as to how they utilize their time and resources. A leadership initiative to establish effective working teams is a fundamental ingredient that determines the quality of medical care provided by private hospitals (Riley, Davis, Miller, Hansen, Sainfort, & Sweet, 2011). To this end, it is mandatory for the leadership to undertake deliberate initiatives to develop common values and objectives, by providing a framework where teams

Language and motor Development in Early Childhood Essay Example for Free

Language and motor Development in Early Childhood Essay Children experience different rates of language and motor development. There are many factors, which contribute to the deference that exist in the rates of both developments. There are the social, environment and genetic factors that play a part in childhood development. Children show various weaknesses both in their physical and social development. As a result of the differences, children there are various strategies that are used to enhance childhood development. Different strategies are used depending on a child because every child has unique needs. In the given case where Sara exposes loneliness character, various strategies can be used to enhance her social participation. One of the ways that Sara can be helped is by encouraging her to befriend more sociable child. This would make Sara be influenced by the sociable child to become social. This may take time but after sometimes but after sometimes Sara would start following her friends actions. By this, her confidence will also be build up gradually. The child who she is encouraged to be friends with should be younger than she is. This will help her to be the guide and senior, which will help her increase her self esteem. She will be in a position to feel the responsibility and she will learn a lot because her mind will analyze some situations. This will also help her improve her communication skills. (Cassidy Asher, 1992). Sara should also be encouraged to join group activities. This will assist her to, as she will require communication and socializing. She will be able to lean to express herself in front of the group members and share her abilities. Her participation will also make her feel proud of her achievements, which will act as one way of boosting her confidence. This process may not be easy at the start because she may be hesitant but by being shown that this is a safe activity, she will get attracted. She should be guided to start participating in small groups, which will not scare her because she cannot be ignored easily. This will also enhance her chances of leading the group because there will be fewer choices. When she is comfortable in the small group, then the group can be increased in size gradually. This will make her adapt to social life in the school and she will finally be able to socialize fully with other children. Sara can also be helped to stop her loneliness by being given specific tasks. This should be applied at home and in school. (Cassidy,   Asher, 1992).This will help her learn some strategies and techniques, which she can apply when she is undertaking group activities. She should be allowed to undertake the specific tasks alone so that she can realize that she can be trusted. The only thing that is d\needed in this case is monitoring so that she does the right thing. A teacher can also assist Sara by looking at how the school curriculum may be helpful to her in developing her social skills. This is because there are children who may benefit by being allowed to have opportunities to express their feelings of loneliness or sadness by use of manipulation, music, drawing or use of other creative activities. The strategies will allow Sara to have more positive experiences, which will assist her build her confidence and assertiveness. These two qualities are necessary for a child to be able to develop better social skills (Kontos Wilcox-Herzog, 1997). References Cassidy, J., Asher, S. R. (1992). Loneliness and peer relations in young children. Child Development, 63(2), 350-365. EJ 443 494. Kontos, S., Wilcox-Herzog, A. (1997). Teachers interactions with children: Why are they so important? Young Children, 52(2), 4-13. EJ 538 100.

Macbeths Conniving Lady Essay -- Macbeth essays

Macbeth's Conniving Lady      Ã‚  Ã‚   William Shakespeare's popular tragedy Macbeth surprises the audience with the character of Lady Macbeth, who is quite evil in her inclinations. Let us explore her memorable character in this paper.    Clark and Wright in their Introduction to The Complete Works of William Shakespeare interpret the character of Lady Macbeth:    Lady Macbeth is of a finer and more delicate nature. Having fixed her eye upon the end - the attainment for her husband of Duncan's crown - she accepts the inevitable means; she nerves herself for the terrible night's work by artificial stimulants; yet she cannot strike the sleeping king who resembles her father. Having sustained her weaker husband, her own strength gives way; and in sleep, when her will cannot control her thoughts, she is piteously afflicted by the memory of one stain of blood upon her little hand.   (792)    In "Memoranda: Remarks on the Character of Lady Macbeth," Sarah Siddons comments on the Lady's cold manner:    [Macbeth] announces the King's approach; and she, insensible it should seem to all the perils which he has encountered in battle, and to all the happiness of his safe return to her, -- for not one kind word of greeting or congratulations does she offer, -- is so entirely swallowed up by the horrible design, which has probably been suggested to her by his letters, as to have forgotten both the one and the other. It is very remarkable that Macbeth is frequent in expressions of tenderness to his wife, while she never betrays one symptom of affection towards him, till, in the fiery furnace of affliction, her iron heart is melted down to softness. (56)    Fanny Kemble in "Lady Macbeth" depicts the character of M... ...Blakemore Evans. Boston: Houghton Mifflin Company, 1972.    Knights, L.C. "Macbeth." Shakespeare: The Tragedies. A Collectiion of Critical Essays. Alfred Harbage, ed. Englewwod Cliffs, NJ: Prentice-Hall, Inc., 1964.    Mack, Maynard. Everybody's Shakespeare: Reflections Chiefly on the Tragedies. Lincoln, NB: University of Nebraska Press, 1993.    Shakespeare, William. The Tragedy of Macbeth. http://chemicool.com/Shakespeare/macbeth/full.html, no lin.    Siddons, Sarah. "Memoranda: Remarks on the Character of Lady Macbeth." The Life of Mrs. Siddons. Thomas Campbell. London: Effingham Wilson, 1834. Rpt. in Women Reading Shakespeare 1660-1900. Ann Thompson and Sasha Roberts, eds. Manchester, UK: Manchester University Press, 1997.    Wilson, H. S. On the Design of Shakespearean Tragedy. Toronto, Canada: University of Toronto Press, 1957.

Work attitude in Vietnam

Work attitudes have become the most critical point for managers In the context that there Is a shift from a planned to market economy In developing countries. This raised a question for managers about whether or not this change may affect employee attitudes about work, commitment to a company, satisfaction and willingness to work hard. In a research conducted in Vietnam, three researchers, namely, El NCO Hung, Stephen Apollo and Earn Eagleburger explored and clarified the issues of organizational commitment, Job satisfaction and reasons affecting work attitudes in Vietnam.To begin with, the critical reason for this survey conducted in Vietnam was that Vietnam was one of the most suitable countries for this research where employees have traditionally worked for state-owned enterprises (Goes) but now are starting to work In economic market. Moreover, Vietnam had a potential labor workforce and nearly 80 million people were born after 1975. Thus, If the government can utilize this advan tage by effective Investment or attracting foreign Investors, It will be a considerable competitive force.Otherwise, It might trigger to various social problems. As the research revealed, generally speaking, Vietnamese employees expressed positive work value. In specific, older employees were more committed to their organizations and more satisfied with their jobs, while employees with more education had lower commitment and Job satisfaction. They also reported more committed when they held a Job that was complicated, required more teamwork or they considered their Job as a central life interest.Employees who sought more independent or high income were less satisfied with their Jobs. However, there are some distinctions in attitude of employees between working in Goes and private companies as well as in regions. There was a trend that employees working In private firms were more satisfied and committed than their counterparts In Goes. Relating to regional differences, the attitudes of older workers In the south of Vietnam were more positive than the north and SEE employees In the north had such more negative attitudes than their counterparts in the south.The main purpose of this research was better understand employees as well as find the best way to treat them in order to enhance their organizational commitment and job satisfaction. This research also indicated economic restructuring was the core leading to negative attitudes in the north because nearly all of their Job were in Goes. With the change in this structure, a great deal of downsizing and Job changing may be more extensive in the north, triggering to uncertainty in their minds.

Why the IR happened in the 1800

The chapter I am going to review is from the book â€Å"A farewell to Alms†. It discusses the divide between rich and poor nations that came about as a result of the Industrial Revolution in terms of the evolution of particular behaviors originating in Britain. Prior to 1790 man faced a Malthusian trap: new technology enabled greater productivity and more food, but was quickly gobbled up by higher populations.And the the author of this book that had mixed reviews but evaluated the book as well written and interesting is Gregory Clark a professor of economics and department hair until 2013 at the University of California The Industrial Revolution, the escape from the Malthusian trap, was a great breakthrough in human history that in many ways (higher standards of living, housing, population increase and so on) forever changed the lifestyles of millions of people. So far no one has fgured out why the Industrial Revolution was delayed until around the 1800.Even though there are m any different theories trying to solve the puzzle of the Industrial Revolution all of them face some problems and Gregory Clark tells us about the main theories and gives us is reasoning as to why explaining the Industrial Revolution is an almost impossible challenge. Since the industrial boom had such a huge impact on humanity I believe that the problem Clark is mentioning is highly important because complete knowledge of how it all began may trigger a new wave of modernizations and different transitions.Even though I don't agree with everything Clark says (more on that later) it is amazing how much effort he put in his book considering that he spent 20 years scanning medieval English archives to give us his ideas on the troublesome uestion my essay is about. His opinions are well argumented and even if it is hard to agree with some of them it is even harder to constructively disagree.In my essay I will give you a brief summary of what Clark writes about and then carefully analyze it to give my personal opinion on the topic of why the Industrial Revolution happened so late even though there were economically stable countries much earlier such as ancient Babylonia and Greece As I already said, the article IVe read has some interesting points that are well rgumented and wisely asked questions like â€Å"What was different about all preindustrial societies that generated such low and faltering rates of efficiency growth?What change to such a stable nongrowth configuration generated the Industrial Revolution? † Clarks book adopts the view that the Industrial Revolution emerged only a millennia after the arrival of institutionally stable economies in societies because institutions themselves interacted with the changed human culture. Malthusian pressures rewarded effort and fertility limitations which facilitated modern economic growth. Clark states that all the theories offered by historians fall in to 3 major groups: Exogenous Growth Theories, Multiple Eq uilibrium Theories, Endogenous Growth Theories.Exogenous Growth theories attempts to explain long-run economic growth by looking at productivity, capital accumulation, population growth, and technological progress. However Clark says two considerations suggest that these theories face almost insurmountable problems. First of all there is no sign of any improvement in the appropriability of knowledge until long after the Industrial Revolution was well nder way. Secondly there is no evidence that in the long run institutions can be a dertermining factor in the operation of economies.The Multiple Equilibrium theories is a class of theories in which families switch from an equilibrium under which everyone has large numbers of children ( all the children get invested little time in) to one under which families have a small number of children ( all of the children get lots of attention). Endogenous growth theories holds that economic growth is primarily the result of ndogenous and not ext ernal forces. Endogenous growth theory holds that investment in human capital, innovation, and knowledge are significantcontributors to economic growth.The theory also focuses on positive externalities and spillover effects of a knowledge-based economy which will lead to economic development. Lots if economists now think that efficient institutions promote economic growth. Well-defined property rights, freedom from expropriation, unimpeded markets, and minimal government are a common recipe for success. Clark opposing to lots of istorians does not agree that institutions are an explanation of economic growth. Clark questions the role of institutions a lot of times in his work.He is enthusiastic about the argument that inefficient institutions cannot persist for long because everyone could gain from reforming them. Slavery and serfdom are his examples: if these institutions were inefficient then the slaves and serfs should have been able to buy out Institutionalists would respond (ac cording to Clark) that a deal would be impractical, for the former slave owners could not collect their 'emancipation ayments' after abolition. Only a forceful change in property rights would end serfdom or slavery.Clarks riposte to this is that slavery in the Roman empire and serfdom in medieval England, in fact, disappeared without a social struggle. So history shows that institutions respond to market forces and do not constrain them. Hence, according to Clark, bad institutions cannot explain poor economic performance. The trouble with Clarks riposte is that his counterexamples do not make his point. Slavery in the Roman empire â€Å"ended† in the second century. Previously, it had been a brutal system of extreme work, draconian punishments, and no family life.

How to Conjugate the Verb Trovare in Italian

How to Conjugate the Verb Trovare in Italian â€Å"Trovare†, despite its common definition of â€Å"to find†, is actually a diverse verb that’s worth taking the time to get to know, so here are examples and conjugation tables to help you do just that. Some Definitions of â€Å"Trovare† To findTo come upon/acrossTo meet (with)To thinkTo believe What to Know About â€Å" Trovare† It’s a  regular verb, so it follows the typical -are verb ending pattern.It’s a transitive verb, so it takes a direct object.The infinito is â€Å"trovare†.The participio passato is â€Å"trovato†.The gerund form is â€Å"trovando†.The past gerund form is â€Å"avendo trovato†. INDICATIVO/INDICATIVE Il presente io trovo noi troviamo tu trovi voi trovate lui, lei, egli,ella trova essi, Loro trovano Esempi: Orvieto à ¨ bellissimo, non trovi? - Orvieto is beautiful, don’t you think?Trovo che questo abito ti stia benissimo! - I think this dress looks great on you!Non lo trovo!! - I can’t find it! Il passato prossimo io ho trovato noi abbiamo trovato tu hai trovato voi avete trovato lui, lei, Lei, ha trovato essi, Loro hanno trovato Esempi: Hai trovato gli occhiali? - Did you find your glasses?La cena a casa di Alessia l’ho trovata deliziosa. - I thought the dinner at Alessia’s was delicious. L’imperfetto io trovavo noi trovavamo tu trovavi voi trovavate lui, lei, Lei trovava essi, Loro trovavano Esempi: Da bambina lo trovavo molto bello.   - From when I was a little girl, I thought he was really handsome.Scusa, ho fatto tardi ma non trovavo le chiavi. - Sorry, I’ve been late but I couldn’t find the keys. Il trapassato prossimo io avevo trovato noi avevamo trovato tu avevi trovato voi avevate trovato lui, lei, Lei aveva trovato essi, Loro avevano trovato Esempi: Mi disse che aveva trovato un fidanzato. - She told me that she had found a boyfriend. Il passato remoto io trovai noi trovammo tu trovasti voi trovaste lui, lei, Lei trov essi, Loro trovarono Esempi: Quando ero in Italia, trovai una bellissma borsa di pelle. - When I was in Italy, I found a beautiful leather purse.Tutti trovarono la sua battuta poco appropriata. - Everybody believed his joke was  inappropriate. Il trapassato remoto io ebbi trovato noi avemmo trovato tu avesti trovato voi aveste trovato lui, lei, Lei ebbe trovato essi, Loro ebbero trovato TIP: This tense is rarely used, so don’t worry too much about mastering it. You’ll find it in very sophisticated writing. Il futuro semplice io trover noi troveremo tu troverai voi troverete lui, lei, Lei trover essi, Loro troveranno Esempi: Fidati, troverai il lavoro dei tuoi sogni!   - Trust me, you’ll find your dream job. Il futuro anteriore io avr trovato noi avremo trovato tu avrai trovato voi avrete trovato lui, lei, Lei avr trovato essi, Loro avranno trovato Esempi: Vedi i suoi occhi sdolcinati? Avr trovato l’amore della sua vita! - Do you see his lovestruck  eyes? He must have found the love of his life! CONGIUNTIVO/SUBJUNCTIVE Il presente che io trovi che noi troviamo che tu trovi che voi troviate che lui, lei, Lei trovi che essi, Loro trovino Esempi: Spero che troviate la casa perfetta per voi. - I hope that you find the perfect house. Il passato io abbia trovato noi abbiamo trovato tu abbia trovato voi abbiate trovato lui, lei, Lei abbia trovato essi, Loro abbiano trovato Esempi: Credo che il suo ex l’abbia trovata su Facebook! - I think her ex found her on Facebook! L’imperfetto io trovassi noi trovassimo tu trovassi voi trovaste lui, lei, Lei trovasse essi, Loro trovassero Esempi: Non sapevo che lui trovasse una ragazza a Roma. - I didn’t know that he found a girlfriend in Rome. Il trapassato prossimo io avessi trovato noi avessimo trovato tu avessi trovato voi aveste trovato lui, lei, Lei avesse trovato essi, Loro avessero trovato Esempi: Vorrei che avessimo trovato il tuo nonno. - I wish we could have found your grandfather.Te l’avrei detto se l’avessi trovato! - I would have told you if I had found it! CONDIZIONALE/CONDITIONAL Il presente io troverei noi troveremmo tu troveresti voi trovereste lui, lei, Lei troverebbe essi, Loro troverebbero Esempi: Digli la verit! Lui troverebbe fantastico che tu voglia trasferirti in Italia. - Tell him the truth! He  would think it’s great that you want to move to Italy. Il passato io avrei trovato noi avremmo trovato tu avresti trovato voi avreste trovato lui, lei, Lei avrebbe trovato essi, Loro avrebbero trovato Se tu fossi stato pià ¹ grande, avresti trovato Milano molto interessante. - If you had been older, you would have thought Milan was very interesting.

Bose Destep

This recession in the U. S. did not only affect the U. S. but made a global impact. During this recession many companies filed for bankruptcy and therefore had to lay off their employees. In other words, there was a major increase of unemployment rate. In the U. S. he unemployment rate jumped from 4. 6% in 2007 to 9. 0% in 2011. Besides the unemployment rate, the salary income is also an important demographic factor. The recession causes the salary income to shrink. All the above indicates that we’re going through hard times right now. This means that we, the people, are not easily going to give out money. Economic factors As stated above by the demographic factors, we are in a global recession. The extent of this global recession differs throughout the world. It’s logical that in these times there is an increase in the interest rates. This means that loan applications are being granted less often. Another economic factor that should be noted is the tax rates. These 2 before mentioned rates has a major influence on the spending characteristics of consumers. Social / cultural factors Branding plays an important role in the success of a business. During hard times, branding plays even a bigger role than before. The fact that consumers are more hesitant to spend their money means that they’re not only looking at the functions of products/services but it’s now more important than ever to have a sense of involvement/belonging with this brand. With this being said, people are looking for the â€Å"extra value† of a brand. Their asking themselves; â€Å"If I ought to buy this brand and the functions are there, what else does this mean for me? What is the extra value? †. Technological factors Technology plays a big role when manufacturing a product. Are there new aterials that can bring the manufacturing cost down? Are there new ways of increasing the clarity of the sound that is coming out the speaker? The progress of technology is always increasing and businesses can use these technologies to improve their products services. Wireless systems are a good example of the progress of technology. You can also think about applications, they’re continuously playing a more important role in the daily lives of us. Applications can be used for numerous things such as controlling a product or online banking. Ecological factors Environmental issues are being taken more seriously than before. We feel the need to contribute to the well being improving of the environment however we can. More businesses are â€Å"going green† meaning they’re taking environmental issues into consideration when manufacturing products or creating services. This is also playing a more important role each day. â€Å"Going green† can also act as an â€Å"extra value† that consumers are paying more attention to. Political factors Political factors are not applicable. Figures / charts for audio speakers market Bose Destep This recession in the U. S. did not only affect the U. S. but made a global impact. During this recession many companies filed for bankruptcy and therefore had to lay off their employees. In other words, there was a major increase of unemployment rate. In the U. S. he unemployment rate jumped from 4. 6% in 2007 to 9. 0% in 2011. Besides the unemployment rate, the salary income is also an important demographic factor. The recession causes the salary income to shrink. All the above indicates that we’re going through hard times right now. This means that we, the people, are not easily going to give out money. Economic factors As stated above by the demographic factors, we are in a global recession. The extent of this global recession differs throughout the world. It’s logical that in these times there is an increase in the interest rates. This means that loan applications are being granted less often. Another economic factor that should be noted is the tax rates. These 2 before mentioned rates has a major influence on the spending characteristics of consumers. Social / cultural factors Branding plays an important role in the success of a business. During hard times, branding plays even a bigger role than before. The fact that consumers are more hesitant to spend their money means that they’re not only looking at the functions of products/services but it’s now more important than ever to have a sense of involvement/belonging with this brand. With this being said, people are looking for the â€Å"extra value† of a brand. Their asking themselves; â€Å"If I ought to buy this brand and the functions are there, what else does this mean for me? What is the extra value? †. Technological factors Technology plays a big role when manufacturing a product. Are there new aterials that can bring the manufacturing cost down? Are there new ways of increasing the clarity of the sound that is coming out the speaker? The progress of technology is always increasing and businesses can use these technologies to improve their products services. Wireless systems are a good example of the progress of technology. You can also think about applications, they’re continuously playing a more important role in the daily lives of us. Applications can be used for numerous things such as controlling a product or online banking. Ecological factors Environmental issues are being taken more seriously than before. We feel the need to contribute to the well being improving of the environment however we can. More businesses are â€Å"going green† meaning they’re taking environmental issues into consideration when manufacturing products or creating services. This is also playing a more important role each day. â€Å"Going green† can also act as an â€Å"extra value† that consumers are paying more attention to. Political factors Political factors are not applicable. Figures / charts for audio speakers market

Sexual Pressure by Peers Essay Example | Topics and Well Written Essays - 2250 words

Sexual Pressure by Peers - Essay Example The 2003 survey of the Kaiser Family Foundation gives one a picture of the youths’ attitude on sex, contacting sexually transmitted diseases, and unwanted/unexpected pregnancy (Stone 2004). Numerous adolescents, especially boys, feel peer pressure to have sex before they are ready (Auerback 1994). The survey also gave a report that boys mention drugs and alcohol are conveyors of sexual activities, often without the use of protection such as condom. One out three adolescent males aged 15-17 says that yes, he can sense the pressure to already engage in sexual activities, while one out of five females of the same age bracket says the same thing (Stone 2004). Their friend’s influence for them to drink was high equally for both boys and girls; pressure to take addicting substances has about the same rate with pressure to have sex, according to the survey. Finally, a total of 63 percent of adolescents surveyed (aged 15-17) agreed either strongly or somewhat that "waiting to have sex is a good thing but nobody really does this." Surprisingly, 6 percent of the boys said they are ‘more likely to say so’. Promiscuous, irresponsible sexual activity is the world’s main cause of HIV epidemic. A surprising average of two young individuals per hour per day gets the HIV virus. Half of everyday’s recorded HIV cases worldwide are young people under the age of 25. HIV/ AIDS are spreading at alarming rate and are costing billions of dollars to prevent or eradicate. It has also claimed millions of lives (Hasida 2003).

(The Humanitarian Revolution) of Pinker's The Better Angels of Our Essay

(The Humanitarian Revolution) of Pinker's The Better Angels of Our Nature - Essay Example Body. First, the people prioritized understanding the other communities’ culture. Previously, the people’s priorities focused on imposing their culture on other communities or individuals. The cultures include banishing smoking offices and classrooms (Pinker 265). The governments opened up to learn the cultures of the different communities, practicing tolerance and cooperation among nations. The communities prioritized entering into economic partnerships, instead of war. The communities exchange educational information to help uplift the other communities’ economic and social status. First, the spirit of enlightenment reduced the war incidences. Steven Pinker shows pictures of different Middle Age torture methods. The laws ban such practices today (Pinker 212). Dubos emphasized that the Age of Enlightenment ushered in the spirit of reasoning. The age trained people to use philosophy concepts to explain everyday actions or non-actions. The people preferred to diss ect the reasons behind each activity. Consequently, the people use consequentialism concepts to explain why one activity is correct or not correct. For example, the people reasoned that a person’s actions or non-actions contribute to the outcome of one or more events. For example, the people reasoned that smoking contributes to the higher occurrences of lung cancer. Similarly, the enlightenment theories stated drinking too much brandy makes one drowsy. Consequently, the drowsy car driver will have higher chances of meeting traffic accidents. Likewise, the same Pinker enlightenment concept states that a person who drives slowly and carefully will have lower probabilities of being involved in a car accident. Second, the people’s priority to focus on laws reduced the tendency to prioritize torture, and other wars. 18th century England criticized the murders and tortures as cruelties that should be avoided (Pinker 231). The people preferred to file cases in courts. The cou rts would settle the differences between the two opposing parties. The people did not take the law into their own hands. The people are governed by laws and not by might. Consequently, the relied on the court judges to settle their grievances. Third, the people were more civilized. The people focused moral issues. In fact, Russia’s torture acts dropped to zero in 1850 (Pinker 234).The people preferred exchanges of ideas instead of physically maiming people of other communities. Being civilized includes controlling one’s animalistic instincts. The animalistic instincts include killing another person without remorse. Animalistic killing includes murdering an innocent passer-by just for the thrill. Animalistic killing includes hurting other individuals in order to abuse the rights of the innocent victim. A civilized society is one that is organized. Organized society includes democratic compliance with the statutes, policies, and other laws. A civilized society is one tha t has a clear cultural temperament. For example, the African Americans have their own unique culture. Third, the people’s penchant for education reduced the desire to maim or kill strangers or other communities. The books that were published during the 1800s reached an unprecedentedly higher 7,000 books (Pinker 269). The governments strived to educate their young to be peace loving individuals by publishing many books. The Pinker topic shows that groups focused on helping

Human Health and The Environment Essay Example | Topics and Well Written Essays - 500 words

Human Health and The Environment - Essay Example prove that in warmer temperatures, humans will live longer and avoid certain sicknesses .He further discusses the possible risks and benefits of warm temperature to the Americans, and analyses various factors that are in favor of his argument. The foremost positive effect of warm weather is that it results in the production of less ice and problems related to cold conditions. During winter, people have to work hard to remove ice from the roads, streets and subways. During cold weather, the American families face the problem of investment on winter suits, caps, and other items. They like moderately warmer climate because it reduces the amount of investment on winter items, room heating etc. Another benefit of the moderate warm weather is that it does not affect the economic activities like trade and commerce. The transportation sector prospers in this climate; but.on the other hand, cold weather affects it adversely. â€Å"Most economic activities would be unaffected by climate change. Manufacturing, banking, insurance, retailing, wholesaling, medicine, education, mining, financial, and most other services are unrelated to weather.† (Moore, 1998). Moreover, the laborers who are working in warmer climates are willing to accept low wages because they enjoy the benefits of the moderate warm weather. Both harmful and harmless insects flourish in relatively low temperature. On the contrary, moderate warm temperature keeps them away because they are not adapted to live in such conditions. One of the ideal situations that the insects can flourish is the depleted ecosystem. Only strict laws can control the encroachments upon the ecosystem and environment. â€Å"Despite the enormous growth in environmental law and regulation since the 1970s, much of the scientific information needed to ensure environmental protection is still missing.† (Wagner, 2004). The aspect of environmental protection must gain global attention and the implementation of laws must be monitored by an

Fetus Is Not An Actual Person Philosophy Essay

Fetus Is Not An Actual Person Philosophy Essay Thomson believes that a mother possesses the right to request an abortion because it is her body while the fetus does not have the right to continue using the mothers body for survival since it depends on the mothers body for existence. However, Marquis contests that this notion of personhood is not morally central to the argument when compared to the value of the aspects of life that is deprived of a fetus when abortion is performed. Although it is more clear that Thomson is leaning towards pro-abortion, Marquiss argument is not that apparent and ends up addressing both sides. After a critical evaluation of both sides, I ultimately support Thomsons view that abortion is not considered murder if the fetus is not an actual person. Under the circumstances where a baby poses a threat to the mothers life, Thomson asserts in her overall argument that although it is not impartial for a third party alone to decide whether or not to abort a mothers pregnancy, it is permissible for a bystander to decline the order of a mother requesting an abortion. If the mother remains neutral and does not give her opinion on wanting an abortion or not, a third party may not make that choice for her since both the mother and the baby are innocent. For this reason we may feel that we bystanders cannot intervene (Thomson, 1971, p. 53). The woman and childs life is not threatened because of any fault they committed; rather it so unfortunately happens that both lives are in jeopardy. Since theyre equally innocent, a bystander does not have the right to determine who deserves to live more. On the other hand, if the mother asks for the bystander to abort her baby, the bystander goes from not having the right to choose to having the right to refuse this demand. Despite the fact that the mother has a right to declare what she wants done to her body since it is her body, the third party, as well, possesses the right to refuse to lay hands on people, even where it would be just and fair to do so (Thomson, 1971, p. 54). Similar to how the child and mother are equally innocent, the bystander and the mother are also equal but in terms of both being human and holding the same rights. Even though leaving the child in the womans body would likely result in the womans death, the third party cannot be held responsible for this loss of life if he simply cannot execute this abortion due to personal reasons. Not only is nothing requiring him that he must perform this act, but he also has a right as an individual to make his own decisions because he has control over his own life. However, this does not mean another person cant help carry out the abortion. Thomson argues that a bystanders freedom and right to refuse to lay hands on another person does not hinder the mothers chance to live, but instead leaves room for others to possibly want to intervene. While Thomson believes that a mother has the right to decide what she wants done to her body, Marquis argues that personhood is irrelevant to the ethics of abortion because killing anyone who has a potential future is wrong. Starting off with Thomson, she asserts that due to the fact that the mother has prior claim to her own body, she thus possesses the right to choose the outcome for her body. For whatever reason if she feels that an abortion would be best for her, no one has the right to tell her otherwise. They can refuse to perform the operation, but they cannot think and judge for the mother as to what is better for her body or her life. The mother is a fully-grown person with a functional body while the fetus is a clump of cells within that body. The mother has prior claim over her body because she has matured with it whereas a fetus does not have a body of its own yet and relies on living inside the mothers body to develop it. For this reason of dependence, the fetus does not have the right to use the mothers body as a means for survival especially since it is the mothers, not fetuss, body. Marquis deems this concept as personhood comparing the mothers notion of a person to the fetuss notion of a potential person. However, he does not think that the category of personhood is what determines abortion ethically wrong. Instead, it is the future of a standard fetus [that] includes a set of experiences, projects and activitiesà ¢Ã¢â€š ¬Ã‚ ¦that [makes] abortion prima facie seriously morally wrong (Marquis, 1989, p. 31). Prima facie, in this case, refers to abortion being intuitively wrong. The value of a potential persons (fetus) future is so great that it is incommensurable. It is the sum of all there is to life and to deprive someone of that natural gift is wrong. Just because a fetus isnt physically a person yet doesnt mean that it wont possess the same future as a currently developed human being. If anything, the fetus wont even have the chance to prove that it has a valuable future if a mother decides to abort it. After critically evaluating both sides to the argument, I agree more with Thomsons view that a mother has the right to decide what she wants done to her body even if that means aborting the baby. Assuming that the mother wants an abortion, my central argument is that she holds the right to have this desire because its her own body. This assertion is similar to my previous summary of Thomsons overall argument except it disregards the notion of a third party. We, as human beings, exist throughout life by the physical body we possess. Our bodies grow and develop as we age and are a part of who we are so we have prior claim over it. Due to this responsibility we have over our bodies, we are then allowed to decide how we use it and ultimately, what the outcome of it would be. Thomson uses the metaphor of the mother owning the house or body in which the child is in. The fact that she does adds to the offensiveness of deducing that the mother can do nothing (Thomson, 1971, p. 53). It is ins ulting and wrong to tell a woman that she cannot do what she wishes to her body when in fact, it is her body and her own life. The mother has a special relationship with the fetus that no one else can have. Who are we, as human beings, to tell another equal human being that they cannot go through with abortion when its not even our own child? However, Marquis argues that it doesnt matter whose body or child it is, abortion is wrong because it deprivesà ¢Ã¢â€š ¬Ã‚ ¦what [the fetus] would come to value (Marquis, 1989, p. 29). It is true that removing the ability to live also takes away the potential value of a fetuss future, but nevertheless, that is the mothers decision. Im sure its already hard enough for the mother to weigh the costs and benefits of wanting an abortion, so we should leave the decision up to the womans moral conscience. Her body, not anyone elses, is the means to which this fetus is even existing so she has the right to stop providing that life support whenever she pleases regardless of how much potential value that fetus can experience when it grows into an adult. The possibility of a future-like-ours is not strong enough to strip away the mothers right and control over her own body because the fetuss value is uncertain. However, an objection to this argument would be that allowing the mother to decide to abort her baby is murder. Marquis agrees with this opposition because a fetus is biologically human and it is wrong to kill beings who are biologically human (Marquis, 1989, p. 30). Containing human tissues and DNA, the fetus possesses genetic attributes that constitute it as biologically human. Given that Marquis does not address the physical qualities of the fetus, it is implied that bodily features do no hinder the scientific fact that a fetus is biologically human. Although at first sight, the fetus looks very different from a fully grown person, its early stages of life are still part of the process of becoming a human being so Marquis considers that killing a fetus is the same is murdering a human being. Using Thomsons argument of a right to life as a basis, I think otherwise. The fact that the fetus is already relying on the mothers body for its existence is natural since being pregnant invol ves carrying a potential child around. Yet, this does not mean that the fetus has a right to continue to use the mothers body in order to live. Nobody has a right to use your [body] unless you give him such a right (Thomson, 1971, p. 55). It is a privilege, if not, gift for the fetus to already be making use of the mothers body, with her consent, before she comes to a decision whether or not she wants to keep the baby. Conversely, once the mother reaches a conclusion that she wants an abortion, thereby meaning that she doesnt want to give the fetus a right to use her body, she has every right to do so. Its not murder if the fetus was the mothers own creation and she has the authority and right to decide what she wants to do with that creation. A rebuttal to this argument is that abortion cant really be murder if the fetus is not an actual person, but just a clump of cells. [The] fetus is not a person, but only a bit of tissue that will become a person at birth; and why pay out more arguments than you have to? (Thomson, 1971, p. 48). Just from the last question, it is already evident that Thomson advocates the notion that the fetus isnt a person even though she does not elaborate on why for arguments sake. I would like to elaborate based on my reasoning that this claim is true if we apply it to any scenario. Thomson uses another analogy regarding an acorn is not an oak tree just like a newly fertilized ovum is not a person. An egg is not a chicken and so forth. Yes, the clump of cells has the potential to be a full-grown person, but we cannot live in the future when the present hasnt been decided on yet. Presently speaking, we are not murdering a person, we are simply killing the potential of the fetus to become one. Howeve r, Marquis argues that this potential is vital to the process of life and eliminating that is deliberately terminating or murdering a human. Once again, the concept of a future-like-ours comes into play. He states that that the greatest loss in a persons life is the loss of life. The loss of ones life deprives one of all the experiences, activities, and enjoyments that would otherwise have constituted ones future (Marquis, 1989, p. 29). Although the fetus cannot value all these opportunities, it will value them in the future as it is born and grows older. I can agree that life itself is the greatest gift of all, but I have to reiterate the fact that the future cannot define the present. If someone is not capable of experiencing what life has to offer, it is unfortunate but not considered murder for the owner (mother) of that person (fetus) to want to take away what is rightfully hers, which is the babys future. Also, abortion is made legal by law with the Roe vs. Wade case. Since mu rder is illegal in the United States, how can abortion be considered murder if it is declared legal by the government? Abortion should not be considered murder not only because a fetus is not an actual person, but also due to the fact that the law permits this operation. Although Thomson and Marquis both make convincing cases, I ultimately agree more with Thomson on the mother having the right to request an abortion because it is her body. My central argument revolves around Thomsons notion that the motion has prior claim over her body, which allows her to decide what she wants to do with it and I declare that Marquiss defense of the wrongness of taking away a fetuss potential for a valuable future is nevertheless still up to the mother because she created the fetus. I then provided an objection to this argument by stating that regardless of whose body it is, abortion is considered murder supported by Marquiss belief that the fetus is biologically human which makes killing it the same as murdering a human being. However, I dismissed this account by using Thomsons argument and saying that its already a privilege for the fetus to be in the mothers body as a means for survival, so aborting it would not be murder if the mother previously allowed the baby to use or occupy her body. Finally, my rebuttal to this is that abortion cannot be murder if the fetus is not an actual human being, but just a clump of cells. This opinion rests on Thomsons view that the possibility of being human is not to be mistaken for the reality of the situation, which is that the fetus is currently just an embryo. I rejected Marquiss idea that this potential encompasses all that life has to offer and depriving it would be murdering because of the absurdity that abortion is deemed murder when the state of law rules it legal.