Apocalypse Now Analysis Essay

The line â€Å"Mistah Kurtz – he dead† from T. S. Elliot’s poem ‘The Hollow Men’ refers to one of the movie’s main characters: Mr. Kurtz, a European trader who had gone into â€Å"the heart of darkness† ie the middle of the vast Vietnamese jungle with European standards of life and behavior. Because he’s alienated from the morals and spiritual strengths he cannot maintain his sanity and soon turns into a barbarian. â€Å"Eyes they dare not meet in dreams† – in my mind, these are the eyes of the innocent Vietnamese whose death they ordered. They’ being the American soldiers who, throughout the duration of their journey through the jungle lost their sanity and were brainwashed because of the weapons they were given. What I was particularly fascinated by in the film ‘Apocalypse Now’ was the way the good can somehow turn into the evil, not on their own, but because of their surroundings. â€Å"[.. ] We were in the jungle, there were too many of us, we had access to too much money, too much equipment and little by little we went insane† –said by director and producer, Coppola at the Cannes film festival in 1979. Even the director had, little by little, gone insane being exposed to the Vietnamese jungle for so many years. The making of the film had taken more than 10 years and $30million to create which had brought Coppola to attempted suicide a couple of times. The film is based on the novella ‘Heart of Darkness’ which took place during the Vietnam War, where the American and the Vietnamese soldiers showed no mercy when it came to a matter of life and death. Throughout the film, I realized that the main character, Captain Willard, sent to assassinate Colonel Kurtz, began to be more and more captivated by Kurtz’s achievements and was beginning to think like him as he was exposed to immoral atrocities of the Great War. When General Corman described Willard’s mission to him he told him â€Å"In this war, things get confused out there, power, ideals, the old morality, and practical military necessity. Out there with these natives it must be a temptation to be god. Because there’s a conflict in every human heart between the rational and the irrational, between good and evil. The good does not always triumph. Sometimes the dark side overcomes what Lincoln called the better angels of our nature. Every man has got a breaking point. You and I have. Walter Kurtz has reached his. And very obviously, he has gone insane. † This quote reminds me of Dante’s Inferno mentioned in the poem â€Å"The Hollow Men† – a journey through the different circles of hell depending on the type of person one was and the type of crime they had committed during their lifetime. The man is clear in his mind but his soul is mad. † Like Alberto Giacometti, Kurtz and Willard develop two faces during the time of the war. The only difference is that Giacometti didn’t need a war to show this, his dual personality was natural in criticizing himself, his paintings and his sculptures. Whilst watching the film I found it mainly disturbing how these men, men with families, men who had peaceful souls, could casually blow off the head of a Vietnamese person without feeling just a tiny bit of hurt in their hearts. They could â€Å"kill without feeling†¦ without passion†¦ without judgment†¦ without judgment! Because it’s judgement that defeats us. † The fact that these characters, sent out on mission through the rivers of a foreign place, were simple men, one a chef, the other a surfer, and the other a sailor gives the audience the feeling that this could happen to anyone. Being placed in the jungles of Vietnam with nothing but weapons would turn us into these animalistic beings with only one instinct: kill to survive. Do you know that ‘if’ is the middle word in life? If you can keep your head when all about you are losing theirs and blaming it on you, if you can trust yourself when all men doubt you† This film is, in fact, all about losing one’s mind, being brainwashed by the immoralities of society, to be converted into an emotionless killer. It’s about the delusion of what an evil man is in the normal person’s eyes compared to what an evil man is in the brainwashed person’s eyes.

Langston Hughes Critique Essay

In Aiden Wasley’s critique of â€Å"Mother to Son† by Langston Hughes, Wasley summarizes and analyzes the poem and gives a unique perspective on the poem and the poet. Wasley’s critique provides detailed insight of the character’s roles, biblical references, and overall theme of â€Å"Mother to Son†. His ideas seem logical and tastefully distributed. Wasley could have mentioned more about why â€Å"Mother to Son† is still a popular poem in modern times. Wasley describes his opinions about how he believes that the Mother figure in the poem is symbolic for the troublesome history of African-Americans. According to Wasley, Langston Hughes has used the â€Å"mother talking to son† setting in a few of his other poems as well. Wasley also did a fantastic job at explaining how Hughes references â€Å"Life ain’t a crystal stair† to the biblical story of â€Å"Jacob’s Ladder†. These details give the readers of the poem more background information and bring new depth to the poem. In his critique, Wasley also evaluates the form of â€Å"Mother to Son† and states that this poem has a prominently defined Blues theme. One reason, which Wasley did not mention, that â€Å"Mother to Son† is still a popular poem is that the themes of struggle and hardships are universal subjects that almost every human has to go through in some point of their lives. â€Å"Mother to Son† can also be seen as an encouraging and inspiring story for people who are going through such hardships. Overall, Aiden Wasley’s critique was thorough and he explained many different elements of â€Å"Mother to Son†. Some of these elements include the role’s of the characters, bliblical references, and the Blues theme of the poem. It felt as though Wasley analyzed this poem from every angle except the universal themes of struggle and hardship and the inspiration quality that â€Å"Mother to Son† displays.

(Social) Stereotype Essay Example | Topics and Well Written Essays - 1250 words

(Social) Stereotype - Essay Example This paper focuses of stereotypes and stereotyping as a major form of â€Å"othering.† Othering is not a new phenomenon as this has existed throughout history. Various groups including African Americans, Asian Americans, Native Americans, Latinos, and white ethnic Americans have experienced stereotypical representation at different time periods. These periods in history include U.S. colonization and slavery, WWII and the Cold War. The stereotyping of Indian Americans for instance has a long history, and these stereotypes are mostly grave misconceptions of the American Indians (Churchill, 1992). Stereotyping has been defined in various ways. In this paper, stereotypes are considered as beliefs about characteristics, attributes, and behaviours of members of a certain group. Although not all the stereotypes are negative in nature, these are more likely to have negative connotations to the out-group members than the in-group members. There are two major sources of stereotypes. First is the mental representation of real differences between groups. In this case, stereotypes may be the real representations of reality and operate like object schemas, which allow easier processing of information about other people. Second, stereotypes may be formed about various groups independent of the real group differences. There are different forms of stereotyping. These include stereotyping on the basis of gender, class and race. These stereotypes are mainly culturally and socially constructed. First, the aspects of race, class, and gender together construct stereotypes. Each aspect gains meaning in relationship to the others. For instance, Latinos are stereotyped as â€Å"macho.† On the other hand, white women are sexually stereotyped as â€Å"madonnas.† Women in the upper class are also stereotyped as frigid and cold. Class and gender intermingle with race and gender in these stereotypes. Stereotypes may

Leadership and change management Essay Example | Topics and Well Written Essays - 4000 words

Leadership and change management - Essay Example (Cao et al, 2000, p187). Changes viewed also by management may also not be looked upon as change by outsiders like competitors or suppliers. This has led to the categorizing of change in various ways, some of which include strategic and non-strategic change, incremental and radical change, changes of identity, co-ordination and control, planned and emergent change, change in terms of scale, human-centered change in terms of individual, group and inter-group or organizational level, quantum change and so on. (Cao et al, 2000, p187; Todnem, 2005, p372). Changes can also be structural, that is dealing with the physical alteration of an organization like its buildings and equipment or even employees. (Bennett & Durkin, 2000). On the other hand, it may be a change in process, that is, the way the related group of tasks are combined to create value for a target customer. (Cao et al, 2000, p188). A change can as well be in functions, that is, the decision system or policy and resource alloc ation duties of a particular element of an organization. There can also be changes in values, beliefs and human behavior in terms of social rules and relationships and so on. (Cao et al, 2000, p187). ... There can also be changes in values, beliefs and human behavior in terms of social rules and relationships and so on. (Cao et al, 2000, p187). Lastly, there can be changes in the distribution of power and level of influence with an organization. These four types of change have different implications on the their total quality management as can be seen in the table below. Table 1. Change Management Classification. Change management classifications Total Quality Management Process change Focuses on process ahead of the other three types of organizational change. Function (structural) change Says little about organizational structure Values (cultural) change Relies on but cannot influence culture Changes in power Is distorted by power in the organization With all the above determinants and types of change outlined, we can then define change management as 'the process of updating on a continuous basis and organization's direction, structure and capabilities to serve the ever evolving needs of the indigenous and exogenous clients'. (Todnem, 2005, p369). It involves identifying the future organizational needs and managing the changes required within the present system to be able to meet these future needs. It is therefore, much linked to organizational strategy. (Todnem, 2005, p369). For the purpose of simplicity, we The first part of the paper looked at the need for change in an organisation. The second part of the paper looks at two different change models. Part three focuses on the implications of change particularly on human behavior. It also develops a plan that addresses the human variables and potential resistance to this change. It will also look at the respective reasons why people are

John Essay Example | Topics and Well Written Essays - 1500 words

John - Essay Example There is utilization of symbolism and double meaning, for example, referring the temple as the body, water and spirit, life and death. With reference to the use of vocabulary, there is simple use of English. The book of John contains immense differences that are striking and enhance its differentiation with the rest if the three gospels books. It is worth noting close to 90% of the content of this book are not found in the rest of the gospels. It makes them unique. However, the four books complement each other in delivering the message of the gospel. John provides immense information about the messiah that is unavailable in the synoptic gospels. The first three gospels are the synoptic gospels, in that they all have a common revelation and view unlike the book of John that differs significantly from the rest with close reference to themes, time of recording, content, style of writing and order of events. In the introduction section of the synoptic, the authors express about the birth of Jesus and His baptism. They are very systematic in presentation, in that Jesus is born, baptized, and then commences his ministry after temptation in the desert. They also mention the baptism of John the Baptist and the role he did play in the coming of the messiah. He continues with his ministry, until his last week, death and resurrection. All this information is detailed enough. It differs in the way John writes. The book commences with a prologue and ends with an epilogue. In between there, exists some stories of Jesus that are not related chronologically or geographically. These stories simply emphasize how the messiah engaged in different controversies with other people and the various signs that he worked. Between chapters 13-20, he explains of the in-depth stories of death and resurrection. In comparison with the synoptic that explains how Jesus went to Jerusalem at the end of his life, Johnà ¢â‚¬â„¢s perceive that the ministry of Jesus is mainly

Airline Sales Plunge Blame Low Fares Essay Example | Topics and Well Written Essays - 750 words

Airline Sales Plunge Blame Low Fares - Essay Example Unlike the demand curve, the supply is positively related to the price hence the higher the price, the higher the quantity supplied to the market. At market equilibrium, the quantity demanded is equal to the quantity supplied hence there is absence of excess demand or excess supply in the market (Wessels 28). The quantity demanded is determined by several factors which include the income levels of the consumers, the price of the commodity, the price of related commodities, the future expectations of changes in price and the population. The quantity of commodity supplied in the market is determined by the price of the commodity, technology and the prices of inputs of production. The supply is also determined by subsidies and government taxation (Wessels 58). This paper will discuss the airline sales plunge which may have been blamed on the low fares. The paper will examine the effect of the recession on the airline industry. Research questions and methodology The paper will answer the questions on what were the causes of decrease in the quantity demanded of airline tickets. The paper will also answer the question on the effect of the fares charged on the cost or price which was actually paid by passengers. The paper will review articles on the impact of low fares on profitability of Airline industry during the recession. The airline passenger sales revenues declined by 19 percent in September year-to-year which was not attributed to lack of business but the low passenger prices for the fares. The number of passengers who travelled during the period also declined slightly by 2 percent according to the Air transport association while the average price per one mile of flying declined substantially by 18 percent (Smith 2). The scenario can be explained by the low demand in the airline industry. The fees which started to be charged on services which came free initially include the checked baggage fee, pet travel, non-alcoholic drinks and food. The extra fee accumulat ed to $ 1.15 in 2009.bsome of the major carriers like U.S Airways, Delta Airlines and Continental Airlines gained about $ 10 surcharge revenues for holiday travels while maintaining their normal fares. The decline in Airline industry profitability was also affected by the increasing prices of crude oil (Smith 2). The decline in the quantity demanded of the Airline industry fares during the recession can be attributed to the decline in consumer income levels. A reduction in the income levels would lead to reduction in the quantity of goods demanded especially goods which are not basic. The recession led to decrease in the number of tourism travels and other leisure related travel hence the Airline industry had to lower their prices in order to attract and retain customers during the recession. The low fares partly attracted demand since the passenger volumes fell by 2 percent but it negatively affected business profitability since prices of inputs like crude oil increased. The prices of other related transport services like ship transport did not increase hence the airline industry had to lower their prices so as to maintain their customer base (Smith 4). The recession negatively affected the global economic and business environment whereby major multi-national companies scaled down their operations hence the volumes

Ethical Perspectives in Managing Talent Essay Example | Topics and Well Written Essays - 2250 words

Ethical Perspectives in Managing Talent - Essay Example In order to determine the scope and functionality of talent management, certain ethical factors will be considered from an organisational viewpoint. However, various scholars have argued about managing talent in an ethical manner. In this connection, a detailed analysis about various significant facets of talent management will also be taken into account. Table of Contents Executive Summary 2 Introduction 4 This paper intends to make a detailed analysis of how a particular organisation can manage talent concerning ethical perspectives. Moreover, how talent fits in the ethics debate will also be portrayed in this paper. 5 Report Discussion 5 Theoretical Explanation 5 Organizational Viewpoint 7 Critical Evaluation 9 Conclusion 12 Recommendation 12 References 13 Introduction In the present day context, the majority of business organizations face significant challenges and difficulties regarding the global talent management. It has been apparently observed that every organization through out the globe always concerns the aspect of talent management in order to adopt effectual strategic decisions. ... From the perspective of human capital, a few of the researchers visualise the notion of talent management as a key to success of an organization (Tansley, 2011). By taking into concern today’s business scenario, talent management is considered to be one of the imperative aspects relating to corporate human resource (HR) and training. In general, it can be stated that an organisation is typically created using various levels of skilled people. These people act as a creating value towards different arenas that include business process, innovation development, sales and customer service that ultimately assists organisations in accomplishing their desired business targets to a greater extent. In order to develop this value, an HR department should follow a talent management procedure in terms of recruiting, supporting, managing, training and compensating skilled people. One of the significant aspects that must be taken into concern is regarding how this entire process can be manag ed in an ethical manner (Vaiman, 2012). This paper intends to make a detailed analysis of how a particular organisation can manage talent concerning ethical perspectives. Moreover, how talent fits in the ethics debate will also be portrayed in this paper. Report Discussion Talent management comprises skilled people and valuable resources in order to respond to the change and tackle with the complex business operating situation. It also embraces the development, maintenance, support and the people oriented organizational culture. Contextually, talent management is considered as a deliberative approach that is adopted by most of the organisations in order to attract and retain people possessing their respective skills for the

The comparison of the Macroeconomic State of Bahrain and Saudi Arabia Essay

The comparison of the Macroeconomic State of Bahrain and Saudi Arabia for the years 2005 and 2011 - Essay Example Services include offshore banking, Islamic banking, insurance and tourism (CIA, Bahrain). Saudi Arabia Saudi Arabia hosts one of the world’s largest oil and gas reserves with estimates ranging up to one fifth of all proven reserves on earth (EIA). The economy of Saudi Arabia depends in large part on oil processing and exports as well as goods derived from crude oil. Diversification is in the air but has yet to yield economically significant results. The major contributors to the GDP according to their value addition are listed in the table below (CIA, Saudi Arabia): 2005 2011 Agriculture 3.3% 2.1% Industry 74.7% 67.6% Services 21.9% 30.4% The major agricultural products of Saudi Arabia are wheat, dates, citrus fruits, barley, melons, dairy and poultry. The major industries in Saudi Arabia are crude oil production, oil refining, petrochemical industries such as fertilizers, ammonia production, caustic soda production, plastics, metal processing, aircraft and ship repair, constr uction etc. Comparison Bahrain’s GDP is markedly smaller than that of Saudi Arabia given the geographical size of both nations and the amount of oil and gas reserves. Saudi Arabia’s GDP displays more of agricultural input compared to Bahrain while it has a larger industrial sector. In comparison, Bahrain has a larger service sector when compared to Saudi Arabia. Services Bahrain’s service sector is composed primarily of financial organisations such as off shore banks, Islamic banks, insurance companies and the like. Oil production has supported the growth of such financial service sectors that link Bahrain to the rest of the region financially. In addition, Bahrain’s service sector displays public utility companies, telecommunications firms,...This paper seeks to compare the economies of Bahrain and Saudi Arabia on a macroeconomic scale and to identify recent trends by performing comparisons for the years 2005 and 2011. Bahrain exhibits one of the highest GDP growth rates around the world given its small population and rich revenue streams. Mainly the economy depends on the export of processed oil and aluminium. Also, Bahrain exports finance services as well as construction materials. Saudi Arabia hosts one of the world’s largest oil and gas reserves with estimates ranging up to one fifth of all proven reserves on earth.. The economy of Saudi Arabia depends in large part on oil processing and exports as well as goods derived from crude oil. Diversification is in the air but has yet to yield economically significant results. Saudi Arabia’s GDP displays more of agricultural input compared to Bahrain while it has a larger industrial sector. In comparison, Bahrain has a larger service sector when compared to Saudi Arabia. For both Bahrain and Saudi Arabia, the major export item is essentially mineral products (crude oil, refined and processed oil etc.) contributing to around 90% of all exports for both nations. In addition, it is noticeable that the next largest export for both nations is chemical products In terms of the import structure, Bahrain and Saudi Arabia are well differentiated since Bahrain imports crude oil in order to refine and process. Saudi Arabia major import items are machinery and transportation equipment. In terms of the larger picture, Bahrain shows greater GDP per capita compared to Saudi Arabia though its macroeconomic structure is more heavily government owned, regulated and controlled.

GDP growth Essay Example | Topics and Well Written Essays - 1500 words

GDP growth - Essay Example This paper seeks to enquire how far the title of this essay "In today's economic climate, any company that hasn't borrowed as much as it can is crazy" is relevant within the context of corporate finance principles. That is, when business opportunities abound, is it wise on the part of the firms to watch as silent spectators without grabbing them and execute them by means of borrowed capital. The title raises two hypotheses, debt is preferred to equity and in spite of sufficient equity available, a company should borrow maximum possible in the pretext of the resultant economic climate of liberal consumption. Firms should invest money only if the project earns more than the hurdle rate which is generally higher in projects with high risks and investment pattern will be reflected in the ratio of financing mix of equity and debt. Cash flows and their timing determine rate of return on projects. If there are no profitable investments available, the stock holders' funds must be returned to them. Objective behind these principles is maximising the value of the firm as per the traditional theory of corporate finance. ... Borrowing facilitates availing of tax benefit and it is higher in case of higher tax rate. It creates a disciplining environment by which greater separation between management and stock holder is achieved which is a greater benefit as per the principles of corporate governance. Disadvantages are firms are exposed to bankruptcy cost due to higher business risk, agency cost due to greater separation stock holders and lenders and financing flexibility for the future is lost because of greater uncertainty regarding future financing requirements. A debt carries with it a commitment to make future payments which are tax deductible and future defaults in payments can result in loss of control to the lenders. In a hypothetical situation of no taxes (tax free), no separation between managers and stockholders, no default probability, and presence of certainty in future funds requirements, default risk, agency cost and capital structure become irrelevant and firm value is divested of its debt r atio as posited by the Miller-Modigliani theorem. According to this theorem, firm value will be decided by cash flows and there will be no question of leverage. (Damodaran) Real options In the present economic scenario of mergers and acquisitions for bailing out weak firms or as an exercise of creating a competitive advantage, companies require large volume of funds and committed bank facilities are useful in financing their real options to carry out M & A transactions. In 2000, Bank of America advanced bridge loan to Club Corp for debt acquisition as part of M & A exercise. Similarly Bank of America provided Ferrellgas a bridge loan of $ 175 million to carry out acquisition of Thermogas. (Patrick C 2000) Debt-to-Equity Ratio This is the ratio of

Technology and civil security Essay Example | Topics and Well Written Essays - 750 words

Technology and civil security - Essay Example to employ and train technological staff with an aim of developing counter technologies that will effectively prevent terrorist attacks, mitigate natural hazards, protect critical infrastructure, improve all-hazards preparedness, support disaster response, continuity and recovery. As such, we can devise ways that will hinder the use of technology in terrorism, mass destruction, and disruption. Actually, there are many demonstrations on the impact of technology on warfare and security. Most assuredly, the unavoidable diffusion of technology has led to the possibility of using technology in irresponsible manner that propagates terrorism and jeopardizes civil security (Mallik, 2012). Security is becoming an increasingly important facet of global society. However, many technological aspects enable the protection of citizens and state from organized crime, natural calamities, and terrorism (European Nanotechnology Gateway, 2007). Nevertheless, there are various concepts of technology that enable crime, security, and policing (McQuade, 2011). As seen herein, the effects of technology on civil security are diverse. Indeed, criminals use technology to access secret government files, launch viral attacks to secret systems, create advanced missiles, and launch missile attacks, and counteracting security and policing procedures. As such, the use of technology by the criminals has le d to complex criminal activities, unmanageable security threats to the society. On the other hand, the federal government adopts a security theme that seeks to develop technologies that will build significant potential to guarantee the security of citizens from terrorism and other forms of crime. Moreover, there is an objective to incorporate technology in European security for purposes of promoting civil security, reducing security gaps, and improving the competitiveness of the European security industry (European Commission, 2012). Ideally, we can devise technological measures geared towards

Managing Paediatric Illness and Injury Essay Example for Free

Managing Paediatric Illness and Injury Essay 1. Describe the common types of fractures and how to manage them. Broken bone. Based on the location and severity of the fracture, a broken bone usually must be set into position and supported until it is strong enough to bear weight. Your physician will recommend the most proven treatment approach, usually casting or surgery 2. Describe how to manage a dislocation Relieve pain around the dislocation by applying a cold pack to the area; this will also reduce swelling that can add to discomfort injury. Keep joint immobile and do not try to push the bone back in place. Offer ibuprofens if in severe pain, monitor the patient until the professionals arrive. 3. Describe how to recognise and manage the following head injuries: A concussion: you get dizziness, nausea, loss of memory, mild headache, seeing stars, double vision, numbness and lack of hand-eye coordination. B skull fracture: you will probably see an external wound or bruise on the head and there may be a depression visible on the scalp. Check behind the ears for swelling or bruising. There may be loss of clear fluid or watery blood through an eye or nostril, blood in the white of the eye, a black-eye, and the symmetry of the head or face may be disrupted. The responsiveness of the victim may deteriorate C cerebral compression: levels of response deteriorate; headaches tend to be intense; noisy, slowed, or irregular breathing; pupil sizes unequal; paralysis or weakness on one side of the body or face; drowsiness; temperature spike, fever, or flushed face; personality changes 4. Describe how to manage an infant and a child with foreign bodies in their eyes, ears and nose. If a child gets sand, dust, or paint in their eyes, then we can try removing it ourselves, firstly wear clean pair of disposable gloves, and gently pull the bottom eye lid down, and with a clean wet tissue try to clean the eye, and if that don’t work, then try to wash the eye out with water, position the child’s head over the sink or bowl with eye open and wash the eye out using plastic cup, try to pour the water for the side of the eye, if this still don’t work then go to the nearest walking centre. There are several things that can get stuck in  ears and nose, common ones like batteries, beads, nuts. If a child does get anything small stuck in their nose or ear, unless it can easily be pulled out with a firm grip then go for it, if not don’t try because you may end up pushing it further back and making it difficult, in these kind of situations you need to call a first aider, or take the child to the nearest walking centre to get it removed. 5. Describe how to recognise and manage common eye injuries Eye injuries can range from relatively trivial, such as irritating the eye with shampoo, to extremely serious, resulting in permanent loss of vision. Common causes of eye injuries include, something like a small particle of grit or a twig damages the transparent front part of the eye known as the cornea – this type of injury is known as a corneal abrasion. A foreign body such as a small piece of wood or metal gets stuck in the eye. A sudden blow to the eye, from a fist or a cricket ball for example, causes the middle section of the eye (the uvea) to become swollen – this type of injury is known as traumatic uveitis. Wash your eyes out for 20 minutes if you think they have been exposed to a chemical. Ideally, you should wash the eye with saline solution, but tap water will be fine if saline is unavailable. Use plenty of water. Water from a garden hose or water fountain is okay if youre outside. Then go immediately to your nearest AE department. Its also important to go t o AE if you cut your eye and it starts bleeding or if you have something stuck in your eye. Never try to remove anything from your eye as you could damage it. 6. Describe how to recognise and manage chronic medical conditions including:a. Sickle cell anaemia. Sickle cell disease is an inherited disorder in which red blood cells are abnormally shaped. This abnormality can result in painful episodes, serious infections, chronic anaemia, and damage to body organs. These complications can, however, vary from person to person depending on the type of sickle cell disease each has. Some people are relatively healthy and others are hospitalized frequently. But thanks to advancements in early diagnosis and treatment, most kids born with this disorder grow up to live relatively healthy and productive lives. b. Diabetes The main symptoms of diabetes are: feeling very thirsty urinating frequently, particularly at night feeling very tired weight loss and loss of muscle bulk Type 1 diabetes can develop quickly, over weeks or even days. Many people have type 2 diabetes for years without realising because early symptoms tend to be general. The amount of sugar in the blood is usually controlled by a hormone called insulin, which is produced by the pancreas (a gland behind the stomach). When food is digested and enters your bloodstream, insulin moves glucose out of the blood and into cells, where it is broken down to produce energy. However, if you have diabetes, your body is unable to break down glucose into energy. This is because there is either not enough insulin to move the glucose, or the insulin produced does not work properly. c. asthma Asthma is caused by inflammation of the airways. These are the small tubes, called bronchi, which carry air in and out of the lungs. If you have asthma, the bronchi will be inflamed and more sensitive than normal. When you come into contact with something that irritates your lungs, known as a trigger, your airways become narrow, the muscles around them tighten and there is an increase in the production of sticky mucus. This leads to symptoms including: Difficulty breathing Wheezing and coughing A tight chest. While there is no cure for asthma, there are a number of treatments that can help effectively control the condition. Treatment is based on two important goals: Relieving symptoms Preventing future symptoms and attacks from developing Treatment and prevention involves a combination of medicines, lifestyle advice, and identifying and then avoiding potential asthma triggers. Read more about living with asthma. 7. Describe how to recognise and manage serious sudden illnesses including a. Meningitis Viral meningitis usually gets better within a couple of weeks, with plenty of rest and painkillers for the headache. Bacterial meningitis is treated with antibiotics (medication that treats infections caused by bacteria). Treatment will require admission to hospital, with severe cases treated in an intensive care unit so the bodys vital functions can be supported. The best way to prevent meningitis is by ensuring vaccinations are up-to-date. Children in the UK should receive the available vaccines as part of the childhood vaccination programme. b. Febrile convulsions Febrile seizures are also sometimes called febrile convulsions. During most seizures the childs body becomes stiff, they lose consciousness and their arms and legs twitch. Some children may wet themselves. This is whats known as a tonic colonic seizure. If your child is having a febrile seizure, place them in the recovery position. Lay them on their side, on a soft surface, with their face turned to one side. This will stop them swallowing any vomit. It will keep their airway open and help to prevent injury. Stay with your child and try to make a note of how long it lasts. If it is your childs first seizure, or it lasts longer than five minutes, take them to the nearest hospital as soon as possible or call 999 for an ambulance. While it is unlikely that there is anything seriously wrong, it is best to be sure. If your child has had febrile seizures before and the seizure lasts for less than five minutes. Try not to put anything, including medication, in your child’s mouth duri ng a seizure as there is a slight chance that they might bite their tongue. Almost all children make a complete recovery, and there is not a single reported case of a child dying as the direct result of a febrile seizure. 8. Describe how to recognise and treat the effects of extreme cold and extreme heat for an infant and a child. When a child has an extreme cold the signs and symptoms are Shivering in the early stages Cold, pale and dry skin Low temperature 35 degrees or less Irrational behaviour, slow shallow breathing Cold to touch Unusually quite Refuses to feed Treatment for this will be to remove and replace wet clothing, wrap in a warm blanket cover their head place in a warm room. Give them a hot drink only if they can hold the cup. If it’s a baby then warm them up slowly and place them in a warm room, use your body heat to warm them, and seek for medical advice. When a infant or child has an extreme heat the signs and symptoms could be Gradual onset Sweating, cold, clammy skin Dizziness, confusion, headache Cramps in limbs and or abdomen Shallow rapid breathing, nausea Treatment for this is Reassure, remove casualty to cool place Lie down with legs raised If conscious encourage to sip plenty of fluids If recovery is rapid advise them to see the doctor If unconscious put them in recovery and call 999 for ambulance

Explication Of Jacques Derridas Signature Event Context English Language Essay

Explication Of Jacques Derridas Signature Event Context English Language Essay Derridas essay Signature Event Context was first delivered in the form of a spoken conference paper in Montreal in 1971 on the theme of Communication, and published initially as an essay as part of the conference Proceedings. The context of Derridas essay is relevant in relation to the theme of the paper itself. In its initial form, a spoken essay preformed or produced in the French language, the essay (now in its written English form), discusses the importance and differences of context in both the written language and in speech.  [1]   The essay was then published in 1988 in Graffs collection Limited Inc., which highlighted the differences between Anglo-American and European-Continental towards the theoretical debate on literary analysis.  [2]  The historical context of the essay is relevant to the themes of original meaning and context which are discussed within the essay. Derrida discusses the distinction between the nature of truth and language, and he presents arguments on the privileging of spoken words, which is deemed as being closer to the speaker and thereby the intended meaning; whereas written words are given a secondary status and the meaning is derived by the understanding of the listener. Derrida examines the meaning of context, and then the significance of context in relation to other factors surrounding a text, such as events, discourses and signature. He argues that these issues all factor into the meaning of the text as it is produced by the writer or speaker, and then understood by the listener or reader. Derrida begins the essay in a discussion on the nature and definition of Communication, when Derrida states: à ¢Ã¢â€š ¬Ã‚ ¦one must first of all ask oneself whether or not the word or signifier communication communicates a determinate content, an identifiable meaning, or a describable value. (Derrida 1). The word or signifier communication occurs twice, in the marked form communication, and again as the verb form communicates. For the reader the use of the word in this way signifies a question which must be explored in the text of the essay. For Derrida this is a rhetorical question. As readers and as a writer approaching the text, if the word communication had a definite or indisputable meaning, there would be no need for a discussion or essay on the subject. This is typical of Derridas stylistic approach in the rhetorical questioning which occurs throughout the text of the essay. The essay is then structured into three sections discussing the factors mentioned in the title Signature Event Context, and Derrida uses examples from other theorists in order to present his arguments for each element. In the first section on Writing and Communication Derrida looks at the arguments of Condillacs essay  [3]  because it : à ¢Ã¢â€š ¬Ã‚ ¦contains an explicit reflection on the origin and function of the written textà ¢Ã¢â€š ¬Ã‚ ¦which organizes itself here within a philosophical discourse that, in this case and throughout philosophy, presupposes the simplicity of the origin, the continuity of all derivation, of all production, of all analysis, and the homogeneity of all dimensions [orders]. (Derrida 4) In using Condillac Derrida is presenting the philosophical ideas on theories of writing from a classical theoretical perspective, whereby writing is taken as presenting the original ideas of the writer and all contributing factors to the writing such as origin, production, derivation and analysis and essentially equal in nature and quality. There is thus no hierarchical system to the elements which form writing, and all contributing factors producing a text, are equal in their importance and relevance to the formation and understanding of the text. Derrida suggests that Condillacs ideas on writing mean that: à ¢Ã¢â€š ¬Ã‚ ¦the birth and progress of writing will follow in a line that is direct, simple, and continuousà ¢Ã¢â€š ¬Ã‚ ¦writing will never have the slightest effect on either the structure or the contents of the meaning (the ideas) that it is supposed to transmit [vehicular]. (Derrida 4) Here Derrida presents Condillacs analysis, whereby if writing is taken as a higher medium of communication than spoken language, the origin and progression of the writing remains an absolute which is uncomplicated and incorruptible; this therefore means that the written form is also constant in its meaning, and for the understanding of the reader. Derrida takes issue with the notion of an absolute meaning of the written later in his essay, and instead suggests that the only absolute in writing is the idea of absence. For Condillac, all writing denotes an absence. There is firstly the: à ¢Ã¢â€š ¬Ã‚ ¦absence of the addressee. One writes in order to communicate something to those who are absent. The absence of the receiver [destinateur], from the mark that he abandons, and which cuts itself off from him and continues to produce effects independently of his presence and of the present actuality of his intentions [vouloir-dire]à ¢Ã¢â€š ¬Ã‚ ¦ (Derrida 5) The act of writing denotes an absence of the writer (absent at the time of reading), and the absence of the reader (absent at the time of the writing), which means that the writing exists independently of both reader and writer and is yet paradoxically linked to a presence. The writer is present in the writing at the time of reading because his/her intentions are made in the words that are written; the reader is present at the time of writing because the writer is intending to communicate an idea in his/her writing through the act of writing. The act of writing therefore implies the absence of both reader and writer. The writing is an independent entity which stands on its own merits after it is abandoned by the writer, yet still causes an effect on the reader; this effect is also autonomous from the actual intentions of the writer, as the understanding and interpretation depend on the reader. This brings Derrida to the second absolute in writing, which is the absence of a definitive meaning. As Derrida states: Representation regularly supplants [supplà ©e] presenceà ¢Ã¢â€š ¬Ã‚ ¦as a continuous and homogenous reparation and modification of presence in the representation. (Derrida 5) The presence of the writer is therefore denoted in the manner in which the text is received by the reader, whose understanding and interpretation of the text are founded not in the ideas which the writer is trying to communicate, but rather in a more practical system of understanding signs. The systematic rules of writing are based on the understanding of the written word; this is founded in language systems, which according to Derrida are only understandable because of their familiarity. Although signs give a representation of the idea which itself represented the object perceived (Derrida 6), it is only the familiarity which makes them understandable. Derrida states: My communication must be repeatable iterable in the absolute absence of the receiverà ¢Ã¢â€š ¬Ã‚ ¦writing that is not structurally readable iterable beyond the death of the addressee would not be writing. (Derrida 7) The signs (words) must therefore be repeatable and repeated in different circumstances in order to be perceived and understand as to what they are signifying; and more importantly for Derrida what they are denoting or connoting. If the purpose of writing is to convey or communicate the writers ideas, the nature of language and words are a representation of something which is repeatable, no matter who the reader (or writer). Whereby writing is initially a means of communication, the actual physical marks and the meaning must have iterability, citability or citationality. All writing can be copied, or must be copyable in order to be classified as writing; therefore it must be open to both iteration and reiteration. For Derrida signs or writing, are essentially infinite in their iterability, in any capacity whether epistemic, grammatical or semiological; thus lies the distinction between written and oral communication (Derrida 9). Derrida also states that in the classical concept of writing, writing simultaneously carries with it a force that breaks with its context (Derrida 9). Derrida goes on to present an analysis of spoken language/signs from Husserl.  [4]  Again the iterability of spoken language is essential to the understanding of what is signified, denoted and understood by the listener, because language operates within a à ¢Ã¢â€š ¬Ã‚ ¦system of rules of universal grammar, not from a linguistic point of view but from a logical and epistemological one. (Derrida 12). This means one must be able to make certain other cultural, social and epistemological references which are understood, and thereby enable an understanding of words or spoken language. Derrida once again opens up his discussion of writing into a wider analysis of language, communication and cultural relevance. For Derrida the significance lies in that understanding is thereby taken à ¢Ã¢â€š ¬Ã‚ ¦in a context determined by a will to know (Derrida 12). The understanding of language and words, whether spoken or written lie in the wider context in which they are read or heard, rather a specific literal context of semantic meaning. This leads to the second section of the essay where Derrida discusses the notion of truth in language, through an examination of the event. Derridas analysis centres on criticism of Austins  [5]  ideas of communication in speech: à ¢Ã¢â€š ¬Ã‚ ¦speech acts only as acts of communicationà ¢Ã¢â€š ¬Ã‚ ¦.Communicating a force through the impetus [impulsion] of a mark à ¢Ã¢â€š ¬Ã‚ ¦the performative does not have its referent à ¢Ã¢â€š ¬Ã‚ ¦outside of itself or any event, before and in front of itself. (Derrida 13) Derrida suggests here that John Austins ordinary language philosophy is in fact determined and restrictive, working only within a framework of definitively absolute unordinary exclusion; as Austin suggests that the performative nature of language takes precedent in communication. Austin analyses all utterances as performative, yet excludes performative speech acts which are quoted, which Derrida finds essentially problematic. This approach is limiting and restrictive, by focussing primarily on analysing the perlocution and illocution, Austin is forced to: à ¢Ã¢â€š ¬Ã‚ ¦free the analysis of the performative from the authority of the truth value, from the true/false opposition (Derrida 13). If language or words take on a performative dimension, this means that the utterances of the words will be placed within a situation (or context) which is independent of either the true essential meaning, or any false interpretation, of the intended meaning. The problem for Derrida is that the meaning of the words are essentially subordinated to the actual utterance or event of the speech, and/or the context within which they are uttered; which in turn produces an event in the meaning as it is understood by the listener. Derridas criticism of Austin also raises questions as to the totalising element of context whereby there is emphasis on the: à ¢Ã¢â€š ¬Ã‚ ¦conscious presence of the intention of the speaking subject in the totality of his speech act (Derrida 14) In the event of the speech act the presence of the speaker places an importance and foregrounding to the intention of the speaker; if the intention of the speaker is prominent in the speech act, then it must follow that the understanding of the receiver/listener becomes secondary. This leads to the inevitability that à ¢Ã¢â€š ¬Ã‚ ¦performative communication becomes once more the communication of an intentional meaningà ¢Ã¢â€š ¬Ã‚ ¦ (Derrida 14) This poses a wider philosophical problem for Derrida in the context of literary or language discourse, as Austin also discusses the criterion of what actually constitutes a successful or failed speech act with elements of correctness and completeness (Derrida 15). This again is restrictive and finite, and goes against Derridas general philosophical openness and approach to literary theory. For Derrida there is an inherent possibility in the success of the event which lays in the possibilities of for example the infelicities in the event, and may not in fact be distinguishable from a successful event. For Derrida the failure of the event, whether deliberate or accidental, serves a greater purpose. Derrida suggests that the presence or potential of failure is what in fact constitutes the event as an ideal. The scope for error and the negative impact on the event, whilst it may destroy the idealistic approach to the event, in fact serves the paradoxical purpose of making the event ideal; by in its very nature in introducing an element of danger to the event. A perfect or ideal event would therefore have an element of danger, which is avoided. Although Austin cites theatrical events, recitations of poetry or literature as examples of felicitous speech events, as Derrida points out there is still scope for mistakes or errors in the utterances. Derrida ends the section on Event by taking an opposing view to Austin, in the similar vein to his opposition to Condillacs views and refers to the itability of the sign in general. Derrida states that speech utterances, or events have an itability. Austins view of the relative purity of performatives (Derrida 18) must be taken not: à ¢Ã¢â€š ¬Ã‚ ¦in opposition to citationality or iterability, but in opposition to other kinds of iteration within a general iterability which constitutes a violation of the allegedly rigorous purity of every event of discourse or every speech act. (Derrida 18) Derridas view on the event of the speech act is that there is a background to the iterability or possible repetition of an utterance, which means that each utterance or speech act must be taken in the context in which it is said. This has an inevitable effect on the operation or understanding of the words which are spoken and what they signify. Contrary to Austins view that emphasise understanding of the thing and the notion (Derrida 18), Derrida stresses that we must also consider that the: à ¢Ã¢â€š ¬Ã‚ ¦motivations, indestructible necessity and systematic effects would be subject to analysisà ¢Ã¢â€š ¬Ã‚ ¦ (Derrida 18) Here the importance of context is fore grounded in relation to the event and is subject to the same metaphysical origins (Derrida 18) which Austin appropriates to the event. Derrida concludes by suggesting that in order to understand context, the conscious intentions of the speaker (and receiver) must be definite. However consciousness is not a definite and is open to discussion and discourse. Therefore although utterances may be specific, the specificity is not exclusive to having an opposite or contrary effect on the listener and thus the event is open to further metaphysical debate. In the final section of the essay Derrida focuses on Signature' as an indicator and measure of the presence of the writer or author. The signature denotes the writer as the source of the text, or the speaker of an utterance, and they hold the form of regulation for the sign or words which are spoken or written. Derrida illustrates that the possibility and inevitability of repetition and iterability is essential to the signature; as with earlier discussions on the nature of signs and language. By its very nature the signature is iterable, as it must be, and is always repeated in order to be recognisable as a signature specific to the author. As Derrida points out although a signature is singular to the author, yet again paradoxically, there is an inevitable plurality to its production; in that it is repeated time and again as a sign of the presence of the writer. Derrida refers back to earlier arguments stating that: By definition, a written signature implies the actual or empirical nonpresence of the signer. (Derrida 20) The signature thereby signifies the absence of the writer, while at the same time denoting the presence of the signer in the past, and can be taken as a substitute for their physical presence; it also implies the presence of the reader in the future or present. Derrida also rather playfully adds his own signature to the end of the essay, as a performative example of an event. As readers we are made aware that Derrida must have at some point made the signature to the paper, however the printed copy of the signature in front of us is not the original or authentic mark/sign made by Derrida, it is an repeated printed copy of the same. This act highlights key elements of Derridas arguments from the essay, as to the nature of iterability, repetition, absence and context. The communication of Derridas ideas in the preceding essay are somehow signified as more genuine, or sincere because he has placed his signature at the end of the essay and placed a mark/sign of authenticity to the essay. Derridas conclusions to the essay tie in with this idea, in that while language can be philosophised in an ordinary manner, as a means of communicating semantics, there is always an underlying and infinite possibility to other factors such as presence, knowledge , representation, and truth. For Derrida the practice of communication and the spoken word or writing must be inclusive of these elements in order for a text to be understood or communicated in its entirety. Derridas stylistic presence is evident in the title and structure of the essay, in the use of questions, often at times rhetorical, and the proposition of paradoxes. The essay is actually structured in the reverse order of the title Signature Event Context: Context is discussed first in presentation of Condillacs ideas, followed by Austins arguments on the Event, and the essay ends with Derridas thoughts on Signature.  [6]  This playing with the order of the elements which Derrida is discussing is somewhat typical of Derridas stylistic and consciously playful approach to writing. At times the language and style is analogous to the spoken word or a speech; which again is self-referential to the form of the text, as it was initially a spoken text/utterance. The form and structure of the essay reiterates the ideas and arguments that Derrida presents. The essay is structured in a fairly accessible yet formal manner whereby Derrida at times breaks arguments or ideas down into listed or numbered sections. Although the complexity of the ideas and concepts presented are perhaps more complicated than the stylistic form of the written language. Derrida repeats certain points and arguments, by presenting his theories in a manner which reiterates the essence of his arguments, and by repeating the same central arguments in a slightly altered form. He uses repetition of the arguments to make the ideas that he is presenting familiar and understandable to the reader, and this is his general approach to the function and understanding of language, signs and words the more familiar we become with words, the easier they are to understand in their true meaning. The meaning lies in the repetition and iterability not only of the words, but also in the concepts and ideas which lie beneath the semantics of the sentences and content of the essay. Derridas arguments are therefore communicated to us as readers when we read and understand the text in the context of the structure of the essay, and experience the text as part of a wider cultural discourse.

Haunted, Joyce Carol Oats: Analysis

Haunted, Joyce Carol Oats: Analysis Haunted by Joyce Carol Oates is a great story about two young girls that are, like most young girls, very adventurous. It is a postmodernism story that was highly impacted by the, then new ideas of psychoanalysis. I like the way in this time period that everything isnt happy, its more realistic. Oates did a great job of creating a sense of fragmentation and isolation in this story. Melissa starts with some background, about how everything got started. Talking about how her mother told her ghosts werent real, but just superstition, and how it was unsafe to go tramping around these old abandoned houses. She then gets very jumpy, jumping from past to present. This sort of threw me off, but she accomplished the sense of fragmentation by doing this. She then goes on to say how stories begin with Once upon a time and how she couldnt tell her stories that way, because thats how fairy tales began. In the fifth grade, Melissa had a teacher, Mrs. Harding who was very picky about messy notebooks. More is expected of you, Melissa, so you disappoint me more is what Mrs. Harding would say to Melissa about her journal grade, making her feel isolated. And Mary Lou, her friend wouldnt help the situation any. Mrs. Harding died of a stroke, and Mary Lou blamed it on the two of them, that was because of us, wasnt it, also creating the sense of isolation. Melissa always thought Mary Lou was the prettiest girl, and that she was ugly, again making her feel isolated. Then she jumps back to present time. This part was hard for me to wrap my head around, I had to read the whole story a few times to understand what was going on, but when I did, I really liked it. She talks about how shes older, husband dead for nearly a year..children scattered, once again, isolated. But now it doesnt seem to bother her, she likes the way there is no one to interrupt..no one to pry. But she isnt content with the way she looks, being older, so she avoids mirrors, to make her feel younger. Then she jumps back in time, but not back to her childhood with Mary Lou, but with her husband. They were in a cornfield, and she was running from him, she began to hear the rustling sound, the sound of voices. She felt he could never love her, because she was the ugly one, comparing herself to Mary Lou, whom he had never met. Once again, making her feel isolated. Then back again to her childhood with Mary Lou. A story about the Medlocks, and their farm. Mr. Medlock died in one of the barns, and Mrs. Medlock found him, and how she went crazy and was put in a state hospital. Of course Melissa and Mary Lou wondered if the house or barns were haunted, and they just couldnt stay away. They explored the barns, and peeped in the house windows, and climbed on the roof. Mary Lou would make comments about how shed like to burn this place down, and Melissa would get scared that she really would, again feeling isolated, and Mary Lou would laugh and say she was just playing. Melissas mother hated Mary Lou and tried to get Melissa to make better friends with the other girls. When Mary Lou and Melissa would go to town, Mary Lou would ignore Melissa when the other girls were around, then act like her best friend on the ride home. Once again, Melissa is isolated. Melissa was very jealous of Mary Lous long, blond, silky hair. She would dream about it, but by t he time she woke up, she would be confused if the hair was hers, or someone elses. Mary Lou was older, taller, a bit heavier, and in Melissas eyes, prettier. Melissa noticed that the older boys whistled at her, and the bus driver called her Blondie, but Melissa never got that attention. Mary Lou would make comments about how she wished all the cows would die..so her father would give up and sell the farm and they could live in town in a nice house and to Melissa, Mary Lou wanted to abandon her. Again, Melissa was feeling isolated. Later Melissa found out that the bank owned most of Mary Lous familys farm, even the dairy cows. In seventh grade, Mary Lou had a boyfriend who was older, and she picked Hans over Melissa, leaving her walking on the road by herself. She said she preferred to be alone, so she was isolated, but this time, by choice. Around this time, Melissa and Mary Lou go to the Minton house, where a man beat his wife to death and no one found out until he killed himself with a .12-guage shotgun. From the road the house looked big, and it seemed hard to believe that anything like that happened, but Melissa was wrong. Inside the house, Melissa heard low persistent murmuring but Mary Lou didnt act like she heard it, once again Melissa is isolated. Hans had stopped coming around, Mary Lous father had found out about it, Mary Lou would say I hate them all, and I wish.. which Im sure she would have taken back if she knew what was to become of her. They picked the Minton farm as the one they liked the best, picnicking on the front porch, acting like sisters, acting like they lived there. Melissa went back herself a few days later, and thats when she went upstairs and the woman greeted her. She was alone, but wasnt afraid. When the person told her to come away from the window, she took her time. This really surprised me, but this is probably the first time in the whole story that she didnt really feel isolated, but I definitely would! The way Oates didnt use quotation marks on what the person said to Melissa, until Melissa saw the woman confused me. The woman punished her, she became scared, then let her go. This is where the psychoanalysis comes in. Is she dreaming this woman is there, and this punishment happened? Because she talks about how she doesnt mind the smell of the room, and how its not her doing these things (taking off her pants/panties and lying down on the nasty bed.) Melissa told Mary Lou about the Minton house, but not that the woman wanted to see her like the woman asked, and Mary Lou went anyway. I think this is the first time in the story where Melissa feels like shes in control when it comes to hers and Mary Lous friendship., but this is what costs her the friendship. Mary Lou makes the comment I hate you..I always have and yes, again, Melissa is isolated. Then back to present day, and Melissa is confused. She knows what has happened in her life, but not what has happened in the pages of the notebook. Mary Lou was found murdered ten days after her hateful comment to Melissa, and Im sure Melissa felt as if it was partly her fault. Her mother made sure she knew that Jesus loves her too, and her parents wouldnt let her to go the funeral. Im sure she felt isolated. She finishes up the story with how she doesnt remember things that just happened as well as things that happened in the past, and with Once upon a time. Oates did a really good job of writing this story. It was very believable, if it wasnt true. She did a good job of using psychoanalysis, and a constant feel of isolation. I liked it a lot, I liked most of the Modernism/Postmodernism stories.

Love Song of J Alfred Prufrock Essay -- T.S. Elliot

In the poem "The Love Song of J. Alfred Prufrock" by T.S. Elliot, Prufrock is a man that is pessimistic, has low self-esteem, and has much internal conflict. He believes that he isn't good enough for the women of his desire; this theme also becomes a motif.   Ã‚  Ã‚  Ã‚  Ã‚  The epigraph of the poem is an excerpt from Dante's Inferno, in which that the perfect audience could only be someone who would never be allowed into the real world where that person(s) might reveal Prufrock's idiosyncrasies. This of course is impossible so therefore he must settle on a personal reflection, thus creating an interior dialogue. This in effect sets a mood of isolation giving the reader some foreshadowing in to what the poem will be about.   Ã‚  Ã‚  Ã‚  Ã‚  The image of "a patient etherized upon a table" and "half-deserted streets" gives a more gloomy setting and adds to the isolation set forth by the epigraph. On lines 55-58, Prufrock compares himself to an insect being on display for all to poke and prod. This is how he will feel if he where to ever try and talk to one of the girls that he is so fascinated with. The yellow fog described on lines 15-25, refer to a giant cat spreading into every crevice and nook, spreading out enveloping everything in its path; the color yellow is used to show the fog is somehow tainted giving the feeling of being smothered.   Ã‚  Ã‚  Ã‚  Ã‚  The lines "In the room the women come and go talking of Michelangelo" are repeated because it is this person that Prufrock compares himself to. Michela...

Bradbury :: Biography Biographies

Bradbury A common theme in science fiction is outer space. Many of Bradbury's stories take place there. As critic Wayne L. Johnson observes, "For Bradbury, space is not merely a stage upon which stories of the future are played, it is what the Great Plains were to the pioneers, not just a frontier but a symbol of the future for the human race" (49). If space serves as a symbol of the future for the human race, the story "Kaleidoscope" has a large amount of symbolism. In this story, the crew of a spaceship is shot into space. "The first concussion cut the rocket up the side with a giant can opener. The men were thrown into space like a dozen wriggling silverfish. They were scattered into a dark sea; and the ship, in a million pieces, went on, a meteor swarm seeking a lost sun" (Bradbury The Stories of Ray Bradbury 143). The view expressed in "Kaleidoscope" is that although people come from one original being, they grow apart all the time. This divergent evolution is clearly expressed as each member of the crew, although separated for a short time, changes their view on the situation. The crewmen being hurled at the sun has a happy attitude, while the ones being hurled into darkness are engulfed in it. Bradbury might have not intended the reader to find this theme in the story, but it shows how creatures adapt to their environment. Another element of Bradbury's writing is robots. Wayne L. Johnson explains that "the robot represents the ultimate heart of the scientific conceit, wherein men's knowledge of the universe becomes so great that he is able to play God and create other men" (73). Robots represent the degrading value of life present in society. All of Bradbury's robot stories found in The Stories of Ray Bradbury come to unhappy endings. They are "horror stories as well as light-hearted warnings against taking robots for granted" (74). Many stories with robots are considered science fiction because robots are considered to be futuristic things. Bradbury uses robots to show the value people place on science over human beings. In "Marionettes, Inc.", two men are unhappy with their wives. One man, Braling tells the other man, Smith, that he has purchased a robot to take his place as a husband.

My Work as a Volunteer Nurse Essay -- Contribution to My Community Serv

My community service work at County Hospital is to care for the rudimentary needs of each patient. My goals are to provide inspiration during the healing process, teach kindness and compassion, and discover my own abilities for empathy. "Courage doesn't always roar. Sometimes it is the quiet voice at the end of the day saying, "I'll try again to tomorrow (Mary Anne Radmacher)." My hope as a volunteer is to help each patient find that voice, find that courage to go forward. It is easier for patients find that voice when they know that somebody cares. Many patients are exhausted and unable to perform the simple rudimentary tasks that are part of a normal daily routine. As a volunteer, most of my time is spent assisting patients in hygienic tasks as well as reliving physical pain by helping someone change positions or rubbing a patient's back. I realize that this might not sound appealing to some, but it means everything to the patient and that's what is important. I believe that with every experience, there is a lesson to be learned. While volunteering, the nurses taught me how...

Reflective Account Essay

Introduction This assignment will show a detailed account based on an experience in my second year community placement. The framework I shall be using to reflect is Gibbs’ (1988) model of reflection. Within this model are six phases incorporated into a cycle. Each phase will allow me to think systematically about the experience and identify areas where improvement is needed. This reflective account will incorporate the Scottish Patient Safety Programme (SPSP) aim to ‘Prevent Pressure Ulcers’ (SPSP, n.d.a). Pressure ulcers are defined as â€Å"an area of damage to the skin and underlying tissue that is caused by unrelieved pressure, friction and/or sheer forces† (Posnett and Franks, 2008). The SPSP is co-ordinated by Healthcare Improvement Scotland (HIS) and aims to improve patient safety and reduce adverse events. (SPSP. n.d.b). This aim is relevant to the patient involved in this experience as they are a high risk of developing a pressure ulcer therefore preventative measures need to be addressed. To ensure privacy and confidentiality in accordance with the Nursing and Midwifery Council (NMC, 2012a), I have renamed this patient Mathew for the purpose of this assignment. Description Mathew is an 82 year old man who recently suffered a fall within his home and was admitted to hospital with a fractured hip and subsequently had to have a total hip replacement. Mathew was discharged from hospital back to his home with the care of District Nurses visiting him on a daily basis to administer his Clexane injection. Due to Mathew’s injury his mobility has been compromised and has subsequently become incontinent. During our first visit with Mathew my mentor asked me to carry out a ‘Waterlow’ assessment with him. This tool is a scoring system which identifies if a patient is at risk of developing a pressure ulcer (HIS, 2009). As the score was above 10 Mathew was deemed ‘at risk’. Both my Mentor and I discussed with Mathew regarding his risk level, we suggested a pressure†¦ In this assignment, I need to reflect on the situation that taken place during my clinical placement to develop and utilize my interpersonal skills in order to maint ain the therapeutic relationships with my patient. In this reflection,  I am going to use Gibbs (1988) Reflective Cycle. This model is a recognized framework for my reflection. Gibbs (1988) consists of six stages to complete one cycle which is able to improve my nursing practice continuously and learning from the experience for better practice in the future. The cycle starts with a description of the situation, next is to analysis of the feelings, third is an evaluation of the experience, fourth stage is an analysis to make sense of the experience, fifth stage is a conclusion of what else could I have done and final stage is an action plan to prepare if the situation arose again (NHS, 2006). Bairdand Winter (2005, p.156) give some reasons why reflection is require in the reflective practice. They state that a reflect is to generate the practice knowledge, assist an ability to adapt new situations, develop self-esteem and satisfaction as well as to value, develop and professionalizing practice. However, Siviter (2004,p.165) explain that reflection is about gaining self-confidence, identify when to improve, learning from own mistakes and behavior, looking at other people perspectives, being self-aware and improving the future by learning the past. In my context with the patient, it is important for me to improve the therapeutic relationship which is the nurse-patient relationship. In the therapeutic relationship, there is the therapeutic rapport establish from a sense of trust and a mutual understanding exists between a nurse and a patient that build in a special link of the relationship (Harkreader and Hogan, 2004, p.243). (Peplau 1952, citedin Harkreader and Hogan 2004, p.245) note that a good contact in a therapeutic relationship builds trust as well as would raise the patient’s self-esteem which could lead to new personal growth for the patient. Besides, (Ruesch 1961, cited in Arnold and Boggs 2007, p.200) mention the purpose of the therapeutic communication is to improve the patient’s ability to function. So in order to establish a therapeutic nurse-patient interaction, a nurse must show up caring, sincerity, empathy and trustworthiness (Kathol, 2003, p.33). Those attitudes could be expressed by promoting the effective communication and relationships by the implementation of interpersonal skills. Johnson (2008) define the interpersonal skills is the total ability to communicate effectively with other people. Chitty and Black (2007, p.218) mention that communication is the exchange of information, thought and ideas via verbal and non-verbal which both present simultaneously. They explain  that verbal communication is consists of all speech whereas non-verbal communication consists of gestures, postures, facial expressions, tone and level of volume. Thus, in my reflection in this assignment would be discussed on my development of therapeutic relationship in the circumstance of the nurse-patient relationship using the interpersonal skills. My reflection is about one patient whom I code her as Mrs. A, not a real name(Appendix I) to protect the confidentiality of patient’s information (NMC, 2004).In this paragraph I would describe on the event takes place and describe that event during my clinical placement. I was on the female psychiatric ward having a 2 weeks clinical placement for mental health care in semester 3.Generally, there were two separated psychiatric wards which were male psychiatric ward and female psychiatric ward but both wards were sharing the small cafeteria in the area of psychiatric ward. The psychiatric wards were locked up from one main entrance. In the ward, the female psychiatric patients were encouraged to walk out from the female ward and combine with the male psychiatric patients at the small cafet eria during their meal time. During lunch, I noticed one lady was still sitting on her bed. She was Mrs. A, 76 years old been diagnosed a schizophrenia. She was unable to control the muscle also called tremor due to lack of the chemical as she was having a side effect of antipsychotic medication which was a Parkinsonism (Sahelian, 2005). She could not walk herself and need to be assisted if she wanted to stand or walk. So I took the Mrs. A’s lunch meal and fed on the bed. This old lady was unable to feed on her own. So I checked her diet and served her meal. I fed her meal until finished. In this paragraph, I would discuss on my feelings or thinking that took place in the event happened. Before I started to feed her, I introduced myself and approached Mrs. A. So I tried to build a good rapport with her as I do not want her to feel strange as I was not her family members or her relatives. My first approached was to her was to ask whether she wanted or refused to take her lunch. She was on soft diet as she was having a difficulty in swallowing or dysphasia. Then I asked her permission to feed her. She looked at me and looked like blur. In this situation, I showed up my emphatic listening as I put myself in her shoes and assuming I was having a hearing problem. According to Wold (2004, p73) the emphatic listening is about the willingness to understand the other person not just judging the person’s  fact. Then, I touched her shoulder, kept saying, and raise my tone a bit because I was afraid if she had a hearing trouble. At the same time, I did somebody gesturers which could be interpreted an action of eating. I paused, repeated my actions but this time I was using some simple words in the patient dialect. Then she looked at me again and nodded her head. Fortunately the body gesturers also helped me in the conversation with her. In the meantime, I was thinking whether the first language was not her mother tongue but I kept myself communicate verbally with her including using my body gesturers and facial expression. Body gesturers and facial expressions are referred as a non-verbal communication (Funnellet al , 2005, p.443). In my thinking, I needed to speak louder and know more words in her language so that she could understand and interpret of my actions towards her. I thought of the language barrier that breaks our verbal communication. Castledine (2002, p.923) mention that the language barrier arises when there are individuals comes from a different social background use their own slang or phrases in the conversations. Luckily, those particular body gesturers could make her understand that I was going to feed her lunch. During the feeding I maintained the eye contact as I do not want her to feel shy. This is because; my eye contact could show up my interest to help her in feeding. This is supported by Caris-Verhallenet al (1999) which mentioned that the direct of eye contact could express a sense of interesting the person to the other person involves in that communication. In the meantime I communicated with my best with her do that she felt comfortable. As a result, she gave a good cooperation and e njoyed the meal until finished. In my evaluating, I feel I make the right decision to accompany and assist Mrs. A in feeding. Furthermore, I could develop my nurse-patient relationship. Although McCabe (2004, p.44) would describe it as a task-centered communication as one of the element caused the lack communication among nurses, but I think my nurse-patient relationship communication both involved a good patient-centered communication and task-centered communication. In my personal opinion, I attended to Mrs. A as a patient to show my empathy because she was unable to feed herself. It was also as my duty to feed her so that I could make sure the patient get the best care in the ward. So my involvement in this nurse-patient relationship does not only restrict to the task-centered communication because (Burnard 1990, and Stein-Parbury 1993,  cited in McCabe 2002, p.44) define attending as a patient-centered process as wells as to fulfill the basic conditions as a nurse to provide the genuineness, warmth and empath y towards the patient. I was able to improve my non-verbal communication skills in my conversation with her during the feeding. As she was having a hearing problem and could not communicate in the first language properly, so the non-verbal communication plays a role. Caris-Verhallen et al (1999, p.809) state that the non-verbal communication becomes important when communicating with the elderly people who develop a hearing problem. Hollman et al (2005, p31) suggests some effective ways to maximize the communication with hearing impairment people such as always gains the person’s attention before speaking, visible yourself to prevent them feel frighten and try to use some sensitive touch. I feel this is a good experience to me because I learn to develop my non-verbal communication. I used most of the body gesturers because of the language barrier was being a gap in my conversation with Mrs. A. She could speak very limited in the first language so I tried to speak in her dialect. Furthermore, Wold (20 04, p.76) mention that gesturers are one specific type of non-verbal communication intended to express ideas and are useful for people who cannot use much words. However I also used my facial expressions to advise her to finish the meal. It might be not so delicious because she withdraws the meal after few scopes but I smiled and assured Mrs. A that it was good for her health to finish her meal. In addition, the facial expressions are most expressive which are not limited to certain cultural and age barriers (Wold, 2004,p.76). Therefore my facial expression worked out to encourage her to finish the meal. Although I could not explain detail to her about the important nutrition diet that she should take, but I could advocate her to finish the meal served because the meal was prepared according to her condition. In order to analysis of the event, I could evaluate that, my communication skills are very important to provide the best nursing care to Mrs. A. My communication with Mrs. A was the interpersonal communication. This is because the interpersonal communication is a communication which involved of two persons (Funnell et al 2005, p.438). I realized that my nonverbal communication did help me a lot in my duty to provide the nursing care to Mrs. A. Even though she could understand few simple words when I was asking her but I noticed that one of the  problems occurs within the communication was the language barrier. As the patient was not using the official language and the second language, I tried to speak in her language. I still could manage the communication in our conversation. However, it was quite difficult to promote the effective verbal communication with the patient. Besides, White (2005, p.112) recommend that a nurse should learn a few words or phrases in the predominant second language to put a patient at ease for better understanding. Although it was quite difficult but using the nonverbal simultaneously with the verbal communication did encou rage her to speak on her best to make me understand her words. In the event showed that, there was a response from Mrs. A. when I was asking her questions. Funnel et al (2005, p.438) point out that a communication would occur when a person responds to a message received and assigns meaning to it. She nodded her head to assign that she agreed with me. Delaune and Ladner (2002, p.191) explain that the channel is one of the component of the communication process which act as a medium during the message is sent out. In addition, Mrs. A also gave me a feedback that she understood my message by transmitting the message via her body gesturers and eye behavior. Thus I could consider that the communication channels used in my conversation were visual and auditory. Delaune and Ladner (2002, p.191) state a feedback is that the sender receives the information after the receiver react to the message. However, Chitty and Black (2007, p.218) define feedback is a response to a message. In my situation, I was a sender who conveyed the message receiving the information from Mrs. A, the receiver who agreed to take lunch and allow me to feed. Consequently, I could analyze that my communication with Mrs. A involved of five component of communication process which are sender, message, channel, receiver and feedback (Delaune and Ladner, 2002, p.191).In a nutshell, for my reflection of this event explores about on how the communication skills play a role on the nurse-patient relationship in order to deliver the nursing care towards the patient especially the adult. She needed quite some time to adapt the ability changes in her daily activities living where I was trying to help her in feeding. I was concerning my feeling and thoughts during the feeding so that I could improve more skills in my communication. I successfully communicated with her effectively as she enjoyed finishing the meal. So it  is vital to build rapport with her to encourage her ability to speak up ver bally and non-verbal. Moreover, this ability could help her to communicate effectively with other staff nurses. Later, she would not be neglected because of her age or her disability to understand the information given about her treatment.(Hyland and Donaldson 1989, cited in Harrison and Hart 2006 p.22) mention that communication express what the patients think and feel. In order to communicate with adult, it is important to assess her common communication language and her ability to interact in the other languages. As I used some words in her dialect, I essentially encouraged the patient to speak out verbally and communicate non-verbal so that the message could be understood and do not break the nurse-patient communication. In my opinion, I evaluated that it does not a matter whether it was a patient-centered communication or task-centered communication because both communication mentioned by McCabe (2004) actually does involves communication to the patients. So it was not a problem to argue which type of communication involves in my conversation with my patient. After I analyzed the situation, I could conclude that I was be able to know the skills for effective communication with the patient such as approach the patient, asking questions, be an active listening, show my empathy and support the patient emotions (Walsh, 2005, p.34). Actually helping the adult was a good practice in delivering the nursing care among adults. My action plan for the clinical practice in the future, if there were patients that I need to help in feeding or other nursing procedure, I would prepare myself better to handle with the patients who would have some difficulty in communication. This is because, as one of the health care worker, I want the best care for my patients. So in related to deliver the best care to my patients, I need to understand them very well. I have to communicate effectively as this is important to know what they need most during warded under my supervision as a nurse. According to my experience, I knew that communication was the fundamental part to develop a good relationship. Wood (2006, p.13) express that a communication is the key foundation of relationship. Therefore a good communication is essential to get know the patient’s individual health status (Walsh, 2005, p.30). Active listening could distinguish the existence of barrier communication when interactions with the patients. This is because, active listening means listening without  making judgment to listen the patients ’opinions or complaints which give me chances to be in the patients’ perspective(Arnold, 2007, p.201). On the other hand, it also crucial to avoid the barriers occurs in the communication with the patients. I could detect the language barriers by interviewing the patients about their health or asking them if they needed a ny help in their daily activities living. However, I would remind myself for not interfere my communication with barriers such as using the open-ended questions, not attending to non-verbal cues, being criticizing and judging, and interrupting (Funnell et al, 2005, p.453). Walsh (2005, p.31) too summary that making stereotyping and making assumptions about patients, perceptions and first impression of patients, lack awareness of communication skills are the main barriers to communications. I must not judge the patients by making my first impression and assumption about the patients but I have to make patients fee devalued as an individual. I should be capable to respect their fundamental values, beliefs, culture, and individual means of communication (Heath, 2000,p.27). I would be able to know on how to build rapport with the patients. There are eleven ways suggest by Crellin (1998, p.49) which are becomes visible, anticipate needs, be reliable, listening, stay in control, self-disclosure, care for each patient as an individual, use humour when appropriate, educate the patient, give the patient some control, and use gestures to show some supports. This ways could help and give me some guidelines to improve my communication skills with the patients. Another important thing to add on my action plan list is to know which the disabilities of the patients have such as hearing disability, visual impairment and mental disability. Once I could know the disability that a patient has, I could well-prepared my method of communication effectively as Heath(2000, p28) mention that communicating with people who was having some hearing impairment, sight impairment and mental health needs required the particular skills and considerations. Nazarko (2004, p.9) suggest that do not repeat if the person could not understand but try to rephrase and speak a little more slowly when communicating with the hearing difficulties people. Hearing problem commonly occurs among adults because of ageing process (Schofield,2002, p.21). To summarize for my action plan, I would start a communication with a good rapport to know what affects the patients’ ability to communicate well and  to avoid barriers in effective communication in future. In conclusion of my reflective assignment, I mention the model that I chose, Gibbs (1988) Reflective Cycle as my framework of my reflective. I state the reasons why I am choosing the model as well as some discussion on the important of doing reflection in nursing practice. I am able to discuss every stage in the Gibbs (1988) Reflective Cycle about my ability to develop my therapeutic relationship by using my interpersonal skills with one patient for this reflection. Reflection on a Clinical Skill The purpose of this assignment is to reflect upon a clinical skill that I undertook whilst on my second year community placement. I have chosen to use Gibbs (1988) model of reflection. In accordance with the Nursing and Midwifery Council (NMC), The Code of Professional Conduct (2008), confidentiality shall be maintained and all names changed to protect identity. The clinical skill I have chosen to reflect upon during this assignment is the monitoring of capillary blood glucose (CBG). I have chosen this skill as during my previous acute placements as a student I was not permitted to undertake them, and whilst in the community the Primary Care Trust (PCT) allows it. Having yet to develop this skill I thought that by reflecting on carrying it out would help me to gain the knowledge and confidence needed to perform it in the future. According to Siviter (2004) reflection is about gaining confidence, identifying when you could have improved, learning from your mistakes and about your beha viour, viewing yourself as others do, self awareness and changing the future by learning from the past. Description During a routine daily visit with my mentor Jane, a District Nurse, to Nisha, an elderly Asian lady who was Diabetic, Jane asked me whether I would like to take Nishas CBG. As I had only started doing CBGs during this placement I thought it would be a good learning opportunity so I agreed to do it. Jane asked Nisha whether she minded me doing her CBG and although she did not speak very much English she understood and consented for me to do it. I went into the kitchen and washed my hands. I returned to the living room where  Nisha was and asked her whether her hands were clean, to which she answered yes. I then assessed that Nisha was sat down on a low sofa, and thought it best to kneel down and lay my equipment out on the coffee table so that they were all to hand. Once checking that the blood glucose monitor had been calibrated and that the test strips were in date I opened a test strip and placed it into the monitor. I then put on gloves and asked Nisha whether she was comfortable and ready and which finger she wanted me to use, she said yes and held up her right third finger so I got the single use lancet and pricked the side of Nishas finger, disposing of the lancet into the sharps box. The blood came immediately and I applied it to the test strip and waited for the result, in the meantime I held a clean cotton wool ball to Nishas finger to stop the bleeding. I discarded the test strip and my gloves and recorded the CBG.I then washed my hands again. Once we had left Nishas property my mentor commented that I had done very well, but should have asked Nisha to wash her hands before commencing the CBG test. Feelings When Jane, my mentor, first asked me if I wanted to do Nishas CBG I felt slightly nervous as I had only done a few previously and was aware that she would be observing me through the procedure which also gave me reassurance that if I were to do anything wrong she would be there to highlight it. Once Nisha had consented to me doing the CBG I felt pleased that she trusted me to carry out the process, which allayed my nerves. During the procedure I was aware that my mentor was watching me, which once again made me anxious, but she was encouraging me the whole time and totally supportive. When I instantly got blood once pricking Nishas finger I felt a sense of relief that I had done it correctly. Once the whole process was over Nisha held my hand and smiled and in broken English said â€Å"thank you, thank you†, I was humbled by her response as I felt I was just doing my job. Overall I was satisfied with my performance and felt positive that I wouldn’t be so nervous next ti me round. Evaluation On the whole performing this clinical skill went really well, and having not had much practice at doing this particular skill I was glad to have had the  opportunity to do it whilst under direct supervision from my mentor. I think that my communication with Nisha, even though she spoke little English was very good and that I had formed a strong therapeutic relationship with her. I feel that on reflection I should of asked Nisha to wash her hands before the procedure, and that my mentor should have ensured this, to guarantee that the reading was not contaminated. Analysis I will start by looking at the skill and the evidence supporting it. CBG monitoring is part of many diabetics daily routine. If a patient’s CBG goes up (hyperglycaemia) or down (hypoglycaemia) it can cause the patient to become unwell (Baillie, 2009). Dougherty & Lister (2008) state that in the short term CBG monitoring can prevent hypoglycaemia and ketoacidosis and in the long term can considerably lower complications arising that could affect the patient both vascularly and neurally. Patients can control their condition through diet, oral hypoglycaemic agents, insulin therapy or a combination of the above, (Higgins, 2008). By asking Nisha whether she minded me performing the CBG my mentor had gained informed consent in accordance with the NMC (2008), who say that consent must be gained before any treatment is commenced. I washed my hands following the Ayliffe (1978) technique in order to prevent the spread of infection, Pratt et al (2007) state that hands must be decontamina ted between each and every episode of patient care. I asked Nisha whether her hands were clean, as one of the main causes of inaccuracy of CBG readings are fingers that are contaminated with foodstuffs (Alexander et al, 2000). I assessed that Nisha was sat comfortably on a low sofa, Jamieson et al (2007) says to ensure patient comfort and prevent any injury occurring should the patient feel faint during the procedure . I then knelt down and laid my equipment out on the table, as Baillie (2009) suggests that all equipment needed for a procedure should be within easy reach, and avoid any twisting or stooping which could cause me injury, in line with the PCT Moving and Handling Policy and Procedure (2006). I then checked the CBG monitor had been calibrated and that the test strips were in date, to prevent false positive/ negative readings (Hastings, 2009). I then put on my gloves and asked Nisha whether she was ready and which finger she wanted me to use, Jamieson (2007) says  that gloves should be used to prevent the patient and nurse from any potential blood borne infection. The NMC (2008) state that you must allow patients to make decisions about their care, and also that patients should be treated indiv idually and with dignity. Suhonen et al (2007) conclude that individualised patient care leads to positive patient outcomes, such as patient satisfaction, patient autonomy and patients perceptions on health related quality of life. I used both verbal and non-verbal communication, which involved speaking slowly and clearly so that Nisha could understand what I was saying. I also used non-verbal communication through touch, eye contact, facial expressions and body language, (Funnell et al, 2009). I then using a single use lancet, in accordance with PCT (2005) policy on blood glucose monitoring, pricked the side of Nishas right third finger and disposed of the lancet into the sharps box. Baillie (2009) suggests that the third, fourth or fifth finger should be used as the thumb and index finger are important for touch, and to use the side as it is less painful. To prevent injury sharps and unused drugs must be placed in disposal boxes at the point of use, (Dougherty and Lister, 2008). I applied cotton wool to stop any bleeding and then disposed of the test strip and my gloves, washed my hands again using the Ayliffe (1978) technique and recorded my findings. Hastings (2009) recommends applying pressure briefly to the puncture site to prevent painful extravasation of blood into the subcutaneous tissues. The Department of Health (2007) state that to reduce the risk of cross infection any waste must be disposed of appropriately. Flores (2006) maintains that it is important to wash your hands after removing gloves as bacteria can contaminate them through small defects in the gloves or during removal. Records should be completed as soon as possible following an event (NMC, 2008), and as a student all documentation needs to be countersigned (Siviter, 2004). My mentor said that I should have asked Nisha to wash her hands, not if they were clean the rationale being the same as previously stated, (Alexander et al, 2000), and also Cowan (1997) also agreed that patients hands should be washed to ensure a non-contaminated result. Conclusion In conclusion I now appreciate how in depth a â€Å"simple† CBG procedure actually is, when done correctly. I have looked further for evidence stating that patients hands should be washed before the CBG test is performed and realise that I should have asked Nisha to do so as the result could potentially have been wrong. On reflecting on undertaking this skill I have developed my learning of the need to carry out this procedure and the importance of it to a Diabetic. I have also found that following guidelines is vital to accurate results. Action Plan In future when I carry out this procedure I will continue to practice as I have done as long as this is in line with local trust policy and supporting evidence. I will always ensure that the patient washes their hands before commencing the process, as this is what evidence suggests is good practice and also important for an accurate result.

Research Paper (Football’s Effects on Personal Health)

Rodney Whitehead Eng 102 Research Paper 12/10/08 Football A person’s health is one of the most important things to maintain throughout his/her life. Playing sports is a fun and effective way to stay healthy mentally as well as physically. Football is an extremely physical, mentally advanced sport and is an excellent example of this. Football is an effective way to improve the physical, mental and social aspects of a person’s health. Football dates as far back as ancient Greece. Greeks made these games, which compare to modern football, to simulate warfare and battle strategies. If you know how an ancient phalanx works, you can find similarities between it and how the offensive and defensive line interact. It’s mostly just a lot of pushing and shoving with intent to penetrate the line and break the phalanx using shields and spears in a tactical fashion to create an ideally impenetrable unit. The linebackers, and defensive backs would represent the secondary defenses. The offensive backs and receivers represented the higher ranks of warriors. It was a game they played to showcase their skills, and it was an alternative of staying in shape without spending hours in the gymnasium. It also gave them more social interactions with people who had similar interests. The game of football has without a doubt become more advanced. It has become an multitude of associations and leagues each with their own individual rules and regulations. The game itself can be very confusing to understand from a foreign standpoint. However, the object of the game is simple. The team with the ball has to get it into the opposing teams endzone. Obviously it is more complicated than that but it’s the basic idea. When weighing the pros and cons of impacts on health with playing football, there are some negative aspects that go along with it such as injuries, risks with playing in severely cold weather, and other minor problems players might have with chronic pain or irritations on the body which include joint damage, turf toe and athletes foot, etc. Injuries in professional football do happen often, but it’s a part of playing the game. I personally would have rather broken every limb on my body than not ever have played football. According to Ernest Needham, injuries are abundant but not overwhelming considering the amount of people who play the sport. â€Å"We all know that accidents will happen in the best regulated of sports (even pedestrians are not free from them); but accidents of a serious or fatal nature are very rare considering the thousands who play, and it is questionable whether the percentage does not compare favorably with those of other pastimes (Unk 1-Par 7)†. All other health risks of football which are but minor compared to injuries should just be something athletes should go through to play such a fun and beneficial game. In my eyes, football is one hundred percent beneficial. One of the best things about football is that there is a spot for and type of person. Basically big, strong men play on the line; small, fast men can usually play as cornerbacks and safeties; strong and fast men will usually play running back or linebacker; and the tall, fast guys who can catch make good receivers. One aspect of football that makes it good for human health and development is the extra conditioning that is required to stay in shape. Conditioning mainly is based around running. A good thing for football players to practice and develop often is sprinting. Speed is the most important factor when playing football and it is extremely beneficial to one's health to sprint on a regular basis. It allows the heart to adapt and operate at higher speeds without such a high exhaustion factor as would usually be the case for someone who doesn't sprint regularly or at all for that matter. Football builds up strength and endurance in every part of your body. It increases your cardiovascular muscles and decreases your resting heart rate. You also become more balanced by learning different techniques and it develops the footwork of athletes to build speed and quickness. Unk 3 Par 2) Sprinting is most commonly practiced in what we call circuits or pyramids. A circuit is a multitude of different types of sprints performed in a row with little or no rest. For example, an athlete would start with seated arm sprints and when the whistle blows, he would get up and sprint to the forty yard cone at full speed. When he reaches the cone he would back pedal 20 yards, then do fifteen seconds of high knees. After this he would then sprint out the remaining forty yards. Circuits can be performed in any order with any combination of sprinting exercises. Circuits promote endurance, acceleration, speed and exercise diversity which is an important part of adaptive health as well as a vital skill one needs to play football. Sprinting pyramids go along with the idea of starting out small and gradually increasing distance and intensity. Let’s say you’re on a standard track. From the starting line, the sprinter would sprint a short ten yards, touch the line and come back. This is followed by increments of ten usually. Once the pyramid reaches sixty yards out, the sprinter gradually goes back down in increments of ten to act as a cool-down. Pyramids develop an athletes agility, endurance and also builds an athletes ability to sprint with stability and control. As a result, sprinting is extremely beneficial to an athletes health and well-being and this demonstrates how the sprinting aspect of football is a major part in the health of an individual. Most teams also coach their athletes to run long distances. Long distance running is an excellent way to boost a human’s cardiovascular stamina and increase the strength in an athletes fast-twitch muscle system in his/her legs. The reason it is so effective in improving someone’s health is because it keeps the heart beating at a high rate for a long period of time. This sends oxygen quickly to all the body’s key receptors which is essential to maintain motor skills, and better a human’s growth and blood flow. It also enables the heart to adapt and strengthen to be able to handle such a strain for such a long period of time. This helps athletes keep energy during games and practice without getting as tired. Long distance running is usually done as a team or in smaller groups throughout the team. For example, the backs receivers will run in one group and the lineman and linebackers will run in the other. The distance teams run always varies based on the coaches, how the practice has gone so far, and the weather, but usually when I say â€Å"a long distance run†, I mean at the very least one mile. Take me for example. I run one and a half miles every day before I strength train. I don’t consider that to be a long distance run at all. It’s more like a little warm up. On Fridays I run three miles which judging by how tired I am after, I consider to be long distance running. What defines the term â€Å"long distance running† is the physical abilities of the athlete and how much they are willing to sacrifice to be a healthy person and an excellent football player. Running in football is a great building block to a healthy lifestyle. Usually people who run and do other exercises regularly will generally have more energy throughout the day than non-athletes. People who have not experienced this first-hand may think otherwise. They might think that if someone exercises everyday, it would drain them and make them tired all the time. That is definitely not the case. Exercise lowers your heart rate in times of inactivity allowing the body to operate using less energy than someone who’s heart rate may be higher during times of inactivity. For example an idle body which has a heart rate of 70 regularly will use more energy than an athlete with an idle heart rate of 52. Therefore an athlete will generally have more energy when not exercising. Overall, running is an important part of football and an excellent way to stay in shape. In the sport of football, it is essential to compete with one another to be the strongest and the fastest. This being said, strength training is extremely important and is also highly beneficial to the sport. Their are many lifts that are specific to football, but weight lifting in general is a remarkably healthy life practice. First of all, it takes a lot of calories to build and maintain muscle, therefore just weightlifting alone could be a great way to get rid of fat. Basically, if someone lift weights to lose fat, he/she will be losing fat and replacing it with muscle making him/her leaner, lighter and stronger. Lifting weights is also a healthy way to socialize. When an athlete lifts weights, he/she usually uses a spotter and if they both are in the same strength range they will usually do all their lifts together and create a friendly relationship with one another. Team chemistry is also something that is taught and practiced in all leagues. The coaches usually try to ensure the cooperation and friendship of all their teammates. This builds builds the bonds that keep a team strong and the benefit an athletes mental and social health. An person’s mental health is probably more important that his/her physical health. Football is an excellent way to develop mental strong mental health. In most cases, players need to remember all the different plays and formation in a playbook to run a solid offense. That should be easy for most people with half a brain but they also have to know how to make quick reads and shifts in blocking to make plays work based on how the defense is aligned. This is a very complex skill that only comes with experience in the game. This trait illustrates a strong mentality which is extremely healthy to develop especially in early years. According to Abby Lerner’s quote from Sian Beilock, associate professor in psychology at the University of Chicago, playing football plays a big role in developing essential language skills students need to understand complex situations. â€Å"Experience playing and watching sports has enduring effects on language understanding by changing the neural networks that support comprehension to incorporate areas active in performing sports skills,† Beilock said. (Lerner Par 4) He also said that the findings may soon be applied to education. For example, the best way to teach kids about momentum and physics may not be assigning lengthy reading assignments, but getting them up from their desks and moving. â€Å"The experience of acting something out may help them understand the concept much better (Lerner Par 5)†. Football also promotes a healthier diet. The coaches stress that their players eat healthy and many of them put their athletes on a strict eating plan. Athletes in professional football and high high division college football are usually given a meal plan to improve their health and well-being. A good meal plan would consist of foods high in protein and carbohydrates in the morning, foods high in carbohydrates at noon, and high protein and vitamins in the evening such as boiled chicken and green vegetables. Such practices, along with exercising, weightlifting and stretching, can actually reduce the risk of injury. A balanced diet can also help keep the digestive system regulated. Eating the right foods at the right times is an important part of staying healthy so it is no wonder that the health driven sport of football practices sticking to a healthy diet. Football is an extremely disciplined and physical sport, but it is probably the most fun a person can have if he/she is trying to stay healthy. Through the coaching of strength, conditioning, dieting and enhanced brain activity, football is a great way to improve the physical and mental health of individuals of all ages. Works Cited Author Unknown1. â€Å"Health Risks of Playing Football†. Publisher Unknown www. spartacus. schoolnet. co. uk/Fhealth. htm This articles focuses on the downside to football. It illustrates certain health risks and diseases that may be caused by playing football, both long term and short term. It tends to use a lot of statistics and credited facts throughout the article. In fact, the bulk of the article is composed of these statistics and facts. Little is shown of the writer’s own input of the subject. Author Unknown2. â€Å"Football improves health of the community†. Publisher Unknown http://www. dh. gov. uk/en/News/DH_4111986 This article illustrates the positive physical effects of football. It points out that the sport promotes a healthier diet, teaches drug and alcohol awareness and promotes good sexual health as well as social inclusion. Author Unknown3. What are the benefits of football†. Wiki-Answers. http://wiki. answers. com/Q/ This is sort of a Q and A format article. It asks the question; What are the health and physical benefits of playing football? It is followed by multiple answers from anonymous contributors. Some answers are straight and to the point and some go in depth with exciting facts in vivid detail. Lerner, Abby. â€Å"The Best Reason to Watch More Football†. Men’s Health. http://www. menshealth. com/cda/article Watching football is had been a proven way of increasing brain activity and comprehension efficiency. This article developes reasons of how and why it does and it explains them in depth. Moor, Craeg(? ). â€Å"Improve mental health through playing football†.  © 2008 Adfero Ltd. craegmoor. co. uk/news/industry/18518880/ The mental health benefits of playing football are beyond significant. Football is a great way to socialize and develop relationships with other players in an informal, fun way which has effects on a person's emotions, relationships, identity and self-esteem. This article develops these benefits in a very compact article in which I will probably have to use sentence numbers.