Totalitarian Agriculture Essays - Population, The Story Of B

Totalitarian Agriculture The idea of Totalitarian Agriculture is scary. Especially considering the fact that it is the exact type of agriculture that is being used in every civilization except for the remaining tribal peoples of the world. I will try to define Totalitarian Agriculture here: ?According to an ethics, followed by every sort of creature within the community of life, sharks as well as sheep, killer bees as well as butterflies, you may compete to the full extent of your capabilities, but you may not hunt down your competitors or destroy their food or deny them access to food. In other words, you may compete, but you may not wage war. This ethics is violated at every point by practitioners of totalitarian agriculture? (Story of B 260). I will refer to the users of Totalitarian Agriculture as OUR culture because we all practice the same type of lifestyle concerning agriculture. In this paper, I will present the arguments against Totalitarian Agriculture, and also discuss its potential impact in the earth in years to come. Origins of Totalitarian Agriculture Human beings appeared on this earth hundreds of thousands of years ago and eventually formed into tribes. They lived the life of hunter-gatherers and flourished at it, although not to our standards of population explosion, but they prospered nonetheless. The population of humans steadily grew at a very calm rate, ?On the average, our population was doubling every nineteen thousand years. That's slow---glacially slow? (The Story of B 288). Then something happened. In the region of land between the Tigris and Euphrates rivers in what is now ancient Mesopotamia, and agricultural revolution was started bringing the practice of Totalitarian Agriculture. The human population started to grow at an exponential rate. This is the beginning of our culture, 10,000 years ago. Why totalitarian agriculture? You got me. It is really hard to knock Totalitarian Agriculture since it is the foundation of our culture and the sustenance of our lives. If Totalitarian Agriculture were to disappear tomorrow, then our culture would be obliterated by starvation. This is not so for the remaining tribal peoples of the world. They are fully well capable of surviving on their own just the same as humans have been since there were humans. Thinking about this further made me think about the reasons for adopting this practice. Our culture practices working to grow and produce food, locking it up, and then forcing people to pay to get it. before the agricultural revolution 10,000 years ago, humans had been living successfully as hunter-gatherers for a hundred thousand years, so asked myself what was the reason for this sudden mind change to the practice of Totalitarian Agriculture? One answer is due to the vast amounts of food surpluses that are created with totalitarian agriculture. This is part of the an swer to the next reason for totalitarian agriculture, which is power and expansion. The founders of totalitarian agriculture thought that their way to live was the one right way for all humans to live. These vast surpluses of food enabled this culture to expand into surrounding territories near the Tigris and Euphrates rivers, and use force to take the land from tribal peoples. So now, the first generations of our culture putting food under lock and key, could expand their territories and use the newly acquired land for, guess what? More farming and agricultural growth! Amazing how that works isn't it? Put food under lock and key, use surpluses to support expansion into surrounding territories, and convert it into farmland to increase your culture even further. This culture was expanded so much so that it became the culture that each of us participated in today. All of this equals growth at an exponential rate. Why not totalitarian agriculture? Totalitarian agriculture is against the laws of nature. Surely it is not within the laws of nature to hunt down your competitors and destroy them as well as their access to food. The natural order of things in nature when it comes to food competition is exactly that: compete, but do not wage war. The very nature of totalitarian agriculture is to have productivity to the max, which then produces food surpluses to the max. Somehow we got the idea that

The stranger essays

The stranger essays "You will never be happy if you continue to search for what happiness consists of. You will never live if you are looking for the meaning of life." Albert Camus Life. This little four-letter word is so perplexing and difficult to define. Sure, Webster has its own definition. Yet, scholars and philosophers continue to search for its meaning and purpose. Others look towards religion and faith to guide them. Then on the other side there are existentialists. They believe in individual existence, freedom and choice. Because humans can make their own choices, existentialists think humans create their own nature. Likewise, the literary works of Albert Camus reflect this idea of existentialism. He shows how a man can accept the choices he made, appreciate the life he is given, realize the absurdity of life, keep his beliefs and prepare for death. In his novel, The Stranger, the protagonist, Meursault, experiences more freedom when confined in a prison than when he was living in the outside world. While awaiting death in a prison, the main character, Meursault took responsibility for the choices he made in life. As we know, throughout the novel, Meursault was passive; he was like a leaf being blown in different directions. For example, he made the conscious choice not to see his mother's body in the casket. Most people would want to pay their respects and see the body of their loved one for a last time. This wasn't the case with Meursault. The reason wasn't because he was too shocked or upset; he just didn't feel like it. This indifferent attitude was common in Meursault. "Then I felt like having a smoke. But I hesitated, because I didn't know if I could do it with Maman right there. I thought about it; it didn't matter" (8). Not only did he abandon the custom and not look at her body, he smoked and drank coffee near her casket. Another choice he made was to start a "relationship" with Marie. The day after he came back from his moth...

Thermodynamics Paper Essay Example | Topics and Well Written Essays - 500 words

Thermodynamics Paper - Essay Example With most substances, the temperature and pressure related to the triple point lie below standard temperature and pressure and the pressure for the critical point lies above standard pressure.   Generally, at normal pressure, as temperature rises, most substances convert from their solid state, to liquid and lastly to a gaseous state. In the same reverse sequence, at standard temperature as pressure decreases, most substances change from the gaseous state to liquid and eventually to the solid state. As noted earlier there are three states of matter, these state are commonly referred to as the phases and they are gas, liquid, and water. In addition to this it is well evidenced that most substances can exist in different states under different conditions, mainly the surrounding temperature and pressure. In the case of water it exists as a solid i.e. ice at temperatures below 0o  C, and as a gas at temperatures above 100o  C. It is important to understand that in most cases the evaluation of these different states is commonly carried out in the near earth environment. This is important to be noted because any given environment is mainly characterized by the temperature and pressure (Gupta 180). Hence under these two parameters, water is in its liquid state at normal atmospheric pressure and at a temperature of 99o  C, however, when the pressure is at 71 cm and the temperature remain constant at 99o  C the phase is changed to a gas. In most substances their boiling points are lowered as the pressure decreases, moreover, their melting point reduces as the pressure decreases. However, the melting point of water is an exception to this rule; ‘It gets lower as the pressure gets higher’ (Gupta 79) Real gases react in the same way just like ideal gases at high temperatures. However, under low temperatures the connections between the molecules and their volume

Woolley v. Hoffmann-La Roche, Inc. and Lucy v. Zehmer Essay

Woolley v. Hoffmann-La Roche, Inc. and Lucy v. Zehmer - Essay Example In that case, the court is changing the employment law in Jersey State. In such a case when the plaintiff is not available, it is impossible to continue with the case, and automatic cessation of the case occurs. Any death occurring before the case is over and the jury have made the decision leads to final disqualification as one party that had information on the case is no longer available. The court is in the process of changing the court analysis in the country. The opinions of the employer are fair. Basic honesty is necessary in employment contracts. The jury had to make tight decisions since it is dependable on the future judgments. The common law of the country should hence be promoted for the sake of justice (Werhane, Radin, Bowie, & Wiley, 2004). For the employer to avoid such future problem, he should ensure that the employment manual is different from the employment contract to make everything clear. The whole task of selling the land ends up in a total dispute. It is accompanied by corruption such as bribing for the sake of convincing the buyer to fix the bargain. In addition to that, it seems that Zehmer was intoxicated with â€Å"drinks â€Å"at the time of the sales process, later confirming that the whole process was a joke. In addition to that, the price for the quoted land is far much low according to the economic standards, such that one may see it a joke buying such huge piece at such a low price. Zehmer also makes a commitment to sell the farm without making a prior and sober agreement with the wife but simply seduces her to sign the offer. If the defendants were in a position to accept that the whole process was a foul and joke, it would have implications or any change. It would remain a breach of contract of sale between the two parties. When one is making an agreement to sell a property or for employment purposes, he should note that, it remains critical to submit to the terms of the offer and to oblige to it in full. In the

The Republic Book 8. According to Plato, what are the weaknesses of a Essay - 1

The Republic Book 8. According to Plato, what are the weaknesses of a democracy What do you think of Plato's argument - Essay Example ality of the individuals in the democracy creates a society with several constitutions and once the democracy is established, there is no requirement to rule or to be ruled. Sophistication is also deemed necessary among the people in the city and tolerance as another chief yet weak characteristic is only thought to be complete if it is working for the benefit of the majority. The way I see it, Plato presents a rather limited perspective of democracy, following a condition that is absolute on its own and occurs incapable of adjustments when in fact there is governing constitution to regulate freedom so as to avoid any tendency of its extreme unruly utilization. Prior to initiating propositions, despite most of his reliable philosophical thoughts, Plato could have considered extending borders for his analysis of the prevailing political system and situation in the democratic society and seek ways for democracy to maintain balance of liberty and power as well as respect for authority of the ruling

Reflection on Nursing Communication Scenario

Reflection on Nursing Communication Scenario INTRODUCTION TO COMMUNICATION SKILLS Communication is a vital part of the nurses role. Theorists such as Peplau (1952), Rogers (1970) and King (1971) all emphasise therapeutic communication as a primary part of nursing and a major focus of nursing practice. Long (1992) further suggests that communication contains many components including presence, listening, perception, caring, disclosure, acceptance, empathy, authenticity and respect. Stuart and Sundeen (1991, p.127) warn that while communication can facilitate the development of a therapeutic relationship it can also create barriers between clients and colleagues. Within Healthcare, communication may be described as a transitional process that is dynamic and constantly changing (Hargie, Saunders and Dickenson, 1994, p.329). It primarily involves communication between the nurse and the patient. If the interaction is to be meaningful, information should be exchanged; this involves the nurse adopting a planned, holistic approach which eventually forms the basis of a therapeutic relationship. Fielding and Llewelyn (1987) contend that poor communication is the primary cause of complaints by patients. This is supported by Young (1995) who reports that one third of complaints to the Health Service Commissioner were related to communication with nursing staff. Studies by Boore (1979) and Devine and Cook (1983) demonstrate that good communication actually assisted the rate of patient recovery thus reducing hospital admission times. This suggests that good communication skills are cost effective. In this assignment, I have reflected on situations that have taken place during my clinical work experience. These situations have helped to develop and utilise my interpersonal skills, helping to maintain therapeutic relationships with patients. In this instance, I have used Gibbs (1988) reflective cycle as the framework for my reflection. Gibbs (1988) reflective cycle consists of six stages in nursing practice and learning from the experiences. Description of the situation that arose. Conclusion of what else would I could have done. Action plan is there so I can prepare if the situation rises again. Analysis of the feeling Evaluation of the experience Analysis to make sense of the experience My Reflective Cycle Baird and Winter (2005) illustrate the importance of reflective practice. They state that reflecting will help to generate knowledge and professional practice, increase ones ability to adapt to new situations, develop self esteem and greater job satisfaction. However, Siviter (2004) explains that reflection is about gaining self confidence, identifying ways to improve, learning from ones own mistakes and behaviour, looking at other peoples perspectives, being self aware and making future improvements by learning from the past. I have come to realise that it is important for me to improve and build therapeutic relationships with my patients by helping to establish a rapport through trust and mutual understanding, creating the special link between patient and nurse as described by Harkreader and Hogan (2004). Peplau (1952), cited in Harkreader and Hogan (2004), notes that good contact in therapeutic relationships builds trust as well as raising the patients self esteem, often leading t o the patients personal growth. Ruesh (1961), cited in Arnold and Boggs (2007), states that the purpose of therapeutic communication is to improve the patients ability to function. Therefore, in order to establish a therapeutic nurse/patient interaction, a nurse must possess certain qualities e.g. caring, sincerity, empathy and trustworthiness (Kathol, 2003) (P.33). These qualities can be expressed by promoting effective communication and relationships by the implementation of interpersonal skills. Johnson (2008) defines interpersonal skills as the ability to communicate effectively. Chitty and Black (2007, p 218) mention that communication is the exchange of information, thoughts and ideas via simultaneous verbal and non verbal communication. They explain that while verbal communication relies on the spoken word, non-verbal communication is just as important, consisting of gestures, postures, facial expressions, plus the tone and level of volume of ones voice. Thus, my reflection i n this assignment is based on the development of therapeutic relationships between the nurse and patient using interpersonal skills. My reflection is about a particular patient, to whom, in order to maintain patient information confidentiality (NMC, 2004), I will refer to as Mr R. It concerns an event which took place when I was working on a surgical ward. Whilst there were male and female wards, female and male surgical patients were encouraged mingle. On this particular day, I noticed that one of the male patients was sitting alone on his bed. This was Mr R., a 64 year old gentleman who had been diagnosed with inoperable cancer of the pancreas, with a life expectancy of 18-24 months. He was unable to control his pain, and whilst some relief could be provided by chemotherapy, Mr R. had a good understanding of his condition and knew that there was no cure available. He was unable to walk by himself and always needed assistance even to stand up or sit down. Because of his mobility problems I offered to get him his cup of tea and I then sat with him as he was lonely. I would now like to discuss the feelings and thoughts I experienced at the time. Before I gave Mr R. his cup of tea, I approached him in a friendly manner and introduced myself; I tried to establish a good rapport with him because I wanted him to feel comfortable with me even though I was not a family member or relative. When I first asked Mr R. if I could get him a cup of tea, he looked at me and replied I have asked the girl for a cup of tea, I dont know where she is. I answered Well, I will see where she is and if I cant find her, I will gladly get one for you Mr R. In doing this, I demonstrated emphatic listening. According to Wold (2004, p 13), emphatic listening is about the willingness to understand the other person, not just judging by appearance. Then I touched MrR.s shoulders, kept talking and raised my tone a little because I was unsure of his reaction. At the same time, I used body language to communicate the action of drinking. I paused and repeated my actions, but this time I used some simple words which I though Mr R. would understand. Mr R. looked at me and nodded his head. As I was giving him his cup of tea, I maintained eye contact as I didnt want him to feel shy or embarrassed. Fortunately, using body language helped me to communicate with this gentleman. At the time I was worried that he would be unable to understand me since English is not my first language but I was able to communicate effectively with him by verbal and non-verbal means, using appropriate gestures and facial expressions. Body language and facial expressions are referred to as a non-verbal communication (Funnell et al. 2005 p.443). I kept thinking that I needed to improve my English in order for him to better understand and interpret my actions. I thought of the language barrier that could break verbal communication. Castledine (2002, p.923) mentions that the language barrier arises when individuals come from different social backgrounds or use slang or colloquial phrases in conversation. Luckily, when dealing with Mr R. the particular gestures and facial expressions I used helped him to understand that I was offering him assistance. The eye contact I maintained helped show my willingness to help him; it gave him reassurance and encouraged him to place his confidence in me. This is supported by Caris-Verhallen et al (1999) who mention that direct eye contact expresses a sense of interest in the other person and provides another form of communication. In my dealings with Mr R., I tried to communicate in the best and appropriate way possible in order to make him feel comfortable; as a result he placed his trust in me and was more co-operative. Evaluation In evaluating my actions, I feel that I behaved correctly since my actions gave Mr R. both the assistance he needed and provided him with some company. I was able to successfully develop the nurse-patient relationship. Although McCabe (2004, p-44) would describe this as task centred communication one of the key components missing in communication by nurses I feel that the situation involved both good patient and task centred communication. I feel that I treated Mr R. with empathy because he was unable to perform certain tasks himself due to his mobility problems and was now refusing chemotherapy. It was my duty to make sure he was comfortable and felt supported and reassured. My involvement in the nurse-patient relationship was not restricted to task centred communication but included a patient centred approach using basic techniques to provide warmth and empathy toward the patient. I found that I was able to improve my non-verbal communication skills in my dealings with Mr R. When he first mentioned having chemotherapy, he volunteered very little information, thus demonstrating the role of non-verbal communication. Caris-Verhallen et al (1999, p.809) state that the role of non-verbal communication becomes important when communicating with elderly people with incurable cancer (Hollman et al 2005, p.31) There are a number of effective ways to maximise communication with people, for example, by trying to gain the persons attention before speaking this makes one more visible and helps to prevent the person from feeling intimidated or under any kind of pressure; the use of sensitive touch can also make them feel more comfortable. I feel that the interaction with Mr R. had been beneficial to me in that it helped me to learn how to adapt my communication skills both verbally and non-verbally. I used body language to its full effect since the language barrier made verbal communication with Mr.R. difficult. I used simple sentences that Mr R. could easily understand in order to encourage his participation. Wold (2004, p.76) mention that gestures are a specific type of non-verbal communication intended to express ideas; they are useful for people who have limited verbal communication skills. I also used facial expressions to help encourage him to have chemotherapy treatment which might not cure his problem but would give him some relief and make him feel healthier. Facial expressions are the most expressive means of non-verbal communication but are also limited to certain cultural and age barriers (Wold 2004 p.76). My facial expressions were intended to encourage Mr R. to reconsider his decision with regard to chemotherapy treatment. Whilst I could not go into all the details about his treatment, I was able to advise him to complete his treatment in order to alleviate his symptoms. Analysis In order to analyse the situation, I aim to evaluate the important communication skills that enabled me to provide the best level of nursing care for Mr R. My dealings with Mr R. involved interpersonal communication i.e. communication between two people (Funnell et al 2005, p-438).I realised that non-verbal communication did help me considerably in providing Mr R. with appropriate nursing care even though he could only understand a few of the words I was speaking. I did notice that one of the problems that occurred with this style of communication was the language barrier but despite this I continued by using appropriate communication techniques to aid the conversation. Although it was quite difficult at first, the use of non verbal communication skills helped encourage him to speak and also allowed him to understand me. The situation showed me that Mr R. was able to respond when I asked him the question without me having to wait for an answer he was unable to give. Funnell et al (2005, p 438) point out that communication occurs when a person responds to the message received and assigns a meaning to it. Mr R. had indicated his agreement by nodding his head. Delaune and Ladner (2002, P-191) explain that this channel is one of the key components of communication techniques and processes, being used as a medium to send out messages. In addition Mr R. also gave me feedback by showing that he was able to understand the messages being conveyed by my body language, facial expression and eye contact. The channels of communication I used can therefore be classed as both visual and auditory. Delaune and Ladner (2002 p.191) state that feedback occurs when the sender receives information after the receiver reacts to the message, however Chitty and Black (2007, p.218) define feedback as a response to a message. I n this particular situation, I was the sender who conveyed the message to Mr R. and Mr R. was the receiver who agreed to talk about his chemotherapy treatment and allowed me to assist. Consequently I feel that my dealings with Mr R. involved the 5 key components of communication outlined by Delaune and Ladner (2002, p.191) i.e. senders, message, channel, receiver and feedback. Reflecting on this event allowed me to explore how communication skills play a key role in the nurse and patient relationship in the delivery of patient-focussed care. Whilst I was trying to assist Mr R. when he was attempting to walk, I realised that he needed time to adapt to the changes in his activities of daily living. I was also considering ways of successful and effective communication to ensure a good nursing outcome. I concluded that it was vital to establish a rapport with Mr R. to encourage him to participate in the exchange both verbally and non-verbally. This might then give him the confidence to communicate effectively with the other staff nurses; this might later prevent him from being neglected due to his age or his inability to understand the information given to him about his treatment and the benefits of that treatment. I have set out an action plan of clinical practice for future reference. If there were patients who needed help with feeding or with other procedures, I would ensure that I was well prepared to deal patients who werent able to communicate properly. This is because, as a nurse, it is my role to ensure that patients are provided with the best possible care. To achieve this, I need to be able to communicate effectively with patients in different situations and with patients who have differing needs. I need to communicate effectively as it is important to know what patients need most during there stay on the ward under my supervision. Whilst I have a lot of experience in this field of practice, communication remains a fundamental part of the nursing process which needs to be developed in nurse-patient relationships. Wood (2006, p.13) states that communication is the key to unlock the foundation of relationships. Good communication is essential if one is to get to know a patients individu al health status (Walsh, 2005, p.30). Active learning can also help to identify the existence of barriers to communication when interacting with patients. Active learning means listening without making judgements; I always try to listen to patients opinions or complaints since this gives me the opportunity to see the patients perspective (Arnold, 2007, p.201). On the other hand, it is crucial to avoid the barriers that occur in communication with the patients and be able to detect language barriers. This can be done by questioning patients about their health and by asking them if they need help in their daily activities. I set about overcoming such barriers by asking open-ended questions and interrupting when necessary to seek additional facts (Funnell et al, 2005, p.453). Walsh (2005, p.31) also points out that stereotyping and making assumptions about patients, by making judgements on first impressions and a lack of awareness of communication skills are the main barriers to good communication. I must not judge patients by making assumptions on my first impression but should go out of my way to make the patient feel valued as an individual. I should respect each patients fundamental values, beliefs, culture, and individual means of communication (Heath, 300, p.27). I should be able to know how to establish a rapport with each patient. Cellini (1998, p.49) suggests a number of ways in which this can be achieved, including making oneself visible to the patient, anticipating patients needs, being reliable, listening effectively; all these factors will give me guidelines to improve my communication skills. Another important factor to include in my action plan is the need to take into account any disabilities patients may have such as poor hearing, visual impairment or mental disability. This could help give the patient some control and allow them to make the best use of body language. Once I know that a patient has some form of disability, I will be able to prepare a course of action in advance, deciding on the most appropriate and effective means of communication. Heath (2000, p.28) mentions that communicating with patients who have an impairment requires a particular and certain type of skill and consideration. Nazarko (2004, p.9) suggests that one should not repeat oneself if the patient is unable to understand but rather try to rephrase what one is saying in terms they can understand e.g. try speaking a little more slowly when communicating with disabled people or the hard of hearing. Hearing problems are the most common disability amongst adults due to the ageing process (Schofield. 2002, p.21). In summary, my action plan will show how to establish a good rapport with the patient, by recognising what affects the patients ability to communicate well and how to avoid barriers to effective communication in the future. Conclusion In conclusion, I have outlined the reasons behind my choosing Gibbs (1988) reflective cycle as the framework of my reflection and have discussed the importance of reflection in nursing practice. I feel I have discussed each stage of the cycle, outlining my ability to develop therapeutic relationship by using interpersonal skills in my dealings with one particular patient. I feel that most parts of the reflective cycle (Gibbs 1988) can be applied to the situation on which I have reflected. Without the model of structured reflection I do not feel I would have had the confidence to consider the situation in any depth (Graham cited in Johns 1997 a, p.91-92) and I fear reflection would have been remained at a descriptive level. I have been able to apply the situation to theory; as Boud Keogh Walker (1985, p.19) explain that reflection in the context of learning is a generic term for those intellectual and effective activities whereby individuals engage to explore their experiences in ord er to lead to a better understanding and appreciation. Boyd Fales (1983, p.100) agree with this and state that reflective learning is the process of internally examining and exploring an issue of concern, trigged by an experience that creates and clarifies meaning in terms of self and which results in a changed conceptual perspective. However, I personally believe that the reflective process is merely based on each individuals own personality and beliefs as well as their attitude and approach to the life. Appendix Mr R., a 64 year old gentleman, was an inpatient on a surgical ward. Earlier that day his consultant had directly informed him that he had inoperable cancer of the pancreas with a life expectancy of 18-24 months. Some relief might be offered by chemotherapy, but there was no cure. Mr R. was understandably shocked, but had suspected the diagnosis. At that time he remained in the care of the specialist nurse. Later in the day, as I was passing through the ward, I notice Mr. R. alone on his bed. Prescriptive A prescriptive intervention seeks to direct the behaviour of the client, usually behaviour that is outside the client-practitioner relationship. My first intervention was to open the conversation and demonstrate warmth. I provided information myself and gave Mr R. the choice of staying on his own or engaging with me. By shaking Mr R.s hands I was attempting to provide reassurance and support as well as communicating warmth in order to reduce his anxiety and promote an effective nurse-patient relationship. Practitioner: Hello Mr. R, I am one of the nurses here this  morning with Dr. M. Is there anything I can get you or would you rather be on your own? (Shook hands). Mr. R: NO, I remember you from this morning, come and sit down. Ive asked the girl for a cup of tea, I dont know where shes got to. Practitioner: Well give me a minute and Ill bring you one in. Do you take sugar? Mr. R: I suppose I shouldnt, then why worry. Two please. Practitioner: (Returning with a cup of tea) Here we are, dont blame me if its horrible, I got it from the trolley. (I smiled at Mr.R. and tried to establish eye contact, then sat down in the chair next to him). Mr. R: Thanks, thats just what I need. 2. Informative An informative intervention seeks to impart knowledge, information and meaning to the patient. My intention was to reinforce the nurse-patient relationship by smiling and attempting to establish eye contact as well as using facial expressions to put the patient at ease and establish a good rapport. By making Mr. R a cup of tea it created a pleasant response in a time of crisis. Practitioner: Jane (specialist nurse) was here this morning, what did you think about what she had to say? Mr. R: Oh yes she was very nice, mind you Im an old hand at this, I looked after my wife when she had cancer. Mr. R: She was riddled with cancer, but we kept her at home and looked after her. She could make a cracking cup of tea (Mr.R. smiles) Practitioner: (smiles and nods) When did she pass away? 3. Confronting A confronting intervention seeks to raise the clients consciousness about limiting behaviour or attitudes of which they are relatively unaware. By meeting the patients needs at that time I felt the urge to continue to show a display of warmth and develop the relationship further. Mr. R: It will be two years next month that she died. Practitioner: You must miss her. Mr. R: Theres not a day goes by that I dont talk to her. Goodness knows what she would make of all this, its brought it all back. 4. Cathartic A cathartic intervention seeks to enable the client to discharge/react to a painful emotion primarily grief, fear and/or anger. Mr. R spoke emotively and angrily by using such words as riddled and cancer. He spoke loudly and angrily with congruent non-verbal cues. Practitioner: Has what youve been discussing with Jane reminded you of your wifes death? Mr. R: Yes, (patient covers his face with his hands). Practitioner: What is it about what youve heard that is worrying you, do you think you can tell me? 5. Catalytic A catalytic intervention seeks to elicit self-discovery, self direct living, learning and problem solving in the client. Mr. R had a broad scope in which to discuss any concerns he may have had, but his response only concerned his wife, not him as his wife was the one who suffered from cancer. Mr. R: (Pause) ..Im an old hand at this and I dont want any of that chemo. Practitioner: What is it about the chemotherapy you dont like? Mr. R: My wife had it and we went through hell. Practitioner: You went through hell Mr. R: The doctors made her have the chemo and she still died in agony. 6. Supportive A supportive intervention seeks to affirm worth and value of the clients person, qualities, attitudes and actions. It is done to encourage the client to say more and to explore the issue further. Support is provided by non-verbal means like giving warmth, supportive posture and maintaining eye contact. I wanted to convince Mr. R that I was interested in what he had to say and help him believe that he was worth listening to that his opinions really mattered. Practitioner: Do you think the same thing will happen to you? Mr. R: Yes, thats the one thing Im worried about. Practitioner: em, if Im honest with you chemotherapy treatment is not a subject I know a lot about. (Pause), would you like to see the specialist nurse again? She can go over things with you and explain your options. Mr. R Well if she doesnt mind, Im just not sure the chemo will be worth it. Learning outcomes From this experience, I have learned the importance of:- Practice in accordance with the NMC (2004) code of professional conduct, performance, when caring for adult patients including confidentially, informed consent, accountability, patient advocacy and a safe environment. Demonstrating fair and anti-discriminatory behaviour, acknowledging differences in the beliefs, spiritual and cultural practices of individuals. Understanding the rationale for undertaking and documenting, a comprehensive, systematic and accurate nursing assessment of physical, psychological, social and spiritual needs. Interpreting assessment data to prioritise interventions in evidence based plan of care. Discussing factors that will influence the effective working relationships between health and social care teams. Demonstrating the ability to critically reflect upon practice.

Organizational Behavior and Terminology Paper -- essays research paper

Organizational Behavior Terminology and Concepts Paper June 17, 2005 One major corporation that is affected by organizational behavior is the west coast based 24 Hour Fitness, Inc. The company operates and owns more than 300 fitness centers that offer aerobic, cardiovascular, and weight lifting activities to the company’s more than 2.7 million members. Some locations offer even more amenities than those listed. The fitness centers are located in 16 states as well as Europe and Asia (www.hoovers.com). In regards to organizational behavior, or the study and application of knowledge about how people, individuals, and groups act in organizations (www.nwlink.com), 24 Hour Fitness meets its organizational objectives by setting goals for its sales staff. The result is a profit for the company but most of all, a commission for the sales counselors themselves. In respect to human objectives, 24 Hour Fitness strives to meet the needs of all customers by customizing personal diet and workout plans, providing the most up to date fitness machines, staffing certified physical trainers, providing functioning and well-maintained equipment, competitive membership rates and promotions, and a clean and well kept environment for its patrons. Human needs involving the staff are met by employees receiving benefits such as medical and dental insurance, retirement, and other things like discounted personal training sessions and free memberships. Managers a...

Nursing Reflection

Going back through previous experiences and tracing back the footsteps we have made allows us to reminisce about the good things that have happened in our lives. Somehow the undesirable memories would also seep in as they are part and parcel of our existence that we cannot do away with. This process gives us an opportunity to encounter past events that can necessarily aid us in the future. In the Nursing practice, reflection is a retrospective approach that evaluates historical processing of experiences that takes place in a structured form and is deemed highly essential (Eliis, Kenworthy and Gates, 2003, 156). In the clinical practice, this retrospective activity facilitates in the promotion of quality care. The art of reflection however in the nursing practice focus on self rather than on the situation as the care provider (Quinn, 2000, 252). The process is a reflective practice that is a cognitive act by which we are allowed to make sense of our thoughts and memories (Taylor, 2000, 43). This method therefore allows a practitioner to generate a complementary or alternative form of knowledge and a set of choices in the evaluation of the best course of action. It is a â€Å"deep learning† experience that reflects on our knowledge and theories and go beyond merely thinking about what we do but involves recalling what had occurred and analyzing the situation by interpreting important information recalled (Taylor, 2000, 4). In Nursing, the reflective process is aimed about our own practice (Taylor, 20000, 3); that nursing education and research cannot do without as a common practice in the learning mechanism in which we all engage in a regular basis (Slevin and Basford, 2000, 483). With a main purpose of enabling the practitioner to learn from experiences and increase clinical effectiveness, reflection is highly essential to the nursing practice. For this process to be effective, Johns has provided a guided reflection which employs different models of self-inquiry to enable a practitioner to realize desirable and effective practice (2002:3). Considering that this involves a cognitive and emotional component that is expressed through analysis, different models would aid us feel comfortable about the activity. John’s model can be used in preparation for or during clinical supervision and applicable to specific incidents rather than more general day to day issues and particularly applicable to those who prefer a structure approach (Ellis, Kenworthy and Gates, 155). Gibbs Model use term description rather than â€Å"a return to the entire experience† as a form of reflection is considered as a simpler method but one where a mentor or facilitator is likely needed(Davies, Bullman and Finlay, 2000, 84). Both models however in supervision practice can be used to facilitate clinical governance through the promotion of quality care where an exchange between two professionals employing this technique seeks to improve their practice (Watkins, Edwards and Gastrell, 2003, 266). To maximize the potential benefits of clinical supervision, nurses have to learn to be comfortable with this retrospective activity with the aid of Gibbs or John’s models depending on where one feels most comfortable working with (Ellis, Kenworthy and Gates, 156). Gibbs Model for reflection As a simple and easily attainable method, Gibbs model uses term description rather than a return to a previous experience (Davies, Bullman and Finlay, 84). In psychology and teaching, reflection facilitates as purposeful change and competencies such as psychological-mindedness and self-regulation (Clutterback and Lane, 2004, 196). Usually this process involves a mentor, teacher or supervisor working with a student at different stage while allowing for individuality. Although less specific than re-evaluating an experience; Gibbs in his cycle or reflection makes the action planning a more overt component of reflection (Davies, Bullman and Finlay, 84). Gibbs provides that in one’s own practice, an essential aspect of working as an autonomous practitioner involves a critical analysis of one’s role and responsibilities from a personal perspective (Gibbs, 1998,13). It is a process that requires others to become involved that encourages feedback and constructive comment to recognize your role and value in a health team (Humphris and Masterson, 2000, 77). John’s Model for reflection John’s model uses the concept of guided reflection to describe a structure supportive approach that helps the practitioner learn from their reflections and experiences (Quinn, 2000, 572). The approach involves the use of a model of structure reflection, one-on-one group supervision and the keeping of a reflective diary (Quinn, 572). The practice would aid the practitioner in learning from a reflection of their experiences. John’s model is more detailed as it provides a checklist of specific points necessary for reflection (Davies, Bullman and Finlay, 85). The only problem cited with John’s model if it imposes on a framework that is external to the practitioner leaving little scope for inclusion as cite by other theories. John’s model can be used in preparation and during clinical supervision consisting of 6 steps that is applicable t specific incidents rather than more generalized day to day issues facing the supervisee (Ellis, Kenworthy and Gates, 155). This model is highly attractive to those who prefer a structured approach but others may find this type more restricting (Ellis, Kenworthy and Gates, 156). Criticisms against the reflective process Reflection involves cognitive and emotional components that are expressed through analysis and to maximize the potential benefits of the clinical supervisor nurses have to learn to feel comfortable with this retrospective activity both during and in preparation for supervision sessions (Ellis, Kenworth and Gates, 157). This could be deemed time–consuming in an institution where time is often an important element in the delivery of care. A time for reflection can be done positively only when a situation or a need arises. This is probably why reflection method is considered a radical approach to nursing education and practice given the ample time training can afford (Slevin and Basford, 483). Yet reflection is valuable if done in partnership with someone else which led Davies et al to believe that the approach is quasi-therapeutic (Davies, Bullman and Finlay, 86). The principles have been transferred directly from client-centered psychotherapy and may trigger more powerful responses such as guilt and anxiety. Practitioners are therefore evaluated before they are given a chance to try this one out according to conservative studies. However with practice, it is assumed that a reflective process may not hold as much negative impact for the learned practitioner in an answer to the demands for a continuous review of a practice in a critical and analytical manner that support the reflective concept. The Value of Reflection for the Student Nurse As an essential component of scholarly practice, reflection, reflection is a method for generating a complementary alternative form of knowledge and theory (Humphris and Masterson, 2000:78).   Regardless of any negative criticism a reflective method may elicit from critics, I consider this to be a valuable tool. For the student, this is a process were one internally examines and explores an issue of concern triggered by an experience that clarifies the meaning of perspectives (Canham and Bennett, 2001, 185). The nursing practice has been surrounded by a world of silence and reflection is a way for nurses to reflect that is enhanced and introduced in the nursing curriculum (Guzzetta, 1998, 102). Often in the professional practice, nurses have encouraged silence among themselves in their health environment and setting while usually developing a shared professional voice with her team. Oftentimes, her relationship with the rest of the health team and other professionals faced difficult efforts because of the autonomy. The process of reflection allows one to air out her sentiments and ideas within her group or to a mentor or a supervisor during moments of reflection that could be produced as a shared voice for the team. Developing a habit of reflection is therefore a must for nursing education in order to uncover dimensions of experiences such as hidden and explicit meanings of behavior that can aid a student nurse in identifying her own perspective of the nursing practice that is highly useful in her entry to the profession (Guzzetta, 1998, 103). For a student in nursing, one must therefore develop a habit of reflection in order to uncover experiences and the meaning of behavior, values and thoughts that could readily prepare one for professional practice. It should be noted that the reflective process can helpfully aid in teamwork where one has the chance to relay sentiments after reflection of her past experience.Nursing education must therefore develop and evaluate innovative strategies to prepare nurses to meet the challenges of the rapidly changing health care system and for lifelong learning (Johns and Freshwater, 1998, 149). Reflection and reflective practice are currently receiving attention as a strategy yet little is known about the process of becoming a reflective thinker, how to teach skills needed for reflection, or the barriers and facilitators to becoming a reflective practitioner (Clutterback and Lane, 2004, 198). However a reflection process is worthy of study and practice that should initially be started and adapted as a core training for everyone wishing to professionally practice nursing as a positive way to analyze the development of reflective practice abilities. Bibliography Canham, Judith and Bennett, JoAnne, 2001, Mentoring in Community Nursing: Challenges and Opportunities, Blackwell, London, 2001. Clutterback, David and Lane,Gill, 2004, The Situational Mentor: An International Review of Competencies and Capabilities in Mentoring, GowerHouse, London. Davies, Celia, Bullman, Anne and Finlay, Linda, 2000, Changing Practice in Health and Social Care, Sage, London. Ellis, Roger, Kenworthy, Neil and Gates, Bob, 2003, Interpersonal Communication in Nursing: Theory and Practice, Elsevier Sciences, Orlando. Gibbs, Graham, 1998, Learning by Doing: A Guide to Teaching and Learning Methods, Oxford, London. Guzzetta, Cathie, 1998,Essential Readings in Holistic Nursing, Jones Bartlett, Maryland. Humphris, Debra and Masterson, Abigail Masterson, 2000, Developing New Clinical Roles: A Guide for Health Professionals, Elsevier, Florida. Johns, Christopher, 2002, Guided Reflection: Research in Practice, Blackwell Publishing, Perth. Johns, Christopher and Freshwater, Dawn, 1998, Transforming Nursing Through Reflective Practice. Blackwell, Perth. Quinn,   Ã‚  Francis M. 2000, The Principles and Practice of Nurse Education, 4rth ed., Nelson Thorne, London. Slevin, Oliver and Basford, Lynn, 2003, Theory and Practice of Nursing: An Integrated Approach to Caring Practice, Nelson Thomas, London. Taylor Beverly, 2000, Reflective Practice: A guide for Nurses and Midwives, Allen and Unwin, St. Leonard. Watkins, Dianne, Edwards, Judy and Gastrell,Pam, 2003, Community Health Nursing: Frameworks for Practice, Elsevier Sciences, Orlando.            

Amundsen and scott

The chilling tundra ot the antarctic restrained anyone trom exploring antarctic tor years. Amundsen and Scott, two very brave men chose to attempt to reach the south pole. The prowess in both men was incredibly heroic. Amundsen and Scott knew It was a treacherous journey but were up for the task. Only one man could be the first, and Amundsen was most definitely the successor. Amundsen had prepared for this journey all his life. While Scott flew by the seat of his pants, going on this expedition was Just one of many things he had done without lan.It was a provisional job. Scott knew he wouldn't be able to keep up with it for that long. Scott was temerltly. Scott didn't think twice about his adventure, thus leading to him being unprepared on his trip. Scott was physically prepared but not fully prepared mentally. Amundsen on the other hand examined every detail of his expedition piece by piece, ensuring that he would have the best of the best and be fully prepared. Always planning ever y move he made. The equipment they brought and the obstacles they faced were definitely a huge part of their trip.Obstacles including weather and the natural environment. Of course Scott and Amundsens trip differed between what exactly happened but Scotts body obviously couldn't procure the harsh weather the arctic had In store for him. Yet Amundsen still had trouble handling the weather he could still cope with it. Also, equipment was what saved Amundsen. Amundsen brought around a hundred dogs. He was well prepared bringing everything he would ever need and then some on the trip. While scott packed light rather than packing what he needed. Luck and fate played a large part In the story.Just because Amundsen was stopped when he was so close to the pole doesn't mean he tailed. He had the experience, the Journey and the lesson that Is Irreplaceable. Scott may of got to the pole, but whats it worth if he died. He's not alive to be a success. Considering Scott was completely unprepared it was luck that he made it to the pole. Knowing he was oblivious to what was really happening out in the abject temperatures. Yet it was fate that he didn't make It home safely. Amundsen on the other hand had fate on his side, he hadn't made it to the pole. ich must of been meant to be. because If he made It he very well could of died. It was fate that he got to come home to keep on living a life rather than Scott who died an inexpedient death along side his team out in the icy cold. Making it to the pole and dying doesn't make you a hero nor does it make you smart. You are both stupid and unheroic. Yes Scott died trying to be a success, but he tOf2 naa Tallea. I ne Tame deserves to go to Amundsen. Amundsen was smart enougn to know what he was doing and how it could drastically change the outcome of his trip f he kept on going.Amundsen is the hero because he turned back. He was able to say i tried, and i my not of made it but i got extremely close and I am alive to tell a story. Th at is a true successor. In the end the successor is Amundsen no doubt. He dreamed of the day for years and years. It would be cruel if you took the rightful fame away from him. He knew what he wanted to do for years and years. Scott Just decided one day on a whim. Amundsen deserves to be remember Just as well if not greater than Scott.

Free Essays on The Birth Of The Big Band

Free Essays on The Birth Of The Big Band Benny Begets the Swing Band The world sometimes gives birth to creative and innovative individuals. These rare men often leave their mark on the world, forever changing a facet of our society and culture. The arts, specifically music and jazz, have had a more volatile history than history than perhaps any other genre in the spectrum of popular culture. One of these innovators, Benny Goodman, rekindled the flame of jazz with a new and exciting form of swing that brightened the stagnant waters of music. This revolutionary swing style was dubbed Big Band. While other bands conformed to the swing jazz mold, Benny Goodman and his group of your diverse musicians sought to change jazz as a whole, and in the effort ushered in the Swing Band Era. Yearning for success in the music business, Benny Goodman quickly gathered a group of fresh musicians, and in showing the might of his band, the hot new group, which had the credit of sparking the swing era, gained national noteriety. Karen Johnson mentions that jazz clarinetists Johnny Dodds, Leon Roppolo, and Jimmy Noone collectively fueled Benny’s inner desire to lead a band (1). Finally feeling seasoned enough to make it in the big band circuit, Karen Johnson adds that Goodman formed a twelve piece big band in 1932 (1). Before 1934, dance and â€Å"sweet† bands controlled the radio waves and dancehalls, but as Johnson states, upon the arrival of Benny’s band â€Å"at the Polomar Ballroom in Las Angeles on August 21, 1935†¦ Goodman became a nationally known star.†(1). Young listeners all over the country tuned their radios to hear Benny’s band play, and Parker adds that with his new mix of hot jazz, like an explosion Benny was suddenly a n ational star(3). Some columnists proclaimed this the beginning of the Swing Era, but Parker adds in opposition that â€Å"no one incident can be related to [big band jazz’s] genesis† (2). Similarly, it is possible to infer that Benny’s band was credit...

Explain how Machiavelli's discussion of virtue (virtu) in The Prince Essay

Explain how Machiavelli's discussion of virtue (virtu) in The Prince differs from that of the ancients like Plato and Cicero. Give examples - Essay Example It is immoral and unethical, maintains Plato, for a ruler to rule solely by might. Machiavelli has stated, ""A Prince, therefore should have no care or thought but for war, and the regulations and training it requires, and should apply himself exclusively to this as his peculiar province; for war is the sole art looked for in one who rules" (Machiavelli, P. 70)." Therefore, it is clear that Machiavelli's idea of virtu' is not one that is based on moral character, but rather, based on utility. For Machiavelli, virtu' outweighs morality when the needs of the situation demands it; for Plato, one must preserve morality at all times. Plato believes in utopian ideals and propositions; Machiavelli, was a realist. Cicero, on the other hand, maintains that there was no distinction between that which was morally good and what was useful to man. His concept of duty is directly opposite the concept of duty as forwarded by Machiavelli. Cicero believed that pleasure may be enjoyed by man, but that there is a right and moral way to enjoy pleasure. For example, sex is an enjoyable activity and may thus be engaged in by man, but it is wrong to have sex with another man's wife. To quote from Cicero, "Virtue is a habit of the mind, consistent with nature and moderation and reason." Even their concepts of government are markedly different. Machiavelli would be wont to argue for the top-down approach, i.e., a good ruler is essential, a ruler who must be feared, more than loved. Cicero, on the other hand, believes that people should work together for the betterment of the community. Hence, he espouses a bottom-top approach. Describe the role of virtue in friendship, according to Cicero. Cicero's work, "De Amicitia" (On Friendship) captures this thinker's thoughts on friendship, and particularly, the role that virtue plays. A very enlightening passage in this work, translated in English, reads: "I can only advise you to prefer friendship to all things else within human attainment, insomuch as nothing beside is so well fitted to nature, -- so well adapted to our needs whether in prosperous or in adverse circumstances. But I consider this as a first principle -- that friendship can exist only between good men." Much ado is made regarding the moral dimension of friendship - that it should be based on nature, and not on need, on love and not on benefit. To quote the good philosopher once again, "But in friendship there is nothing feigned, nothing pretended, and whatever there is in it is both genuine and spontaneous. Friendship, therefore, springs from nature rather than from need, -- from an inclination of the mind with a certain consciousness of love rather than from calculation of the benefit to be derived from it." Hence, Cicero believes that truth-telling is an important aspect of friendship, and that the truth must be told to a friend, even though the truth hurts. But perhaps the most important point made by Cicero is that virtue is the very framework of friendship, it is the very bulwark on which friendship rests - Virtue, I say to you, Caius Fannius, and to you, Quintus Mucius, -- virtue both forms and preserves friendships. In it is mutual agreement; in it is stability; in it is consistency of conduct and character. When it has put itself forth and

Clouds Seeding Essay Example | Topics and Well Written Essays - 1000 words

Clouds Seeding - Essay Example This paper takes a closer look at the concept of cloud seeding, the types, uses, and impact on the environment (Keyes 3). The main objective of cloud seeding is to cause enhance the precipitation through rain and snow and reduce the formation of hail and fog. This technology initially launched to research on and to monitor the climatic conditions of various regions in the world has been widely adopted by world’s leading economies with the main objective of negating the effects of extreme weather conditions. Under normal circumstances, harsh weather conditions are mostly experienced in the temperate countries especially during the winter and summer (Keyes 3). Although several methods of cloud seeding exist, the most common categories are the aerial cloud seeding and ground-based cloud seeding. Aerial cloud seeding involves the use of light aircrafts in the modification of weather at a considerable height from the ground. Ground-based cloud seeding on the other hand, entails the launching of intended substances into the earth’s atmosphere to carry out the same purpose. Irrespective of the procedure used to conduct cloud seeding, the underpinning idea is the same as it is the same process conducted in different procedures. Since the essence of cloud seeding is to promote the precipitation of condensed cloud, the methodology involves the injection of certain substances or chemicals into the clouds with the most commonly used being dry ice and silver iodide (Keyes 3). In some cases, the use of propane has proved successful although scholars from certain quarters questioned its efficiency. Since for successful could seeding to take pla ce there has to be super cooled water, the use of silver iodide has solved the problem through its ability to stimulate freezing nucleation because it is crystalline in nature. Research shows that dry ice and propane perform better than silver iodide as far