Coal Crimes of Buffalo Creek

Let us imagine that one day a natural disaster hits your town, you watched everyone you know lose their homes, and for some, their lives. Your life view most likely would be skewed for some time, but who could you blame? Nature? God? While tragic, an act of nature or god most often carries no great amount of blame with it. This is not the case in the Buffalo Creek incident however. It is important to note that the people of the Buffalo Creek area were deeply traumatized by this event, and their trust violated by those responsible for this incident. The Buffalo Creek incident is one of the most widely studied disasters in the U. S. and as Kai T. Erikson writes in his prologue to Everything in Its Path â€Å"It was a fairly contained disaster, as such things go, having taken place on a scale small enough to allow one to see it whole,†. There were a number of variables leading into that day, the day the â€Å"dam† gave way, and throughout the course of this paper I intend to trace the pattern back to the source of this disaster, the creator of a situation that certainly does deserve blame. What it comes down to in the aftermath of this disaster is whether to cast the guilt on the coal company that created the environment for this disaster, or the people of the valley who some might say had failed to save themselves. The coal company would trivialize the loss that the people of this valley community had undergone and try to label the flood an â€Å"act of God†. (Stern) I however, soundly took the side of these mountain people as I read about the coal industry’s molestation of their land, and the destruction of WV life as they had once known it. The coal industry creeped its way into the lives of West Virginians over the better part of a century. Although coal had always been rich in West Virginia’s land and it was know for sometime to be that way, coal companies did not gain access to most areas of WV including Logan County until the very early 1900‘s as railroads invaded the hills and valleys. Coal Company employment greatly changed the lives of W. Virginians over time, bringing them down from the mountain farms they used to live on, to factory like homes constructed in crowded valley mining towns. The miners of Logan County were also influenced heavily from the company to remain non-union workers which is to the ultimate benefit of the industry rather than the miner. The popularity of the studies into this disaster are not only beneficial to our response to disasters that are both man made and acts of god, but also to promote the protection and safety of a company’s workers through stricter safety guidelines. On the morning of February 26, 1972 132 million gallons of black water and coal waste forced its way through the impoundments that the Buffalo Mining Company had built in three stages over the span of two or three years. The Pittston Coal Company did not feel they needed to say sorry or offer retribution for the damages caused by their poor management and supervision of dam construction, this act is what sparked the defiance in the people victimized by the flood. (Erikson) Immediately following the disaster Pittston began doing damage control for the protection of the company and tried to place all of the responsibility away from themselves during the ensuing legal battles. Pittston lawyers immediately began treating the people left behind in the wake of the disaster as â€Å"potential adversaries in court action†, questioning them not about the state of their living conditions but instead about their ill will against the company (Erikson). During one of the interviews included in Everything in Its Path a former mine worker said Lawyers had asked him â€Å"Do you have any hard feelings against Pittston? † and â€Å"Do you believe they’ll talk to people? †. While these actions may have seemed like sensible legal maneuvers in Pittston’s legal team, they proved to seed a deep resentment toward the coal company in the minds of Buffalo Creek’s residents. The second mistake Pittston made, as described in The Buffalo Creek Disaster, was them stating that â€Å"the break in the dam was caused by flooding—an Act of God. (Stern). Throughout the works of both Kai T. Erikson and Gerald M. Stern there is a general consensus that the valley community being a largely religious group of people were provoked by this statement. In this respect Pittston ultimately did more to embolden their â€Å"adversaries† than they did to protect themselves from monetary loss in the end. Pittston Coal Company and the Buffalo Mining Company are the responsible parties for this man made disaster from the beginning of it’s creation until the day of the flood. The Buffalo Mining Co. nd Pittston both failed to learn from past mistakes during the construction of the dam system. Pittston ignored the poor quality of the dams built, previous complaints about the lack of emergency run off systems, and multiple previous failures of the dams which were simply patched and reinforced in the same faulty manner as the original was made. In March of 1971 several Coal Company officials noted that there was a significant slumping in dam 3 and it was estimated at â€Å"150 to 200 feet wide across the face of the dam and 20 to 30 feet from the face back. by testimony of Ben Tudor, General Superintendent, Buffalo Mining Company. Later that same month it was recorded that a West Virginia Department of Natural Resources inspector had listed a â€Å" â€Å". . . lack of emergency s pillway or overflow system from upper impoundment. † (In this instance, â€Å"upper impoundment† refers to Dam No. 3. )†. Despite these and many other alarming findings, no significant improvements were made before the dam system’s failure in 1972. (Kelley). On the day of the disaster, citizens of Buffalo Creek Valley had little or no warning from Pittston or the Buffalo Mining Co. f the impending danger until the wall of water had descended upon them. â€Å"Pittston Coal neglected to warn The Mining Bureau, the National Guard, the State Police, and even the Logan County Sheriff’s office. † (Stern). In Everything in Its Path Erikson includes several accounts of victims who had been given no warning at all that there was danger of a flood at that time. The importance of this disaster and its aftermath has permanently touched the way we handle disaster prevention, relief, post traumatic counseling, and hopefully future litigation. While the magnifying glass initially was held over the coal industry and specifically on the legal battle that the people of Buffalo Creek eventually would win, its scope has continued to broaden over years and will remain an important learning tool for use in varieties of disasters on the earth and humanity. Consider the lessons to be learned by all companies and corporations in respect to how they monitor the safety of their employees and the communities they have potential impact on. I ask you to consider the victims of the Buffalo Creek flood as brave pioneers into the world of disasters, and appreciate the advancements that have been made possible by their bravery. References Erikson, K. T. (1976). Everything in its Path: Destruction of Community in the Buffalo Creek Flood. New York, NY: Simon & Schuster Paperbacks. Kelley, J. H. , Dr. (1973). The Buffalo Creek Flood and Disaster: Official Report from the Governor’s Ad Hoc Commission of Inquiry. West Virginia Archives & History.

Order in the World vs. Savagery Essay

Choose a theme and explain how that theme influences the system of rules and order the boys establish when they arrive on the island, and what happens when the rules disintegrate. Order in the World vs. Savagery Among Men In William Golding’s Lord of the Flies, the characters demonstrate what can happen when the fear of the unknown sets in. Giving up the familiarity of authoritative figures and domesticated surroundings can put some people, especially adolescents and children, into a state of shock. If this state of shock does not set in immediately, it is inevitable to set in with time. This novel, filled with allegorical references, is a prime example of how the cultures and values set up by people and evolving over time can be ruined by crisis, creating our main theme of Order in the World VS. Savagery Among Men. The novel starts out with our main characters, the school boys, who have been marooned on a completely deserted island. Being that these are mere children, it doesn’t take too long before everyone starts to realize that not only do they no longer have the structure of adult supervision, but they must also learn to fend for themselves. Conflicting human instincts begin to arise, and we all know that without structure in our world, instincts can be a terribly scary addition to this chaotic mix. It is quite interesting to see that even given their crisis of a situation, one of the boys still clings to his former civilized lifestyle. He still has the urge inside of him to work toward order and their pre-existing domesticated, cushy lives. Living in our sheltered world for such a very long period of time, in this case his whole life has created a barrier between him and reality. Given that he is just a boy, this is not unusual but rather expected of him. On the other hand, we have the majority of the boys, who have resorted to their primordial instincts. They start off with a sort of structure: the conch shell. This is their only form of order in their new life, a symbolic sign of civility which they have brought with them from their old lives. This was, at first, a sense of security. The conch was once used to summon everyone together as a group after their plane crash. However after Jack the leader was chosen to run the group, he became relentless, spouting demands left and right, expecting his group to agree at every whim or else. Ralph, one of the other main characters, opposed the barbaric ideas proposed by Jack, and created his own group. When Jack hears of this disruption to his overruling, he makes sure to convince everyone that they need to be on his team and that he can help them more than wimpy Ralph will be able to. When his teachings are unleashed, Roger rolls a giant boulder onto Piggy, which also crushes their conch shell. I believe that this is a symbol of the disintegration of all civility among the boys. As these rules continue to diminish, the representation of our theme becomes more and more clear. For example, Simon encounters the beast that frightens all of the boys to no end, only to find that the beast does not exist; it is imaginary. The beast, we find, is simply a symbol which lies inside of each and every person because it represents human primitive instincts. When Simon went to alert the rest of the group about the beast, the boys with their newfound savage ways of living attacked Simon immediately without any hesitation whatsoever. The boys tore his body limb from limb until there was no life left. This part of the novel is an extremely important part of the theme because the behavior of the boys is what brought this â€Å"beast† to life! In conclusion, as you are able to see, our theme of order and reason in the world versus savagery and impulse influences the system of rules (or lack thereof) throughout the entire novel. In the beginning, many clung tight to their lives of order, while the remainder of others decided right away that because there was no supervision, they needed to have a leader as soon as possible. Toward the end of our novel, as their rules began to dismantle and leadership turned to a god complex dictatorship, we are still able to see the influential theme in the story line as savagery among men takes over all order when the killing begins.

Influence of Culture Versus Communication

First of all, defining â€Å"organizational culture is what employees perceive and how this perception creates a pattern of beliefs, values, and expectation (Matteson, 2002)†.Of course, any group or organization or human beings which gets together for a purpose has a kind of assumption invented, discovered or developed to learn and cope any issues/problems of external adaptation and internal integration that has a valuable to be thought to new members as a correct way to perceive, to think and to feel in relation to those issues/problems. At the other hand, communication is glue that holds organization together. Without this valuable interaction, nothing can be perceived, created and everyone in the organization would act as differently with no control for an unsustainable result. The two have a relationship because, for the organization to be effective, it has to have an effective communicator in the group who must understand not only general interpretation communication concepts, but also the characteristic of interpersonal communication within the organization or organizational communication. Since influencing is the process of guiding the activities of the organization members in the right and appropriate directions with effectiveness, there is ample coloration between both, the organizational culture and communication. Without the communication, nothing can be considered, encouraged, motivated, leaded, thought, understood and leaded. For and an appropriate organization. For a formal or informal culture within an organization, the input portions are: people, money, raw materials, and machines. The process seems to be the influence process where the consideration of the group, the motivation of the group, leading as managers to supervision, encouraging the group who after all understood through the communication.

Autobiographical Incident Essay Example | Topics and Well Written Essays - 500 words

Autobiographical Incident - Essay Example Some are funny and some might be very serious to talk about. However, the changes brought by such incidents on life always depend upon the severity of the happening. Here I would like to describe a personal experience that has positively affected my life and thought. This incidence always helps me to remain optimistic in my approach and vision. During last New Year holidays, I was busy in shopping with my friends at Holiday Markets in New York City. These markets offer greatest hits for lots of gifts so we were having a great time buying little packages for our family. Later on, we enjoyed coffee and sandwiches. It was hustle and bustle all around. All the shops were glowing with beautiful lights that also brightened up the whole stuff present in the shops. Just finishing the shopping, we planned to go back with our tokens of love for our family. At that moment when I was walking down the stairs of the last shop, I noticed a person who was crossing the road. This guy was physically disabled. He had both the hand missing and had only one leg. It appeared that he had passed through a terrible accident earlier. It was disgusting looking at an incomplete guy who was young and might have many dreams that cannot be fulfilled because of his filthy condition. However what made me so surprised was a glow and a smile on his face even after such a terrible experience. His face had an unlimited peace. I was wondering as for how he could grin in spite of being in a miserable state. I was so confused at that moment and wished to know the hidden truth behind that peaceful smile. This wish compelled me to go and ask what happened to him and what made him so relaxed even after such a bad experience. I crossed the road and reached nearby. I asked the guy what made him so relaxed in such circumstances. He told that for him happiness is not a matter of external events but it always lies how we react towards odd situations. Our mental attitude plays a great role in real life.

Identifying Success Factors of Implementing ERP in Small Organisations Dissertation

Identifying Success Factors of Implementing ERP in Small Organisations - Dissertation Example The paper tells that ERP systems are computer software packages that enable companies to manage all of their operations, such as sales, manufacturing, inventory, accounting, etc. using a single platform. ERP systems officially arrived in the early 1990s, though they evolved over the previous few decades as the separate programs of each functional area began to be integrated into one program. The intent of a single integrated software package was to reduce the direct costs associated with multiple packages (re-entering, reformatting, and reconciling redundant data) while aiding the communication between the functional areas of a business, such as sales and production. The market for ERP systems continues to grow faster than any other software market with significant number of companies worldwide have already implemented an ERP system. The vast scope of an ERP system magnifies the typical "risk-reward" relationship of any business initiative. Davenport described ERP systems as profound ly complex pieces of software that require large investments of money, time and expertise. Correspondingly, he stated that although implementing an ERP system could deliver great rewards for a company, implementation failure could be fatal. In fact, many well- known companies experienced significant challenges implementing their ERP systems. This led researchers to provide insight into what organisations could do to increase their chances of implementation success, resulting in the identification of ERP system implementation Critical Success Factors. ... These factors are not specific to any particular ERP software program as they are based on the organisational aspects of the implementation rather than the technical functionality of the program. Examples of such factors include strategic visioning/planning, management support, project management, and training. Proficiently addressing these CSFs should increase the chances of a successful implementation (Ehie, 2005; Thomas & Huq, 2007). However, with so many factors involved in an ERP system implementation project, there can be no guarantee of implementation success. Problem Statement ERP systems, like many other technological advances, were initially implemented only at large organisations. Over the years, software vendors began to provide ERP systems specifically targeted for midsize market price tolerance and functionality requirements, leading more and more small organisations to implement ERP systems. Small organisations have been shown to posses significantly different characte ristics when compared to large organisations (McAdam, 2002, Ghobadian and Gallear, 1996, Lee and Oakes, 1995). Their organisational structures and culture are relatively informal, their leadership is intimately involved in daily operations and typically lack long-term strategic planning. Furthermore, they have limited human and financial resources, and often lack a dedicated full-time Information Technology (IT) person. All of these factors combine into a significantly different organisational environment for an ERP system implementation when compared to large organisations. The existing research on ERP CSFs is heavily based on experiences at large organisations. This is understandable, considering that

Japanese Americans in WWII Essay Example | Topics and Well Written Essays - 1500 words

Japanese Americans in WWII - Essay Example No attempt was made to identify the potential threat to national security of an eighty year-old grandmother, a ten-year-old orphan, a pregnant mother, or an immigrant shopkeeper or gardener. All left behind their friends, homes, and possessions for an undeclared period of time and an indefinite future. At the beginning of World War II, millions of immigrants arriving in the United States from Japan, Italy, and Germany were officially classified as "enemy aliens." Following Japan's surprise attack on the U.S. naval base at Pearl Harbor on December 7, 1941, the US government was very worried about the possibility of espionage by Japanese Americans. Although many Japanese Americans were enlisted as soldiers in the US Armed Forces, some people gave in to fear and paranoia, and clung to the groundless suspicion that Japanese citizens would sabotage the US war effort. On February 19, 1942, President Franklin D. Roosevelt issued Executive Order 9066, authorizing the relocation of Japanese Americans living on the West Coast to inland concentration camps. The US War Relocation Authority was created to prevent the feared espionage. They built 10 internment camps in states such as Idaho and Arkansas. Japanese Americans living in Washington, Oregon and California were forced to leave their jobs, homes, and in some cases, their families, to move into the camps. Over 110,000 people, half of them children, were forcibly relocated against their will, even though they had committed no crime. Conditions in the camps were deplorable: armed guards patrolled the barbed-wire perimeter, medical care was inadequate, and entire families were forced to live in poorly constructed, one-room cells. The camps were closed when the war ended in 1945. It wasn't until the 1970s that... On February 19, 1942, President Franklin D. Roosevelt issued Executive Order 9066, authorizing the relocation of Japanese Americans living on the West Coast to inland concentration camps.The US War Relocation Authority was created to prevent the feared espionage. They built 10 internment camps in states such as Idaho and Arkansas. Japanese Americans living in Washington, Oregon and California were forced to leave their jobs, homes, and in some cases, their families, to move into the camps. Over 110,000 people, half of them children, were forcibly relocated against their will, even though they had committed no crime. Conditions in the camps were deplorable: armed guards patrolled the barbed-wire perimeter, medical care was inadequate, and entire families were forced to live in poorly constructed, one-room cells.The camps were closed when the war ended in 1945. It wasn't until the 1970s that details began to emerge about the atrocities committed by the US government against Japanese Am ericans. Of the thousands detained in the camps, 70,000 were US citizens.In 1980, Congress established the Commission on Wartime Relocation and Internment of Civilians. After examining the impact of the internment period on the Japanese American community, the commission concluded that the federal government was guilty of discrimination against its citizens.The US government formally admitted its mistake in 1988. Congress passed the Civil Liberties Act during the administration of President Ronald Reagan.

A critical study of credit risk management in the first bank of Dissertation

A critical study of credit risk management in the first bank of Nigeria Plc - Dissertation Example Circumstances led to the situation in which the giant loss incurring banks due to subprime crisis have to solely depend on capital flow from Middle East, Chinese and investors from Singapore. Thus major nucleus of these losses has been related to credit risk. Thus the notion of the credit risk management is a grave concern in this world of complex financial milieu and it has become highly essential for the financial institutions to suppress loses arising from credit for sustained long run performance. The obnoxious cases of bank failures, acquisitions, consolidation have steered the focus of management of the financial institutions in restructuring operations, improving asset quality and building loan portfolios with credit risk management as the base structure (Yo & Yusoff, 2009, p.46). Influence of credit risk management on the banks Credit risk management has an overwhelming concern on the financial institutions especially that of a bank. The credit risks in simple language can be defined as the potential which the bank borrower or the counterparty will fail to meet its obligations with various agreed terms. The basic objectives of the credit risk management are directed towards the maximization of the risk adjustment of the bank with the maintenance of the credit risk exposure within the domain of various accepted parameters (which may vary from time to time). The banks basically require managing the credit risk intrinsic in the entire portfolio as well as the risks in the individual credits or the transactions. The banks should be also taking into account the relationships between the credit risk as well as that of the other risks. The effective management of the credit risk can be argued as a crucial component of a comprehensive approach towards risk management and are highly essential to the long-term success of any of the banking organization (Principles for the Management of Credit Risk, 2012, p.1). In the recent decades leading to financial crisis, th e banks have operating in an enhanced competitive market and as an involuntary mechanism being forced in taking more risks for seeking out higher margin actions. Securitization, commercial papers have created the platform where the banks can generate higher margin business by the process of converting the illiquid loans into marketable securities and thus lead to the release of capital for other investment opportunities. Empirical testing reveals that the process of securitization leads to the expansion of credit leading the banks to hold riskier assets (Casu et al, 2010, p.3). From the perspective of the Basel Accord II , securitization exposures the banks have to abide by some norms like that of proper documentation of the objectives, summary of the bank’s policies for securitization and whether there is limitations in the application of sophisticated credit risk management with the securitization method. The credit risk management can be successfully implemented if the ban ks adapt refined techniques for minimizing the risk of the expected losses (Securitization of Credit Exposures: Important Tool of Credit Risk Management under Basel Accord II, 2006, p.598). Technology enhancing the process of credit risk management One of the most important parts in the credit risk management is that of quantifying the risks and it is a very crucial part in the risk management process. From

Instructional Coherency and School Improvement Research Paper

Instructional Coherency and School Improvement - Research Paper Example This research will begin with the statement that a compelling schooling system does not depend only on educators who are technically proficient, appropriate school curriculum, and the provision of other associated school facilities. Many kinds of research into the subject of school reforms and improvement have focused on the significance of organizational characteristics, governmental policies, leadership values, and student- teacher learning processes, all of which are considered in the modern times, as important for achieving a high-quality education. A supportive organizational environment, strong leadership, combined with technical reforms within teaching methods and school curriculum, is most likely to be of optimal benefit for the students. In the present efforts to elevate the standards of the high schools in U.S., there have been various forms of reforms, ranging from an increase in course exigency to guaranteeing competency standards of the educators. Some of the schools, on the other hand, have removed the passing grade standard of Ds and focused on simpler courses and vocational tracks to facilitate learning. The various State education departments, in turn, have raised the number of credits necessary for the core content subjects, created a standard for the content, while introducing standardized test patterns. Besides these various reforms brought in to elevate the levels of education in the US, there has been another aspect which has been gaining prominence in the recent times: instructional program coherence.

Back Injury of South African Female Gymnasts Research Paper

Back Injury of South African Female Gymnasts - Research Paper Example This study has employed a prospective testing program which was followed by a retrospective descriptive questionnaire-based study design. It was structured in this manner in order to establish an injury profile in both of the current and previous seasons and another one for the training program. There were 20 registered gymnastics clubs located in Gauteng. Seven of the twenty clubs were the only ones who offer a high quality of programs in terms of performance. It is only within these seven clubs that the respondents of this study have been chosen. However, only three of the seven clubs have allowed and agreed to partake in this research since the remaining four clubs do not have their current elite gymnasts. Respondents of the study were selected based on their age and training hours. Female artistic gymnasts who were born between 1990 and 2000 are the main participants. These gymnasts should be spending, at least 15 hours of training each week for a minimum of three years. Other respondents include the retired gymnasts who have already competed in the elite level while they were still active in the sports. They have been included in order to obtain information regarding the reasons behind their retirement and radiological data which were also compared to the data gathered from the current active gymnasts. The total number of the retired gymnasts is ten and each has filled a questionnaire. It was also made sure by the researcher that the data used in this study was provided with consent by the gymnasts who were participating in the study. Before conducting the initial study, the questionnaires were sent to gymnastics experts who include ten gymnasts who are not participating in this study and another two gymnastics coaches. The questionnaires were also checked and validated by a biokineticist and sports physician who works closely with gymnasts. This checking and verification of questionnaires was made in line with the content and construct validity as stated by Sim and Wright (2000). In the pilot study, which was conducted at the onset of the competition and was three months before the main study, the questionnaires were given to the participants. After a week, the completed questionnaires were sent back to the same respondents for the purpose of checking the reliability of the answers. When it comes to the X-ray test, it was taken by three radiographers who follow similar procedures for each of the view such as antero-posterior view, oblique view, and lateral view. Gathered data were analyzed through the use of a computerized statistical program which is the Statistical Package for the Social Sciences (SPSS) version 12. Descriptive analysis was obtained through means and standard deviations while tests of significance were achieved with inferential statistics. The level of significance used in the inferential statistics was set at 5%. Results of the study have identified that injuries, which commonly result to radiological changes, were generally caused by the training and the competition proper itself. Prevalence of injuries is very common in the ankle which has recorded 16.7% of the entire population of the participants. It was followed by the injuries occurring in the elbow. It can also be

Contemporary business Essay Example | Topics and Well Written Essays - 3000 words

Contemporary business - Essay Example In addition, the report will include examples on Coca Cola, Toyota and leadership style of Bill Gates to support all the discussions. Finally, a conclusion will be provided to summarise all research findings and mentioned business management issues / problems. Before critically analysing the functions and management issues in a global business to identify ways to reduce risk and improve organisational effectiveness, I first would like to throw light over what we mean by efficiency and effectiveness. Organisational efficiency refers to the capability of a business enterprise to produce maximum output with the help of same available sources. In other words, it could be defined as an ability to produce same level of output with fewer sources. The world has become a global village after the contemporary developments and advancements in information technology and communication networks. These recent advancements and improvements in media networks and advertising have greatly affected the attitudes, beliefs, behaviours, lifestyles and perceptions. At the same time, this has also created many business opportunities for enterprises. In fact, many businesses have gone global and have become transnational, multinational or supranational corporations with operations all across the world. Companies today are expanding their operations all across the globe to target a large group of potential customers who are heavily exposed to media, and who now have relatively similar lifestyles (inclination towards a white collar job, brands, facilities, luxuries etc). On the other hand, customers have also become very demanding, since they seek value and are inclined towards new and innovative products. In short, it could be said that busines ses have to deal with a large diverse group of customers who have both willingness and ability towards different innovative and existing products. Businesses usually have many different international market entry

Divorce and Remarriage Research Paper Example | Topics and Well Written Essays - 2500 words

Divorce and Remarriage - Research Paper Example For as many of you as have been baptized into Christ have put on Christ. There is neither Jew nor Greek, there is neither bond nor free, there is neither male nor female: for ye are all one in Christ Jesus† (Galatians 3:26-28). Once a person is a believer, there are no distinctions or special dispensations; no excuses. There are, however, levels of moral law1 which must be applied to any and all situations humans encounter in life. After maneuvering through the hierarchical layers, close analysis of biblical permissions for divorce are: fornication and adultery; life-threatening neglect of basic essentials such as food, clothing and shelter; non-fulfillment of marital sexual obligations; mental or physical abuse; departure of the non-believing spouse; and permanent separation despite attempts at reconciliation.2 If any or all of these conditions are met, the spouses are released from the marriage bond and thus free to remarry without committing adultery. The marriage bond is sacred, but it is not absolute. Biblical law was set up to guide sinners from sin to redemption, and there is always room inside the law for the sinner to return to a state of grace. However, we are by nature prone to sin, so the laws clearly address certain instances in which avoiding the sin of dissolving the marital contrac t would cause us to commit another sin such as putting ourselves in danger or choosing to remain married to a sinner.3 Neither of these is a good alternative, so the law allows for marriage dissolution. Before we can discuss the dissolution of the marriage contract, it is helpful to understand what is implied by the marriage contract to start (which provisions are included in the â€Å"standard† contract and which are added on as addenda during our human interactions). The standard contract is straightforward. A man and a woman join in marriage and become one

The statement of Goals for BSPH Essay Example for Free

The statement of Goals for BSPH Essay Different people have different ambitions in life. These ambitions can either make or break a person. Ever since I was a child, I have always wanted to indulge myself in public health. This volition was strongly influenced by the fact that my grandfather was the chairman of Red Blood, an organization based in Hong Kong. My grandfather impressed me in a lot of ways, especially in terms of his work. He shared with me his insights and the pertinent information necessary to succed in his field of work. After the SARS breakout in Hong Kong in 2003, I became more and more indulged into the field and in helping others. So I decided that I should now go out of my way to widen my knowledge about Public Health. As I indulge myself in this field, I plan to major in the Health Policy and Administration. With the kind of experiences that I have, I am proud to say that I demonstrate the qualities and the experiences required of a good leader. In my college days, I became one of the founding members of the Association of International Business and Economics Research (AIBER). The group aimed to provide students with quality research and information specifically on business and economics. I was then appointed as president of the group after half a year of active involvement. Our society was even recognized as the most outstanding extracurricular society in our college. My thrive to be successful did not stop there. I was also an active member of the leadership society of my college; at the same time, was also the activities director of International Student Association. My dream of becoming successful was finally taking place I was one of the youngest leaders in my school during that time. As persistent as I can be, I honed my craft even after college. I was an office clerk for Manulife Financial Limited in the summer of 2005. The best part of them all was the fact that I was recommended by my school and sent to Singapore to participate in its exchange program. The experience taught me not only to widene my perspective, but also crafted my intrpesonal, communication, and leadership skills. We all know that the health of individuals can be detrimental to the economic stability of ones country. With this in mind, I plan to use all of my acquired knowledge and experiences to the upheaval of my society. Studies will be conducted so as to have an idea on which areas to focus on. From this, new policies and rules will be stipulated so as to resolve the problems, if not totally eliminate them. For others, public administration is very simple and easy and I beg to disagree with them. It may be easy to handle a few people, but when you talk about taking care of a town, a city, or even a country – careful considerations must be given. We should be very careful when dealing with even the smallest detail, because these details may even be the cause of yet a bigger problem. When accepted at _____________________(Please put the name of your college), I know that the knowledge that I have acquired through the many years of experience will be well crafted by this school.

Critical Pedagogy Is Very Broad Education Essay

Critical Pedagogy Is Very Broad Education Essay The literature of critical pedagogy is very broad indeed and contains dense information. In fact, the political perspective of critical pedagogy towards the curriculum contributes much to creating abundant scholarships in the field. In addition, as many authors perceive, critical pedagogy lacks a set of definite principles; which makes the process of setting a unified definition of its premises so challenging. Still, the implementation of aspects of critical pedagogy in the classroom setting can have wide scale results on the teaching process as a whole. Hence, it is important to give a brief examination of the literature of critical pedagogy, an analysis of its core principles, and an investigation of the critique directed against its assumptions. By virtue of being critical, critical pedagogy and critical thinking share some common grounds. However, despite the existence of the critical stance in both disciplines, there are broad differences between them. One of these differences is related to the expectation of action in each discipline. In its emphasis on analysis and deep interpretation, critical thinking does not necessitate any action to achieve social change. On the other hand, the principles of critical pedagogy aim at creating a social action that comes mainly through educational practices. Another important difference has to do with the scope of interest of each discipline. Critical thinking is, by definition, individualistic and largely ignores the collective relations. Critical pedagogy, on the other hand, is more concerned with corporate action; that is why, as Burbules and Berk suggest, in critical pedagogy individual criticality is intimately linked to social criticality (55-56). Critical pedagogy might also be thought of as an extension of critical theory. Both critical theory and critical pedagogy employ their strategies with view at obliterating the hegemonic collective standards and paradigms. However, critical pedagogy is different from critical theory in the fact that it is mainly an educational philosophy that reacts towards the oppressive systems in the educational arena. The primary concern of critical pedagogy in this aspect is with issues that have to do with maintaining equal opportunities and establishing dialogical mode of discourse. As Burbules and Berk put it in the language of critical pedagogy, the critical person is one who is empowered to seek justice, to seek emancipation (50). Collins also describes the framework of critical pedagogy as being realistically involved in enlarging the sites within our institutions where genuine, noncoercive dialogue and reasonable opposition to oppressive bureaucratic controls can emerge (63). This proves that critical pedagogy involves an entirely new orientation that departs from traditional models of education and embraces a number of principles that may not be familiar in the generic pedagogical systems. The basic characteristic that separates critical pedagogy from other approaches is its celebration of social justice and emancipation. In addition, a critical approach to pedagogy is distinguished by an emphasis on dialogic interactions with view at giving equal opportunities for all voices. Critical pedagogy values the students experiences and locates these experiences at the centre of the learning process. The mission of critical pedagogy is more complex than it seems to be, and its scope encompasses a plethora of pedagogical approaches and practices. In Life in Schools: An Introduction to Critical Pedagogy in the Social Foundations of Education, McLaren points out that critical pedagogy aims at investigating, questioning and changing the relationship among different factors in the learning experience. These factors include classroom teaching, the structure of the school, and the social relations with the community. This imposes a great task on the critical pedagogue as he has to take into account a wide range of social and educational variables in his work (26-28). Critical pedagogy has its roots in Paulo Freire who is generally considered to be the inaugural philosopher of critical pedagogy (McLaren, Paulo 1). Although at first Freire dedicated his efforts to issues related to literacy in Brazil, his philosophy expanded gradually to embrace a cornucopia of social and educational issues that have been the object of criticism. In Pedagogy of Freedom: Ethics, Democracy, and Civic Courage, Freire pointed out that what he called for was not merely a pedagogical method; rather, it was a strategy of living within the educational system (67). McLaren observes that the bottom-line of Freires pedagogy is to establish a non-hegemonic approach that is based on dialogue and interaction (McLaren, Paulo 2). This clearly shows the political dimensions of Freires philosophy. Freire actually stressed the importance of incorporating social and political critiques in the curriculum. This explains why his approach promotes a liberatory form of education that emphasizes emancipation and rejects all forms of oppression and domestication. In The Politics of Education, Freire maintains that the learning process should take into consideration two essential dimensions. The first is the context of authentic dialogue between learners and educators (49). The dialogue will empower students to move toward becoming knowing subjects and they will develop a relationship with the teacher in which one knowing subject [is] face to face with other knowing subjects (49). For Freire, by employing authentic dialogue in the teaching process, education becomes pedagogy of knowing rather than an experience of narration sickness (Freire, Oppressed 57). However, Freire warns that the dialogic process should not be reduced to simple to-and-fro questions that may also become tedious and sterile. Instead, there should be a focus on creating interaction between students and teachers in problematizing knowledge. In this regard, it is the responsibility of the teacher to inspire students to move forward within this critical practice (Freire, Freedom 80). The second dimension that should be considered in the learning process is the social realities in which students live. Freire states that authentic thinking, thinking that is concerned about the world is concerned with reality, and does not take place in ivory tower isolation, but only in communication (Freire, Oppressed 64). This suggests that earning should be connected to the realities of students lives. Otherwise, by ignoring these realities, educators will be creating divisions that make difficult the construction of our ideals of change and transformation (Freire, Freedom 55). A very influential concept in Freires philosophy is that of praxis. Freires praxis, which delineates critical reflection and action, entails the application of educational practices and philosophies to create a better educational experience. To this end, students should be viewed as active participants in the teaching process and in the formulation of teaching methods. They are engaged in what Simon calls a transformative critique of their everyday lives (Simon, Teaching 60). The teachers role here resides in encouraging students to get involved in reflection on their worlds so as to assist them in engaging in critical consciousness. For Freire, the development of critical consciousness in the student can be attained by means of implementing what he called the problem-posing model of education. Freire proposed this model as a counterpart to the banking system of education dominating the educational institutions. He asserts that the banking system fosters domination and oppression, whereas the problem-posing mode promotes liberation and democracy. He goes on to claim that whereas banking education anesthetizes and inhibits creative power, problem-posing education involves a constant unveiling of reality. The former attempts to maintain the submersion of consciousness; the latter strives for the emergence of consciousness and critical intervention in reality. (Freire Oppressed 68). Freires philosophy of education was adopted and modified by various writers. The most prominent figure in this aspect is Ira Shor, who was mainly influenced by Freire. In his Critical Teaching and Everyday Life, Shor criticizes the institutionalized modes of education which involve undemocratic approaches. He demonstrates that these traditional systems have restricted students from contributing to the learning processes. He calls for implementing learning activities that are democratic in nature. These activities are set against the notions of education that students have from their previous experiences within the traditional pedagogical system. The democratic methods of teaching would change the role of students from passive to active critical subjects in which they become active participants in their own learning (111-113). Shor also pointed out some of the limitations of Freires assumptions. Examining the applicability of the Freirean philosophy, he stressed the difficulties involved in implementing the principles of this philosophy within the classroom setting. In his When Students Have Power, he strongly argues that despite the benefits gained from the implementation of the assumptions of critical pedagogy; these assumptions do not go smoothly when turned into practice in the context of classroom environment (56). However, Freire responded to this claim when he stressed the fact that his educational philosophy was not merely a collection of strategies that could be implemented in all educational environments. Rather, different educational practices should be adapted depending on each individual context. Freire acknowledged that pedagogy is influenced by ideology and since ideologies vary a lot, the existence of a single philosophy of critical pedagogy is not practical. Hence, one cannot speak of pedagogy but must speak instead of pedagogies which respond to particular necessities, interests and conditions (Gaudiano and de Alba 128). The challenges of reaching a definite conception of critical pedagogy brought about different approaches to the philosophy by many writers. bell hooks, for example, supports Freire in promoting the link between theory and practice in order for the student to be the center of the teaching process. However, she does not employ Freires concept of critical pedagogy. Rather, she has introduced what she calls engaged pedagogy. She defines it as a system that combines anticolonial, critical, and feminist pedagogies à ¢Ã¢â€š ¬Ã‚ ¦ for interrogating biases in curricula that reinscribe systems of domination à ¢Ã¢â€š ¬Ã‚ ¦ while simultaneously providing new ways to teach diverse groups of students (qtd. in Florence 10). A central feature of this model is the repudiation of the use of sophisticated language; a key feature of traditional educational methods that creates barriers between students and teachers. Roger Simon has introduced another significant approach to critical pedagogy which he calls pedagogy of possibility. In his Empowerment as a Pedagogy of Possibility Simon contends that proposing pedagogy is also proposing a political ideology. Hence, this model of pedagogy aims at enabling a particular moral project, a particular not yet of how we might live our lives together (372). He stresses the fact that such a pedagogy will require forms of teaching and learning linked to the goal of educating students to take risks, to struggle with ongoing relations of power, to critically appropriate forms of knowledge that exist outside their immediate experience, and to envisage versions of a world that is not yet in order to be able to alter the grounds upon which life is lived (375). Like Freire, Simon stresses the importance of not looking at his ideas as mere abstractions. Rather, they should be put into practice in all educational environments. Teachers who would implement the principles of the pedagogy of possibility must not expect a guideline for techniques to be adopted, but rather approach such a task strategically, locally and contextually formulating practice within an integrated moral and epistemological stance (Simon, Teaching 58). This will lead to a possibility for creating counterdiscursive activity that attempts to provoke a process through which people might engage in a transformative critique of their everyday lives (60). The complexities inherent in critical pedagogy have given rise to many critiques of its principles and assumptions. The scope of the criticism directed against critical pedagogy is so vast that it includes critiques from disciplines such as feminism, and postmodernism. It is of high importance to shed light on some these critiques directed against critical pedagogy in order to identify the potential challenges in implementing its practices in classroom environment. The first critique to be considered is that which comes from the very nature of critical pedagogy itself. Critical pedagogy inherently requires a constant investigation of its principles and practices. In this aspect, Giroux and McLaren contend that many current trends in critical pedagogy are embedded in the endemic weaknesses of a theoretical project overly concerned with developing a language of critique. Critical pedagogy is steeped in a posture of moral indignation toward the injustices reproduced in American public schools. Unfortunately, this one-sided emphasis on critique is matched by the lack of theoretical and pragmatic discourse upon which to ground its own vision of society and schooling and to shape the direction of a critical praxis (32). In her The Struggle for Pedagogies: Critical and Feminist Discourses as Regimes of Truth, Jennifer Gores critique of critical pedagogy is based on her contention that there are two distinct versions within critical pedagogy; she identifies these versions according the prominent figures who most contributed to the philosophy of each strand. The first version contributes to what she calls pedagogical practice. She suggests that Freire and Shor represent this strand of critical pedagogy which offers concrete suggestions and examples taken from their own pedagogical practice, and which is intended to help other educators (40). Gores criticism is directed against the other approach which she calls pedagogical project. This approach is represented in the contributions of many significant pedagogues, mainly Giroux and McLaren. Gore claims that their approach relies heavily on an abstract political vision and should not be called critical pedagogy, but critical educational theory (42). She goes on to argue that the major shortcoming of such an approach resides in its failure to delineate a set of practices for classroom teaching. As a result, their pedagogy might be seen to restrict its audience to those readers who have the time, energy, or inclination to struggle with it à ¢Ã¢â€š ¬Ã‚ ¦ and, in so limiting its audience, it subsequently limits its political potential (38). Essentially, Gores criticizes the fact that such critical pedagogues tend to focus on abstract theories that lack the potential for implementation. As an example, Gore cites the concept of empowerment, which is a key principle in critical pedagogy. Within the pedagogical project model, the concept of empowerment has been confined to extreme abstraction that forces teachers to be the agents of empowerment, without providing much in the way of tangible guidance for that work (Gore, What 66). Hence Gore calls for creating guidance for teachers so that principles of critical pedagogy can be translated into reality. However, Gore does not call for creating recipes for educational practices. Rather, she contends that theorists of critical pedagogy should take into consideration the context of the educational process instead of merely adhering to a unified theoretical background (Gore, What 67). As mentioned above, Freire himself rejected an essentialist view of critical pedagogy and called on teachers to adapt the learning process to the context of students experiences. In this regard, a great responsibility lies on teachers in determining the methodologies appropriate for each particular context. Similarly, Elizabeth Ellsworth employs a feminist perspective to refute any essentialist interpretation of critical pedagogy. She goes on to claim that even the term critical is a repressive myth[s] that perpetuate[s] relations of domination and hides the actual political agendas à ¢Ã¢â€š ¬Ã‚ ¦ namely antiracism, antisexism, anti-elitism, anti-heterosexism, anti-ableism, anti-classism, and anti-neoconservatism (93). She also believes that theorists of critical pedagogy have failed to launch any meaningful analysis of or program for reformulating the institutionalized power imbalances between themselves and their students, or of the essentially paternalistic project of education itself (98). Moreover, Ellsworth develops a deconstructionist critique of critical pedagogues. She claims that these pedagogues are implicated in the very structures they are trying to change (101). She criticizes the fact that much of the literature of critical pedagogy is the work of the dominant white middle class men. She goes on to argue that a relation between teacher/student becomes voyeuristic when the voice of the pedagogue himself goes unexamined (104). In his Elements of a Post-liberal Theory of Education, Bowers basic criticism resides in his claim that, in a way, critical pedagogy enforces the assumptions and values of Western metaphysics. Although he promoted the contributions of Freire and his followers, Bowers believes that Freires model emphasizes the modernist way of thinking, and thus it reinforces Western values and principles. For Bowers, all Freires pedagogy is based on Western assumptions about man, freedom, progress, and the authority of the rational process (127). He claims that the problem with Freires position is not that he advocates critical reflection but that he makes it the only legitimate source of knowledge and authority (129). Although Freires emphasis on dialogue as a basic component of the educational process has been praised as a democratic strategy, Bowers criticizes the very notion of using dialogue as a tool for emancipation. He contends that relying on dialogue in this aspect shifts the locus of authority from that of community and tradition to the individual who unifies thought and action in a new praxis (129). This focus on the individual on the expense of other collective concerns has lead to the failure of critical pedagogy in addressing issues related to ecology and the nature of the world. As he puts it, The problems of inequality and restricted individual empowerment are not nearly as important as the cultural roots of our alienation from nature. Regardless of how our agenda for social reform is framed, the bottom line has to do with reversing the global ecological deterioration we are now witnessing (159). A very important critique of critical pedagogy that should be highlighted here is that which comes from a postmodern perspective. In their Dialogue across Difference: Continuing the Conversation, Burbules and Rice explore the postmodern critique of critical pedagogy. The authors start their argument by suggesting that there are two versions of postmodernism that hold different positions relative to modernism itself (397). They call these two versions postmodernism and antimodernism. The authors suggest that a basic characteristic of postmodernism is that it goes beyond the norm but at the same time accepts the basic significance of the tradition it proposes to go beyond (397). They cite Giroux and McLaren as examples on postmodernist critics who relish some key democratic assumptions of modernism and yet go beyond them. Antimodernism, on the other hand, defines itself as the antithesis of modernism and is characterized by a strong antipathy to the language, issues, and values of modernism (398). The authors criticize this strand and assert that having deconstructed all metanarratives and radically relativized all possible values, antimodernism is left with no clear way of justifying any alternatives (398). The different positions of postmodernism and antimodernism account for the dissenting views related to the relationship between critical pedagogy and postmodernism. In this regard, some writers strongly believe that critical pedagogy is far from incorporating the premises of postmodernism. In Reflective Teaching in the Postmodern World: A Manifesto for Education in Postmodernity, Parker holds the view that many critical educational practices involve some modernist assumptions and fail to account for a genuine understanding of the process of knowledge construction from a postmodern perspective (16). Similarly, there are other feminist and postmodernist writers who assert that some strands of critical pedagogy do not address such issues which are of high importance in the field. In her Freire and a Feminist Pedagogy of Difference, Weiler explores the conflict she perceives between the modernist orientations of critical pedagogy and postmodernism. As a feminist writer arguing from a postmodern perspective, she claims that her goal is to retain the vision of social justice and transformation that underlies liberatory pedagogies (450). She suggests that the universal goals of liberation do not directly analyze the contradictions between conflicting oppressed groups or the ways in which a single individual can experience oppression in one sphere while being privileged or oppressive in another (450). Accordingly, Weiler believes that the theory that calls for the existence of universal experience of oppression does not take into account the specific contexts of the classroom experience. Hence the focal point of her argument resides in redefining the collective experience in the context of historically defined struggles (Weiler 451). In this regard, Weiler claims that Freire ignored the existence of diverse experience of oppression; hence she calls for a more situated theory of oppression and subjectivity, and for the need to consider the contradictions of such universal claims of truth or process (456). Weiler argues for a feminist-postmodern approach to confront the deficits in Freires philosophy of pedagogy. In this regard, she delineates three major issues where this process can be implemented. She names these as the role and authority of the teacher, the claims for knowledge and truth in personal experience, and the question of difference. Weiler concludes by asserting that the existence of different approaches in this arena does not necessitate abandonment of the goals of social justice and empowerment, but it does make clear the need to recognize contingent and situated claims and to acknowledge our own histories and selves in process (470). On the other side of the spectrum, there are many writers who strongly believe that critical pedagogy strongly incorporates some aspects of postmodernism. In Critical Crosscurrents in Education, Collins sheds light on this link between critical pedagogy and postmodernism as he suggests that, like critical pedagogy, postmodernist critical discourse is about the struggles for power to be heard about the empowerment of other voices' (76). In the same vein, Pinar et al. suggest that there is a possibility for developing a strand of pedagogy that engages in some postmodern principles. This version of pedagogy goes beyond the issues of oppression and suffering that are merely viewed from a class- struggle perspective (305). Other writers share the same view and contend that the philosophy of Freire and other critical pedagogues does incorporate some postmodern dimensions. Most of these writers approach this issue through dividing Freires writing into different phases, stressing that the postmodern orientations appear in his later work. Peters, for example, suggests that there are some postmodern ideas that can be clearly seen in Freires later work. These ideas include Freires emphasis on textuality, subjectivity, experience and culture in addition to his own interpretation of oppression and power (117). Similar to Peters, Roberts asserts that in order to locate the modernist inclinations in Freires writing we should look at Freires work as a whole, and not to focus on his writings during the first stage of his work. Roberts contends that Freire did promote some postmodern techniques in confronting all forms of oppression. He also highlights Freires confrontation with postmodern critics, especially in his later writing. Roberts examination of this issue concluded in his contention that Freire argues for what he called progressive postmodernism. Freire has stressed the fact that educators should challenge modern ways of thinking through becoming more tolerant, open and forthright, critical, curious, and humble (112). Clearly, the above argument proves that any attempt to come up with a clear-cut definition of critical pedagogy is utterly challenging. As mentioned above, there are multiple approaches to critical pedagogy, and there are also variables from other disciplines that are easily accommodated in this literature. All this results in creating critical pedagogies rather than one definite and universally- accepted form of critical pedagogy. These critical pedagogies are always involved in a constant process of redefinition and change, thus imposing great challenge on pedagogues in this regard. Despite these variations and challenges, teachers are always urged to go beyond the mere theoretical background of critical pedagogy. The process of theorizing without action creates no change and goes against the objectives of critical pedagogy. Teachers must promote an integrated approach of theory and practice, or what Freire called praxis. In other words, they should seriously consider the potential for implementing the premises of critical pedagogy in the teaching process. This implementation should go beyond the mere adherence to an essentialist view of a critical pedagogical methodology. Teachers should attempt, to the best of their abilities, to locate the teaching process within the realities of students lives. They should take into account the various variables, realities and experiences pertinent to students lives. Hence, they should adapt their techniques according to the specific variables pertinent to the context in which they work. The critique directed against critical pedagogy maximizes the need for this constant action on the part of teachers. In addition to adapting their educational tools to the classroom context, teachers are exhorted to encourage the involvement and empowerment of the students. Without putting the assumptions, principles and paradigms of critical pedagogy into practice, teachers run the risk of going within the traditional mainstream models of education. As Bahruth and Steiner beautifully put it: in our profession we have two choices; we can succumb to the mainstream and become programmed toward deskilling our intellect, or we can become critical pedagogues and liberate ourselves and those who choose to join in the dialogue (143).

Reflection on Intramuscular Injections

Reflection on Intramuscular Injections Introduction This paper particularly focuses on my experience of learning from reflection on giving intramuscular (IM) injections, using Gibbss (1988) reflective model. I demonstrate how practice anxiety, as a student nurse, can be dealt with through effective mentoring. I chose the seminal theory of Gibbs reflection on practice, as it illustrates six significant stages; description, feelings, evaluation, analysis of the incident, conclusion and an action plan Ghaye and Lillyman (1997). Gibbs cycle is used throughout the process of reflecting on the incident to help me make sense of my practice and understand what l could do differently to enhance good practice. I use my experience from a placement simulation as I could not be on actual placement due to unforeseen circumstances. Reflection is a process through which healthcare practitioners and students can learn from experience and use the knowledge to inform and improve practice Schon, (1983). The ability to reflect on ones actions is particularly imperative in clinical practice and discourse. As Jarvis (1992) asserted, there is no consensus on the definition of reflection as it is a broad concept. Reid (1993, p305.) define reflection as; a course of action reviewing an occurrence of practice to describe, analyse, evaluate and so inform learning about practice Schon (1983) identified two types of reflection which are; reflection in action, which takes place during the event where the practitioner may not be aware that it is happening and reflection on action, which takes place after the event. Jasper (2003) concluded upon the vitality of reflecting on action, as it transforms experience into knowledge which enhances good clinical practice. Description During my first placement simulation, I practised giving intramuscular injection, is the best tolerated form or injection, and the safest way of injecting medication into a patient Shepherd, (2002). Within the first week of my placement simulation, I was offered the opportunity to practise administering an injection on a dummy. However, as a student, I was cautious and anxious, feeling that I was not competent enough. I discussed my concerns with the lecturer who was empathetic and helped formulate a plan to conquer my doubts. The plan involved a step-by-step conversation of the procedure of administering intramuscular medication, preparing the medication on numerous occasions and practising the injection technique on a dummy. Throughout these stages I was given the opportunity to discuss any questions, feelings or concerns that arose. Once confident enough to do so, under the supervision of the lecturer, I administered an IM injection to a dummy. I recorded my intervention in a refl ective journal. After giving the injection, I was given feedback and the opportunity to discuss my feelings which was valuable and of significance. Feelings As a novice, I never really enjoy giving injections, but after my second practise, good compliments from colleagues and lecturer my confidence increased. Most importantly, l kept thinking, if l gave the injection to an unwilling patient, how awful would I feel? I reminded myself, ethically, what is it like to carry out a therapeutic procedure that inflicts pain on another human being? All these challenges came to my mind before giving the injection. I began to feel quite anxious and nervous, wanting to delay the procedure for as long as possible hoping my anxiety would decrease. I believe the build up of nervousness beforehand is common, particularly for beginners like me. I prepared the injection using the necessary mathematical calculations, picked the right syringe and the right injection for the procedure. I then administered with my lecturer observing my technique, confidence and competence. Evaluation My preliminary anxiety about administering the injection was normal but as a student nurse, I ought to learn the technique and procedure of IM injections. This anxious behaviour could be explained in relation to the Joharis Window (Luft 1969). As in Joharis window, before being confronted with having to administer injection, I experienced an unknown area, whereby my fears and anxieties were anonymous to me and to others [my lecture]. Because I lacked self-awareness regarding these anxieties, I was unable to begin addressing my anxieties around administering the injection. This made me continue to avoid this area of practice, and as a result I did not develop this clinical skill before this incident. By the end of the incident, my feelings were known to me and others [my lecturer]. By disclosing my anxieties and fears to my lecturer and receiving feedback, my awareness of these issues increased. My lecturer commented on what l did right, wrong and what l could have done differently. R esultantly, I was able to address my feelings, areas of strengths, weaknesses and begin to develop the skill of administering injections. Analysis Department of Health (2008) identified lecturers as qualified nurses, who facilitate learning and supervise students. Mentoring also involves the assessment of the student in the practice setting NMC (2008). The interaction between mentor/lecturers and students is answer to minimise practice anxiety and professional intervention is often required to reduce any anxieties. This was resonant in my experience with my mentor while carrying out this procedure. Critically reflecting and understanding my feelings around giving the IM and after the procedure makes me think and evaluate what l ought to do differently in the future. This will enhance my technique and practice while also benefiting patient care. I am now aware of my competence as my mentor highly commended on my confidence, technique quality and the communication that l maintained with her throughout the procedure. Conclusion The description given in this paper is a general and subjective one that attempts to address my feeling and experience of giving the IM. It also aims at indentifying patterns and schemes in the experience of individuals in a similar context of giving IM for the first time. I believe, my experience will help educators to better understand the meaning of the anxiety that is observed as students undertake the act of giving their first injections. It will also help other students reflect and come to understand the meaning of that experience and not feel overwhelmed by this crucial initial experience. Action Plan I created an action plan to improve my practice and set out a course of action should a similar incident occur? Recording an entry in a reflective journal enabled me to record areas of practice that I want to develop and will allow me to track my progress regarding the administration of IM injections (Jack and Smith 2007).I also developed listening skills. Stickley and Freshwater (2006) argue that effective communication, which involves active listening, is an essential nursing skill, because of its beneficial effects on the patients experience.

Free College Essays - The Father/Daughter Conflict in Shakespeares Othello :: GCSE Coursework Shakespeare Othello

Othello: The Father/Daughter Conflict Brabantio, father of Desdemona in William Shakespeare's "Othello," is not happy that his daughter is marrying the title character. This father/daughter conflict impacts the work significantly by foreshadowing the climax, giving antagonist Iago material for his evil plot. Brabantio is a Venetian Senator with definite ideas on the subject of his daughter. He wants to choose a husband for her who he feels is of her caliber and who can provide her a good life, as well as raise the family's esteem in Venetian society. At that time, this was his right as Desdemona's father. Then, when life expectancy was short, Brabantio would have wanted a son of a rich house who could inherit the family wealth, and was only a couple years older than his daughter, so she would not be widowed or have to return to her father's dependence. Desdemona acts contrary to these plans by choosing to marry Othello who is a Moor, not a Venetian, which automatically lowers his stature. He is also an army general; he does not have a lot of money, only some prestige. In addition, he is old - he could be Desdemona's father nearly; in fact, he is Brabantio's friend. Army life would keep him (and her) out of Venice, and prevent Brabantio from seeing his daughter, or future grandchildren. Consequently, Brabantio is extremely upset when he learns that they have eloped. Brabantio's anger at Othello's "thievery" leads him to entreat the Duke and Senate to annul the marriage. It is also true that the scene involving Iago and Roderigo telling Brabantio of his daughter's eloping does much to develop the character of Iago as a meddling weasel early in the book. The scene in which Othello and Brabantio argue their cases before the Duke is the culmination of the underlying conflict between Desdemona and Brabantio. Desdemona's direct part in the saga is less important than the effects of this conflict on Othello, who emerges an honorable and lawfully wedded man after his appearance before the Senate. However, the dubious nature of the marriage is to cause conflict later in the story, as Brabantio effectively disowns Desdemona and gives fuel to the gossip machine. Several times the fact that Othello stole Desdemona is given as proof that she can be stolen from him.

The Red Badge of Courage :: essays research papers

The Red Badge of Courage   Ã‚  Ã‚  Ã‚  Ã‚  The main character in The Red Badge Of Courage is a young boy named Henry Fleming who experiences war for the first time during the Civil War. He is a Union soldier in the 304th New York. Throughout the book, Henry goes through a complete change of character as the war goes on. The three main stages Fleming goes through are before he actually engages in combat, his second combat experience and the second day of battle.   Ã‚  Ã‚  Ã‚  Ã‚  The entire reason Henry Fleming joined the army was to become a hero. He was completely blind to the Union’s cause as a whole and was looking more for personal achievement and well-being. This is depicted in the quote â€Å"his province was to look out, as far as he could, for his personal comfort.† Henry’s plans of heroism and bravery are cut short when his regiment does not enter actual combat, but rather continues to hear news and rumors of upcoming battle. During this time, Henry has a lot of time on his hands and does some serious thinking. He begins to feel uncomfortable and wishes he were back home with his mother on their farm. Also, he starts to feel insecure about how he will react in battle. He fears that he will run away in terror when the fighting actually begins. â€Å"He recalled his visions of broken-bladed glory, but in the shadow of the impending tumult he suspected them to be impossible pictures† is a quote that shows Henry’s insecurity about battle.   Ã‚  Ã‚  Ã‚  Ã‚  Although filled with doubt, Fleming actually fights well during his first combat experience. It is during his second battle that his fear overcomes him. When the two soldiers on either side of him run, he is fraught with fear. This causes the youth to throw down his gun and run away from the fighting. As he is running, he rationalizes his decision by telling himself that the regiment was about to wiped out, when in fact the line held and victory was achieved. It is now apparent that Henry is also extremely afraid of being teased by his fellow soldiers. During this period, Henry goes through a major change. The next day he is boastful about his acts of â€Å"bravery† and ignores his acts of cowardice.   Ã‚  Ã‚  Ã‚  Ã‚  On this second day of battle, Henry also enters his third and final stage. When his regiment engages the enemy, Henry begins to act on instinct instead of rationalizing everything.

Shiseido in China

Case- Shiseido: Channeling Cosmetics in China 1. Marketing and distribution channels for cosmetics products performed mainly transactional and logistical function. Distribution channels such as the voluntary specialty chain stores perform transactional function when they buy these cosmetic products from the manufacturer and sell them in their individual stores. They share risk with the producer (Shiseido) as they stock merchandises in anticipation for sales.On the other hand, counters at departmental stores and door-to-door selling perform logistical function, whereby they gather, sort and disperse these cosmetic products at these specific counters. For example, some departmental stores may place all the cosmetics counters together on a single level/ specified area in order to serve its customers better. They can also store these products together at a single venue. Door-to-door selling brings the products directly to the consumers.Facilitating function can sometimes be performed in departmental stores as well, where they highlight the bestselling cosmetic brands/products through their own advertisements. Transactional function is generally more important than logistical function, as the former involves the exchange of value (transaction) of products and money, as well as the potential risk the intermediaries are taking up when they chose to sell these products. If the stock the intermediaries purchased is unsold, they suffer the loss and not the producer.Hence, this function involves tangible gains and losses of the intermediaries, which usually tend to value these aspects more. 2. Channel Length Channel Intensity Creation of the Aupres brand which was sold in 350 departmental stores in 2004 shows the approach of intensive distribution Shiseido undertook, Shiseido in China continued on this approach as it attempted to open specialty model stores for its own brands of cosmetic products (some imported from Japan- Shiseido UV White, and some locally produced bran ds such as WHITIA, ASPLIR) in China.This started in March 2004, which expanded to 800 stores by August 2005, and over 5000 stores by end-March in 2011 due to its success. Channel Type There are various channel types adopted by Shiseido in China. Generally, Shiseido in China is specialised and it initially focused on an exclusive group of consumers through the Aupres brand, which targeted top one percent of Chinese population. Additionally, Shiseido started to expand into medium-priced brands (Za, Pure Mild China, UNO, ASPLIR) and lower-priced brand, DQ, in 2010.It has now changed its target group towards the mass Chinese women and seeks to enhance their beauty and health. It generally segmented its range of products to suit the needs of the different consumer groups (looks for different price range of products). Under store retailing, Shiseido focuses on specialty stores through its voluntary specialty chain stores concept and selling its products through counters in departmental st ores. In 2011, Shiseido has plans to commerce in e-commerce initiatives (non-store retailing) to expand existing points of contact with customers.In 2010, Shiseido also launched a website for Chinese Mail-Order market. Factors influencing channel design and strategy †¢Customer Number/Dispersion The wide range of customers’ purchasing power in China results in the dispersion of consumer segments. -> More brands to target different marketing segments. †¢Market Practices/ Availability of Channels Large number of channels available in China – departmental stores and voluntary speciality stores. †¢Market Penetration and Coverage Initially selective (only in departmental stores) for high end products -> Intensive distribution through specialty stores. Service Quality and Response †¢Resources and Profits Improvements to be made to channel design Current channel design: Indirect channels Marketer/ Producer -> Retailers -> Consumers Shiseido can implement ot her channel designs to broaden its availability to consumers -> Implementing the multichannel marketing Shiseido can start a transactional website to increase sales and target a different consumer group from those who buy its products from retail stores. Eg. Males who find it difficult to purchase cosmetics good from retail stores. Promotional website to provide information about Shiseido’s vast range of products will also be helpful in targeting cross-channel shoppers. 3. What retail strategy does Shiseido in China adopt? How is this strategy related to its segmentation, targeting and branding strategies? Shiseido in China adopted a voluntary specialty chain stores concept and departmental stores promotion as well as drugstores recently for its in-store retailing. This uses indirect channels to distribute its products to consumers.This relates to segmentation as departmental stores and specialty chain stores cater to different groups of consumers because of the different bra nds of products they carry. More high-end and exclusive products are available in departmental stores and specialty chain stores. Medium-priced products specially designed for the China consumer market can also be found in these stores. Lower-priced brand such as DQ, can be found in drugstores instead. Evidently, different brands cater to consumer groups with diverse affluence. Shiseido is using multi-branding strategy to reach out to its consumer market.

Criminal Record Does Matter

A Criminal Record Does Matter April 11, 2013 Sociology 381 In the article, Mark of a Criminal Record by Devah Pager, the effect that a criminal record has on black and white males is examined. Pager's goal is to answer whether and to what extent employers use criminal history, whether race plays a role in hiring, and whether there are different results for black applicants than for white applicants when applying for a job. In order to conduct this research Pager uses Audit Methodology. The basic design of this study was to create four different resumes for four different people (testers).Each tester was an articulate college student who took on one of two roles when applying for a job: an ex convict or someone with no criminal history. Each resume had the same level of qualifications for education and job experience. The two black testers were paired together and the two white testers were paired together. Each tester had one resume and the only difference between the resumes within each group was that one had served prison time for possession of cocaine with intent to distribute.The first objective of the study was to find out whether and to what extent employers use information about criminal history in making hiring decisions. This was important because in the sample taken by Pager (2003), 27% of employers said they would perform background checks on all applicants. However, the actual number was most likely higher because employers were not required to indicate whether or not they intended to perform background checks (Pager, 2003, p. 953). And although not all employers actually do this, it still implied that, to some degree, a criminal history will affect job opportunities.One criticism to this type of research was that employers use other characteristics to determine whether or not the applicant will be hired and not the criminal record. This says that the same characteristics that make a person resort to crime happen to overlap with characteristics that make a person an undesirable employee. This objective and study was designed to find out how true that is. It has been found that a criminal record plays a significant role during the hiring process. A criminal record reduced the likelihood of a call back by 50%. 4% of whites without a criminal record received a callback compared to 17% of whites with a criminal background. For one tedious job application for a trucking service, one applicant was told that the job had been filled after the employer reviewed the application. Keep in mind, though, that the applicant had to check with the supervisor several different times during the application process in order to complete the application. The second objective was to find out the extent to which race continues to serve as a major barrier to employment.This is important because racial inequality is a prevalent issue that has been heavily debated in regards to job opportunities. African Americans have lower rates of employment compared to whites. There is disagreement over the cause of these discriminations. This method of testing is designed to address this question. Recent studies have doubted the importance of race when it comes to the job hiring process. Some recent arguments have stated that other factors such as spatial location, soft skills, social capital, and cognitive ability are to blame rather than race.This study compares equally qualified black and white applicants who apply for the same job and the frequency each one received call backs. One surprising finding is that out of the black applicants without criminal records, only 14% were called back compared to 34% of white applicants without criminal history. What really makes the results of this audit so surprising is that whites with criminal backgrounds were called back more than blacks without a criminal background at 17% of the time.Blacks with criminal history were only a little less likely to be called back than their noncriminal counterparts at 14% of the time. The third objective is to assess whether the effect of a criminal record differs for black and white applicants. This is important because criminal history can affect job opportunities and may even be more troublesome depending on the race of the applicant. Effects of criminal records for blacks and whites can be even more detrimental in times of economic hardships.One employer for a janitorial service said that the company had been extremely short staffed and had to interview virtually every applicant. Now with job scarcity, even the most entry level jobs are able to be more selective about whom they employ. It is important to recognize the possible racial differences in the effects of incarceration. Current literature on racial stereotypes says that â€Å"stereotypes are most likely to be activated and reinforced when a target matches on more than one dimension of the stereotype† (Pager, 2003, p. 45). This may make employers, who already have preconceive d notions, even more wary with proven past criminal behavior. The results of the study showed that the effect of a criminal record is more pronounced and impacting blacks 40% more than whites. On three separate occasions black testers were asked if they had criminal backgrounds before they submitted their applications. I had a lot of different reactions to this article. Before I read the article I had a couple different assumptions that were correct.For example, I already figured that a criminal record would affect opportunity for hire and that it would have a bigger impact for blacks than for whites. I was, however, surprised to learn that whites with a criminal history were more often called back than blacks with a clean history. I did not know that there was still such discrimination with the workplace. I was more disturbed by how much a criminal record affected overall employment rather than by how much race played a role. One finding that really bothered me was that there are n o limitations as to how far back an employer can go when performing a background check.Employers may potentially reject an applicant because of a crime committed many years prior or even during adolescents and according to Kurlychek (2007), individuals who have juvenile or early adult records have a lower chance of recidivism. With today's technology it is even easier to access this information, making it more likely that an employer will look at the background, making the mark of a criminal record even more problematic. Employers are allowed to deny employment if the offense directly relates to the job.This is vague and the lack of regulation and accountability on the employer's part makes it easy for them to dismiss an applicant and blame it on other â€Å"defects† of character or qualification even though these defects may be completely erroneous. Another part of the results that is shocking is that these testers are articulate college students, and even though they took o n criminal personas, are still not being selected. During the study the testers were the â€Å"best possible scenario† ex convicts, meaning that each one had some college education and his own transportation.Each applicant put down his parole officer's name and had other references. Very rarely did the employer contact any of the references. To me, this means that regardless of how well presented a person is or even if he/she has credible references that are able to atone for his/her character and reliability, a criminal record may destroy any chance a person has for a particular job. One important part of Pager's study is that the testers were open and upfront about their criminal background.The part of this which stuck out in my mind was even if the job application did not request criminal information, it was still given. And according to Pager (2003), this reflects real life situations, as it is assumed that most employers will eventually find out; with that being said, th ese people are being openly labeled as ex convicts. Labels serve as cues to how others respond to an individual and have even been formalized into law so that people who have criminal records face civil disenfranchisement (Kurlychek, 2007, p. 67).Another aspect of this I found incredibly shocking is that people labeled deviant suffered more setbacks in search of employment than did illegal aliens. I realize there are different types of offending and I believe each one should be treated on a case by case basis, but the fact remains, it is easier for an illegal alien to find employment than some U. S. citizens who are labeled as criminals. â€Å"50% of cases, employers were unwilling to consider equally qualified applicants on the basis of their criminal record† (Pager, 2003, p. 956).I find this statistic to be very unsurprising yet unfair in some circumstances. The fact that half of the employers polled will not even consider an applicant because of a criminal record is absurd , especially, in cases such as the one studied in Pager's audit. This finding is supported by a study reviewed in Kurlychek's article: 25 employers received a resume with a criminal history and only one offered the applicant employment (2007, p. 67). Each crime is different, and as I have previously stated, each one should be considered on a case by case basis.I do not believe that all hope for employment should be abolished due to the criminal record described in Pager's study. The testers were one time offenders whom otherwise would have been viewed as good candidates for employment. In one study by Cheng, Kim, and Lo (2008), there was a positive correlation between the number of offenses committed in the past and the likelihood of reoffending. Other findings in Kurlychek's (2007) article state that the majority of one time offenders do not continue to offend and either learn their lesson or grow out of it.I should add, when an offender forms a positive social tie, such as the one that would be created due to employment, the chances of offending decrease. After reading these articles, the way I view those with criminal records is a little bit different. I am very open-minded, I give people the benefit of the doubt, and I do not believe that a criminal history defines who a person is or their ability to perform certain tasks. Although, each situation needs to be evaluated separately by factors other than the presence of a criminal record.I think one time offenders should be given more leniency and there should be more focus on the offender's pattern (or lack thereof) of criminality. The way in which offenders are labeled in society by both written and unwritten law is another aspect I see a little differently. I never realized how difficult it is to escape the stigmatization of being labeled as deviant. This kind of negative label has the ability to haunt people their entire lives, even if their offense can be attributed to one bad decision made while maturin g.References Cheng, T. , Kim, Y. , & Lo, C. (n. d. ). Offense specialization of arrestees. (2008). An Event History Analysis,  54(3), 341-365. doi: 10. 1177/0011128707305746 Kurlychek, M. , Brame, R. , & Bushway, S. (n. d. ). Enduring risk? old criminal records and predictions of future criminal involvement . (2007). Crime & Delinquency  ,  53(1), 64-83. doi: 10. 1177/0011128706294439 Pager, D. (n. d. ). The mark of a criminal record. (2003). American Journal of Sociology,  108(5), 937-975. doi: 10. 1086/374403

Economics Practice Exam Questions

1. Â  A trade quota:is an explicit limit on the amount of exports of a good from a country.is an explicit limit on the amount of imports of a good into a country.is a tax only on exports.is a tax only on imports.2. Â  An import tariff:is an explicit limit on the amount of exports of a good from a country.is an explicit limit on the amount of imports of a good into a country.is a tax only on exports.is a tax only on imports.3. Â  While an import tariff on a good will both raise the domestic price of that good and its domestic production levels, a quota:will not raise the domestic price but will increase the amount of the good produced domestically.will raise the domestic price but will not increase the amount of the good produced domestically.will both raise the domestic price and increase the amount of the good produced domestically.will neither raise the domestic price nor increase the amount of the good produced domestically.4. Â  If the dollar price of the German mark increase s, then:the German Mark has appreciated while the U.S. dollar has depreciated.the German Mark has depreciated while the U.S. dollar has appreciated.both the German Mark and the U.S. dollar have depreciated.both the German Mark and the U.S. dollar have appreciated.5. Â  An exchange rate measures:the price at which one can exchange one good for another good.the price at which one can exchange one resource for another resource.the discounted price one received when returning defective goods for exchange.the price at which one can exchange one currency for another currency.6. Â  Consider the following two statements:The U.S. dollar will depreciate when U.S. Demand for foreign goods increases.The U.S. dollar will depreciate in the present if the public believes that the U.S. dollar will depreciate in the future.both statements are true.both statements are false.I is true while II is false.I is false while II is true.

Dumb Martian Essay Essay

This essay will discuss how the use of irony expresses the theme of revenge in the story â€Å"Dumb Martian† written by John Wyndham. This short story is categorized as science fiction, however John Wyndham classifies his series of short stories as logical fantasy. â€Å"Dumb Martian† was written after the Second World War, where John Wyndham served as a censor in the Ministry of Information. Mr. Wyndham was inspired by his brother’s success in the writing industry and resurrected his writing career in 1951, producing dozens of science fiction short stories as well as novels. â€Å"Dumb Martian† is the story of Duncan Weaver, a middle-aged Earthman, as he takes up the job of a â€Å"way-load station supervisor† on Jupiter IV/II, a sub-moon of Callisto (itself a moon of Jupiter), his home for the next 5 years. It is little more than a small asteroid, with featureless and formidable rocks and two domes. The larger dome was for living space, while the smaller dome was for storage. As a precaution against the possible insanity caused by the sheer isolation and loneliness of his 5-year stint, Duncan decides to take a Martian woman along with him. As well as â€Å"company- of a sort†, he wants someone to cook and deal with domestic chores. Duncan constantly moans about her inability to express emotions and her intellect, and soon turns violent towards her. Alan Whint, a scientist stationed on the same asteroid to conduct a geological survey over the period of 12 months, soon discovers Duncan’s behavior and quarrels for Lellie’s, the Martian and her rights. Duncan sabotages one of Alan’s excursions, leading to his death. But Ellie did not react to Alan’s death or suspect Duncan until the final days of the 5-year stint and avenges Alan’s death. Lellie’s revenge is a major plot twist in the story, accentuated by irony. Duncan had a feeble impression of Lellie, first shown when he offers a pathetic sum of 700 pounds for her services when â€Å"Marts† were priced lowest at 1500 pounds. Duncan also refers to her as â€Å"Dumb† and â€Å"the very look of her irritated him intensely†. Duncan clearly regards her as inferior; nothing but a possession, which he intends on selling for a high price at the end of his spell on Jupiter IV/II. The author captured Lellie’s revenge by making it remarkable, remarkable enough to cost a man’s life. Lellie endured much of Duncan’s abuse, both physically and verbally. â€Å"His hand slapped her face harder than he had intended† and â€Å"sent her sailing across the room in a spin of arms and legs† highlights the horrible treatment of Lellie by Duncan. This abusive behaviour of Duncan, together with the death of Alan Whint which the author had faintly mentioned how Duncan murdered him, sparked a change in Lellie. Lellie wanted to express her anger and prove that she was not dumb in the cruelest way. Lellie fooled Duncan into believing she forgot about Alan and that she did not know what caused his death, and left Duncan outside the dome to slowly die in the emptiness of space. She let him know about her suspicions after she locked him out of the dome by holding Alan’s book in her hands while Duncan stared at her from behind the impermeable membrane of the dome. The use of irony comes up when the reader finds that Lellie had a sharp contrast from Duncan’s views of her. Lellie seemed innocent, weak and dumb from Duncan and other’s point of views. She could not pronounce proper English and her eyes gave her a permanent â€Å"expression of innocence†. It would be easy to believe that Duncan’s perspective of her was true, making the plot twist astonish the reader as much as it had. The author manipulates us into believing Lellie was dumb by the frequent use of the word. Plus, most of the story is told from Duncan’s point of view so Lellie’s deep thoughts were not expressed at all in the story. All the descriptions of Lellie’s naà ¯ve personality lead up to the moment of revenge to create dramatic irony. The irony has a dramatic flair as it shows that at that moment when Duncan realized he was about o die, Lellie was portrayed not as his slave but the master of his faith. The use of dramatic irony emphasizes the extent of Lellie’s revenge on Duncan to create the theme of revenge.