Friday, November 29, 2019

Ethics on Story of Frankenstein

Introduction Frankenstein is a classical myth designed by Shelley, which explains the process by which human beings can create monsters. The myth brings to the fore many aspects relating to morality and ethics. In the novel, some names used in reference to the monster include the demon, the ogre, the devil, or the thing. The name Frankenstein owes its origin to the creator of the monster, Victor Frankenstein.Advertising We will write a custom essay sample on Ethics on Story of Frankenstein specifically for you for only $16.05 $11/page Learn More From childhood, Frankenstein has been having an interest in science, but he later develops more interest in chemistry and goes ahead to assemble humanoids and creates a living creature, the ogre. The creature goes out of Frankenstein’s control and kills a number of individuals, including Frankenstein’s younger brother William and Elizabeth. Therefore, this essay argues that the story of Frankenstein is about a monster that goes mad and provides the moral judgments concerning the scientist, Frankenstein, and the monster. Story of Frankenstein Frankenstein is a myth about a monster designed by Victor Frankenstein after developing an excessive obsession with the concept of creating a living thing, especially in chemistry. From the novel, it is evident that humans drove the monster into a state of madness when they subjected it to hatred and rejection, and thus the monster’s madness emerged due to the treatment it receives from the society. After its creation, rejection and hatred subjected to the creature made it to run out of control, and as consequence, Frankenstein runs away from his creation. The monster undertakes many horrific activities soon after its creation. The horrific activities awakened by Frankenstein’s creation, scares Frankenstein and he runs away from the creature. Some of the scary activities that the ogre engages in include murder of people such as Elizabeth and Frankenstein’s younger brother William. When the monster becomes lonely, it beseeches its creator to make a female monster to act as his companion and relieve loneliness. After Frankenstein refuses to create a female companion, the creature avenges by killing Elizabeth. Monster Gone Mad According to Shelley, the novelist, the creature becomes mad when it realizes that everyone in the society does not appreciate or like its existence. Frankenstein, monster’s creator, run away from it thus commencing a series of rejections subjected towards the monster. The monster makes decision to kill human beings after it fails to receive love, affection, and appreciation from them. The expectations of the creature were to find love and acceptance from the society; however, it encounters hatred and rejection. These feelings of hatred and rejection of the society make the monster mad and it develops a negative attitude towards humankind, which compels it to avenge by killing.Advertising Looking for essay on ethics? Let's see if we can help you! Get your first paper with 15% OFF Learn More From the novel, the monster is a sensitive, an emotional, and a smart being, as it has learned the basic human duties like dressing, speaking, and reading within a period of 11 months. Therefore, the novel clarifies that the madness of the monster is due to rejection and isolation it experiences. The rejection and isolation of the creature drove it to a state of loneliness and anger towards humanity. In the novel, the monster appears to be a lonely creature, especially after everyone in the society, including his own creator Frankenstein rejected it. This loneliness is clear when the creature begs Frankenstein to design a female companion of the same kind. In her novel, Shelley depicts that the monster has a sole objective of sharing love, affection, and feelings with another one of its kind. However, loneliness, hatred, and rejection lead the mon ster to kill a quest to avenge on humanity. Hence, the monster had no intentions of killing or engaging in any vice, but since the society fails to show love, appreciation, and compassion, it decides to engage in the vice of killing. Hence, it is clear that humans made the monster to become mad. Furthermore, Frankenstein’s refusal to create a female companion maddened the monster. Moral Judgments From the ethical and moral perspective, Frankenstein is determined, goal-oriented and purpose driven, which are the qualities of a morally praiseworthy individual. Frankenstein works hard until he succeeds in creating a living thing regardless of objections and discouragements from friends who raised questions about the animal’s existence. Individuals who have moral praiseworthy have traits like determination, goal oriented, assertiveness, passion, and self-control, Feinstein practiced these traits. Thus, the novel portrays Frankenstein as a determined young man who is morally praiseworthy. On the other hand, the monster fails to meet the ethical and moral requirements, since it starts to kill humans when it realizes that they do not like its existence. The monster fails to create a positive impression in the minds of individuals but in turn embarks on a mission to avenge by killing humans. Conclusion Frankenstein is a myth that demonstrates how the monster goes mad due to the treatment he receives from the society. Some of the factors that make the creature to become mad include rejection, hatred, lowliness, and isolation from the society. Therefore, the monster decides to kill humans since they fail to love and appreciate its existence. As the monster becomes lonely, it beseeches Frankenstein to make a female companion, but when Frankenstein refuses to do so, the monster goes mad and start killing humans. From the novel, the ogre fails to meet ethical requirements like assertiveness, love, compassion, and self-control. Frankenstein demonstrates determi nation and objectivity until he successfully creates the monster despite the discouragements from the society. However, the monster fails to adhere to ethical principles of the society, but it decides to avenge by killing humans.Advertising We will write a custom essay sample on Ethics on Story of Frankenstein specifically for you for only $16.05 $11/page Learn More This essay on Ethics on Story of Frankenstein was written and submitted by user Karsyn Wooten to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Monday, November 25, 2019

Elizabeth Catlett essays

Elizabeth Catlett essays Women in the Visual Arts Perspective 2330A Elizabeth Catlett is a famous African American artist. Catlett was born in 1919 in Washington D.C. Her grandparents were former slaves. Catletts grandparents were freed from slavery, and after they were freed they decided that they wanted better lives for their children which were Catletts parents. Catlett created art works that related to her struggle of being an African American woman. Catlett would not separate her work from her African American heritage. Catlett would not separate her art work from the people. She felt that she could express the struggles of her people through her art work. Catlett faced many struggles because of her ethnic background. She faced many problems when she was younger and pursuing her career as an artist. Catlett faced two major problems she was a woman, and the other problem she faced was being African American. Catlett was an instructor, graphic artist, and a teacher. She has many works of art she has completed including: Sharecropper it was made from wood completed in 1970, Pensive made of bronze completed in 1946, Negro Es Bello made from lithograph completed in 1968, Malcolm Speaks To Us made from linocut completed in 1969, Singing Head made of marble completed in 1970, Elvira made from terra cota completed in 1997, and Homage To My Young Black Sisters made from cedar wood completed in 1968 e.t.c. Catlett had a famous work Mother And Child that won the American Negro Exhibition in Chicago in 1940. Catlett plays a very important part of women roles in visual arts history. Catlett came from parents that were very talented. Her father was a very intelligent man. Her father was a professor of mathematics, a musician, composer, and a sculptor. Catletts father taught Booker T. Washington. Catlett followed in the foot steps of her father, she became a teacher. She was a teacher in Durham, North ...

Thursday, November 21, 2019

Races Link between Complexion, Language Proficiency Essay

Races Link between Complexion, Language Proficiency - Essay Example In its most common form, race, as a concept, is described by referring to the biological characteristics of a specific social group: for example, reference can be made to ‘skin color, eye shape or hair texture’ (Kubota and Lin 2008, p.2). However, the dependency of race on the above criteria is not quite strong. In fact, through scientific research similarities have been identified among people in regard to their biological characteristics; these similarities are often at high level leading certain scientists to support the view that ‘races do not exist’ (Kubota and Lin 2008, p.2). Still, it seems that genes of populations are not identical. This fact has led to the assumption that the concept of race could be explained more effectively by referring to the ‘genetic characteristics of populations’ (Kubota and Lin 2008, p.2). Moreover, other approaches for explaining the uniqueness of race cannot be rejected; reference can be made, for example, to the cultural and social traditions of populations or to the explanations developed by different groups of populations in regard to critical social problems (Kubota and Lin 2008). Language has been also found to be an important criterion for justifying the categorization of people in races (Cole and Graham 2012). In addition, race is commonly used for describing the genetic characteristics of large group of populations, such as nations (Daniels 2013); in this context, race can be considered as related to other concepts, such as nationality (Daniels 2013). In other words, race is a concept that can be interpreted using different criteria. In this way, the specific concept could lead to severe social conflicts, a view promoted mostly in the context of the neo-Marxism (Kubota and Lin 2008). For avoiding such risk the use of other, similar, concepts, such as racialization and racism is suggested especially when having to develop

Wednesday, November 20, 2019

Does Blowing the Whistle Violate Company Loyalty Essay

Does Blowing the Whistle Violate Company Loyalty - Essay Example Ideas of the two authors Philosopher Sissela Bok does not supports the act of whistle blowing within the organization. The author says that whistle blowing leads to some moral conflicts of whether to speak about the abuses and the neglects. Firstly the choice of whether the protesting against the wrong doing is in the public interest or not. In this case the whistle blower have to decide who is the abuse, the amount of threat it carries and will the protest lead to any change. Secondly the whistle blower has to compare the responsibility to serve public against to the loyalty he owes to his colleagues and the firm. . And thirdly the whistle blower may fear that his act of protest may lead to some problem to his career, his ability to support his family and himself. This conflict may override the above two other conflicts. The author also discusses about the nature of whistle blowing. By the act of whistle blowing, the whistle blower may lead to breach of loyalty, bitterness, dissent and accusation. The whistle blower makes a public disagreement with the authority or a majority view. The more repressive the authority becomes by the challenge, the more risky it becomes in speaking out. The whistle blower hopes to stop the game but his act of blowing whistle on his own team, in turn is seen as a breach to loyalty towards his own team mates. In holding the position he is meant to bind by certain obligations to his colleague and clients. But the loyalty to his clients and colleagues seems to fall weak in front of the loyalty towards the public interest. Blowing of whistle not only violets loyalty towards his colleagues but also toward the hierarchy since he may be the subordinate too. Often this alarming is joined by leaving the job. The opposing is sometimes joined by the protest which leads to public attention towards the wrong doing issue. But to be on safer side those who want to avoid retaliation may leave the organization quietly, secure his position and then blow the whistle. In this way the whistle blower will have a position to speak with the authority without being involved to any vulnerability. The whistle blowers may be effective when it gets the support of the audience. When the whistle blowers are greeted with lack of concern, the message they share drives away. When they are greeted with disbelief, they attract no response at all. And when the audience does not receive or act on the information, the message bounces back to the whistle blower and injures him. Because of all these possible harmful affects the whistle blower must first check and recheck the authenticity and accuracy of the facts and reports, before going to speak out. The whistle blower must try through the regular channels first. Therefore the author feels that the blowing of whistle is violation of loyalty (Bok, 1980, pp. 176-182). The second Author Robert A. Larmer supports the act of whistle blowing since the author thinks that this act shows the loyalty of the employee towards his organization. For the author loyalty means action involving good reasons into the interest of a person. But the question remains that what is the good reason that makes to think that it is in the interest of that person. Firstly if an action is immoral then it is not at all justified that the action is in the best interest of the agent. Indeed the author argues that an employee who blows the whistle

Monday, November 18, 2019

Exams questions Essay Example | Topics and Well Written Essays - 2500 words

Exams questions - Essay Example This was interpreted by some commentators as the Jihadists’ way of warning Australia and deterring it in collaborating with the United States. But unfortunately, the message was ignored by the Australian government, putting its citizens at ever greater risk. Bali might not be officially Australian soil, but with the organization and skill with which the Islamic militants operate, it might not be long before Australia is made to pay for its ill advised alliance with imperialists further north (Abuza, 2003, p.170). With the apparent failure of its participation in the War of Terror campaign, the policy makers in Canberra should also remind themselves of the real causes of Bali bombings. The Establishment press, most of it owned or controlled by Rupert Murdoch and keen on promoting its own interests had presented a blanket view in its Bali reports. For example, the Australian mainstream media wants its citizens to believe that the terror attack in the Indonesian island was a sequel to the campaign of hatred against western way of life that was kick-started with September 11 attacks. But this view-point is not accurate. The South East Asia region has a large Muslim population. Indonesia is a thriving centre for Islamic scholarship and practice. But unfortunately, Australia had in the past sided with the oppressive Suharto regime (with the tacit support of the United States and Britain) and had indirectly aided injustice in the past. The Muslims in the region have every reason to feel aggrieved. What Australia needs to do is to keep its intelligence gathering efforts to a minimum and focus its energies on reaching out to its neighbours. A real change in the threat of terror will only come about when economic opportunism and imperialist ambition is replaced with humanitarian concern and noble statesmanship. It is becoming obvious that the best way forward for policy makers in Canberra is to sever

Saturday, November 16, 2019

Crime Prevention Programs Children And Young People Essay

Crime Prevention Programs Children And Young People Essay Currently we suffer from overpopulation in our prisons today. One of the main reasons is due to a constant increasing flow of non-violent drug offenders being sentenced to serve time. Drugs are a major problem in our country, so we must be proactive in our efforts and try to come up with programs that would steer youth away from initial drug use that would potentially lead to future incarceration. There are many programs that try to do just that. These programs focus on the youth to try and keep them captivated in healthier venues as opposed to starting drug use or a life of crime. These programs have seen much success in the areas that they are in by means of crime prevention. This paper will discuss the programs and how they actually help in crime prevention by helping the youth within those communities. Adult-supervised, youth-development afterschool prevention programs reduce the onset or intensity of alcohol, tobacco, and drug use. These programs serve many important purposes including: Positive interaction with and supervision by adults Enrichment programs and activities help youth develop drug/alcohol free hobbies Occupying free time with positive choices in a supervised element Helps create a service ethic through community service Development of social skills and the keys to just say no to drugs and alcohol The programs with the most positive results tend to be those that combine fun with structure and teach prevention through activities. When afterschool prevention programs, run by Boys and Girls Clubs, were started in selected public housing developments in New York, drug use, presence of crack cocaine use, police reports of drug activity all decreased significantly. Drug activity decreased 22%, juvenile arrests dropped 13%, and vandalism in the public housing developments decreased 12.5%, and parental involvement increased, compared with public housing developments that were not selected to implement the afterschool programs. The program included structured, adult-supervised recreation and youth development activities combined with a focused prevention activity, Smart Moves, developed by the Boys Girls Clubs specifically for non-classroom settings (Bailey, 1998). Worldwide over the past couple of decades, we have seen an increase in the amount of recreational organizations being created. Recognizing the increasing jail and prison populations, these places were constructed to benefit the entire community in the long run. These facilities have many things that lured youth in such as batting cages, pools, tracks to run, basketball, weight rooms, a healthy and productive alternative to running around on the streets. Programs that engage the youth while keeping them on a straightened path is what will really make the difference in a community. One organization that incorporates healthy alternatives to substance abuse and criminal activity in youths is The Boys Girls Clubs of America. This organization is among the top of the lists of facilities to aid in crime prevention in youths. Their programs are nationally recognized as well as tested and proved effective in addressing problems that modern day youths face as well as showing them tools to make them successful throughout their lives. Programs are available nationwide and focus on areas such as alcohol and drug prevention, various areas of education, gang prevention, pregnancy prevention, athletics, the environment and leadership development. The Boys Girls Clubs of America commend accomplishments while also adding an extra goal for young adults to aspire for, such as the opportunity to meet important role models on a global scale; these actions have led to a high success rate within the organization. One of the ways that the Boys Girls Clubs of America commend accomp lishments through their organization is through their own Youth of the Year awards. These awards are given out to those who show outstanding contributions to the Club, family, and community as well. Each state produces a winner and the winners from each state then compete for the title of National Youth of the Year; with the ultimate Youth of the Year being recognized by the President of the United States, which is the ultimate honor (Boys Girls Clubs of America, 2007). The hopes of this competition is to instill in these young adults that they can accomplish any dream if the put their mind to it and stay away from drugs and alcohol or resorting to violence. There are over 2,000 YMCAs worldwide, which makes it the largest not-for-profit community service organization in America working to meet the health and human service needs of 20.2 million men, women and children in 10,000 communities in the United States. YMCAs are at the heart of community life across the country: 42 million families and 72 million households are located within three miles of a YMCA (YMCA, 2007). Because of their non-profit services and unique locations around the world, 20.1 million members have joined these clubs, 9.5 million of which are under the age of 18. Thousands of Ys work with local elementary, middle, and high schools, hospitals, and churches to promote child care and teen leadership and provides services that they may need. So many kids today are starting down the wrong paths in life at earlier ages. The fact the children are being left alone and unattended at their homes between the hours that they get out of school until their parents get home is not helping the matter. Kids are often taking advantage of the situation and doing whatever they want. If this continues to happen for some time before they get caught, they might not stop when asked to. Lucky for us, YMCAs is the largest providers of childcare in the United States, operating nearly 10,000 childcare sites throughout the United States providing affordable and high quality care to more than a half million children. The YMCA does also serve nearly 10 million children under the age of 18 through activities such as camping, sports, and afterschool programs. YMCAs are the largest employers of teenagers in the country (YMCA, 2007). YMCAs nationwide even offer an After School Program. It is a safe and caring environment in your childs own school that is offered at school dismissal (including scheduled half days) until 6:00 PM and before school care begins at 7:00 AM until school begins. You can choose between 2-5 days a week and they also offer childcare on holidays and snow days. During this time your children participate in arts and crafts, games, gym activities, group activities, special events, and trips. Homework time and help is also provided, as well as an afternoon snack. And you dont have to worry about the type of people that are watching your kids because they are just as much qualified to work with children as are teachers. Our staff members are selected from a wide range of applicants who undergo strict background checks, most of whom have been with us for several years (YMCA, 2007). This next organization is about taking the next step and preparing youth for their future involvement in the workforce. The Department of Youth and Community Development (DYCD) was created in 1996 in order to consolidate resources and provide the City of New York with higher-quality, more efficient youth and family programming. Our central task is administering available city, state, and federal funds to strong and effective community-based organizations (NYC Department of Youth and Community Development, 2007). DYCD funds a wide range of innovative, practical and quality programs that positively impact youth and communities. These programs include but are not limited to: Runaway and Homeless Youth Outreach, Youth Workforce Development, Corporate Internships for Youth, Summer Youth Employment Program, and the nations largest municipally funded Out-of-School Time initiative. It is programs like these that we need to see more of, programs that prepare young teens for success, sending t hem off on internships to meet well-known successful people. We need to raise their hopes and help them realize that their dreams can become reality. Like the YMCA, the Department of Youth and Community Development (DYCD) also has after school programs. With the increased number of parents entering the workforce, the need for expanded quality after-school services to support young people and their families is a must. The DYCD supports two major after-school initiatives: the Out-of-School Time Program and the Beacon Program. As previously stated, the Out-of-School Time (OST) Program is the largest after-school program throughout the nation. The programs offered are free of charge and offer an equal balance between recreational activities, the arts, sports, and academic tutoring and support for elementary school students throughout high school. OST programs operate on most school holidays to meet the needs of working parents (NYC Department of Youth and Community Development, 2007). The Beacon Program is slightly different in that it was designed for kids ages 16-21. In this program, young adults are offered the experience of academ ic support and college preparatory, sports such as basketball and martial arts, as well as art infused themes such as photography. These centers operate six days and 42 hours a week in the afternoons and evenings, and on weekends. Weve explored the opportunities of childcare and support during the day and after school hours, but what are these children to do at night? Is this not the most popular time for individuals go out, cause mischief, and commit crimes? What can be done to attempt to suppress this? Seattle Parks and Recreations new Late Night Program could very well be the answer. The Late Night Recreation Program is a fun, safe environment for high-risk Seattle youth. Our goal is to save the lives of our youth, create opportunities for success and provide positive alternatives to drugs, gangs, and other undesirable activities, stated Betty Jean Brooks the Interim Superintendent. The Late Night Recreation Program targets youths most prone to harmful behavior and shows them the possibility of having a positive future. It offers a variety of activities: educational services such as tutoring, computer and teen parenting programs, inter-cultural activities such as ethnic dance and bead-making and athletic ac tivities such as basketball, volleyball, martial arts and other sports. According to the Seattle Police Department, crime has been reduced an average of 30 percent near the Late Night centers. A new program has also come about in Vancouver and Richmond called Night Hoops: Nocturnal Basketball. Night Hoops is a late night basketball program for youth 13-18 yrs. of age. Its goal is to use basketball as a vehicle to promote asset development in a supported environment. Night Hoops offers youths the opportunity to experience the thrill of playing on an organized basketball team. The youth really benefits from having something as fun and positive as this. Those who need an alternative to where they spend their Friday and Saturday nights dont have to look far. Youth who are experiencing difficulties at home, in school, and would benefit from physical activity and being around positive role models would be perfect candidates. Religious Youth Group organizations put on by local churches is also an option. Along with religious education classes for children, these groups offer programs for youth age 12 19. The First Unitarian Universalist Church of San Antonio has created two different groups: Club M2U and YRUU. Club M2U is for Middle School students (grades 6 8). Focus is on having fun, making friends, and doing projects together. Some of their recent activities have been ice skating, collecting school supplies for hurricane victims, and planning an Animal Dedication service for the entire church. The YRUU serves youth from 14-19 years old. Guided by national goals and purposes, each local group determines its own vision. The five components of balanced youth programming are Worship, Community Building, Social Action, Learning, and Leadership. Youth in this program have many opportunities to grow into leadership at group, congregational, district, and continental levels. There is a youth group similar to this where I live. It is held on Friday nights from 8-midnight. There is a lesson service for each group of kids (10-14 and 15-21) in the beginning and then the last 2 hours we are free to partake in recreational activities such as basketball, volleyball, floor hockey, Frisbee, football, etc. And what I thought was great was to see all these other kids from other towns coming over to be a part of this event. It is really quite impressive for a word of mouth establishment. With all the opportunities the youths have within their reach it is still beyond me why so many become involved in breaking the law. The continuation of education these young minds of how bad gangs and drugs and violence are is most important, and not only after school but in school as well. The G.R.E.A.T. Program (Gang Resistance Education and Training) is a school-based, law enforcement officer-instructed classroom curriculum that is intended as an immunization against delinquency, youth violence, and gang membership. G.R.E.A.T. lessons focus on providing life skills to students to help them avoid using delinquent behavior and violence to solve problems. Because this is a four-component program (elementary school, middle school, high school, and summer classes) it is not something that is easily forgotten. It would be a major problem and of no significance if they only taught it to you in one of those sections. If you were taught it at a young age, you might not understand and ofte n forget and if you were taught it in high school you might laugh at the program and not pay attention at all. The thoroughness throughout the years is the most effective form of education. The other program that is offered to you through school is the D.A.R.E. program (Drug Abuse Resistance Education). This is one of the highly acclaimed programs that give kids the skills they need to avoid involvement in drugs, gangs, and violence. This is a series of classroom lessons that teaches children from kindergarten through 12th grade how to resist peer pressure and live productive drug and violence-free lives. Because this is a police officer led discussion, I feel that with the powerful authority figure you can get more across to the kids and they are more apt to listen to what he/she is saying. Once the students understand and commit to memory what it is the officer is saying they can then precede through life not having to worry about falling victim to the perils of crime. As you can see, there are countless organizations that are trying harder and harder every day to grow and promote their establishments so that there will be less crime. We cant expect the children to make all the decisions and to know that all these programs are out there either. Parents need to look into these types of organizations around their area for their children and suggest them. The children are not going to know about them without the parents help. Maybe a late night basketball program is exactly what your son/daughter wants and you just didnt know because you never brought it to their attention. Youth groups are a great way to meet new people in a safe and friendly environment. If they still seem uninterested there is still the trial and error approach. Tell them that you and he/she will go once, just to see if they like it or if there is anything there that they are interested in. YMCAs and the Boys Girls Clubs have almost anything you could possible want to do. You cant go wrong here so use it as a reserve option. The effort is being made to help, but this isnt a one-way street. Parents, let your children know about the opportunities they are missing out on that will help keep them out of living a life of crime.

Wednesday, November 13, 2019

Snow, Yolanda by Julia Alvarez Essay -- culture, latina writer

Culture molds the character of writers and gives a variety of different perspective on certain life experiences. In Julia Alvarez’s short story Snow, Yolanda, an immigrant student, moved to New York. While attending a Catholic school in New York, bomb drills were performed. The teacher would explain why these drills were important. Yolanda later found out that her first experience of watching snow was not the best experience one could possibly have. Julia Alvarez was an example of how a Latina writer identified herself in a new culture outside of her comfort zone. She, as a Dominican Diaspora, had to reinvent herself as she migrated into a new scenario. Her assimilation into the United States culture allowed her to understand and relate to the reader’s needs and points of interests. After all the effort, Alvarez kept in mind that she could not comfort to all the reality that she lived in, so she re-reinvented herself all over again to process her thoughts and beliefs into her life. She put her perspective on her writing so that the new wave of readers, even if they did not understand, could relate in some way and appreciate the differences. The sole purpose of her writings was for everyone to change their perspective from â€Å"walk to the other side of the street in order to avoid sharing the same sidewalk† to â€Å"I do not know them, but I do not avoid them because I do not know them†. She instilled in h er reader’s mind how ordinary events were viewed differently through other cultures’ eyes. Her story Snow was a great example of how she portrayed her technique. Many reviews have been written on Julia Alvarez since she is a Dominican Diaspora, a Jew who lived outside of Israel, who wrote in a Latina perspective in the country of Uni... ... Works Cited Julia Alvarez. â€Å"Snow†. Portable Literature: Reading, Reacting, Writing. Ed. Lauren G, Kirszner and Stephen R. Mandell. 8th ed. Boston, Wadsworth 2011. 75-76. Print â€Å"Marking The Centennial Of Pable Neruda’s Birth: A Review of His Selected Works.† Social Studies 95.4 (n.d): 181.SocINDEX with Full Text. Web. 25 March. 2014. Neruda, Pablo. â€Å"Ode to the Liver (poem).† Alcohol Research & Health 27.3 (n.d.): 210. SocINDEX with Full Text. Web. 25 March. 2014. Rivas-Rojas, Raquel. â€Å"FABULAS DE ARRAIGO VICARIO EN LA NARRATIVA DE JULIA ALVAREZ. (Spanish).† Canadian Journal Of Latin American & Caribbean Studies 33.66 (2008): 157-169. SocINDEX with Full Text. Web. 25 Mar. 2014. Suarà ©z, Lucia M. â€Å"Julia Alvarez And The Anxiety Of Latina Representation.† Meridians: Feminism, Race, Transnationalism 5.1 (2004): 117-145. SocINDEX with Full Text. Web. 25 Mar.2014.

Monday, November 11, 2019

Reflective Essay Essay

The aim of this essay is to prove an understanding of my perception of reflection and how reflective practice impacts on the clinical environment and the learning process. The essay is based on my practice and training in the cardiac ward during my Foundation degree in Health and Social Care. I have selected 5 extracts from my Reflective Journal concerning a patient experiencing shortness of breath which led to a cardiac arrest. In order to be able to use this situation for my reflective process the patient will be referred to as â€Å"Jane† for the maintaining of confidentiality according to the Nursery and Midwifery Council (NMC, 2008).I have chosen to discuss on the case of Jane as the situation I was confronted with at the time made me reflect on issues of decision and the importance of communication and interpersonal skills in the relationship with the patient. I will be using the What? Model of Structured Reflection (Driscoll, 2007) a framework that uses three simple que stions as guidance in reflective practice, namely What? So what? Now what? I have chosen this model as I believe is a practical solution that can be applied by health care professionals in a rapid and efficient manner. It stimulates an in depth meaningful reflective process that leads to an actual plan for future actions. According to Johns (2013) reflection can be viewed as a window through which a practitioner can see himself in the context of his practice and have a clear view of his/her experience, being able to make an analysis between what should be done and the actual practice. Searching for a deeper understanding of the decisions and actions taken in one’s activity can generate evolution of each professional and the development of his/her work practice (Benner, 2001). The process of reflection can be developed on two levels depending on its complexity and the details it comprises. Therefore reflection can be made in a deep and meaningful manner that considers all aspects of the situation or in a superficial manner that leads to solving problems based on factors such as tradition or work pressure (Lowe et.al, 2007). Another downfall of reflection can be the focusing on the negative aspects of the way a situation has been managed instead of concentrating on the potential for development based on a critical evaluation (Bradbury-Jones, et.al, 2009). When trying to improve knowledge from practice, there are several models of reflection aimed at directing individual reflection. Among them, the Gibbs’  model of reflection (1988, cited in Callara, 2008) has stages that include the description of the situation, feelings experienced during the situation, an evaluation regarding the positive and negative aspects, an analysis process followed by a conclusion which should include what could have been done in the situation and an action plan for future actions if a similar situation occurs (Gibbs, 1988, cited in Callara, 2008). Johns’ model of reflection (2013) on the other side focuses on questions regarding the intention of the action taken, the reason that was at the base of action, the practical and affective consequences on the patient, the patient’s family, the practitioner and his/her work colleagues. Johns (2013) also highlights the importance of influencing internal and external factors in the decisional process and the possible alternative solutions that could have been found. The reflection process suggested by Johns (2013) ends wi th a learning phase that aims at understanding the effects of the experience and how it reflects on practice. Although there are numerous reflective frameworks, none of them should be used as a rigid tool which asks questions that need to be answered. They are all intended to offer a certain structure of the reflective process and guide the practitioner towards deeper understanding (Lowe et.al, 2007). I have chosen Driscoll’s model as I believe it is a practical tool that allows free thinking and rapid understanding of the situation. Coward (2011) states that following a rigid model of reflection limits the thinking process and undermines the reflective process. Throughout my reflective process I have chosen to discuss also on the subject of decision making as the Code of Professional Conduct (NMC, 2008) underlines the fact that nursing practitioners are accountable for their decisions. During a working day in a hospital there are numerous clinical decisions that need to be made and as Dowie (1993, cited in Raynor, 2005) states, the decisional process is manly a choice between several alternatives. According to Burns and Bulman (2000) through reflection we can have a clear understanding of the reasons that lie behind our de cision. This is what I have learned during my training and through my clinical experience, that only thinking about the actions I take in different situations helps me evaluate my work and understand what further knowledge I need in order to become a professional. Writing a journal that detailed my thoughts and worries on specific situations I was confronted  with in the cardiac ward helped me learn and develop my skills, as Moon (2004) stated. Jane was a 60 year old lady diagnosed with valvular heart disease. She has been submitted in the hospital several times before as she experienced shortness of breath and released from the hospital when her condition stabilised. On that day I was helping the nurse observing the patients, taking vital signs and recording blood results. Her observations on that day were within normal limits, but even so she complained about shortness of breath. Her husband had just visited half an hour before and the breathing problems appeared after he left. The nurse asked her if she received any unsettling news from her husband because her state changed suddenly after he left. She told us that one of her sons was in town for a short period of time, came to visit not knowing she was in the hospital and left worried bac k home as he had to be back at work in the same day. The nurse told Jane that her son will be fine and probably will come back to visit very soon. However, I could see that Jane was feeling anxious and had a desperate look in her eyes. She repeated several times that she couldn’t breathe and the nurse told her that she will be alright if she tried to calm down and relax. The nurse didn’t seem to worry too much as the patient’s observations were within limits. Jane saw the fact that I was gazing at her while wondering if this is more than the observations might show. She took my hand and asked me not leave, because she needed someone by her side. At first I told her I would be there for as long as she wishes, but then I was called to help other nurses because they needed me in the ward. I assured her that I will come back. Unfortunately, the day passed very quickly and time came for me to go home. Before I left, I asked the nurse who was attending Jane about her condition and she said she was still upset about the news her husband have her, but that her medical conditions was within limits. When I returned the next day I was informed by the nurse that Jane suffered a cardiac arrest over the nigh t and although cardiac procedures were made nothing could be done and she was pronounced dead. My first thought after I heard the news was that probably, considering her heart condition nothing could have been done. However, after I read the journal and the notes I made in it about this case and applied the Driscoll model I began questioning about my actions and think about what I should be doing if a similar situations occurs. Reflecting on the incident made me wonder  whether I acted accordingly with the NMC (2008) which states that I am accountable for my actions and omissions even if I follow the advice of other professionals. This is what happened in this situation as well, as I felt and thought that there might be more than unsettling news that could be disturbing Jane. Even so, it is well-known the fact that stress influences the medical condition of patients with heart diseases and this could have been a hint that her condition might get worse (Meterko, et al, 2010). According to Basford (2003) anxiety and fear of the patient can be reduced if he/she receives the affective support of a nurse. I felt I didn’t do enough for Jane, as the least I could have done was to be there and talk to her and maybe her breathing would have come to a regular level. Basford (2003) highlights the importance of communication and interpersonal skills of nursing practitioners in their relationship with the patie nt. Being warm and appearing willing to listen and talk to the patients can sometimes make a big difference in someone’s medical condition. I believe that the lack of communication with the patient was the biggest mistake I made in this case. I feel know that if I stayed by her side and tried to comfort her she would have become more relaxed and perhaps wouldn’t have triggered the cardiac arrest. I think that at that time assuring her that it will all be alright and that feeling better was the most important thing for her and her son as well was the best thing to do. This was a point where the decision I made was not according to NMC (2008) as the relationship between me and the patient was broken because of lack of communication. This situation made me think about my communication skills and how important they are in my profession. Being assertive and saying what’s on my mind if I have a suspicion that more than what meets the eye might happen is what learned I should do in the future. Moreover, I think I still have to work on my empathy and compassion as I believe this would improve also the quality of the observations I make during the time I spend with patients. Reflecting on the action I took made me understand that guidelines cannot prepare me for all types of situations that can be met in the ward. They are very useful s guidance for the majority of cases, but most of the times it is the individual’s responsibility to act as he thinks it’s appropriate at the given time (Scott and Spouse, 2013). This assertion becomes more relevant especially when it comes to dealing with interpersonal issues that don’t  come across as essential tasks in dealing with patients. Focusing on the regular work practices and tasks most of the times takes our mind away from the interpersonal aspect and the fact that we are actually the ones that patients look at for compassion and relief (Rolf et.al, 2001). There are situations, as the case of Jane when listening and being by the patient’s side can bring more benefit than measuring their blood pressure or taking vital signs. Conclusion Reflection can vary from deep and meaningful to superficial inquiry. As I stated above the care for patients can be improved through reflective practice that leads to a plan of action for future situations. The case of Jane helped me understand the importance of communication and compassion in the relationship with the patient. Also, although I might not be the one most experienced in situation, I should have the courage to speak my mind and raise certain issues if I feel they could make a difference in the patient’s condition. Driscoll’s model of reflection made me understand the situation I was in, identify my learning needs and find ways through which I can improve my performance and patient care. I also believe that reflection also helps health care professionals become motivated and empowered by the feeling that they actually have a word to say in the care of the patient and that they can influence important situations and outcomes for their patients. References Benner, P., 2001. From Novice to expert: Excellence and Power in Clinical Nursing Practice. London: Prentice Hall Basford, L., 2003. Theory and Practice of Nursing: An Integrated Approach to Caring Practice. Nelson Thrones Bradbury-Jones, C. et.al, 2009. A new way of reflecting in nursing: the Peshkin Approach. Journal of advanced Nursing, 65 (11), pp.2485-2493 [online] Available at: http://www.onlinelibrary.wiley.com [Accessed the 15th of February 2014] Callara, L.E., 2008. Nursing Education Challenges in the 21st Century. Nova Publishers Coward, M., 2011. Does the use of reflective models restrict critical thinking and therefore learning in nurse education? What have we done? Nurse Education Today, 31(8), pp.883-886 [online] Available at: http://www.nurseeducationtoday.com [Accessed the 12th of February 2014]. Driscoll, J., 2007. Practising Clinical Supervision: A Reflective Approach for Healthcare Professionals. Elsevier Health Sciences Johns, C., 2013. Becoming a Reflective Practitioner; Oxford: Blackwell Science Ltd Lowe, M., Rappolt, S., Jaglal, S. and Macdonald, G., 2007. The Role of Reflection in Implementing Learning from Continuing Education into Practice. Journal of Continuing Education in the Health Professions, 27(3), pp.143-148 [online] Available at: http://www.onlinelibrary.wiley.com [Accessed the 18th of February 2014] Meterko, M. et al, 2010. Job Satisfaction of Primary Care Team Members and Quality of Care. American Journal of Medical Quality, 26(18), pp.8-9 [online] Available at: http://ajm.sagepub.com [Accessed the 15th of February 2014] Moon, J., 2004. Reflection in learning and professional development, theory and practice. Oxon: Routledge Falmer Nursing and midwifery Council (NMC), 2008. The code: standards of conduct, performance and ethics for nurses and midwives. London: Nursing and Midwifery Council Raynor, M.D.,et.al, 2005. Decision Making in Midwifery Practice. Elsevier Health Sciences Scott, I. and Spouse, J., 2013. Practice based learning in nursing, health, and social care: Mentorship, facilitation and supervision. Chichester: Wiley-Blackwell . Rolf, G., Freshwater, D. and Jasper M. (2001) Critical reflection for nursing and the helping professions: a users guide. Basingstoke: Palgrave Macmillan

Friday, November 8, 2019

Glass Menagerie and D.O.S essays

Glass Menagerie and D.O.S essays Dreams and aspirations help to keep alive, a sense of hope, something to live for. Yet if one does not make their dreams flexible they may fall short and thereby feel their life is unfulfilled. Both Tom Wingfield and Willy Loman in The Glass Menagerie and Death of a Salesman, respectively, live every day with a hope that soon they will be able to achieve these goals that they have set forth for themselves. Yet due to obstinacy of Willys dream it has become impalpable, while Tom has the ability to realize that a man can change his reveries based upon his current conditions. The American Dream is a fabrication in which a man finds happiness with a house, a successful job, a nice car and a perfect family consisting of a wife and 2.5 children. Willy has geared his ambitions towards this dream. He can not accept the fact that he is just another salesman trying to convince his buyers of why his product is important. Willy feels that the only way to succeed in the business world is to be well-liked, yet he can not even do that. He creates illusions of his prosperity in order to cater to his unobtainable dream. Willy convinces himself and his sons when he says, Be liked and you will never want. You take me, for instance. I never wit in line to see a buyer. Willy Loman is here! Thats all they have to know, and I go right through. Willy Loman can not comprehend that not all dreams come to be and that if one sets their bar too high, they may have to lower it in order to be content in the future. Willy hopes and really believes that someday (hell) have (his) own business, and (hell) never have to leave home anymore. Willys disturbing avoidance of his neighbor Charley is a direct denial of his present state. Charley is living the American Dream. He has worked hard and earned every morsel of food put on his table, every penny out of his pocket. Will...

Wednesday, November 6, 2019

Is an elite liberal arts college worth the price tag

Is an elite liberal arts college worth the price tag Last week I visited with the head guidance counselor at a well-regarded private high school in Madison. Amongst our topics of conversation was the trend he has noticed away from private colleges. Students were being accepted to Ivy League and other top colleges, then choosing not to attend, in favor of larger state schools. As you might imagine, the main reason for their decision was financial. These families are already paying $10,000/year to send their child to high school. Their coffers are strained if not empty. Yet, perhaps there are hidden factors that, if revealed, would sway these parents and students to choose a private college. A March 2012 article by P. Maloney, â€Å"Does it Pay to Attend an Elite Liberal Arts College?† explored the benefits of an elite liberal arts education. In this article, Maloney asks an important question: Is it worth the $50,000 price tag to send your child to one of these elite schools? I have asked a similar question in two previous articles, Is it Worth it to Compete for an Ivy League Education? and Employers Favor State Schools for Hires – But Ivy League is Still the Best Pick; in both instances, I concluded rather unscientifically that it was worth the cost to attend an elite school. Maloney’s more rigorous study supports my conclusions. He evaluated many major studies (a.k.a. the â€Å"literature†) on the subject, performed his own multi-faceted statistical analysis, and concluded that although attending an elite liberal arts college might not lead to higher earnings directly out of college, a statistically significant difference arises by the middle of a person’s career. Maloney points out that this finding is similar to that of Brand and Halaby (2006), another major study which found that the effects of attending an elite college on a person’s wages increased over time. Maloney admits that his study is limited in that â€Å"the number of individuals in the [study group] that attended an elite liberal arts college is rather small compared to the number that attended other types of schools. This may limit the scope to which these results can be extended.† More research is clearly needed. However, the results are indicative of a trend toward higher career earnings that could influence families’ decisions about where to send their children to college. If your child were accepted to both an elite private liberal arts college and a state school, how would you make your decision? What factors would you consider? If you knew that your child’s earnings potential would ultimately be significantly higher from attending an elite liberal arts college, would you still choose a state school or other less expensive option? If you have faced this type of choice or think you might face it in the future, I’d love to hear your thoughts and comments! Want essay writing help for your student to get into an elite college? Contact The Essay Expert for a 15-minute consultation. We will make that essay shine! Category:College AdmissionsBy Brenda BernsteinSeptember 10, 2012 4 Comments Christopher Feyrer says: September 11, 2012 at 12:19 am I would not choose whether my child went to the liberal arts college. He or she would. Given that, from a social networking perspective, Im sure that Ivy League connections would lead to hire eventual wages simply because of the higher least common denominator among the attendees and alumni. The biggest barrier for a layman like myself would be pure economics and barrier to entry. Log in to Reply The Essay Expert says: September 11, 2012 at 12:35 am I believe that most parents would ideally like for their child to decide. With such large economic considerations, however, sometimes the parents do need to make an economic choice. And you have a lot of company in economics being the greatest barrier. Log in to Reply Christopher Feyrer says: September 11, 2012 at 12:20 am I meant higher eventual wages above. Thats what I get for dictating my post! Log in to Reply The Essay Expert says: September 17, 2012 at 11:26 pm I received the following response to this article from one of my readers, who wished to remain anonymous. I think her comments add a great perspective: Thanks for another insightful article. Our daughter was accepted into the Honors program of our state school, but we are sending her to the University of Pennsylvania for several reasons: 1) We wanted her to interact with people from all over the world to expand her worldview and test her assumptions. She can do that better at Penn. In fact, we think that helped her conceptualize spending a semester abroad, which she is doing now. 2) We wanted to surround her with the brightest and most-motivated peers. Clearly, there are very bright and very motivated students at state schools, but many go for the price vs. the educational opportunity. 3) Sometimes, students cannot complete their education at state schools in four years because they cannot get into the classes they need. Not only does this diminish the price differential, but it presents an opportunity cost, since the student cannot enter the job market as soon. 4) How much money she makes after graduation should not be the sole criterion of success. I know from my own Ivy League education that I was forced to think analytically, write clearly, and test and retest my values. At a less intellectually rich institution, I might have had the impetus and support to hone my skills. Log in to Reply

Monday, November 4, 2019

Learning experience of international students Essay - 1

Learning experience of international students - Essay Example In a survey conducted in 2010, 8 out of every ten international students were satisfied with the experience of studying in the UK (Ripmeester, & Pollock, 2011, p.4). The higher education administrators have successfully managed a wide range of international students’ expectations. One of the primary strategies adopted by the UK to favor international students in the country is the Prime Minister’s Initiative for International Education that was launched in 1999. (Ripmeester, & Pollock, 2011, p.6) The strategy aimed to increase the number of international students studying in the UK by checking on the quality of education for this group of students. The program has led to the establishment of different academic resources that the staff and students in institutions of higher education can rely upon. One of the academic strategies that favor international students in the UK is the inclusivity initiative. The initiative aims to provide a favorable learning environment for both the international students and other students. The institutions have also continuously engaged with the students by seeking to use their feedback in academic improvement. The international students in the country are represented in different student engagement activities that ensure that the existing academic policies accommodate the needs of foreigners in the country. Another strategic initiative by the UK higher education program is the guarantee that the information provided to the students in all academic levels is accessible, accurate, and clear across all the institutions. Clear explanation is also adopted in the delivery of courses where the use of technical terminology is unavoidable. The university and college staff in the UK has access to development and training opportunities that help them recognize, understand, and meet the needs of international students. The instructors are made to understand that they deal with a diverse global

Saturday, November 2, 2019

How advances in technology have changed learning and development in Essay

How advances in technology have changed learning and development in organizations - Essay Example Previously workplace knowledge focused solely on technical knowledge, specific to the tasks in a job. But now skills such as communication, leadership, and individual responsibility are considered equally important to equip individuals with life long learning skills that encourage engagement with mind, body, and soul. The expectations inherent in new roles, confounded by uncertainty of the environment and the explosion of information technology, now challenge us to reconceptualise human cognition and develop education and training in a way that resonates with current knowledge and skills. One of the significant themes that is emerging from the redesigning of jobs is the contradictory yet legitimate nature of the roles and their associated values. During the transition from feudal to capitalist societies workers struggled to conceptualize self as different from labor. It was difficult for "man" to reconceptualise labor as separate from individuals and a commodity, which could be sold for a fee. We now see parallels in the emerging workplaces. There are various tensions in the contemporary world of work such as those between global and local knowledge and performance; learning and work; institution and workplace-based training; self and organizational development, competition and collaboration and these impacts the role of individuals and context in developing knowledge and skills to function in current workplaces. We have, in the past, viewed opposing positions in such tensions as only being right or wrong and hence, many are still searching for an absolute black and white solution. Giddens and Delors both have written extensively on the emerging tensions and the need to consider ways of dealing with such dualistic/contradic tory positions. For example, in considering globalization Giddens argues that we now have new trans-national systems that have heightened competition for scarce resources while at the same time