Langston Hughes As Social Person Essays - Harlem Renaissance

Langston Hughes As Social Person Langston Hughes is considered by many readers to be the most significant black poet of the twentieth century. He is described as ...the beloved author of poems steeped in the richness of African American culture, poems that exude Hughess affection for black Americans across all divisions of region, class, and gender. (Rampersad 3) His writing was both depressing and uplifting at times. His poetry, spanning five decades from 1926 to 1967, reflected the changing black experience in America, from the Harlem Renaissance to the turbulent sixties. At the beginning of his career, he was surrounded by the Harlem Renaissance. New York City in the 1920s was a place of immense growth and richness in African-American culture and art. For Hughes, this was the perfect opportunity to establish his poems. His early work reflects the happy times of the era. However, as time progressed he became increasingly bitter and upset over race relations. Except for a few examples, all his poems from this later period spoke about social injustice in America. The somber tone of his writing often reflected his mood. Race relations was the shadow of his career, following him from his first poem to his last. The tone and subject matter of Hughess poetry can be linked to certain points in history, and his life. The youth of Hughes is brought out by his poem Harlem Night Club, a piece which describes living in the moment. Often children do not consider the consequences of their actions; they act on instinct and desire. Hughes might have been 27 when he wrote this poem, but the feisty, upbeat tempo of a school boy is present in his style. Harlem Night Club is unique in that it describes the integration of blacks and whites in an optimistic tone. The vigor and spirit of his youth is reflected in the energy of the writing, Jazz-band, jazz-band,? / Play, plAY, PLAY! / Tomorrow....who knows? / Dance today! The repetition of the words, and the increasing emphasis on the word play bring out the excitement to the reader. More evidence of Hughess youth comes from the very focus of the poem: the interracial couples. The entire poem can be summed up as ...a single-glance tableau of interracial flirtation against a background of heady jazz. (Emanuel 120) This festive relationship between the two sexes can rarely be seen in any of Hughess later poems. At this point in his life, Hughes was enjoying the culture and excitement of the Harlem renaissance. It was an amazing period in New York for African Americans, the first real large scale expression of their culture. Jazz was a flourishing art form that Hughes often liked to write about. It is easy to see why most of his poems of this period (1921-1930) would be festive and cheerful. Unfortunately, the party didnt last into the next decade and the country fell into a deep depression. The period between 1931 and 1940 was a dark period for Hughes, and for African-Americans in general. On top of the financial difficulties the depression brought, widespread racism re-surfaced in the North. The celebration in Harlem was replaced by angry whites who were anxious to put blame on someone for their troubles. White Man is a direct attack on the white mans violations against the African-Americans. Like the earlier poem Harlem Night Club, it is a fast-paced, dynamic piece. However, its tone reflects pure anger and frustration. White Man! White Man! / Let Louis Armstrong play it? / And you copyright it / And make the money. / Youre the smart guy, White Man! / You got everything! Its intensity makes the reader frantic just from reading it. The line about Louis Armstrong refers to the great jazz trumpet player, the first black man to be recognized as a successful jazz artist by a white audience. Only now, ten years later, we see that it is the whites who profit from his talent. Hughes is desperate not to forget the accomplishments of the 20s, and not to let those accomplishments get taken away by greedy white businessmen. Another attack on the white world comes in his piece Ballad of Roosevelt. Roosevelt is thought of as one of the countrys greatest leaders, a wonderful humanitarian. But in this poem Hughes reminds us that he did not always come through with his promises. The poem is written in rhyme and has a flowing, nursery-rhyme feel. There is a chorus of three lines that repeats after every stanza. In each verse, Hughes states a problem

Los Reyes Magos essays

Los Reyes Magos essays Los Reyes Magos is the third of the three Christmas-time celebrations. The first is Los Pasados, which is a twelve-day celebration from December 12 to the 24. Following Los Pasados is of course, Christmas. After Christmas is Los Reyes Magos. Los Reyes Magos is a Latin American, post-Christmas celebration of the three kings, or Magi that visited Christ. On January 8, the whole family gathers at a family members house for a huge feast. There is much celebration and music and traditional food. The festivities are topped off with and enormous, traditional cake-like bread filled and covered with candies and fruits. Before the bread is baked, a small figurine of a child is hidden in the dough. After being baked, the bread-cake is sliced and distributed amongst the family, whoever gets the child or the largest piece of the child has to host the Los Reyes Magos party the following year. The best description of Los Reyes Magos I found happened to be in poem form and is as follows. Los Reyes Magos when Santa Clause has delivered his toys To all you lucky Northern girls and boys And you think that Christmas is all done In Latin America, the holiday has just begun Well, yes, it's true we haven't got Christmas snow But we've got twelve more jolly days to go Before our own celebration is through In Latin America, there's so much more to look forward to Oh, Los Reyes Magos, our three kings We thank you for the memories and wonderful new things Oh, Los Reyes Magos, our three kings You bring Los Reyes Magos on their camels so fair Fill every one of our shoeboxes with care Then stop to snack on the grass we left for them In Latin America, like long ago in Bethlehem You know, it's not that Christmas isn't grand But the day of three kings, that's what lights up our homeland Once found the Christ child under a star ...

Social Performance of a Company, Part 2 Research Paper

Social Performance of a Company, Part 2 - Research Paper Example Thereby, my organization titled Tencel Corporation intends to put into effect a comprehensive and effective code of conduct that abides by the principles established by the United States Sentencing Commission (2012) guidelines chapter 8 section 8B2.1.with regards to an effectual compliance and ethics plan. Tencel Corporation operates in the communications services industry, our business activity is governed by the purpose of achieving our primary corporate objectives which are profit maximization and maintaining shareholder value. The achievement of the aforementioned corporate objectives however must be met by conforming to ethical guidelines and developing a successful decision-making process which takes into account the interests of both the shareholders and stakeholders of the company. For the purposes of designing the code of conduct for Tencel Corporation, the codes of conduct of three key companies within the communications services industry will be assessed, these companies i nclude AT&T, Verizon and CenturyLink. The code of conduct created by AT&T aligns the responsibilities of the members of the organization and expects all employees to obey to the guidelines that have been designed to promote the concept of integrity within the business environment (AT&T 2013). AT&T understands that its foremost commitment should be towards upholding honesty in all operations and activities of the organization which is the foundation of the implementation of AT&T’s code of conduct (AT&T 2013). According to Chapter 8 section 8B2.1. of the United States Sentencing Commission (2012) guidelines a company is expected to advance an organizational culture that is based on the promotion of ethical standards and obedience of governmental legislations and laws, however, the establishment of an organizational culture based on the aforementioned principles is not explicitly observable in the code of conduct developed by AT&T even though a significant portion of the ethical guidelines propagate the creation of an inclusive workplace environment (AT&T 2013). On the contrary, Verizon advocates the sustenance of an organizational culture based on integrity (Verizon) while at CenturyLink, the management intends to internalize and incorporate the ‘Unifying Principles’ of the company within each and every member of the CenturyLink team in order to establish an organizational culture which rests on the fundamentals on which the company was founded (CenturyLink). The code of conducts of all three organizations that were assessed for the purposes of this assessment maintain a non-retaliation policy and all of the properties of the companies such as the assets, intellectual property, reputation, brand name and research are protected by the placement of several measures that are explained in the code of conducts designed by Verizon and CenturyLink, however, AT&T’s policies with regards to the protection of its assets are not defined in a clea r manner. Practices related to employee placement, working conditions, diversity and health and safety regulations are also addressed (AT&T 2013; Verizon; CenturyLink). Bethoux et al. (2007) note that an analysis of the code of condu

Mao zedong Research Paper Example | Topics and Well Written Essays - 2250 words

Mao zedong - Research Paper Example He became the main participator in the United Front. Mao was appointed as leader of the Peasant Movement Training Institute. Mao’s work included organizational and ideological instruction for peasant leaders. The opportunity opened Mao’s eyes to the potential of the Chinese peasants to engage in a revolution.2 Mao married Yang Kaihui, a daughter of one of his Beijing University’s mentors, in 1921. In 1930, Yang was executed by the Kuomintang. However, Mao had begun to stay with an 18-year old girl, He Zizhen. In the next nine years, they had sired five children. Mao divorced He in 1937 and married Jiang Qing. 1937 became a cataclysmic year for every person involved in the Chinese Revolution. Mao and his fellow Communists were involved in the futile southern China after the April Shanghai coup. The experience resulted into a distrust of Soviet advice. There was a deep animosity toward Chiang Kaishek that resulted in a search for new strategies to a mass-based revolution. Mao moved with a small group of loyalists to Jinggangshan, a mountainous and forested region in the province of Jiangxi. It was here that Mao faced the reality of real rural revolution.3 The political attitudes of Mao materialized against a background of great crisis in China in early 20th century. China was weak and divided. The main national problems were the need to reunify China and to expel foreign occupiers. Mao, who was young, was seen as a nationalist. He was strongly anti-imperialist and anti-Western and even before becoming attracted to Marxism. His nationalism combined with his combativeness to admire the martial spirit- martial spirit later became a pillar of Maoism. 4 There was a strong need for change and social reform. China’s social structure was obsolete. For instance, the gentry class was an obstacle to modernization. This class dominated the peasants, who comprised the significant majority

Kateryna by Taras Shevchenko Essay Example | Topics and Well Written Essays - 750 words

Kateryna by Taras Shevchenko - Essay Example The essay "Kateryna by Taras Shevchenko" explores the painting by Ukrainian artist Taras Shevchenko, Katerina. Shevchenko painted this painting during Austria, Hungary, and Russia. Austria and Hungary took over the Polish regions, Romania, and other Western territories of the Ukraine. Tsarist Russia occupied the Eastern Ukraine. Kateryna is set in a time where Ukrainians were forbidden to explore their culture through language or art. Several of Shevchenko’s paintings were done in exile. The cultural aspect of the Ukrainian dress on the woman to the peasant sitting on the ground shows the plight of the Ukrainian nature at the time. The Ukrainians were poor and conquered, but never defeated. The Russian riding a horse shows the powerfulness of the Russian soldiers and symbolizes the mighty country. This style is romanticism. The idea of throwing off aristocratic views with paintings depicting strong emotion is exemplified in Kateryna. The strong emotions of a seduced or raped w oman carrying an illegitimate child tug at most individuals’ emotions. Shevchenko wanted to cause outrage and anger against the occupying soldiers of Russia and the Tsarist government in general. The light colors also are considered a trait of the Romanticism era. Kateryna has a barefooted peasant girl in the forefront with a beggar at her feet. A dark animal jumps a little to her left. In the background is a large tree to the right. A windmill was placed in the top left corner. Between the windmill and girl is a Russian soldier.

Jean Piagets Theory of Cognitive Development

Jean Piagets Theory of Cognitive Development Jean Piaget, best known for his work in developmental psychology, was born in Neuchà ¢tel, Switzerland, on August 9, 1896. As a child, Piaget found his mother to be neurotic which led him to an interest in psychology. As the oldest child, Piaget was very independent and at the age of ten he published his first scientific paper on the albino sparrow allegedly to convince the librarian he was not a child. In Piagets adolescence his mother urged him to study religion which he found to be childish. Instead, he decided to devote his time to discovering the biological explanation of knowledgethrough the study of philosophy and the application of logic. This failed Piaget in his quest for answers, and he turned his focus to psychology. In 1918, Piaget graduated with his Doctorate in Science from the University of Neuchà ¢tel. While teaching at the Sorbonne in Paris, he met Alfred Binet and began working with him evaluating childrens intelligence tests. Piaget was not concerned with the ri ght or wrong answers of the child, but was instead fascinated that certain errors occurred at predictable ages and began focusing on how children reasoned. In 1923, he married Valentine Chà ¢tenay and had three children with her. Piagets children immediately became the focus of intense observation and research and resulted in three more books (http://www.nndb.com/people/359/000094077/, 2010). Jean Piaget designed a model explaining how humans make sense of the world around them through collecting and organizing information from experiences with people, objects, and ideas. This was called the Theory of Cognitive Development. Piaget identified four factors; maturation, action on your environment, learning from others or social transmission, and searching for a balance or equilibrium that influence the way thinking and knowledge are developed. He also theorized that all species inherit the tendencies to organize thoughts and behaviors while adapting to his/her environment. Organization of thoughts and actions that allow a person to mentally think about events or objects are called schemes. Adaption of knowledge and thinking processes involves assimilation or incorporating new information into existing schemes, as well as changing existing schemes to respond to a new situation or accommodating. Piaget also believed that as young people develop they pass through four stages. T he first stage of cognitive development, which occurs between the ages of birth to two years, is called the Sensorimotor stage. In this stage, the child uses his/her five senses and motor abilities to comprehend the world around them. The child also distinguishes his/her self from objects and begins to act intentionally towards a goal. Object permanence is also achieved at this stage. The second stage is called the Preoperational stage and occurs between the ages of two to seven years. In this stage, the child begins to develop the ability to form and use symbols as well as think operations through logically in one direction. Egocentrism also dominates the childs thinking and language during this time. The third stage of cognitive development is between the ages of seven to eleven years is called the Concrete-Operational stage. The characteristics of this stage are the ability to solve concrete tangible problems logically, the ability to demonstrate conservation, the mastery of grou ping objects into categories based on characteristics, reversible thinking, and sequentially arranging objects according to weight, size and volume. The final stage of cognitive development, called Formal Operations, occurs from eleven years through adulthood. In this final stage, the adolescent becomes extremely focused on analyzing their own attitudes and beliefs while not denying that others may have different perceptions. The ability of an adolescent to think hypothetically, considering all possible combinations and choices, while reasoning deductively are other characteristics of this stage as well (Woolfolk, 2008). In Piagets Four Stages of Cognitive Development, the Preoperational stage would be the most noteworthy to me since this is the age range I will be teaching in elementary school. It is necessary to teach children in an active discovery learning environment, encouraging them to question, explore, manipulate, and search out answers on their own. This theory teaches me that as an educator, I must also be an observer in my classroom. I must carefully assess my students current stage of development, cognitive level, as well as strength and weaknesses, while tailoring a set of tasks and curriculum that is specific to each childs needs. Piagets theory is also beneficial to me because it teaches me that I will need to focus on the learning process of my students, rather than the end product. This theory also tells me that intelligence grows through assimilation and accommodation; therefore, I must provide many opportunities for my student to experience both. This theory can help me better understand my kindergarten students because I will be knowledgeable to their skill acquisition at certain ages. It will also guide my teaching strategies as well as help me design lesson plans and activities based on my preoperational students ability levels, while not causing frustration. According to Piaget, the characteristic of egocentrism is often seen in preoperational children. To combat this, I would provide my students with opportunities to work in groups, so they can learn from each other, participate, and be productive at their own pace. A basic understanding of Piagets theory could tremendously benefit parents, by knowing when to introduce new skills to his/her child in order to maximize understanding and success. I would recommend that parents observe his/her child, to make sure that what they are teaching is appropriate for their childs present stage of learning. Avoid stressing standardized learning such as committing rules and facts to memory and instead choosing constructive hands-on experimentation. I would also advise parents to allow active learning through game playing, exploring, and drawing. When giving directions to their child, I would suggest keeping things short and simple. To help a child getting ready for school in the morning, I would recommend having a clock with hands in his/her room. The child does not have a sense of time at this age. The parent should tell the child that when this hand points to this number, have your clothes on and be ready. I would also suggest for parents to talk to his/her child about their experiences and constantly engage them with questions about what they are seeing, hearing, smelling, touching, or tasting. As a teacher with students in the preoperational stage, I must remember that my students may or may not reach each of Piagets stages at the predetermined age assigned since each child develops individually. It is essential to provide students with as many opportunities as possible to experience new things. This will help them continuously build on his/her foundation of language and learning. Learning at the preoperational stage, takes place by the student constructing new schemas through knowledge discovered in hands-on learning. Lesson plans should include hands-on activities, field trips, and learning games with props or visual aids. Hands-on environments should be set up in your classroom with different stations to learn math, science, social studies, etc. To teach math, I would use colored chips or even pennies for counting, adding and subtracting. To teach science, I could use a magnifying glass to see how objects such as pictures of snowflakes are the same or different from eac h other. When taking field trips to places such as science museums or the zoo, I would constantly ask questions about what my students are experiencing. To assess the skills that my students are acquiring, I could use portfolios, group presentations, and demonstrations that would let my students explain his/her learning process to me. REFERENCES: NNDB: Tracking the entire world. (2010, February 9). Retrieved February 10, 2010, from http://www.nndb.com/people/359/000094077/. Woolfolk, A. (2008) Educational psychology: Active learning edition. Personal, moral, and social development (pp. 36-45).

De Tocqueville Essay -- essays research papers

Alexis De Tocqueville, Democracy in America   Ã‚  Ã‚  Ã‚  Ã‚  Aristocracy is a phenomenon that is perhaps as natural a summer crop, and as devastating as the locusts that eat it. De Tocqueville’s position on aristocracy is quite clear. He is a strong advocate of the aristocracy, it is a part of the natural order and necessary. His position may have some basis, however I have yet to see the “upside'; of a caste system or a good defense of it.   Ã‚  Ã‚  Ã‚  Ã‚  De Tocqueville believes that aristocracy provides stability and fellowship. De Tocqueville’s support of aristocracy is weak and ill founded. His first point of aristocracy is that of stability, “Among aristocratic nations, as families remain for centuries in the same condition,';. Stationary families have the stability to resist most circumstances and become fixed. This also allows families to gain power that they have no real right to hold. Old things often become stagnant and rotten, as did the aristocracy when families intermarried beyond their genes capacity, as well as becoming corrupted.   Ã‚  Ã‚  Ã‚  Ã‚  De Tocqueville’s second point is that the aristocracy have great lineage and pay homage to their ancestors, “A man almost always knows his forefathers and respects them;';. This is quite true, however De Tocqueville does not mention that because of the family “blood';, wars have been fought, and many lives lost. De Tocqueville continues to say, “He willingly imposes duties on himself towards the former and latter [ancestors and descendants], and he will frequently sacrifice his personal gratifications . . .';. It is a nice sentiment, however, history has taught us that it is rare to find a self-sacrificing person, and even rarer is the benevolent overlord. De Tocqueville’s argument lacks a solid and provable basis. The fact that aristocrats look only for their ancestors or descendants is a very self-centered act. They are concerned with only their family and it’s success. De Tocqueville does not mention the “sacrifice'; an angry lord makes for his serfs and servants by throwing them off his land. It would destroy De Tocqueville’s argument to show that lords were hard, if not cruel at times, on their tenets. History has proven it.   &nb... ...o people can live lives of their own.   Ã‚  Ã‚  Ã‚  Ã‚  Equality is one of democracy’s foundations. De Tocqueville does not see this, however as he writes, “As social conditions become more equal . . . [people cannot] . . . exercise any great influence over their fellows,';. The idea behind this strange equality is that people are free to make decisions with out the fear of outside influences.   Ã‚  Ã‚  Ã‚  Ã‚  Democracy, though it works as a system designed for the masses, also works for individual rights. De Tocqueville notes that, “they are apt to imagine that their whole destiny is in their own hands.';. This is a foundation of democracy, that we have right to life. This includes the right to shape our “destiny';.   Ã‚  Ã‚  Ã‚  Ã‚  De Tocqueville wrote sensible arguments, save the fact that they were totally unfounded and not supported in any way. I cannot say whether it is better live under democracy or feudalism. It is possible to see that in most circumstances, a democracy is better for the people. In fact, it’s better for any person to live under a democracy, except for the aristocrat.

Explain How Children and Young People’s Development Is Influenced by a Range of Personal Factors Essay

There are many influences which can affect a child’s development, personal factors include influences before and at birth, health status and disabilities, sensory impairments and learning difficulties. Genetics affect a child’s development at conception where the sperm and egg determine sex, height and eye colour. If the genetics are faulty this can affect the child’s health and development. During pregnancy the mother needs to ensure that she does not smoke, drink or use drugs, all of these things are made up of toxins which can severely harm the baby which in turn can cause complications at birth and possible delayed development later on in life. Genetics can also cause addiction, depression and low self esteem if these problems run in the family. Difficulties throughout the labour such as anoxia (lack of oxygen) can cause difficulties for development. Read more: Explain how children and young people’s development is influenced by a range of external factors essay If a child is born with a condition or develops one later on in life this may affect their development. They may have an illness such as asthma which affects their breathing; this can be caused by living in highly polluted areas or living in a house with people who smoke. Due to this the child may be less likely to play and be active with their friends as their condition may restrict them from doing this, this may mean that the child has a lesser understanding of appropriate group interaction or team playing. Learning difficulties in a child can cause a developmental delay; this means that the child finds learning difficult. Disabilities, sensory impairments and learning difficulties can affect children’s and young people’s development, their disability may affect one area of development which in turn can affect another the development of another area, meaning that overall development cannot occur, this can lead to low self -esteem and self-worth.

Empowerment in Nursing Practice Essays

Empowerment in Nursing Practice Essays Empowerment in Nursing Practice Paper Empowerment in Nursing Practice Paper The concept of empowerment is one that is often discussed in the context of modern nursing practice. Empowerment has become somewhat of a ‘buzz’ word in the health care system and is often used out of context and without a true understanding of it’s meaning or implications to practice. This essay will attempt to conceptualise empowerment, specifically in nursing practice. Three areas will be analysed in an attempt to provide a simple overview of the empowerment approach to nursing. First, definitions of empowerment, second methods of empowerment, and finally barriers to empowerment will be explored. The first emergence of the concept of empowerment in health care can be traced to the Alma Ata Declaration of 1977 (Falk-Rafael, 2001). In that document health was recognised as an issue of social justice, a fundamental human right. Following that empowerment became the central ideology of the â€Å"new public health† (Grace, 1991) aligning with the Ottawa Charter’s definition of health promotion as a â€Å"process of enabling people to increase control over, and to improve their health. † The word Power is derived from the Latin verb â€Å"potere† (to be able). Simply, power can be defined as that which enables one to achieve their goals (Davidhizar and Dowd, 1999). With this definition in mind it would then follow that the empowering nurse needs to move from the traditional role of understanding and caring, to a role of facilitating the patient to define for themselves the direction in which their health care plan should develop in order to achieve their goals, thus enabling them to work towards maximizing the quality of their lives (Melville, 1997). According to Aoki (2002), empowerment can also be defined as a collective process acknowledging, promoting and enhancing an individual’s ability to meet their own needs, decipher problems and muster the necessary resources to be in control of their own lives. However, Kuokkanen and Leino-Kilpi, (2000), state that empowerment is not a clear concept, they say that although in it’s fundamental state, referring to solutions rather than problems, empowerment is positive; empowerment is a ‘dynamic’ concept where power is shared, taken over and given away. Regardless of definition it appears to be generally accepted that patients need to be in control of their own lives. Empowerment may take on different forms for different patients depending upon their circumstances and ability or desire to be empowered (Davidhizar and Dowd, 1999). Ultimately the desired result is for the individual to achieve a sense of control and direction that enables them to attain a better quality of life (Aoki, 2002). It is through the concept of maximising the quality of an individual’s life that the consequences of empowerment for nursing practice can be illustrated. During illness people become vulnerable and unsure of their world, it is during this time that they become dis-empowered. It is important for a nurse to understand their patient and to provide care that is centred around the unique needs of that individual (Cox, 2000). The empowering nurse will often spend many hours with a patient building a trusting and collaborative relationship. However empowerment is not easy and is something that has to be worked at particularly in a health care culture where it has been traditionally accepted that patients would relinquish power to those who knew how best to help them (Lutz and Bowers, 2000). Communication and information both facilitate patient empowerment. Faulkner, (2001) states that empowerment is achieved through the provision of information and the upholding of a patient’s right to be involved in the decision making process. A nurse that withholds information from a patient regarding aspects of their care is placing the patient in a position of weakness and reinforces the position of power for the nurse. Davidhizar and Dowd, (1999) state that â€Å"informational power† is about sharing valuable information, in the nursing context it could be about educating a patient or informing them of their rights either verbally or through the provision of educational literature, which is appropriate to the patient’s literacy level. Research shows that patients who become empowered in a particular area of their care have more potential to gain control of many other aspects of their life (Faulkner, 2001). For this reason it is vital for the nurse to remain aware of their patient’s situation and to continue to assist as necessary or as needed. It is interesting and important to note that not all patients see empowerment as being a positive thing. Many patients are happy to relinquish their power to a nurse and find security in this. Faulkner, (2001) cites the example that many aging patients find increased control over situations, activities and health care can in turn lead to their increased concern and may cause the patient undue stress and worry about their future. For many patients in this category the feeling of being ‘totally cared for’ provides a sense of comfort and security from the overwhelming reality of life (Gould, 1990). Gould (1990) goes on to say that some patients hold nurses in such high esteem that they feel inadequate and willingly relinquish their power to the nurse seeing him/her as the expert in relation to their health care needs. There are many barriers to empowerment, some totally outside of the nurse’s control that may in effect stand to dis-empower the nurse. Things such as budget constraints, environmental culture and simply a lack of time may all have an impact upon the empowerment of the nurse, thus effecting his/her ability to effectively empower the patient. Aoki, (2002) states that often a nurse needs to learn how to empower him/herself in order to empower their patient. Empowerment in a general nursing context is far from a simple matter of encouraging a patient to take control of their life. In all cases it is important that an individual approach be taken and consideration given to social, physical and cultural constraints both in relation to the nurse and the patient. However one thing does appear clear that in order for a nurse to empower a patient they must develop a collaborative and trusting relationship that aims to provide the patient with accessible information according to individual needs. Reference List: Aoki, Y. (2002). Reflections on empowerment. Nursing Older People, Feb 2002, 17-22. Cox, C. (2000). Response to Patient Centered Care: Understanding Its Interpretation and Implementation in Health Care. Nursing Reasearch, 45, 183-187. Davidhizar, R. Dowd, B. (1999). Benevolent Power. The Journal of Practical Nursing, March 1999, 34-31. Falk-Rafael, A. (2001). Empowerment as a process of evolving consciousness: A model of empowered caring. Advances in Nursing Science, 24, 1-6. Faulkner, M. (2001). Employment Disempowerment and The Care of Older People. Nursing Older People, July 2001, 18-22. Gould, D. (1990). Empathy: A review of the literature with suggestions for an alternative research strategy. Journal of Advanced Nursing, 15, 1167-1174. Grace, V. (1991). The marketing of empowerment and the construction of the health consumer. International Journal of Health Services, 21, 329-343. Kuokkanen, L. and Leino-Kilpi, H. (2000). Power and empowerment in nursing: three theoretical approaches. Journal of Advanced Nursing, 31, 275-241. Lutz, J. Bowers, J. (2000). Patient centered care: Understanding it’s interpretation and implementation in health care. Nursing Reasearch, 45, 165-182. Melville, M. (1997). Do patients have power in health care? British Journal of Nursing, June 1997, 337-340.

Free Essays on Conventional Air Defense

TODAY'S conventional air defense requires both air-to-air and surface-to-air weapon systems. The North Atlantic Treaty Organization (NATO) typifies this with a balance of 300 air defense-capable fighters and 1,100 surface-to-air missile (SAM) launchers in West Germany and the Benelux countries (Belgium, the Netherlands, and Luxembourg).1 Similarly, Britain's crucial air defense battle in the 1982 Falklands conflict demonstrated a balanced dependence on fighters and SAMs, with 31 Argentine aircraft destroyed by Harriers and 28 shot down by ship- and shore-based missiles.2 Fusing SAMs and fighters into an effective air defense team is a major challenge in a land theater when they are owned and operated by separate services, with the Air Force flying the fighter aircraft and the Army shooting the missiles. This joint air defense responsibility requires joint training that can meld both. systems into a coordinated, mutually supporting team. This training requirement is currently unfulfilled. Army and Air Force air defenders are training hard, but they are too often training separately for this joint mission. There must be integrated practice if our air defenders are to be successful. To build a case for the need for increased joint air defense training, we need to address the following areas: Current Army and Air Force air defense training. Risks of not training jointly. Benefits of joint training. Some possible fixes. Consider the analogy of a football team whose backfield and line always practice separately, never putting it all together before the first game. Although both team elements may consider themselves individually proficient, the team would certainly suffer significant execution problems when the backfield and the line played together for the first time. Hard scrimmaging as a whole team is vital to a team's preparation. Unfortunately, our air defense team, consisting of an Army front line and an Air Force backfie... Free Essays on Conventional Air Defense Free Essays on Conventional Air Defense TODAY'S conventional air defense requires both air-to-air and surface-to-air weapon systems. The North Atlantic Treaty Organization (NATO) typifies this with a balance of 300 air defense-capable fighters and 1,100 surface-to-air missile (SAM) launchers in West Germany and the Benelux countries (Belgium, the Netherlands, and Luxembourg).1 Similarly, Britain's crucial air defense battle in the 1982 Falklands conflict demonstrated a balanced dependence on fighters and SAMs, with 31 Argentine aircraft destroyed by Harriers and 28 shot down by ship- and shore-based missiles.2 Fusing SAMs and fighters into an effective air defense team is a major challenge in a land theater when they are owned and operated by separate services, with the Air Force flying the fighter aircraft and the Army shooting the missiles. This joint air defense responsibility requires joint training that can meld both. systems into a coordinated, mutually supporting team. This training requirement is currently unfulfilled. Army and Air Force air defenders are training hard, but they are too often training separately for this joint mission. There must be integrated practice if our air defenders are to be successful. To build a case for the need for increased joint air defense training, we need to address the following areas: Current Army and Air Force air defense training. Risks of not training jointly. Benefits of joint training. Some possible fixes. Consider the analogy of a football team whose backfield and line always practice separately, never putting it all together before the first game. Although both team elements may consider themselves individually proficient, the team would certainly suffer significant execution problems when the backfield and the line played together for the first time. Hard scrimmaging as a whole team is vital to a team's preparation. Unfortunately, our air defense team, consisting of an Army front line and an Air Force backfie...

Diffusion and Osmosis Lab Report Example | Topics and Well Written Essays - 1000 words

Diffusion and Osmosis - Lab Report Example One particular example is the absorption of water and other nutrients from the soil by root hairs in plants. The following experiments demonstrate these basic concepts in action, and how distribution of substances in two regions with different concenration gradients occurs. In order to determine osmolarity of a potato and how it is effected by the process of diffusion, a simple experiment is performed. 7 cylindars are carved out from a potato, and then cut to a uniform size of 5 cm. One very important aspect of this experiment are the 6 sucrose solutions, ranging from 0.1 to 0.6 molars, 100 ml each, and placed separately in 6 250-ml beakers together with 100 ml of distilled water. A sensitive balance is also necessary to accurately determine the weight of each potato piece, before and after incubation. Another experiment is performed to determine the process of osmosis. For this experiment a 500 ml beaker is used which is filled with 300 ml of water. A 25-30 cm dialysis tubing bag is essential, since it represents the semi-permiable membrane that is present during osmosis. 4 ml of a 30% glucose and starch (placed in the dialysis bag) and a small amount I2KI represent diffusing substances. Benedict's reagent is also necessary to determine the diffusion pattern of the substances involved. The carved out and cut pota... All the pieces are incubated for 45 minutes, and then their weights are measured and recorded. The percentage change in weight for each of the pieces is also calculated and recorded using the following formula: Percentage change in weigh= weight change/initial weight * 100 In the second experiment is prepared by soaking it in water, closing one end with a rubber band or string as not to let any solution to enter into the bag, and by adding a 4 ml of a 30% glucose solution into the bag. A 4 ml starch solution is also added, and the color of the glucose-starch solution is recorded. Then, 300 ml of distiled water is placed in a 500 ml beaker in which a small amount of I2KI is added. The color of this solution is also recoded. The dialysis bag is placed in the beaker and they are left for 45 minutes. It should be noted that the free end of the bag is not in contact with the solution of the beaker, as it is left lying out of the beaker. The color of both solutions (in the dialysis bag and beaker) are recorded, after which 3 ml samples are taken from each solution, as well as a sample of distilled water, representing the control tube. Placed in 3 different tubes, a small amount of Benedict's reagent is added to each tube. The final colors are then recorded. - Results Using the data collected from the first experiment, a graph can be plotted (Table 1). The y axis represents the osmolarities of the sucrose solutions, representing the independent variable while the x axis represents the weight of the potato pieces after incubation, represents the dependent variables, with the negative value being a decrease in potato piece weight, and vise

Music Appreciation Essay Example | Topics and Well Written Essays - 1250 words

Music Appreciation - Essay Example Studying the different time periods such as the Renaissance, Baroque period, Classical period, all these time periods contributed in different ways to the music we have today. Take for example, the kind of music that was played in the Baroque period. Music at that time lacked coherent melody, was filled with unremitting dissonances, constantly changed key and meter, and speedily ran through every compositional device. Look at the Classical period as well. Music during this time was balanced. Nothing was too fast or too slow, or too loud, or too soft. The texture of this type of music was lighter and clearer than Baroque music and less complex. Variety of keys, melodies, rhythms and dynamics along with frequent changes of mood and timbre were more commonplace in the Classical period than they had been in the Baroque. One thing that amazes me is that back in these different eras, there was a distinct type of music that most people played, what was acceptable. In the baroque, it was fas t music, in the Classical time, it was orchestrated music. In the Renaissance period, there was the development of respect for rhythm and sense of the words in texting. However, in our modern time and day, you have not necessarily just one type of music that is being played or dominant, but many different kinds, and a combination of all these different rhythms make me really appreciate the generation that we live in. This can be seen in the hit charts, in music that comes out today. Look at Alicia Keys, her music is an incorporation of both classical music and pop with a slight jazzy feeling to it. Another good example is of bands, such as One Republic. When they released their single, â€Å"Apologize†, there was incorporation of their classical music instruments, and the song in itself was a very emotional song filled with meaning. This realization helps me realize that just like how we are progressing, unlike before where people were more narrow-minded and only open to thei r own ideas but now we see a blending of all these different forms of music, we should be learning from the past. We should take the good and leave the bad, and bring all these good ideas together to form disciplines that will change our lives for the better. We should take the different music from different cultures and bring it together to form songs that will unite us as one and help us grow. These days, people tend to look more to Western music as the â€Å"ideal†, whatever is being done in western music, is what should be followed, but I believe this is wrong. Every culture has a rich background that they can bring to the table. I think we should learn to embrace our uniqueness, and stop trying to urge everyone to be like us. We’re connected across the planet. We can share the views of people on music, the arts, and culture via a wide array of internet-available nets capes, blogs, and interactive venues. We can access the musical world easily, purchase it, and dow nload it. We can learn it by listening to sources, and asking questions of it, interactively. We’re also connected to cultures living locally—at home, within our families, schools, and communities. There we can quite easily make the effort to know the children we teach, the human resources that are available to give support to our teaching efforts, and the music-makers that range from the occasional and