Chinese Book Report Essay Example For Students

Chinese Book Report Essay China Book ReportBook: China Since 1945Author: Stewart Ross(Note: This book isn't depicted in full profundity and detail yet is simply clarified in a general manner, along these lines Mahmoud Abdelkader utilizes The Modernization of China by Gilbert Rozman (Editor) extracts to help his views)Type of Book: Illustrated Pages: 64China Book ReportThe book China Since 1945, composed by writer Stewart Ross, opens in a portrayal of the Chinese Empire during the 1900s. There it depicts the territory of the Chinese terrains and altogether expresses the reality of having the Great Wall of China to keep out the brutes at 221 B.C. The creator utilizes a very appreciating tone of the Chinese Empire and assumes its one of the not many best domains that have ever shaped. Truth be told, Rozman states, the social and logical accomplishments of the Chinese had been gigantic, including the development of paper, printing and black powder, and the production of the most choice artistic creations and by m ost Empire Critics China was perhaps the best human advancement around. The writer begins the book by Revolution and breaking down occurrence that occurred in 1911, where the British and Japanese battled about control of China. Chinese detainees were being driven away for execution during the upheaval where they would be guillotined with blades, which the creator states is well known. It makes reference to the administration of Sun Yatsen and his changes which he was unable to control that he made himself in 1912. Around this time, warlords took over China controlling it and destroying its economy. The creator proceeds onward to war that included China and its neighbors. It portrays the Communist Revolution and Mao Zedong, a the Autumn Harvest. The creator at that point identifies with Maos triumph in 1945-1949 and the Japanese powers pulling out. The writers see toward Chinese perspectives is basic and afterward goes to investigation of the book, yet bolsters China. Truth be told, how this was viewed, is this is really a lot of papers that were assembled by the creator that is the reason his state of mind changes. The main method of discovering what the creator truly believes is the method of his presentation. The creator, really, bolsters China and doesnt take a partiality side to it. Rozman says, Although pundits some of the time scrutinize China and its imperialistic ways, I think that its most enhancing that China is predominant in huge numbers of its way and its innovations that keep us alive today are tremendous and ought to be perceived as a demonstration of a solid financial country, not as a socialist demise gap. He totally needs the peruser to comprehend that he has no offense on China, however China affects itself from numerous different pundits. Stewart Ross then again, utilizes China from an awful perspective or analysis. He evaluates China after 1945 in at any rate he can. His tone doesnt sound one-sided, however after the initial 10 pages, the book begins producing a negative results towards China. He begins the book as though it is the most fascinating nation on the planet, yet soon it his eagerness slips to a lower degree. The end that the peruser would have the option to see is that the real creator isnt one-sided about China yet about Communism, since it influenced China inside and out after 1945. The composition of the book looks as though it is coordinated to any American who is keen on Chinas present day history. The book is composed by an American writer who guides his perspectives to another American. He coordinates China from Chinese eyes. He doesnt precisely bring up it that there is strife and doesnt show any one-sided considerations or activities. He essentially just states realities and doesnt attempt to scrutinize it through Chinese eyes, however coordinates his perspective s as though his examination group was the one that was experiencing difficulty making sense of something. This might be indistinct however Ill express a model. The group didnt know what number of a great many individuals kicked the bucket in the Land Reform, however were almost certain its around 35%. It is clarified that the pitilessness of the Chinese during land changes are very brutal, for the proprietors were taken from their territories, leaving the warlords to take the peons and control the economy. Not 35% kicked the bucket, yet about 20% did, by the Grolier Encyclopedia (2000). The creator very misrepresented the number also exceptionally to show savagery yet clearly and nonpartisan or un-one-sided individual will obtusely express the genuine reality, so leaves us with a certain something, the creator clearly is one-sided. The writers deal with this book is incredibly helpful and has a ton of exertion in it. He totally matches himself to the investigation of China going on in Dulaney. He begins with the Tang Dynasty to the Manchu Dynasty. He discloses to us that the Manchus were the most noteworthy point throughout the entire existence of its incredible landmass. The books topic is that China has changed after 1945 and it will stay away forever to its unique ways. Without a doubt, the Chinese Empire fell inside the Communist ascent of Mao Zedong and it will never restore. In class, the investigation of China after 1945 equals straightforwardly with the books subject and it shows that this significant move of Communism has changed the world. The United States was very stunned and built up a sort of contempt for the Chinese, however would not show it. The unit next that will be examined is the means by which the United States was so stunned when Mao Zedong announced the Peoples Republic of China and responded in a youthful manner. The topic additionally equals to the Chinese as a once better race than the disrespect of transforming into Communists. It s hows the decay and fall of the Empire and a large number of its hindrances and points of interest. Ross depicts the Chinese as a race once loaded with only assets and was vigorously reliant on to how is it to obtain the unadulterated disdain that we have for Russians to the Chinese. As such, this book was in general acceptable however it would have been exceptional to think about a book of un-one-sided perspectives to this book. The creator conceals his one-sided sees excellent, however utilizing numerous straightforward methods and different sources, clearly hes one-sided. The book gives no exact portrayal of Chinas past, yet it gives an unmistakable diagram. From that point forward, Ross begins to favor one side with Communism. The book is expounded all on a negative perspective on Communism and possibly that is the reason he has a one-sided diagram. The other book, The Modernization of China by Rozman is very helpful to contrast a one-sided see with an impartial view. It brings u p a lot other data that the Ross forgot about. By and large, I however the two books were incredible and I have taken in a great deal. .uee14d76cb8fbe35193a04fcdc42b7ec1 , .uee14d76cb8fbe35193a04fcdc42b7ec1 .postImageUrl , .uee14d76cb8fbe35193a04fcdc42b7ec1 .focused content territory { min-tallness: 80px; position: relative; } .uee14d76cb8fbe35193a04fcdc42b7ec1 , .uee14d76cb8fbe35193a04fcdc42b7ec1:hover , .uee14d76cb8fbe35193a04fcdc42b7ec1:visited , .uee14d76cb8fbe35193a04fcdc42b7ec1:active { border:0!important; } .uee14d76cb8fbe35193a04fcdc42b7ec1 .clearfix:after { content: ; show: table; clear: both; } .uee14d76cb8fbe35193a04fcdc42b7ec1 { show: square; change: foundation shading 250ms; webkit-progress: foundation shading 250ms; width: 100%; mistiness: 1; change: haziness 250ms; webkit-progress: murkiness 250ms; foundation shading: #95A5A6; } .uee14d76cb8fbe35193a04fcdc42b7ec1:active , .uee14d76cb8fbe35193a04fcdc42b7ec1:hover { darkness: 1; change: obscurity 250ms; webkit-change: darkness 250ms; foundation shading: #2C3E50; } .uee14d76cb8fbe35193a04fcdc42b7ec1 .focused content zone { width: 100%; position: relative ; } .uee14d76cb8fbe35193a04fcdc42b7ec1 .ctaText { outskirt base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: striking; edge: 0; cushioning: 0; text-design: underline; } .uee14d76cb8fbe35193a04fcdc42b7ec1 .postTitle { shading: #FFFFFF; text dimension: 16px; textual style weight: 600; edge: 0; cushioning: 0; width: 100%; } .uee14d76cb8fbe35193a04fcdc42b7ec1 .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; fringe: none; outskirt range: 3px; box-shadow: none; text dimension: 14px; textual style weight: intense; line-stature: 26px; moz-outskirt span: 3px; text-adjust: focus; text-adornment: none; text-shadow: none; width: 80px; min-tallness: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/basic arrow.png)no-rehash; position: outright; right: 0; top: 0; } .uee14d76cb8fbe35193a04fcdc42b7ec1:hover .ctaButton { foundation shading: #34495E!important; } .uee14d76cb8fbe35193a04fcdc42 b7ec1 .focused content { show: table; stature: 80px; cushioning left: 18px; top: 0; } .uee14d76cb8fbe35193a04fcdc42b7ec1-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .uee14d76cb8fbe35193a04fcdc42b7ec1:after { content: ; show: square; clear: both; } READ: Character Trait - The Necklace EssayHistory Essays

Are We Feeding the Poor People Essay Example | Topics and Well Written Essays - 2000 words

Are We Feeding the Poor People - Essay Example The hidden explanation behind this has to do with my understanding that most by far of this 47% of people that Romney showed were needy and â€Å"lazy† would at last love to have a chance to accommodate themselves; in any case, they basically don't be able to do as such. In such a manner, the accompanying examination will be concentric after portraying this issue from a more nuanced point of view and investigating this wide and separated gathering as far as the obligations that residents have towards their kindred residents and the general effect of offering types of assistance to those that are unequipped for accommodating themselves. Further, to comprehend the issue, it is important to realize who contains this 47%. As per Mitt Romney, the 47% speaks to those people inside the United States that are not required to settle government annual assessments. Most of these are the low-salary family units; the majority of which win not exactly $ 30,000 per year. Of these, many are eager to try sincerely and procure a living; be that as it may, they can't discover all day work because of the horrifying condition of the economy. In that capacity, they are caught in the lowest pay permitted by law occupations; in many cases functioning as low maintenance workers. Not considering annual expenses, these people can scarcely take care of the families and accommodate the fundamental necessities of life. As can be seen, anticipating that these very people should pay personal assessment would dis-boost connecting with the workforce and made a circumstance where these very people would be more regrettable off working a few low maintenance employments then they would draw joblessness checks and different types of g overnment assistance help. As can promptly be seen, just ordering these people as â€Å"lazy† is a gross embellishment and misconception of the work power and how it functions. The truth is that these people are not sluggish and have rather decided to work

Ketamine Myths, Effects, Risks, and How to Get Help

Ketamine Myths, Effects, Risks, and How to Get Help Addiction Drug Use Hallucinogens Print What to Know About Ketamine Use By Buddy T facebook twitter Buddy T is an anonymous writer and founding member of the Online Al-Anon Outreach Committee with decades of experience writing about alcoholism. Learn about our editorial policy Buddy T Medically reviewed by Medically reviewed by Steven Gans, MD on August 08, 2019 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD on August 08, 2019 Psychonaught / Wikimedia Commons More in Addiction Drug Use Hallucinogens Cocaine Heroin Marijuana Meth Ecstasy/MDMA Opioids Prescription Medications Alcohol Use Addictive Behaviors Nicotine Use Coping and Recovery In This Article Table of Contents Expand What Does Ketamine Do? Common Side Effects Signs of Use Dependence and Withdrawal How to Get Help View All Back To Top Ketamine is a dissociative anesthetic that was developed in the early 1960s and used in human and veterinary medicine. The drug is primarily used for anesthesia. In the 1950s, phencyclidine (PCP) was developed as an intravenous general anesthetic, but because of its severe side effects, ketamine was developed to replace it. MXE (methoxetamine) is also a similar drug made from arylcyclohexylamines. Ketamine is a Schedule III drug, which means it is approved for use as an anesthetic in hospital and other medical settings. It is safe and effective when used in a controlled medical setting, but it also has the potential for misuse and addiction. Also Known As: Various street names for ketamine include K, Special K, Vitamin K, super acid, super c, bump, cat Valium, green, honey oil, special la coke, and jet. Drug Class: Ketamine is an NMDA receptor antagonist. It has anesthetic, dissociative, and hallucinogenic effects. Common Side Effects: Ketamine can have side effects including elevated blood pressure, tremors, hallucinations, confusion, and agitation. How to Recognize Ketamine Ketamine usually appears as a clear liquid or a white to off-white powder. It can also be sold illegally in pill or capsule form. It is tasteless and odorless. What Does Ketamine Do? In medical settings, ketamine is given intravenously to induce and maintain anesthesia. When used recreationally, it can be ingested by mouth in pill or capsule form. In liquid form, it can be injected into a vein, consumed in beverages, or added to smokable materials. Some people also inject the drug intramuscularly. The effects of ketamine are similar to PCP, but not as severe and with a shorter duration. People who use ketamine describe the high as a pleasant sensation of floating or a dissociative state of being separated from their bodies. The drug can produce hallucinogenic-like effects, lasting a short period of time, from one to two hours. Some ketamine users describe a feeling of complete sensory detachment, which they associate with a near-death experience. Others describe this experience as being so deep inside the mind that reality seems distant. This state of total dissociation is called the k-hole. What the Experts Say There is little research into the long-term effects of ketamine misuse, but research has shown that chronic use  of the drug can produce impairments in memory and reduced psychological wellbeing. One British study found that ketamine use can lead to urinary tract problems. Users reported an increased urge to urinate, blood in their urine, and pain on urination. For recreational users of the drug, many of the dangersâ€"other than long-term cognitive effectsâ€"lie with the interaction with other drugs the person may be taking, including alcohol. Ketamine can increase the effects of other sedatives like benzodiazepines, barbiturates, and opiates, which can lead to death.? As a street drug, ketamine has become popular as a club drug, used by teens and young adults at dance clubs and events known as raves. Because it is odorless and tasteless and can be added to beverages without being detected, there are also reports of it being used as a date-rape drug. In addition to rendering victims immobile, it can also induce amnesia making it difficult to recall events that took place while under the influence. The K Hole and the Effects of Ketamine Psychiatric Uses Ketamine has been shown to have antidepressant effects in patients with mood disorders, so it is has been sometimes used intravenously off-label to help treat major depressive disorder and bipolar disorder. in 2019 the FDA approved an intranasal form of ketamine for use in treatment resistant depression. There is still much to learn on the safety and long-term effects of the psychiatric use of ketamine. Some research has also found that ketamine can reduce symptoms of post-traumatic stress disorder (PTSD).   Common Side Effects Some of the common short-term side effects that ketamine users experience include: Visual disturbancesConfusion and disorientationDrowsinessIncreased heart rateElevated blood pressureNausea and vomitingEuphoriaSedation Depending on the dosage, some users can experience these more severe side effects of ketamine: Severe allergic reactionHypotension and heart rhythm abnormalitiesDifficulty talkingAbnormal movementsSlowed or depressed breathing Signs of Use Some of the signs that someone might be using ketamine include: Changes in sleep habitsIrritabilityMood changesHallucinationsDifficulty speakingMemory problemsDisorientationPresence of drug paraphernalia Typically, the outward symptoms of ketamine overdose are the psychotropic effects, including dreams, illusions, and hallucinations similar to LSD and PCP users. Benzodiazepines might be given to reduce agitation. This requires caution, however, as in cases of ketamine overdose, ketamine was typically not the only drug ingested. Over-sedation and drug interactions are a concern. If you believe that someone has overdosed on ketamine or another substance, contact emergency services immediately. Tolerance, Dependence, and Withdrawal The use of ketamine can result in tolerance, dependence, and symptoms of withdrawal. When tolerance occurs, people require larger or more frequent doses of the drug to achieve the same effects they felt initially. Dependence occurs when a person needs to continue taking a drug in order to avoid the negative effects of withdrawal.   How Long Does Ketamine Stay in Your System? Ketamine has a half-life of approximately three hours, which means that it takes approximately 14 to 18 hours for the drug to be eliminated from a persons system. The exact range of time, however, depends on a variety of factors including how much of the drug was used as well as the individuals body mass, hydration levels, and metabolism. While ketamine may be cleared from the body within a day or two, it may be detectable in urine tests for up to 14 days and in hair follicle tests for up to 90 days. Addiction The 2006 National Survey on Drug Use and Health reported that 0.1% of people over the age of 12 had used ketamine. An estimated 2.3 million people in the United States have tried it at least once in their lifetime. Addiction to ketamine can cause chemical changes in the brains reward system that make it very difficult to stop taking the drug. Because ketamine creates feelings of detachment, people often experience major disruptions in multiple life areas once they have developed an addiction. Signs of addiction can include neglecting work and family responsibilities and spending large amounts of money on the drug. The high from ketamine is short-lived and tolerance tends to build quite quickly, meaning people who use it need to increase the amount they use in order to get the same results. It can also be difficult for those using the drug to gauge how much of the drug they need for their desired effect, which can lead to overdose. Withdrawal Once people have become tolerant, dependent, or addicted to ketamine, they are likely to experience symptoms of withdrawal when they stop taking it. These symptoms can range in severity from mild to more serious.   Symptoms of withdrawal can include: DepressionAnxietyRapid heartbeatFatigueLack of appetiteInsomniaNightmaresRestlessnessTremorsChills or sweatsAnger Because ketamine withdrawal symptoms can sometimes be serious, it can be helpful to go through the detox and withdrawal process under the supervision of trained addictions recovery professionals. How to Get Help While ketamine use and addiction is serious, there are effective treatment options available. Treatment options may include cognitive-behavioral therapy (CBT), individual therapy, group therapy, family therapy, motivational enhancement therapy, or other approaches. Treatment may occur on an inpatient, outpatient, or residential basis. While there are no specific medications approved for the treatment of addiction to ketamine, interventions may include the use of medications to treat co-occurring psychiatric conditions. If you have a problem with ketamine use, talk to your doctor or contact SAMHSAs national helpline at 1-800-662-4357. You can also use their online treatment locator to find mental health services in your area. Here Is a Look at How Effective Drug Addiction Treatment Is

McDonalds Cause and Effect - 900 Words

McDonalds: Cause and Effect There are over 14,000 McDonald’s restaurants in the United States and more than 33,000 worldwide (Number of McDonalds..). Although people may think they have delicious food, they do not know what they are actually consuming. McDonalds attracts their customers with cheap prices and convenience, creating easy access for people to buy food. McDonalds should offer healthier options because their food contains unhealthy chemicals, causes obesity, and risks disease. The chemicals in McDonald’s food are used to enhance the flavor, but they do much more than that. Meaning, McDonalds incorporates unnecessary ingredients in their food that are proven to cause different diseases, showing that their initial purpose is†¦show more content†¦All of these symptoms derive from this chemical found in a single chicken nugget. Those are the popular examples of McDonald’s unhealthy menu. Another product McDonalds offers is iced coffee. It is popular at McDonald’s, because it costs only 1.79 (McDonalds Iced Coffee..). It uses sodium stearoyl lactylate, an element that irritates the eyes and skin, and is hazardous if inhaled (McDonalds Iced Coffee..). Tetrasodium pyrophosphate is another chemical found in iced coffee that can cause nausea, vomiting, and diarrhea (McDonalds Iced Coffee..). Sodium hexametaphosate is not meant to be ingested, yet it still is used as an ingredient (McDonalds Iced Coffee..). All of these chemicals make u p McDonald’s unhealthy food, which in addition to illness, causes obesity. Seventeen percent of children ages two to nineteen are obese, which is equivalent to 12.5 million adolescents (SQ Online). Dr. Boutelle says that one out of every three children is obese, a total of 63% of the United States population, including the 33.8% of adults that are obese (Just how bad..). There are many causes of obesity, but here are some of the major ones. 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Technology Devices Can Enhance Social Development For...

Introduction Purpose: The purpose of this literature review is to determine whether technology devices can enhance social development for children in schools. This literature review summarises peer and non-peer reviewed literature nationally and internationally. I mainly researched data bases from Porirua Library. Outline: This literature review summarises peer and non-peer reviewed literature nationally and internationally. I mainly researched data bases from Porirua Library. Literature was gained from the internet, Porirua Public Library and Whitireia Polytechnic Library and in the form of books, articles and other literature to determine this review. The information has come from both national and international sources. The type of literature reviewed was articles, journals, periodicals, books, online magazines and websites. It was completed in October 2014 to provide information to determine how technology may enhance social development in schools. 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Bedouins Free Essays

string(101) " these units generally form a council of elders, directed by the head of the ‘Quabilah’\." The term ‘Bedu’in the Arabic language refers to one who lives out in the open, in the desert. The Arabic word ‘Badawiyin’is a generic name for a desert-dweller and the English word ‘Bedouin’ is the derived from this. In ancient times, most people settled near rivers but the Bedouin people  preferred to live in the open desert. We will write a custom essay sample on Bedouins or any similar topic only for you Order Now Bedouins mainly live in the Arabian and Syrian deserts, the Sinai Peninsula of Egypt and the Sahara Desert of North Africa. There are Bedouin communities in many countries, including Egypt, Syria, Israel, Jordan, Saudi Arabia, Yemen and Iraq in the Middle East and Morocco, Sudan, Algeria, Tunisia and Libya in North Africa. Altogether, the Bedouin population numbers about 4 million. The Bedouins are seen as Arab culture’s purest representatives and the Bedouins continue to be hailed by other Arabs as â€Å"ideal† Arabs, especially because of their rich oral poetic tradition, their herding lifestyle and their traditional code of honour. The Egyptians refer to the Bedouins as ‘Arab’, but Bedouins are distinct from other Arab’s because of their extensive kinship networks, which provide them with community support and the basic necessities for survival. Such networks have traditionally served to ensure safety of families and to protect their property. The term ‘A’raab’ has been synonymous with the  term ‘nomad’ since the beginning of Islam. The Bedouins are recognized by their (nomadic) lifestyles, special language, social structures and culture. Only few Bedouins live as their forefathers did in camel- and goat hair tents, raising livestock, hunting and raiding. Their numbers are decreasing and nowadays there are approx. only 5% of Bedouins still live as pastoral nomads in all of the Middle East. Some Bedouins of Sinai are still half-nomads. Bedouins have different facial features by which they can be distinguished from other Egyptians and also they generally dress differently. The Bedouin men wear long ‘djellabaya’ and a ‘smagg’ (red white draped headcover) or ‘aymemma’ (white headcover) or a white small headdress, sometimes held in place by an ‘agall’ (a black cord). The Bedouin women usually wear brightly coloured long dresses but when they go outside they dress in an ‘abaya’ (a thin, long black coat sometimes covered with shiny embroidery) and they will always cover their head and hair when they leave their house  with a  Ã¢â‚¬Ëœtarha’ (a black, thin  shawl). Traditionally a woman’s face was hidden behind a highly decorated ‘burqa’ah’ but this is now only seen with the older generations. The younger generations cover their face simply with their ‘tarha’ (shawl). The Bedouins have a rich culture and their own Arabic ‘Bedawi’ language, which has different dialects depending on the area where they live. In former days they emphasised on the strong belief in its tribal superiority, in return to the tribal security – the support to survive in a hostile environment. ‘The Bedouin’ is aristocratic and they tend to perceive the Arabian nation as the noblest of all nations, purity of blood, way of life and above all noble ancestry. They often trace their lineage back to the times of the Prophet Muhammad (PBUH) and beyond. The first converts to Islam came from the Bedouin tribes and therefore (Sunni) Islam is embedded and deeply rooted in the Bedouin culture. Prayer is an integral part of Bedouin life. As there are no formal mosques in the desert, they pray were they are, facing the Ka’aba in Mecca and performing the ritual washing, preferably with water but if not available they ‘wash’ with sand instead. ‘The Bedouin’ is generally open-minded and interested in what is going on in his close and far surroundings since this kind of knowledge has always been a vital tool of survival. At the same time, the Bedouins are quite suspicious and alert keeping a low profile about their personal background. Modern Arab states have a strong tendency to regulate their Nomadic lifestyle and modern society has made the traditional Bedouin lifestyle less attractive, since it is demanding and often dangerous, so many Bedouins have settled in urban areas and continue to do so. The Bedouin people are faced with challenges in their lifestyle, as their traditional Islamic, tribal culture has begun to mix with western practices. Men are more likely to adjust and interact with the modern cultures, but women are bound by honour and tradition to stay within the family dwelling and therefore lack opportunity for advancement. Today unemployment amongst Bedouin people is very high. Only few obtain a high school degree and even fewer graduate from college. However, for most people the word Bedouin still conjures up a much richer and more mysterious and romantic  image.. THE ORGANIZATION OF BEDOUINS SOCIETY Until today the ‘clan organization’ is the basis of the Bedouin society. Every ‘Bayt’ (tent) represents a family and the connected families form a clan (‘Aela’). All  members of the same clan consider each other as of one blood (‘Dam’) and the spirit of the clan demands unconditional loyalty to fellow clansmen. A number of kindred clans form a tribe (‘Qabilah’) with its own land. The clan is represented by an elder or the eldest, choosen by its members, who is powerful but has no absolute authority. In major affairs he must consult with the tribal leader: The ‘Shaykh’. In most of the Bedouin tribes, the leaders (Shaykhs) are picked for their wisdom and judgment. In others, such as the Allegat and the small Hamada tribe, leadership passes from father to eldest son. You could say, that the Bedouin is a born democrat who meets his ‘Shaykh’ with respect but on equal base†¦ The ‘Quabilah’  is a union of extended families  and is the major family unit. It is a kinship structure of several generations that encompasses a wide network of blood relations descended through the male line. In the past, the ‘Quabilah’  provided its members with economic security and protection (land, labour and water are tribal property), but today with the loss of the Bedouin’s traditional livelihoods, the ‘Quabilah’ is less able to fulfil all these functions but it still serves as a major source of identity,  psycho-social support and social status. The ‘Bayt’ and the ‘Aela’ are the basic social and economic unit of the Bedouin society, but the leaders of these units generally form a council of elders, directed by the head of the ‘Quabilah’. You read "Bedouins" in category "Essay examples" The smallest family unit of parents and children and the tribe are closely bound by extensive mutual commitments and obligations, such as ‘Hamula’, the bringing of gifts. This social network of the Bedouins is underpinned and maintained by a deeply ingrained system of values and expectations that govern the behaviour and the relationships of the members. In practice, age, religious piety, and personal characteristics such as generosity and hospitality, set some men above others in the organization of the group. The ‘Shaykh’ traditionally exercises authority over the allocation of pasture and the arbitration of disputes. His position is usually derived from his own astute reading of the majority opinion. He generally has no power to enforce a decision and therefore has to rely on his moral authority and the concurrence of the community with his point of view. In a  sense, the Bedouins form a number of ‘nations. ‘ That is, groups of families are united by common ancestry and by shared territorial allegiance. The exploitation and defence of their common territorial area is effected through a universally accepted system of leadership. For centuries, these â€Å"nations† of Bedouin tribes and their leaders operated in the ecologically and politically shifting landscapes of the Middle East and North Africa. Only in the course of the twentieth century has their traditional flexibility and mobility been checked. Factors foreign to their universe have damaged the territorial mainstay of their societies, necessitating the adoption of new bases of identification with their ‘nations’ and its leaders. THE KEY VALUES The key values of the Bedouin society are harmony, kinship solidarity, honour  and hierarchy. The Bedouins emphasize cooperation, adaption, accommodation and family cohesion. Individuals are expected to show loyalty and responsibility to the collective, to place its good above their own and to follow the rules and commands of those above them in hierarchy. The Bedouins have a collective attitude to just about everything: work, money, family, feuds; you name it and the Bedouins will take a collective position because of their highly developed sense of community and tribal loyalties. Family comes first, second and third; for them blood is definitely thicker than water. Their strict code of honour dictates proper behaviour for all members, men, women (see:   MARRIAGE AND FAMILY   ) and  children and to live according to its (many) rules, like a healthy person always stands up  to greet an older person, they  always greet all  starting with the person on their right  hand and moving on against the hands of the clock to the rest, they always start serving the person on their right hand first  (even if this is a child) and then the rest moving against the hands of the clock, etc. Breaking any of these rules means  real trouble. The (semi)nomadic lifestyle  is demanding and that’s why the  children are expected to assume a considerable amount of responsibility in order to help their families survive. Although modernization has changed their lifestyle somewhat, emphasis is placed on teaching children to carry on traditional ways of life and the advancement of modern technology is so far not considered important to children’s education. ‘The’ Bedouin people are known to be very polite and honest. They prefer not to say bad things or be the bearer of bad news. MARRIAGE Marriage for Bedouins has both religious and social significance. From  an  Islamic perspective, marriage legalizes sexual relations and provides the framework for procreation. From a social perspective, it brings together not only the bride and groom but also their families. Women  are protected in the Bedouin code of honour. A man who is not closely related to a woman is not allowed to touch her in any way, not even so much as to brush his fingers against hers while handing her something. To do so is to dishonour her. Likewise, in some tribes, if a woman brings dishonour to herself, she shames her family because honour is held not by individuals but by the whole family. The loss of a woman’s honour, her ‘ird’, is extremely serious amongst the Bedouins. Bedouin men and women enjoy the freedom of choosing their partner. Nevertheless,parents can put sufficient pressure on their children to arrange their marriage. If there is no father to speak for the girl/woman, a brother or other male relative will speak for her. If a male from the family doesn’t agree with the choice of a spouse for his daughter, sister or even cousin, he is able to stop the wedding according to Bedouin Law. There is an engagement period for about a year or more, during which the Bedouin boy/man can visit the girl/woman at her family (and most rarely they will be alone) where they can talk, share views and expectations and get to know each other. If the engagement  does not work out, the ending of the engagement should be done in a way, that there is no shame or blemish on the other (family). Therefore pressure from parents or family should be handled very careful and tactful. BEDOUIN FAMILY he three-generation extended family is the ideal domestic unit. Although this group, averaging between nine and eleven persons, may sleep in  more than one tent or in more than one house, its meals are generally taken together. The newly formed nuclear family of husband and wife tends to remain with the larger domestic unit until it has sufficient manpower and a large enough income (herd) to survive on its own. On occasion, a combination of brothers or patrilineal cousins will join forces to form a single domestic unit. Children and infants are raised by the extended family unit. Parents, older siblings, grandparents, aunts, uncles, and cousins all take part in the rearing of the young. By the age of 6 or 7, the child begins to take on simple household tasks and soon thereafter becomes a full working member of the family. Adolescence is hardly recognized; by the early teens, at the age of 16 or 17, the individual is accepted as a full  member of Bedouin society. The Bedouins are patrilineal. Their names consist of a personal name, the father’s name,  the agnatic grandfather’s name and the great grandfather’s name. Women retain their name and father’s family name unchanged  after marriage. There are distinctive terms for kin on the mother’s side and kin on the father’s side. All terms indicate the sex of the person designated. The smallest residential unit (‘Bayt’) is named after its senior male resident. However, unlike settled peoples,  most Bedouins are also members of larger patrilineal descent groups which are linked by agnation to form even larger lineages and sometimes even tribal confederations. RELIGION AND TRADITIONS The Bedouins (and Muslims in general) variously believe in ‘Jinn’ (the presence of spirits), some playful and others malevolent, that interfere in the life of humans. ‘Hasset’ (the envious, evil  eye) is also very real to the Bedouins and children are believed to be particularly vulnerable. For this reason, they often had protective amulets attached to their clothing or hung around their necks. In Islam the existence of ogresses and monstrous super naturals is postulated, known as ‘Maleika Al Ard’ (Kings of the Earth) and Bedouins believe they are sometimes met by lone travellers in the desert. There is no formal clergy in Islam and no centre of ‘priests’. Every Muslim has its own direct relationship with Allah. Bedouin societies have no formal religious specialists. They traditionally arrange for religious specialists, called ‘Shaykh’ or ‘Sjeikh’, from adjacent settled regions to spend several months a year with them to teach the young to read the Qur’an. A rural or settled religious specialist that Bedouins seek out for curative and preventative measures is called a ‘Gatib’. This is not the same as the ‘Hakim’, which is a Bedouin doctor/healer is, who specializes in herbal and traditional healing. ) In addition many Bedouins tend to have ceremonies and rituals including elaborate celebrations of weddings, ritual naming of newborn infants and the circumcision of children (boys universally, girls frequently but this is less common nowadays because in the mosque is preached that this is in contradiction with the teachings of the holy Qur’an). According to Islam  Bedouins ritually slaughter a goat or a sheep when a child is born. Bedouins call this ‘Foo-ela’ and their family is invited to eat the prepared meat together. Bedouins of southern Sinai who are influenced by Sufism (Islamic mysticism) also celebrate the Prophet’s birthday and carry out ‘pilgrimages’ to the tombs of (local) saints. They only  worship Allah and these journey’s are more important to consolidate the ties to the tribe and the tombs serve as a meeting place. Death and traditions Islamic tradition dictates the practices associated with death. The body is buried as soon as possible and always within 24 hours. Among some Bedouin groups, an effort is made to bury the dead in one place (‘Maghebr’), although often it is impossible to reach it within the strict time limit imposed by Islamic practices. Funeral rites are very simple and Bedouins mark their graves with exeptional simplicity, placing an ordinary stone (or unmarked board) at the head of the grave, where family regularly place a fresh leaf of a palm tree. When they visit the graves, they take off their shoes and say a prayer, after which they sit around the graves and eat fruit. Children playing around the cemetery always get a (sweet) treat from the visitors. Healing HOT SAND BATH They put their selves in the sand when theyfeel pain in their bones or the whole body, to let the sand lick the pain and bad fluids out of the body CAMEL MILK The Bedouins take camel as their friend. They have Camel Milk to cure diseases like Hepatitis C, stomach pain, sexual disability, digestion and immunresistancy. Half il bar are herbs from the desert cleaning the kidneys Handal is a kind of fruit from the desert we put for some time under your heel. It helps against rheumatism. How to cite Bedouins, Essay examples

A New Kind of Hero free essay sample

I constantly have dreams where I am a superhero. When I’m unconscious, Super Me is wide awake; swiftly diffusing through solid walls, shooting electricity from her hands, and simply tensing her body to become invisible. She can briskly shove off the ground to fly into the air and create a flame with the snap of her fingers. But when daylight breaks, so does the illusion, as I do not exchange my regular civilian pajamas to don knee high boots and a cape. Instead, I wake up, and reach for my laptop. The tedious task of discovering what to write I usually find an impossible one, filled with un-bloomed characters, tangled plots, and chipped away endings. But when I have these dreams it’s completely different. It’s as if these stories arrive in my head each night already perfectly concocted and taped together, the only thing left to do is write them down. We will write a custom essay sample on A New Kind of Hero or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It almost seems as if I’m cheating the game of writing, selfishly using these premade dreams as the mold for stories of my own. I don’t even find myself thinking ahead or trying to plan anything out, because the only thing that matters is getting every super thing I know out of my head and onto the page. This Super Me I create is an inflated version of myself. If I am a balloon, she is the epitome of my own personal blimp. I write her to have everything I will ever want, and be everything I wish to be. Super Me is independent, yet self conscious, strong willed and yet still relatable. She always has a sarcastic comeback to retort to her enemy, and an inspirational phrase to quote as she comfortingly rubs her friend’s back. She is my own self created role model, helping me see when I have lost my glasses, and giving me a voice when I have a story to tell. So my real life superpowers are hardly as exciting or infinite as my characters’. No, I can’t exactly stop time or teleport or manipulate luck or hypnotize. I can’t lift buildings or reflexively fade into invisibility. But I do have the power over my words, wielding the ability to phrase them in ways in which no one else can. I have the ability to spark ideas that will be sure to cause a reaction. At first I was embarrassed. I would never share my work, let alone tell people I write for fun in my spare time. But now I love when people hate what I’ve written, or if they think I’m weird. I love when they have such a strong opinion their only drive to continue reading my work is simply to have more to prod at. Whether it’s a negative or positive impact, I’ve discovered that my real life superpower is the ability to provoke thought. Sometimes heroes can come to you when you least expect it. They have been known to appear when one is distraught or frightened, and told to find you when you’re lost and scared of the dark unknown. Many peo ple idly wait for their hero. I make one for myself. Maybe writing myself as a fictional superhero shows the type of person I am. It shows me that I don’t need my own idol or role model like most people my age constantly feel like they do. Maybe my own real life hero is me. I believe it’s time to show this world how super I really am.

Thomas Hobbes Analysis Essay Example For Students

Thomas Hobbes Analysis Essay Thomas Hobbes Thomas Hobbes was an English philosopher who was lived from 1588-1679. He attended Oxford University where he studied classics. His occupation was a tutor, but he also traveled around Europe to meet with scientists and to study different forms of government. He became interested in why people allowed themselves to be ruled, and what would be the best form of government for England. Thomas Hobbes was the first great figure in modern moral philosophy. Hobbes had a pessimistic view of people; he believed humans were selfish creatures who would do anything to better their positions. He also thought that people could not be trusted to make decisions on their own, and a country needed an authority figure to provide direction and leadership. Therefore, Hobbes believed in an absolute monarchy a government that gave all power to a king or queen. He also thought that people should obey their king, even if he is a tyrant. He said that because people were only interested in promoting their own self-interests, democracy would never work. In fact, he thought democracy was very dangerous. But even though he distrusted democracy, he believed that a diverse group of representatives presenting the problems of the common person would prevent a king from being unfair and cruel. Hobbes coined the phrase, Voice of the people, meaning one person could be chosen to represent a group with similar views. We will write a custom essay on Thomas Hobbes Analysis specifically for you for only $16.38 $13.9/page Order now In 1651, Thomas Hobbes wrote his famous work, Leviathan which put into writing his views on democracy and monarchy. In this work, he said that life in the state of nature is nasty, brutish, and short and without government, we would be living in this state of nature. Hobbes ideas that people should decide how they should be ruled set the stage for the social contract proposed some years later by John Locke. Society makes a kind of contract with itself to give power to a ruling body. In Leviathan Hobbes also said that nations are like people in that they are selfishly motivated, and that every country was in constant battle for power and wealth. He wanted people to stop fighting and relinquish control to a single ruler. Hobbes ideas werent just about government, though. He was one of the strongest opponents to the idea of spirituality. He believed in materialism that everything that happens is a result of the physical world, and that the soul does not exist. According to Hobbes, nature is made up of material matter there is nothing spiritual or magical about it. Hobbes didnt like the idea of spirit in the mind, because he felt it led people to cause trouble by claiming they were directly in contact with God. In fact, during Thomas Hobbes life, people often used spirituality as an excuse to disobey the government and the church. Hobbes believed that all thoughts and sensations in the mind are produced mechanically by the senses and the brain, but the problem is that our mind doesnt always tell us the truth, it often tells us things we want to believe, or things that were afraid might be true.

Mole Fraction Definition - Chemistry Glossary

Mole Fraction Definition - Chemistry Glossary Mole fraction is  a unit of concentration, defined to be equal to the number of moles of a component divided by the total number of moles of a solution. Because it is a ratio, mole fraction is a unitless expression. The mole fraction of all components of a solution, when added together, will equal 1. Mole Fraction Example In a solution of 1 mol benzene, 2 mol carbon tetrachloride, and 7 mol acetone, the mole fraction of the acetone is 0.7. This is determined by adding up the number of moles of acetone in the solution and dividing the value by the total number of moles of components of the solution: Number of Moles of Acetone: 7 moles Total Number of Moles in Solution 1 moles (benzene) 2 moles (carbon tetrachloride) 7 moles (acetone)Total Number of Moles in Solutions 10 moles Mole Fraction of Acetone moles acetone / total moles solutionMole Fraction of Acetone 7/10Mole Fraction of Acetone 0.7 Similarly, the mole fraction of benzene would be 1/10 or 0.1 and the mole fraction of carbon tetrachloride would be 2/10 or 0.2.

American old film class Cabin in the Sky and The Wizard of Oz Essay

American old film class Cabin in the Sky and The Wizard of Oz - Essay Example The sets are lavish, costumes bizarre, colours psychedelic and the music is loud and active. Two very good visual sequences are the foreboding interior of the Wizards castle and the swooping swarm of the Wicked Witchs minions resembling flying monkeys. The wicked witch threatens Dorothy. The Wizard of Oz is a true predecessor of most modern Hollywood movies, and perhaps the single most influential movie of the twentieth century. Its reputation of being a classic is well deserved. This movie was released during the Great Depression. The faith in human nature expressed in The Wizard of Oz served as an affirmation to movie going audiences in 1939. The Wizard of Oz is one of the most enduring stories in American popular culture, the themes and images from this story are a part of everyday experience and the songs "Somewhere Over the Rainbow," "Follow the Yellow Brick Road" and "If I Only Had a Brain," are instantly recognizable. The Wizard of Oz is about the great American myth of self-actualization, the allegorical search for courage, intelligence and heart. The message of the film is that all of these things lie within one and all that is needed is to recognize them and that despite the magical and amazingly colourful world that we live in, there is no place like home and ones family. It could also be construed to be a film about the disillusionment with politics as the great and celebrated leader turns out to be a charlatan, while all that is needed to get by is the simple basic tools within held by the masses of the world. The 1943 musical "Cabin in the Sky", resembles a standard MGM musical rather than a black-music musical. "Little Joe" Jackson (Eddie" Rochester" Anderson) drifts from his devout and devoted wife Petunia (Ethel Waters), to Georgia Brown (Lena Horne). He is shot by Domino Johnson (John W. Sublett), a gambler. Little Joes soul leaves the body and Lucifer, Jr. (Rex

Using ICT-enabled feedback to improve student learning in secondary Literature review

Using ICT-enabled feedback to improve student learning in secondary schools in New Zealand - Literature review Example What is Feedback? Feedback is often described as a systematic dialogue between teachers and students. A proper feedback can help both to assess their strategies.To be more precise,for students it is a method to ascertain the effectiveness of their learning strategies. On the other hand, for teachers, it is a method to assess the problems faced by students. As a result, the teachers are able to adapt more student friendly teaching methods A carefully designed classroom lesson attracts more attention from students (Black and William, 1998, pp. 139-148). In many literatures the description coined by Ramprasad (1983, p. 4) â€Å"Feedback is information about the gap between the actual level and the reference level of a system parameter which is used to alter the gap in some way† is used to define feedback. However, many scholars are of the opinion that such definitions of feedback, makes it a complete responsibility of the teachers. On the other hand, an effective feedback require s both the teachers as well as the students to give their serious effort. (Black and William, 1998, pp. 139-148) In 2006 Boston Consultancy Group (BCG), conducted a survey in the primary school of Bellfield in Victoria, Australia. The survey clearly indicated that Feedback in school level balances positive aspects of teaching with room for future improvement. The survey also showed that feedback encourages teachers to build up their confidence. The survey further showed that constructive and properly tailored feedback help teachers to formulate new methodologies to improve learning in their class... The teachers must gain the student’s confidence. A feedback, which is very critical by nature, can make students feel incompetent. In feedback, teachers need to highlight the achievements of the students in a realistic yet positive manner. By providing students non-judgmental feedback, the teachers can become their mentor. The greatest fear that students have is the fear of being wrong, and it is the responsibility of teachers to encourage them to come out of their inhibition. (Gager and Berliner, 1991 p. 143, 349) Feedback can be categorized into two category, namely â€Å"Formative† and â€Å"Summative† assessment. Formative assessment involves regular feedback throughout the academic year. On the other hand, summative feedback is the assessment done at the end of the academic term. Formative assessment In case of formative assessment, the approach is a combination of formal and informal processes applied by students and teachers for improving the learning expe rience. Formative assessment done by teachers mainly focus on the following points (Heritage and Stigler, 2010, p. 56) The direction in which the student is heading, i.e. the strategy the student is following. The current state of the student The direction the student must take next to make further improvements The priority in formative assessment is to set the learning goals along with the success criteria for each lesson. The feedback help teachers to shape up their curriculum in such a way that the students are able to close the gap between his or her current learning ability and the goal they have set for themselves. The teachers must be aware of certain factors, when they formulate their formative assessment strategies. There are certain factors, which must be

Registered Nurses Might Develop Appropriate Leadership Skills Nursing Essay

Registered Nurses Might Develop Appropriate Leadership Skills Nursing Essay The purpose of this assignment is to examine how registered nurses develop appropriate leadership skills, and how this can be implemented in improving a patients care requirements. Throughout this discussion I will give a definition of leadership, types of leadership models and theorist. Examine the KSF (Knowledge Skills Framework) and PDP (Personal Development Portfolio) and discuss the skills and knowledge that nurses need in order to succeed and develop the leadership skills that will be used in improving the patients overall care outcomes. I will use tools such as the internet eg. CINHAL, Caledonian University library, Blackboard, various journals and books to ensure the information provided is up to date and current within modern day practices and techniques within the nursing profession. Leadership, according to Grim (2010), is a complex entity, there are many definitions, Benton (2005), described leadership as the art of influencing people to accomplish the mission, another definition by Huczynski and Buchanan (1991), defines leadership as; a social process in which one individual influences the behaviour of others without threats or violence. Cook, (2001),  stated that; Leadership is not merely a series of skills or tasks; rather, it is an attitude that informs behavior. When we think of leaders we think of great people such as Churchill, Kennedy, Florence Nightingale and many more, these people are regarded as leaders because they had a vision to change things for the better, they inspired their fellow men with words of wisdom, they challenged authority and seized on opportunities. There are different styles of leadership; Autocratic, these types of leaders set their own goals; they do this without allowing other team members to participate in the decision making, (Faugier Woolnough, 2002). Bureaucratic, this is where the leadership has no grey areas they stick to the rules, regulations, and policies rigidly. Participative leader, these leaders allow staff to participate in making decisions, they delegate and pick fellow staff to participate in the decision making. The feeling is that this type of leadership would allow members of the team to feel more committed to the goals set out as they would be part of the team that set them out. (Faugier Woolnough, 2002). Laissez faire leadership is a more risky kind of leadership as the staff members are left to their own devices in meeting the goals set out. According to Faugier Woolnough, (2002), Ellis and Abbott (2009), a better and fairer leadership style may be situational leadership, this style allows the leader to switch between all the above styles depending on the situation they are dealing with and the competence of the workforce he or she is working with at that time. There are some theorists who believe that leadership is in-born and that some traits of a leaders personality such as intelligence, initiative and confidence are what creates leaders. (Goffee and Jones, 2000). There are those who disagree, Kouzes and Posner (2002) for example, argue that the skills of a leader are observable and learnable. Ellis and Abbott (2009), agree with, Faugier Woolnough, (2002), when looking at models of leadership see that some theorists believe that people get intrinsic satisfaction when given more control over their work they tend to be more productive and better motivated. The clinical governance and the policy and procedure manuals are all pushing for nurses to be autonomous practitioners, to lead teams, to give patients guidance in looking after their own health. In order to do these nurses have to inspire and motivate their patients and staff. Timmons and McCabe (2009). As a newly qualified registered nurse, leadership will be a daunting thought, being the newest member of staff, the leadership mantle will not rest on easy shoulders, but Knowledge and skills must be kept up to date throughout the practitioners working life,. (NMC 2004) by taking part in learning activities such as the KSF, a learning tool, that develops the practitioners competence and performance. Throughout the NHS the ongoing training tool which is most commonly applied is the KSF. This is an effective tool used to show the broad skills and knowledge that a nurse or practitioner needs to be effective in their particular post or position. The framework was introduced alongside the Agenda for Change (AfC) pay system to ensure every NHS nurse receives an annual review to assess the knowledge and skills required to do his or her job. The aims of the KSF were to show clear and consistent development objectives so that practitioners were aware of what skills would be needed for their chosen role, to help and encourage the development of staff in such a way that they can apply the newly gained knowledge and skills to their post and to help identify any knowledge and skills that may support career progression and encourage the need for life long learning. The KSF will ensure that practitioners are fit to practice and continue to provide a framework for good quality care. (Hinchcliff 2009) The KSF also highlighted that a review should take place annually, this would be provided by the practitioners line manager to agree to any personal development plans that the practitioner may have, if the KSF, is implemented correctly, nurses will have the adequate training and skills to carry out their role effectively. Therefore the KSF will help to raise the clinical standard and standardise the abilities of the staff in specific roles throughout the NHS. (Tanton 2009). Health, safety and security are the key aspects of the job which the KSF describes; it makes it clear that it is vital that everyone takes responsibility for the safety, health and security of patients and clients, the public, colleagues and themselves. It shows that as staff move forward in their careers that their roles and responsibilities for health, safety and security also progress and that different levels of competence are required. (DoH 2004) The DoH (2006) is driving a key initiative to facilitate the development of nursing careers across the UK. Four key priority areas have been identified to address this they are; Develop a competent and flexible workforce. Update career pathways and career choices; Prepare nurses to lead, in a changed health care system; Modernise the image of nursing and nursing careers. (DOH, 2006, p.17) Leadership skills are being implemented at the start of the nurse training program, communication, listening, self awareness, empathy, motivation, reflection, critical thinking and problem solving, these skills will be required from every registered nurse from the onset of their career. The knowledge and skills that are obtained are needed for the team to attain clear, shared and attainable goals, which are essential in ensuring patients receive the best possible care. NMC (2004) Todays practitioners increasingly require the skills and knowledge to base care on best evidence, to use critical thinking and demonstrate advance leadership and decision making skills, to develop and enhance services in a more complex and diverse healthcare environment. Casey and Clark (2009) Critical thinking, is a skill that is defined by Wilkinson (1969) as both an attitude and a reasoning process that involves several intellectual skills. Taylor (2006) Described critical thinking as the rational examination of ideas, inferences, principles, arguments, conclusions, issues, statements, beliefs and actions also referred to as clinical reasoning, clinical decision making and clinical judgement. (Toofany, 2008) In todays healthcare environment things are ever changing and so is the information that the medical, clinical and multidisciplinary teams have to analyse. This information has to be critically analysed, weighing up the evidence and arguments that support such information, research suggests, that many newly qualified nurses and students lack the skills acquired to think critically (Shell 2001). According to Luckowski (2003), critical thinking is a skill that all newly registered nurses must have if they are to succeed in nursing. The need to solve problems in clinical practice (Ferrario 2004), is a skill that is necessary for the development of implementing theory to practice. Once qualified the new practitioner will have to think on her feet, critical thinking requires her to make decisions about patient care and to solve problems, these are complex cognitive experiences that nurses have to carry out quickly. There are structured care approaches such as, Integrated care pathways (ICPs) , protocols and algorithms these are effective tools that will help new nurses and students to learn to be critical thinkers. Intuition, according to Smith (2009) has its place in nursing, this is the emotional side of critical thinking, and is an important part of decision making when looking after a patient. There is considerable debate about this skill has been linked to expertise and the knowledge of a good nurse, There have been a plethora of research carried out on this subject without any conclusive evidence to disregard it as a skill. Acknowledging intuition is a challenge for nurses, educators and researches, because it is difficult concept to put into words and measure. Rew and Barrow (2007) Turnbull (1999) called intuition the neglected source of knowledge striving for legitimacy. Benner`s (1984) From Novice to Expert, is a model that is used as the conceptual framework for nursing research on clinical expertise and the use of intuition. ( King and Clark 2002,as cited in Smith 2009) Communication, one of the main skills that a newly qualified nurse can excel in immediately after training, a good handover, passing on messages such as doctors orders, blood results, listening to what patients are saying and also what they are not saying, body language, telephone calls, information appertaining to the patient in her care, this skill may be intrinsic but it can also be a learned skill. There are many theories and models on communication, much has been written about this subject models such as, `The Circular Transactional Model of Communication`, (Bateson 1979), and a `Skill Model of Interpersonal Communication` Hargie Dickson 2004) to name only two of them. (Timmons McCabe 2009) The theories and models may not have a direct influence on how the nurse communicates with her patient, but by reading them it allows discussion and in a nursing context this could illustrate a difference between a task centred approach or a patient centred approach when dealing with her patients. Communication is one of the most important skills a nurse can learn, its one of the first lessons taught at the beginning of her training and carries on for the rest of her nursing profession. According to ( Hinchliff et al 2008pg194) Clear communication is essential to an effective and ethical professional relationship. A nurse uses this skill consciously and unconsciously every day of her professional life. To be an effective communicator and have the patients best interests, the nurse must communicate openly and honestly, this may not only be with the patient and their family, but other members of the multidisciplinary teams. A registered nurse must develop a range of communication skills, styles, and technique to best suit her patients needs. There also needs to be good communication between the multidisciplinary teams, poorly written information about a patient could have an effect on the outcome of a patients care. NMC Guidelines for records and record keeping (2004), state tha t, Good record keeping is a mark of a skilled and safe practitioner, It is also a fundamental part of nursing, which carries a legal responsibility as patients records are part of the key evidence if a case goes to a court of law.(Hinchliff 2008). A professional nurse may on occasions find herself involved in situations where they may be called to give witness under oath; this is when the skill of good accurate record keeping plays a pivotal role. Active listening skills are an important skill, establishing a rapport with a patient just stopping for a moment and giving them eye contact smiling and asking open and closed questions will allow the patient to trust the nurse this in turn may reduce the patients anxiety levels and allow the patient to see that they are not just an illness but an individual, thus a therapeutic relationship may develop. (McCabe 2004: Astedr-Kurki and Haggman-Laitila 1992; Williams 1998) A nurse also has to be patient centred in her approach to planning, implementing and evaluating patient care, showing qualities of empathy warmth, genuineness, all the following skills are also essential; Self Awareness and Assertiveness are skills that the newly qualified nurses have to develop, the need to understand themselves and be aware of their own feelings, actions, values, attitudes, beliefs and how they influence relationships and interactions with others. A nurse cannot understand others until they themselves are self aware. Self-awareness is a lifelong process and requires the individual to look inside themselves and reflect take on board feedback from others. Senge (2006) Assertiveness, another valuable skill in the element of communication Balzer-Riley (2000) suggests that assertiveness is the ability to express thoughts feelings and ideas without undue anxiety or having a negative effect on others. To have leadership skills nurses must be more assertive, it is well documented (McCabeTimmins 2006) that in the past most nurses tended to take a submissive role in communication behaviour, todays nurse with good mentorship and support can be frank, flexible and open-minded and with the right encouragement can motivate and encourage others, without being confrontational or challenging, this can work in the patients best interest to have a confident practitioner. Self- regulation; this is the component of emotional intelligence that enables the individual to be reasonable in the workplace, with appropriate control over feelings and impulses; they are open to change and have the capacity to create environments of trust and fairness. Motivation: driven by not only external incentives such individuals are uniquely internally motivated and will display both innate optimism and organisational commitment. Empathy; this is an essential component, which enables one to understand both the needs of the user of the service and also those of the providers. Social skills; enables the individual to find common ground and manage relationships. (Timmins McCabe 2009) Responsibility is a duty for which one is responsible, while accountability relates to the fact that one can be called to account for ones actions with regard to a duty. Nursing midwifery council, states that a practitioner may be expected to delegate to others who are not registered nurses, they may be health care assistants, (HCAs) or students, but the practititioner still remains accountable for the appropriateness of the delegation. NMC (2004). Delegation is the transfer of selected tasks and responsibility for completion of tasks to another person and retaining supervision and accountability for that activity (Hansten and Jackson 2004). Delegation is a skill that a new nurse may have to use from day one in her job, she may find herself delegating a task to health care assistances (HCAs) or a student, this may seem inappropriate as the HCA probably has much more knowledge of the task than the new nurse. What a new nurse or in fact any nurse has to weigh up when delegating the task to another is, does this person have the right skills and competence to carry out the task delegated to them, has this person had training to carry out the task, who is liable if any harm befalls the patient or the carers, the person who carried out the task? or the person who delegated the task? The law will state that due to professional accountability, only responsibility can be delegated to others, accountability and liability cannot be delegated. (Cornock 2008) This means that even though the individual took the task on, they may state, that they lacked the authority, knowledge and experience to carry out the task, even though the stud ent/ HCA have took responsibility for the task. The nurse who delegated must from a legal perspective remain nearby to monitor the task, and to offer advice if needed. In America, The National Council of State Boards of Nursing (1995), brought about the `five rights of delegation` these are The right task, The right circumstances, From the right person, With the right communication, With the right supervision. The NMC (2007b) also reflect on this advice with regards to delegation, as delegation is a skill that will develop over time with the right mentorship and guidance. (Hinchcliff 2009) As the new practitioners confidence in her experiences, abilities and competence in the field she has chosen, grows, mentoring will be the next stage of her development. Mentoring whether its formal or informal is one of the important roles that every nurse has to take part in. The NMC (2006) states that, nurses who take the role of mentors must be registered with the NMC and be on the same part of the register as the students they assess, the mentor must be on the register for at least 12 months and have completed an NMC approved mentor preparation course, (PA, Panther 2008). The NMC (2004 4.3) states that the practitioner must communicate effectively to others and share knowledge, skill and expertise with other members of the team as required for the benefit of patients. The course is a ten day program following the publication of the NMC, Standards to Support Learning and assessment in Practice (NMC 2006) Reflection, just like clinical skills reflection needs to be learned, it is an activities that is central to a nurses professional practice. Johns (2000) stated; Reflection is a window that the nurse can view and concentrate on herself within the context of her lived experience, this will help her to confront and understand the problem and work towards resolving it within her practice of what she has done and what she would like to do better. When carrying out tasks with the patient although the nurse does her best, using reflective practice she can look back and see how she could have made this event better for the patient, it may identify a lack of knowledge or a skill that needs to be practiced for the future care of a patient. There are several models of reflection (e.g. Gibbs 1988, Johns 2000, Taylor 2006,) these models help the practitioner by asking structured questions about their experiences in clinical practice which prompt the practitioner to remember certain aspects of th e event e.g. who, what, where and when, these questions are a catalyst for the practitioner. When reflection forms part of a structured learning experience then theory and practice become more integrated and theory informs practice and practice informs theory. (Clark et al, 2001), (Fowler, 2006). The purpose of this assignment was to examine how registered nurses develop appropriate leadership skills, and how this can be implemented in improving a patients care requirements. The NMC states that as a practitioner you must keep your knowledge and skills up to date throughout your working life, this will be helped by carrying out Personal Development Portfolios and following the Knowledge and Skills Framework, as this can benefit the practitioner by highlighting abilities, achievements and experiences. Also the portfolio can show the development of analytical skills through reflective study. The practitioner will need to acquire and develop the skills and attributes required to deal with a range of new and emerging nursing responsibilities in todays healthcare. Nurses who are competent in the skills of leadership will be able to plan and design the way care is delivered in the future, this will achieve the goals of the health service providers and improve patient care outcomes. REFERENCES LEADERSHIP 2010 Astedt-Kurki, P Haggman-Laitila, A (1992) Good Nursing Practice as Perceived by Clients: A starting point for the development of professional nursing. Journal of Advance Nursing, 17 (10), 1195-9 Balzer Riley J. (2000) Communication in Nursing, 4th edn. Mosby, St. Louis. Bateson G. (1979) Mind and Nature. Dutton New York. Benner P. (1984) From Novice to Expert: Excellence and Power in Clinical Nursing Practice. Addison-Wesley, Menio Park Ca. as cited in; Smith A (2009) Exploring the legitimacy of intuition as a form of nursing knowledge. Nursing Standard 6 vol 23 no 40 pg 35-39 Benton T. 2005) Airforce Officers Guide. 34th ed. Mechanicburg, PA: Stackpole Books. As Cited in Grimm JW. (2010) Effective Leadership: Making The Difference. Journal of Emergency Nursing. Vol 36 (1) pg 74-77. Casey D, Clark, L. (2009) Professional development for registered nurses. Nursing Standard vol 24 No 15-17 pg, 35-38. Clark A. Dooher J. Fowler J. (2001) The Handbook of Practice and Development. Dinton: Quay Books. Cook, M. (2001).   The renaissance of clinical leadership.   International Nursing as cited in Cornock M. (2008) Where the buck stops. Nursing Standard 12, 17 vol 23 no 15-17 Department of Health (DoH) (2004) The NHS Knowledge and Skills Framework. London Department of Health Ellis P. Abbot J. (2009) How to succeed as a new renal nurse manager. Journal of Renal Nursing 1 (2): 93-96. Faugier, J. and Woolnough, H. (2002).   National nursing leadership programme.   Mental Health Practice, 6 (3): 28-34. Ferrario CG. (2004) Developing clinical reasoning stratergies: cognitive shortcuts. Journal for Nurses in Staff development 20, 5, pg 229-235. Fowler J. (2006) The impotance of reflective practicefor nurses and prescibers. Nurse Prescribing. 4. 103-6. Gibbs G. (1988) Learning by Doing: A Guid to Teaching and Learning Methods. Oxford; Further Education Unit, Oxford Polytechnic. Goffee R. Jones G. (2000) Why should anyone be led by you? Havard Buisness Review. 78(5) 63-70 Grimm JW. (2010) Effective Leadership: Making The Difference. Journal of Emergency Nursing. Vol 36 (1) pg 74-77. Hansten R, Jackson M. (2004). Clinical delegation skills: A Handbook for Professional Practice, 3rd edn. Aspen Publication, New York, as cited in Timmins F. McCabe C. (2009) Day Surgery Contemporary Approaches to Nursing Care Wiley-Blackwell UK.pg. 112. Hargie O. Dickson D. (2004) Skilled Interpersonal Communication: Research Theory and Practice. Routlege. Sussex. Hczynski A. Buchanan D. (1991) Organisational Behaviour: An Introductory Text 2nd edn. Prentice Hall. London. Hinchliff, S. Norman S, Schober, J. (2008) Nursing Practice and Health Care. A Foundation Text 5th ed Hodder Arnold. London. Johns C. (2000) Becoming a Reflective Practitioner: A Reflective Holistic Approach to Clinical Nursing Practice Development and Clinical Supervision. Oxford; Blackwell Science King L. Clark JM. (2002) Intuition and development of expertise in surgical ward and intensive care nurses. Journal of Advanced Nursing. 37, 4. 322-29 Kouzes JM. Posner BZ. (2002) The leadership challenge; How to keep getting things done in organisations. Jossy-Bass. San Francisco. Luckowski A. (2003) Concept Mapping as a critical thinking tool for nurse educators. Journal for Nurses in Staff Development. 195. 225-230 McCabe C. (2004) Nurse-Patient communication: An exploration of Patients experiences, Journal of Clinical Nursing 13,41-9 Nursing Midwifery Council NMC (2004) Guidelines for records and record keeping. Nursing and Midwifery Council Nursing Midwifery Council NMC (2006). The PREP Handbook. London: Nursing and Midwifery Council. Nursing Midwifery Council (NMC), (2006). Standards to Support Learning and assessment in Practice London: Nursing and Midwifery Council Nursing Midwifery Council NMC (2007b). Advice on Delegation for NMC Registrants: A-Z Advice Sheet, London: Nursing and Midwifery Council. Pa, A. Panther, W. (2008) Professional development and the role of mentorship. Nursing Standared. 6, 25, 22, pg 35- Rew L, Barrow EM. (2007) State of the science: intuition in nursing, a generation of studying the phenomenon. Advances in Nursing Science. 30, 1. E15-25 Senge PM. (2006) The Fifth Discipline: The Art and Practice of the Learning Organisation. Random House Business, London. Shell R. (2001). Percieved barriers to teaching for critical thinking skill by BSN Nursing Faculty. Nursing Health Care Perspective . 22. 6. pg286-89 Smith A (2009) Exploring the legitimacy of intuition as a form of nursing knowledge. Nursing Standard 6 vol 23 no 40 pg 35-39 Taylor BJ. (2006) Reflective Practice: A Guide for Nurses and Midwives. Open University Press. Maidenhead. Timmins F. McCabe C. (2009) Day Surgery Contemporary Approaches to Nursing Care Wiley-Blackwell UK. Toofany S. (2008) Critical thinking among nurses. Nursing Management vol 14 No9 Feb (2008) pg28-31 Turnbull J. (1999) Intuition in nursing relationships: the result of skills or qualities? British Journal of Nursing 8,5, 302-306 Williams, A.M. (1998) The delivery of quality nursing care:A grounded theory study of the nurses perspective. Journal of Advanced Nursing, 27, 808-16

Analysis of School Children by W.H Auden Essay

As the world evolves over the years people get new ideas, new theories, and develops a new way of thinking. Taking something so simple and elaborating on it making it sophisticated. In the Poem â€Å"School Children†, W.H Auden tries to emphasize to the readers that a simple playground where inhabits their fun filled activities is actually a prison. Here I will be explaining why the poem â€Å"School Children† is actually good. For a short poem Auden packs a lot of information that he sends out to the reader making his point straight and clear. As a little boy that sees his surroundings as a prison he uses many poetic devices to prove or enhance his point. One of the variations used in this poem is a â€Å"simile† A simile is a figure of speech that, like metaphor, compares unlike things in order to describe something. Similes do not state that something is another thing, however. Instead, they compare using the word â€Å"like† or â€Å"as.†On the very first line it says â€Å"Here are all the captivities; the cells are AS real. He is emphasizing that all the â€Å"prisoners† which is children are really living in a real prison environment. On the closing statement of the 2nd paragraph it stated, â€Å"The bars of love are so strong, their conspiracies weak like the vows of drunkards† . What this verse is trying to do is compare the term the children’s wrongful act to the words of a drunkardAnother device being portrayed is Imagery. Imagery is the use of words to create a picture in the mind of the reader. As the author put the readers through a stance where can we actually picture the school being a prison, with detailed descriptions on the first paragraph. 3rd paragraph â€Å"indeed their strangeness is difficult to watch; the condemned see only the fallacious angels of a vision. 4th paragraph â€Å"yet the tyranny is so easy. The improper word scribbled upon the fountain, is that all the rebellion?†(Oxymoron – Awkward Perfection)Another Device being represented is Hyperbole, which means an exaggeration of the truth. Such as, I seen that movie a million times, or I am laughing to death. These cannot be literally true but they are used to make things sound more impressive, or to emphasize something such as emotions, responses, or efforts. In this poem Auden uses Hyperbole to make his work more appealing to the reader and adds a sense of imagination. This whole poem is a hyperbole because the title school children it doesn’t talk directly about schoolchildren but instead he  exaggerates it as a prison. More specific,In the 2nd paragraph 2nd line†With the dumb play of the dog, licking and rushing;† – Auden is using the term DOG as a comparison to a regular school kid playing at the playground. Auden is just giving us a better exaggeration on how school kids act. Like how the schoolteacher throws you a ball and the dog must go get it. Auden doesn’t literally mean the kids are dogs but in reality the relationship is similar. â€Å"The condemned see only the fallacious angels of a vision† – Fallacious meaning false. Those who don’t try in school are proven to hate it. A hyperbole is being portrayed by saying the kids are all angels at some point but it is up to them whether they want to be good or not. (Or their parents in some cases)†The storm of tears shed in the corner† – the hyperbole I this verse is the Storm of Tears.. Literally it translate to he/she cries a lot in the corner. The effect of a storm gives us a more photographic detail on what kids do when they get into certain trouble.

Swot Au Bon Pain in Malaysia

Strengths * Au Bon Pain has the most successful overseas franchisee at Malaysia’s geographic neighbor Thailand. The similarity between these two countries might smooth the expansion of the business in Malaysia. * Au Bon Pain customized its menu in every operating Asian countries, this can be adapted to Malaysian market as well. (e. g. , poultry-based meat is favored by majorities). Like in Thailand and South Korea, beginning Au Bon Pain’s business plan with cafes in prime office locations (targeting foreign and local businessmen) might work as Kuala Lumpur is one of the economic centers in Asia-Pacific area. * Au Bon Pain has a tradition to support charities. Meanwhile, Malaysia has one of the highest Gini coefficients in Asia, poverty rates also vary significantly from state to state. Weaknesses Au Bon Pain is a new brand while Malaysians term to put a | Opportunities * Increasing consumer awareness in nutrition value and food fortification for healthcare * Malaysia's Economic Transition Plan calls for real GDP growth of 5-6% per year over the next ten years. * The service sector makes 44. 9% of GDP, Malaysia's development plan has a target of 35 million tourists in 2020 * Malaysia is the third largest producer of poultry meat in the Asia Pacific region.Malaysia is self-sufficient in poultry, pork and eggs * More and more hectic and stressful lifestyle in urbanized Malaysia contributed to the growing demand for convenient fast food * Malaysian consumers take to eating out more frequently, which boosts foodservice volume sales in 2011 * Increasing consumer awareness in nutrition value and food fortification for healthcare has created the demand for functional/healthy minimally processed fresh and organic food * Most of the respondents prefer to dine at western fast food restaurants than local fast food| Threats * Malaysia has a Muslim population of 60%.Most retailers, foodservice operators and food manufacturers are inclined to ask for halal certi ficates for non-meat based food products and ingredients. * Malaysia’s rising inflation rate dampened consumer spending in  Malaysia  during 2011. | SWOT: Au Bon Pain in Malaysia

Hiv / Aids Has Stunted The Progression Of African Economy...

According to Feldman and Miller, HIV is a virus that breaks down the immune system of the host it possesses (Feldman xxvi). AIDS is sometimes called full blown HIV, as it is believed to be a direct effect of HIV (Feldman xxviii). AIDS is more serious and causes more casualties, and when it develops to its fuller extent, there’s nearly nowhere to go but down. HIV can be spread by, needle sharing, breast-feeding, blood transfusions, vomit to an open wound, and organ transplants. In second and third world countries with limited resources, such as South Africa, these activities are not monitored or sanitized and the risk of attainting HIV/AIDS is high. By affecting over twelve percent of South Africa’s population since its first diagnosis in†¦show more content†¦dollar per day (Hunter 55). Without the catastrophic affect HIV/AIDS brought along, the continent obviously struggled enough. Despite the continent’s overall struggles, South Africa had some of the h ighest concentrations of wealth in the world (Hunter 55); however, this was all about to change. Beginning in the 1970s and 1980s, agricultural rates in countries had declined and economic growth rates were either flat lining or declining as well (Hunter 55). During this time, the first HIV/AIDS case had been declared in South Africa. In 1989, South Africa for the first time ever made more income exporting other goods than gold, their greatest industrial product (Halliburton 38). This also happened to be during the peak of the HIV/AIDS crisis. South Africa s work industries heavily rely on manual labor. According to Foster and Williamson’s A Review of Current Literature of the Impact of HIV/AIDS on Children in Sub-Saharan Africa., in severely affected areas, HIV/AIDS directly affects personal families and the entire community. When an adult contracts HIV-related symptoms, they stop agricultural work (Foster S278). So, in addition to weakened industry due to rapid population growth on arable land and the economic crisis that began in the 1970s (Iliffe 120), these previously able-bodied adults now infected with HIV/AIDS are either sluggishly working (Hall 23) or being removed from the fields altogether. The multiplication of this affect across all