Eros, Thanatos and the Depiction of Women in “a Farewell to Arms” Essay

A career as distinguished as that of Ernest Hemingway cannot simply be condensed into a handful of words. If one were to make the attempt anyway, no choice seems to be more fitting than â€Å"love, death and women†. These topics are constant companions throughout all of his work and indeed, his life. His 1929 masterpiece, â€Å"A Farewell to Arms†, is a particularly good example of this. In this paper, I will show how these recurring subjects – the fascinating interplay between Eros and Thanatos and the depiction of women – help shape this seminal work. To fully appreciate the tale told in the novel, and to better understand the aforementioned, seemingly inadequate three-word summary of Hemingway’s life, some key events in his biography should be made known. Ernest Hemingway was born on July 21, 1899, in Oak Park, Illinois. In his high school years, he wrote for the school newspaper and would go on to work for the Kansas City Star; these early journalistic experiences would influence his distinctive writing style. In 1918, he signed on to become an ambulance driver in war-torn Italy. On July 8, he was severely injured by a mortar shell and received a medal for bravery. During his sixth-month recuperation, he fell in love with a Red Cross nurse; after deciding to get married, she left him for an Italian officer. This traumatic experience would decisively shape his view of women. (â€Å"Wikipedia†) Hemingway would endure further trials throughout his life; shortly after the particularly difficult delivery of his son in 1928, he received word of his father’s suicide, foreshadowing his eventual demise by his own hand on July 2, 1961. Until then, he suffered through severe alcoholism, multiple divorces, crippling accidents, bouts of depression and dangerous war coverage. (â€Å"Wikipedia†) Taking this eventful existence into consideration, the importance of both Eros and Thanatos and the noteworthy depiction of women in â€Å"A Farewell to Arms† come as no great surprise; it is the latter which I will first examine more closely. Hemingway and, by extension, his works, have often been accused of misogyny; â€Å"A Farewell to Arms† is no exception (Wexler 111). Catherine, the main female character, â€Å"defines herself in terms of men† (Fetterley 67). When her late fiancee goes to war, she joins him as a nurse because of the â€Å"silly idea he might come to the hospital where [she] was [,] [w]ith a sabre cut [†¦] [or] shot through the shoulder [;] [s]omething picturesque† (Hemingway 19). Later on, her stereotypical wish to nurse her lover back to health even comes true when Frederic is placed in her care (Fetterley 67). She also shows a significant need for reassurance: â€Å"You are happy, aren’t you? Is there anything I do you don’t like? Can I do anything to please you? † (Hemingway 105). Her self-loathing and unhealthy self-image also reveals itself in this telling passage: How many [girls] have you [†¦] stayed with? [†¦] It’s all right. Keep right on lying to me. That’s what I want you to do. [†¦] When a man stays with a girl when does she say how much it costs? [†¦] I do anything you want. [†¦] I want what you want. There isn’t any me any more. (Hemingway 95-96) This section is a particularly damning example of misogyny; in effect, Catherine is asking Frederic how to be a whore, demeaning both herself and her entire sex in her quest to please her beloved at any cost (Fetterley 68). Catherine is far from the only victim of the sometimes debasing treatment of women in the book. During the retreat, the â€Å"girls from the soldiers’ whorehouse† (Hemingway 168) are loaded into a truck; one of the soldiers present remarks: â€Å"I’d like to be there when some of those tough babies climb in and try and hop them. [†¦] I’d like to have a crack at them for nothing. They charge too much at that house anyway. The government gyps us. † (Hemingway 168-169) This stunning disdain of female dignity makes apparent the utter disregard the soldiers have for women as human beings. A passage later on exemplifies this victimization and objectification of women during war even more clearly; when the retreating convoy picks up two virgins, their fearful demeanor leaves no doubt: there are only two roles for them on the battlefield – â€Å"whores if they are picked up by their own side, victims of rape if they are captured by the enemy†. (Fetterley 50) The contempt of the fair gender does not stop at the disparagement of women themselves; the very thing that makes them female is attacked. When the â€Å"gray leather boxes heavy with the packs of clips of thin, long 6. 5 mm. cartridges† are described as making the troops look â€Å"as though they were six months gone with child† (Hemingway 4), deadly implements of war are directly linked to pregnancy. This paints an unsettling picture of female biology itself as a source of death, not life, culminating in Catherine’s passing in the final chapter (Fetterley 62-63). This depiction of women as subservient to men, trying to fulfill their every need, is almost Puritanical in nature, hearkening back to the earliest, primary incarnations of the American myth. The fact that sexual gratification, not conception and childbirth – which is indeed presented as a â€Å"biological trap† (Hemingway 125) and, eventually, a death sentence – is extolled as the primary reason for a relationship shows, however, that Hemingway’s work is firmly in the subversive consummatory phase. Thankfully, the view of women presented in the novel is not wholly sexist. Catherine in particular manages to distinguish herself as a strong woman both in the beginning and the end of the novel, despite losing her identity to Frederic in the middle. Frederic’s courtship of Catherine starts with a literally stinging rejection; when he first tries to kiss her, he is rewarded with a â€Å"sharp stinging flash† of a slap (Hemingway 24). Thus, Catherine asserts her dominance, taking control of their early relationship. After Frederic manages to make her laugh, however, she quickly accepts his advances. (Wexler 114) Frederic’s intentions towards Catherine are less than noble to begin with: â€Å"I knew I did not love Catherine Barkley nor had any idea of loving her. This was a game, like bridge, in which you said things instead of playing cards† (Hemingway 29). Catherine, however, is not only aware of the deceptive nature of their faux-relationship, but actively addresses it: â€Å"This is a rotten game we play, isn’t it? [†¦] You don’t have to pretend you love me. † (Hemingway, 29-30) With the mutual acknowledgment of their pretense, Catherine is using Frederic just as much as he is using her – where he seeks to escape the horrors of the war with carnal gratification, Catherine needs someone to fill the hole left by her late fiancee. (Wexler 114-115) Despite the loss of self and neediness experienced by Catherine throughout most of the middle of the novel, her strong, confident side manages to reassert itself before her unfortunate demise in childbirth. Even though she faces her imminent death, the only thing on her mind is reassuring her husband: â€Å"Don’t worry, darling, [†¦] I’m not a bit afraid. It’s just a dirty trick† (Hemingway 292). This serenely selfless behavior is far removed from the desperate need to please she displayed earlier. As has hopefully become apparent, both death and life (or love, both physical and romantic) play a crucial role in â€Å"A Farewell to Arms†. In the following section, I will take a closer look at this compelling relationship between Eros and Thanatos. Since the novel takes place during the uncompromisingly brutal conflict that was World War I, Thanatos is always active. Eros always manages to weave its way into the proceedings, however, even gaining the upper hand at one point in the novel. In the beginning, however, Thanatos prevails (Flores 29). The reader is presented with uncompromising scenes of violence and carnage, but the horrors of war are met with stoicism by the protagonist Frederic Henry. The death of thousands barely qualifies for a single paragraph: â€Å"At the start of the winter came the permanent rain and with the rain came the cholera. But it was checked and in the end only seven thousand died of it in the army. † (Hemingway 4) Frederic also seems to have no particular reason for even being in the war; being in Italy seems to be enough (Flores 29). He is not driven by any particular ideological reason, either: â€Å"Abstract words such as glory, honor, courage, or hallow were obscene beside the concrete names of villages, the numbers of roads, the names of rivers, the numbers of regiments and the dates. †(Hemingway 165) Almost every character in the novel also engages in self-destructive behavior – excessive drinking. Seeking oblivion instead of actually facing the horrors of war, alcohol is a constant companion to all throughout the book (Flores 31). Even when Eros touches the characters in the beginning, it is only in its basest forms. The flirtatious Rinaldi seems incapable of real love, seeking only sexual gratification (Ganzel 587). And, as mentioned above, even the relationship of Frederic and Catherine starts out as a lie, filling a need in both of them not with love, but lust. As the story unfolds, however, the grip of Thanatos on Frederic begins to weaken. Following his injury on the battlefield, his stoicism and aloofness are only slightly fazed (Ganzel 594). During his extended period of recuperation in the hospital, Frederic and Catherine start developing real feelings for each other; learning about her pregnancy in particular shakes him to his core: â€Å"Her conception forces him into a continuum in which the death of another can subtract from his own life. † (Ganzel 579) During the Italian retreat, Thanatos tries to reassert its grasp on Frederic – but after not only witnessing, but being directly responsible for a number of deaths in a harrowing experience, he finally slips its grasp (Ganzel 595). Having truly fallen for Catherine, his new commitment to Eros is confirmed in his baptismal â€Å"farewell to arms† in the river. Frederic voices these new life-affirming thoughts after escaping the river: â€Å"I was not made to think. I was made to eat. My God, yes. Eat and drink and sleep with Catherine. †(Hemingway 206) Thanatos reclaims his power at the end of the novel after the deceptively light-hearted stay in Switzerland; in a cruel twist of fate, it is childbirth, the ultimate expression of Eros, that takes Catherine’s life, springing the biological trap and leaving Frederic to trudge out into the rain, forlorn (Ganzel 581). He poignantly laments his fate: â€Å"Poor, poor dear Cat. And this was the price you paid for sleeping together. This was the end of the trap. This was what people got for loving each other. † (Hemingway 283) Frederic is not the only one affected by an insidious turn of events like that, however; Rinaldi also becomes a victim of the biological trap, falling prey to syphilis (Hemingway 289). Thus, Thanatos is not only able to turn the lofty side of Eros – romantic love – against its followers, but even manages to turn its basest side into death. Thus, Frederic Henry is â€Å"the first completely developed example of what was to become Hemingway’s dominant motif: a man [†¦] who is forced to recognize the inevitability of death and the concomitant frustration of trying to secure something of value from its onslaught† (Ganzel 577). The â€Å"good soldier†, protected from feelings of loss and fear by an uncaring stoicism, loses his â€Å"gift† through love, only to reach the tragic realization that his newfound feelings can be turned against him. (Ganzel 578) This portrayal of life and death, distinctive of the â€Å"Lost Generation† of modernist authors, stands in stark contrast to earlier, romantic and playful depictions. Where Whitman is able to confidently boast â€Å"And as to you Death, and you bitter hug of mortality, it is idle to try to alarm me† (â€Å"Song of Myself† 1289), Hemingway’s view of death paints a much more sobering picture: If people bring so much courage to this world the world has to kill them to break them, so of course it kills them. The world breaks every one and afterward many are strong at the broken places. But those that will not break it kills. It kills the very good and the very gentle and the very brave impartially. If you are none of these you can be sure it will kill you too but there will be no special hurry. (Hemingway 222) Even spring, once the ultimate symbol of hope and life flourishing anew, is turned into a mockery of itself. As Eliot aptly puts it: â€Å"April is the cruelest monthâ€Å" (â€Å"The Waste Land† 1), bringing only death and desperation to Frederic and Catherine. Winter, on the other hand, once the harbinger of struggles and hardship for the first pilgrims that reached the shores of America, is shown as peaceful, quiet, serene: â€Å"It was a fine country and every time that we went out it was fun. † (Hemingway 269) The future, once viewed with optimism, a â€Å"Manifest Destiny† to look forward to, suddenly looked much bleaker, an outlook colored by a war that defied belief. Compassion and courage were nowhere to be found, but cruelty abounded, as illustrated in this passage: â€Å"’If there is a retreat, how are the wounded evacuated? ’ ‘They are not. They take as many as they can and leave the rest. ’† (Hemingway 167) In conclusion, I hope that the importance of the changing influence of Eros and Thanatos and the questionable portrayal of women in â€Å"A Farewell to Arms† has become obvious. These topics appear in all of Hemingway’s works, with varying importance. Much of the novel becomes clearer when viewed through the lens of Hemingway’s biography. Taking into consideration some of the key points of his life I mentioned in the introduction, the autobiographical tendencies of the book should emerge – perhaps helping to make his overt machismo understandable, if not palatable. Most importantly, â€Å"A Farewell to Arms† does an excellent job of showing the reader the sheer insanity and, through the author’s unique style, the stark reality of war. Hemingway himself put it quite succinctly: â€Å"Never think that war, no matter how necessary, nor how justified, is not a crime. †Bibliography: * Eliot, T. S. The Waste Land. Project Gutenberg. http://www. gutenberg. org/files/1321/1321-h/1321-h. htm (Last accessed: 13. 08. 2013) * Fetterley Judith. The resisting reader: A Feminist Approach to American Fiction. Bloomington, Indiana University Press, 1978. * Flores, Olga Eugenia. Eros, Thanatos and the Hemingway Soldier. American Studies International, Vol. 18, No. 3/4 (Spring/Summer 1980), pp. 27-35. * Ganzel, Dewey. â€Å"A Farewell to Arms†: The Danger of Imagination. The Sewanee Review, Vol. 79, No. 4 (Autumn 1971), pp. 576-597. * Hemingway, Ernest. A Farewell to Arms. London, Arrow Books, 2004. * Wexler, Joyce. E. R. A. for Hemingway: A Feminist Defense of â€Å"A Farewell to Arms†. The Georgia Review, Vol. 35, No. 1 (Spring 1981), pp. 111-123. * Whitman, Walt. Song of Myself. University of Toronto RPO. http://rpo. library. utoronto. ca/poems/song-myself (Last accessed: 13. 08. 2013) * http://en. wikipedia. org/wiki/Ernest_Hemingway (Last accessed: 13. 08. 2013)

Practice Final Exam Eng-092

Practice Final Exam Eng-092 Part 1: In this section of the final exam, you will be asked questions about Active Reading Strategies. You will need to know the definitions of each one in order to answer the questions on the final exam. As a way of preparing, test your knowledge of each strategy by defining or describing each one in the space below. Prediction – making educated guesses; guessing about thoughts, events, outcomes, and conclusions. Predictions are confirmed or denied, and the reader makes new predictions.Questioning/Wondering – ask questions based on material in the text. Read with an eye toward finding answers to questions. Summarizing – putting a text’s main ideas and main supporting points into one’s own words. Visualizing – words and ideas on the page trigger mental images that relate directly or indirectly to the material. Making Connections – relate existing knowledge to new information in the text Part 2: Read the fol lowing passage in the left column. In the Think-Aloud section in the right column, read the thoughts of someone who has already read this passage.Next, in each blank, identify the reading strategy this reader activated while reading the passage, â€Å"Chicago and Cleveland. † Chicago and Cleveland (1) Chicago, at the southern tip of Lake Michigan, is a port city. (2) It is also an important commercial (3) and industrial center of the Midwest. It is well known for its educational, cultural, and recreational centers. Chicago draws thousands to its concert halls, art museums, and sports arenas. (4) Cleveland, on the south shore of Lake Erie, is also a port city and a commercial and industrial center important to its area (5). Feature Article Fin 486 Final ExamLike Chicago, it has several important educational, cultural, and recreational centers. It has colleges and universities, and a distinguished (6) symphony orchestra. It has one of the finest art museums of the world, and many recreational centers. The location of the two cities contributed to their growth, but this similarity is not enough to explain the wide social diversity(7) (8). [Adapted from Smith, Breaking Through, 7th edition, p. 191] Think-Aloud (1) As I read the title, I ask myself if it’s a passage about how Chicago and Cleveland are alike. – PREDICTION 2) I can imagine ships docking at the ports. – VISUALIZING (3) Does â€Å"commercial† mean â€Å"business†? – QUESTIONING/WONDERING (4) I have been to many of the concert halls, museums, and sports arenas in Chicago. – MAKING CONNECTIONS (5) It seems like the author is going to compare Chicago and Cleveland. – PREDICTION (6) What does the word â€Å"distinguished† mean? – QUESTIONING/WONDERING (1) I’m confused by the words â€Å"social diversity. † I reread the sentence, and realize the author is not just comparing the locations, but the social opportunities in both cities. – QUESTIONING/WONDERING (2) 3) This passage explains how these two cities have so much in common. It’s not only their locations that make them alike, it’s also their social diversity. – SUMMARIZING (4) Part 3: In this section, while reading the following passage, record the reading strategies you apply in order to construct meaning in the Think-Aloud column. Identify and explain each of the strategies you apply and indicate the number of the paragraph in which you apply each strategy. Write notes in the margin and underline parts of the text as you read, to help show your strategies. Beauty and the BeefWhen was the last time you opened a carton in a fast food restaurant and found a hambur ger as appetizing as the ones in the TV commercials? On television the burger is a magnificent piece of flame-broiled beef. It is topped with crisp lettuce, bright and delicious red tomatoes, tangy onions, and plump pickles. All of this is between two halves of a gigantic sesame seed bun. But of course, the real-life Whoppers can’t compare to what you see on TV. (Par. 1) When making a Burger King commercial, an advertising agency spends at least one full day filming the food.A food stylist prepares the frozen beef patties for the camera. The filming crew first spends two hours setting up lights that will flatter the burger. The stylist begins burning â€Å"flame broiling stripes† into the hamburger patties by using a special branding iron. The stylist then paints the stripes with a dark steak sauce. Next, the stylist sprinkles salt on the burger so that when it passes over the flames, natural juices will rise to the meat’s surface. (Par. 2) Once branded, retouch ed, and juiced, the director films the burgers from different angles as they move along a conveyor-belt broiler.When the meat is broiled, blood rises to the surface in small pools. The stylist dabs at the bubbling blood with a Q-tip so that is doesn’t look undesirable to TV viewers. (Par. 3) Before the patty passes over the flame a second time, the stylist maneuvers a small electric heater about an inch above the burger. This heats up the natural fatty juices until they begin to steam and sizzle. Otherwise, puddles of grease will cover the meat. (Par. 4) Think-Aloud (page one) (Par. 1) PREDICTION (Par. 2) VISUALIZING (Par. 3) QUESTIONING/WONDERING (Par. 4) MAKING CONNECTIONSIf you look at a real Whopper closely, you’ll discover that the flame-broiling stripes are only on the top side of the beef patty. Hamburgers are sent through the flame-broiler once and never flipped over. But on television commercials, the beef patty is fetchingly covered with flame-broiled stripes . (Par. 5) The camera crew has five or ten seconds to capture a good, sizzling, beef patty on film. After that, the hamburger starts to shrink quickly. Out of one day’s work, an agency hopes to get five seconds of film footage. Most of the time the patties are too raw, bloody, greasy, or small. (Par. ) In the final shot of the filming, the stylist has carefully nudged and manicured the ingredients so that they sit just right on the top of the burger. The lettuce and juicy red tomatoes are cut, trimmed, and then piled on top of a cold, cooked hamburger patty. It is then sprayed with a mist of glycerin to make it glisten. Finally, the hamburger is topped with a sesame-seed bun. The stylist positions each seed on the bun. He dips a toothpick in glue and, with a tweezers, places about 300 seeds, one by one, onto a bun. When it’s over, the crew packs up the equipment, and seventy-five hamburgers are dumped in the garbage. Par. 7) [Adapted from Smith, The Lifelong Reader, 20 04, pp. 163-165] Think-Aloud (page two) (Par. 5) MAKING CONNECTIONS (Par. 6) VISUALIZING (Par. 7) SUMMARIZING Part 4: Thesis Statement and Main Idea. Reread the passage on Beauty and the Beef. This time, however, you will first identify the stated or unstated main idea of each paragraph. Second, state the thesis statement of the passage. Beauty and the Beef When was the last time you opened a carton in a fast food restaurant and found a hamburger as appetizing as the ones in the TV commercials?On television the burger is a magnificent piece of flame-broiled beef. It is topped with crisp lettuce, bright and delicious red tomatoes, tangy onions, and plump pickles. All of this is between two halves of a gigantic sesame seed bun. But of course, the real-life Whoppers can’t compare to what you see on TV. (Par. 1) When making a Burger King commercial, an advertising agency spends at least one full day filming the food. A food stylist prepares the frozen beef patties for the camera. The filming crew first spends two hours setting up lights that will flatter the burger.The stylist begins burning â€Å"flame broiling stripes† into the hamburger patties by using a special branding iron. The stylist then paints the stripes with a dark steak sauce. Next, the stylist sprinkles salt on the burger so that when it passes over the flames, natural juices will rise to the meat’s surface. (Par. 2) Once branded, retouched, and juiced, the director films the patties from different angles as they move along a conveyor-belt broiler. When the meat is broiled, blood rises to the surface in small pools. The stylist dabs at the bubbling blood with a Q-tip so that is doesn’t look undesirable. Par. 3) Before the patty passes over the flame a second time, the stylist maneuvers a small electric heater about an inch above the burger. This heats up the natural fatty juices until they begin to steam and sizzle. Otherwise, puddles of grease will cover the meat. (Par. 4) If you look at a real Whopper closely, you’ll discover that the flame-broiling stripes are only on the top side of the beef patty. Hamburgers are sent through the flame-broiler once and never flipped over. But on television commercials, the beef patty is fetchingly covered with flame-broiled stripes. Par. 5) The camera crew has five or ten seconds to capture a good, sizzling, beef patty on film. After that, the hamburger starts to shrink quickly. Out of one day’s work, an agency hopes to get five seconds of film footage. Most of the time the patties are too raw, bloody, greasy, or small. (Par. 6) In the final shot of the filming, the stylist has carefully nudged and manicured the ingredients so that they sit just right on the top of the burger. The lettuce and juicy red tomatoes are cut, trimmed, and then piled on top of a cold, cooked hamburger patty.It is then sprayed with a mist of glycerin to make it glisten. Finally, the hamburger is topped with a sesame-seed b un. The stylist positions each seed on the bun. He dips a toothpick in glue and, with a tweezers, places about 300 seeds, one by one, onto a bun. When it’s over, the crew packs up the equipment, and about seventy-five hamburgers are dumped in the garbage. (Par. 7) [Adapted from Smith, The Lifelong Reader, 2004, pp. 163-165] A. Identify the main idea of each paragraph. (Par. 1) There is a difference between what we see in TV commercials and reality when it comes to fast food. Par. 2) â€Å"When making a Burger King commercial, an advertising agency spends at least one full day filming the food. † (Par. 3) Great effort is made during filming to remove anything that the TV viewer would find unappetizing. (Par. 4) Great effort is made during filming to ensure that the food’s worst characteristic—fat—is removed from the commercial. (Par. 5) The biggest difference between TV and reality is that the real burgers have grill marks on only one side because r eal burgers are never flipped, while the commercial shows the burger being flipped over an open flame. Par. 6) The agency hopes to get five seconds of footage, but most of the time, the burgers show their true nature: they’re too raw, bloody, greasy, or small. (Par. 7) While huge efforts are made to make the burger look as delicious as possible, at the end of the day, a massive amount of food waste is the main result of making a TV commercial. B. State the thesis of this passage. TV commercials for fast food use hours of studio time, specialized techniques, and nearly one hundred real burgers to create an unrealistically ppetizing image of a fatty, greasy product: it’s all about appearances, while reality is ugly and filming is wasteful. Part 5: Answer the following comprehension and vocabulary questions by circling a, b, c, or d. 1. The author explains that most of the work on the burgers being filmed in the commercials is done by a a. professionally trained food styl ist. b. chef. c. make-up artist. d. special-effects person. 2. The author explains that, while salting the patties encourages natural juices to rise to the meat’s surface, it also a. makes the burgers inedible. b. darkens the meat. c. auses blood to rise to the surface in small pools. d. dries out the meat. 3. The author’s point of view seems to be that a. advertising is an exciting field, requiring the work of many specialists and experts. b. the making of a fast-food commercial is expensive, wasteful, and not particularly honest. c. Burger King’s ads are works of genius. d. people should not eat hamburgers, no matter how good they look on TV. 4. The author explains that the hamburger in the final shot looks so perfect for all of the following reasons except a. the ingredients are put onto the front part of the burger. . the food stylist has carefully glued each sesame seed on the bun. c. burger is sprayed with glycerine. d. the burger is actually made with 50% more beef. 5. Hundreds of beef patties are wasted during the filming of a commercial. a. True b. False c. Can’t tell from the information given in the passage. 6. â€Å"and found a hamburger as appetizing† (Par. 1) In this sentence, appetizing means a. tempting b. nutritious c. large d. shiny 7. â€Å"Thus branded, retouched, and juiced† (Par. 3) In this sentence, retouched means a. dabbed b. made-up or improved c. cooked d. andled 8. â€Å"the food stylist maneuvers a small electric heater† (Par. 4) In this sentence, maneuvers means a. encounters b. designs c. purchases d. moves into place 9. â€Å"fetchingly covered with flame-broiled strips† (Par. 5) In this sentence, fetchingly means a. completely b. attractively c. visibly d. carefully 10. â€Å"carefully nudged and manicured the ingredients† (Par. 7) In this sentence, manicured means a. handled b. repaired c. painted with polish d. carefully trimmed Part 6: Answer the following multip le choice questions by circling a, b, or c. 1. â€Å"Who’s† is a. ossessive case of root word, showing that third person owns or possesses something b. contraction of root word and â€Å"is† c. possessive pronoun, meaning that second person owns or possesses something 2. â€Å"Wear† is a. past tense of â€Å"are† b. in what place? c. to have on one’s body 3. â€Å"Their† is a. contraction of root word and â€Å"are† b. possessive pronoun, meaning that a third person owns or possesses something c. location 4. â€Å"Cite† is a. sense of vision b. a place or location c. to credit a source 5. â€Å"Since† is a. because b. money or change c. to feel, hear, taste, see, or smell somethingPart 7: Write a thesis statement, including your main supporting points, for the following topics: (Answer Key Note: Student should write an argumentative thesis statement that, crucially, includes several supporting points explaining hi s/her stance. ) 1. The United States should/should not place a â€Å"fat tax† on foods that have a low nutrition-to-calorie ratio. The United States should place a â€Å"fat tax† on foods that have a low nutrition-to-calorie ratio because people who eat those foods often are at a greater risk for terminal diseases, so paying more for the food might help them to make better choices for their health. 2.Physician-assisted suicide should/should not be an option for terminally ill people. Physician-assisted suicide should be an option for terminally ill people because our prohibition on end-of-life choice is based on religious superstition and denies free, conscious adults a basic right to dictate how they live their lives until the end of life. 3. Every country in the world should/should not enforce a two-child limit on parents. Every country in the world should enforce a two-child limit on parents because the human population is growing out of control and humans are destr oying the environment for all other creatures—and ourselves.Part 8: Read the following sentences and decide how you can order them in order to create a strong organization for a paragraph. 1. To illustrate, a French male is likely to stand closer to you than a British male, even if they had equally positive attitudes toward you. 2. A set of useful guidelines has been developed for estimating how close to stand to another person (at least in many cultures). 3. Cultural differences must be kept in mind in interpreting nonverbal cues. Answere: 3, 2, 1

Ethics and Law in Business and Society Essay Example | Topics and Well Written Essays - 2000 words

Ethics and Law in Business and Society - Essay Example In this stage of moral development, the individuals engage in actions of retaliation, vengeance. These actions are filtered by the individuals according to the level of satisfaction desired by the individual. For example, if one scratches somebody’s skin, there is supposed to be an act of retaliation. The third stage of moral development demands the conformation from the society on the good behaviors and approval of not engaging into bad behavior. This stage of confirmation leads to moral development for which the individuals would be ready to co-operate with other members of the society and engage in self sacrifices. For, the individuals engage in providing personal favor to other people for want of social confirmation. The fourth stage of moral development identifies conformity to the law and order. Most of the individuals reach this stage after showing due respect to the judiciary and the maintenance of social order. For example, the law and order in the society leads to th e prevention of crime and enhances the path of justice. This influences the right behavior among the individuals of society. The fifth stage of moral development leads the individuals to the path of restoration of human rights as a social contract (Gibbs 89). These are rights that the individual demands in the social conditions of existence. For example, right to speech and opinion is a human right that is conferred by the society on the individuals. The sixth stage of moral development leads individuals to realize the importance universal ethical principles. In this stage, the human beings spread the message of equality, moral and ethical values and the duties of being the followers of God. For example, Mohandas Gandhi reached the sixth stage of moral development and spread the message of Ahimsa. Answer 1 b The model of Kohlberg can be applied to corporate culture which could lead to ethical behavior of the managers. The managers could learn the importance of the various stages and apply the knowledge to trigger actions expected from the employees through moral development. The sense of punishment in the corporate culture would allow the managers to enforce urgent decision for benefits of the company. The work culture could be made healthier with the sense of interpersonal communication and approval among the employees. The sense of social conformity and ethical principles could be addressed by manager to implement better code of conduct in the corporate environment that is required to develop a responsible work force. Answer 1 c The main objective of business is not only to earn profits but to earn the profits in an ethical ay and perform the social responsibilities. However, relativism exists in the work culture where policies of business ethics are undertaken by the corporate houses. However, despite the practices of business ethics for building a good image in the society has flaws in the fact that these practices of ethics are often influenced by the man agers. This has led to the development of frauds and misreported figures. Thus personal interest should be curved and organizational interests would need to be given foremost importance for genuinely incorporating business ethics in the work culture. Answer 2 a As viewed by Aristotle, Kant, the philosopher’s approach to ethics might help in doing things in the right way. The principles of ethics define the set of actions that are

You have to Give a reasons for transfering and the objectives you to Essay

You have to Give a reasons for transfering and the objectives you to achieve in the university - Essay Example Due to the testimonies of friends, relatives and acquaintances, I have chosen the Georgetown University’s McDonough School of Business which was specifically referred and advised for reasons ranging from offering selected courses, being academically reputable, using multidimensional approaches in teaching, providing a conducive learning environment, and ensuring that one who graduates would get immediate employment. Aside from these reasons, one considers proximity to one’s residence as a plus factor for the choice. This way, one would not need to be away from the support of parents and thereby, do not need to entail additional costs for lodging and other instrumental expenses related to studying in a university that is miles away from home. Another crucial factor for transferring to Georgetown University is that the course modules for the International Business degree program and requirements that address personal and professional goals. I am interested to delve into the areas of global financial markets, international trade, and intercultural communications, to name a few. These courses would prepare one in meeting the challenges of global organizations where one plans to apply in the future. In this regard, Georgetown University likewise determines one’s credentials and qualifications to determine if they would cater to one’s distinct needs and requirements. Georgetown University has sets of requirements for admitting students’ applications. Aside from having completed the pre-requisites for theoretical and academic backgrounds, Georgetown considers evaluating the past academic performance, level of knowledge, abilities and skills in communication. By effectively completing personal statements or essays, the McDonough School of Business would be able to gauge one’s writing and communication skills. Through passing entrance examinations and completing the required submission

Team builders Essay Example | Topics and Well Written Essays - 500 words

Team builders - Essay Example Synergy (2001) reports, â€Å"If one studies highly effective groups, one finds that the most successful groups over the long haul tend to address both the technical needs and human needs. These groups are at the same time competent in the work they perform and highly functional in their interpersonal relationships†¦factors that emerge about successful teams (are) camaraderie, fellowship, and loyalty.† Team builders provide motivation in the health care setting. Motivation is extremely important n all areas of life especially the workplace. Without motivation there is no desire or drive to do anything. â€Å"Needs† such as sustenance, safety, security, belonging, recognition, and a sense of growth and achievement are motivators, or drivers, which leads us to behave and act in a certain way. (Synergy, 2001.) Motivation is particularly important in the health care setting because health care providers and staff are caring for those who are facing with health problems and issues. Having health-related problems causes one to be fearful, stressed, overwhelmed, and discouraged. Health issues not only affect a person’s (and their loved ones) physical, mental, and spiritual status but also their finances, daily responsibilities and schedules, etc. Working in the health care industry can be discouraging and a negative setting for all. Employers must see that their staff members work as a team (synergy) in order to stay motivated as their level of motivation, teamwork, quality of work affects the motivation and physical, mental, and spiritual levels of their patients in the setting. Many health care providers and settings provide motivation via a professional working environment, music therapy, counseling, mentors, etc. Those who enter the health care industry usually do so in order to help others. People who do so usually are motivated by their desire to make a difference in the

Domestic and international banking Essay Example | Topics and Well Written Essays - 2500 words

Domestic and international banking - Essay Example This is a mechanism on which the whole banking structure is based. This report contains an analysis of the Banking Sector of United Kingdom, Along with the challenges faced by the Banks now a day, like the bonus restrictions imposed by the government which has checked the functioning of the major banks in United Kingdom. Granting Loans and receiving deposits A bank works on the principle of borrowing and landing. In this mechanism, Bank borrows from the General public and the institutions and lands the money to the needy public in terms of loan. After a loan is granted, the banks takes a certain amount of interest for a certain period of time and gives a part of that interest to the public, from whom bank borrows the money initially. â€Å"Public† in terms of banks, is defined as the costumers of the bank (either it is an individual or an institution). Role of Banks in Country’s economy: -   Ã‚  As stated above, a bank plays a very important role in the economy of a c ountry. The economy is mainly based on the industries and the income sources available within the country. Bank helps the developing industries to grow with their potential by landing them money and by giving a kind of stability to the market. In a recent example, the economic crisis over the world in 2008 was started because a major private sector bank was declared bankrupted in USA. This bankruptcy of this bank resulted in instability of the market as there were so many companies which had invested in that bank, also there were companies which were totally depend on that bank for their financial security. Once the crisis started spreading its effect in US, major companies were affected badly by it. USA being the world’s most powerful economy that time came on its foot. Millions of the employees were thrown out from the companies, salary was reduced. But this procedure was limited to the industries which could bear this crisis. Other industries which were small scale industr ies and which needed help from the bank for each and every move they made in the market, were closed. This crisis could not remain in the US itself. Just within no time, the whole Europe, Asia and America saw this effect on their market. Every trading market was down. And it gave a long lasting 1 year, full of tensions in the economic sector of the world. The World Bank came to interfere in it. World Bank granted huge loans to the countries, so that the condition could be in control. Otherwise the condition could have been worse, and the whole world would have been in trouble in no time. Somehow, this problem was shorted out. But this gave an example for the upcoming time of how important the proper functioning of a bank is. If the banking sector is strong and well functioning, it can be a positive sign towards the country’s economy. But if the Banking industry is comparatively weaker, it can turn out to be another crisis kind condition for the country. The Banking Sector in United Kingdom UK’s banking sector, following the US and Japan, is the world’s third largest and considered foremost in terms of: efficiency, dynamism and return on capital. It services 95% of the population with about 3.5% of UK’s total workforce - over a million workers. The decade ending 2005 witnessed a surge of three folds in assets to â‚ ¬

Fur elise, song created by beethoven Essay Example | Topics and Well Written Essays - 1000 words

Fur elise, song created by beethoven - Essay Example Such actions is apparent and deeply believed because as it goes, there’s nothing to lose. Many revered artists are known for different rituals that they do for their craft. Among the most unusual include the great composer Ludwig Van Beethoven. There are many recorded anecdotes that pertain to how he goes about composing his music. This includes the composer supposedly dipping his head in cold water before writing his songs. This is said to be helpful in stimulating his brain so that he would be able to compose the many great music that we take advantage of even to this day. His love story is also something that is shrouded with mystery and romance. This creates more ambiguity and interest towards him. There comes this notion that with genius also comes the tragedy of loneliness. Like the way that poets are said to have shorter life than all other artists and people in general, it is a gift and a curse all at once. There is the apparent thought that misery goes with the extent of gift that only few are given. The pressure that people may advertently or not impose on these people. Consequently, the anxiety that the gifted themselves impose on their self to meet all expectations. Love is most often synonymous with art. The most beautiful works are born out of love. Elizabeth Barrett Browning created the most poignant poems for her love one in as much as Robert Browning did the same thing. Beethoven and his great love is one of these, a love story for the generations. One of the most recognizable music from the classic era, FÃ ¼r Elise, which literally translates to ‘For Elise’ contains the most interesting stories for its composition. Something more interesting is that the manuscript for it was found 40 years after Beethoven’s death. Its publication in 1865 immediately shot it to fame. The deep and emotional subtext of the music provokes empathy among its listeners. As a matter of fact, historians could not

Quality Performance Measure in Health Sciences and Medicine Case Study

Quality Performance Measure in Health Sciences and Medicine - Case Study Example Overall service has declined by 19.78%, overall clinical 15.90%, the overall quality of service, food positively improved by 1.98% while overall cleanliness declined by 2.63 %. It is suggested that a fine balance between the quality performance measure and patient satisfaction should be created rather than focusing on one aspect alone like quality performance as is the case now. 2. It seems the CEO has not properly carried out her responsibility for educating the board. The board should have been in a position to satisfy the needs of the patients while at the same time upholding high standard performance measures if they have adequate knowledge about the new changes being implemented within the clinical set-up. With proper knowledge, at least positive results should be noticed in all sectors of the healthcare system after the implementation of the new changes. 3. It is recommended that human resources development through learning should be implemented in various departments of the healthcare institution. According to Robbins (1993), learning promotes the development of knowledge that in turn can improve the performance of the employees. Through learning, the employees can also share their ideas with others members and this can help them to improve their performance. This strategy will also help the employees to pull their efforts towards the same direction for the betterment of the organization as a whole. 4. The quality data that should be reported and utilized by this board of directors is related to employee satisfaction as well as patient satisfaction. These are the two major indicators that show that the organization operating within the right direction to fulfill its mandate. Essentially, an organization that is committed to its success should ensure that its interests, as well as those of the employees, are satisfied (Jackson and Schuler, 2010).  Ã‚  

Obstacles Teachers May Face Essay Example for Free

Obstacles Teachers May Face Essay The process of how an individual learns is based on the theories surrounding behaviorism, conditioning, modeling and self regulation. Students can be problematic if proper resolutions aren’t put in place when a dilemma arises. There is a great emphasis on the importance and relevance in motivating the students in the classroom. Without the knowledge of extrinsic and intrinsic motivation and what drives students to learn, teachers may not know what inspires or how to encourage students to work to the best of their ability. Teachers must portray themselves in a professional manner at all times, whether they are dealing with students, parents or colleagues. Professionalism can be defined in several ways and some characteristics of a professional teacher include being committed to learners in a way that incorporates a code of ethics, have the ability to make routine and efficient decisions in a complex and ill-defined situation, conduct a critical self examination of one’s teachings, i. . reflective practice, and acquire the element of professional knowledge to constantly improve, develop and expand one’s methods of teaching to maximize learning environments (Eggan, P. Kauchak, D. 2010. pp, 4 – 6). One obstacle a teacher may face is if he or she gets asked a question that they don’t know the answer to. Students look up to teachers and depend on them for the knowledge they require (Yero, J. L. , 2002. P173). Understanding each topic is simply not enough; a teacher needs to be able to represent topics in an understandable way that is appropriate to the age of the learner. For example, the solution to explaining how to multiply numbers is to firstly acquire the knowledge of content then illustrate how to multiply the numbers. This is referred to as pedagogical knowledge. Pedagogical knowledge requires the teacher to understand principles of instructional strategies and classroom management. Involving each student in the learning process in order to enhance productive learning comes with knowledge and experience. Instructional strategies that promote productive learning include: selecting topics that are important for students to learn, provide clear learning objectives and prepare learning activities respectively, design assessments that relate to the workload and maintain the instructional alignment between the three, i. e. the connection between learning objectives, learning activities and assessments (Eggan, P. Kauchak, D. 2010. pp390 – 394). A teacher must have a positive and caring attitude, be organized, communicate effectively, respect and encourage rather than punish and constantly question and prompt incorrect answers to manage a productive classroom (Nelson, J. , Lott, L. Glen, S. p20-27). Identifying clear standards of acceptable behavior i. e. rules, be supportive to each student and create a sense of equilibrium are all strategies to ensure a produc tive and manageable classroom. The aim of all teachers is to promote as much learning as possible. Behaviorism focuses on the idea that learning is â€Å"influenced by stimuli from the environment† (Eggan, P. Kauchak, D. 2010. p,164). For example, feeling nervous before an exam is a learned behavior due to previous experiences/knowledge of exams. This feeling is involuntary to the individual, and it is referred to as classical conditioning. Classical conditioning can be positive or negative, depending on which, it can have different effects on the learner. If the teacher uses positive reinforcement within the classroom the students will gradually associate learning to the teacher’s manner and thus feel safe within the classroom resulting in a productive learning environment. In contrast negative or non-reinforcement results in the cessation of a behavior and results in a classroom environment that is not productive. Children learn acceptable behaviors through observing adults, therefore teachers are role models, and it is important for a teacher to demonstrate respect, tolerance, and values to motivate learning (Call, N. Featherstone, S. 2004 p. 47). Cognitive modeling is essential to the learning process as teachers use this to perform a demonstration and verbalize the thinking behind the actions taken (Eggan, P. Kauchak. D. , 2010. p. 182). An obstacle one may face is if some children are having trouble learning how to pass a netball to one another. Often, children instinctively bounce the ball, instead of passing it, as clas sical conditioning has taught them to do so from a young age. The teacher must describe one’s thoughts of how to pass a netball, whilst performing the action, which in turn encourages students to verbalize their understandings in any situation, resulting in a productive learning environment. Modeling is the key concept of social cognitive theory. Cognitive, behavioral and emotional change in children is a result of observing models. Modeling affects people by learning new behaviors, facilitating existing behaviors, changing inhibitions and by arousing emotions (Eggan, P. Kauchak, D. 2010. p. 183). These observations lead to learner expectations, which in turn are accomplished through self-regulation. Settings goals and monitoring that progress is an essential element of learning. The student observes another student passing the netball. He then models the observation, uses that experience to expand his knowledge thus takes responsibility and control of his learning. Teaching is constantly developing and changing, and the need for motivation is a necessary procedure to support and increase student learning and the teaching process. A common obstacle teacher’s face is how to motivate uninterested and unengaged students. Some students seem naturally enthusiastic about learning, but many need or expect their instructors to inspire, challenge and stimulate them. An unmotivated student is likely to choose work that is inappropriately easy, show a negative attitude, give up quickly and leave tasks unfinished. This can disrupt the students around him and cause interruptions in the learning environment (Nelson, J. Lott L. , Glenn, S. 1997 p. 72). There are two broad forms of motivation; extrinsic – where some students will be motivated by the approval of others, for example, by getting a good grade, and intrinsic motivation, where the learner studies in order to understand the content presented to them because they like the challenge and want to perform (Eggen, P. Kauchak, D. 2010. p. 287). To encourage students to become self motivated and independent learners, teachers can give frequent, early, positive feedback. This supports the students beliefs’ that they can, and are doing well as viewed by the humanistic theory of motivation. The teacher can also help students find personal meaning and value in the material as viewed by cognitive and social cognitive theory of motivation, and create an atmosphere that is open and positive which help students feel that they are a valued member of the learning community which is based on the socioculural theory of motivation. In addition, a teacher can ensure opportunities for students’ success by assigning tasks that are neither too easy nor too difficult which is a view shared by behaviorist theories (Eggen, P. Kauchak, D. 2010. p. 289). It must be understood that individuals are motivated through a wide variety of needs. While teachers can’t make or teach students to be self-motivated, they can encourage and promote this highly desirable trait. To conclude, there are many solutions to the obstacles a teacher may face in a learning environment. A teacher should act and approach a classroom with a professional attitude and an academic manner by being knowledgeable and recognizing the importance for assessing oneself. Teachers must be aware of the influence they make on students’ learning and how to promote positive and engaging classroom environments in order to solve the dilemmas they may be presented with in regards to behaviors students display. Furthermore, teachers need to understand that the process of motivation stems from stimulation, which in turn is followed by an emotional reaction that leads to either a positive or negative behavioral response. By understanding the theories based on solutions to the problems a teacher may face in the classroom, they may have a better chance at expecting when a problem may arise, and resolve the situation immediately.

Video game and console gaming addiction Essay Example for Free

Video game and console gaming addiction Essay I. The Problem and its Background A. INTRODUCTION In recent years gaming addiction (computer game addiction, console gaming addiction, or even excessive play on portable systems) has received increased attention not only from the media, but also from psychologists, psychiatrists, mental health organizations, and gamers themselves. Gaming addiction is not yet classified as a mental health disorder or true addiction like gambling or alcohol addiction. However, some gamers clearly struggle to keep their playing habits under control and may place more importance on their gaming accomplishments than their happiness and success in the real world (e. g. , academic achievement, friendships, relationships, career advancement, health, etc. ). B. STATEMENT OF THE PROBLEM Many people or computer users have their thoughts and questions about online games. But this is some common questions that we will have to acknowledge: a.Why do students easily get addicted in computer/online games? b. What are the harmful effects in getting addicted to computer/online games? C. IMPORTANCE OF STUDY This study aimed to know why many student easily get addicted to computer games and the harmful effects of computer/online games. D. DEFINITION OF TERMS †¢ Addiction- is the continued use of a mood altering substance or behavior despite adverse dependency consequences, or a neurological impairment leading to such behaviors. †¢ Online Game- is a video game played over some form of computer network, using a personal computer or video game console. This network is usually the internet or equivalent technology, but games have always used whatever technology was current: modems before the Internet, and hard wired terminals before modems. The expansion of online gaming has reflected the overall expansion of computer networks from small local networks to the internet and the growth of internet access itself.

Exploring The Role Transition Student To Qualified Nurse Nursing Essay

Exploring The Role Transition Student To Qualified Nurse Nursing Essay In this essay the author will explore the role transition from student nurse to qualified member of staff and discuss in brief some roles and responsibilities of the newly qualified nurse (NQN). Focus will be placed on delegation and administration of Patient Group Directions (PGDs) as two responsibilities of the NQN who is both a delegator and a dispenser of medicines. Delegation can be challenging for NQNs as it involves entrusting designated tasks to non-qualified member of staff while still retaining professional accountability. Administration of PGDs will be discussed as well as group protocol arrangements for medicines administration has become over the last few years valuable to nurses, especially those working in settings where immunisation programmes and family planning services are delivered. Roles of the newly qualified nurse Critical discussion (400 words) Contemporary nursing has changed considerably in terms of its roles and responsibilities. A big turnaround came with the change in the European Working Time Directive which reduced drastically the working hours of junior doctors, leading to Registered Nurses (RNs) extending their roles and undertaking tasks traditionally carried out by medical professionals (McKenna et al, 2004; Kessler et al, 2010). In order to meet patient needs and to fill the gaps left by those nurses, Healthcare Assistants (HCAs) were then expected to start extending their skills and assume delivery of care that was previously the domain of registered staff (Kessler et al, 2010, Griffiths and Robinson, 2010). This was a positive step for modernising nursing careers with nurses now working across boundaries and with the creation of new specialist roles (DH, 2006a), but naturally it decreased at the same time engagement in direct patient care (Kessler et al, 2010). Registered nurses (RN) in the United Kingdom are expected to acquire the necessary knowledge and skills to meet Nursing and Midwifery Council (NMC) standards, which aim at guiding and supporting them in the delivery of high quality care. Nurses are expected to delegate, lead and supervise other nurses and healthcare professionals and have therefore to gain and develop analytical, problem-solving and decision-making skills (NMC, 2010) both during their training and throughout their nursing career. Even with development of the RN role If nursings original professional identity is to be uphold, it essential that NQNs enter the profession sensitive to its core values and roles, even while trying to advance practice (Harmer, 2010). Rationale for role choice (200 words) The author chose the role of delegation both Role 1 Delegation (700 words) RN are expected to organise and supervise the work of HCAs and the ability to delegate effectively is central to their success (Curtis and Nicholl, 2004) The NMC Code of Conduct (2008b) stresses that RN must delegate effectively and establish that anyone they delegated to is able to carry out their instructions. In addition it states that nurses must confirm that the outcome of the delegated tasks meet required standards and that anyone they are responsible for, is supervised and supported. The employer is in turn the one responsible for ensuring that HCAs have sufficient training and education to competently undertake the aspects of care which a RN is expected to delegate to them (NMC, 2008a). The NMC fails however to give a reasoned justification as to why the RN is still accountable for the delegated tasks if the employer is the one responsible for confirming competency or if indeed the RN is expected to confirm this her/himself how she/he is expected to effectively gain knowledge of the education, training and qualifications of all HCAs they work with in clinical practice (including bank staff). Both the RCN and the DH have sought in the past further clarification from the NMC as far as delegation and accountability are concerned as the advice provided by the body has been regarded as confusing (Harrison, 2007) HCAs education and training is not mandatory and standardised in terms of content, assessment and accreditation (Griffiths and Robinson, 2010) and therefore there is no default quality assurance on their competencies so caution and uncertainty is to be expected from the RN when delegating work as she/he could see her/his registration put at stake for any error in judgement (Kessler et al, 2010. This is because although the HCA retains responsibility in their actions carrying out the delegated task, the RN is ultimately accountable (NMC, 2004, RCN, 2006a) to their regulatory and professional body. Accountability is a key element of professional practice and it is intimately linked with delegation. RNs are professionally accountable to the NMC for any actions and omissions in their practice and must be able to justify their decisions. Failure to comply with the code may bring their fitness to practice into question and jeopardize their registration (NMC, 2008b). RNs are also accountable to both civil and criminal law, their employer (NMC, 2009, Dimond, 2008) and on a moral dimension, to themselves (Dimond, 2008). If tasks are matched successfully against HCAs skills and knowledge though, delegation can result in improved productivity and efficiency as this makes best use of available human resources. In some cases if the clinical area is particularly understaffed, delegation becomes a necessity, rather than an option. Effective delegation can potentially enable RNs to focus on doing fewer tasks well, rather than many talks inadequately (Curtis and Nicholl, 2004) and can create a more motivated and co-operative team (Eaton, 2009). On the other hand studies suggest that excessive task delegation can lead to feelings of frustration as nurses end up having less contact with patients than they originally hoped for. Accountability issues can also lead to increased levels of stress (Takase et al, 2005). Research has found that in order to comply with the code of conduct nurses can spend large amounts of time inducting, training and supervising HCAs (McKenna et al, 2004) on tasks that HCAs were theoretically undertaking to alleviate nurses workload (Kessler et al, 2010). Demands of supervision can also compromise the time NQN should be devoting to consolidate and develop their clinical skills (Griffiths and Robinson, 2010). Paradoxically, literature suggests that experienced HCAs frequently act as unofficial mentors to NQN and are seen as a significant source of formal and informal knowledge and guidance to less experiences members of staff (Griffiths and Robinson, 2010, Kessler et al, 2010). The process of delegation assumes inevitably a hierarchical command structure (Curtis and Nicholl, 2004) which could easily pose challenges for NQN, whom in real terms are expected to supervise and be accountable for HCAs who may be considerably more experienced. Role 2 PGD (700 words) PGDs provide a legal mechanism to administer and/or supply medicines to patients by a specific range of health care professionals, without the need of consultation with a doctor or a dentist (NPC, 2009). A PGD is written instruction for the supply or administration of a licensed medicine(s) in a specifically identified clinical scenario that is not aimed at a specific patient, but rather at any patient that meets the criteria established on that PGD. The PGD must be written up at a local level by a multidisciplinary team including a doctor, a pharmacist and a representative of any professional group expected to dispense under the PGD. For a PGD to be valid it must be signed by a doctor or a dentist and a senior pharmacist, ideally the ones involved in developing the direction. It must also be authorised by the PCT or NHS trust which will use it (MHRA, 2010a). PGDs can only be administered by registered healthcare professionals such as nurses, midwifes, health visitors, paramedics, radiographers, etc. Each PGD must however, list individually the names of the registered professionals allowed to dispense under the direction. A senior individual in each profession should assume the responsibility to ensure that all designated dispensers in the PGD are fully competent, registered and trained professionals. (DH, 2006b). A PGD can act as a direction to a nurse to supply and/or administer prescription-only medication to patients that meet the criteria, based on the nurses assessment of their needs and without needed to refer to a doctor for an individual prescription (RCN, 2006b) The supply and administration of medicines under a PGD should be reserved for specific circumstances where it is advantageous for patient care, it does not compromise patient safety and is consistent with professional accountability (MHRA, 2010a, NPC, 2009, DH, 2006b), as the nurse must always act within their own expertise and competence (DH, 2006b). PGDs are a convenient way of recognising nurses ability to use medication to the benefit of the patient and any registered professional dispensing medication under the terms of a PGD should act in accordance with the NMC Code of Conduct and the NMC Standards for Medicines Management (RCN, 2006b). The legislation requires that every PGD must contain key information: the place where the PGD will be used (eg. primary or acute care), the date the directive comes into force and the date it expires (it is recommended good practice that PGDs should be reviewed every two years), a description of the medicine to which the PGD applies (both the name and the purpose of the medication should be included, eg. analgesic or oral contraceptive), class of the healthcare professional able to supply/administer the medication (the PGD should clearly state which of the professional groups can use but each individual can only do so if she/he is named individually), the signature of a doctor/dentist and a pharmacist (only approved prescribers as doctors/dentists), signature by a representative of an appropriate health organisation (eg. chief executive of a trust), the clinical condition to which the PGD applies to (a description of the problem a patient must present with in order to receive medicat ion under the directive), a description of patients that are to be excluded from treatment under the PGD (detailed guidance on which circumstances a patient should be excluded and provided with an individual prescription, eg. complex medical condition or a specific medical problem), a description of when further advice should be sought from a doctor/dentist and when to arrange for referrals (a patient might meet the criteria set on the directive but depending on which specifics they present, further advice might still be needed from a medical professional), details of the appropriate dosage, maximum total dosage, quantity, pharmaceutical form and strength, route, frequency of administration, minimum and maximum period over which the medication should be administrated and the legal status of the drug should all be specified (this ensures that the correct medicine is given in the right dose for the appropriate length of time), relevant warnings including potential adverse reactions (a s with any medicines it is essential to be aware of any contra-indications of potential adverse effects), details of any follow-up action and under which circumstances (a patient might need to be seen again in order to detect if the medication had the desired effect) and finally a statement of records to be kept for audit purposes (the directive must specify which records need to be kept, eg. as a minimum full patient details and full information regarding the drugs that has been administrated) (MHRA, 2010a, NPC, 2009, RCN, 2006b) PGDs cannot be used in independent and public sector care homes or independent sector schools that provide healthcare services outside the NHS. (MHRA, 2010b) PGDs can only be used in the NHS and other services funded by the NHS but provided by the private, voluntary or charitable sector. Certain non-NHS organisations such as independent hospitals, agencies and clinics registered under the Care Standards Act 2000, prisons healthcare services and police services, and defence medical services can however use PGDs for the sale, supply and/or administration of medicines (NPC, 2009) NQN registered with the NMC and on the live register are allowed to administer medication under a PGD, providing they are one of the named dispensers on the directive. However, because robust clinical judgement is necessary to assess the patient prior to administration, a more experienced member of the nursing team is likely to be named over a NQN. Both the RCN and NMC offer no specific recommendations for the administration (or not) of medicines under a PGD, by a NQN. There are also no specific national training programmes for PGD, however individual organisations must ensure that any professional administering medication under a PGD is competent to do so (DH, 2006b) Conclusion (300 words) The role of the RN has expanded considerably over the last years. NQN now enter the profession expected to assume roles of leadership, delegation and supervision very shortly afterwards being students nurses and working with alongside and under the protection of their mentors. As soon as they gain their pin number and join the NMC register a whole new raft of expectations is placed upon them. Many NQN however reportedly feel unprepared and overwhelmed by their new responsibilities, making the period of transition very stressful rather than exciting and truly enjoyable. Delegation is a fundamental skill every RN and NQN must gain and develop in order to be able to manage their workload effectively in clinical practice. Delegating as a NQN can be challenging as often the recipient of the task is a more experienced member of the team, for whom she/he is still yet professionally accountable. Medicines administration is another responsibility of the RN. PGDs have become increasingly impor tant tools for nurses working in clinical settings delivering immunisation, working in travel clinics and family planning services. With many NQN now opting to join community services, PGDs become increasingly relevant to them.

Comparing Amy Tans The Joy Luck Club and The Woman Warrior Essay

Comparing The Joy Luck Club and The Woman Warrior  Ã‚     Ã‚  Ã‚   Amy Tan's immensely popular novel, The Joy Luck Club explores the issues faced by first and second generation Chinese immigrants, particularly mothers and daughters. Although Tan's book is a work of fiction, many of the struggles it describes are echoed in Maxine Hong Kingston's autobiographical work, The Woman Warrior: Memoirs of a Girlhood Among Ghosts. The pairs of mothers and daughters in both of these books find themselves separated along both cultural and generational lines. Among the barriers that must be overcome are those of language, beliefs and customs, and geographic loyalty. The gulf between these women is sadly acknowledged by Ying-ying St. Clair when she says of her daughter, Lena, "'All her life, I have watched her as though from another shore'" (Tan 242). Ultimately, it falls to the daughters, the second, divided generation, to bridge the gap of understanding and reconnect with their old world mothers. The Joy Luck Club begins with a fable that immediately highlights the importance of language in the immigrant story. It is the tale of a hopeful young woman traveling from China to America to begin a new life. She carries with her a swan, which she hopes to present to her American daughter someday. The language barrier is exposed when the woman's good wishes for her future child are defined by the idea that this daughter of an immigrant will never know the hardships endured by her mother because she will be born in America and will "speak only perfect American English" (Tan 18). However, things do not turn out exactly as planned for the young woman. Her lovely swan is confiscated by customs officials, and her treasured daughter, now an adult, does in... ...Strategies of Authorship in Asian America. Durham, NC: Duke University Press, 2000. Huntley, E. D. Amy Tan : A Critical Companion. Westport, CT: Greenwood Press, 1998. Kingston, Maxine Hong. The Woman Warrior: Memoirs of a Girlhood Among Ghosts. New York: Vintage International, 1976. Soderstrom, Christina. "Maxine Hong Kingston." Voices From the Gaps: Women Writers of Color. University of Minnesota. 11 Apr. 2001 <http://voices.cla.umn.edu/authors/MaxineHongKingston.html>. Tan, Amy. The Joy Luck Club. New York: Vintage, 1991. Tavernise, Peter. "Fasting of the Heart: Mother-Tradition and Sacred Systems in Amy Tan's The Joy Luck Club." The Joy Luck Club Page. 1994 Home page. 11 Apr. 2001 <http://mindspring.com/~petert/tan.htm>. Verschuur-Basse, Denyse. Chinese Women Speak. Trans. Elizabeth Rauch-Nolan. Westport, CT: Praeger, 1996   

Personal Narrative - Our Marriage Essay -- Personal Narrative Writing

Our Marriage Our official journey began on August 2, 1997 in Las Vegas. That was our wedding day and my official entry into married life. Tim and I said, ?I do? in Clark County, Nevada. The clerk declared us 'best friends for life' in a ceremony with just the two of us. That declaration was more profound and welcomed than one any priest could have made. Our wedding cost a total of seventy-two dollars, this included the license and ceremony. I should also include the cost of what I call 'our wedding planner.' His name was Jake and he was a taxi driver, he charged us fifteen dollars and we tipped him fifteen for his extra duties, it was a special day. When we arrived in Las Vegas from Boulder our car started to over heat from the long drive through the hot desert. We decided to park it at the hotel. We hailed a cab and set off to find a place to get married. We had a deadline; our honeymoon was scheduled to begin the next day. The cab driver drove us past several different chapels giving us details about each one. After a brief survey of chapels we asked him to drop us off at the justice of the peace. The chapels just seemed too cheesy and besides, I had no real affection for Elvis. He dropped us off in front of a large, very official looking building to get the license and he directed us across the street to a small brick office wher e the ceremonies are held. I had the distinct feeling that he has provided this service a few times before in his career. I soon found myself waiting in line behind a frail elderly man with a huge smile on his face; he stood next to a young girl, she looked equally happy. The man wore a red velvet jacket and the girl wore a shimmering red dress with spaghetti straps. It was a dress that would... ...ming with life. The smell of the flowers was intense and enlivening. The breeze that was not restricted by car windows, the heat that was not reflected by a rooftop or eradicated by air conditioning, the rain that was not repelled by anything more than my poncho, I was one with all of it. As I biked past, I moo'd as loud as I could at the cows in the fields and felt happy doing it. I even occasionally rode in the van when I was tired. Today I question my fears before I give into them. The questioning usually results in nothing that I can rely on as a concrete reason for forgoing an experience. The way we chose to get married, I had up to the last minute to change my mind. No wedding guests, invitations, seating arrangements, flowers, or caterers. Today seven and a half years later, I can say my marriage is the thing that has brought me the most joy in my life.