Sociology Essay Example | Topics and Well Written Essays - 250 words - 8

Sociology - Essay Example I called another friend and we carpooled; he drove. It was quite a drive so it’s a good thing that there was no drinking after all. On the way, we were talking about how the others were doing now, what keeps them busy and entertained. We finally arrive. The door of the house opens and the smile of a beautiful lady, which neither of us knew, greets us. â€Å"Hello,† she says, â€Å"I’m Ann. I’m Matt’s girlfriend. He’s in the kitchen right now but your friends are already in the dining room.† We enter the dining room, and were surprised to see everybody seated and having the same sort of puzzled, amazed look on their faces. Ann guides us to our seats and sits down herself. Then, Matt comes in, but we couldn’t see his face, that is, until he puts down a giant turkey right in the middle of the table. Everybody exchanges looks. One friend then says, â€Å"Didn’t we celebrate thanksgiving already? What’s the turkey for Matt?† Matt replies, â€Å"Of course it isn’t thanksgiving. But it doesn’t have to happen only once a year you know. You can be thankful anytime. In fact, I have a lot to be thankful for. I called you all up and you’re all here. And of course, you met Ann. I’m thankful for her too, of course†¦Ã¢â‚¬  Matt goes on talking until we finally get to taste the delicious bird, the stuffing, and the cranberry sauce. We all went home happily. But most of all, we all went home thankfully. We were thankful tha t everybody was doing well, thankful that we all came, and, certainly, thankful that we all have a friend like

Napoleon Bonaparte The Man behind the Soldier Essay

Napoleon Bonaparte The Man behind the Soldier - Essay Example On the other side of the spectrum, there are people who believed that Napoleon was too harsh, heartless, very rigid, and greedy which led to his eventual downfall. Up to this day, Napoleon Bonaparte, his conquests, and his personal life are still alive in society through books including his biography which are studied in schools, through discussions and forums in schools, and through analysis of the courses of events in his life. There is great scrutiny as to factors or influences which contributed to Napoleon's style of leadership or to how he ran his empire. There is a mix of factors that contribute to a person's system of actions, reactions, and initiatives. Employing certain styles or strategies in any activity does not only take into account the present situation or the present environment, it is composed of a combination of personality, life experiences including childhood and adolescence, and predispositions acquired from exposure to the activities and personalities of family members and friends. This paper aims to conduct a discourse on the factors and influences of Napoleon's personal life to the way he ran his empire or to his ruling style. It will first present an introduction, followed by Napoleon's youth and his education. The third part is Napoleon's Marriage and Family then synthesis of the paper will be reflected in the Conclusion. The paper will not expound on the French revolution or on the battles or conquests of Napoleon, but it will only touch on brief segments of history to show the qualities of Napoleon in the different stages of his life. Events relating to military transitions of power and the chronology of Napoleons rise to power will not be points of focus. Instead, fragments of Napoleon's life history will be presented. Napoleon's Youth and Education Napoleon Bonaparte was born in the year 1789 on the 5th of August. He was born in Corsica in a time when France has just defeated Corsica. After Corsica's defeat under France, Corsica rebels fled to the mountains where they continued with their fight. Napoleon's father, Carlo however readily showed his support to French rule. This angered Napoleon and resented his father for forsaking his Corsican heritage. It also created in him an aversion for the French people. Napoleon's mother, Letizia was a plain and tough woman. She was hard on her children and physically punished them in order to teach them discipline and sacrifice. There were even times when Napoleon was sent to bed without supper as punishment. His innate sense of discipline, propriety and punishment systems in the course of his reign as Emperor could very well be the influence of his mother who imposed stringent rules on Napoleon and his siblings. Carlo, Napoleon's father became a Corsican parliament representative where he saw grandeur of the French court. He was able to acquire a scholarship for Napoleon to study at Brienne which was a private academy in France. In 1778, nine year-old Napoleon who could barely speak French went to France for the first time. He had a

Sneak up dance song for native American Essay Example | Topics and Well Written Essays - 500 words

Sneak up dance song for native American - Essay Example The third version is the enactment of a warrior in battle, who searches for a wounded friend, finds him and brings him to safety. The sneak-up dance or scout dance is performed only by men. The accompanying songs support the theme of the dance and help to teach young boys how to surprise prey or an enemy. Thesis Statement: The purpose of this paper is to investigate the traditional Sneak-Up dance and songs that are unique to the Native Americans. The Sneak-Up Dance and Song The Europeans colonizing the North American continent forcefully dispersed native American groups from their original homelands to reservations or cities. This dispersal endangered many traditional rituals, dances and ceremonies of native Indians. Drumming and singing ensembles of native Americans include leader-chorus songs, unison chorus songs, and multipart songs. A singer must have a strong, wide-ranging voice and the ability to sing with others. Native American songs as well as a variety of musical instrument s including different types of rattles serve to complete the dances. However, the most important instrument is the drum for the majority of native Americans. â€Å"Every native culture has its own varied and distinctive ways of making music† (Birchfield 416). While native language carries the melody in some songs, other songs use vowel sounds such as ya, hey, hi, and lay.

Sociology Essay Example | Topics and Well Written Essays - 250 words - 8

Sociology - Essay Example I called another friend and we carpooled; he drove. It was quite a drive so it’s a good thing that there was no drinking after all. On the way, we were talking about how the others were doing now, what keeps them busy and entertained. We finally arrive. The door of the house opens and the smile of a beautiful lady, which neither of us knew, greets us. â€Å"Hello,† she says, â€Å"I’m Ann. I’m Matt’s girlfriend. He’s in the kitchen right now but your friends are already in the dining room.† We enter the dining room, and were surprised to see everybody seated and having the same sort of puzzled, amazed look on their faces. Ann guides us to our seats and sits down herself. Then, Matt comes in, but we couldn’t see his face, that is, until he puts down a giant turkey right in the middle of the table. Everybody exchanges looks. One friend then says, â€Å"Didn’t we celebrate thanksgiving already? What’s the turkey for Matt?† Matt replies, â€Å"Of course it isn’t thanksgiving. But it doesn’t have to happen only once a year you know. You can be thankful anytime. In fact, I have a lot to be thankful for. I called you all up and you’re all here. And of course, you met Ann. I’m thankful for her too, of course†¦Ã¢â‚¬  Matt goes on talking until we finally get to taste the delicious bird, the stuffing, and the cranberry sauce. We all went home happily. But most of all, we all went home thankfully. We were thankful tha t everybody was doing well, thankful that we all came, and, certainly, thankful that we all have a friend like

Sneak up dance song for native American Essay Example | Topics and Well Written Essays - 500 words

Sneak up dance song for native American - Essay Example The third version is the enactment of a warrior in battle, who searches for a wounded friend, finds him and brings him to safety. The sneak-up dance or scout dance is performed only by men. The accompanying songs support the theme of the dance and help to teach young boys how to surprise prey or an enemy. Thesis Statement: The purpose of this paper is to investigate the traditional Sneak-Up dance and songs that are unique to the Native Americans. The Sneak-Up Dance and Song The Europeans colonizing the North American continent forcefully dispersed native American groups from their original homelands to reservations or cities. This dispersal endangered many traditional rituals, dances and ceremonies of native Indians. Drumming and singing ensembles of native Americans include leader-chorus songs, unison chorus songs, and multipart songs. A singer must have a strong, wide-ranging voice and the ability to sing with others. Native American songs as well as a variety of musical instrument s including different types of rattles serve to complete the dances. However, the most important instrument is the drum for the majority of native Americans. â€Å"Every native culture has its own varied and distinctive ways of making music† (Birchfield 416). While native language carries the melody in some songs, other songs use vowel sounds such as ya, hey, hi, and lay.

The Chosen - Historic Events Essay Example for Free

The Chosen Historic Events Essay Chaim Potok uses historic events to help shape the plot of The Chosen and create conflicts and challenges for the characters to overcome. Specifically, the Holocaust and the Zionist movement create a feeling of aversion between the Malters and the Saunders by setting the Malters reform Jewish, Zionist beliefs against those of the Hasidic, anti-Zionist Saunders. In the end of The Chosen, after the strength of Reuven and Dannys friendship has been thoroughly tested, their bond emerges just as healthy as it was prior to their estrangement. The characters reactions to these events shape the entire second half of The Chosen. When the news of the intense Nazi persecution of the Jews reaches New York, the Malters and the Saunders are intensely disturbed. While David Malter is reading an account of the terror of the Holocaust, Reuven sees him break down and weep like a child(180). Reb Saunders shows his grief when he sighs, How the world makes us suffer(181). Danny and Reuven are also tense and distraught(181) after an original feeling of shock. Although both families initial reactions are identical, their solutions to the persecution of the Hebrews are radically different. Differences in ideology between the two families of The Chosen cause conflict between the two patriarchs and their sons. The Hasidic viewpoint, which is shared by Danny and Reb Saunders, is that everything that happens on Earth is the result of Gods will. Therefore, the Holocaust is what God wanted. Reb Saunders believes that there is nothing they can do but accept the will of God(181) and that no human intervention is necessary or even tolerable. Conversely, David and Reuven Malter believe that the Jewish people cannot wait for God(182), and that they must replace the treasures [the Jewish people] have lost(182). David Malter is not as sure that the future rests solely in Gods hands as Reb Saunders is and says, If we do not rebuild Jewry in America, we will die as a people(182). The Malters share a more widely accepted view that they live in a world that can be changed for better or for worse by peoples thoughts and actions. Therefore, the Malters believe that people must either speak and act against injustices or expect the worst for the world and its populace. The ideas of David, Reuven and other reform Jews sparked new interest in the notion of a Hebrew state in Palestine. Zionism was an idea with a long history, but it starts to involve the characters of The Chosen and picks up intensity after the Holocaust. Zionists, such as the Malters, believe that a Hebrew state in their ancient promised land, now Palestine, should be reestablished as a haven for the worlds Jews to live without persecution. Reb Saunders and other anti-Zionists believe that reestablishing Israel before the Messiah is sent from God would be against His will. Reuvens father becomes very active in the Zionist movement and works endlessly to help the Zionist cause. David Malter becomes physically sick from working so hard and has his third cold in five months(201). After David gives a speech at the Madison Square Garden in favor of Zionism, Reb puts a ban on any interaction between the Saunders and Malters. Reuven and Dannys friendship is seriously jeopardized when Reb Saunders orders Danny not to see [Reuven], talk to [him], listen to [him], or be found within four feet of [him](217). Reuven understandably feels a violent rage at Reb Saunders blindness (218) and that his blindness on the issue of Zionism had finally shattered [Reuven and Dannys] friendship(218). Mr. Malter, who is more understanding of others views, tries to vindicate Reb Saunders on a small level by telling Reuven, The fanaticism of men like Reb Saunders kept us alive for two thousand years of exile(219). Reb Saunderss fanaticism is demonstrated when even after the United Nations decides to make Israel a state, his anti-Zionist league denounced the United Nations vote, ordered Jews to ignore it, called the state a desecration of the name of God, and announced that the league planned to fight its recognition by the government of the United States (227). Meanwhile, Danny and Reuven are still not allowed to speak to each other. When Reuven sees Danny in the hallway, Dannys eyes spoke the words that his lips couldnt(228). After an ex-student of a local yeshiva is killed in the bloodshed taking place in Israel, Reb Saunders and his anti-Zionist followers stop their protest. Later, at Dannys sisters wedding, Reb Saunders finally breaks down the barrier between the Saunders and the Malters he had so vigorously constructed by inviting Reuven over for Shabbat. Eventually, Reuven and Dannys friendship becomes just as strong as before their separation, exhibiting that their bond could outlast the reign of a harsh dictatorial father like Reb Saunders. Danny Saunders is visibly delighted by the reintroduction of Reuven and his friendship when he smiled hesitantly, his blue eyes bright and shining (244). Danny and Reuvens triumph over Reb Saunderss severe exile of the Malters can be interpreted as a metaphor for freedom prevailing. The growth of characters and the events in the second half of The Chosen are determined by their reactions to the Holocaust and to the Zionist movement. After having been separated because of differences in opinion, Reuven and Danny realize that their friendship is stronger than any political or religious differences they may have. David Malter and Reb Saunders, although very different, end up accomplishing the same task in raising fine young men who grow to cherish their own independent system of beliefs.

A critical analysis of my clinical practice and reflection

A critical analysis of my clinical practice and reflection Introduction This assignment will discuss the development of my professional skills, learning opportunities, and activities that have developed and benefited my learning experiences. I will use reflection and referrer back to written work in my portfolio this will link the theory to practice and will show a continuous improvement in the knowledge and understanding that I have gained in previous placements, according to Beskine (2009) practice from clinical placements are fundamental in allowing students to put the theory learned at university into practice under the supervision of an experienced mentor. As registered nurse I must be able to justify any action or decision made, this can be seen throughout my portfolio as I have tried to justify any action or decision I have made through evidence based knowledge and research findings, according to Richards and Edward (2003) who have stated that public trust and confidence in the profession is dependant on its practitioners being seen to exercise their accountability to ensure that the interests of the patient is respected. The Quality Assurance Agency (1997) has defined a portfolio as a structured and supported process undertaken by an individual to reflect upon their own learning, performance and achievements when planning for their personal educational and career development. As a registered nurse my goals will be to further my life long learning and gain as many skills as possible to enable me to carry out my practice safely and with competence. The evidence of this shall be shown through the ongoing development of my portfolio, which will identify opportunities for growth in my personal and professional life. According to Nursing Midwifery Council (NMC) 2004, It is necessary to show motivation and commitment through the development and planning of your own learning. There will also be discussion on the clinical skills laboratories (CLS). Main Body The Students rational for choosing the topic of; compression bandaging for leg ulcers; was the shock, when she realised that the estimated cost to the NHS in managing leg ulcers is  £300-600 million a year. (Simon et al 2004) In the UK alone, it has been estimated that between 80,000 and 100,000 people will have had a leg ulcer at one time or another, with some remaining unhealed for more than 10 years. (Walker Adderly 2007). Managing leg ulcers also places a considerable drain on health resources, with district nursing spending between 25-50% of their time treating patients with leg ulcers (Casey 1999), according to Briggs and Closs (2003), a large part of the nurses workload especially in the community is taken up with this task, as people get older they are at increased risk of developing arterial and venous incompetence, which is the underlying cause of leg ulceration, improved life expectancy means the number of people with ulcers is likely to rise (Franks and Moffatt, 2007). The student noticed this more on her final 14 week management placement with the community nurses; half of her time spent with the nurses was taken up with changing compression bandages. Reflecting back, the student looked at her logs from first year [Appendix 1] and noticed that the treatment of leg ulcers has not changed dramatically in these past three years, but the students perception knowledge and understanding of this condition has. Reflection provides a framework upon which individuals can modify both perception and behaviour based upon experience (Dewey, 1933; Schà ¶n, 1983). It is also considered to be a central part of developing expertise (Sternberg, 1999). When the student first went to a community placement in 2nd year, she along with her mentor attended a patient with leg ulcers, [Appendice2] she assisted the nurse when she washed the patients leg, using tap water, the leg was dried and a mixture of 50%50 w/w cream; (Ointment containing 50% w/w Liquid Paraffin BP and 50% w/w White Soft Paraffin), was applied below the knee of the leg, then watched as the district nurse, applied a modified form of compression bandaging. The student and her classmates had practiced this procedure in CLS labs, week three, Care of the patient with chronic wounds; the labs are designed to ensure flexibility of use in providing an environment where clinical skills learning can be facilitated to support a diversity of clinical learning experiences and environments. Every year the NHS pays out about  £400 million in settlement of clinical negligence claims.   It is increasingly recognised that up to as much as 70 -80% of medical error could be attributed to poor technical skills; those most at risk of committing errors are inexperienced practitioners. Creating simulated scenarios allows us to practice our skills and make mistakes in a safe environment (Engle 2008). The nurse explained that there where different causes for the ulcers and also different dressings and compression therapies. The student also looked up the pathophysiology, and the psychological effects of the condition, linking theory to practice, reading journals and articles the student got an overview of the disease, failing venous valves lead to blood pooling in the veins. This is confirmed by the use of a Doppler ultrasound, which tests the flow of blood in the leg. Cells and fluid, from the blood leak into the surrounding tissue, causing oedema. Red blood cells, leak into the tissue and break down, resulting in brown staining of the skin known as, haemosiderin. Further tissue damage occurs when white blood cells clump together to cause inflammatory reactions. Congestion in the veins results in reduced blood flow. Tissues do not receive adequate nutrition and the skin becomes dry, flaky and itchy. Lipodermatosclerosis can also occur, caused by fibrosis of the fatty tissue, maki ng the leg hard and woody to touch, this makes the skin fragile and scratching or trauma may lead to ulceration of the leg and a chronic wound that could take weeks or months sometimes years to heal (Stud 2009). According to (RCN 2006), (SIGN 26, 1998) compression bandage therapy is the gold standard treatment for venous leg ulcers. The bandage types are classified depending on the degree of sub bandage pressure they exert on the limb, the highest pressure is up to 40mmHg at the ankle (resting pressure), gradually reducing to about 17mmHg just below the knee Anderson (2008). Achieving this healing depends mostly on the patients willingness to accept clinically effective care; many of the patients feel that they cannot carry on with the treatment as the compression bandaging is uncomfortable. The graduated compression starts with the highest pressure at the ankle, this squeezes the lower leg as the calf muscle changes shape on movement, but the muscle movement is constrained by the compression bandage with the effect of increasing the squeeze on the veins in the legs, as the muscle movement is concentrated inward and if the vein is relatively intact it will more likely close with the extra pressure from the compression (Anderson 2008). This movement may prevent the backflow of blood as the calf muscle is strong and the speed of the venous blood is increased it could mean that the white blood cells are less likely to clump together thus reducing inflammation in the blood vessel (Oduncu et al 2004). Using compression this way, will increase flow, reduce venous reflux and ankle oedema, therefore improving the microcirculation and encourage the healing process (Board and Harlow 2002). As the flow improves nutrients reaching the skin again will improve the sensitivity and dryness of the skin. The compression therapy is not a cure it may be a lifelong process where the patient has to be properly supported. The patients psychological wellbeing is also monitored, (Jones et al 2008), studies carried out show that patients with chronic leg ulcers suffer from depression and feel socially isolated, they restrict their social lives because of the exudates and odour leaking through the bandages. In many cases the ulcer will heal with relative ease once the oedema is under control approximately 12 weeks (Moffat et al 1992). Larger ulcers may take months or years to heal, (Palfreyman et al 2007) effective treatment should help reduce the symptoms and quality of life for the patients, this is why a holistic approach is needed to ensure the patients psychological needs are also met; this in turn may encourage compliance on the patients part. The student is now in her final placement which is back in the community, she has her own case load of four patients. One of these patients has a leg ulcer, she wears compression stockings, while this is not a chronic ulcer great care still has to be taken, as the recurrence rate of venous ulcers is high, hosiery helps to reduce the risk and prolongs the time in a healed state (Bradley 2001). The student also went out with the district nurse who is mentoring her, she allowed her, under her direct supervision to wash and apply the dressings to one of her clients who has a chronic leg ulcer, it is recognised that students must be given opportunities to participate in various clinical skills, the NMC (2006) requires mentors to be able to support student nurses develop nursing competencies, while being professionally accountable for the student, and also provide support and assessment while on placement. Prior to undertaking the wound dressing, the student had to demonstrate an appreciation of the theoretical and practical aspects underpinning the procedure of compression bandaging to the mentor. This was done by the student reading journals on wound care, looking up articles on the internet, and then discussing them with her mentor. The clients consent was given, this allowed the student to carry out the procedure. The student read the last entry in the care plan to see what dressings where used previously. Then she gathered all the equipment that she would need, Towels, cream, water, a dressing depending on how bad the leg would depend on what dressing was used. The bandaging comes in kit form and is priced according to size from  £5.65 to  £10.58 (Scottish drug tariff 2007). Reading the care plan the student knew that this patient has had a chronic venous leg ulcer, for about 6 weeks, the measurements were taken at every dressing change to see if the ankle circumference has changed due to the reduction of oedema. The leg was stripped down, it was very wet and smelly, the dirty dressing then went into the bag provided and disposed of in the bin. The leg was washed with Epaderm Cream, this is very effective in moisturising the leg it counteracts the loss of essential oils from the skin. As the student knew that her mentor was going to ask her to perform the task, she looked up her reflective diaries in her portfolio and read back on them to see how she carried out the procedure then, and how she felt about carrying them out. According to Redfern and Hull (1997), portfolios offer an important contribution in the form of a step-by-step method that reflects practice. The student had written an account of her past experience in the first year log, as she had not used a model of reflection it was difficult to remember how she felt carrying out the procedure, she did describe the task well enough but the feeling and evaluation would have been useful, how did she feel about the task, was the wound really odorous, was the patient satisfied with the outcome, would she have carried out the procedure the same way, coming back to the present task the action plan would have been very handy. Gibbs model for reflection (1988), the student has applied this model to most of her work throughout the three years of placements, but at the beginning of her training she did not, she now realises that using models of reflection in essays and practice portfolios gives written evidence that shows critical thinking, and relates theory to practice. Using the six stages of Gibbs reflective model, description, feelings, evaluation, analysis, conclusion, action plan, by using this model the student can analyse her learning experience, and present this as evidence against NMC standards. The student also looked out and read tissue viability journals and wound supplements and searched the internet for wound care information. Current governmental policies have called for all professional groups to work within a framework of evidence-based practice (EBP) which is underpinned by continuing professional development. The essence of all this is to ensure that all health care professionals operate within a framework of clinical governance that assures clinical competence and provision of quality health care. (Basford and Slevin, 2003). Once the leg was washed and dried a hydrocolloid dressing was applied, this helps absorb some of the exudates, the student then applied the wool padding using a simple spiral technique with a 50% overlap, this helps to protect bony prominences and pads the ankle out. The third step is a light conforming bandage, the foot is flexed to 90 degrees and the bandage is applied from the toes to the knees also using a simple spiral technique with a 50% overlap. The forth step is applying the cohesive bandage, the student made sure the mentor was happy with what was done so far before carrying on she also asked the patient if he was alright, then keeping the foot flexed to a 90 degree angle the bandage was applied with a 50% overlap and a 50% stretch, ensuring the heel was completely covered. The student felt cautious about carrying out the final stage of this procedure because of the implication, for instance if the dressing was too tight it may cause trauma to the leg, but the mentor supervised all the way through the procedure, when the bandaging was finished the student felt that she had carried the task to the best of her ability, there was a feeling of satisfaction the bandage looked neat and secure the patient offered no complaints. When the student had asked his consent he told her that he would say immediately if he felt uncomfortable, because of the exudates the bandage would only be on for two days not a week as is the usual time in between dressing. The patient will be holistically re-assessed each week and his progress recorded, the student filled in the patients care plan and her mentor countersigned, as a student nurse preparing to register with the NMC you have both a legal and professional duty of care. This should be demonstarted in your ability to keep a record and full account of any assessment and care that you have planned for or provided (NMC 2004). The student didnt think she could have done any better, she was pleased that he mentor allowed her to carry out this procedure, a little weary about the 50% overlap and stretching the bandage, but was confident in her practice, the task went smoothly. The student will continue to reflect and study leg ulcers and compression bandaging to further her knowledge. The mentor observed the student performing the task, under direct supervision, she assessed that the student was working to the correct and appropriate standard for her level of training, this will be recorded in the students assessment practice record and signed. While in practice mentors are assessing students against the NMC standards of proficiency, they are not only assessing their practical skills, but their knowledge levels and attitudes which underpin their practice (Richards and Edwards 2003). Conclusion In this assignment I have disscused the learning opportunities and the activities that have helped develope my professional development in the area of compression bandaging for the care of leg ulcers. I have shown that reflection and reference to previous work and teaching materials have developed my skills, confidence, knowledge and intuition in the care of managing leg ulcers and applying the appropriate dressings and therefore linking my theory to practice. I have shown the ability to justify reasoning for any actions or decisions which I make through evidence based practice, knowledge and research findings. For my professional development and future practice I will continue to futher my life-long learning and gain as many skillls as possible to enable me to carry out my practice safely and with competence. The evidence of this shall be shown through the ongoing development of my portfolio which will identify opportunities for growth in my personal and professional life.