All Souls Essay free essay sample

All Souls Essay In the memoir All Souls, by Michael Patrick MacDonald, one significant event that takes place were the busing movements, along with the riots that followed. During the 70s, when Michael was very young and in grade school, the Boston busing crisis began. The Boston government began busing kids to schools in different neighborhoods, in an attempt to desegregate schools. This caused mass outrage in many areas, especially Southie. Outside of Southie and the projects, society expected people accept these changes and to accept the desegregation. But in Michael’s community, everybody was against this, and took violent actions against it. By both his family and his community, Michael was expected to be against the busing movements. As it would turn out, Michael was also against it. He went as far as to throw rocks at the buses coming into his town. He described it as shameful if you did not partake at least a little bit in the violent acts. We will write a custom essay sample on All Souls Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This example of the busing is a great example of how one’s mind is influenced by others. Here, Michael can be influenced by one of two sides; larger â€Å"outside† society telling him to accept the busing, or his family and small community telling him to deny it. I feel as if no matter who or what, one is much more influenced by the ones closest to them, whether it be a close family or a close community. Michael describes in the book that at many points, it feels like it’s Southie vs. the World. And no matter what, as another member of the Southie community, Michael will side with his home.

Free Essays on The Mayor Of Casterbridge

In the Mayor the Casterbridge, Thomas Hardy presents Michael Henchard as a dynamic character, who, over the course of the novel, slowly changes from a selfish prideful young man into a downtrodden poor old man. This metamorphosis can be seen in myriad instances throughout the novel. It is through these instances that we can make the judgement whether Henchard is a dynamic character. Early on in the novel, Henchards exhibits his dynamic nature. For example, in the beginning of the novel, Henchard sells his wife and child, Susan and Elizabeth Jane, to a sailor named Newson, for five guineas, â€Å"I’ve lived with thee a couple of years, and nothing but temper! Now I’m no more to ‘ee; I’ll try my luck elsewhere. ‘Twill be better for me and Elizabeth Jane, both. So, good bye!† (pg 10-11). Later on in the novel, when Henchard and his estranged family reunite for the first time in eighteen years, Henchard sends Susan and Elizabeth Jane a letter with five guineas contained within (pg 65). In effect, Henchard is buying his family back again. This act cements Henchard as a dynamic character, for though the actions are very similar, he does them for completely opposite reasons. In the first instance, Henchard uses the five guineas to sell his family, while in the second he uses the money to persuade his family to rejoin him. In th is way, Henchard can be seen as a dynamic character, for he has changed from a man concerned only about his own comfort to a man who cares about others. Secondly, Henchard finally confesses to his past, an act that a static character would find impossible. Throughout his solitary life in Casterbridge, Henchard is quite unforthcoming about his life’s history. It is only until the furmity woman makes an appearance in Casterbridge that some of Henchard’s past history is finally uncovered (pg 212). Through the unveiling of his past deeds, Henchard once again is able to be classified as a dynamic chara... Free Essays on The Mayor Of Casterbridge Free Essays on The Mayor Of Casterbridge In the Mayor the Casterbridge, Thomas Hardy presents Michael Henchard as a dynamic character, who, over the course of the novel, slowly changes from a selfish prideful young man into a downtrodden poor old man. This metamorphosis can be seen in myriad instances throughout the novel. It is through these instances that we can make the judgement whether Henchard is a dynamic character. Early on in the novel, Henchards exhibits his dynamic nature. For example, in the beginning of the novel, Henchard sells his wife and child, Susan and Elizabeth Jane, to a sailor named Newson, for five guineas, â€Å"I’ve lived with thee a couple of years, and nothing but temper! Now I’m no more to ‘ee; I’ll try my luck elsewhere. ‘Twill be better for me and Elizabeth Jane, both. So, good bye!† (pg 10-11). Later on in the novel, when Henchard and his estranged family reunite for the first time in eighteen years, Henchard sends Susan and Elizabeth Jane a letter with five guineas contained within (pg 65). In effect, Henchard is buying his family back again. This act cements Henchard as a dynamic character, for though the actions are very similar, he does them for completely opposite reasons. In the first instance, Henchard uses the five guineas to sell his family, while in the second he uses the money to persuade his family to rejoin him. In th is way, Henchard can be seen as a dynamic character, for he has changed from a man concerned only about his own comfort to a man who cares about others. Secondly, Henchard finally confesses to his past, an act that a static character would find impossible. Throughout his solitary life in Casterbridge, Henchard is quite unforthcoming about his life’s history. It is only until the furmity woman makes an appearance in Casterbridge that some of Henchard’s past history is finally uncovered (pg 212). Through the unveiling of his past deeds, Henchard once again is able to be classified as a dynamic chara... Free Essays on The Mayor Of Casterbridge In Thomas Hardy’s novel, The Mayor of Casterbridge, the fruit of cruelty and insensitivity appear throughout the novel. Hardy portrays this fact through most of his characters, including the novel’s protagonist, Michael Henchard. Henchard displays his insensitivity when he shuns Elizabeth-Jane Newsome; he discovers that she is not his biological daughter. In addition to the cruelty and insensitivity of the novel’s protagonist, Hardy’s portrayal of Joshua Jopp, the townspeople, and Elizabeth-Jane, show signs of cruelty and insensitivity at times. Joshua Jopp, a corn-factor in Hardy’s The Mayor of Casterbridge, shows his ability to be cruel and insensitive in the novel. Jopp first show signs of cruelty and insensitivity when he joins Michael Henchard, the Mayor, in a plot to cripple Donald Farfrae’s business. Donald Farfrae, who wins the love of the people because of his ability to work the agricultural resources, takes Jopp’s position a s the town’s corn-factor earlier in the novel. Jopp, obviously still upset about past events, gladly conspires to take him down. He and Henchard make a plan, which involves a weather prophet, who prophesizes that the weather would be bad for corn-growth in Casterbridge. Upon the hearing of this news, Henchard, with Jopp’s consultant, decides to store up all the corn. After the plan fails (the weather was good and Farfrae’s crop prospers) however, Henchard, of course fires Jopp. Jopp vows to get Henchard back and gets his chance when the ex-mayor has to live with him. Henchard asks Jopp to deliver a package, which contains the secrets of Henchard’s past relationship with Lucetta Templeman, wife of Donald Farfrae. Jopp, who is unaware of the contents of the package, decides to look in the package, and when he does, decides to be cruel and insensitive for the final time. He takes the contents of the package, which were love letters written form Lucetta to He nchard, and reads them to the ...

Scientific Publications Exercise Research Paper

Scientific Publications Exercise - Research Paper Example ar dynamics simulations have shown that interactions of lipid head groups with the protein is with the help of weak charge and hydrogen bond interactions. A set of exchange reactions governs the effective binding of lipid molecules usually defined by equilibrium constant. Thus the annular site on a protein membrane bilayer containing PC and PS mixture would be occupied by either a PC or a PS molecule Author were trying to prove that the anionic lipids could significantly effect the functioning of channels. This is evident from the explanations on the lipid phosphatidylserine which made the channels active irrespective of phosphatidylcholine being present in large numbers. The conclusion is inadequate to establish their claims. Though the author is of the opinion that binding to large charge clusters could influence the anionic lipids on the channel function , they also believe that the collective influence of the physical properties of the lipid layer cannot be ruled out. It was suspected earlier that an infectious agent was associated with the initiation of cancer in any normal cell. After one hundred years of research it is established that the viral, bacterial or a parasitic infection had a definite role in the human carcinogenesis. Further, the estimates have shown that the proportion of vulnerable cancer cases could also be reduced to a level of 20 percent if particular infectious agents could be eliminated. The enquiry to explore where the infectious agent causing cancer is partially answered in the case of Merkel cell carcinoma. Some of the carcinoma condition was developed after having infected with epidemic like AIDS. The research results presented in this paper explain that just detecting the microbial genome cannot confirm the incidence of cancer. Also, it is proposed that no one can infect a person with the causative agent and then wait for any signs of incidence of cancer. Thus the authors confirm that the evaluation method that assigns specific

The Problem Of Planning Essay Example | Topics and Well Written Essays - 1500 words

The Problem Of Planning - Essay Example In statistical terms, random sample means the set of items that are drawn from a large set of items (population) and it is the subset of the population. The method of sample satisfies the criterion of randomness, that is, each item has equal chance to be drawn or selected. The only factor an item to be selected is mere chance. But in order to ensure the equal chance to all items, once an item is selected, it should be replaced by the population. If the population consists of heterogeneous subgroups or different strata, it would be advisable to sample each subpopulation (stratum) separately. Stratification is the process of grouping members into relatively homogenous groups. The random sampling is applied within each stratum. This method of random sampling from different strata improves the representative nature of the sample by reducing the sampling error. The sample size is the number of observations that constitute the sample and it is normally represented by an integer (positive number). The sample size is determined by a number of factors like convenience, time, money and the purpose of the study. But in many cases, the decision of sample size becomes confusing. Though the published literature on this issue is not very much rich in comparison to its importance, there are articles and books which are concerning the sample size determination. Some of them are Kraemer and Thiemann (1987), Cohen (1988), Lipsey (1990), Shuster (1990), and Odeh and Fox (1991). Determining Sample Size is such an important issue that the reliability of the results mainly depends on this. The decision of how large would be a sample is so important that it enables the statistical judgments would be accurate and reliable. For this, the sample size should not be too small or too large.

American us history to 1877 Essay Example | Topics and Well Written Essays - 500 words

American us history to 1877 - Essay Example While it could be expected for the government and the system to have certain rights associated with liberty and life, yet the King of Britain was found to incorporate laws that completely restricted the freedom of the colonies of the United States, and the colonies had been patiently suffering. The King had refused his assent to laws that were needed for the benefit of the public as a whole. He also didn’t allow his Governors to pass those laws that were more important needed immediate attention (The Declaration of Independence). The King restricted the accommodation of people from large districts and would allow them only if they renounced the right of representation in the legislature. He chose unusual and uncomfortable locations that were far away from the depository of public records for meetings with legislative bodies intending to exhaust them by making them comply with his measures. He obstructed the laws for Naturalization of Foreigners preventing the population of the States. Not only these, he also affected the independence of the military and civil power (The Declaration of Independence). Considering these above mentioned activities of the King, the Declaration of Independence was written to explain these reasons that restricted the independence of the States and that the States wanted to take measures against such tyranny of the King of Britain. The Representatives of the United States of America thus assembled to the Supreme Judge of the world and wanted their intentions to be supported that were meant for the good of the public in general giving them the right to be free and independent (The Declaration of Independence). From the above study, it could thus be learnt that the Declaration of Independence was written in order to reach out to the common mankind with the injustice and tyranny that they were been targets of under the rule of the then

Nursing, ethics and sociology

Nursing, ethics and sociology Introduction: In this essay, I will discuss several issues that seem to bind nursing practice with questions of ethics, sociology and management. Reflective practice is an important aspect of nursing management and in this essay we discuss implications of discrimination in nursing care and examine the importance of anti-discriminatory perspectives in nursing. In this paper, the case study I will elaborate is of an elderly woman who was of a non-British ethnic origin and spoke little English. A junior nurse visited her home to provide care but her attitude towards the patient has been discriminatory and abrupt, a situation that calls for serious reflection on the issues of racial discrimination at the clinical setting. The patient was apparently treated with leg ulcer. The questions that have to be considered here are: Where in the observation did discrimination occur and how this could have affected the delivery of care given? And how has discrimination influenced the lady’s care? The concept of anti-discriminatory practice as a contemporary issue within adult nursing is discussed here considering observational evidence and similar case studies. Reflection in Nursing: Reflective practice in nursing is guided by models of reflection. Reflective practice model serves as a framework within which nursing or other management professions can work. Reflective practice model is also a structural framework or learning model that serves the purposes of a profession and is particularly applicable to health related professions. Any portfolio of practice includes a model of reflection as reflection helps in determining what was positive or negative or a learning experience within the profession. Reflective practice highlights the importance of learning from experiences after thinking about it and relates the practical experiences to the theoretical learning approaches. The four important reflective models that form part of the clinical and nursing portfolio are: Gibbs Model of Reflection 1988 Kolb’s Learning Cycle – 1984 John’s Model of Reflection – 1994 Atkin and Murphy’s Model of Reflection 1994 Theoretical Framework: Gibbs Model of reflection is shown in a cyclical manner and is represented a follows: Gibbs model of reflection (1988) Given by Gibbs, 1988. Source: CPSU, 2005 Unlike Gibbs’ model that has five stages, Kolb’s Learning cycle with four stages is shown as follows: Source; CPSU, 2005 In the Gibbs’ model, the event is reflected upon and includes a description of what happened followed by feelings about the situation, and reflection on what the thoughts and feelings were at that time upon being into the situation. The nursing professional then personally evaluates whether the experience has been good or bad for her and analyses whether she can make any sense to the situation. The conclusions are drawn depending on alternative and what else could have been done with the situation and what were the other options available to tackle the situation better or more appropriately. Proposed and future action plan is thought of and how the situation will be acted upon in the future is also determined. Kolb’s model however stresses on the importance of generalizations of concrete experiences testing the implications in similar situations. Whereas John’s model of reflection emphasizes on the stages of description of the event, reflection on what was aimed at, the factors influencing strategies, alternative strategies to what have been used, and learning from the experience, Atkin’s and Murphy’s model of reflection is on analysis and identification of the learning experience and action planned based on awareness and evaluation of this relevance of knowledge. Considering these models of reflection, we will use only the more popular Gibbs model to evaluate the case study discussed here and the situation of discrimination against the elderly lady Mrs. B as observed. Background and Literature Survey: The importance of reflection as part of the learning experience and using reflection as a means of improving one’s professional skills and future performance by evaluating the situation and the mistakes has been emphasized in many professions including teaching and nursing. In the Kolb cycle, reflective observation is the second phase. Reflection in action or while doing something in the job and reflection on action or some form of evaluation after the job is done, are included within reflective practice. Reflection includes several phases from simple problem solving of individual cases, to analysis of the situation considering relevant literature as well as broader social and political factors. Gustaffsson and Fagerberg (2004) emphasizes on the advantages that could be gained from reflection mainly among registered nurses or RNs. They examine the questions on the implications of nurses’ reflections, the subject matter of their reflection and how they are able to deal with their reflection and how they improve their professional approach through reflection. The authors describe the experiences of the nurses and their reflection in relation to the nursing situations to understand how the nurses use reflection in their daily work. The study included interviewing four registered trained nurses and the qualitative differences of the nurses reflective experiences were categorized. One of these is the category of reflection itself; but the ethical considerations within the nursing care situation and consequence of facing the situation or meeting the requirements of empathy or professional development are also important. The nurse attitudes and opinions on their reflective p ractice, what they thought about the situation and how they feel they will control similar future situations serves a model of future professional development. Gustaffson and Fagerberg point out that reflective practice has relevance for clinical practice as by understanding the contents of nurses’ reflections, it is also possible to understand the advantages of reflective practice and how and when such measures should be used by the nurses for further professional development. Fairley (2005) gives a consultant nurse’ perspective of a clinical role in critical care unit that has evolved as a central feature of all surgical high dependency units (SDHU) in large teaching hospital trusts. Advanced nursing practice is perceived not as the acquisition and application of technical procedures which are usually undertaken by doctors, but also an integration of medicine and nursing where holistic nursing assessment and symptom focused physical examination go hand in hand. Fairley presents a reflective account of practical problems encountered relating to role integration, professional autonomy, legal and consent issues, non-medical prescribing, and role evaluation (Fairley, 2005). The paper successfully describes a model of nursing applied to high dependency units integrating the role of the advanced nurse practitioner within the medical and clinical team an reflective practice plays an important role by being the main method of evaluation of a consultant nur se’ perspective. In a study on the importance of reflective practice in family care, Peden-McAlpine (2005) discusses the design, evaluation and outcomes of a reflective practice intervention (RPI) that was used to train critical care nurses on how to incorporate family intervention into their nursing practice. The benefits and problems of reflective practice are many and most beneficial aspects include improvement of professionalism and better ability to tackle similar situations leading to professional development through experience in nursing. Reflective practice is of experiential nature, it relates to a nurse’s experience and learning from the experience. In the study discussed by Peden-McAlpine, interviews were conducted with eight staff nurse participants after the training of RPI to determine changes in family practice when reflective practice was used. Three essential themes were identified on analysis of the interview texts and the authors have given the three themes relating to exper iences in nursing after participating in the RPI program as follows: (1) acknowledging, re-framing preconceived ideas about families, (2) recognizing meaning of family stress, and (3) incorporating family into nursing care (Peden-McAlpine et al, 2005). The reflective practice intervention program practices by nurses helped them to change their attitudes towards critical care especially in family and enhanced their communication and ability to build proper relationships with families bringing in a new way of understanding family stress or appreciating family values. The nurses thus had a new perspective of family system after their training of reflective practice on family critical care. Considering the benefits of changing nursing attitudes and developing professionalism through reflective practice, many authors have emphasized the need to use reflective practice as a training method within nursing education. Chabeli and Muller (2004) use a qualitative contextual and exploratory descriptive design for theory generation that was used to develop model facilitating reflective thing in clinical nursing education. The authors cited Wilson (1963 and Gift (1997) who provided a theoretical framework for a concept analysis of reflective thinking in nursing education. The paper also gives the case o 12 nurse educators who participated in a focus group interview on how reflective practice can be facilitated in clinical nursing education and the consensus was for a classification of reflective practice recognizing the main elements of practice and a deductive analysis and synthesis after conceptualization of each main concept. The importance of a conceptual meaning has been hig hlighted as theories with well-defined concepts and elements could facilitate reflective practice and can form an important part of clinical nursing education. Guidelines could be developed according to the theoretical framework of reflective practice and can give a new direction nursing education. In a later study, Chabeli and Muller also provided a model of reflective practice that could be used as a theoretical framework in nursing education. However, the authors suggest that ‘ Reflective thinking has become a popular word in nursing education world wide, but its meaning and effective use remains debatable because of lack of clarity in its meaning’ (Mackintosh, 1998:553 cited in Chabeli and Muller, 2004). Case study: The case of our elderly patient Mrs. B suggest that the nurse’s discrimination and ill behavior against the woman, relates to discriminatory practice, something that could be and should be stopped using reflective practice (also see Sheffield et al, 1999). The junior nurse in charge who was responsible for such an incident was given reflective practice as a framework for professional development. She was recommended to go through the Gibbs model of reflection in which she analyzed how and why she behaved the way she did, what she will do in future situations and how she learnt from the experience to not repeat her discriminatory behavior in the future. The implications are that the behavior of the nurse has led to poor quality of care delivery to the patient. The junior nurse who treated Mrs. B badly was recommended to go through reflective practice intervention to change her attitudes towards other races and ethnic minorities. According she participated in reflective practice sessions when she verbally as well as in writing had to describe the events in which she engaged in discriminatory practice and also evaluated her responses and indicated her future course of action and other alternatives for similar situations. Conclusion: In this essay I discussed the implications of reflective practice in nursing considering the theoretical frameworks of reflective practice. All the main models of reflective practice have been discussed and the models were used to consider a discriminatory case of an elderly patient who was wronged by a junior nurse. The patient was being treated for leg ulcer and was reportedly badly and disrespectfully treated by the nurse. The nurse was asked to go through reflective practice and mainly using Gibbs model of reflection, had to complete an exercise in which she described the event, indicated her feelings of the event, evaluated whether it was a good or bad experience, analyzed her own response to the situation, concluded what else she could have done for the situation and finally drew up an action plan for future similar circumstances. Bibliography: Atkins, S. and Murphy, K. (1994) Reflective Practice. Nursing Standard 8(39) 49-56 Gibbs, G. (1988) Learning by Doing: A guide to teaching and learning methods. Further Education Unit, Oxford Brookes University, Oxford Johns, C. and Graham, J. (1996) Using a Reflective Model of Nursing and Guided Reflection. Nursing Standard 11 (2) 34-38 Haddock, J. and Bassett, C. (1997) Nurses Perceptions of Reflective Practice Nursing Standard 11(32) 39-41 Kolb, D.A. (1984) Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall, New Jersey Schon, D.A. (1983) The Reflective Practitioner. Temple Smith: London Sheffield J, Hussain A, Coleshill P. Organizational barriers and ethnicity in the Scottish NHS. J Manag Med. 1999;13(4-5):263-4. Smith A, Jack K. Reflective practice: a meaningful task for students. Nurs Stand. 2005 Mar 9-15;19(26):33-7. Moeti MR, van Niekerk SE, van Velden CE. Perceptions of the clinical competence of newly registered nurses in the North West province. Curationis. 2004 Aug;27(3):72-84. Chabeli M, Muller M. A model to facilitate reflective thinking in clinical nursing education. Curationis. 2004 Nov;27(4):49-62. Peden-McAlpine C, Tomlinson PS, Forneris SG, Genck G, Meiers SJ. Evaluation of a reflective practice intervention to enhance family care. J Adv Nurs. 2005 Mar;49(5):494-501. Chabeli M, Muller M. Reflective thinking in clinical nursing education: a concept analysis. Curationis. 2004 Nov;27(4):37-48. Fairley D. Discovering the nature of advanced nursing practice in high dependency care: a critical care nurse consultants experience. Intensive Crit Care Nurs. 2005 Jun;21(3):140-8. Epub 2004 Dec 8. Somerville D, Keeling J. A practical approach to promote reflective practice within nursing. Nurs Times. 2004 Mar 23-29;100(12):42-5. Clouder L, Sellars J. Reflective practice and clinical supervision: an interprofessional perspective. J Adv Nurs. 2004 May;46(3):262-9. Gustafsson C, Fagerberg I. Reflection, the way to professional development? J Clin Nurs. 2004 Mar;13(3):271-80. For diagrams, see Clinical Placements Support Unit – UCE Birmingham http://www.hcc.uce.ac.uk/cpsu/

Does The State Overstep Its Legitimate Function When It Prohibits Abortion :: essays research papers

Whether abortion is immoral or not, the state oversteps it’s legitimate function when it prohibits abortions. Here’s why:   Ã‚  Ã‚  Ã‚  Ã‚  When the state oversteps its boundaries and prohibits abortions it is denying our personal freedoms. We have the right to choose our own religions, jobs, schools and many other examples. But why can we not choose to have a baby aborted if we feel it’s necessary. For example, if a young lady in high school unfortunately gets pregnant, she should be able to make the decision to either have the baby or decide that she’s not ready to birth a child and have it aborted. Some people might say she should not have that choice, but who are they to make that decision.   Ã‚  Ã‚  Ã‚  Ã‚  In another case were the state oversteps it legitimate function when it prohibits abortions, is when a woman has been raped. With this circumstance should the woman be forced to have a kid that she did not want in the first place? If a woman is raped she should be able to choose an abortion because she was violated and has had a personal freedom taken from her already.   Ã‚  Ã‚  Ã‚  Ã‚  Some people might say, â€Å"It’s not that we don’t like abortion, it’s the issue of safety.† There have been cases of people dying or having serious medical problems due to the abortion procedure. Even with laws in place giving guidelines to doctors on the procedure, some doctors or unlicensed doctors still could injure a person, or even kill them. To think that is ludicrous, because a person could go to a licensed doctor that has statistics of his procedures.   Ã‚  Ã‚  Ã‚  Ã‚  Other people might say that abortion is murder. Abortion is the killing of a life that is starting to develop into a human being. With this circumstance, abortion should be treated as a crime and a punishment for that crime should be given.