Why the Spanish Carribean was unable to maintain control over its own Essay

Why the Spanish Carribean was unable to maintain control over its own Industries - Essay Example Production continued to increase up to 1925 well production deteriorated thereafter because of a series of restrictive policies first on the Cuban government and then on the part of the United States aimed at reducing overproduction and restoring prices. The division of labor and the existence of major production and processing machinery meant that workers were separated from the means of production and subjected to industrial discipline. (Ayala, 50) The plantation systems created a capitalist form which was dominated by the oligopolistic giant in the world sugar market. The Spanish Caribbean was unable to maintain control over its industries because of the introduction of the most modern forms of economic organization which lead to the emergence of wage labor based on the inability of the labor to handle the new technology. This was coupled with the poverty and inequality and the lack of capital for investment. Furthermore, the development of the free labor market and the introducti on of the latest technological advances in the sugar mills, and the fast-paced economic integration to the US economy were the major causes of the persistence in poverty and underdevelopment. (Langley, 271-5) The entrance of the US in the market caused a massive ripple in the industry because of the US had the latest technology and trained workers to handle the production process. The US easily captured and dominated the market because of the inability of the Spanish Caribbean to contain the massive raw material production due to lack of sophisticated industries and technologies that were owned by the US. Furthermore the US had the capital required to invest and run the business effectively which was lacking in the Spanish Caribbean. Innovative technologies and increase in the scale of production radically transformed the business of sugar production. The idea of land concentration also created a scenario in which a few land owners acquired most of the land resulting in the majority of the population being landless and also the immigration of more workers for the sugar industry without any changes in the land tenure further aggravated the landlessness situation in the areas and local class relations were transformed and the workforce proletarian by large-scale investments in sugar centrals. (Langhorn, 10) The large landowners received economic compensation, but workers were simply expelled from the land and their houses were demolished. The eviction of the agricultural workers disregarded traditional usufruct rights over parcels of land, which provided access to means of subsistence above the monetary wages of the workers. The destruction of garden plots and closure of access to fruit trees implied, over the long term, impoverishment for these rural workers. Some of the sugar plantations were converted to military bases by the US due to its ability to acquire the land from the large land owners with only a few transactions. (Langhorn, 10) The sugar companies o ften purchased already existing mills which were small in size and hence unable to handle the large quantity of the raw materials produced; this gave the US an upper hand in the industry since it had large size mills that were able to handle a large quantity of the raw materials and the vertical ownership structure extending across the border to the north subdued local interests or prevented them from surfacing. Further, the increase in employment in other sectors such as construction and other sectors promoted by military contracts during the Second World War to the decline of employment in the sugar industry. In addition the new jobs paid better wages; this therefore transformed the economy from an agrarian economy to one dependent on the US Navy also

Greek Philosophy Essay Example | Topics and Well Written Essays - 2000 words

Greek Philosophy - Essay Example Death becomes the path where an individual, depending on his status in life or what he did, would have a funeral suitable to the honor that he is worth. In addition to this, death is also seen as a means of showing power and ambitions of an individual. Greek philosophy was able to provide examples to support these claims and is able to infuse the readers with the symbolisms or of a different perspective about death. On the other hand, as a background of Hinduism as a philosophy it should be mentioned that it lacks a uniting belief system. In other words, Hinduism is actually many beliefs and practices labeled as a single philosophy. Thus, it can well be enumerated that Hinduism is more of a compilation of different conflicting school of thoughts unlike more modern traditional philosophies like Christianity or Islam. Hinduism can be compared to sociological or artistic theories like expressionism or surrealism or for that matter modernism or post modernism. Here the concept of death is wide spread and the general belief states that death is the beginning of the other world. Greek philosophers, like Plato and Aristotle, viewed death in a more practical manner. They considered it as the opposite of life and thus symbol of evil. Plato commented, â€Å"Death is not the worst that can happen to men.† (Plato) Here, though the context is different it is obvious that he indicated that death is ramification of life and that the position of death must be well developed. In a way, the notion of pride and nobility is at stake if the death comes in an inglorious manner. An example would be the observations done on the mourning clothes that were worn during funerals of the Hellenic period by the patricians, where wealthy people would have finer, more elegant mourning clothes. Moreover, death is observed as a means of understanding kinship or relationships between families, including their allegiances and affections. Somehow, the audience or readers would understand or see

Puppy Mills Essay Example for Free

Puppy Mills Essay Imagine walking into a pet store and having puppies give you the saddest looks with their great big teary eyes. Everybody is tempted to take these puppies home because they just appeal and hit every nerve in every way. By spending money on a puppy from a pet store, you support a really ugly industry. This industry is known as puppy mills. A puppy mill is a large-scale commercial dog breeding operation where profit is given priority over the well-being of the dogs (ASPCA). Puppy mills are easily distinguished by their inhumane conditions and the constant breeding of unhealthy and genetic defective dogs solely for profit (Prisoners of Greed). Puppy mills make dog’s live very tortured lives. All puppy mills should be banned because of their cruelty to these poor innocent animals. Puppy mills were established in the 1940’s after World War II. The United States Department of Agriculture (USDA) suggested breeding dogs as an alternative to wide spread crop failures in the Midwest. The farmers liked this idea because breeding dogs was cheaper and there was less physical labor involved than in growing crops. They also did not have to worry about the weather. The farmers took their chicken coops and rabbit hutches and repurposed them for dogs and the retail pet industry. The farmers had little knowledge of the puppy industry and often had very little money to start this venture. They did not know that puppies needed companionship and they also skipped veterinary care for the puppies. This led to the substandard condition of puppy mills. Retail pet outlets grew so the demand for puppies increased. Major retail stores such as Sears, purchased dogs for their pet departments and pet store chains were born (Wolf). The state of Missouri is the largest puppy mill state in the country . It is estimated that the value of the puppy mill industry to this state is 40 million dollars a year. The puppy brokers also needed a puppy supply store for the east coast, so they convinced the Pennsylvania farmers that puppies were the cash crop of the future. They gave seminars to teach the farmers how to operate their own breeding facilities. Lancaster county PA has earned the nickname of the puppy mill capital of the east (ASPCA). Puppy mills continue to thrive because they prey on consumers who are smitten by the puppies in pet stores or on fancy websites (Stop Puppy Mills). The reality of a puppy mill is that it raises dogs in cramped, crude, and filthy conditions. Puppy mills are distinguishable by their inhumane conditions. They also breed unhealthy and genetically defective dogs for profit only (prisoners of greed). Dogs are kept in either wood or wire mesh cages or simply tethered to a tree. One facility in Arkansas had cages hanging from the ceiling of an unheated cinder-block building (PETA). Wire cages are used to minimize waste cleanup. Many of the puppies lose their feet and legs because they are caught on the wire floor and they are cut off as the dog struggles to free itself. There is usually no heat or air conditioning in a puppy mill. The dogs will either die of heat stroke in the summer or freeze to death in the winter. Food that is fed to the dogs in the puppy mills is usually purchased from dog food companies by the truck load. The dog food contains sweepings from the floor. There is so little nutritional value that the dog’s teeth can rot at an early age (Prisoner of Greed). Dogs that are bred in puppy mills can experience a multitude of problems ranging from physical to mental due to the overcrowded and unsanitary conditions of the cages. Because the puppies are never allowed out of their cages, this can cause dogs to become mentally unstable. It is not uncommon to see dogs barking and running in circles. They have no social interaction with people. They are never given toys or treats. This also makes it difficult for the dogs to become a part of a family. Puppy mill owners fail to remove sick dogs from their breeding pools, which causes congenital and hereditary conditions. These can include diseases such as epilepsy and musculoskeletal disorders such as dysplasia, deafness and eye problems. The dogs also arrive at the stores with infirmities and diseases such as mange, heartworm, and distemper (ASPCA). Many dogs will get wounds from being bitten by other dogs and the breeders do not even take care of these wounds so they stay open allowing bacteria to enter the skin and cause infection. Life is particularly bad for the female dogs. The mothers spend loveless lives in tiny stacked cages, from which they are never released to eat, play or even defecate. These females receive little or no veterinary care (Stop Puppy Mills). By the age of five, most female dogs can no longer reproduce at the puppy mills. At this point, they no longer have any value to the owners and are killed by being bashed in the head with a rock or shot (Prisoner of Greed). The mom and dad of the puppies are unlikely to make it out of the mill alive. The result of all of this breeding is hundreds of thousands of puppies with behavior and or health problems (Stop Puppy Mills) In Riverside, Iowa an owner told USDA that he performed surgical procedures such as tail docking, ear cropping, and declawing the puppies. The owner used no anesthetic agents and he did not sterilize his tools. This owner was also not licensed to practice veterinary medicine or surgery in any state. All of the adult dogs and puppies had open lesions and damage to ears, legs, and or torsos. If the puppies are fortunate enough to survive the conditions of the puppy mills, they then have to face the dangerous journey across the country to the various pet stores. Hundreds of thousands of puppies are taken from their mothers and sold to brokers who pack puppies into crates and then ship them cross-country to be sold in pet shops. These puppies can travel hundreds of thousands of miles in pickup trucks, tractor trailers, and or/airplanes, often without adequate food, water, ventilation, or shelter. In Missouri, a trailer was stopped by the USDA. It had thirty three cages that contained sixty three puppies. They did not have adequate water or food. They were later arrested. (Stop Puppy Mills). Since running puppy mills is a business, the facility is designed for profit so they do not care at all about the well-being of these puppies. Some of the puppies are sold via newspaper classifieds or internet sites and are often accompanied by false claims saying â€Å"We would never sell puppies from a puppy mill. They will also say that the puppies are home raised, or raised with kids (Stop Puppy Mills). Many of these puppies being sent to pet stores have never or rarely received the kind of loving human contact that is essential for them to become suitable companions when puppies reach the pet stores, conditions do not even improve. They are still kept in small cages with wire on the bottom. They are still without exercise, love and human contact. They will develop undesirable behaviors and may bark excessively or become destructive and unsociable (PETA). Many consumers want to purchase purebred dogs even though they may not be educated about the breed or ready for the commitment that puppies require. Movies like 101 Dalmatians and Beethoven or commercials such as those for Taco Bell can cause a jump in popularity for certain breeds. This demand for a particular breed triggers an increase of breeding for that particular type of dog as the puppy mills try to meet the consumer’s demand. When a St. Bernard doesn’t act like â€Å"Beethoven† or the Dalmatians are high strung, rescue groups and animal shelters become flooded with these breeds. At puppy mills, puppies are bred for quantity, not quality so genetic defects and personality disorders are passed on from generation to generation (PETA). With all of these puppies being tortured many would assume that in today’s world there should be a law passed or that the government should have stepped in and saved these poor puppies. The Animal Welfare Act (AWA) is administered by the US Department of Agriculture. The act has several categories of businesses that handle dogs. One is pet dealers who import, buy, sell, trade or transport pets in wholesale channels. Another is pet breeders who breed for the wholesale trade, whether for selling animals to other breeders or selling to brokers or directly to pet stores or laboratories. The AWA however does not define puppy mill (Wolf). Under the federal AWA, commercial breeders selling directly to pet stores must be licensed by the USDA. The AWA does not regulate breeders that sell directly to the public. Since the AWA was passed in 1966 it was before the Internet boom and the lawmakers did not see that commercial breeders would have the ability to sell to consumers through the internet. This allows a loophole for mills to operate without a license and without fear of inspection. The mills are not accountable to anyone for their breeding and care standards (ASPCA). The AWA and many states have laws that purport to regulate puppy mills, but the fact is that those laws are rarely enforced (Prisoners of Greed). In May, 2008, the ASPCA and other welfare groups successfully fought for an amendment to Congress’s Farm Bill. This bill would prohibit the importation of puppies less than six months of age for the purpose of resale. In September 2008, a bill known as â€Å"Baby’s Bill† (in honor of Baby, a three legged rescued puppy mill survivor) was introduced in the House of Representatives. This legislation was to close the loophole that allowed commercial breeders to sell puppies online. It would also require all dogs to be let out of their cages and exercised daily. Unfortunately it did not pass The ASPCA will try again next year to get the bill passed. Certain states are now passing laws to help control the number of adult dogs a breeder may possess. Virginia and Louisiana were among the first states to pass these laws. As the voting public becomes more vocal in its objection to the puppy mills, legislator support should increase. There are ways that you can fight puppy mills. Start by refusing to patronize the stores and websites that sell their puppies. The biggest thing a person can do is not buy a puppy from a pet store. Another thing to do is not buy a puppy from any place that does not show you records of its entire facility. Ask to meet the mother dog. Consider becoming active and joining the ASPCA to pass legislation that ensures that all animals bred are raised in healthy conditions (ASPCA). When buying a puppy, consider adoption. By adopting instead of buying, it is a way to hurt puppy mills. Another suggestion is to find a responsible breeder and visit their premises. By visiting the home of a respectful breeder, you can check if the puppies have been provided with a loving and healthy environment (Stop Puppy Mills). Never send Western Union or money order payments. If a breeder or broker says there will be no refunds for a sick puppy, then the puppy is most likely coming from a puppy mill. When purchasing a puppy also pick it up. Do not have the puppy shipped or meet at a random location (PETA). Puppy mills have been going on since the late 1940’s and they need to end. Poor innocent puppies die every year from malnutrition, diseases, open wounds and broken bones that do not get to heal properly. Since puppy mills are a business, all the breeders care about is the profit they make. They neglect these poor puppies by not feeding them or even giving them love and care they deserve. In 2007, a man named Bob Baker joined the ASPCA as an undercover investigator. He raided a puppy mill in Buxton, MF, and seized more than 200 dogs. Baker released his findings to the papers. This increased the consumer’s awareness of the dangers of puppy mills. The PETA organization is a big advocate of getting information out about these mills. Many people have gone undercover with video cameras to witness and record these horrible acts. Celebrities are showing their support by making statements through PETA or doing television commercials to raise the consumer’s awareness. Puppy mills are a huge tragedy in this world today that needs to be stopped.

The introduction of clinical governance and high standards

The introduction of clinical governance and high standards The impetus to achieve high standards of care was endorsed by the introduction of clinical governance and according to Upton and Upton (2005) combines the paired concepts of clinical effectiveness and evidence-based practice. Clinical governance accentuates the importance of providing first class care to patients by appropriate professionals, in a secure environment and in accordance with the needs of individual patients, which is central to quality improvement (Palfrey et al, 2004). It is a framework designed to assist nurses, by means of accountability and responsibility, consider the quality of the care they give and encourages a proactive approach to improve through best practice (Tait, 2004). This has contributed to the increasing value assigned to reflective practice. Matthews (2004) defined reflection as a process that encourages experiential learning which enhances knowledge to inform and improve nursing practice. A nurse has a responsibility to engage in reflection which enc ourages critical thinking and problem solving to advance and support their clinical competence and continued professional development (Wilding, 2008). Schon (1987) identified two different types of reflection; reflection-in-action where the nurse reflects on the practice as it occurs; and reflection-on-action which occurs following the event and allows the nurse to explore and learn from practice. Reflection-on-action is frequently used as a foundation of formal assessment and transforms experience into knowledge (Jasper, 2006). According to Benner (1984) reflection is key to experiential learning leading to positive changes in practice and facilitates the progression from novice to expert. Nurses can utilise reflection as a means of continuous development and Gustafsson and Fagerberg (2004) suggests that there are many theoretical models available. Models of reflection including Gibbs (1988), Mezirow (1991) and Johns (2000) enable nurses to consider and reflect on their practice effectively and focus attention on relevant issues within their practice (Freshwater et al, 2008). There are benefits and limitations to each of these models according to Duffy (2007) and nurses can choose the one that is most appropriate for their needs. As Mezirow (1991) model lacks consideration of interpersonal aspects of learning and Gibbs (1988) models descriptive design and lack of focus on practice they will not be used for this assignment. This assignment will provide an in-depth analysis of an experience in practice using Johns model of structured reflection which has been adapted to suit the situation. Johns (2000) model for structured reflection primarily adopts a humanistic approach which focuses on emotions and feelings, where the nurse and patient are considered as equal partners during the encounter; The model offers a systematic structure of simple questions that encourages a consideration of patients individual needs and is appropriate when reflecting on the interpersonal relationship between the nurse and patient (Woods, 2003). Seminal work by Carper (1978) prov ides the foundation for Johns (2000) model and focuses on aesthetics, personal knowing, ethics, empirics and reflexivity which encourages the nurse to adopt reflection as a means to examine and improve their practice. This reflective assignment will be presented in the first person and describes an experience in practice of administering an intramuscular injection which relates to the module 9 outcome of drug administration. To maintain confidentiality as identified by Nursing and Midwifery Council (2008), the patient will be identified as Jane. Description of Event Jane was admitted to the ward as an emergency admission following an episode of severe abdominal pain. She was evidently in pain and was very distressed on admission. Following Janes thorough assessment and examination by the Senior House Officer a morphine based pain medication was prescribed, which was required to be administered via the intramuscular route. I introduced myself to Jane and proceeded to prepare the prescribed pain medication. I was given the opportunity to administer the injection by my placement mentor, as this was one of my competencies that I needed to achieve before the end of my placement. I was made aware that Jane was a nurse, and this forced me to express some concern to my mentor. I had previously had a negative experience in a previous placement whilst administering an intramuscular injection. This initiated a short discussion with my mentor and although she was able to empathise to some degree with my dilemma she encouraged me to proceed as I needed to co mbat my fear and also complete the competency in a positive and efficient manner. To allay my fears my mentor explained she would guide me and provide positive, constructive feedback following the event. I organised the equipment onto a trolley and the medication was prepared allowing consideration for Janes age, physical build and her pre-existing conditions. A full explanation of the procedure and outcomes was given to Jane at the bedside. Following this informed consent was obtained. Jane expressed her approval that I administered the injection as she appreciated the need for student nurses to learn through practice. Prior to the drug administration Janes name, address, date of birth, medication chart and any known allergies were checked. I commenced the injection and whilst administering I reassured Jane throughout to comfort and reduce any anxiety that might have consequentially increased her pain. Once the procedure was completed I disposed of the sharps safely and ensured that Jane was comfortable. During the private conversation with my mentor I was given positive feedback about my management and administration and then my mentor provided me with the opportunity to discuss my thoughts and feelings, and in particular, my initial reticence to give the injection. Aesthetics The definitive aim of performing the intervention was to achieve one of my competency outcomes for the management placement. Competence assessment according to Gustafsson and Fagerberg (2004) is characteristic of nurse training in the UK and accounts for 50% of the Fitness for Practice (National Assembly for Wales, 2002), allowing mentors to judge the students capabilities. It was important that I accomplished this learning outcome as in previous placements there had been limited opportunities to administer intramuscular injections. Whilst it is important to perform the intervention safely and competently Mantzoukas and Jasper (2004) believe that it is also essential that the invasive impact of such an activity on a patients anxiety and discomfort is recognised. Although the practice of giving intramuscular injections is routine for nurses, it is one of the few invasive practices which has the potential to inflict pain in an attempt to provide relief to patients (Wynaden et al, 2006) . In addition to achieving a competence outcome the administration of the injection would also relieve Jane from her pain and anxiety. Nurses have a considerable part to play in pain management and according to Duke (2006) effective communication between the patient and the nurse, together with successful utilisation of analgesia improves patient outcomes. Jane expressed verbally her distress and need for pain relief however I also identified non-verbal cues of facial grimacing and restlessness, which often reveals more about how a patient is feeling and what they are thinking (Kozier et al, 2008). This was reinforced in a study by Manias et al (2005) which revealed that an inadequate awareness of non-verbal communication resulted in poor pain management. Jane received an explanation of the procedure and had constant assurance and reassurance during the consultation in order to demonstrate learned communication skills, which helped to ensure the successful and professional nurse-patien t relationship. The reluctance to administer the intramuscular injection originated from a negative experience during the first year of training. I was asked to give an intramuscular injection to a patient prior to a surgical procedure. The nurse explained the procedure to me and asked the patient for their consent prior to the administration of the injection. The patient was quite emaciated and I believed that the green needle which was normally used for the procedure was too long. I expressed my concerns to the nurse but was told that it would be acceptable to proceed with the green needle. During the administration of the injection contact was made with the patients thigh bone. I rebounded with repulsion as I believed that I had harmed and hurt the patient. I was too naÃÆ'Â ¯ve to express my concerns to the nurse and on reflection following the incident I questioned my own competence and ability. This negative experience had a significant impact on my confidence and initiated feelings of fear, anger and insecurity. Nursing according to Higginson (2006) is a very complex career and the training presents unique situations that stimulate feelings of fear and anxieties. The negative experience, together with the fact that Jane was a nurse, made me question my capabilities as a nurse. Although Jane seemed unaware of my anxieties I assumed that she and my mentor would doubt my ability. The reluctance to perform the intervention made me feel incompetent and negligent of my duties however support and encouragement from my mentor helped to allay my fears. The Royal College of Nursing (2005) highlights the importance that students are adequately supported and given opportunities to learn during their practice placements. By encouraging me to administer the injection the mentor adopted an ethos of learning rather than teaching which promotes independence and active contribution to care (Ireland, 2008). Following the injection Jane expressed her gratitude at being relieved from her pain which increased my confidence and instilled a belief in my competence and abilities as a student nurse. Personal This situation generated many emotions within me of which frustration, fear, disappointment and then relief were the dominant feelings. When my mentor initiated that I was to give the injection my initial feeling was that of fear. Although I attempted to convince myself that I had the confidence to perform the task, the recollection of the previous negative experience emerged and caused increased anxiety. Moscaritolo (2009) believes that high levels of anxiety can affect students clinical performance. However guidance from a placement mentor can facilitate learning, empower students and ensures they are competent in safe and effective practice (Gopee, 2008). Although I was worried about appearing incompetent due to my lack of confidence, especially in front of Jane who was a nurse, my mentor encouraged and supported me throughout the experience. With this encouragement I believed I behaved professionally and competently, ensuring that Jane would be unaware of my anxieties. This incre ased my confidence in my clinical abilities and developed a trusting relationship with my mentor. Whilst the previous negative experience in practice established a fear within of administering intramuscular injections, the fact that Jane was a nurse also generated a preconception that she would review my practice and have an opinion on my abilities as a student nurse. However, on reflection Jane would have been more concerned and preoccupied with her pain and impending diagnosis rather than being focused on the fact that I was a student nurse. As Craven and Himle (2008) believes that appreciating and understanding that patients are individuals is a fundamental part of nursing practice I believed that Jane deserved compassion regardless of my own fears. Her pain and distress would have persisted if immediate treatment was not given therefore it was a moral and professional duty to provide the pain relief (Tan, 2009). I hoped that by giving Jane the medication safely and competently to relieve pain it would establish a trusting relationship between us, which according to Rushton et al (2007) is imperative. Displaying clinical competence ensures that patients are cared for and their needs identified (Iacono, 2007). Sellman (2006) maintains that trust is an essential component of nursing practice and highlights the fragility of it under conditions of immense vulnerability, such as chronic pain or acute illness. I was aware of Janes distress and wanted to provide care based on best evidence and in her best interests which is a prerequisite of good practice. It is crucial that nurses demonstrate clinical competence, display benevolent qualities towards the patient and appreciate the risk involved for the patient, as the equilibrium of power in the nurse-patient relationship is uneven which places the patient in a vulnerable position (Bell Duffy, 2009). Ethics My motivation to pursue a career in nursing was driven by the desire to care for patients whilst appreciating their needs, individuality and autonomous right to excellent care. In pain management, the duty to prevent or relieve suffering is fundamental and as advocates for patients, it is the nurses responsibility to address the current issues (Vaartio et al, 2008). Nurses are committed to the ethical principles of beneficence and nonmaleficence according to Tuckett (2004) and have the best interests of the patients at the centre of their practice which includes achieving optimal pain assessment and management. My action advocated the need for adequate pain relief, ensured that the administration of the injection was safe and I believe that Jane was cared for in a caring and empathetic manner which matched my beliefs of doing what is right and good in a clinical situation, which Carper (1978) described as ethical knowing. The importance of reflecting on previous negative experiences is highlighted by Bulman and Schutz (2004) who encourages nurses to explore their actions, identify problems and develop their future practice. My previous negative experience when administering an intramuscular injection was a traumatic experience however was a powerful catalyst for learning. In health care there is an accepted and elemental predilection for learning from failure which then is used to inform improved practice. The establishment of the National Patient Safety Agency (NPSA) in July 2001 in the UK aimed to improve the safety and quality of care through reporting, scrutinising and learning from adverse incidents in the NHS. I have learned from my negative experience and believe that this demonstrates an ethical consideration to a situation which improves the safety of my patients (Ghaye, 2005). Empirics Carper (1978) describes empirics as scientific knowledge that provides factual evidence that explains, informs and underpins nursing practice. Kozier et al (2008) believes that it is imperative that nurses understand the physiology of pain and have a duty to relieve their patients from this pain where possible. Jane was admitted to the ward for investigations and pain relief however when I observed that Jane was emaciated the feelings that I sensed with my previous experience came flooding back. The situation was a replica of the negative experience and the anxiety, fear and apprehension clouded my judgement. I perceived myself as too inexperienced to administer the injection. Hemsworth (2000) believes that limited opportunities for students to perform injections in practice are associated with restricted knowledge and skills. However this experience helped to inform my practice and provided me with the confidence to choose the needle and the site of administration appropriate for Ja ne. In addition to providing comfort and support through effective communication it was important that I also performed the procedure safely and competently. Student nurses should repeatedly utilise opportunities to participate in learning activities to progress and maintain clinical competence and practice (Wilding, 2008). Following my assessment of Jane I believed that the injection should be administered into the ventrogluteal site using the shorter blue needle. The fact that the ventrogluteal site is the safest and the least painful site for delivering injections and that a shorter needle is advisable for patients who are emaciated provided with me with the rationale for my decisions (Craven Himle, 2008). The administration of intramuscular injections according to Hunter (2008) requires the nurse to possess the knowledge and rationale of the guiding principles that underpin the clinical skill. Bandolier (2003) believes that educating student nurses on injection techniques can lead t o improved and safer practice as the National Patient Safety Agency (2007) states that poor practice can create adverse risks for patients and nurses. Reflexivity During the negative incident I had identified that the patient involved was emaciated and raised my concerns with the choice of needle with the nurse. However as a first year student I lacked confidence to assert my choice to refuse to perform the procedure. This experience damaged my confidence in my abilities and had a negative effect on my future involvement with intramuscular injections. Retrospectively I should have asserted myself further and examined both my actions and the nurses immediately following the incident to address the issues. Nurses according to Baxter and Rideout (2006) have a powerful influence in the development of the students perceptions of themselves and their abilities. I approached this recent experience with an open mind and minimal reference to my previous experience nevertheless my mentor should have been informed at the beginning of the placement of my apprehension of intramuscular injections. Allison-Jones and Hirt (2004) believe that a good communicative relationship between a mentor and a student is an important part of learning with the mentors expertise, competency, approach and communication skills playing a central role (Stuart, 2007). Accepting that every situation is different and adopting an approach of clarity and transparency would improve my outlook and confidence for future practice. Saveman et al (2005) maintains that a good interpersonal and communicative relationship, professional approach, and a caring manner are all essential to build a successful nurse-patient relationship. With the refusal to administer the injection the prospect of building a caring and trusting nurse-patient relationship with Jane would have been unattainable. I am disturbed and frustrated that a negative experience influenced my confidence and could have been avoided if it had been addressed at the time by means of reflection and clinical supervision. Reflection according to Ashby (2006) can encourage nurses examine their practice, increase their self-awareness and uncover implicit knowledge. I am pleased however that I was now able to adopt a spirited and willing approach to combat my fears and carried out the procedure in a considerate and professional manner. The administration of pain medication to Jane demonstrated effective pain and distress management which according to Hall-Lord and Larsson (2006) is central to the prerequisite of first class delivery of nursing car e. Conclusion Johns and Freshwater (2005) define reflection as a process that encourages nurses to examine their actions and learn from experience which enhances and informs their practice. Whether the reflection occurs prior, during or following clinical practice it is a process that nurses can apply to understand and appreciate positive or negative experiences (Schon, 1987). The use of Johns (2000) model supports the need for the student to work with the mentor and has enabled me to explore and make sense of this reflective experience. The model offered a systematic structure of simple questions that encouraged a consideration of Janes individual needs and was appropriate when reflecting on the interpersonal relationship between my mentor, myself, and Jane. It has allowed me to understand how the negative experience in the first year had an effect on my confidence when faced with a similar situation. As Jasper (2006) suggested it has helped explain and resolve my original feelings of incompetenc e and failure. By reflecting on my previous negative experience it proved a catalyst for learning and it informed my knowledge and rationale for deciding on the site of administration and needle size for this practice experience. This experience has highlighted the implications of not reflecting adequately and addressing any issues arising from a negative experience in practice. Stein-Parbury (2005) believes that clinical supervision is an ideal opportunity for nurses to share their knowledge and experiences, improving competence in a supportive environment. I believe that this experience has facilitated the appreciation of the significance of aesthetic, ethical, and personal ways of knowing and has developed empirical knowledge (Carper, 1978). Although I administered the injection competently the initial reservations that I had would not have existed if I had had more confidence in my own abilities and addressed past issues. My mentor empathised with my fear and lack of confidence but imparted her knowledge to guide and support me. Johns (1995) believes that the combination of diverse sources of knowledge and personal knowledge is needed to inform a clinical intervention. Following guidance from my mentor an d personal experience from clinical placements I am now more aware of the improvements that I need to make to become a competent student nurse.

Prejudice and Racism in Conrad’s Heart of Darkness Essay -- HOD Joseph

Racism in Conrad’s Heart of Darkness  Ã‚   Imagine floating up the dark waters of the Congo River in the Heart of Africa. The calmness of the water and the dense fog make the hairs stand up on the back of your neck as you wonder if the steamboats crew will eat you as you sleep. These things occur in Joseph Conrad’s Heart of Darkness. Although the book is undeniably racist, was the author, Joseph Conrad, racist? Conrad was racist because he uses racial slurs, the slavery and unfair treatment of the native Africans in his book. The use of racist language is very prevalent in Heart of Darkness. Conrad, through Marlow, the main character, uses the word nigger when talking about native Africans on many occasions. "The fool-nigger had dropped everything to throw the shutter open and let off that Martini-Henry" (Conrad 46). The use of the word nigger so loosely by Marlow and other people in the book was an accepted thing during the time the book took place. Nigger has always been a racist word and because Conrad writes with this word, he is racist. Conrad’s racist writing makes the native people look ignorant. "I pulled the string of the whistle, and I did this because I saw the pilgrims on the deck getting out their rifles with an air of anticipating a jolly lark. At the sudden screech there was a movement of abject terror through that wedged mass of bodies." (Conrad 66) In this particular portion of the book Conrad blew the steam whistle to scare away the foolish natives. Conrad, in his writing, displays an attitude that the native people were niggers and were not smart people. In writing about this, he is uneducated about cultural differences. He does not know and understand the African people so he calls them niggers... ... teach them, as it were." (Conrad 42) To say the natives had no understanding of time is dehumanizing. Even the most primitive cultures had some sense of time. Weather it simply knowing that when the sun goes down and then comes up, a new day starts. Conrad displayed the natives as things that spoke a primitive language and were not intelligent. Writing about this is extremely racist and offensive. As you push further up river, things emerge from the dense jungle only feet from your boat. The "fool-nigger" driving the boat gets scared and starts shooting. The rest of the ships crew shoots aimlessly into the bush. Joseph Conrad was a racist person. He makes the native African people look like brainless things that should be used as pawns of the European society. Works Cited Conrad, Joseph. Heart of Darkness. W.W. Norton and Company: New York. 1988. Prejudice and Racism in Conrad’s Heart of Darkness Essay -- HOD Joseph Racism in Conrad’s Heart of Darkness  Ã‚   Imagine floating up the dark waters of the Congo River in the Heart of Africa. The calmness of the water and the dense fog make the hairs stand up on the back of your neck as you wonder if the steamboats crew will eat you as you sleep. These things occur in Joseph Conrad’s Heart of Darkness. Although the book is undeniably racist, was the author, Joseph Conrad, racist? Conrad was racist because he uses racial slurs, the slavery and unfair treatment of the native Africans in his book. The use of racist language is very prevalent in Heart of Darkness. Conrad, through Marlow, the main character, uses the word nigger when talking about native Africans on many occasions. "The fool-nigger had dropped everything to throw the shutter open and let off that Martini-Henry" (Conrad 46). The use of the word nigger so loosely by Marlow and other people in the book was an accepted thing during the time the book took place. Nigger has always been a racist word and because Conrad writes with this word, he is racist. Conrad’s racist writing makes the native people look ignorant. "I pulled the string of the whistle, and I did this because I saw the pilgrims on the deck getting out their rifles with an air of anticipating a jolly lark. At the sudden screech there was a movement of abject terror through that wedged mass of bodies." (Conrad 66) In this particular portion of the book Conrad blew the steam whistle to scare away the foolish natives. Conrad, in his writing, displays an attitude that the native people were niggers and were not smart people. In writing about this, he is uneducated about cultural differences. He does not know and understand the African people so he calls them niggers... ... teach them, as it were." (Conrad 42) To say the natives had no understanding of time is dehumanizing. Even the most primitive cultures had some sense of time. Weather it simply knowing that when the sun goes down and then comes up, a new day starts. Conrad displayed the natives as things that spoke a primitive language and were not intelligent. Writing about this is extremely racist and offensive. As you push further up river, things emerge from the dense jungle only feet from your boat. The "fool-nigger" driving the boat gets scared and starts shooting. The rest of the ships crew shoots aimlessly into the bush. Joseph Conrad was a racist person. He makes the native African people look like brainless things that should be used as pawns of the European society. Works Cited Conrad, Joseph. Heart of Darkness. W.W. Norton and Company: New York. 1988.

The Reality Of Bertrandes Innocence Essay -- essays research papers

It seems as though in today’s society, suspicion lies in every corner. No one trusts anyone anymore, everyone lies, everyone steals, everyone pretends to be someone they are not. However true or false these statements might be, there is a need in today’s society to be able to explain everything, coming up with every possible lie or predicament within every story. Natalie Davis is from today’s society, and once again, she has found the need to investigate Bertrande Guerre’s role within The Return of Martin Guerre. The only pieces of evidence that are reliable come from Jean de Coras, the main judge in the trial. However, Davis seems to have ignored his findings, and founded her own. For most of her points, there is no written evidence to back her up. She simply read and interpreted the story, as many historians must do to come up with plausible reasons for things; however, she interpreted the evidence incorrectly. This impostor known as Arnaud du Tilh, who played a husband, father, friend, nephew and brother for three years, deceived an entire town. However, Davis has chosen Bertrande Guerre as a co-conspirator, with little grounds to base her conclusion upon. Therefore, I still have found that Bertrande Guerre truly believed that Arnaud du Tilh was her husband, making her an unknowing player in the entire charade.   Ã‚  Ã‚  Ã‚  Ã‚  Natalie Davis made the point that Bertrande must have known that the new Martin was an impostor due to their sexual relationship and the differences therein (110). However, this point is hard to believe due to the fact that Bertrande and Martin were married for nine years without having intercourse, and when they finally did, it was in order to conceive their future son, Sanxi (Finlay, 558). Only a few months after Sanxi was born, Martin disappeared for over eight years, which is a long time for a woman to remember the specific details of a sexual relationship that couldn’t have lasted for more than a few months (Finlay, 558). Even if Bertrande had noticed a difference in the sexual relationship, she would have doubted her recollections, not having any kind of proof or true memories of those sexual experiences (Finlay, 558). This â€Å"new Martin† could have also become more sexually experienced while soldiering, explaining his newfound confidence (Finlay, 558).   Ã‚  Ã‚  Ã‚  Ã‚  The two men seemed to have com... ...wn, Natalie Davis made up a tale of what happened, ignoring the actual story that had been recorded by one of the lead characters who was there at the time, Jean de Coras. While her points had good merit, there was little evidence besides her opinion and suspicion that backed her up. Bertrande de Rols was deceived by this man, just as everyone else was. Whether she enjoyed her time spent with Arnaud is not important, it is whether or not she was fooled. While there were many who were suspicious, and many who were uncertain of Bertrande’s innocence, there was not a majority that truly believed she was a co-conspirator. She was not proven guilty by Jean de Coras nor was no proven guilty by the townspeople. The townspeople had fallen for Arnaud’s acting, and it is certain that Bertrande had fallen for it as well. And as each of these people would say, Arnaud was a wonderful actor, who was educated in Martin’s life and the people within it. Stories such as these are reminders as to why history is not always objective, and that historians have the right to interpret it in any way that they choose. However, a good historian will always have his critic.   Ã‚  Ã‚  Ã‚  Ã‚  

Education and Students Essay

With advancements in technology, some students have chosen to complete their schoolwork through the Internet, rather than in traditional classrooms. Those who support a traditional classroom approach to learning argue that it provides more of an opportunity for students to interact with the teacher and other students. Those who feel that learning over the Internet is better argue that it allows students to learn anytime and anywhere they choose. Do you feel education is better provided in traditional classrooms or when offered over the Internet? Write an essay to be read by a classroom teacher in which you persuade the reader that either traditional classroom education or Internet-based learning is better. With advancements in technology, some students have chosen to complete their schoolwork through the Internet, rather than in traditional classrooms. Those who support a traditional classroom approach to learning argue that it provides more of an opportunity for students to interact with the teacher and other students. Those who feel that learning over the Internet is better argue that it allows students to learn anytime and anywhere they choose. Do you feel education is better provided in traditional classrooms or when offered over the Internet? Write an essay to be read by a classroom teacher in which you persuade the reader that either traditional classroom education or Internet-based learning is better. With advancements in technology, some students have chosen to complete their schoolwork through the Internet, rather than in traditional classrooms. Those who support a traditional classroom approach to learning argue that it provides more of an opportunity for students to interact with the teacher and other students. Those who feel that learning over the Internet is better argue that it allows students to learn anytime and anywhere they choose. Do you feel education is better provided in traditional classrooms or when offered over the Internet? Write an essay to be read by a classroom teacher in which you persuade the reader that either traditional classroom education or Internet-based learning is better. With advancements in technology, some students have chosen to complete their schoolwork through the Internet, rather than in traditional classrooms. Those who support a traditional classroom approach to learning argue that it provides more of an opportunity for students to interact with the teacher and other students. Those who feel that learning over the Internet is better argue that it allows students to learn anytime and anywhere they choose. Do you feel education is better provided in traditional classrooms or when offered over the Internet? Write an essay to be read by a classroom teacher in which you persuade the reader that either traditional classroom education or Internet-based learning is better. With advancements in technology, some students have chosen to complete their schoolwork through the Internet, rather than in traditional classrooms. Those who support a traditional classroom approach to learning argue that it provides more of an opportunity for students to interact with the teacher and other students. Those who feel that learning over the Internet is better argue that it allows students to learn anytime and anywhere they choose. Do you feel education is better provided in traditional classrooms or when offered over the Internet? Write an essay to be read by a classroom teacher in which you persuade the reader that either traditional classroom education or Internet-based learning is better. With advancements in technology, some students have chosen to complete their schoolwork through the Internet, rather than in traditional classrooms. Those who support a traditional classroom approach to learning argue that it provides more of an opportunity for students to interact with the teacher and other students. Those who feel that learning over the Internet is better argue that it allows students to learn anytime and anywhere they choose. Do you feel education is better provided in traditional classrooms or when offered over the Internet? Write an essay to be read by a classroom teacher in which you persuade the reader that either traditional classroom education or Internet-based learning is better. With advancements in technology, some students have chosen to complete their schoolwork through the Internet, rather than in traditional classrooms. Those who support a traditional classroom approach to learning argue that it provides more of an opportunity for students to interact with the teacher and other students. Those who feel that learning over the Internet is better argue that it allows students to learn anytime and anywhere they choose. Do you feel education is better provided in traditional classrooms or when offered over the Internet? Write an essay to be read by a classroom teacher in which you persuade the reader that either traditional classroom education or Internet-based learning is better. With advancements in technology, some students have chosen to complete their schoolwork through the Internet, rather than in traditional classrooms. Those who support a traditional classroom approach to learning argue that it provides more of an opportunity for students to interact with the teacher and other students. Those who feel that learning over the Internet is better argue that it allows students to learn anytime and anywhere they choose. Do you feel education is better provided in traditional classrooms or when offered over the Internet? Write an essay to be read by a classroom teacher in which you persuade the reader that either traditional classroom education or Internet-based learning is better. With advancements in technology, some students have chosen to complete their schoolwork through the Internet, rather than in traditional classrooms. Those who support a traditional classroom approach to learning argue that it provides more of an opportunity for students to interact with the teacher and other students. Those who feel that learning over the Internet is better argue that it allows students to learn anytime and anywhere they choose. Do you feel education is better provided in traditional classrooms or when offered over the Internet? Write an essay to be read by a classroom teacher in which you persuade the reader that either traditional classroom education or Internet-based learning is better. With advancements in technology, some students have chosen to complete their schoolwork through the Internet, rather than in traditional classrooms. Those who support a traditional classroom approach to learning argue that it provides more of an opportunity for students to interact with the teacher and other students. Those who feel that learning over the Internet is better argue that it allows students to learn anytime and anywhere they choose. Do you feel education is better provided in traditional classrooms or when offered over the Internet? Write an essay to be read by a classroom teacher in which you persuade the reader that either traditional classroom education or Internet-based learning is better. With advancements in technology, some students have chosen to complete their schoolwork through the Internet, rather than in traditional classrooms. Those who support a traditional classroom approach to learning argue that it provides more of an opportunity for students to interact with the teacher and other students. Those who feel that learning over the Internet is better argue that it allows students to learn anytime and anywhere they choose. Do you feel education is better provided in traditional classrooms or when offered over the Internet? Write an essay to be read by a classroom teacher in which you persuade the reader that either traditional classroom education or Internet-based learning is better.