Identity in the Indian Ink Essay Example | Topics and Well Written Essays - 1250 words

Identity in the Indian Ink - Essay Example The novel teams up with ideas that are fascinating as well as characters that revolve around an English woman who was visiting the subcontinent during the years that were yearning in the British Empire dominance (Davis 33). British and Indian definition of Identity The British people define Indian identity in terms of the behavior and culture the Indians display. For instance, the nude picture is a representation of Indian culture as evidenced by Flora when she says, â€Å"this one is for yourself†¦I’m pleased† (Stoppard 74). The picture is nude to represent Nirad’s tradition as well as a revelation that he had stopped aping the English. However, Nirad meant to please Flora who had always told him to stick up for himself and stop doing everything the English do (Stoppard 43). This causes a cultural clash because Flora wants Nirad to be himself. Nirad wants to impress Flora using his knowledge of English culture and of England. Using oils in painting was Engl ish and not Indian; therefore, Nirad had to make the painting nude in order to be Indian. Thus, the British defined Indian culture based on following Indian roots and keeping away from English culture. Traditionally, Fosters which is a passage to Scotts and India the Raj quarter, the play examines experience in the colonial field by focusing on the relationship between given couples. Throughout the play, Flora’s and Nirad’s relationship changes from being a formal one to being an intimate one. Their relation brings in major points of culture clash and tension too. Identity as displayed by the Characters Identity is given much attention throughout the play, especially as can be traced in different levels but it is clear in the relationship between Flora and Nirad. Stoppard chose an original way of presenting the identity in their relationship because he represents them using the art. In this respect, his idea of â€Å"skill without imagination,† is craftsmanship and offers numerous helpful objects, e.g., wickerwork, picnic, and baskets. Imaginations devoid of skill yield modern art. This is interesting because it reveals his view on the art as well as power of the human imagination, which should interpret and perceive the arts as it was done by the main characters (Kelly 50). The British as well as Indian perceptions during the colonial past are depicted in close parallel with the perceptions of the refashioned post-colonial. The reflection of Stoppard on the Anglo-Indian hybrid identity as well as combined cultures, i.e, Anglo and Indian in nature are traceable in the vastly Anglicized contemporary nature of Anish who opposes Mrs. Swan concerning imperial history topics and articulates the dominance of Indian culture, although he states, â€Å"England is my home now†¦I have spent half my life here" (Stoppard 18). His spouse is an English lady who is a contemporary deconstructive style painter, not like his father. Among the most conf licting viewpoint regarding the Empire’s past start to arise when Anish states, "The first War of Independence" or "The Rising of 1857", which Mrs Swan calls "The Mutiny" ( Stoppard 17). The author offers a similar voice to the two viewpoints as a somewhat heated contest on imperial history follows. An exemplar regarding Mrs Swan’s opinions is, "We were your Romans, you know. ...We might have been your Normans" (Stoppard 17), after which Anish persuasively puts forth his viewpoint.

NUCOR Corporation Case Analysis Study Example | Topics and Well Written Essays - 750 words

NUCOR Corporation Analysis - Case Study Example Nucor’s mission to take care of their customer has been realized through quality products manufactured within the broader parameter of sustainable business practices. Hence, ethically considered decision making and promoting environment conservation at all levels of operations have been its hallmark that has helped it to meet the challenges of time. Analysis of Nucor’s business practice therefore would not only give insight into its success but also help identify factors and issues which would help it maintain the competitive advantage within the industry. Nucor’s business strategy for competitive advantage The major factors of current competitive advantage have been its ability to exploit its internal competencies like strong team work and innovative approach of managerial leadership towards production and research. There is strong trust and mutual respect between the management and workforce that is based on uniform code of benefits spread across the hierarchy of management and employees. The shared goals and collective decisions encourage empowered decisions resulting in optimal performance. The entrepreneurial leadership of its managers has significantly influenced its operational efficiency. Byrnes (2003) believes that product flow can increase earnings while raising customer service levels. Hence, Nucor’s use of mini steel factory is its key element of competitive advantage because it not only reduces pollution but also significantly cuts the operating costs by using scrap material, giving nearly 25% return on equity. It also uses considerably less energy than traditional steel factories. Its use of recycles goods has greatly contributed towards environment conservation and highlight is sustainable business practices that have enabled it to produce goods at competitive costs. Its acquisition of David J Joseph Co., a metal scrap supplier, has been a highly beneficial. It not only provides it with raw material but has also come w ith 2000+ railcars which can significantly boost its transportation logistics. This could facilitate competitive advantage in the recessive environment. Its ability to be innovative is another key element of its competitive advantage. The ongoing experiment of liquid steel could be a major breakthrough for the industry and could become its major strength in staying ahead of its global competitors Area of threats and weakness The major threat comes from the import of low cost steel from emerging economies like China where the lack of regulations help the indigenous firms to export steel at low cost to developed countries. The company has also not made any initiative to expand across the globe and this could adversely impact its business prospects, especially as the globalization and technology has made businesses more competitive. Nucor is quite rigid in its principles and does not give discounts to bulk buyers. This could threatened its market scope in the contemporary environment o f cut throat business Recommendations Many scholars have affirmed that major imperatives of the corporate world have fundamentally relied on improvement initiatives of business processes (Laraia et al., 1999). Thus, Nucor must make efforts to exploit the global financial downtrend and take advantage of weak

The importance of initial (primary) education in the professional Thesis

The importance of initial (primary) education in the professional development of teachers - Thesis Example â€Å"Professional development is an essential way for teachers to refine their strategies, methods, and understanding of their work† (Myers, 2011). In this paper, we will discuss the role that training and college/university education can play in the professional development of teachers. Training is critical for every professional person. For teachers, it is even more critical because it helps them manage classrooms as well as students effectively and efficiently. Training helps teachers learn new teaching and management skills. Professional development means being able to succeed and flourish in the professional environment. â€Å"Ongoing professional development keeps teachers up-to-date on new research on how children learn, emerging technology tools for the classroom, new curriculum resources, and more† (Anonymous, 2008). In the present world, teachers need to understand the changes in the learning needs of children. Today, teachers need to use technology to make learning easy for children. Training provides the opportunity to teachers to learn ways to make proper use of new teaching technologies. Training programs help teachers learn ways to stimulate students’ learning desire. â€Å"Great induction programs create opportunities for novice teachers to learn from best practices and analyze and reflect on their teaching† (Anonymous, 2008). Education and training are two ends continuum of professional development of a teacher. Education gives knowledge, whereas training makes a teacher make the best use of the acquired knowledge. Training makes a teacher perform his/her job roles in an appropriate manner. Training brings perfection in professional practices of a teacher. For example, a teacher knows how to teach his/her students but does not know the best way to deal with a class of students having different backgrounds. It is training, which makes a teacher able to deal

The Lord of the Flies -Plot Outline Essay Example for Free

The Lord of the Flies -Plot Outline Essay A group of well manned English boys were put on a plane and sent to a boarding school because of their country being in a nuclear war. On their way to the school, their plane gets shot down and they end up on an inhabited island. The first character we meet is Ralph. He is a typical school boy who is very athletic with fair hair. His character is portrayed as smart, wise, insightful and one with very good leadership skills. He is elected as chief by the boys because of these qualities. Then we come across Piggy, a fat boy who wears glasses and has asthma. In spite of these insecurities, Piggy is very wise, highly intelligent, insightful for his age. He is the reason behind Ralphs ideas and plans. He always thinks things through and likes to have order. He is actually the one to discover the conch. Then there is Jack who is accustomed to leading because he is the leader of the choir boys, but because Ralph is elected as chief, Jack becomes jealous and revengeful. Jack is the first boy to turn savage and primitive and does things impulsively. He becomes very cruel and violent and just wants to hunt and kill. Jack starts painting his face to take on a different persona. Then theres Simon, a typical shy school boy who is extremely wise and intelligent. He is very mature and has an adult understanding of life. He is very compassionate and sensitive. He is the only one on the island who is in touch with his inner most feelings. As time progresses, they boys start reverting to savagery behaviour and they move more away from civilization. They start separate tribes : Ralphs tribe and The Hunters (following Jack). The boys who are following Ralph wants to be rescued, and the ones who follow Jack wants to hunt and be free. With all this erg to hunt, they end up killing two innocent boys. After the murders, the hunters are now out to hunt Ralph. At the end, whats left of the boys are rescued. In this novel Golding shows that every human being has evil in them, even if you the most holy person on earth. Everyone isnt perfect, some has more evil in them than others. Some keep in all in and one day they snap and do something theyll regret forever! You can have the worst evil in you and you wont realise it until something happens

Reflection on Nursing Communication Scenario

Reflection on Nursing Communication Scenario INTRODUCTION TO COMMUNICATION SKILLS Communication is a vital part of the nurses role. Theorists such as Peplau (1952), Rogers (1970) and King (1971) all emphasise therapeutic communication as a primary part of nursing and a major focus of nursing practice. Long (1992) further suggests that communication contains many components including presence, listening, perception, caring, disclosure, acceptance, empathy, authenticity and respect. Stuart and Sundeen (1991, p.127) warn that while communication can facilitate the development of a therapeutic relationship it can also create barriers between clients and colleagues. Within Healthcare, communication may be described as a transitional process that is dynamic and constantly changing (Hargie, Saunders and Dickenson, 1994, p.329). It primarily involves communication between the nurse and the patient. If the interaction is to be meaningful, information should be exchanged; this involves the nurse adopting a planned, holistic approach which eventually forms the basis of a therapeutic relationship. Fielding and Llewelyn (1987) contend that poor communication is the primary cause of complaints by patients. This is supported by Young (1995) who reports that one third of complaints to the Health Service Commissioner were related to communication with nursing staff. Studies by Boore (1979) and Devine and Cook (1983) demonstrate that good communication actually assisted the rate of patient recovery thus reducing hospital admission times. This suggests that good communication skills are cost effective. In this assignment, I have reflected on situations that have taken place during my clinical work experience. These situations have helped to develop and utilise my interpersonal skills, helping to maintain therapeutic relationships with patients. In this instance, I have used Gibbs (1988) reflective cycle as the framework for my reflection. Gibbs (1988) reflective cycle consists of six stages in nursing practice and learning from the experiences. Description of the situation that arose. Conclusion of what else would I could have done. Action plan is there so I can prepare if the situation rises again. Analysis of the feeling Evaluation of the experience Analysis to make sense of the experience My Reflective Cycle Baird and Winter (2005) illustrate the importance of reflective practice. They state that reflecting will help to generate knowledge and professional practice, increase ones ability to adapt to new situations, develop self esteem and greater job satisfaction. However, Siviter (2004) explains that reflection is about gaining self confidence, identifying ways to improve, learning from ones own mistakes and behaviour, looking at other peoples perspectives, being self aware and making future improvements by learning from the past. I have come to realise that it is important for me to improve and build therapeutic relationships with my patients by helping to establish a rapport through trust and mutual understanding, creating the special link between patient and nurse as described by Harkreader and Hogan (2004). Peplau (1952), cited in Harkreader and Hogan (2004), notes that good contact in therapeutic relationships builds trust as well as raising the patients self esteem, often leading t o the patients personal growth. Ruesh (1961), cited in Arnold and Boggs (2007), states that the purpose of therapeutic communication is to improve the patients ability to function. Therefore, in order to establish a therapeutic nurse/patient interaction, a nurse must possess certain qualities e.g. caring, sincerity, empathy and trustworthiness (Kathol, 2003) (P.33). These qualities can be expressed by promoting effective communication and relationships by the implementation of interpersonal skills. Johnson (2008) defines interpersonal skills as the ability to communicate effectively. Chitty and Black (2007, p 218) mention that communication is the exchange of information, thoughts and ideas via simultaneous verbal and non verbal communication. They explain that while verbal communication relies on the spoken word, non-verbal communication is just as important, consisting of gestures, postures, facial expressions, plus the tone and level of volume of ones voice. Thus, my reflection i n this assignment is based on the development of therapeutic relationships between the nurse and patient using interpersonal skills. My reflection is about a particular patient, to whom, in order to maintain patient information confidentiality (NMC, 2004), I will refer to as Mr R. It concerns an event which took place when I was working on a surgical ward. Whilst there were male and female wards, female and male surgical patients were encouraged mingle. On this particular day, I noticed that one of the male patients was sitting alone on his bed. This was Mr R., a 64 year old gentleman who had been diagnosed with inoperable cancer of the pancreas, with a life expectancy of 18-24 months. He was unable to control his pain, and whilst some relief could be provided by chemotherapy, Mr R. had a good understanding of his condition and knew that there was no cure available. He was unable to walk by himself and always needed assistance even to stand up or sit down. Because of his mobility problems I offered to get him his cup of tea and I then sat with him as he was lonely. I would now like to discuss the feelings and thoughts I experienced at the time. Before I gave Mr R. his cup of tea, I approached him in a friendly manner and introduced myself; I tried to establish a good rapport with him because I wanted him to feel comfortable with me even though I was not a family member or relative. When I first asked Mr R. if I could get him a cup of tea, he looked at me and replied I have asked the girl for a cup of tea, I dont know where she is. I answered Well, I will see where she is and if I cant find her, I will gladly get one for you Mr R. In doing this, I demonstrated emphatic listening. According to Wold (2004, p 13), emphatic listening is about the willingness to understand the other person, not just judging by appearance. Then I touched MrR.s shoulders, kept talking and raised my tone a little because I was unsure of his reaction. At the same time, I used body language to communicate the action of drinking. I paused and repeated my actions, but this time I used some simple words which I though Mr R. would understand. Mr R. looked at me and nodded his head. As I was giving him his cup of tea, I maintained eye contact as I didnt want him to feel shy or embarrassed. Fortunately, using body language helped me to communicate with this gentleman. At the time I was worried that he would be unable to understand me since English is not my first language but I was able to communicate effectively with him by verbal and non-verbal means, using appropriate gestures and facial expressions. Body language and facial expressions are referred to as a non-verbal communication (Funnell et al. 2005 p.443). I kept thinking that I needed to improve my English in order for him to better understand and interpret my actions. I thought of the language barrier that could break verbal communication. Castledine (2002, p.923) mentions that the language barrier arises when individuals come from different social backgrounds or use slang or colloquial phrases in conversation. Luckily, when dealing with Mr R. the particular gestures and facial expressions I used helped him to understand that I was offering him assistance. The eye contact I maintained helped show my willingness to help him; it gave him reassurance and encouraged him to place his confidence in me. This is supported by Caris-Verhallen et al (1999) who mention that direct eye contact expresses a sense of interest in the other person and provides another form of communication. In my dealings with Mr R., I tried to communicate in the best and appropriate way possible in order to make him feel comfortable; as a result he placed his trust in me and was more co-operative. Evaluation In evaluating my actions, I feel that I behaved correctly since my actions gave Mr R. both the assistance he needed and provided him with some company. I was able to successfully develop the nurse-patient relationship. Although McCabe (2004, p-44) would describe this as task centred communication one of the key components missing in communication by nurses I feel that the situation involved both good patient and task centred communication. I feel that I treated Mr R. with empathy because he was unable to perform certain tasks himself due to his mobility problems and was now refusing chemotherapy. It was my duty to make sure he was comfortable and felt supported and reassured. My involvement in the nurse-patient relationship was not restricted to task centred communication but included a patient centred approach using basic techniques to provide warmth and empathy toward the patient. I found that I was able to improve my non-verbal communication skills in my dealings with Mr R. When he first mentioned having chemotherapy, he volunteered very little information, thus demonstrating the role of non-verbal communication. Caris-Verhallen et al (1999, p.809) state that the role of non-verbal communication becomes important when communicating with elderly people with incurable cancer (Hollman et al 2005, p.31) There are a number of effective ways to maximise communication with people, for example, by trying to gain the persons attention before speaking this makes one more visible and helps to prevent the person from feeling intimidated or under any kind of pressure; the use of sensitive touch can also make them feel more comfortable. I feel that the interaction with Mr R. had been beneficial to me in that it helped me to learn how to adapt my communication skills both verbally and non-verbally. I used body language to its full effect since the language barrier made verbal communication with Mr.R. difficult. I used simple sentences that Mr R. could easily understand in order to encourage his participation. Wold (2004, p.76) mention that gestures are a specific type of non-verbal communication intended to express ideas; they are useful for people who have limited verbal communication skills. I also used facial expressions to help encourage him to have chemotherapy treatment which might not cure his problem but would give him some relief and make him feel healthier. Facial expressions are the most expressive means of non-verbal communication but are also limited to certain cultural and age barriers (Wold 2004 p.76). My facial expressions were intended to encourage Mr R. to reconsider his decision with regard to chemotherapy treatment. Whilst I could not go into all the details about his treatment, I was able to advise him to complete his treatment in order to alleviate his symptoms. Analysis In order to analyse the situation, I aim to evaluate the important communication skills that enabled me to provide the best level of nursing care for Mr R. My dealings with Mr R. involved interpersonal communication i.e. communication between two people (Funnell et al 2005, p-438).I realised that non-verbal communication did help me considerably in providing Mr R. with appropriate nursing care even though he could only understand a few of the words I was speaking. I did notice that one of the problems that occurred with this style of communication was the language barrier but despite this I continued by using appropriate communication techniques to aid the conversation. Although it was quite difficult at first, the use of non verbal communication skills helped encourage him to speak and also allowed him to understand me. The situation showed me that Mr R. was able to respond when I asked him the question without me having to wait for an answer he was unable to give. Funnell et al (2005, p 438) point out that communication occurs when a person responds to the message received and assigns a meaning to it. Mr R. had indicated his agreement by nodding his head. Delaune and Ladner (2002, P-191) explain that this channel is one of the key components of communication techniques and processes, being used as a medium to send out messages. In addition Mr R. also gave me feedback by showing that he was able to understand the messages being conveyed by my body language, facial expression and eye contact. The channels of communication I used can therefore be classed as both visual and auditory. Delaune and Ladner (2002 p.191) state that feedback occurs when the sender receives information after the receiver reacts to the message, however Chitty and Black (2007, p.218) define feedback as a response to a message. I n this particular situation, I was the sender who conveyed the message to Mr R. and Mr R. was the receiver who agreed to talk about his chemotherapy treatment and allowed me to assist. Consequently I feel that my dealings with Mr R. involved the 5 key components of communication outlined by Delaune and Ladner (2002, p.191) i.e. senders, message, channel, receiver and feedback. Reflecting on this event allowed me to explore how communication skills play a key role in the nurse and patient relationship in the delivery of patient-focussed care. Whilst I was trying to assist Mr R. when he was attempting to walk, I realised that he needed time to adapt to the changes in his activities of daily living. I was also considering ways of successful and effective communication to ensure a good nursing outcome. I concluded that it was vital to establish a rapport with Mr R. to encourage him to participate in the exchange both verbally and non-verbally. This might then give him the confidence to communicate effectively with the other staff nurses; this might later prevent him from being neglected due to his age or his inability to understand the information given to him about his treatment and the benefits of that treatment. I have set out an action plan of clinical practice for future reference. If there were patients who needed help with feeding or with other procedures, I would ensure that I was well prepared to deal patients who werent able to communicate properly. This is because, as a nurse, it is my role to ensure that patients are provided with the best possible care. To achieve this, I need to be able to communicate effectively with patients in different situations and with patients who have differing needs. I need to communicate effectively as it is important to know what patients need most during there stay on the ward under my supervision. Whilst I have a lot of experience in this field of practice, communication remains a fundamental part of the nursing process which needs to be developed in nurse-patient relationships. Wood (2006, p.13) states that communication is the key to unlock the foundation of relationships. Good communication is essential if one is to get to know a patients individu al health status (Walsh, 2005, p.30). Active learning can also help to identify the existence of barriers to communication when interacting with patients. Active learning means listening without making judgements; I always try to listen to patients opinions or complaints since this gives me the opportunity to see the patients perspective (Arnold, 2007, p.201). On the other hand, it is crucial to avoid the barriers that occur in communication with the patients and be able to detect language barriers. This can be done by questioning patients about their health and by asking them if they need help in their daily activities. I set about overcoming such barriers by asking open-ended questions and interrupting when necessary to seek additional facts (Funnell et al, 2005, p.453). Walsh (2005, p.31) also points out that stereotyping and making assumptions about patients, by making judgements on first impressions and a lack of awareness of communication skills are the main barriers to good communication. I must not judge patients by making assumptions on my first impression but should go out of my way to make the patient feel valued as an individual. I should respect each patients fundamental values, beliefs, culture, and individual means of communication (Heath, 300, p.27). I should be able to know how to establish a rapport with each patient. Cellini (1998, p.49) suggests a number of ways in which this can be achieved, including making oneself visible to the patient, anticipating patients needs, being reliable, listening effectively; all these factors will give me guidelines to improve my communication skills. Another important factor to include in my action plan is the need to take into account any disabilities patients may have such as poor hearing, visual impairment or mental disability. This could help give the patient some control and allow them to make the best use of body language. Once I know that a patient has some form of disability, I will be able to prepare a course of action in advance, deciding on the most appropriate and effective means of communication. Heath (2000, p.28) mentions that communicating with patients who have an impairment requires a particular and certain type of skill and consideration. Nazarko (2004, p.9) suggests that one should not repeat oneself if the patient is unable to understand but rather try to rephrase what one is saying in terms they can understand e.g. try speaking a little more slowly when communicating with disabled people or the hard of hearing. Hearing problems are the most common disability amongst adults due to the ageing process (Schofield. 2002, p.21). In summary, my action plan will show how to establish a good rapport with the patient, by recognising what affects the patients ability to communicate well and how to avoid barriers to effective communication in the future. Conclusion In conclusion, I have outlined the reasons behind my choosing Gibbs (1988) reflective cycle as the framework of my reflection and have discussed the importance of reflection in nursing practice. I feel I have discussed each stage of the cycle, outlining my ability to develop therapeutic relationship by using interpersonal skills in my dealings with one particular patient. I feel that most parts of the reflective cycle (Gibbs 1988) can be applied to the situation on which I have reflected. Without the model of structured reflection I do not feel I would have had the confidence to consider the situation in any depth (Graham cited in Johns 1997 a, p.91-92) and I fear reflection would have been remained at a descriptive level. I have been able to apply the situation to theory; as Boud Keogh Walker (1985, p.19) explain that reflection in the context of learning is a generic term for those intellectual and effective activities whereby individuals engage to explore their experiences in ord er to lead to a better understanding and appreciation. Boyd Fales (1983, p.100) agree with this and state that reflective learning is the process of internally examining and exploring an issue of concern, trigged by an experience that creates and clarifies meaning in terms of self and which results in a changed conceptual perspective. However, I personally believe that the reflective process is merely based on each individuals own personality and beliefs as well as their attitude and approach to the life. Appendix Mr R., a 64 year old gentleman, was an inpatient on a surgical ward. Earlier that day his consultant had directly informed him that he had inoperable cancer of the pancreas with a life expectancy of 18-24 months. Some relief might be offered by chemotherapy, but there was no cure. Mr R. was understandably shocked, but had suspected the diagnosis. At that time he remained in the care of the specialist nurse. Later in the day, as I was passing through the ward, I notice Mr. R. alone on his bed. Prescriptive A prescriptive intervention seeks to direct the behaviour of the client, usually behaviour that is outside the client-practitioner relationship. My first intervention was to open the conversation and demonstrate warmth. I provided information myself and gave Mr R. the choice of staying on his own or engaging with me. By shaking Mr R.s hands I was attempting to provide reassurance and support as well as communicating warmth in order to reduce his anxiety and promote an effective nurse-patient relationship. Practitioner: Hello Mr. R, I am one of the nurses here this  morning with Dr. M. Is there anything I can get you or would you rather be on your own? (Shook hands). Mr. R: NO, I remember you from this morning, come and sit down. Ive asked the girl for a cup of tea, I dont know where shes got to. Practitioner: Well give me a minute and Ill bring you one in. Do you take sugar? Mr. R: I suppose I shouldnt, then why worry. Two please. Practitioner: (Returning with a cup of tea) Here we are, dont blame me if its horrible, I got it from the trolley. (I smiled at Mr.R. and tried to establish eye contact, then sat down in the chair next to him). Mr. R: Thanks, thats just what I need. 2. Informative An informative intervention seeks to impart knowledge, information and meaning to the patient. My intention was to reinforce the nurse-patient relationship by smiling and attempting to establish eye contact as well as using facial expressions to put the patient at ease and establish a good rapport. By making Mr. R a cup of tea it created a pleasant response in a time of crisis. Practitioner: Jane (specialist nurse) was here this morning, what did you think about what she had to say? Mr. R: Oh yes she was very nice, mind you Im an old hand at this, I looked after my wife when she had cancer. Mr. R: She was riddled with cancer, but we kept her at home and looked after her. She could make a cracking cup of tea (Mr.R. smiles) Practitioner: (smiles and nods) When did she pass away? 3. Confronting A confronting intervention seeks to raise the clients consciousness about limiting behaviour or attitudes of which they are relatively unaware. By meeting the patients needs at that time I felt the urge to continue to show a display of warmth and develop the relationship further. Mr. R: It will be two years next month that she died. Practitioner: You must miss her. Mr. R: Theres not a day goes by that I dont talk to her. Goodness knows what she would make of all this, its brought it all back. 4. Cathartic A cathartic intervention seeks to enable the client to discharge/react to a painful emotion primarily grief, fear and/or anger. Mr. R spoke emotively and angrily by using such words as riddled and cancer. He spoke loudly and angrily with congruent non-verbal cues. Practitioner: Has what youve been discussing with Jane reminded you of your wifes death? Mr. R: Yes, (patient covers his face with his hands). Practitioner: What is it about what youve heard that is worrying you, do you think you can tell me? 5. Catalytic A catalytic intervention seeks to elicit self-discovery, self direct living, learning and problem solving in the client. Mr. R had a broad scope in which to discuss any concerns he may have had, but his response only concerned his wife, not him as his wife was the one who suffered from cancer. Mr. R: (Pause) ..Im an old hand at this and I dont want any of that chemo. Practitioner: What is it about the chemotherapy you dont like? Mr. R: My wife had it and we went through hell. Practitioner: You went through hell Mr. R: The doctors made her have the chemo and she still died in agony. 6. Supportive A supportive intervention seeks to affirm worth and value of the clients person, qualities, attitudes and actions. It is done to encourage the client to say more and to explore the issue further. Support is provided by non-verbal means like giving warmth, supportive posture and maintaining eye contact. I wanted to convince Mr. R that I was interested in what he had to say and help him believe that he was worth listening to that his opinions really mattered. Practitioner: Do you think the same thing will happen to you? Mr. R: Yes, thats the one thing Im worried about. Practitioner: em, if Im honest with you chemotherapy treatment is not a subject I know a lot about. (Pause), would you like to see the specialist nurse again? She can go over things with you and explain your options. Mr. R Well if she doesnt mind, Im just not sure the chemo will be worth it. Learning outcomes From this experience, I have learned the importance of:- Practice in accordance with the NMC (2004) code of professional conduct, performance, when caring for adult patients including confidentially, informed consent, accountability, patient advocacy and a safe environment. Demonstrating fair and anti-discriminatory behaviour, acknowledging differences in the beliefs, spiritual and cultural practices of individuals. Understanding the rationale for undertaking and documenting, a comprehensive, systematic and accurate nursing assessment of physical, psychological, social and spiritual needs. Interpreting assessment data to prioritise interventions in evidence based plan of care. Discussing factors that will influence the effective working relationships between health and social care teams. Demonstrating the ability to critically reflect upon practice.

A Girl Named Lisa :: Personal Narrative, Autobiographical Essay

A Girl Named Lisa I was working in the seafood department one day when I saw them...well, her actually. I wondered what her name was. She was about 13 or 14 years old, maybe a bit more, but certainly not old enough to drive yet, or maybe she was. She was with her family, I think...no, I assume. Her father (I assume) was the big guy with a red sash on his waist and a jacket with a yin-yang patch on the front right side of it and it was black. The jacket, I mean. Her mother (I assume) was there too, and...I don't remember anything at all about her. There was another kid there, younger than her, and I assumed it was her brother. She was beautiful. Not in the gorgeous model way or the cute puppy way but in the sort of beauty that just is, Plato's beauty, you know? And I don't know why or how but when I saw her I got a feeling like when you know something's going to happen but you don't know what but you can just tell but it wasn't love. Sorta like butterflies but higher and stronger. Maybe butterflies on steroids. And the feeling stayed, sort of an anticipation. And she went away and I went to work, but I happened to look across the store towards the milk, and she was there. And she looked at me. No, not at me. It was like. . .like when you're driving over a familiar stretch of road and you know it so well that you just stare straight ahead and almost forget you're driving. It was like she knew me. It was like she was me. And then she turned down the cookie aisle and was gone. It had been over a year, and I still hadn't seen her in the store. I honestly didn't know what I'd say if I saw her, but I tried to imagine it. I saw her father (I assume) every week in the store, the same red sash, the same yin-yang jacket, as he bought fruit and eggs and bread and beer and toilet paper. But he never bought fish. And I never said anything to him, and he never noticed me or said Hi. But she noticed me. She knew me. And one day, I knew she would be in the store again, and I would see her standing by the milk, and she would see me standing by the frozen fish.

A Struggle for Acceptance of Gays Essay -- Homosexuality Religion Marr

A Struggle for Acceptance of Gays "When the dust settles and the pages of history are written, it will not be the angry defenders of intolerance who have made the difference, that reward will go to those who dared to step outside the safety of their privacy in order to expose and rout the prevailing prejudice." - John Shelby Spong Episcopal Bishop of the Diocese of Newark, NJ November 21, 1996 During World War II and especially the twenty years after brought great political and social changes to the U.S.. Undoubtedly, one of the major changes was the new awareness of homosexuality. If this new awareness was to the advantage or if it was really wanted by the gay and lesbian population is a question that arises; if they really had a choice in the matter is another. I think gays' relentless struggle for acceptance into mainstream society came from the American constitution itself. After all, the gay liberation movement started in America, the land of the free, where all men are created equal and with an inalienable right to pursue their own happiness. No one should be able to take these rights away from anyone. Also, in the 1950s, the civil rights movement became active and words like desegregation and equal rights for all became synonymous with the American way of life. Stand up and fight against those who have done you wrong! This is what gave homosexuals such a conviction to start fighting for their own cause. This paper will follow the progress of gay and lesbians in the twentieth century before, during and after World War II. What was their position in the armed forces during the war and what was government and military policy during and after the war on gays in the army and in government positions? How did gay and lesbians respond to the new policies after the war and why were organizations like the Mattachine Society and the Daughters of Bilitis founded? On December 7, 1941 at 7:55 a.m. local time, Japan attacked Pearl Harbor. The Unites States declared war on Japan and was suddenly a participant in the largest war in the history of mankind. A massive military force of 12 million men was assembled. American soldiers were sent to Europe and Japan to participate and win the Big One. The military bureaucracy grew accordingly and thousands of new jobs were created. With the military's enormous demand for personnel... ...os Angeles newspaper in March 1953 linking "sexual deviates" with "security risks" who were banding together to wield "tremendous political power". The Mattachine Society was restructured, with a more transparent organization, and its leadership replaced. It also changed its aims to the assimilation of homosexuals into general society, which reflected its rejection of the notion of a homosexual minority. However the Society declined, and at its convention in May 1954 only forty-two members attended. The Mattachine Society produced the monthly periodical ONE Magazine , starting in January 1953 and eventually achieving a circulation of 5000 copies. The regular publication of the magazine ceased in 1968, but its publisher, ONE Inc., still exists. In January, 1955 the San Francisco branch of the Mattachine Society began a more scholarly journal, Mattachine Review , which lasted for ten years. The periodicals reached previously isolated individuals and helped Mattachine to become better known nationally. Chapters functioned in a number of USA cities through the 1960s. However, they failed to adapt to the radical militantism after the Stonewall Rebellion and faded away.