If Machiavelli were alive today, what kinds of recommendations would he make to someone who wanted to gain and retain political office

The author of the quotation â€Å"the end justifies the means† (Weeraratne 68), the father of the political theory, the teacher, and the best example for so many current leaders, Niccolà ² Machiavelli lived at the end of the 15th century and at the beginning of the 16th century and could not even guess how powerful his ideas would be during the 20th and 21st centuries.Advertising We will write a custom essay sample on If Machiavelli were alive today, what kinds of recommendations would he make to someone who wanted to gain and retain political office? specifically for you for only $16.05 $11/page Learn More This Italian philosopher and writer created his works in order to help men comprehend what they should do, how they should do, and what they should not do anytime. The readers usually appreciate reliable pieces of advice, this is why Machiavelli’s works are still in such unbelievable demand. The time changes the world, however, some wor ds, which were told in the past, may be rather relevant to the situations, which happen nowadays. Machiavelli’s works have a considerable impact on our modern politicians, taking into consideration the fact that he worked during the far 16th century; and now, let’s only imagine how powerful and helpful his ideas for those, who want to gain a political office, could be, if Niccolà ² Machiavelli was alive today. In 1513, Niccolà ² Machiavelli wrote his Prince, the political treatise, where he gave certain pieces of advice for the prince to enlarge his power at the expense of his principality. This philosopher truly believed that the main purpose of any prince is to create a stable state and did not care about the actions and their consequences, even if there are cruel. It does not matter that someone could hate or even despise the prince, the only thing that mattered was power, obedience, and victory. To my mind, some of his ideas are used or at least taken into consid eration by the members of political offices. A modern political office is â€Å"the office of Member of Parliament, Member of the European Parliament, or a member of a local authority or any position within a political party† (Sargeant and Lewis 369). If Niccolà ² Machiavelli was alive today, his recommendations to people, who wanted to retain a political office, could be rather various. First of all, he would recommend the representatives of the parliament to forget about people’ demands and care about personal prosperity. If people do not have too much, they do not have many reasons to lose something or care about something, this is why these people are easy to control, and the representatives of the political office can gain any sphere of life within a short period of time. A person wants to gain a political office, but there is a few number of places to take. This is why it is necessary to make the representatives of the parliament drop their business or at least prove the others own abilities to become a worthwhile part of the political office. Nowadays, people already have so many things, much money, real estate, and own business, this is why another brilliant idea of Machiavelli may be closely connected to the strategy that could lead to loss of all those things and poverty.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More By means of taxes and price rising, it is possible to make those, who have too much, pay more. One day, it would be impossible to solve all those financial problems, and people would be eager to change the parliament. And here you are: ready to help, provide financial support, save the country, and make this country respect and be afraid of your power. Of course, all these ideas are not fair enough; however, as Machiavelli said â€Å"the end justifies the means† (Weeraratne 68). Works Cited Sargeant, Malcolm and Lewis, David. Employm ent Law. England: Pearson Education Limited, 2008. Weeraratne, Andrew. Uncommon Commonsense Steps to Super Wealth – Your (Hero’s) Journey. Florida: Passerelle Corp, 2007. This essay on If Machiavelli were alive today, what kinds of recommendations would he make to someone who wanted to gain and retain political office? was written and submitted by user Justus Rowland to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Values of technology essays

Values of technology essays To first study the predominant values that shapes technologies in our present society we must first define the meaning of technology and the system. A technology is not necessarily an object or a device it can also be the know-how technique of doing something. A system consists of multiple independent components working towards a common goal in an organized way. In our present society there is one main value that shapes our technologies as in our transportation housing system, our economic system, media communications and food. That main value is money. Every single of these system works toward one goal and it is to make as much profit as it can from the System. For example in the transportation system when the cars are introduced to our society and one buys a car it is not over. One must buy the right tools to use in the cars or for it. Or for instance the UN rules forces countries to adopt its system if not then it will not allow it to lend money from other counties. With the Use of the right Discourse the Economist, Politicians were able to convince people to believe what they heard in a way that wasnt exactly what they really meant. The term discourse means the language used to talk about subjects. So for example in the First world war when the Us and Great Brittan were at war, there was a shortage of food and so this is where the tractors were first introduce to help the food shortage. But the government were not able to give tractors to people just like that and so they started to promote the sales of tractors and putting slogans like buy tractors and win the war this encouraged a lot of people to buy the tractors in order to support their soldier who were starving during the war. But when the war was over the family farming farms were being killed because of the overproduction of tractors so people decided to move in the city. And so from that time and on the Cars were introduced and became a part of our s...

Human resources management Research Paper Example | Topics and Well Written Essays - 1750 words

Human resources management - Research Paper Example This also includes the employees’ need for training and development so that they may be able to customize their skills as per the need of McDonald’s. 2. Advancement in technology MacDonald’s needs to train its workforce to not only update them on the latest technologies in the food manufacturing industry, but also inculcate the necessary skills in them to use those technologies in the best interest of the company. 3. Regulatory changes Change at McDonald’s is inevitable. Things have been constantly changing both within McDonald’s and in the external factors influencing McDonald’s since the company has been established. These factors include but are not limited to the laws and regulations, politics, economics, and the lifestyle of people in general. For example, the new laws may oblige McDonald’s to keep the calorie count in the kids’ meal below a certain threshold. In this case, the employees would need to be trained to follow t he alternate menu with low calorie-count. 4. Organizational changes The need to training and develop of the workforce does not only arise from technological reasons. The environmental factors play a prime role in the ability of an organization to achieve the competitive advantage. One such factor is the organizational change. As McDonald’s is an international corporation, and the company feels the need to relocate its workers at different restaurants around the globe, there is a constant change happening in the organizational structure. The employees need to be trained in order to enable them to adjust to the organizational changes immediately without losing their efficiency because of such factors as change of the leader. Q. 3 Part (b) Comparison of the Responsibilities of Human Resource Specialists and Other Managers in the Administration of the Employees’ Compensations Responsibilities of human resource specialists Responsibilities of human resource specialists are: 1. The human resource specialists participate in the development of budget. So they may advise on the increase of compensation of a specific employee considering his/her exceptional performance. 2. The human resource specialists represent the official at the meetings, so they can openly discuss the compensation related issues of the employees in meetings. 3. The human resource specialists conduct interviews of the interested candidates, so they play a decisive role in the establishment of the employee’s salary. Responsibilities of other managers Other managers include but are not limited to the Finance Manager and the General Manager. Responsibilities of other managers are: 1. The responsibility of the Finance Manager is to make sure that all employees are paid on time. 2. Another responsibility of the Finance Manager is to keep a record of all payments made to a certain employee so that the record may be referred to in the hour of need. 3. The responsibility of the General Manager is to provide funds to the company to make the cash flow cycle going so that no compensation issues arise. Q. 4 Part (a) Implementation of Safety Management Program at McDonald’s Six elements that McDonald’

Do native peoples today invent their tradition Essay

Do native peoples today invent their tradition - Essay Example Today, the native influence is gradually facing assimilation due to the impacts of migration, settlements, and expansion of immigrants into new lands. These immigrants come with new values and social structures that either absorb or consume the existing traditions. Some states have become wiser, preserved these natives in their rightful places, and netted mass revenue in return. The history of these original natives is very resourceful and traces its roots to the precincts of civilization. Contrastingly, today many communities have risen. The sprouting communities tend to emerge and dynamically evolve to become different from the ancient eras. Their traditions are not directly similar to the archaic eras. They have new norms and values that could sound profane to the aborigines. It is not authentic where these new traces of tradition arise. This paper attempts to discuss whether the natives today invent their traditions. The plot development takes into consideration case studies and analogies from different cultures around the world. Special reference falls on the current American native community. The initial part shall outline points that contradict this premise. The second section shall then garner support for the premise before offering a conclusive standpoint in the stale mate. Tradition has always found its roots in oral tradition of a community. The community is a channel of culture transfer across generations. Consequently, it is inappropriate to assume that these natives invent their cultures. These cultures find their way to the present times through the vehicle of oral tradition that passes this values and norms to the preceding generations. In this sense, the traditions that appear to have ancient roots still find their stronghold in the society today. In fact, a few modifications take place in them, but the key intents always remain unchanged. The Native American perspective helps to unravel this myth. According Kattok (2010), the markers of tradit ional Native American identity prevail to date. She asserts that â€Å"indigenes† injects itself into the mainstream of current native inhabitants of the community and later stand as true. The essence of oral tradition stands out as influential in the presence of long standing traditions that still stand in the present. A good illustration is the spiritual viewpoint shared by several generations over time. The evolving community has often shown similar appreciation of religious beliefs despite the time and age manifested. The Native American philosophy advocates that spirituality is supreme and directional. The natives, therefore, almost universally observe the earth as a womanly figure. In this respect, this notion passes on to the upcoming generation. It is no wonder several people regard the earth as â€Å"her†¦Ã¢â‚¬  Additionally, the natives also view many environmental products as endowments from a higher being. kattok (2010) supports this view when he says that man was created to complement the other creations. Secondly, the colonial times across the world history bear a lot of explanation to the origin and invention of a variety of cultures. The colonization era among several affected states was a time of reckoning. The colonizing powers established their cultures that they deemed as superior. In most instances, the natives never got the chance to contribute to the creation of the emergent culture. In the ancient American tradition, the immigrants’ influx and the British invasion of the 17th century saw the emergence of various

The Lover Essay Example | Topics and Well Written Essays - 1250 words

The Lover - Essay Example The backdrop of the story is set in Indochina during Marguerite’s childhood in the prewar period. The protagonist of this thrilling novel, Marguerite Duras, who also happens to be the author, unfolds in simple yet luminous prose, the tale of life, as lived on the borders of Saigon during the days of France’s colonial empire. The narrative focuses on the intricate and passionate relationship shared between two outcasts and their tumultuous love affair. Marguerite Duras’s scintillating novel is written straight from her heart and this is what makes reading it, all the more worthwhile. The author Brecht's Galileo (1940) uses a very emphatic quote that states – â€Å"Truth is the daughter of time, not authority† and in this essay we are going to examine different incidents in the life of Duras and see how they relate to the above quote. The aging author reminisces about the past and the impoverished life she had led with her mother and her belligerent b rothers when they resided in Saigon. The style used for her narrative is like that of a memoir as she unravels the harsh realities of her colonial existence of the 1930’s in French Indochina. During her childhood and even as a teenager, Duras had to face the harsh realities of life while co-existing with her â€Å"beggar family†. ... The trick works for her and she feels much happier when dressed in this fashion. â€Å"The Lovers† (1984) by Duras is a postmodern dreamy fantasy that helps her escape from the wretchedness of her life. This teenaged French girl tries to make good her escape from her demented mother whose life is steeped in utter despair, depression and jealousy. In a twist of fate, the young girl of fifteen happens to meet a Chinese millionaire, a financier who was 12 years her senior. This chance meeting took place as they happened to cross the Mekong River one day. The girl goes all out to surrender and lose herself in his wealth and passion in the hope that her family would be provided for. The millionaire, who though much older to her has traveled across the world and hence has an impeccable refinement about him. Describing him in her first glimpse she states – â€Å"Inside the limousine there’s a very elegant man looking at me. He’s not a white man. He’s wear ing European clothes – the light tussore suit of Saigon bankers. He’s looking at me†. (Duras, 17) Even though this teenager is surrounded and steeped in all that is cheap and humiliating, yet, her strength of character is poignantly etched by the author to be one of strength and great resilience. The protagonists strength of character is one of the most remarkable and memorable aspects of the novel. The courage she exhibits when dealing with matters relating to her demented mother is highly commendable. One of the clear incidents that portray her amazing capacity to help and love those who are weaker than herself can be seen when she interacts with her own mother. For example, when her daughter dresses in an interesting fashion, the bitterness

Teaching The Electrocardiography Procedure

Teaching The Electrocardiography Procedure The teaching session commenced with identification of the goals and expectations for clinical learning and continued through assessing students, planning electrocardiography procedure activities, guiding students, and evaluating ECG procedure learning and performance. The goals and expectations provided areas of assessment, teaching guidelines, and the basis of evaluating learning. They were often expressed in the form of clinical objectives established for the entire teaching session for specific teaching activities. The ECG procedure teaching objectives specified knowledge acquisition, nurturing of values, and performance of psychomotor and technological skills (Braunwald, 1997). The use of constructivist model as an essential approach in the teaching actively interacted students with the material system and concepts in electrocardiography procedure domain. Through effective supervision, students were able to discuss their developing understanding and competences in carrying out electrocardiography procedure (Gaberson, 1999). This paper is based on: teaching session conducted with peers in week seven. It reflects on my effectiveness as a teacher; the creativity and efforts applied to engage and teach learners; and broadly linking all these to the teaching philosophy, learning theories, and teaching strategies. The paper also analyzes the literature related to teaching electrocardiography procedure; teaching strategies used and details recommendations on how to improve future teaching sessions in the clinical environment (Tanner, 2009). Relevant Literature Review Including Pedagogies used in Clinical Education Learning involves the process through which knowledge, is achieved and provided meaning; and comes from experience, reading, and living life. The result of learning is growth, that is, transformation in thinking, feeling or behaving. Many studies that endeavor to explain how learning occurs have been done through the years; and they been done through the lenses of disciplines such as psychology, physiology, and sociology (Vandeveer, 2005). Findings of these studies have led in the evolution of theories that try to explain how individuals learn. A theory is developed from fact analysis in relation to one another and is then applied to explain a phenomenon. The knowledge achieved from such studies has contributed to the theoretical underpinnings for entire theoretical structures or frameworks for education (Roberta, 2003). Behavioral Theories of Learning Education has been influenced more by behaviorism than any other single theory. Currently, behavioral principles continue to be used appropriately and successfully whereas others have been rejected. Behaviorism foundational principles were developed by psychologists Pavlov, Thorndike, and Skinner; these principles were derived from observations of learning in animals (Braungart, 2003). There were also other behavioral theorists who presented a variety of principles. However, all shared a common element that all behavior is learned, and that learning is influenced through environmental manipulation in which it happens and the rewards given to encourage it (Vandeveer, 2005). Behaviorism was carried into a classroom where learning experiences were structured in a manner that would assist educators attain goals through the development of objectives. Tyler (1979) stated that the most useful form for stating objectives is to express them in terms which identify both the kind of behavior to be developed in the student and the content or area of life in which this behavior is to operate; and this was the foundation of behavioral objectives. Bloom et al (1956) continued to make a classification of educational objectives that addressed the cognitive domain, the recall or recognition of knowledge or development of intellectual abilities and skills through the application of observable actions. Krathwohl (1956) led efforts in the affective domain of knowledge with a behavioral inclination. The objectives here were mainly emphasizing on an emotion, a feeling tone or a degree of acceptance or rejection; also attitudes, values, appreciations, and emotional sets or pr ejudices (Krathwohl, 1956). Achievement of the objectives continued to be through highly structured, clearly delineated, and visible behaviors. Behavioral theories enabled teachers and students alike to learn to construct behavioral objectives to guide teaching and identify measurable outcomes as the basis for evaluating learning. Behavioral theoretical learning aspects are common and continue to be applied in clinical educational settings, particularly in gaining of technical skills. Commonly, at the start of clinical nursing education, what is important to known, experienced and demonstrated is determined by the faculty. Even today, faculty still retains primary influence and authority despite increase in students involvement in their own learning. Knowledge grows, that is, prior knowledge forms a reference point for both the assimilation of new knowledge and the application transfer of knowledge from one learning experience to another. Understanding prior knowledge available allows the teacher to help students connect new knowledge to old and hence, improve overall understanding. Classically, technical skills are learnt as procedures, following a designed approach. The behavioral objectives, designed keenly to identify the expected learning outcomes, prescribes both exposure of students to learning experien ces and for their evaluation. The sequential procedural format of the nursing process, and the resulting nursing care plans are a direct outgrowth of behaviorism. Any activity learners participate in that follows this procedure, for instance, development of teaching plans, reflects behavioral learning theories. Written and verbal positive reinforcement provides a strong extrinsic learning reward; and rewarding the achievement of intended outcomes is a key behavioral aspect. Cognitive Theories of Learning Behavioral theorists emphasize that which is external to the learner. On the other hand, cognitive theories emphasize on what occurs within the learner. According to cognitive theorists, mental processes involved in acquiring, processing, and structuring information are important aspects of learning (Braungart, 2003). They particularly identified six classes of cognitive learning; presented from simple to complex. These classes were; knowledge, comprehension, application, analysis, synthesis, and evaluation. Each class was broken down further into varying numbers of components. For instance, knowledge class may be broken into knowledge of specifics, then of ways and means to deal with those specifics, and the knowledge of the universals and abstractions associated with a given field of study. Each level is associated with specific learning behavior, also verbs descriptive of those behaviors, which are to be used when writing objectives (Bloom et al., 1956). Faculty formulates the app ropriate objectives based on whether learning is new or constructed depending on prior learning, and the desired end point level of cognitive learning. Used verbs also give guidance for how the learning will be evaluated (Roberta, 2003). Models of Clinical Nursing Education Knowledge and understanding of models available in clinical practice empowers clinical education to work in a manner that suits teachers, students, and patients. Models have been defined as tools for generating ideas, guiding conceptualization, and generating explanations (Young, 2002). Clinical teachers can apply models in teaching to the procedure being experienced. Two approaches were used during the teaching session; traditional and constructivism models. Traditional Model Teaching electrocardiography procedure requires careful design of an environment in which students get opportunities to build mutual respect and support for each other while they are achieving identified learning outcomes, that is, recording electrocardiography procedures. Teachers in clinical teaching form a crucial bridge to successful experience for students (Braunwald, 1997). Research in nursing education shows that effective medical teachers are clinically competent; are able to teach; have collegial relationships with learners and agency staff; and are friendly, supportive, and patient (Halstead, 1996). Its essential for the teacher to be knowledgeable and able to share the knowledge with students in clinical setting. Such knowledge includes an understanding of the theories and concepts related to the practice of nursing, such as; recording electrocardiography procedure. Karuhije (1997) contends that attention to three teaching domains; instructional, evaluative and interpretat ional, facilitates achievement of teaching skills required to enhance success in clinical settings. Instructional infers those approaches or strategies adopted to facilitate knowledge transfer from didactic to practicum (Norton, 1998). Evaluative approach relates to making determinatives about performance and achievements as goals. Interpersonal approaches relate to relationships and interactions (Knox, 1985). Competence in clinical practice of nursing has been documented as being necessary for effective clinical teaching. Gaberson (1999) revealed that best clinical teachers exhibit expert clinical skills and judgment. Expert skills have particularly been described by students to be important. They tend to describe effective clinical teaching as those who demonstrate nursing competence in a real situation (Horst, 1988). Knowing how to teach is also a prerequisite for effective clinical teaching. Wong (1988) adds that effective clinical teachers are expected to have expertise in the art of teaching. Equally important are teacher behaviors that facilitate learning and support students in their acquisition of nursing skills (McCarbe, 1985). Brophy (1998) reveals that empirical evidence exists that correlates specific teaching methods with enhanced student learning; examples of such methods are use of objectives, effective questioning, and responding to questions. A study conducted by Pugh (19 88) revealed that preparation and the ability to explain concepts clearly and stimulate learning are also important. Other effective behaviors include being fair in evaluation, communicating expectations clearly, and providing positively timed and specific feedback (Nehring, 1990). Constructivism Model Adoption of constructivism approach to teaching in nursing gives nurse teachers with a new vision of teaching. It also parallels a paradigm shift in nursing practice from nurse centered to patient centered nursing practice (Bevis, 1989). In constructivist teaching, the teacher commences with the experience of the student and together they develop knowledge, skills and competencies for professional practice (Bergum, 2003). Teachers who embrace constructivist teaching not only prepare student nurses with the substantive knowledge necessary for competent practice, but also create an environment in students learn to think critically, practice reflectively, work effectively in groups, and access and use new information to support their practice, while modeling respect for meanings of lived experiences, learning and collaborative processes (Bevis, 2001). Bergum (2003) envisions nursing as a dynamic, interpersonal, generative and caring practice. To be consistent with this view of nursing, teaching nursing should be a relational, generative practice that occurs formally and informally; between the student and the teacher; the student and the patient; the student and colleagues; the student and peers; and the student and professionals from other courses (Young, 2002). Such learning needs to occur in diverse settings including the classroom, lab, and clinical areas; hospitals as well as community sites. Teaching nursing requires facilitating a thoughtful engagement between the learners and learning materials to ensure that students gain skills and knowledge for rotational (Bergum, 2003). Constructivism is a philosophy that applies well in clinical teaching. It bodes well in clinical teaching and learning since its central focus is the idea that students construct knowledge for themselves (Young, 2002). Students construct meaning individual as they learn. They attain this by reflecting on experiences. Under constructivist theory, students make their own rules and mental models which they apply to make sense of their experiences. Miranda (2005) provides guiding principles of constructivism, which includes: learning as an active process, searching for meaning. Therefore, it must commence with issues around which learners are trying to construct meaning actively; learning as a social activity associated with link to other people, such as, the teachers and peers; constructivist learning that concentrates on primary concepts, not isolated facts; understanding mental models in order to teach well (Wong, 1987). Learners use mental models to perceive the world and the assumpt ions they make to support those models; the learning purpose for individuals to construct their own meaning. Assessment requires being part of the learning process and gives learners information on the quality of their learning; time taken to learn. Students need to revisit ideas, think over them, try them out, and use them for significant learning to occur; and finally motivation as an essential tool for learning (Miranda, 2005). Models, Theories and Principles of Teaching and Learning In teaching ECG procedure, five steps followed in clinical teaching process; identifying the goals and learning outcomes of ECG procedure, assessing the learning needs of students, planning ECG learning activities, guiding learners, and evaluating ECG learning and performance. However, this process was not linear; instead each of these steps influenced the others. For instance, ECG procedure evaluation revealed data on further learning needs of the learners, which suggested fresh learning activities. Similarly, working with students, resulted to observations on performance that altered assessment, thus, suggesting different learning activities. First, the session commenced by identifying the goals and outcomes of the ECG clinical experience. Teaching at this stage was formed by behavioral theories which contemplated learning as influenced through environmental manipulation. This theory was carried into classroom in a way that assisted in making learners understand: the different aspects of ECG; reasons of using ECG; emergencies which require ECG for diagnosis; how ECG is conducted in an emergency: and ECG recordings generally considered as normal and abnormal. These learning goals and outcomes provided clearly areas of assessment, teaching guidelines, and the basis for evaluating learning. They were often expressed the form of clinical objectives and established for the entire teaching session, and specific clinical activities. Gaberson (1997) stated that learning objectives may specify knowledge acquisition, development of values, and performance of psychomotor and technological skills. ECG teaching objectives addressed eight key areas of learning; knowledge, concepts, and theories applicable to perform an ECG procedure; assessment, diagnoses, planning, and evaluation; psychomotor and technological skills; values related to patient care, families and communities; communication skills, ability to build interpersonal relationships, and skill in collaboration with others; leadership abilities, role behavior, and management care; accountability and responsibility on the part of the student; and finally, self development and continued learning. Guided by the traditional approach in clinical teaching, a learning environment was designed in a way that provided students with opportunities to build mutual respect and support one another while they achieved competence in performing ECG procedure (Braunwauld, 1997). The teaching strategy specified learning outcomes in terms of students competencies in demonstrating ECG procedure in full. They were able to have basic knowledge on carrying electrocardiography procedure in an emergency situation. As postulated by Lippincott (2008), electrocardiography is one of the essential and commonly used procedures to evaluate a cardiac arrest patient in an emergency circumstance (Braunwald, 1997). Through electrocardiography, the hearts electrical functions as a wave form can be displayed. Electrocardiogram is able to monitor impulses moving through the conduction system of the heart producing electric currents that can be monitored on the bodys surface. Normally, the electrodes attached to the skin can sense these electric currents and send them to an electrocardiogram; an instrument that produces a record of cardiac activity (Lippincott, 2008). Braunwald (2008) states that electrocardiography can be used effectively in diagnosing several conditions of the heart. Nurses who encounter patients in emergency wards must have knowledge on the importance of electrocardiography procedure in a life saving situation. The responsibility of caring patients with cardiovascular disorders cuts across every area of nursing practice. As a result, cardiovascular care is a rapidly growing area in nursing. Lippincott (2003) mentions cardiovascular care to be a dynamic field, with continued inventions of new diagnostic tests, new drugs and other treatments, and sophisticated monitoring equipment. Consequently, nurses need to keep up with these changing developments through relevant clinical education (Lippincott, 2008). The students were able to demonstrate their specific abilities; and often reflected their proficiencies required to perform specific tasks on ECG procedure that assigned to them. Performance criteria were established to determine the level of learner achievement of competency in carrying out necessary ECG procedure. For instance, gauging performance criteria for competency of; understanding the value of ECG in an emergency situation, assessing potential cases that require ECG attention, interpreting the electrical activity of the heart and its recordings by using skin electrodes (Lippincott, 2008). Constructivism model provided a new vision of teaching. Students were allowed to participate in the clinical objectives and competences established for carrying out ECG procedure from simple to complex. This approach made it possible for learners to be prepared with substantive knowledge necessary for performing ECG procedure. It also created an environment where students were able to think critically, practice ECG procedure reflectively, collaborate in groups, and others. Some of the outcomes were achieved by learners and had to add others to meet individual learning needs and goals. Student objectives were made flexible to the extent that they met essential ECG procedure objectives. Learning activities were directed by asking questions that provoked thought without interrogating them. Asking open ended questions about their thoughts and the rationale they applied for reaching at clinical decisions, enhanced their growth of their critical thinking skills. Queries were asked to asses s students grasp of relevant concepts and theories and how they were used in clinical practice (Bergum, 2003). The key principles of constructivism were applied to create sessions which assisted students to graduate with their own ideas. For instance, they were assisted in openly sharing their ideas through discussion strategy during and after each learning session. They were free to vary their concepts whenever possible. This enabled them remember the key concepts of electrocardiography. Frequent assessments on the students enabled to evaluate their strengths and weaknesses. conveniently asked and valued their interpretations of what they learnt. Teaching plans were also varied effectively at some points to cope with the intelligence and cognitive abilities of students. What students provided as feedback, was not considered in a prejudiced manner; neither were judgmental comments (Brooks, 1993). Secondly, an assessment was conducted on the learning needs of students. The assessment was guided by cognitive theory which assisted in formulation of appropriate objectives on what the students had learnt. Teaching started at the level of the student. Therefore, assessed was done on; the present level of knowledge and skill of the students, and other factors that may had influenced their achievement of objectives. Data was collected to determine whether the students had necessary knowledge and skills to carry out ECG procedure and complete the learning activities. The teachers assessment was important as it engaged learners in learning activities that developed on their current knowledge and skills in ECG procedure competencies (Young, 2002). Third, instruction planned and delivered following the assessment of students learning needs. The plan for learning activities catered for clinical objectives and individual learner needs. Selected ECG learning activities met objectives of carrying out ECG procedure effectively. The learning activities included patient assignments where learners engaged in practical setting. Miranda (2005) contends that constructivism advocates for a curriculum that is related to learners prior knowledge and puts more emphasis on problem solving. Therefore, concentration focused on connecting between facts and fostering new understanding among learners. They heavily depended on questions that are open-ended and were encouraged dialogue among them. Constructivist model had direct application in ECG procedural setting, based on these facts. It centered in providing an overall approach that involved other theories and approaches, such as; experiential learning, reflection and problem based learning. It enabled teacher and faculty to direct educational experiences to suit their clinical setting and provide learners opportunity to integrate their learning (Bradshaw, 2006). More so, it accorded learners responsibility to make sense of what goes on in ECG clinical setting and motivates them grow and nurture a deeper understanding of ECG procedure (Cobb, 1999). Fourth, they were guided in achieving essential knowledge, skills and values for ECG practice through problem solving strategy. Facilitation and support of the process enabled students to achieve the intended outcomes; guiding them with their learning activities. Demonstrations were made to learners and they were questioned to enhance their levels of understanding ECG procedure. As a skilled person in this practice, the teacher was able to: observe learners clinical performance, make sound judgment about their performance, and planned for extra learning activities in instances necessary; and questioned students without interrogation. Observing learners as they performed the ECG learning activities enabled teacher to identify continued areas of learning and establish when help was needed (Gaberman, 1999). The third session was conducted in a training class in the ECG room where learners were taught on how ECG procedure is taken. They were provided enough opportunities to perform electrocardiography procedure themselves. In collaboration with the technician on duty, learners were guided throughout the clinical practice. At the end of the session, the students were able to: examine the patient in the emergency room and understand the significance of ECG procedure in a life-saving scenario; perform an ECG as an initial step with patients who arrive with cardiovascular complications, chest pains or after an accident; interpret the electrical activity of the heart and externally by using skin electrodes; and perform non invasive procedure in patients (Lippincott, 2008). Fifth, effective evaluation of clinical learning and performance was done on learners. The evaluation served two important purposes; formative and summative. Learners progress was monitored towards achieving clinical objectives through formative evaluation; through written examination. Demonstration strategy was also used to ascertain their competency in clinical practice. Through formative evaluation strategy, diagnoses for extra learning requirements of students and where additional clinical instruction was required for further instruction was realized. Recommendations for Improving Teaching Strategies Based on Feedback from Peer and Analysis of Literature Based on the feedback received from peers and analysis of the literature, the following recommendations to improve future teaching sessions in the clinical environment were suggested; one, identification of challenges learners are faced with. Commends made by peers indicated that teaching did not take into account the challenges the students faced. It was noted that initiation process of probing to understand students well was lacking. For instance, they may have been overburdened with family issues, language problems, fee problems, and many others. These factors impede effective clinical teaching as it heightens the fear of nurses to make mistakes that could injure patients or even fail a program (OConnor, 2001). Two, recommend extension of the possibilities of evaluation showing learners performance in relation to teaching and learning objectives. Ghazi (1988) noted that motivation for learners was sustained through strategies such as individualized learning, formative evaluations, and others. Teaching did not quite offer feedback on the areas of strengths and potential areas of development for students. Students were not given opportunities to evaluate their learning (OConnor, 2001). Three, recommend further research on effective characteristics of clinical teachers. The analysis of related literature reveals that students judged effective teachers as those having characteristics such as being clinically competent, knowledgeable, good interpersonal relationship, and enthusiastic (Gaberman, 1999). Laurent (2001) contends that teachers, who learners viewed as helpful, modeled competent behavior consistently and demonstrated a positive attitude and humanistic orientation. This will enhance responsiveness to the needs of students. Four, recommend collaborative planning of learning activities. It was felt that the teaching lacked a bit of this element. Learners are usually receptive to selecting among a variety of learning activities and contribute suggestions. Five, recommend different methods of assessing clinical performance. Teaching strategies were limited to only a few methods of assessing clinical performance, such as, discussions, lecture, question and answer, and rounds. Other important approaches involve role plays, case studies, group activities, and many others. More emphasis must have been made on case management also. Conclusion In sum, minimum requirements for an effective teaching and learning; these included the environment, dialogue and the closure. Provision was accorded for sufficient lighting, ample sitting arrangements and adequate audio-visual aids that enhanced an environment that was conducive for teaching and learning. Dialogue in a formal, clear, and logical way; therefore, students did not miss any part of it. At the end of the teaching session, sufficient time for discussion and clarifying doubts was allocated. Teaching summery was submitted at the end of the session. McTaggart (1997) contends that teaching must end by educators being in a position to submit a summery. Young (2002) also insisted that a teacher must be able to use proper teaching and learning principles in the three domains of cognitive, affective, and psychomotor. References List Bergum, V. (2003). Relational Pedagogy. Nursing Philosophy, 4, 121-128. Bloom, B., Engelhart, M., Furst, E., Hill, W., Krathwohl, R. (1956). Taxonomy of Educational Objectives. New York: David McKay Company. Bradshaw, M., Lowenstein, A. (2006). Innovative Teaching Strategies in Nursing and Related Health Profession. London: Jones and Bartlett Publishers. Brooks, M., Brooks, J. (1993). In Search of Understanding. The Case of the Constructivist Classroom. New York: Sunny. Braunwald, E., Lowenstein, A. (2006). Innovative Teaching Strategies in Nursing and Related Health Profession. London: Jones and Bartlett Publishers. Cobb, T. (1999). Applying constructivism: A test for the learner as scientist. Educational Technology Research Development, 47 (3), 15-31. Gaberson, K., Oerman, M. (1999). Clinical Teaching Strategies in Nursing. London: Springer Publishing Company. Ghazi, F. Henshaw, L. (1998). How to Keep Student Nurses Motivated . Nursing standard, 13 (8), 43-49. Halstead, A. (1996). The Significance of Student Faculty Interactions: Review of Research in Nursing. New York: National League of Nursing Press. Horst, M. (1988). Students Rank Characteristics of the Clinical Teacher. Nurse Education, 13 (6), 3. Karuhije, E. (1997). Classroom and Clinical Teaching in Nursing: Delineating Differences. Nursing Forum, 32 (2): 5-12 Knox, J. Morgan. (1985). Important Clinical Teacher Behaviors as perceived by University Nursing Foculty Students and Graduates. Journal of Advanced Nursing, 10, 25-30. Krathwohl, R., Bloom, B., Masia, B. (1956). Taxonomy of Educational Objectives. New York: David McKay Company. Laurent, T., Weidner, T. (2001). Clinical Instructors and Student Athletic Trainers Perceptions of Helpful Clinical Instructor Characteristics. Journal of Athletic Training, 36 (1), 58-61. Lippincott, W. (2008). Lippincotts Nursing Procedures. Sydney: Wolters Kluwer Health McCabe, B. (1985). The Improvement of Instruction in the Clinical Area. Journal of Nursing Education, 24, 255-257. McTaggart, R. (1997). Participatory Action Research. New York: Sunny Press. Miranda, Best, D. (2005). Transforming Practice through Clinical Education, Professional Supervision. Sydney: Elsevier Health sciences. Nehring, V. (1990). Nursing and Clinical Teacher Effectiveness Inventory. Journals of Advenced Nursing, 15, 934-940. Norton, B. (1998). From Teaching to Learning: Theoretical Foundations. Philadelphia: Saunders. OConnor, A. (2001). Clinical Instruction and Evaluation. London: Jones and Bartlett. Tanner, C. Chesla, C. (2009). Expertise in Nursing Practice. New York: Springer Publishing. Tyler, W. (1979). Basic Principles of Curriculum and Instruction. Chicago: University of Chicago Press. Pugh, E. (1988). Soliciting Student Input to Improve Clinical Teaching. Nurse Education, 13 (3), 28-33. Roberta, E. (2003). Nursing Education in Clinical Teaching. Sydney: Elsevier Health Sciences. Vandeveer, M. Norton, B. (2005). From Teachings to Learning. Philadelphia: Saunders. Wong, J. Wong, S. (1987). Towards Effective Clinical Teaching in Nursing. Journal of Advanced Nursing, 12, 505-513. Young, L., Paterson, B. (2007). Teaching Nursing: Developing A Student Centered Learning Environment. Philadelphia: Lippincott, Williams Wilkins.

Free Essay - Setting in William Faulkners A Rose for Emily :: A Rose for Emily, William Faulkner

Importance of Setting in William Faulkner's A Rose for Emily Setting is place and time, and often provides more than a mere backdrop for the action of a story. William Faulkner uses this device in his complex short story "A Rose for Emily" to give insight into the lonely world of Miss Emily Grierson. Faulkner portrays the townspeople and Emily in the southern town of Jefferson during the late 1800's to early 1900's. The town is more than just the setting in the story; it takes on its own characterization alongside Emily the main character. It is the main reasoning behind Emily's attitude and actions. It gives the reader an easier understanding into why Emily makes the decisions she does as the story unwinds. The town of Jefferson was deeply indirectly involved in the life of Emily Grierson. They watched and debated her every move, being her analyst, they wondering why she did certain things. They had their own idea of who she was and what they wanted her to be. The reason being was that the aristocratic Grierson family that her father headed was very highly recognized in the past era of the Confederacy. Her father had much power and was close to a very popular mayor named Colonel Sartoris. The power Emily's father has over Emily can be seen in a portrait of the two that the narrator describes: "Emily a slender woman in white in the background, her father a spraddled silhouette in the foreground, his back to her and clutching a horsewhip." (141) He does in fact control her like a horse, never allowing her to date anyone. And until his death she indeed does not. After Emily's father dies, we find her becoming involved with a gay man named Homer Baron who she probably believes she will eventually marry. It is her continual relying on a male figure that gets Emily into this situation. It is the setting in which she lye that has this impact on her thought and understanding. We eventually find out in the end that Emily kills Homer. She does this not do this out anger or hatred toward this man. It is the belief on her part, that a man has to play a significant role in her life that drives Emily to do this unbelievable act of violence. In her mind this was not a crazy thing to do.

Motivational Approach

Motivation is the willingness to exert high levels of effort toward organizational goals, conditioned by the effort's ability to satisfy some individual needs (Robbins, 168). For some business analysts, employee motivation is a good way to increase productivity in an organization. When people get motivated, they will have a reason to put more efforts on what they are doing. Motivation is a crucial management tool in lifting the organization's work force's ability. There are many different ways to motivate employees. Employers can motivate their workers as individuals, groups, teams, or the organization as a whole. Motivation takes forms like offering rewards, improving working conditions, or employee recognition. However, which approach should employers try? Team-based reward systems have been raised as an issue in work management areas. Many people prefer team-based reward systems to an individual approach. San Diego Business Journal, issued on Oct. 6, 1997, published an article titled â€Å"Team-Based Productivity Incentive System.† This article summarized the ideas that supported the team-based approach. The author, Bob Harrington, opposed the individual reward system. As he stated, individual reward systems create unnecessary competition and reduce cooperation between employees. It also reduces creativity because employees will only do what is necessary to get rewarded. Moreover, Harrington said team-based incentives influence individuals to work well together and cooperate with one another. No longer are employees and management measured purely against financial information. Instead, outstanding performance is based on a combination of items that measure the strategic objectives of the corporation. This paper will see if the team-based incentive systems are the best approach for business environments as Harrington discussed. Medical insurance and educational opportunities, among others are all common benefits in compensation programs for many manufacturers. Many people argued that these benefits attract and retain employees, but have little to do with work performance. Some also believe that if these benefits are spread out among workers in general, these kinds of work incentives will not guarantee good performance. Well Pay vs. Sick Pay is an example of how an incentive program reinforces wrong behavior and reduces productivity. Manufacturers with incentive systems that reward employees for achievements and growth can increase their competitiveness and profitability in today's global market. Yes, it is true that organizations need to have incentive systems to satisfy their work force. Team-based incentive systems such as gain sharing, profit sharing, etc., become increasingly popular in work environments. People now are required to work as a team, and altogether help each other to achieve an objective. Your work is my work, and your responsibility is mine. People will become more cohesive as working in a group or a team. Team-based incentives offer several advantages. However, I do not totally agree with Harrington that individual incentive systems do not have any good influence over workers' performance. Some people are extremely successful when they work on their own. People, who are raised in an individualistic culture, might not benefit from working in a group. So, individual incentive systems do play an important role in increasing a work force's productivity as long as the employers know how to use this reinforcement system properly. If organizations set a standard to measure individual achievement and reward that individual on what he (she) perform, then, the individual incentive system might work as well as the team-based one. Moreover, managers need to realize that team-based incentive systems might cause Social Loafing effect in the work force – the tendency for individuals to expend less effort when working collectively than when working individually (Robbins, 260). Motivations are necessary in a working environment to increase the productivity of the work force. Reward systems must create a win-win situation for employees and employers. Team-based incentive systems might work very well and are a preferred process for many organizations in today's work market; however, managers should adopt individual incentive systems in many cases, when employees are more skillful, efficient, and effective as working individually. The major purpose of the incentive system is to motivate and organize employees.

Audre Lorde †The Defragmented Form

Audre Lorde – The Defragmented Form Free Online Research Papers It was Audre Lorde who gave birth to the idea of the erotic as power. She embraces it to be the passion, joy and connection within us all. Lorde distinguishes this power from the mere sensations involved in pornography, which represents the oppression of true feelings. She so boldly proclaims that, â€Å"We have been warned against it all of our lives by the male world, which values this depth of feeling enough to keep women around in order to exercise it in the service of men, but which fears this same depth too much to examine the possibilities of it within themselves† (537). And it is because of this fear, she continues, â€Å"The erotic has often been misnamed by men and used against women . It has been made into the confused, the trivial, the psychotic, the plasticized sensation.† What women of the feminist art movement are left with is the question of how to reclaim the erotic – their essence- through art. Kiki Smith has taken a vulnerable approach to reclaiming her body from society and in turn the erotic within herself. Through bold experimentation, she used her art to explore the wonders of the human body. By separating the body from its spirit, Smith strove to universalize the human experience through the depiction of the female form, thereby challenging the long tradition of male artists’ exploitation of the female body as a pornographic subject. Women in society are expected to be free of bodily functions. There is a lot of effort put in by woman to strip away any clues that they have human bodies. Smith personalizes, â€Å"I know, in my life, I feel oppressed a great deal by all these ideologies I’ve either internalized in my own psyche or am politically and socially confronted with every day† (McCormick). I an effort to battle this baggage she carried, Kiki began to explore the body and its natural function through a diversity of mediums. Her first piece was a latex hand covered in algae floating in a glass jar. This touches on the transient quality of the human body. Possibly, she was motivated by her father’s recent death at the time to express her contemplation of mortality. It was her father, famous minimalist sculptor Tony Smith, who infused her early years with art. I find it interesting that his death was the catalyst for her career as an artist. In an exhibit of Smith’s in New York’s Whitney Museum, an onlooker was bombarded with the workings of the body. Glass jars stood empty, each labeled with the fluid it was meant to hold: urine, sweat, semen, saliva, mucus, milk. On a pedestal nearby sat folded what looked to be flayed skin. A rib cage hung on the wall near sets of internal organs (Cotter). The beauty of this exhibit is that this wasn’t just â€Å"shock art†. I forced the viewer to question why they were so shocked by the inner workings of their own body. Her work is a comment on how detached we are from our own body. The pieces that I found most poetic were a set of three female figures. â€Å"Pee Body† was a form squatting with yellow beads flow out from her crotch, while â€Å"Train† displayed a proud figure standing tall with multiple strands of blood-red beads cascaded to the floor. The works are complimented by a crawling body of beeswax followed by what is meant to depict a ribbon of feces. I am so captivated by these three sculptures because undoubtedly the masses were completely repulsed by them. Why? Because society has drilled into us that these qualities that solidify us as humans rank up as the greatest of taboos. To be human would be to be equal and that just does match up with what we are taught. I believe her works to be successful at blowing these myths right out of the water. By invoking such revulsion in her audience, she is in effect shaking up the historical ideologies that thread through time. Smith is then empowering herself and others to shift their ideas of the female form and separate the content from the context. One of the most powerful illustrations of this persistence to evoke is her piece entitled â€Å"Virgin Mary†. Here stands a woman vulnerable, fragile and stripped of her skin, revealing the musculature beneath. This sculpture demystifies the icon of Mother Mary, leaving her an exposed human for all to dissect. The materials used in Smith’s work conveys just as much as the subject it describes. Her choices in medium resemble that of Eva Hesse. Hesse was known for using wax and rubber to attribute human qualities into her work. In effect, breathing life into her work. Not as minimalistic as Hesse, Smith experiments with an array of mediums into her work: metal, plaster, glass, beeswax, cotton, cardboard and the list continues to grow with each piece. When she first began her work, she was told that no one would take her seriously because she used â€Å"girl materials†. Her response was, â€Å"Okay, fuck you, I’m going to make everything really indestructible and you can’t take it away from me. You can say it’s shit, but at least you can’t say it’s shit because it’s going to self-destruct† (McCormick). She attempted to work with bronze and other sturdy materials, but eventually went back to more fragile materials. I think the latter choice in materials is profound when used with images of the body because the body itself is so frail and destructible. Her use of more temporary substances brings back the separation between form and matter, body and spirit. Within the negative spaces lies what Audre Lorde was referring to as the erotic. Another female artist that used art to process her relationship to her body was Frida Kahlo. Throughout her life, Frida suffered many illnesses and injuries and it seemed that her body had turned on her. Similar to Smith, Kahlo became an artist as a result of the imminent failure of the body. After a nearly fatal accident, a bedridden Kahlo began to paint. She employed the paint and canvas as an outlet to her pain. This pain, both physical and emotional, lasted a lifetime. Like Smith, her work was laced with blood and tears. Her paintings are a bit more autobiographical than Kiki’s because they are mostly self -portraits. Kahlo declares, â€Å"I paint myself because I am often alone and I am the subject I know best† (Herrara 181). I do speculate that these paintings helped her to make the distinction between herself and her body. In 1944, she painted â€Å"La Columna Rota† (The Broken Column) whch depicts a weeping Kahlo with a bound, broken body held up with a roman column as her spine. The image is disturbing and possibly not what those around her wished to see. But this was her truth, her human experience. By painting this she is able to somewhat separate herself from the physical pain she had experienced. Both artists force the viewer to experience the unpleasant. They beg of the audience to face and accept the fragility and vulnerability of life. Kiki did eventually engage in self-portraiture when she explored printmaking. She clarifies, â€Å"†¦I’m starting to use myself. Maybe because prints are this other world- they’re a secret entrance into using myself as a subject†¦ I’ve been much more self revealing in doing prints† (â€Å"Kiki†). Smith uses her own image to delve into the various kinds of printmaking. One of the most experimental was â€Å"Blue Lake† in which she flattened a three dimensional picture of herself onto a large piece of paper, constructing what looked to b e the image of a flayed body. Once again, Kiki used her art to segregate herself from her body. It is as if she has actually peeled her skin off to reveal what exists beneath. Kahlo deals with the piercing of the skin her piece entitled â€Å"Unos Cuantos Piquetitos† (a few small nips) where a dead woman lies on the hospital bed covered in cuts surrounded by blood. It is not just the similar concepts that move me to compare these two artists. In some works, I have found strikingly mimicked imagery and subject matter. Both have produced images of milking breast. Freda herself is being nursed by a solid woman that appears to be donning a primitive mask in â€Å"My nurse and I†. Smith’s â€Å"Untitled: (pink bosoms)† is a series of prints inspired by the myth of a goddess who spurts her milk to produce the Milky Way (â€Å"Kiki†). The series consists of simple images of breasts printed on magenta paper embellished with animated burst of milk. Both women have delivered works that emphasize the production of milk from within the ducts which focuses on a function that may be overlooked and underappreciated. These pieces address the themes of female nourishment and regeneration. One could even argue that it was art that had replaced the â€Å"milk† in their lives. The most fascinating connections between the art created by both Kahlo and Smith is the way Smith pulled two powerful images of Kahlo’s into one bold sculpture. Whether she did this purposefully or not, the similarities are eerie. In â€Å"The Little Deer†, Kahlo portrays herself as having the body of a deer that has been wounded by spears, once again using flawed object to refer to her injuries and brittle body. However in â€Å"My birth† Kahlo addresses her own birth and the loss of her many miscarriages. In this painting she is using the body to illustrate, â€Å"The one who gave birth to herself†¦ who wrote the most wonderful poem of her life† (Herrera). Smith has since then brought into being a sculpture that is a culmination of both of Frida’s works. â€Å"Born† is the life-size depiction of a small deer giving birth to a woman. Smith contributes that, â€Å"†¦making stuff about art is about the fact that one is born one self rather than that one is a capable breeder. Everyone is born. That’s how you get here, and it’s also something that you have to keep on repeating over and over again to make your life vital- to be like a phoenix, to make new, or renew, your life existence† (McCormick). â€Å"Pink bosoms† was not Smith’s only piece that addresses mythology. â€Å"Rapture† is a sculpture of Little Red Riding Hood stepping confidently out of the wolf’s gut. This brings us back to the notion of reclaiming ourselves from the bowels of society’s expectations and ideologies. There were other incidents where she dealt with mythological heroines, such as Alice in Wonderland. Kahlo also incorporated the Mexican mythological monkey into her several of her paintings. In â€Å"Self-Portrait with Monkey, she uses the monkey with a red ribbon wound around her neck to symbolize the metaphorical ties between herself and her pet. Smith also investigated this connection in â€Å"Lucy’s Daughters†. Our history’s first female heroine, Lucy, was a pre-historic hominid whose 3 million year old skeleton was found in Ethiopia (â€Å"Kiki†). This installation consists of sixty screen printed cotton female figures standing in the corner of a room. She used the structure of a inverted pyramid to resemble a family tree. A tree that began with one woman and represents an unbroken feminine chain from even before humankind (Haber). Today I stand as a member in that chain. The women artists before me have made valient attempts to strip themselves of the pornographic and renew the erotic. They have made audacious statements and allowed themselves to be vulnerable in order to expose the false ideologies that society has put on us in the name of femininity. They understood, as I understand, that the feminine- the erotic- exists in everyone. We all have bodies. These woman challenge themselves and their audience to ask one question. When stripped our fragile, ephemeral shell – when the body’s value is reduced to its functionality- what is it that lies beneath? Research Papers on Audre Lorde - The Defragmented FormHip-Hop is ArtAnalysis Of A Cosmetics AdvertisementThe Masque of the Red Death Room meaningsTrailblazing by Eric AndersonThe Spring and Autumn19 Century Society: A Deeply Divided EraWhere Wild and West MeetMarketing of Lifeboy Soap A Unilever ProductPersonal Experience with Teen PregnancyMind Travel

WATERGATE SCANDAL essays

WATERGATE SCANDAL essays Watergate scandal refers to the series of illegal acts that President Richard Nixon and most of his administration made. It was against the liberal political opponents, their campaign and all of the rest who protest against his decision of war in Vietnam. Watergate was name of the building complex of Democratic National Committee in Washington D.C. On June 17th 1972, five men tried to break through the building but eventually they were arrested. The men were found with videos, cameras and wiretap telephone equipments. Later on it was found that they were working for none other than Nixon and the scandal was named after the building. President Nixon was ever worried of licking some of his policies to the public. So, he used to wiretap his own staff members telephone too. Despite of high management some of the policies regarding to the Vietnam War was licked, showing him as a guilty person, but the evidence was not strong enough to drag a President to the court. Instead Nixon established a group called CIA, which basically acts against the person or an organization that were against the president. CIA also played a vital role to re-elect Nixon on the election of 1972. It just trapped the opponent democratic leaders making a false rumor about them. Meanwhile Nixons administrations were taking millions and millions of dollars in the name of contribution and donation from big corporation which strengthen them economically. All of these things sum up to re- elect Nixon as a president once again. Though he wins the election, the case of Watergate burglar was on it peak at that time. The Watergate burglar went on trial and gave shocking news of Nixons connection with the scandal. Then the White house stopped the investigation as further can make a negative impact on Nixons presidency. After this the things went from bad to worse as people started to feel as if Nixon was abusing the law. Another nightmare came to Nix...

Oral Health and Nutrition Essay Example | Topics and Well Written Essays - 500 words

Oral Health and Nutrition - Essay Example The dementia diagnosis was carried out blind from the dental and nutritional status. The study concluded that "having fewer teeth was associated in a cross-sectional analysis with incident dementia, and that this association was strongest in people who did not use dentures" (853). The study additionally found that females were significantly more likely to use dentures, and thus suffer less dementia (852). Nutrition and oral health have been associated as poor dental health makes it more difficult to consume fresh and healthy foods, while poor nutrition contributes further to poor oral health. This study linked the deterioration of dental health and teeth count to dementia. The study reported that the increased risk of dementia, and especially Alzheimer's Disease, may be due to the inflammatory processes associated with periodontal disease. Further research is needed to isolate the mechanism of onset for this important aspect of aging that affects many people worldwide, and could possibly be averted by better dental health and the increased use of dentures.

Control abandoned dogs and cats by student Essay

Control abandoned dogs and cats by student - Essay Example This has raised eyebrows on what to do with this increasing number of stray animals in the USA. There is the need to educate people on how to handle their animals so as to reduce the population of dogs and cats which eventually becomes unwanted. There is also the need of having laws that condemn cruelty of animals and ways of ensuring that every cat and dog is well taken care of by having vets check on the regularly (Calum N. L. MacPherson page 5). Students should be advised on the benefits of having dogs and cats, how to take care of them, what is required of them from time to time to ensure that the animals are well protected. They should also be informed of the difficulties of owning an animal and what to do if they cannot keep up with the pressure of keeping the same. This will reduce stray animals in the streets as all measures will be taken if the students are well informed. The main problem that is causing stray dogs and cats to increase rapidly in USA is that they do not know that animals need as much attention as human beings. They have no idea that owning an animal requires extra source of income or having to do away with some things to be able to take care of the animals (Office of Technology Assessment page 320). There will be need to squeeze in extra time for the dog or the cat and that’s why it reaches a point where they have to let go the animals if they cannot handle the stress they bring along. There is also the problem of a family being able to take care of one animal but later on the gives birth, and there are more animals where there are forced to let go the extra burden and the easiest place to send animals is the streets. People should be educated on ways of controlling animal’s births and the importance of the same. This can be through neutering and spaying the animals after giving birth to number of off springs the owner can manage without abandoning the cats or the dogs to