Analysis of Nursing Ideologies: Leg Ulcers and COPD Case

Analysis of Nursing Ideologies: Leg Ulcers and COPD Case Professional Studies Essay The aim of this essay is to address various professional nursing ideologies and how they can be applied to nursing practice. This will be undertaken in order to assess the author’s knowledge and understanding of the various themes of the Professional Studies module. In order to assess knowledge and understanding this essay will answer three questions, each pertaining to particular strands of professional studies. These include factors that can influence the promotion of evidence-based care, the philosophy of caring and managing the delivery of care. Examples of practice used in this assignment will be from published research. The answers given will be supported by research pertaining to the treatment of venous leg ulcers and chronic obstructive pulmonary disease (COPD). It is suggested that evidence-based practice (EBP) or evidence-based care is a high point on political and professional agendas (Wright, 2001, p198) having gained popularity in health care following concerns over the continued use of practices based on tradition or habit, rather than evidence of their efficacy (Flaherty, 2001, p4). EBP contrasts with this in that it intends to promote treatment and care that is based on systematic evaluation of the evidence of the effectiveness of interventions. It is suggested that the Department of Health (1998, p17) has adopted the principles of EBP, changing the focus from individual staff seeking to identify the best course of action in given clinical situations to national initiatives to minimize variations in healthcare provision across regions, developing national standards of health care and debatably determining what is deemed the most effective use of finite NHS resources. However, it is argued that the implementation of the national stand ards of health care which are in the form of guidelines issued by organisations such as the National Institute for Clinical Excellence (NICE) are often delayed (Shannon, 2003, p1368). Debatably, this is a result of various factors such as lack of finances, time, inclination to change and lack of conviction that change will be beneficial. Having said that, it is important that nurses understand what theoretical knowledge is needed in accessing and selecting evidence for use in supporting practice. It is recommended that nurses, who employ evidence-based care, recognize the distinction between EBP and research-based practice. EBP acknowledges that even where there is an absence of empirical research, evidence in the form of case studies or expert opinion might exist that can inform practice (Hewitt-Taylor, 2003b, p43). In addition, arguably not all research is of high quality, and practices may be described as â€Å"researched-based†, even where the research upon which they are based is not of a good standard, or not intended to be applied in a particular setting. Theoretically, EBP is concerned with gathering all the available evidence, evaluating the evidence and deciding what would constitute the best approach to a particular aspect of care in a given clinical situation (Hewitt-Taylor, 2003b, p44). The evidence that can be used includes research, consensus expert opinion, cost and patient preferences (NICE 2003, p3). It is suggested that as well as taking into account a variety of sources of evidence, the use of EBP with health care involves the ability to evaluate the quality of all these forms of evidence and there application to certain clinical circumstances. Therefore, it is proposed that nurses need to be able to critically analyse all of the proposed evidence that is to be used before employing evidence-based care to practice. It is also suggested that nurses need to have knowledge of the individual component skills of evidence based-practice. These include research and information technology skills, awareness of major information types and sources, as already mentioned, the ability to analyse critically evidence against set standards, dissemination of new ideas about care to colleagues and the ability to review own practice (Cranston, 2002, p39). As previously mentioned, nurses need to have the knowledge and skills to be able to identify and analyse which evidence is most appropriate for a given clinical situation. Therefore when implementing EPB in a care situation it is important to understand that research evidence is only one part of the picture when considering clinical decision making. For instance, at present there is good quality research evidence which indicates that the most effective treatment for uncomplicated venous leg ulcers is the application of compression bandaging (RCN Institute, 1998, p7). It is suggested however that research evidence cannot yet point to the best type and method of bandaging to apply. Therefore, individual nurse clinical experience and the patient’s preference in terms of comfort of bandaging will come into play when making a decision about the best way to treat the leg ulcer. It is debated that it is essential for nurses to understand that arguably very few treatment interventions or nursing practices have a purely research evidence base from which to direct practice (Cranston, 2002, p40). Therefore, it is argued that nurses must also be able to draw on all aspects of evidence, including patients’ and families’ perspectives, the results of research, and their own and colleagues’ expertise to reach the best holistic, person-centred care for each patient (Howitt Armstrong, 1999, p1324). Apart from the importance of holistic care and person-centred care, the theory of caring is also a key issue relevant to the advancement of nursing. It is proposed that in recent years several issues pertaining to the development of nursing knowledge have been addressed. Debatably, these include uncovering phenomena considered central to nursing and nursing theories and models that have emanated from them (Chinn Kramer, 1995, p24). One important concept within nursing that is gaining increasing attention in nursing literature is that of caring (Kyle 1995, p506). A range of theories have been presented in nursing literature that have caring as a central concept and are based on a human science perspective. One of these theories is that of Simone Roach’s (1992) theory on caring. In her writings she discusses the uniqueness of caring, arguing that caring is not unique to nursing but it is unique in nursing. Furthermore, she presents the idea that this one concept includes the â€Å"essential characteristics of nursing as a helping discipline† (Roach, 1992, p12). The main concepts of this theory are the attributes of c aring, or the five Cs. Roach perceived the five Cs as â€Å"a broad framework suggesting categories of human behaviour within which professional caring may be expressed† (Roach, 1992, p69). The five Cs are defined as compassion, competence, confidence, conscience and commitment (Roach, 1992, p19). It is acknowledged that it has been difficult to find any practical examples of Roach’s work. This could be due to the fact that it is not formally considered a theory for nursing. Debatably, while the five Cs including are essential to caring within nursing, it is proposed that the third C, confidence is required to enable the nurse to deliver holistic care. (Roach, 1992, p63) defines confidence as â€Å"the quality which fosters trusting relationships†. In Roach’s writings she accentuates the need for a ‘caring confidence’ between the nurse and patient that promotes a trusting, truthful, equitable and respectful relationship that happens without any attached conditions, misrepresentations, anxiety or subjection (Roach, 1992, p64). In a practice setting, it is suggested that if patients cannot feel that the staff are being truthful and candid in their contact with them they will not trust or believe in them. Debatably, at the center of patients’ making informed choices is that nurses are honest and give truthful information, therefore, if they do not perceive honesty the patients’ cannot be sure they are making the right decisions. It is essential that nurses trust in their own abilities and they need to possess confidence in their own skills and judgements and as well as knowing their limitations (Fry, 1989, p9, Pusari, 1998, p6). With this in mind it is proposed that nurses could use the Johns’ Model of Structured Reflection (1994, pp71-75). Arguably, this model can help the nurse reflect on the above factors that constitute confidence in caring. The model asks questions that allow nurses to reflect on their abilities, actions and what they tried to achieve in a given clinical setting. It helps nurses to reflect on how they responded as they did in a care setting and if they could have dealt better with the situation. On reflection the model might help nurses to have the confidence to care in a holistic, person-centred, knowledgeable and reflective manner. It is suggested that in order to manage the delivery of holistic, patient-centred care, that care needs to be of high quality and performed within current policy guidelines. Delivery of healthcare can be undertaken on three levels: primary, secondary and tertiary care (Royal College of Physicians (RCP), 2001, p292). It is proposed that the delivery of COPD care can be undertaken at all levels of care; however, it is argued that COPD care is normally managed within primary and secondary care settings. Patients suffering from COPD can access primary care from there General Practitioner (GP). Some GPs might have an interest and an expertise in the management of COPD and therefore could provide specialist nurse-led clinics within their surgeries. Secondary care for COPD sufferers is normally a hospital-based service whereby patients have accessed this level of care either from a referral from their GP of through Accident and Emergency. It is proposed that most district general hospitals have a highly trained respiratory medicine team (RCP, 2001, 292). One example of managing the delivery of COPD within primary care is that of the introduction of Quality Outcome Framework (QOF) practitioners. Arguably, this is a major incentive to improve primary care COPD management and the QOF for COPD became part of the General medical Services Contract (Booker, 2005, p33). Debatably, the QOF targets can form the basis of good COPD management as in most cases; evidence-based rationales were used for the inclusion of particular targets such as smoking cessation advice. However, it appears that in some areas the QOF and the NICE guidelines disagree on the management of COPD care. The NICE guideline suggests that reversibility testing is not routinely necessary for initial diagnosis (NCCCC, 2004, p1), but the QOF requires spirometry testing plus reversibility testing as a premise for diagnosis. Evidence suggests that reversibility testing to a single, â€Å"acute† dose of bronchodilator is not reproducible and can be misleading. It is sugges ted that the majority of COPD cases can be accurately diagnosed from the clinical history and then confirmed with spirometry testing (Calverley, 2003, p659). Debatably, despite the disagreements between NICE guidelines and QOF, the QOF scheme is a good starting point and arguably, has served to increase the profile of COPD in primary care. Nurses need to understand and become knowledgeable about professional nursing theories and ideologies. Person-centred holistic care is often based on clinical evidence and research. It is important therefore that nurses can appreciate the usefulness of evidence but also be conscious of the relevance of the evidence in everyday practice. Nurses need to be able to critically analyse any evidence-based research or guidelines for its effectiveness in practice. Knowledge of the theories of nursing can help enhance practice by understanding key concepts pertaining to care and delivery of care. Reflection as a concept within care is important for developing safe, quality, holistic, patient-centred care. In contemporary nursing managing the delivery of care is often guided by current policy. Nurses need to be aware of the current care guidelines that plan their care actions. It is important to note that clinical care guidelines can enhance patient care by providing rules on ethical, safe and quality care. However, it is important to note that guidelines are there for the safety of the healthcare profession as well as the patients. References Booker R (2005) COPD, NICE and GMS: getting quality from QOF, Primary Care, 15, 9, 33-36 Calverley PMA (2003) Bronchodilator reversibility testing in COPD, Thorax, 58, 8, 659-664 Chinn PL Kramer MK (1995) Theory and Nursing: A Systematic Approach, 4th edn, St Louis, Mosby year Book Press Cranston M (2002) Clinical effectiveness and evidence based practice, Nursing Standard, 16, 24, 39-43 Department of Health (1998) A First Class Service: Quality in the new NHS, London, HMSO Flaherty R (2001) Medical Myths: today’s perspectives, Patient Care, 15 September: 4–10 Fry ST (1989) Toward a theory of nursing ethics, Advances in Nursing Science, 11, 4, 9-22 Hewitt-Taylor J (2003b) Reviewing evidence, Intensive Critical Care Nursing, 19, 43-9 Howitt A Armstrong D (1999) Implementing evidence based medicine in general practice: audit and qualitative study of antithrombotic treatment for arterial fibrillation, British Medical Journal, 318, 7194, 1324-1327 Johns C (1994) Clinical notes: nuances of reflection, Journal of Clinical Nursing, 3, 2, 71-75 Kyle TV (1995) The concept of caring: a review of the literature, Journal of Advanced Nursing, 21, 506-514 NCCCC (2004) Chronic obstructive disease: NICE Guideline for management of COPD in adults in primary care, Thorax, 1, 1-232 NICE (2003) Factsheet: General Information About Clinical Guidelines, NICE, London Pusari N (1998) Eight ‘Cs’ of caring: a holistic framework for nursing terminally ill patients. Contemporary Nurse, 7, 3, 156-160 RCN Institute (1998) The Management of Patients with Venous leg Ulcers, London, RCN Publishing Roach S (1992) The Human Act of Caring, Ottawa, Ontario: Canadian Hospital Association Press Royal College of Physicians (2001) Consultants physicians working for patients, 2nd edition, London, RCP Shannon C (2003) Money must be available for NICE guidance, minister says, British Medical Journal, 327, 1368 Wright SM (2001) Contribution of a lecturer-practitioner in implementing evidence-based health care, Accident Emergency Nursing, 9, 3, 198-203

Negotiations: Methodologies for Unilateral and Collaborative Situations

Negotiation is the preferred method of communication instead because conflict creates unwanted effects to a working relationship. The articles outlined three essential uses and/or strategies of three different authors whom approach to negotiation fit their industries as well as their creative abilities. In Resolving Real Estate Issues, Gerald M. Levy (1999) addresses four primary steps of negotiation: pre-negotiation, presentation and negotiation, intense, agreement and closing phrase (p. 2). The outline is understandable and workable in any industry in which negotiation is relied upon for optimal results. Meadow discussed the basis of negotiation being an art and science that mixes a party’s ability to bargain with their opponents. The issues stated within the article addressed the basic needs of any individual involved; for instance, â€Å"skilled negotiators can separate the conceptual part of negotiation (the â€Å"science†) from the behavioral aspects of negotiation (the â€Å"art†) to solve the underlying problem that a lawsuit represents (Meadow 1).† This act of negotiation is very intriguing because you are approaching the aspect of negotiation in a law setting in which rules are outlined by the court, but your use of tactics are up to you and your opponents. In The Art and Science of Problem-Solving Negotiation, Meadow (1999) uses detailed examples to corner a creative negotiator’s ability to overthrow sessions (p.2). These tactics fit their personality and the structure increases negotiator’s chances of success in negotiations. Shaping perceptions of alternatives sets in the pre-negotiation phase of negotiation can lower the limits of acceptable agreements. For example, a web design company needs a copywriter with writing skills to boost their profits. The market price for a freelance writer is roughly $20/article, but they are offering a per project basis. In this negotiation, a copywriter will pull for the market price or higher due to years of professional experience. This is an example of Meadow’s (1999) belief in shaping the competition’s objectives to fit that of one’s intentions (p. 5). Without the proper game plan, the art and science of negotiation goes out of the window once more problems arise. As with my example, a negotiator can make commitments, threats, and focal points stick all irrelevant issues aside for a reasonable bargaining set to continue its process within a negotiation. This follows from their previous example. Their ability to highlight this point will make the company re-arrange their current ideal of what a copywriter should be paid per article. Not that it is a threat, but it is a reasonable explanation of why they need to pay the amount instead of losing the writer. In Resolving Real Estate Issues, Gerald Levy (1999) practices influencing aspirations are higher suggestions in return for a need can generate better results (p.2). Once I understand the dynamics and true market price of a copywriter, I may want more for their work. The web design company is trying to use their talents at a cheap price so I will leave them alone for a set period of time to see if their position changes. By contacting their competition about copywriter salaries, I can gain leverage by addressing it in our next meeting. I am boosting their aspirations to receive the payment I deserve and ‘more’ for their services. After I receive this information, I can develop a stronger position in what I deserve. Meadow (1999) and Levy (1999) believe that taking a position will cause an opponent to withdraw from their first perspective of the situation (p. 1 and 3). If one chooses to use strong positions, they must stand firm within decision making so opponents will understand and not budge from previous arguments. For example, if I were asked to accept a lower salary, I will not agree with the web design company and leave the negotiations. This puts my services as a valuable mean for a company’s success in their market. It is very important to keep this in mind while developing a stronger argument for future negotiations. I believe I must remain strong during these steps into a negotiation because companies try to manipulate prospects. These authors were correct in establishing a strong position for unilateral and collaborative situations. In order to create a better outcome on each end, it should remain essential to practice the art of negotiation without budging to the intense negotiation strategies thrown within the conflict. The preferred methods of Meadow (1999) and Levy (1999) can be implemented in numerous settings; one’s flexibility to establish rapport with an opponent without harming or burning bridges is very important (p.3). Meadow’s (1999) objectives can act as repetitive methodology to instruct new negotiators in the law scene. Many other methods can be helpful, but the ideal argumentation comes from the negotiator’s overall motivations. References Cited Menkel-Meadow, Carrie (June 1999). â€Å"The art and science of problem-solving negotiation.† Trial. Washington, p. 1- 7. Levy, Gerald M. (Fall 1999). Resolving Real Estate Issues. Real Estate Issues. Chicago.   Vol. 24, p.1-8.   

Fountain of the Four Rivers

Fountain of the Four Rivers The Fountain of the Four Rivers is a monumental example of Italian Baroque style and eloquence. This sculpture is one of many that transformed Rome into the city we know today. There are many fountains that can be found throughout Italy. The Fountain of the Four Rivers is a breathtaking sculptural fountain in Piazza Navona, Italy. It is made of travertine and marble. This sculpture was designed and constructed from 1648-1651. On June 12, 1651 this magnificent masterpiece was unveiled to the world.The famous Italian sculpture and architect, Gian Lorenzo Bernini, is the brilliant artist responsible for this masterpiece. He won the honor of designing this fountain by subterfuge; an advocate of Bernini had placed a model of the fountain in an area where the pope would hopefully see it and choose him to design the structure. This spectacular piece was built for the Pope Innocent X Pamphili. Its water source comes from the Acqua Vergine; this is one of the main water supplies in Rome. The pope ordered this water supply to be redirected to the front of his palace in the Palazzo Pamphili where the fountain stands.The town square that houses the Fountain of the Four Rivers not only is the location for Pamphili’s family palace, it is also the location of the ancient stadium of the Emperor Domitain. This was one of the first fountains constructed in Rome that was designed by Bernini, which would be followed by many more. The Fountain of the Four Rivers is a complex design. This sculpture depicts Gods of the four great rivers that are found in the four continents that were recognized by renaissance geographers during that time period.These rivers include the Nile, in Africa, the Ganges in Asia, the Rio de la Plata in the Americas and the Danube in Europe. Also, each countries area on the fountain is enhanced with details of its native animals and plants. Bernini’s magnificent fountain efficiently integrates an Egyptian obelisk that stands in the center of this piazza. This is one of Bernini’s most well-known and breathtaking works of art. Pamphili is quoted stating, â€Å"The only way to avoid employing Bernini was not to see his designs. † Bernini’s art to this day remains admired works of beauty and creativity weaved throughout Rome’s ancient streets.Bernini and his brilliant creations brought Rome to be known as â€Å"the city of fountains†. Bernini was a magnificent architect and sculptor of Baroque style. He was born in Naples in 1598; He had a very long and successful career until his death in 1680. In Rome, he worked for the city’s most authoritative families and the popes. Some of his Royal patrons included the Pope Innocent X Pamphili, King Charles I and Louis XIV. Bernini was Caravaggio’s (Michelangelo Merisi) contemporary. Bernini brought Caravaggio’s style of painting to his sculptures. He created many exceptional baroque styled sculptures, f ountains, and dynamic monuments.All of which are prized by patrons centuries after their creations. People travel across the world just to admire his historical masterworks. Bernini’s style truly depicts the eloquence of creativity and ingeniousness of the Italian Baroque styled sculptures in seventeenth-century Rome. Different types of Baroque styles are found throughout Europe, they all began from ideas from the Italian’s version of this style. The Fountain of the Four Rivers portrays the main four rivers of the world known at that time. This structure integrates the artistic styles of the era, the religious aspects and the geological significance of its time.This particular water feature is one of many fountains that transformed Rome to being known as â€Å"the city of fountains†. One of the main water sources of Rome was redirected to give the sculpture life. This fountain is one of many works of art that demonstrates the imaginary art and thinking of people s around the seventieth century. This ancient sculpture is also one of many that transformed Rome into the city we know today. Bernini’s designs are integrated though out surrounding areas and had influence on other artists through history. Works CitedNational Gallery of Art, Washington,DC; http://www. nga. gov/exhibitions/2000/baroque/2013 February 2, 2013 Alexandra Korey, Bernini’s â€Å"Fountain of the Four Rivers† restored (Quattro Fiumi), March 2009 February 5, 2013 Zuzana Pastirikova. Heidi Schwartz http://www. rome. info/bernini/fountain-four-rivers/ 2003-2009 Rome info; February 6, 2013 Hugh Honour, John Fleming; A World History of Art, Laurence King Publishing, 2005 February 7, 2013 Ann Sutherland Harris; 17th century art and architecture, Laurence King Publishing, 2005 February 9, 2013

Spanish-American War Letters of a Volunteer - Free Essay Example

Sample details Pages: 9 Words: 2569 Downloads: 8 Date added: 2019/08/02 Category History Essay Level High school Tags: Spanish American War Essay War Essay Did you like this example? George Glenn Kings book, Letters of a Volunteer, captured my attention due to the connection and interest with my Puerto Rican history. I recognize and have visited many of the towns King describes in his book. My lineage consists of three major cultures. Don’t waste time! Our writers will create an original "Spanish-American War: Letters of a Volunteer" essay for you Create order I am Taino Indian, Iberian, and African, the three cultures that make up the one identity of Puerto Rico. Kings book is comprised of many letters he would send to his family during the war. He describes in detail his experience of the Spanish-American war. With all the conflict the Spanish-American war brought, Kings writing provides a small window into the life of a soldier during that era. The 19th century was an important time in American history. Many colonies were protesting to gain their own independence from the countries that controlled them. Cuba was the first to rebel against Spanish rule, which initiated the Ten Years War in 1868.   The uprising in Cuba was led by farmers and wealthy Cubans. Carlos Manuel de Cespedes, a sugar mill owner, made the Declaration of Cuban Independence and began the war of 68. Cubans opposed Spains slave trade. They wanted tax reform, representation in Parliament, and judicial equality with Spaniards. Not long after the Ten Years War, conflict broke out again, and Spain sent General Butcher Weyler to Cuba. His way of prohibiting the Cubans from defying the Spaniards, was to set up concentration camps. Because of the poor conditions in these camps, Cubans died rapidly due to infection and diseases. At the end of the Cuban war of Independence, America became involved into what is now known as the Spanish-American war. There are many reasons for why America got involved in the altercation bet ween Cuba and Spain. Yellow journalism was used to exaggerate current events in order to exploit the truth and alter Americans ideas of the war. William Randolph Hearst, and Joseph Pulitzer, owners of important newspapers in America, contributed many misleading articles to the load. They used powerful and graphic stories to fabricate the brutality of General Weyler in Cuba. They were also known for publishing letters ridiculing President McKinley, and sensationalizing the sinking of USS Maine. Another reason for Americas involvement was from their large investment in sugar in Cuba. The United States sent forces to Cuba, Puerto Rico, and Spain. Different from other wars America has been in that was motivated by freedom or internal conflict, the Spanish-American war was purely for expanding United States territory to the Caribbean and the Philippines, and stripping Spain of their colonies. The Spanish-American war, was pretty brief only lasting around four months and was comprised of three major battles. T he first, being the battle of Manila Bay in the Philippines, ended Spanish colonialism in the Philippines. A majority of the war was fought in Cuba in order to help the native people and avenge the deaths that occured on the USS Maine. The battle of San Juan Hill was fought by the first volunteer cavalry known as the Rough Riders. They were composed of college students, cowboys, and Native Americans. The heaviest fighting in San Juan Hill was done by soldiers known as the Buffalo Soldiers. The battle of Santiago de Cuba ended the Spanish rule. During the Spanish-American war, the United States also invaded Puerto Rico. A small island only 108 miles long and 40 miles wide, it was one of Spains most prized possessions in the Caribbean. This invasion occured due to the request of prominent leaders in Puerto Rico to President McKinley and the Senate. They also provided invaluable information regarding the Spanish military on the island. The United States Navy were strategically stationed off the coast of San Juan. Spain engaged in a fierce firefight with the United States Navy. After a short four months, the United States defeats Spain and a Treaty of Paris is signed declaring the America as the protectorates of Guam, Puerto Rico, and the Philippeans. Cuba then is awarded independence. According to some historians, the Spanish-American War has had an on-going, as well as a long-lasting, effect on those countries that were somehow involved. For example, both Puerto Rico and the United States, as well as Cuba, Guam, the Philippines, and Hawaii, were all directly impacted by this war. In the book Extraordinary Americans, by Susan Sinnott (1991), Ms. Sinnott points out in the chapter entitled Remember the Maine: The Spanish American War and Its Aftermath that The Spanish American War was short but the results were far-reaching. The Spanish lost their holdings in Cuba, Puerto Rico and the Philippines. The United States was left, if not in control of the colonial empire, then at least in a much more responsible position than before. The end of the war pushed the United States into the world arenait was now a major international power. (House of Puerto Rico, Lopez). This elaborates more on the effects and result of the war. On July 25, G eneral Nelson Miles led an invasion of Puerto Rico, landing troops in Guà ¡nica on the southern coast. George G. King was a volunteer of the sixth regiment, a infantry regiment which included the Concord company which was stationed in Guà ¡nica. King published a book in 1928 with collection of his letters written home during the Spanish-American War. He states his letters are, constitute a faithful chronicle of the precarious experience of a volunteer soldier in that forgotten episode (Letters of a Volunteer, King). Kings intent with the letters was to document his daily experience as a soldier, and to keep connected with the home he left behind. King writes in 1898, The week between enrollment and departure was lively with excitement, discussion, and enthusiasm. Then came the actual falling into ranks for entrainment to State camp. The company formed in line near the Wright Tavern, facing the Monument. We were surrounded by a throng of relatives, neighbors, and friends. These were speeches by the distinguished sons of the two great menRalph Waldo Emerson and Judge Ebenezer Rockwood Hoarwho had rendered similar service upon the departure of the Concord Company in 1861 (Letters of a Volunteer, King). Most soldiers find that writing and receiving letters are vital to their morale. When reading Kings letters, he was imparting information about the war, which offers a powerful and highly personable insight into the Spanish-American war in Puerto Rico. An example of this disclosure of the war is when King wrote, We dont know what the news is from the front, but we dont expect to get to Cuba in time to help take Santiago. I rather think we will go to Puerto Rico eventually. This is of course based on rumors, but on the kind of rumors that have been confirmed so far in substance every time. That would suit me first rate, but as I have said, I havent any marked preference. The climatic dangers are all big bugaboos, and once on hostile soil we can feel that we are doing our share. Thats all we want.  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚   Historians have often dismissed wartime correspondence as uninformative and overly sanitized. Censorship and self-censorship, it has been claimed, prevented soldiers from saying anything in their letters home that would allow civilians to comprehend, however imperfectly, the horror of war. There is some merit in this argument, but not enough to dismiss wartime correspondence as historically insignificant (International Encyclopedia, Hanna). There are several letters from King events which follows written historical events. For example, King writes, From our station we could see the top of Morro castle, and watch the warships steam up and down the harbor mouth, but not a hostile shot has been fired within our sight or sound. All sorts of rumors have come aboard, but our communication with shore has been very restricted,   and we know nothing. One day it was understood that the bombardment of Morro was to begin; the fleet formed, and we received orders to land west of the city. We we re fallen in on deck, waiting for the fleet to move, when after much signalling among the ships, the news came aboard that Santiago had fallen, and the fleet sailed off to the east (Letters of a Volunteer, King). This information adds up with many other sources and documents about this battle. King seems acutely aware of yellow journalism, and how the newspapers disseminate false information. He states, We hear that five hundred of us have been killed. Of course none of you believe any such foolish rumor as that. Dont believe any newspaper accounts of battles, because they cant get them. You will never get a reliable account of an action except by mail, and if I run afoul of any I will write you all about it (Letters of a Volunteer, King). The American soldiers also lack information regarding the war. King writes, I heard that the whole of company I was going on guard, that Schley had reduced Havana, that Spain had thrown up the sponge, that San Juan had surrendered, and that Dewey had sunk three German vessels at Manila. We are pretty well out of the world (Letters of a Volunteer, King).   King makes several entries regarding the different epidemics affecting the soldiers. In fact, more soldiers died from disease during the Spanish-American war than sustaining death or injury due to fighting. The inhabitants shouted Viva Americanos till our ears rang. It wasnt very gratifying; they were partly afraid of us, and partly after our good American money. Still, there is a large element, particularly noticeable in the villages and among the poor, who long for American rule. The stories they tell of Spanish atrocity are awful (Letters of a Volunteer, King). This reflects how his letters are written from an American perspective and doesnt include the perspective of others involved in the war. The letters may have a temporal intention, but they also serve to inform the future.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     History is rarely objective and can be influenced by human opinion. Letters are key to providing a personal experience in historical events. One room is a kitchen, with a native stove. These stoves are made of masonry. They are built against the wall, like benches, and just about as high. At intervals of a foot or so, there are little ovens opening in front and on top, with iron gratings on top. They are all connected by a flue. The ovens themselves are perhaps 6 inches square. The smoke comes out into the room and rises to a big vent hole in the masonry wall of the house. In these ovens I build charcoal fires and cook my rice, and my eggs, and my milk toast, using my army frying pan and dipper (Letters of a Volunteer, King). These details of personal experience provide context that most of society or any journalist would not be able to document in their newspaper. Letters written by American military men during the Spanish-American War were bountiful; but in the case of Puerto R ico, there are only few surviving examples. Their content reflected the overwhelming fighting spirit that characterized the pro-war propaganda of the US press: Peace never makes men great. It is war, conflict, terrible war, terrific war, that makes men. Peace decays, repose destroys, ease kills. Better a thousand times your boy or lover should die with a bayonet thrust than that his energies and talent should go into decay for want of exercise. This war may be his opportunity (qtd. in McCaffrey 24). King presented his personal views, not only voicing his own opinion of the handling of the Puerto Rican Campaign but also, most importantly, communicating the earliest recorded positions of dissent against a war that Americans fought under humanitarian claims (South Atlantic Review, Ocasio). King was a soldier who fought in the Spanish-American war. He becomes a sergeant in the war, and documents his life as a soldier. He describes the training he receives, the lean diet and physical hardships of fighting in Puerto Rico. He states, The life we had been living was a terrible strain. I had been going as much on my nerve as anything else. When a chance came, I slept and squared up; but when it didnt come I lived on my nerve. Just how long I could have done it I dont know; luckily better quarters and news of peace came while I was still well within my strength. I slept all day for about two days and felt cheered up. Luckily there hadnt any fever settled on me. I never was much on fever. But some of the fellows,all undergoing the same unnatural strain ever since we stepped aboard the Yale,hadnt strength to stand it and among them the climatic ailments are making fearful havoc (Letters of a Volunteer, King). There is no reason to believe the letters King wrote were altered at a later date. The letters reflect his lived experience of the war. One experience he writes, Our march from Ponce was an eventful one. I wrote you from Adjuntas. We stayed there a day,the wettest, muddiest, dirtiest day I ever lived. In the morning we started for the north again. Our wagons were left behind, with the Sixth Illinois and our third battalion to guard them. The rest of us, followed by the pack-mules, marched 18 miles to this town. The march was through fords, up mountains, and through passes so narrow that two men could scarcely walk abreast, with almost vertical cliffs on one side and almost vertical precipices on the other. I never conceived of such magnificent scenery. It was a hard march, but the regiment stood it wonderfully. I cant believe, now, that we walked half of 18 miles, but the authorities are positive (Letters of a Volunteer, King). King does not give any indication of what his prior occupation or social standing prior to joining the army. King wrote these letters to his family, but it is unknown if the family shared it w ith others in their community. Its difficult to discern if the letters actually altered history. Historians and literary critics have traditionally examined printed data, mainly newspapers coverage, produced during the Spanish-American War. This essay makes use of another type of war-related document: personal letters produced by a soldier during the military raid of Puerto Rico. In Letters of a Volunteer in the Spanish-American War (published in book form in 1929), George G. King documented Puerto Ricos invasion, officially known as the Puerto Rican Campaign. Kings letters are of great importance as tools for a revisionist reading of Puerto Ricos military takeover during the convoluted events surrounding the Spanish-American War (South Atlantic Review, Ocasio). This article by Ocasio acknowledges how important Kings book, Letters of a Volunteer, yielded a greater insight into the Spanish-American war in Puerto Rico. Kings reality of the Spanish-American war opens up a whole new perspective to how we analyze and learn about that war. I have been to Castillo San Cristà ­?bal and Castillo San Felipe del Morro, the sites that were fired upon by American war ships during the Spanish-American war. I was a child at the time of my visit and unaware of the historical significance of what I was seeing. Researching Kings book, Letters of a Volunteer, has allowed me to understand and appreciate Puerto Rico as I continue to explore my heritage. Through greater understanding, I am better prepared to share my passion for the people and island of Puerto Rico.

Banking Concept Education Review Essay example - 1394 Words

June 29, 2013 Freirean Interpretation of My Partner’s Story In the essay â€Å"The â€Å"Banking† Concept of Education†, Paulo Freire reviews the dominant and popular concept of education, the â€Å"banking† model of education. In this approach to education, students are only able to listen to the teacher and memorize what teacher says, including facts, formulas, disciplines, etc. They do what the teacher requires, without question. In this relationship, students and teachers are not equal. The teacher is the person who dominates the entire class and has absolute authority. The students are the audience – they cannot have their own opinions but recenive their teachers’ â€Å"narration.† It is not difficult to imagine the scene: students like bank accounts†¦show more content†¦Sometimes I find I am a doll and do what other said. I lost my mind and I cannot express my opinion because I become shy (Yang 1). As we can see, the â€Å"banking† model of education caused a psychic trauma on my partner which was difficult to heal. According to her experience, the â€Å"banking† model of education is inhuman and seriously discourages the students’ passion for exploring, and their perceptions of the world can only be given by their teachers. This is described as â€Å"consciousness† in Freire’s essay: Implicit in the â€Å"banking† concept is the assumption of a dichotomy between human beings and the world: a person is merely in the world, not with the world or with others; the individual is spectator, not re-creator. In this view, the person is not a conscious being (corpo consciente); he or she is rather the possessor of a consciousness: an empty mind passively open to the reception of deposits of reality from the world outside. For example, my desk, my books, my coffee cup, all the objects before me—as bits of the world which surrounds me—would be inside me, exactly as I am inside my study right now. This view makes no distinction between being accessible to consciousness and entering consciousness. The distinction, however, is essential: the objects which surround me are simply accessible to my consciousness, not located within it. I am aware of them, but they are not inside me (Freire 321). It’s not difficultShow MoreRelatedAnalysis Of Paulo Freire s The Banking Concept Of Education905 Words   |  4 PagesIn the essay â€Å"The Banking Concept of Education,† Paulo Freire Explains his view of the educational system. His essay is primarily based on two types of educational methods, which are the â€Å"banking education† and the â€Å"problem-posing education†. Banking education resists the communication between the student and the teacher, and it does not encourage critical thinking. Problem-posing education gives the students liberation to dialogue and encourages critical thinking. In this essay, I will explain whyRead MoreTeaching Methods : Banking And Problem Posing1580 Words   |  7 PagesIn Pedagogy of the Oppressed, Paulo Freire goes on to explain that there are two types of teaching methods: banking and problem-posing. The â€Å"banking† method is the idea that students are depositories and teachers are the depositor, meaning that teachers just pour the right information into the students’ brains since they do not know anything (Freire, 1993). 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This is where we define in detail what weRead MoreHow Digital Bangladesh Must Be Jointly With A Coherent Manner For Developing Banking Sector Essay1007 Words   |  5 Pagestechnology based banking system to move forward modern banking sector in Bangladesh. ï  ¶ Successful team building with a coherent manner for developing human ware, hardware, software and web ware are required to increase e-banking in a systematic way. ï  ¶ Greater emphasis should be put on security system and on preventing fraud so that any sort of financial transactions including on-line banking payment or any other electronic fund transfer can be properly handled. ï  ¶ Banks in Bangladesh should review their businessRead MoreA Case Of Leader s Bank Internal Operations1172 Words   |  5 Pagesbank is a commercial institution located in Oak Brook, Illinois, dedicated to provision of excellent banking services. It was started in 2000 by five former banking industrialists namely: Patrick Kelly, James Lynch, Steve Schuster, Laura McGrath, and Gordon Fitzsimmons. Some of the banking services offered are: commercial, industrial. Real estate lending and also treasury management and retail banking on behalf of various enterprises. Core Business â€Å"cultures† Leaders bank has its successful businessRead MoreTechnology And The Implementation Of Innovative Technology1259 Words   |  6 PagesBesides these, major impediments and risks associated with the implementation of innovative technology are: ï  ¶ Data being stored in the computers is now being displayed when required on through internet banking, mobile banking, ATM etc. All these are threats for confidentiality of data. ï  ¶ Cost associated with adoption of new technology might not bring cash flows required to cover that cost. 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Jesse Greenes Articles on the Issues Around Same Sex...

For the past three years, Jesse Greene, journalist for the New York Magazine, has been focused on the insight of the relationships and lives of people in the L(esbian)G(ay)B(isexual)T(ransgender) community. In the article, From â€Å"I do† to â€Å"I’m done†, he writes about a gay couple, Kevin Muir and Sam Ritchie, who have been together since 1997. They have been in a relationship much like a normal couple would, they lived with each other, they had shared real estate, credit cards, etc. Jesse describes them as having a happy and healthy relationship after they got married on May 8th, 2004. Going into their marriage, the desire for children became more serious and they began to look into adoption. Jesse describes their journey through the†¦show more content†¦The editors of The Slant are: Stephanie Fairyington, a present freelanced writer for New York. She is a former fact-checker and her work has appeared on CNN, Huffington Post, the New York Obser ver, and many other news sources. The next editor is Shirley Velasquez. She too is a freelanced editor and writer who was a researcher for Rolling Stone and Women’s Health. Her work has appeared in Glamour, Woman’s Day, The New York Sun, Patriot Acts: Narratives of Post-9/11 Injustice (McSweeney’s/Voice of Witness) and many other places. These two well knows writers decided to interview Jesse Greene because of a memoir he wrote called The Velveteen Father: An Unexpected Journey to Parenthood, lives in Brooklyn Heights with his partner and two sons. When he began his studies of identity and sexuality on young children, he worked with expert psychiatrists, psychologist, and social workers in New York to understand gender dysmorphia, a condition in which one’s â€Å"biological gender† does not match one’s self-perception or â€Å"brain gender.† Through his help, he was able to find families dealing with a child going through this condition at a young age. Going into is study, he had a stereotypical view of transgender, gay and lesbian individual but, ironically, he was gay himself. For 11 months, he interviewed 30 people and their families to see what children deal with when they feel like they don’t belong to their gender and

Herbal Supplements And Mice Essay Research Paper free essay sample

Herbal Addendums And Mice Essay, Research Paper A nutritionary scientist was seeking to acquire a new herbal addendum approved by the Food and Drug Administration. Her belief is that the herbal addendum can better endurance in worlds. The scientist took 30 mice and divide them into 15 groups of two mice. The two mice in each group are of the same species, have same diet forms, and same size. One of the mice in each group was selected indiscriminately and given the herbal addendum while the other mice was non given the addendum. The scientist recorded the entire running clip of the two mice. The scientist wanted to turn out that there is a difference between the average endurance clip of a mouse with the addendum and the average endurance clip of a mouse without the addendum. The parametric quantity for this trial is m. For this trial manganese represents the average endurance clip for mice non given herbal addendum and ms=represents the average endurance clip for mice given herbal addendum. We will write a custom essay sample on Herbal Supplements And Mice Essay Research Paper or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The trial is looking for the difference between the two parametric quantities. I will denote this as mendelevium. Therefore mendelevium is ms subtracted from manganese. The void hypothesis for this trial is the difference between the two parametric quantities peers zero ( Ho: md=0 ) . The alternate hypothesis for this trial is the difference between the two parametric quantities does non equal nothing ( H1: mendelevium? 0 ) . This hypothesis trial was a matched-pairs sample with two-population mean. There are several grounds that this trial was chosen. The size, species, and dieting wonts for all 30 mice could non perchance be the same, and hence would factor in the result of the trial. There is no warrant that the mice that were chosen to acquire the addendum were non all heavy feeders, big mice, or white mice. The lone manner that there could be a just trial is if two mice of the same features are paired up and one given the addendum and the other was non given the addendum. Besides one mice signifier each group was chosen at random to acquire the addendum. The last ground this type of hypothesis trial was chosen is because the population in usually distributed, which has to be true for this to work. In this trial it is necessary to bring forth a trial statistic. The trial statistic for this trial is ( d-do ) / ( sd/ ( n^ ( 1/2 ) ) ) . Where vitamin D is? di/n and South Dakota is ( ( ( ? di^2 ) ( ( ? di ) ^2/n ) ) / ( n-1 ) . On the histogram that I have printed up for this trial the difference between the mean is on the horizontal axis while the per centum is on the perpendicular axis. By the graph you can state that about 40 % of the mice without addendums had a somewhat greater endurance than the mice with the addendums. About 55 % of the mice with the addendum had a somewhat greater endurance than the mice without the addendum. Besides about 10 % of the mice with the addendum had much higher endurance than the mice without the addendum. For this the determination is to neglect to reject the void hypothesis because the p-value is greater than alpha ( .05 ) . The decision is that at alpha equal to.05 ( a=.05 ) there is deficient grounds to reason that the average difference between the two types of mice ( 1s with the addendum and 1s without the addendum ) is equal to zero.