Catcher In The Rye Emotions Essays - Literary Realism,

Catcher In The Rye Emotions The passage of adolescence has long served as the central theme for many novels, but The Catcher in the Rye, by J.D. Salinger, has captured the energy of this period of life by dramatizing Holden Caulfield's somewhat obscene language and emotional reactions. The Catcher in the Rye deals with an intelligent yet confused teenage boy struggling to see the genuineness in society. During his experiences, Holden tends to use easy, natural, but controversial language to help get his point across in an effective manner. As a result, the themes and messages Salinger attempts to get across appear more natural and believable, as if one was talking to Holden himself. Although seemingly inappropriate for society, the language used in throughout the novel is very appropriate for the character. At the time of the novel through today, Holden's speech rings true to the colloquial speech of teenagers, which includes both simple description and cursing. For example, Holden says, "Quite amusing and all." (Pg. 83), referring to the taxi driver. This oversimplifies the taxi driver, implying that Holden does not necessarily want to praise or demean the man. Also, Holden states that he will not tell his "whole goddamn autobiography or anything." (Pg. 1), which indicates Holden's hostility right from the start of the novel. The reader can easily pick up on Holden's stubbornness and views simply from his language, which can help in defining the character. Holden tends to use choice phrases to end his sentences, such as "and all" and "or anything" throughout the novel. Using these phrases, it can be said that these speech patterns are character traits since not everyone uses them. Also, Holden tend to use the phrase "if you want to know the truth" at the conclusion of many of his sentences. He feels compelled to verify his statements and prove that he is not lying, which may indicate a lot of his character. Because Holden failed out of a lot of schools and does not have any close friendships, he attempts to solidify some form of communication by verifying to the readers that he is, in fact, telling the truth. The speech patterns help individualize Holden and made his speech seem more authentic while making his dialogue conform to the contemporary society of the 1940's. The setting and theme in The Catcher in the Rye revolve around a teenage viewpoint. Therefore, non-grammatical and profane language is again appropriate in the monologues and dialogues throughout the novel. During this time period, teenagers first start to rebel against authority figures and express themselves more freely. Holden's language reflects upon these newfound values in that he curses and rarely uses proper English. At the time of the novel until today, light cursing is considered 'contemporary' and even somewhat acceptable in society. Holden seems to find it as an outlet to release his frustration, seeing as his experiences change, his language does as well. When he is enraged and caught up in the current situation, "sunuvabitch" and "bastard" find their way into his vocabulary quite frequently. However, when he simply addresses the readers as the narrator, Holden rarely slips into this extreme form of swearing. Salinger conducted these speech patterns so the reader can tell the extent and quality of Holden's anger, offering further insight into his character without lengthy word descriptions, in order to help identify which types of situations make him the angriest. As a whole, the vernacular speech we see from Holden Caulfield is very necessary in order for Salinger to present his ideas in an efficient manner. With his speech mannerisms, the reader is able to define Holden as a character much more easily than had the novel been written in proper English. The reader can identify where Holden feels compelled to curse in certain situations and how these circumstances affect him emotionally. Holden can be identified as a character who is unsure of himself, noting the constant using of "if you want to know the truth", yet puts on a cocky front, making him as phony as the characters he discriminates against. The Catcher in the Rye, however, depends on this language, for the novel would not be as effective without it. Readers would not be able to identify Holden's character very quickly, if at all, in that they would not see which situations upset Holden more than others. Also, the teenage perspective of the story would be lost, in that teenagers tend to use their choice phrases and light cursing. This would eventually turn the book into a mundane piece of

10 Facts About Chongqing, China

10 Facts About Chongqing, China Chongqing is one of Chinas four direct-controlled municipalities (the others are Beijing, Shanghai, and Tianjin). It is the largest of the municipalities by area and it is the only one that is located far away from the coast. Chongqing is located in southwestern China within Sichuan Province and shares borders with Shaanxi, Hunan, and Guizhou provinces. The city is known as being an important economic center along the Yangtze River as well as a historical and cultural center for the country of China. Population: 31,442,300 (2007 estimate)Land area: 31,766 square miles (82,300 sq km)Average elevation: 1,312 feet (400 m)Date of creation: March 14, 1997 10 Must-Know Facts Chongqing has a long history and historical evidence shows that the region was originally a state belonging to the Ba People and that it was established in the 11th century B.C.E. In 316 B.C.E., the area was taken over by the Qin and at that time a city called Jiang was built there and the region the city was in was known as the Chu Prefecture. The area was then renamed two more times in 581 and 1102 C.E.In 1189 C.E. Chongqing got its current name. In 1362 during Chinas Yuan Dynasty, a peasant rebel named Ming Yuzhen formed the Daxia Kingdom in the region. In 1621 Chongqing became the capital of the kingdom of Daliang (during Chinas Ming Dynasty). From 1627 to 1645, much of China was unstable as the Ming Dynasty began to lose its power and during that time, Chongqing and Sichuan Province were taken over by the rebels overthrowing the dynasty. Shortly thereafter the Qing Dynasty took control of China and immigration to the Chongqing area increased.In 1891 Chongqing became an important economic center in China as it became the first inland open to trade from outside China. In 1929 it became a municipality of the Republic of China and during the Second Sino-Japanese War from 1937 to 1945, it was attacked heavily by the Japanese Air Force. However much of the city was protected from damage because of its rugged, mountainous terrain. As a result of this natural protection, many of Chinas factories were moved to Chongqing and it quickly grew into an important industrial city. In 1954 the city became a sub-provincial city within Sichuan Province under the Peoples Republic of China. On March 14, 1997, however, the city was merged with the neighboring districts of Fuling, Wanxian, and Qianjiang and it was separated from Sichuan to form Chongqing Municipality, one of Chinas four direct-controlled municipalities.Today Chongqing is one of the most important economic centers in western China. It also has a diversified economy with major industries in processed food, automobile manufacturing, chemicals, textiles, machinery, and electronics. The city is also the largest area for the manufacture of motorcycles in China.As of 2007, Chongqing had a total population of 31,442,300 people. 3.9 million of these people live and work in the urban areas of the city while the majority of the people are farmers working in areas outside the urban core. In addition, there is a large number of people who are registered as residents of Chongqing with Chinas National Bureau of Sta tistics of China, but they have not yet officially moved into the city. Chongqing is located in western China at the end of the Yunnan-Guizhou Plateau. The region of Chongqing also includes several mountain ranges. These are the Daba Mountains in the north, the Wu Mountains in the east, the Wuling Mountains in the southeast and the Dalou Mountains in the south. Because of all of these mountain ranges, Chongqing has a hilly, varied topography and the average elevation of the city is 1,312 feet (400 m).Part of Chongqings early development as an economic center of China is due to its geographic location on large rivers. The city is intersected by the Jialing River as well as the Yangtze River. This location allowed the city to develop into an easily accessible manufacturing and trading center.The municipality of Chongqing is divided into several different subdivisions for local administrations. There are for example 19 districts, 17 counties and four autonomous counties within Chongqing. The total area of the city is 31,766 square miles (82,300 sq km) and m ost of it consists of rural farmland outside of the urban core. The climate of Chongqing is considered humid subtropical and it has four distinct seasons. Summers are very hot and humid while winters are short and mild. The average August high temperature for Chongqing is 92.5ËšF (33.6ËšC) and the average January low temperature is 43ËšF (6ËšC). Most of the citys precipitation falls during the summer and since it is located Sichuan Basin along the Yangtze River cloudy or foggy conditions are not uncommon. The city is nicknamed the Fog Capital of China. Reference Wikipedia.org. (23 May 2011). Chongqing - Wikipedia, the Free Encyclopedia.

Political Economy Essay Example | Topics and Well Written Essays - 3750 words

Political Economy - Essay Example The post World War II world saw the mainstreaming of studies on cultural and creative industries as it was an absolute necessity to explore and grasp the changing nature of politics and economics in the developed countries. The end of the cold war marked the beginning of a 'cultural turn' in the globalized world. The worldwide dissemination of the values and attitudes of the West in general and the United States of America in particular has been the focus of attention for not only academicians but also for ordinary people from across the world. There have been intense debates over the impact of globalization and the consequent transformations in the realm of culture from a number of conflicting standpoints. The idea of cultural imperialism has been particularly influential in the understanding of the profound transformations that are taking place in the sphere of culture. Regardless of the difference among these contesting perspectives on the characterization of this cultural turn, there exists a consensus on the incredible role of global media as carrier of the unprecedented changes pertinent to culture at both global and local levels. However, culture should no longer be perceived as a locally bounde d 'whole way of life' as the components of culture themselves have profoundly changed. It has been suggested that culture should not be viewed as introverted, tied to place and inward looking as it used to be in history. Rather, culture is seen as an outward-looking 'translocal learning process'. The intangibility is one of the important factor in defining a cultural product or commodity. Certainly, the content of cultural commodities is immeasurable and 'cultural' in nature. Here, cultural means that the use value of a cultural commodity is satisfying some of the mental, psychological needs of a user in one way or another from a culturally determined standpoint. Speaking from the opposite, a cultural commodity has no 'physical' value apart from its ability to gratify given cultural tastes of a consumer. In broad terms, cultural industries are characterised by the production, creation, transmission, dissemination, registration, protection, participation and mass consumption of cultural and creative types of intangible and immeasurable contents, which are available in the market as exchangeable commodities or services. Globalisation represents not only the competitive distribution but also the co-operative sharing of cultural and creative goods. Cultural industries deal with the mechanisms of production, distribution and use of cultural goods. Laws and provisions concerning copyright and intellectual property rights are used to protect and ensure the value based exchangeability of such commodities and services in the marketplace. The term 'cultural industries' denotes that culture is part of the economic sector. The state considerably regulates the cultural industry as a sector of economy but not without political implications. Crafts, designs, printed and published materials, multimedia creations, pornographic

Develop a three year professional action plan Essay

Develop a three year professional action plan - Essay Example Health care would in fact be the number one industry in the United States. Operations research-type analysis and application for the complex problems involved would be of benefit to any health care system. The largest problem, there are not enough people considering careers in the health care industry. Currently, the health care industry in the United States faces many of the same issues confronting other industries, but there would be some significant political differences. Simultaneously, health care would be representative of a huge segment of the economy, and it needs our help. The people working as part of the healthcare system are generally dedicated to providing the best possible service. The problem is, the workforce and, more importantly, management, do not possess the necessary training or knowledge to make the best use of the available resources. Under these particular circumstances, it would be doubtful that any private industry would survive with the level of waste and inefficiency commonly seen in health care. Healthcare is a business like no other known business model. There would be multiple decision-makers with conflicting goals and objectives. The first consideration should be the acute care hospital. At this time, most hospitals in the United States, and in the case of Canada virtually all, are not-for-profit, independent corporations. Glouberman and Mintzberg would identify four different management groups for which they utilize the term four worlds within the hospital environment. Clinical operations are managed in a downward focus due to doctors and nurses and their focus on patient care. Managers and trustees focus in an upward consideration toward those who control or fund the institution. Moreover, employees, in this case managers and nurses, would practice some management within the institution, while doctors and trustees would manage outside the hospital as from the outside in, since they are technically not employees and are thus independent of its formal authority. The world of cure, which is characterized by short, intensive and essentially non-personal medical interventions, would be considered a quadrant of this particular ideal. Typically, North American doctors would not work directly for the hospitals. They are in fact private entrepreneurs who possess admission privileges at a hospital. There are a few who would consist as salaried hospital employees, but the majority would in fact consistently work on a fee-for-service basis with the hospital. To maximize their income, doctors would often make brief appearances whenever the patient requires a cure and intervention or treatment of some form. From this point they would move forward. As a potential healthcare manager it is best to understand the political and other interrelationships between doctors, nurses, hospital personnel and administration. Health care managers face another sector, which represents the world of care. This is the world represented by nurses. Nurses are providers who work directly for the hospital on salary and typically account for the largest component of its operating budget. They work in their own internal management hierarchy and have a unique relationship with patients. They are

Leadership Movie Review Example | Topics and Well Written Essays - 1000 words

Leadership - Movie Review Example The fact that he and his men were wiped out eventually may be considered immaterial if one chose to look at it in terms of the leadership he displayed. In the film, Leonidas and his troop do not seem intimidated by the apparent strength of the opposing group. They look inspired and driven by a sense of self-belief? They are fighting for a purpose and will not stop at anything to defend their kingdom from external aggression. They are undeterred and willing to pay any price to defend their territory from foreign oppression by the Persians. Discussion It takes extraordinary leadership to venture into certain things. Leonidas must be an extraordinary leader to make his 300 men believe that they could be victors in a battle against 300 men. Kouzes and Posner (2012) outline certain five practices of exemplary leadership in any organization. An exemplary leader models the way. They have the quality of personal credibility. They inspire others to believe in their abilities. They stand up for what they believe in. Leonidas stands against oppression of the Spartans by the Persians. He certainly understands that the inner belief is superior to physical strength at the battlefront. He makes 300 men believe in him, and they line up against 300000 men. According Kouzes and Posner (2012), a leader models the way by building and affirming certain shared values that are embraced by all. Leonidas and his men share the belief that Greece should never be invaded by foreigners who would end up oppressing the Spartans. They fight for a common cause. The second practice of an exemplary leader comes out naturally at this point. It involves inspiring a shared vision.

The Important Parts Of Giving A Speech

The Important Parts Of Giving A Speech Firstly, the most important part of presenting a speech that cannot be done wrongly is the preparation for the speech which the speaker is about to deliver. There are a few mistakes made by the speaker that obviously shows that he is not prepared for his speech. One of the most obvious mistakes done by him was he did not rehearse his slides before his presentation. He even forgot the title of the speech he is delivering and had to refer back to the slides to see what his title was. As part of his preparation, he should rehearse his slides at least 7 times before he starts presenting his speech. He should stand in front of the mirror and practice presenting his speech so he can analyze what his presentation is lacking. With that tried, he could improve his speech delivery. Based on the text book written by Stephen E. Lucas, he quoted that a powerful speech could have genuine impact on the listeners and as a speaker he should have an ethical responsibility to consider that impact and t o make sure he is fully prepared so as he do not convey misleading information to the audience (Lucas, 2008). Misleading information could have cause tragic result to the audience as they trust the speaker for what they say. No matter what the topic is, the speaker should do extensive research to avoid any misleading or inappropriate information. Besides that, the title of the speech was too broad as well. This shows that he did not narrow down the topic. This part of his preparation is vital, as his topic should not be too broad and should be more focused before delivering to the audience. Otherwise, audience will not pay attention to what he is saying. Another mistake by the speaker was that his goals are not ethically sound. Based on the textbook, a speakers goal should be strong on its ground (Lucas, 2008). In his book, Stephen E. Lucas also mentioned that a responsible public speaker cant escape the ethical soundness of their goals. The speaker should also prepare cue cards so that he can refer and also to remind him about his points when he is delivering his speech. Cue cards should contain the key words which reminds the speakers of their points and explanations. No audiences want to see their speaker stutter on stage, because this shows the lack of confidence and lack of preparations for the speech. Thus, the preparation before a speech is a vital process in giving a speech. Secondly, another important part on presenting a speech is that cannot be done wrongly is the delivery to the audiences. The speaker made a few mistakes on the delivery aspects of his speech. To start off, he pauses frequently when delivering his ideas or thoughts due to the lack of preparations. Therefore, there are many awkward silences in the middle of his speech. Moreover, the speaker always filled the silence with the sound erm ah and so on and this is actually a very crucial mistake for a speaker. A speaker should not do that while delivering a speech because it will give the audience a negative perception or thoughts on that particular speakers intelligence. A good speaker should pauses his speech at the right time which means he should pauses in the end of his thoughts or ideas but not in the middle of it because it will confuse the audience. Secondly, the speakers voice is not clear and he likes to babble when he delivering the speech. These will actually make it difficult f or the audiences to listen to his points. As a result, the audience may not able to get full and precise information from the speaker. Therefore, voice clarity is actually an important factor in order to have an ideal speech delivery. Therefore, the speaker should speak and pronounce the word by word clearly to the audience regardless whether it is slow or fast.(Lucas, 2008) Besides that, another mistake the speaker made is that he did not use transitional devices or connectors in his speech. As a result, this could make the speech delivered ineffective because normally, connectors or transitional devices are used to signal the beginning and the end of the ideas, thoughts and sentence. In addition, the speaker also has problems with his body gestures when he is delivering his speech. To begin with, his body gesture throughout the speech delivery seems to be unnatural. As a result, the audience will feel that the speaker is not well-prepared or confident enough in delivering his spee ch. As we all know, body gestures normally appears naturally because it helps to clarify and reinforce the speakers idea. On the other hand, the speaker has a problem with his eye contact. He seems to not have eye contact with his audiences mainly because he is always looking back at the slides because he is not sure whether which point he should deliver next. Therefore, he loses his eye contact with his audience so he failed to analyze the audiences reactions and feelings while he was delivering his speech. He should prepare well and focus more on his eye contact with the audience because it is crucial to know what the feelings and reactions of the audience are while he is delivering his speech and identify his mistakes if he feels that audience is not comfortable with his speech delivery. Other than that, he is also having problems with his body movement when he gave the speech. From the video, we can see some of the body movement he likes to do. For instance, he likes to put his hand inside his pocket, lean forward, and shift his weight from one foot to another. This actually shows that he was nervous during the speech delivery. Moreover, there is also a disadvantage when a speaker leans forward because when a person leans forward, his head will look down to the floor so it will affect his voice projection. As a result, the voice is not projected straight to the audience instead the voice is projected to the floor. He should instead stand straight up while delivering the speech as to project his sound towards the audiences.( Lucas, 2008) To conclude, the delivery of a speech is a very important criteria. If done wrongly, it could cause mislay and inaccuracy of information. Thirdly, another important part of presenting a speech that cannot be done wrongly is the visual aids used. The mistakes that were made by the speaker while using visual aids can be categorized into two different categories, which is under the preparation of visual aids, and the presentation of visual aids. The first mistake that the speaker made from the category of preparations of visual aids is that the points in PowerPoint slides is not well organized and is complicated. Visual aids should be simple, clear, and straight to the point. Besides that, the points should be narrowed down and limit to a manageable amount of information. The basic rule is to include in your visual aid on only what you need to make your point. The second mistake is that the visual aids are too small for the audiences to see. There is no point for a visual aid if no one can see it. So bear in mind the size of the room in which you will be speaking and make sure your aid is big enough to be seen easily by e veryone. The third mistake is the use of unsuitable fonts. Not all fonts are suitable for visual aids. The speaker should avoid decorative fonts. He should try to use a limited number of fonts. Some variety of fonts in a visual aid is appealing, but can be distracting. (Lucas, 2008) Using two types of fonts as per heading and per content is sufficient for a visual aid as suggested by experts. The second category, presentation of visual aids, under which the speaker made a mistake, is that he actually talks to his visual aid instead of the audience. The speaker should talk to the audience and not to the visual aid. When explaining the visual aid, it is easy to break eye contact with audience and speak to the aid. Of course, the listeners are looking at the aid, and will need to glance at it time after time as the speaker talk. He may lose his audience if u keeps his eyes on his visual aids during the speech. By having eye contact with the audiences he may benefit from the feedbacks b y the audience on the visual aid he is using. Another mistake the speaker made is that the explanation is insufficient, not clear and not concise. Everyone knows visual aids do not explain it selves; the speaker needs to explain his visual aid to the audience. But sadly, all he does is reading from it. It is a fundamental knowledge of giving a speech that explaining the points on a visual aid is a must. The speaker should explain in detail what he included in the visual aid as it is vital information on his speech and it is important for the audience to understand it as it is the whole point of using a visual aid. The speaker should remember that a visual aid is useful only if the explanations come with it. (Lucas, 2008) Therefore, to fully utilize the visual aid, the speaker should avoid making these fundamental mistakes as it will cost him the audiences attention. Last but not least, another important aspect of giving a speech that cannot be done wrongly is the method of usage of the PowerPoint slides. The mistakes that the speaker made when he was using the PowerPoint slides can be divided into two categories, which is the format of the slides, and the delivery of the speech with the slides. The format of the PowerPoint slides consists of color, text, fonts, images, space, and animation of the slides. The first mistake the speaker made in the format of the slides is including too much texts in she slides. He should not include too much text in a single slide; including too much text will cause the font size to decrease, thus causing difficulty in reading for the audiences. He should instead limit himself to a few lines per slide and make it brief. The second mistake the speaker made is that he failed to give enough spaces for the contents in the slides due to the overload of texts per slide. This causes the slide to lack visual balance and co uld be hard for the audiences to read. According to textbook by Lucas, one must make sure that ones slide is provided with adequate amount of visual balance no matter what kind of element was included in a slide.( Lucas, 2008) Subsequently, the speaker also made a number of mistakes in delivering his speech using the PowerPoint slides. As we know, to deliver a speech using the slides needs good timing and careful planning. It will be disastrous if the slides went wrong during the presentation. The first mistake the speaker made in the delivery of the speech with the slides is that he could not find the slide he was looking for during the presentation. This means that he did not recheck his slides after doing them and may have left out some vital information. What he should do is to always double-check his slides for mistakes or in this case, left-out information. (Lucas, 2008) The second mistake that the speaker made is that he did not prepare and rehearse with his slides. This can be seen during which he had trouble linking his hand notes with his slides. The speaker abandoned the notes and read from the PowerPoint slides instead. He should have rehearse with his slides before presenting because using PowerPoint in presentation needs good timing and careful planning. Another mistake the speaker made is that he did not check the room and equipments provided before the speech. Judging by the fact that he did not use a projector to project is slide could mean two scenarios; either the room does not have a projector or the fact that his computers port is not compatible with the projector port. One way or the other, he should have checked the room and equipments and make necessary preparations or adjustment before deciding on doing a PowerPoint presentation. (Lucas, 2008) Thus, the mistakes that the speaker made in using the PowerPoint slides is very fundamental and should be avoided at all cost because it will gravely affect the outcome of the presentation. In conclusion, these four aspects, preparations, delivery, visual aids, and methods of using PowerPoint slides are of utmost importance and shouldnt be taken lightly by the speaker if he wants to give a good speech. Delivering a good speech is not a natural talent but a talent nurtured by the speaker themselves. Everyone can be a good speaker; all you need is sufficient preparation, proper delivery, easy to understand PowerPoint and also attractive visual aids. We believe that if all of these aspects were properly done then the speech delivered by the speaker will be convincing and attracting to the audiences. Good preparations for the speech will help the speaker so that he wont be nervous when he is delivering his speech and also to prevent him from forgetting his point. When delivering the speech the speaker should improve on his body gesture so that they dont look dull and unnatural to the audience. This is very important to prevent the audiences from losing attention to the spea ker. Attractive visual aids will further enhance the speakers point and help the audience to understand the speech better. Lastly the PowerPoint slides used to help the audience to understand the speech better should not have too many words so that it will not confuse the audience. It should be kept simple. With all that above done in by the speaker, the speech delivered by the speaker will be interesting and the messages will be conveyed successfully.

The Traitor :: Star Trek Essays Papers

The Traitor Despite the episode's title, The Defector is a story about a traitor. I can not agree that Admiral Jarok is any way but parenthetically defecting to the Federation -- he demonstrates love for his country and his people on several occasions. Instead I feel that he is a reluctant traitor motivated by personal rather than political reasons. The difference between the terms is subtle, but important: the term 'defector' should not imply traitorous crime, nor should the term 'traitor' imply defection. The term 'defector' is used to describe a person who has joined another country for ideological reasons. Defection is a political term and is only used to describe knowing and voluntary relocation due to ideological motivations. Someone's ideology is their overall view of or attitude toward life: their outlook, credo, or philosophy. (Nisus Dictionary.) A group of Zendik socialists, for example, defect from the United States when they move to Canada in protest against the market economy. A traitor, on the other hand, actively and knowingly participates in a decision or event that will harm his or her country. There are two important differences between these terms. First, the definition of traitor is non-specific when it comes to motivation. A traitor might betray his country for money, for love, for fame, or, certainly but not necessarily, for ideological reasons. Second, a defector is explicitly choosing to change geographical location in harmony with his ideals. The definition of a traitor does not include any reference to location, although a traitor may be exiled or he may -- additionally -- defect. (Kidder.) Since a defector is motivated by his ideology -- that is, an intellectual apprehension of his concepts of Right and Wrong -- his rejection of his country is both fundamental (starting at the most basic levels) and (therefore) complete. This understanding of the term can not include Admiral Jarok. Throughout the episode Jarok expresses love for his country in poignant ways. He shares reminiscent thoughts about Romulan Ale and the Romulan landscape with Data. More importantly he expresses his approval for at least one of the warlike maneuvers of his government. When he is brought into sickbay at the beginning of the episode Dr. Crusher makes obscure references to a previous medical situation following a Romulan military conflict. Obviously angry, Jarok interrupts her to place the blame on the Klingons, a Federation ally. (The Defector.) If Jarok were truly planning to defect it seems reasonable that he would be bitter, cynical, and disapproving of his country, not wistfully longing for it or defending it.

Race vs. Ethnicity Essay

If we were to go out on the streets today and ask â€Å"what is the difference between race and ethnicity?†, most people would probably answer â€Å"I don’t know† or â€Å" They are the same thing†. One of the most confused concepts of defining one another is the distinguishing of race and ethnicity. In the past, people either thought one was the other or there was simply no difference. Labeling people in the world is often done without proper knowledge and can lead to making a false accusation or offending someone. Race is associated with one’s biological ancestors, such as your physical appearance. While ethnicity is the identity with people who share similar cultural tradition. Ethnicity and race are different in many ways but are still often confused by many people today. For one thing ethnicity deals with one’s cultural background while race deals with a more genetic background. Geographers study where and why of ethnicity and its locations. Geographers also study where and why people of different races live where they are. Another difference between the two is that ethnicity isn’t as easy to tell by just looking at someone. But if you looked at someone to determine their race you could just tell by their skin color. Say you put a Caucasian male from Canada, Germany, America, and Ireland together in a line; it would be very difficult to distinguish which one from which. But you can easily determine that all the males are Caucasian. Ethnic groups typically seek to define themselves by their language, traditions, and religion; while race is usually defined by skin color. Defining people through race usually leads to prejudice and racism, the belief of one’s race is of superiority than all the others. It is preferred by most people to be identified through their ethnicity, since it represents their culture and doesn’t have the potential to be offensive. In conclusion, race and ethnicity are distinctly different yet are confused among most people of the world. Race is determined by skin color and physical attributes passed down from ancestors. Ethnicity is identifying with your cultural background including language, religion, and traditions. It is better to identify people through their ethnicities instead of their race to avoid offense. Most people do not know the difference between the two or think they are the same. Ethnicity and race connect in a way with each other, but they are and will always be distinct to one another.

Maria Montessori Her Life and Work Essays

Maria Montessori Her Life and Work Essays Maria Montessori Her Life and Work Paper Maria Montessori Her Life and Work Paper Essay Topic: Life Is Beautiful Montessori Education SA Montessori, Pre-Primary Philosophy 2 1Write a page about Maria Montessori’s family, 4 where they lived, her father’s profession, her mother and her siblings 2Where did Maria Montessori go to school, what did she study and why5 3Write about Maria Montessori’s Medical training, why, where6 4Note where she first practised medicine, why, and what did she learn7 5What was the ‘Children’s House’, where was it located, 9 what was Maria Montessori’s role 6When did Maria Montessori first start writing and why11 Why do you think Maria Montessori never married, substantiate with research12 8Who was the father of Maria Montessori’s son and why did they never marry 13 9Mario Montessori, write about his part in his mother’s life14 10What happened to Maria Montessori in Italy before World War II15 11Where did Maria Montessori Spend World War II16 12What effect, if any, did Maria Montessori’s 17 stay in India have on the spread of her method? 13How did the teaching colleges start and where18 14How did Maria Montessori spend her last few years of life, 19 where and when did she die Extracts from Maria Montessori’s Last Will and Testament20 15Try and find out what events and inventions took place in her life-time21 16Who were her contemporaries? 22 Important Dates In Maria Montessori’s Life24 Question One: -Write a page about Maria Montessori’s family, where they lived, the profession of her father, her mother and her siblings? Maria Montessori ?Maria Montessori’s parents were married in the spring on 1866; both mother and father were devoted to the liberation and the unity of Italy this was the common ground on which Maria Montessori’s parents met. They were devout Catholics. ?Alessandro Montessori was a descendant of a noble family from bologna, ? In his youth he was a soldier and then an accountant in the civil service in his later years, he was well known for his courteous politeness. ?â€Å"He was an old fashioned Gentleman, with a conservative temper and was of military habits†. (Rita Kramer, 1976, pg22). In the year 1865 Alessandro Montessori, aged 33 came to the town of Chiaravalle which was a provincial agricultural town and here he met the love of his life Renilde Stoppani then aged 25. Renilde Stoppani Montessori was the niece of the great philosopher-scientist-priest Antonio Stoppani a monument of him was erected at the University of Milan on the event of his death. ?Renilde was a beautiful a well educated woman for her time she loved to read books, this was incredible because in Chiaravalle, persons who could read and write their own names were praised, she was a firm believer in discipline, but loved her dau ghter and supported her in all she did, Renilde was very patriotic and was devoted to the ideals of the liberation and union for Italy, she was a lady of singular piety and charm. Renilde Montessori passed away in 1912. ?Alessandro Montessori and Renilde Stoppani were married within a year of his placement as a government civil service accountant in the small town of Ancona. ?After two years in Venice the couple moved back to Chiaravalle and it was a year later 1870 there were two major events the one being Italy became a unified and free nation the second being Alessandro and Renilde were blessed with a beautiful buddle of joy on August 31 and they named her Maria. ?In 1873 the government transferred Alessandro to the city of Florence and then his last move was to Rome in 1875. It was in Rome that Maria grew up. Maria Montessori did not have any siblings. Question Two: -Where did she go to school, what did she study and why? ?Maria was six when her parents enrolled her in first grade just 2 yrs before public education became mandatory. The first few years Maria was uncompetitive, receiving awards for good conduct and her needle work, she wanted to become an a ctress like most young girls of the time. ?At the age of twelve the family moved to Rome here she could receive a better education. ?At fourteen a keen interest in mathematics developed and Maria really enjoyed it, this was an interest that she carried throughout her life. Her parents suggested that she follow a career in teaching as this was one of the only professions available to young woman in the male dominated society in which Maria Montessori lived. She would not even consider it at this point. ?Due to her mathematical mind she decided she would like to follow a career in engineering which was seen as a very unusual career for a young lady. ?Maria Montessori attended a technical school for boys and graduated in 1886 and received very high marks in all her subjects her final score being 137 out of 150. After this she â€Å"attended Regio Instituto Tecnico Leonardo da Vinci from 1886 to 1890 (Kramer 1976)†. It was here that she studied modern languages and natural scienc es her favourite of all her classes was math. Question Three: -Write about her medical training, why, where, etc? ?When she was ready to graduate she was very drawn to the study of biological sciences her family were shocked to say the least but her father was very disapproving of her desire to study medicine he stopped short of forbidding her to continue with this idea. Maria first checked with the University of Rome and spoke to â€Å"Dr Guido Bacelli the head of the board of education†. Dr Bacelli explained to her in no uncertain terms that her desire to study medicine was not going to be happening, with this Maria stood up, shook hands cordially, thanked the Dr politely and then quietly remarked â€Å"I know I will be a Doctor of Medicine† she then bowed and left the room. ?Taking a new look at this problem Maria enrolled at the University to study physics, mathematics and natural sciences. In 1892 she passed her exams with and eight out of ten and received a †Å"Diploma di licenza† this made her eligible to study medicine. ?There was still the small matter of her being a woman that was standing in her way (there is not much recorded information on how she did it) but Maria persisted until she was accepted into the school. In the biography by Kramer it is mentioned that Pope Leo XIII helped her somehow. ?Montessori stood out not just because of her gender, but because she was actually intent on mastering the subject matter. She won a series of scholarships at medical school which, together with the money she earned through private tuition, enabled her to pay for most of her medical education. ?Her time at medical school was not easy. She faced prejudice from her male colleagues and had to work alone on dissections since these were not allowed to be done in mixed classes. ?She was a dedicated student and on July 10th 1896 Maria presented her thesis to a board of ten men, they were truly impressed with her and granted her the degree of doctor of medicine. ?This made her the first woman to graduate from Medical School in Italy. She graduated with a very impressive score of 105 considering anything over 100 was considered brilliant (Rita Kramer 1976) ? Her first post was in the universities psychiatric clinic ? Research work in psychiatric medicine and continued her education in philosophy, physiology and education. ?In 1904 Maria Montessori was appointed professor of anthropology at the University of Rome Question Four: -a) Note where she first practised Medicine, why? b) What did she learn? ?On graduation Maria was immediately employed in the San Giovanni Hospital attached to the University. It was later in that year she was asked to represent Italy at the International Congress for Women’s Rights and in her speech to the Congress she developed a thesis for social reform, arguing that women should be entitled to equal wages with men. A reporter covering the event asked her how her patients responded to a female doctor. She replied â€Å"†¦they know intuitively when someone really cares about t hem†¦ It is only the upper classes that have a prejudice against ? Women leading a useful existence. † 1 ?In November 1896 Montessori added the appointment as surgical assistant at Santo Spirito Hospital in Rome to her portfolio of tasks. Much of her work there was with the poor, and particularly with their children. As a doctor she was noted for the way in which she ‘tended’ her patients, making sure they were warm and properly fed as well as diagnosing and treating their illnesses. ?In 1897 she volunteered to join a research programme at the psychiatric clinic of the University of Rome and it was here that she worked alongside Giusseppe Montesano As part of her work at the clinic she would visit Rome’s asylums for the insane, seeking patients for treatment at the clinic. She relates how, on one such visit the caretaker of a children’s asylum told her with disgust how the children grabbed crumbs off the floor after their meal. ?Montessori realised that in such a bare unfurnished room the children were desperate for ? Sensorial stimulation and activities for their hands, and that this deprivation was contributing to their condition. ?She began to read all she could on the subject of mentally retarded children and in particular she studied the groundbreaking work of two early 19th century Frenchmen, Jean-Marc Itard, who made his name working with the ‘wild boy of Aveyron’ and Edouard Seguin, his student. She was so keen to understand their work properly that she translated it herself from French into Italian. Itard developed a technique of education through the senses which Seguin later tried to adapt to mainstream education. Highly critical of the regimented schooling of the time, Seguin emphasised respect and understanding for each individual child. He created practical apparatus and equipment to help develop the child’s sensory perceptions and motor skills, which Montessori was to later develop in new ways. During the 1897-98 University terms she sought to expand her knowledge of education by attending courses in pedagogy, studying the works of Rousseau, Pestallozzi and Froebel. Some sixty years earlier, Froebel had established a school for very young children which placed an emphasis on play in early learning. In these ‘Kindergartens’ Froebel devised a series of toys or apparatus which he called ‘gifts’. ?Research work in psychiatric medicine and continued her education in philosophy, physiology and education. ?In 1904 Maria was appointed professor of anthropology at the University of Rome. Question Five: -a) What was the ‘Children’s house’ and where was it Located? b) What was Maria Montessori’s role? ?Maria was given a menial task: to try to educate the idiots and the uneducable in Rome ? On 6 January 1907 Maria Montessori opened her first school â€Å"Casa dei Bambini† (Children’s House), in probably one of the poorest areas in Rome the notorious â€Å"Quartered di San Lorenzo. † ? Within six months of opening the Casa dei Bambini, people from all walks of life, from every continent came to see Maria Montessoris miracle children. In observing all these developments in the children, Montessori felt she had identified significant and up till then unknown facts about childrens behaviour. She also knew that, in order to consider these developments as representing universal truths, she must study them under different conditions and be able to reproduce them. ?In this spirit, a second school was opened in San Lorenzo that sam e year. ?A third in Milan and a fourth in Rome in 1908, the school in Rome was for children of well-to-do parents. By the autumn of 1908 there were five Casa dei Bambini operating, four in Rome and one in Milan. Children in a Casa dei Bambini made extraordinary progress and soon five year olds were writing and reading. News of Montessori’s new approach spread rapidly and visitors arrived to see for themselves how she was achieving such results. Within a year the Italian speaking part of Switzerland began switching its kindergartens to the Montessori approach and the spread of the new educational approach began. The school was for children between the ages of three and six, each of these children came from extremely poor families, and most of the parents were illiterate. ?The children themselves were â€Å"rough and shy in manner† they were very tearful and frightened, their faces expressionless and their bewilderment in their eyes was as though they had never seen anyt hing in their lives. ?These children were referred to as â€Å"idiots† and uneducable ? Maria Montessori was quoted in saying: It was January 6th (1907), when the first school was opened for small, normal children of between three and six years of age. I cannot say on my methods, for these did not yet exist. But in the school that was opened my method was shortly to come into being. On that day there was nothing to be seen but about fifty wretchedly poor children, rough and shy in manner, many of them crying, almost all the children of illiterate parents, who had been entrusted to my care They were tearful, frightened children, so shy that it was impossible to get them to speak; their faces were expressionless, with bewildered eyes as though they had never seen anything in their lives. It would be interesting to know the original circumstances that enabled these children to undergo such an extraordinary transformation, or rather, that brought about the appearance of new children, whose souls revealed themselves with such radiance as to spread a light through the whole world. ? By 1909, all of Italian Switzerland began using Montessoris methods in their orphan asylums and childrens homes. Question Six: -When did Maria Montessori f irst start writing and why? ?Maria Montessori’s book â€Å"The Montessori Method† was published in 1909. The book was originally titled â€Å"The Method of Scientific Pedagogy as Applied to Infant Education and the Childrens House† and it was later re-titled to â€Å"The Discovery of the Child†. ?Maria Montessori began writing to document her findings and to share her knowledge with all people. ?Word of Montessoris work spread rapidly. ?Visitors from all over the world arrived at the Montessori schools to verify with their own eyes the reports of these remarkable children. ?Montessori began a life of world travel- -establishing schools and teacher training centres, lecturing and writing. The first comprehensive account of her work, The Montessori Method. Question Seven: -Why do you think Maria Montessori did not marry – substantiate with research. ?It was very difficult for Maria Montessori to become a doctor as this was a male dominated profession , it was unheard of that a woman do medicine, all of the other student doctors were men. They men made fun of her and threatened her. The only way she could do what she wanted to was to block them out completely and I think this was one of the reasons Maria never married. I think it was also due to Dr Montesano’s dishonesty (as discussed in Question 8) that destroyed her faith in men; Dr Maria Montessori was a woman with great integrity and high moral standing. ?I also believe that she was totally emerged in her work and perhaps did not want the distraction, she was totally devoted to her work, and this is clearly evident in her writings. Question Eight: -Who was the father of Maria Montessori’s son and why did they not marry? (You may have to research this one). ?When Maria Montessori was at the Orthophrenic School, she worked with Dr. Giuseppe Montesano. One thing led to another, and they had an affair. Maria Montessori’s mother was devastated and knew that a scandal could destroy her daughters career. It was not the done thing in the day to have a child out of wedlock and therefore everything was kept quiet. ?She gave birth to a son, Mario Montessori. ?Mario was sent to a wet nurse and then lived with family in the country near Rome. ?There are many different takes on this part of Maria Montessori’s life one group said that Dr Maria Montessori and Dr Giuseppe Montesano agreed not to marry, they would also keep their relationship a secret and by doing so they would not reveal that he was Mario Montessori’s Father. They agreed that neither of them would ever marry another person, it was not long after this that Dr Montesano fell in love and married some-one else, Montessori and Montesano still worked together on a daily basis in constant contact and it was this betrayal of trust that prompted her to leave the Orthophrenic School ? Biographer Kramer speculated that Maria Montessori’s pregnancy as well as the break up w ith Dr. Montesano must have occurred in 1901 as this is when Maria Montessori suddenly resigned from the Orthophrenic School, and for about a year M. M was out of the public eye, she also abandoned her successful work with defective hildren at this time. Question Nine: -Mario Montessori – Write about his part in his mother’s life. ?On 20th December 1912 Maria Montessori’s her mother died at the age of seventy-two. ?Maria was deeply affected by this event and in the year following her mother’s death she brought her fourteen year-old son Mario to Rome to live with her. ?His dedication to her was of his own free will and it can not be said that it was because of a mother/son attachment. ?Mario Montessori had many loves in his life but none compared to the love he had for his mother and her work. His love for her was encompassing and it dominated his entire existence. He lived for her, with her but definitely not through her. ?Mario Montessori had no real scholastic or academic background but his total understanding of his mother’s work. His intuitive intelligence and openness of spirit allowed him to keep abreast with her quantum leaps from the first to the nth dimension even sometimes arriving just ahead, thus enabling her to soar even further. There was nothing his mother deducted, developed or stated that ever surprised him. It was said that thanks to Mario Montessori his mother never suffered the isolation that is common to genius, he was not just a sounding board for her ideas; he helped her to clarify them and give them shape, by doing this she was able to continue developing her unique mind to the end. Mario Montessori also presented his mother with fresh, new ideas. ?He began taking more of the workload from his mother as she grew older He would do the organi zing of courses, examining students, lecturing on materials, practical life etc. He coped with any unexpected complications during the training courses. By doing this he enabled Maria Montessori to concentrate fully on her creative work. As the years progressed, their complicity became total. Without him she would have grown frustrated by the lack of understanding of those around her, she would have retreated spiritual isolation, unable to cope and fight alone to preserve the purity of her work. ?It was because of his understanding, his enthusiasm and belief in her vision for the development of mankind; he became a pillar of her work. ?Even after she died, Mario Montessori continued the fight for the child the child, father of man. Here is an extract form the Last Will and Testament of Maria Montessori, and perhaps we can understand from this the importance of her son in her life. Question Ten: -What happened to Maria Montessori in Italy before World War II? ?The Spanish government invited Maria to set up a research institute which she did in 1917. She began conducting a series of teacher-training courses in London in the year 1919. ?In 1922, Benito Mussolini took over the government of Italy. Mussolini being a politician wanted Maria on his side. So, initially he encouraged and fully supported the Montessori movement in Italy. The government of Italy funded the Montessori schools and also helped Maria establish a training centre for teachers. ?Mussolini was nurturing colonial ambitions and in 1934 he was planning an attack on the African state of Abyssinia. ?To carry out his designs he needed the people of Italy, especially the youth, to be war-minded. To achieve this he set up a Fascist youth organisation whose members wore uniform at all times and gave the Fascist salute. ?Mussolini insisted that all children should enrol into this organisation. This meant even children from the Montessori schools should join. Maria disagreed with this and would not compro mise her principles and her beliefs to comply with his wishes. ?With this Mussolini ordered the immediate closure of all Montessori schools, and with this Maria was exiled from Italy. ?She moved to Spain and lived there until 1936. This again was a mistake. A civil war broke out in Spain. General Franco another fascist took over the government of Spain. She was rescued by a British cruiser. Maria opted to stay in the Netherlands for sometime. In 1938, she opened the Montessori Training Centre in Laren in the Netherlands. She continued with her work in the country till 1939. Question Eleven: Where did Maria Montessori spend World War II? ?Maria Montessori Spent World War II in India. ?It was here that she developed her â€Å"Education for Peace†, and developed many of the ideas taught in her training courses today. ?The outbreak of the World War II made Maria extend her stay in India. ?In 1940, when India entered the war, she and her son were interned as enemy aliens, but Maria was allowed to conduct training courses. ?She continued to stay in India till 1946 well after the war. ?She returned to Europe for a brief period. In 1947, she founded the Montessori Centre in London. ?In 1949 Maria Montessori travelled to Pakistan and also toured Europe in the same year. ?In 1951 Maria toured Austria. Question Twelve: -What effect, if any, did Maria Montessori’s stay in India have on the spread of her method? ?In 1939, the Theosophical Society of India extended an invitation to Maria Montessori who was 69 years of age. She accepted the invitation and reached India the same year. The journey from Holland in those days was very tedious. But this did not seem to trouble Maria. She was full of energy and keen to start work in India. She made Adayar, Chennai her home and lived there along with her son, Mario. Here, Dr. Maria came in close contact with Rukmini Devi, a Bharat Natyam dancer and the founder of the world famous centre for music, dance, and other fine arts Kalakshetra and her husband George Sidney Arundale, who was the president of the Theosophical Society of India. ?Between 1939 and 1949, Maria Montessori, with the help of her son Mario, conducted sixteen Indian Montessori Training Courses, thus laying a very sound foundation for the Montessori movement in India. Question Thirteen: How did the teaching Colleges start and where? In 1909 she gave her first Montessori course, expecting to have as students only Italian teachers. ?There were about 100 students that atte nded ?To her amazement people attended from many different countries. Probably that was the origin of what would become a serious handicap in the evolution of Montessori pedagogy. Since the beginning Montessori pedagogy has been appropriated, interpreted, misinterpreted, exploited, propagated, torn to shreds and the shreds magnified into systems, reconstituted, used, abused and disabused, gone into oblivion and undergone multiple renaissances. There are various reasons why this should be so. Perhaps the most important is that although Montessori pedagogy is known as the Montessori Method, it is not a method of education, in other words, it is not a programme for teachers to apply. Maria Montessori was not a teacher. ?In the summer of 1909 Dr Montessori gave her first training course in her approach to around 100 students. ?Her notes from this period developed into The Montessori Method, which was published in the United States in 1912, reaching second place in the US non-fiction bes t sellers. Soon afterwards it was translated in to twenty different languages. It has become a major influence in the field of education. Question Fourteen: How did Maria Montessori spend her last years of life? When and where did she die? ?Maria Montessori was nominated for the Nobel Peace for three consecutive years, 1949, 1950, 1951. But sadly the Nobel Prize eluded her on all three occasions. ?In 1951, Maria Montessori went to Holland from India. She made Noordwijk aan Zee, which is a coastal town, her home. The last few days of Montessoris life were characterized by the same activity and zeal she had shown throughout her career. ?Her long and self-sacrificing labours on behalf of the child came to a sudden end on the 6th of May, 1952. Maria was 82 years when she passed away. ?Her work lives on till today through the thousands of proud Montessorians all over the world who are continuing with her good work. Extracts From Maria Montessoris Last Will and Testament I declare that i t is my wish that Mario Montessori be the general executor of this my Will. ith regard to my property, I declare that this belongs both materially and spiritually, to my son: that is, to him belong by right not only the material goods of every kind or sort that I may eventually possess at any time of my life until the end; but to him belongs by right also, everything that may accrue from my social and intellectual works, either because they were inspired by him or because, from the time that he was able to act in the world, they were undertaken with his actual and constant collaboration, since he totally dedicated his life to helping me and my work. Therefore he is the sole heir to my work, and the only one qualified to be entrusted with the safekeeping and preservation of my work; and thus the legitimate and rightful successor to the work that I have embarked upon and that I hope he may continue and successfully complete, for the benefit of that humanity that together we have loved, finding in our shared ideals and actions the highest solace of our lives. So be it: and may his children bring him consolation; and may the world render him justice, according to his merits, which I know to be great and sublime. Revoking all preceding Wills, I declare this to be my last and only valid Will. I sign with my name. And so may friends and all those who benefit from my work, feel their debt toward my son! Question Fifteen: Try and find out what events and inventions took place in her life-time? The telephone and patent issues ?Bell filed an application to patent his speaking telephone in the United States on February 14, 1876, ? On June 3, 1880, Alexander Graham Bell transmitted the first wireless telephone message on his newly invented photo phone. ?Bell believed the photo phone was his most important invention. The device allowed for the transmission of sound on a beam of light. ?Of the eighteen patents granted in Bells name alone, and the twelve he shared with his collaborators, four were for the photo phone. Colour Photography ?Was explored throughout the 1800s. Initial experiments in colour could not fix the photograph and prevent the colour from fading. ?The first permanent colour photo was taken in 1861 by the physicist James Clerk Maxwell. ?The first colour film, Auto chrome, did not reach the market until 1907 and was based on dyed dots of potato starch. Other systems of colour photography included that invented by Sergei Mikhailovich Prokudin-Gorskii, which involved three separate monochrome exposures of a still scene through red, green, and blue filters. ?The first modern colour film, Kodachrome, was introduced in 1935 based on three colour emulsions. ?Most modern colour films, except Kodachrome, are based on technology developed for Agfa colour (as Agfacolor Neue) in 1936. ?Instan t colour film was introduced by Polaroid in 1963. Question Sixteen: Who were her contemporaries? A few of Maria Montessori’s contemporaries were Helen Keller (1880 – 1968) It was with a great deal of willpower and determination that Helen Keller became a world-famous speaker, author, lecturer and activist. ?She was an extraordinary lady because when she was 19 months old was struck by a fever that left her blind and deaf for the rest of her natural life. ?At the age of 7 she had invented over sixty different signs that she could use to communicate with her family. ?Graduated from Radcliffe, ?Gave many speeches on behalf of the physically handicapped and wrote several books ? Helen Keller made it her life’s mission to fight for the sensorially handicapped in the world Aletta Jacobs (1854 – 1929) Aletta Jacobs was the first woman in Dutch history to be officially admitted to university. ?This took place in 1871. As a schoolgirl she had written a letter to Prime Minister Thorbecke requesting permission to be allowed to attend â€Å"academic classes†. ?Aletta Jacobs’ dream was to become a doctor. ?Thorbecke answered within a week, but did not write to Aletta herself. Instead, he wrote to her father that permission had been granted. ?So, thanks to a seventeen-year-old girl, in 1871 universities in the Netherlands were opened to women. Prior to this time, universities and most schools as well, were only open to young men. It was with the exception that Anna Maria van Schurman, an educated woman (she had a command of no less than ten languages) who lived in the seventeenth century, had ever been allowed to attend any lectures (in Utrecht). However, she had had to sit behind a curtain so as not to cause a distraction for the young men. ?Throughout her life, she fought for the rights of women. ?As a doctor, for example, she opened a practice that assisted women with contraception so that they did not have to be pregnant every year. ?She also fought against the abuses of the retail trade. Aletta Jacobs also fought for the right to vote for women. ?It was only in 1919 that the right to vote for women was established. In 1922, Dutch women voted for the first time. Aletta Jacobs was 68 years old at the time. Anna Eleanor Roosevelt (1884 – 1962) ?Was an American human rights activist, a diplomat and of course she was Franklin D. Roosevelt’s wife who was president from 1933-1945 making her, the longest serving First Lady of The United States Of America. ?Eleanor Roosevelt was active in the formations of numerous institutions most notably the United Nations, United Nations Association and Freedom House. She chaired the committee that drafted and approved the Universal Declaration of Human Rights. ?President Harry S. Truman called her ‘The First Lady of the world† in honour of her extensive travels to promote human rights. ?She travelled for President Roosevelt during World War II visit ing troops at the frontline. ?She was a first-wave feminist and an active supporter of the American Civil Rights movement. Amelia Earhart (1897 – 1937? ) ?A famous American aviator, known for breaking new ground for female pilots. She is remembered for her mysterious disappearance during a flight over the Pacific Ocean? While trying to fly around the world. ?She was the first American woman to fly across the Atlantic Ocean alone. Alexander Graham Bell (3 March 1847 – 2 August 1922) ?He was a scientist, inventor and the founder of the Bell Telephone Company as the â€Å"Father of the telephone. ?In to his work in telecommunications technology, he was responsible for important advances in aviation and hydrofoil technology. Researched by Alana Jane Polyblank Information from Wikipedia and other sites on Maria Montessori

CBC STAT Professor Ramos Blog

CBC STAT Its 5 a.m. I’m on the unit doing my job minding my own business. I’m drawing blood on   patient after patient moving along quite nicely. I come of out of my fifth patient’s room I look around and see white coats everywhere. Uh oh, shit is about to hit the fan. My workload doubles in a matter of seconds. I’ve been a phlebotomist for ten years And I quickly learned this is not just about poking and getting blood.   It’s about talking to people. It’s about social skills. About Dealing with difficult people in the midst of difficult circumstances. â€Å"The hospital† is a teaching hospital, therefore the doctors are learning how to be doctors. These are called the residents, the ones in the white coats. The residents round in teams of six to eight with one attending. The attending is the teacher for the residents. Because they are learning how to be doctors, they really don’t know how to order lab tests. This leads to patients being poked four to six times a day minimum.   This in turn leaves the patients very frustrated and angry. Because of the size of the teams and the amount of patients they need to see, they don’t always talk to each other, causing many problems. Not only do they order the same lab tests over and over, they order them incorrectly. â€Å"Can we add a lactate to that?†, he so rudely asks as I have the needle in the patient’s arm. ( No I can’t add it. He couldn’t have told this before I came in the room?) Likewise most of the doctors do not have a good bedside manner or manners in general.   This is very frustrating to be around but I have to work with them so I learn to ignore it or shrug it off. This is not something that can be taught in a book like all of their other material, it is a process learned over time.   It’s pretty funny sometimes, to watch doctors who go to school for ten years, struggle with what to say to people. Due to the HIPAA law, it makes it more frustrating for me to do my job. This law doesn’t allow me to get mentally prepared before I go into the room. Sometimes I’m shocked at what I see, from a man with no face to an amputee.   HIPAA is the Health Insurance Portability and Accountability Act. This healthcare law provides security provisions and data privacy to keep patients medical information safe. This law is so strict that I’m not even allowed to tell the patients what I’m drawing their blood for. Therefore as a phlebotomist, I don’t even know why they’re in the hospital or what they have. If a patient has HIV, the nurse is supposed to tell me but often times she does not. When I walk in the room I never know what I’m walking into. This can be shocking not only visually but emotionally. Their condition directly effects their emotional state and their attitude.   I get smacked in the face with it. I saw a man with no face, his jaw was taken off, the top of his mouth and his nose. This man was not pleasant but I wouldn’t be either if someone took off my face. I could barely keep a straight face. Patients rip out their IV’S. There are dialysis patients, patients with liver failure, these patients are usually yellow. Patients are confused and often combative, they scream, hit, cry, and complain. All these physical conditions directly affect how hard it is to get their blood, physically and Socially. The sicker they are the more frustrated and rude they are. â€Å"You can’t get my blood, I’m a hard stick, they poked me 10 times in the ER† I hear this at least five times a day. Or my personal favorite, â€Å"Good luck, my veins are small and they roll.† I can get it, the nurses in ER couldn’t draw blood to save their life. I can’t tell the patient that though. Most nurses are rude.   Nurses are not the caring gentle people you might think. Some of them only become nurses for the money. Wrong move, those people do not belong holding someones life in their hands.   The nurses that do care become hardened to the things they see on a daily basis. I can understand. Nurses can draw blood too, they just don’t try. So I have to do it. â€Å"Do you have have a BMP for room 6 bed 2?† she says with a demeaning tone. Yes I have it here. â€Å"Can you do it next hes going to CT?’ And she walks away. Although its been ten years and now I’m an expert at drawing blood I don’t think its possible to ever be an expert in dealing with these people. I’m human of course and get frustrated too. It’s the field we’re in. We see some daunting things, it’s hard to watch. As a result people become hardened, Usually this happens by default and without the person being aware. It has advantages though. It would not be good if a doctor or nurse cried every time they learned a patient took a turn for the worse. Watching this transformation from sweet to hardened keeps me aware. I don’t ever want to become that way. Learning to deal with these people gives me motivation to be grateful. Its hard to be in a bad mood when I’m drawing a patient with a colostomy bag, or an amputee, or when the patient is crying because they are overwhelmed with their diagnosis.   After a while the procedure gets easier and easier, however it is oftentimes very heartbreaking to constantly see people hurting.   And It is easy to get caught up in the chaos, to get lost in the procedure, in the hustle bustle of the day.   It does help when the cancer patient I am drawing is the one cheering me up. I catch myself complaining about some silly little thing like forgetting to return an item to the store or because I’m not happy with my coworkers. The person in the hospital bed struggling for their life offers me a better perspective and tells me they will pray for me. It really makes me grateful for my health and for JESUS. I get a quick reality check. I’m Healthy, I’m working in the A.C. Li ving in beautiful southern California. I have a lot to be grateful for. I didn’t learn these lessons from just one patient, one nurse, or one doctor. I learned this through many of them over time. Nor did I learn it from one or two situations. It didn’t happen only once and then I learned and was a better person immediately after.   It doesn’t work that way, at least not the way I learn. It wasn’t easy learning to deal with these people, it took patience and practice. It was a long process but now I can usually let it roll off my shoulders. I am grateful because this a skill I can now use anywhere I go and for the rest of my life.

Nursing and Self-Care Management Case Study Example | Topics and Well Written Essays - 500 words - 41

Nursing and Self-Care Management - Case Study Example The hands are to be washed and before doing anything to the patient it is vital to explain to Mrs Smith whatever action about to be performed. I will enquire medical records of in a bid to establish the medical history of the patient as well as her feelings and perception towards the recent diagnosis. Finally, it will also be vital to enquire if there is any information that may be of great help towards the determination of the ailment as well as any leading factors that may have contributed to the patient’s latest predicaments (Paraska, 2012). Mrs Smith previous history indicated that she had been diagnosed with Osteoarthritis and lately congestive heart failure. Osteoarthritis is a condition that affects the joints of the human body. Normally the joints are cushioned with a cartilage that prevents friction between the joint bones during motion. However, when the cartilage deteriorates these bones rub on each other resulting in painful inflammation. The condition is common in women and children with the grossly affected age being the age of 40 to 60 years. Its characteristic symptoms are morning stiffness, pains at the joints, swell at the affected joints and reduced activities. Conversely, Congestive Heart Failure (CHF) is a condition characterised by loss of or shortness of breath, fatigue, and reduced activities. This is due to the heart fails to supply oxygen and nutrients to other organs or to all parts of the body (Fawcett & Madeya, 2013). The self-care management goal that is related to the above-discussed ailments is by examining Mrs Smith’s lifestyle and giving appropriate advice on the need to readjust her lifestyle.In most cases, individual lifestyle is always the causative factors that lead to arthritis. This can be due to remedied through regular exercising, maintenance of proper diet, proper sleep and others (Williams & Hopper, 2011). The intervention strategies that can be employed in the above-mentioned cases factoring her age is by advising her to try to maintain a healthy lifestyle by continuously getting involved in light activities, ensuring that she adheres her eating habits to proper dieting.

Discussion question Coursework Example | Topics and Well Written Essays - 250 words

Discussion question - Coursework Example TNT does not absorb or dissolve in water making it suitable for use in humid environments. It is also more stable than other high explosives. The first property is that polymeric materials are stiff because they are constituted of very high mechanical features to their density. They are also exceptional thermal insulators. Polymeric compounds or materials are inflammable. This is because they are organic materials and further, cellular materials constructed of flammable matrix such as polymeric foams, are more susceptible to fire than their equivalent concrete materials as a result of the insulating effect of their cellular structure, which amplifies the temperature at the heating exterior. Consequently, this leads to pyrolysis of materials worsening fire behavior than would have been with solid materials. The gas used in the cells may also stimulate combustion when it is combustible. Lastly, halogenated organic compounds may build up in the environment and establish in food chains thus, causing health problems and adverse ecological impacts. When polymeric materials are retarded by fire, the EH & s or a FS professional a nd the entire living population become more exposed health hazards connected with these