Free Essays on Joan Of ARC

Joan of Arc At a young age she began to hear â€Å"voices†- those of St. Michael, St. Catherine, and St. Margaret. When she was about 16, the voices exhorted her to bear aid to the king to be. Joan won the aid of Robert de Baudricourt, captain of the king forces in Vaucouleurs in obtaining an interview with the dauphin. She made the journey in male attire with six companions. When she met the king to be she conquered his skepticism as to her divine mission. Theologians at Poitiers examined her, and afterward Charles furnished her with troops. Her leadership provided spirit more than military help. In May 1429, she succeeded in raising the siege of Orleans, and in June she took other English posts on to other places and defeated the English at Patay. After a lot of persuasion the dauphin agreed to be crowned at Reims. Joan stood near him at his coronation. In September 1429 Joan unsuccessfully overtook paris. The following spring she went to let Compiegne go, but she was captured by the Burgundians and sold to the English who were eager to destroy her influence by putting her to death. Charles VII made no attempt to secure her freedom. In order to escape responsibility, the English turned her over to the ecclesiastical court at Rouen. She was tried for heresy and witchcraft before Pierre Cauchon. Her most serious crime was the claim of direct inspiration from God. In the eyes of the court this refusal to accept the church hierarchy constituted heresy. Throughout the long trial and imprisonment she fought her enemies. Only at the end of the trial did she repent. She was condemned to life imprisonment. Shortly afterward she took back her apology and was turned over to the secular court as a heretic and was burned at the stake on May 30, 1431 in Rouen. Charles VII made late recognition of her services by a rehabilitation trial in 1456 that annulled the proceedings of the original trial. Joan was beatified in 1909 and canonized i... Free Essays on Joan of Arc Free Essays on Joan of Arc Two Page Monograph about Joan of Arc When Joan of Arc is mentioned as a person, most people think of her accomplishments as a woman. While it’s true that most women at the time of Joan of Arc enjoyed less freedom and important roles then of girls of today, much of her importance was not because of her acting out of her role. Her fame was because of her role at the end of the Hundred Years War and the crowning of Charles VII. Joan grew up in France and grew up through the war. She started hearing voices at the age of 13. She stated that they had only told her to attend church and pray more. After a year or two the started telling her she must help the future king of France be crowned. HE had to be crowned at Reims by tradition, but at the time the English controlled it. If Joan did not purse these voices, the English would crown Henry VI when he was old enough. Joan then left her parents without telling them, and convinced the King of her mission. She was given an army who started the siege of Orleans, the first step to getting to Reims. She conquered, won, and the King was crowned. Shortly after her success started going downhill. She was captured in a town Compiegne when the drawbridge was raised. Her army had closed the gates to hastily, and she was left outside. She was arrested and n tried by the English court. She was found guilty, and was sentenced to burn at the stake. She was not charged with being a warrior or a woman. In fact, it was not uncommon for some women to fight in battles. In the poorer villages women often fought alongside their husbands as a necessity. Often their jobs were pouring hot oil and ashes on the attackers. It was because she had told the courts that she could talk to God, that she was killed. She was found to be heretical which was against the laws to be anything but the Kings religion at that time. Her sentenced was carried out. A peasant girl, her death was not glorified or honored. Due to he... Free Essays on Joan of Arc Joan of Arc At a young age she began to hear â€Å"voices†- those of St. Michael, St. Catherine, and St. Margaret. When she was about 16, the voices exhorted her to bear aid to the king to be. Joan won the aid of Robert de Baudricourt, captain of the king forces in Vaucouleurs in obtaining an interview with the dauphin. She made the journey in male attire with six companions. When she met the king to be she conquered his skepticism as to her divine mission. Theologians at Poitiers examined her, and afterward Charles furnished her with troops. Her leadership provided spirit more than military help. In May 1429, she succeeded in raising the siege of Orleans, and in June she took other English posts on to other places and defeated the English at Patay. After a lot of persuasion the dauphin agreed to be crowned at Reims. Joan stood near him at his coronation. In September 1429 Joan unsuccessfully overtook paris. The following spring she went to let Compiegne go, but she was captured by the Burgundians and sold to the English who were eager to destroy her influence by putting her to death. Charles VII made no attempt to secure her freedom. In order to escape responsibility, the English turned her over to the ecclesiastical court at Rouen. She was tried for heresy and witchcraft before Pierre Cauchon. Her most serious crime was the claim of direct inspiration from God. In the eyes of the court this refusal to accept the church hierarchy constituted heresy. Throughout the long trial and imprisonment she fought her enemies. Only at the end of the trial did she repent. She was condemned to life imprisonment. Shortly afterward she took back her apology and was turned over to the secular court as a heretic and was burned at the stake on May 30, 1431 in Rouen. Charles VII made late recognition of her services by a rehabilitation trial in 1456 that annulled the proceedings of the original trial. Joan was beatified in 1909 and canonized i... Free Essays on Joan Of ARC Joan of Arc Patriots, supporters of women’s rights, and even people who study the supernatural, admire Joan of Arc.(1world book) Not only is Joan admired by many, but she made significant contributions to history in three distinct areas: Joan ended the 100-year war between France and England, she showed the world that women could make a difference, and promoted the Catholic religion. First off, in the 15th century France was at a low point in its history, a war that seemed never ending between England, it was called the 100-year war. (2 Book) Joan of Arc, a simple peasant’s daughter, rose up against England, and helped France to overcome England’s claim to France’s throne. She claimed that she could hear voices telling her that she was the savior of France, and it was up to her to take up arms. Totally convinced that these voices were from God she joined the French army disguised as a man. She was sent by god to lead them to victory, she said. Just be sure you are right with God, attack, and victory will be yours. (3book) With this French knights fought behind this crazed woman. After considerable amounts of bloodshed, France reclaimed its title to the throne. Being the first woman ever to fight in the French army Joan of Arc proved that women could make a significant difference. Many may not believe this but Joan was one of the primary figures for women’s rights. Joan was very successful at taking command of an entire army and continuously leading them to victory. At first Joan disguised herself as a man, it was unheard of for a woman to fight in battle let alone be a commander of an army. She was injured during a battle and discovered to be a woman by the doctor examining her To his great surprise he found out his leader wasn’t a man but a courageous woman. From then on, people looked at Joan of Arc differently, but still trusted her with their lives. Finally Joan promoted the Catholic religion, w...

Learn How to Ask Questions in English as an ESL Student

Learn How to Ask Questions in English as an ESL Student There are many ways to ask questions in English. Its important to understand the situation when deciding how to ask questions. In other words, is the question you want to ask a polite request? Would you like to confirm the  information you already know? Are you gathering details about a subject? How to Ask Direct Questions Direct questions are the most common type of question in English. Direct questions are asked when asking for both simple and complex information. To begin with, here is a guide to the structure of direct questions: (Question Word) Auxiliary Subject Verb Form (objects) ? Examples: When do you get to work?Do you like fish?How long have you been working on this project?Where are those ties manufactured? How to Ask Yes/No Questions Yes/No questions refer to simple questions you ask to receive either a yes or no as a response. Yes/No questions do not use question words and always begin with the auxiliary verb. Auxiliary Subject Verb Form (objects) ? Examples: Does he live in New York?Have you seen that film?Is she going to come to the party? How to Ask Subject and Object Questions Look at the following example sentence and questions: Jason likes playing golf. What does Jason like playing? (Answer: golf)Who likes playing golf? (Answer: Jason) In the first question, we are asking about the object. When asking about the object, use direct question construction beginning with a question word followed by the auxiliary verb. Wh? auxiliary subject verb? Who does he follow online? In the second question, we are asking for the subject of the action. When asking subject questions, do not use the auxiliary verb. The Wh question word plays the role of the subject in the question. Wh? (auxiliary) verb object? Who understands this problem? Note: Remember that the present simple or past simple do not take the auxiliary in positive sentence structure. Examples: Who enjoys playing tennis?Who is coming to the party next week? Common question forms for subject questions: Which Which bicycle goes fast? What kind of What kind of cheese tastes mild? What sort of What sort of tea costs very little? Who Who goes to school here? How to Use Question Tags to Ask Questions Another type of common question in English is the question tag. Many languages such as Spanish also use question tags. Use them to confirm information that you already know, or think you know. This form is used in conversation and when checking that you have understood something. Construct a question tag by making a statement followed by a comma and the opposite (positive negative, negative positive) form of the appropriate auxiliary verb. Examples: Youre married, arent you?Hes been here before, hasnt he?You didnt buy the new car, did you? Indirect Questions When we want to be more polite we often use indirect question forms. They ask the same as direct questions but are considered more formal. When using an indirect question, use an introductory phrase followed by the question itself in positive sentence structure. Connect the two phrases with the question word or if in the case the question is a yes/no question. Construction Chart Introductory phrase question word (or if) positive sentence Examples: I was wondering if you know the way to the nearest bank.Do you know when the next train leaves? Here are some of the most common phrases used for asking indirect questions. Do you know...I wonder/was wondering...Can you tell me...Im not sure...I dont know... Examples: Do you know when the next train leaves?I wonder when he will arrive.Can you tell me where he lives?Im not sure what he wants to do.I dont know if he is coming.

John Rawls' The Laws of Peoples Essay Example | Topics and Well Written Essays - 750 words

John Rawls' The Laws of Peoples - Essay Example Think of a brother and sister, having happily grown up in the same house; one goes on to become a millionaire and the other is steeped in poverty. In such a case, too, we must ask: where is justice Cannot their wealth be pooled together, giving rise to a state of happy existence similar to when the two were children It is the world with its differential preferences for different virtues that gives rise to inequalities, and we must do what we can to minimize the phenomenon. Coming to Rawls' reasons for reducing inequalities, he says that one reason is to reduce the hardships of the poor. Why are the poor poor in the first place Naturally, the poor are so because they were born poor, and rising from a depth of poverty is, in many cases, well-nigh impossible. We all know the story: poverty leads to crime, crime leads to imprisonment, which leads to further poverty a society, if it to be civilized, must first ensure that none of its citizens are allowed to fall into the hell-hole that poverty is. The second reason Rawls gives is that some people may be treated as inferior if inequalities exist. Here, we need only take the ancient Indian society, for example: there were (and still are) four castes. The first was the priests and teachers; the second was the warriors; the third was the merchants and such; and the fourth was those that did menial work. To each his role. It was natural for a priest to look down upon a menial worker, and the society was for centuries in that condition - but only until, as is natural, human nature took over and the priests began demanding too much. To call a menial worker "lower" than a priest was to call a spade a spade: we now need only look at Indian history to see how that system failed. Rawls goes on to hint at the idea that inequalities are designed to serve the many ends that peoples share, and that each makes contributions according to capacity. I can tentatively accept this viewpoint, but must question the ideality of a society that allows naturally gifted people to be treated in a superior way. It is human nature, yes, but it is the role of a society to minimize such aberrations. Continuing in this socialist vein, I agree entirely with the premises of the resource distribution principle and the global distribution principle, particularly the latter. A people gets to a happy situation by developing, on its own, a structure conducive to the production of wealth. This is due to the natural gift of that people to do this. Consider, for example, the Mongoloid virtue of hard work. The culture of that race is based around the idea that hard work is fulfilling; that hard work is a duty. And what do we see reflected in the real world One can take any case one cares to - Japan, China, Taiwan, Korea. Now, think of the global egalitarian principle: socialism has not worked, but in an ideal world, it would have. That is my bold point. Why should not a certain people donate - even a small part of - their wealth to a people who have simply not been able to build a civilization for themselves, as in the so-called third-world countries Are the people of such countries not har d-working If they are, why are they underdeveloped It is well-nigh impossible to answer; all

What is sub-prime lending and how has it affected the housing crisis Essay

What is sub-prime lending and how has it affected the housing crisis - Essay Example nd the nature of subprime lending, this paper also provides a background of the subprime lending which gained popularity in the 1990’s, and also a comparison with other forms of mortgages like the prime lending. Subprime lending is a type of granting loans in which the client’s ability to pay is questionable. Kenneth Temkin et. al (2002) add that subprime lending mortgage originations are more inclined to risky borrowers. According to the U.S. Department of Housing and Urban Development, subprime loans are given to individuals with limited credit histories. One reason for this is the lack of background check on the borrower. In order to compensate for the higher credit risk, the loans that are given have higher interest rates.1 The U.S. Department of Housing and Urban Development presents three (3) truths about the subprime lenders: (1) the increased shares of subprime lenders’ overall origination as compared to the prime lenders’ originations are due to home refinance loans; (2) they occupy a bigger percentage in total originations in black-predominated communities than prime lenders; and (3) terms like â€Å"consumer, finance, and acceptance† are seen more in their lender names.2 Temkin et al. (2002) find out that subprime borrowers have lower incomes or belong to minority groups than their primary counterparts. They have less information financially on the bank mechanisms. They are also less sophisticated and less comfortable in dealing with banks. Danielle DiMartino and John Duca (2007) add that the prime or the traditional mortgages are offered to borrowers with good credit histories and can make down payments and document their income entirely. Whereas the subprime or the nontrad itional mortgages, are extended to borrower applicants who are less credit-worthy as reflected by their low credit scores and unsure income forecasts which â€Å"reflect the highest default risk and warrant the highest interest rates†. They also introduce the near-prime

Pyramus and Thisby Essay Example for Free

Pyramus and Thisby Essay In spite of that, Bottom considers his acting to be remarkable, so remarkable that he thinks he can play all the characters of Pyramus and Thisby. I will roar you as gently as any sucking dove; I will roar you an twere any nightingale. Bottom feels that he is fully capable of playing the role of a gentle, charming Thisby, and even that of a monstrously horrifying lion. This characteristic of his is very effective in generating hilarity as he very naively presumes that he alone can handle the production of Pyramus and Thisby. Contrarily, his performance as Pyramus alone is rather alarming. Now die, die, die, die, die. Bottom tries exceedingly hard to convince the audience of Pyramus death. The word die is repeated four times, implying how incessantly Bottom tries to assure the onlookers that he is unquestionably dead. This initiates some final mirth on Bottoms foolishly absurd identity. Bottoms transformation into a donkey is another very amusing part of the play. What makes this idiosyncrasy all the more entertaining is his nescience about it throughout the play. I see their knavery. This to make an ass of me, to fright me, if they could. Bottom never realises the radical change he has undergone and very potently amplifies the hilarity of the comedy since he leads all his actions normally, never comprehending how abnormal he looks. Also very effective in this dialogue of Bottoms is the usage of the word ass as a pun. He is completely unaware that at the precise moment that he is uttering the dialogue, an ass is literally what he looks. His declaration of the other workmen making an ass of him is also humorous since his name Bottom already signifies his existence as an ass. Furthermore, is the levity of Bottoms romance with Titania. Unfamiliar with the fairies, Bottom is far from apprehending why Titania confesses love for him. Methinks mistress, you should have little reason for that. And yet, to say the truth, reason and love keep little company together now-a-days. Bottoms statement is greatly suited to the moment, not only to describe his situation but also that of the four lovers. Like Lysanders immortal line, The course of true love never did run smooth, Bottoms opinion goes well with the obstacles and complications that have developed in the play. Despite that, it does not stop the ridiculousness of his and Titanias liaison from augmenting the humour of the Elizabethan comedy. O how I love thee! How I dote on thee! Titanias love for Bottom is entirely unreasonable. Being the queen of the fairies, she has one of the highest ranks in the play, while Bottom being a workman, has the lowest. The fairies also consider themselves to be of a much higher position than mere human beings. In the face of this, Titania loses both mind and body to an ass-headed and ugly Bottom, a low class workman. This efficiently illuminates the impediments that the love juice can bring about and the thoughtlessness that attaches itself to all that encounter it. The central figure of this Elizabethan comedy is Puck, the mischievous sprite. He conducts all the melodrama of the play; all the confusion, all the mischief, begins with him. What, a play toward! Ill be an auditor, An actor too perhaps, if I see cause. Even before watching any of the drama, Puck has plans to play a part in it. Apart from being Master of Revels to Oberon, Puck forms a schedule of his own; he always satisfies his interests and curiosities. This makes the audience more cognisant of the trickery and complexities going on in the play. Not being related to either the fairies or the lovers, the mechanicals have no reason to be a target of Pucks pranks. Correspondingly, his involvement in the disruption of their rehearsals proves how he has his independent diversions. The roles and traits of Theseus, Hippolyta and Philostrate are rather similar to those of Oberon, Titania and Puck. In theatrical performances of A Midsummer Nights Dream, the actors playing the roles of Theseus, Hippolyta and Philostrate often tend to play the roles of Oberon, Titania and Puck, respectively. In relation to this, Philostrate and Puck have analogous characteristics as Master of Revels. At the beginning of the play, Theseus tells Philostrate to spread celebration and joy of the marriage of Theseus and Hippolyta. Stir up the Athenian youth to merriments, Awake the pert and nimble spirit of mirth, Midsummers Eve was traditionally a time for celebrating with decoration, greenery and a sense of magic. Philostrate obeys the orders of Theseus as Puck obeys Oberon. Puck enters the play as a reflection of Philostrate, spreading magic and havoc with a mischievous side to all his intentions. Notwithstanding, Puck does make a critical mistake amidst his effervescent pranks. The highlight of the play is Pucks misunderstanding of Lysander for Demetrius. Did you not tell me that I should know the man By the Athenian garments he had on? Puck makes an easy error with the love juice. Asked to recognise Demetrius by his attire, he mistakes Lysander for him. This is sure to instigate some tension on the audiences part as they realise that something confusing can happen with the application of the love juice to the wrong person. It also potently marks an Elizabethan comedy because it opens the second phase of the play, where chaos is at its peak. The love juice is the key element of this romantic comedy. Love and friendship turn to hatred in a moment, and vice versa. Injurious Hermia, most ungrateful maid, Have you conspired, have you with these contrived, To bait me with this foul derision? Helena accuses Hermia of deliberately setting up Lysander and Demetrius love for her, to mock her and humiliate her. The love juice has unconditionally distorted the relationships amongst the four lovers. The purpose and positions of love and hatred have interchanged. The circumstances change over in a moment and later, go back to normal in the bat of an eye. This efficiently improves the prospect of a dream. The onlookers will themselves be forced to wonder if all that had happened was real, or just an illusion. Despite the fact that love and companionship instantaneously transfigure into repugnance, all the anger and vexation lacks asperity. Get you gone, you dwarf, You minimus, of hindering knot-grass made, You bead, you acorn. The bitterness amongst the lovers tends to be somewhat mild reflecting that past love has suddenly changed into enmity. The insults, although vociferated under strain and anxiety, do not come across as seriously as they are interpreted amongst the lovers. This helps in enriching the humour. The words dwarf, bead and acorn are tiny, pleasant things that have been used as objects of offence. Construed seriously amidst the characters, these insults are catalysts to laughter from the viewers as they hardly initiate any anger or humiliation. When the plays focus returns to the centre of civilisation in Athens, there is harmony, peace and the order of matrimony for all couples. Marriage itself is one of the chief traits of an Elizabethan comedy. During the Elizabethan era, comedies customarily followed the pattern of order and peace at the beginning, followed by extreme chaos, and ending in harmony with a marriage to mark the return of order. It can hence be concluded that A Midsummer Nights Dream is a thoroughgoing Elizabethan comedy. Yet, throughout the play, the lovers and their love is made fun of. Cupid is a knavish lad, All the love and its intricacies, the anxiety, loss, sorrow, bereavement and broken hearts are the exquisite ingredients of a first-rate tragedy. Nonetheless, A Midsummer Nights Dream is intentionally developed as a romantic comedy, with the disruptive elements to mark its midst. The viewers can efficiently see all the arcane aspects of love and devotion, and at the same time, enjoy the humour of romance. The ending of the play is greatly suited to finish off the confusion and misunderstandings of the past. In the epilogue, the actor playing the role of Puck steps out of character to accost the viewers. That you have but slumbered here No more yielding but a dream, The audience is addressed with an apology for any unsatisfactory or offending presentations. This helps in ending the show on a merry and cordial note. The mention of a dream creates the perfect theme for the epilogue; it relates back to the situations of the four lovers where complexities and discords were passed off as a dream. In my opinion, William Shakespeare has been tremendously successful in portraying this play as Elizabethan comedy. I liked the structure of order at the beginning, followed by despair and disorder and an ending with marriage to restore happiness for all. A Midsummer Nights Dream is by far the best play of William Shakespeare that I have read. I have loved the storyline and the humour as well the legendary characters.

Jackson Hole :: Personal Narrative Writing

Jackson Hole It was going to be the time of our lives. Four buddies of mine and I went out to Jackson, Wyoming to do some of the best snowboarding of our lives. It was our chance to get away from home for a week and have the best time of our lives. The trip out there was extremely boring driving through Iowa, Nebraska, and Wyoming. Possibly the three most boring states in the country. When we got out there we were all very impressed by the appearance of the city. This was obviously a tourist town. When we found the hotel we were impressed by the huge glass windows and cedar siding. It looked more like the Hilton than a Best Western. We checked in and were shown to our rooms. After bringing in all of our things, we went straight to bed knowing that we had a huge day ahead of us, not knowing how huge it was really going to be. After a great night of sleep we headed out to the world renown mountain of Jackson Hole. It is known for being the steepest mountain on which a ski resort is set up. It is also know for having a great view of Grand Teton, one of the highest peaks in the Rocky Mountains. We could not have asked for a better day of riding. there was a fresh 14† of snow under our boards and after a little bit of exploring we found some great out of bounds and woods riding. We looked around for a little while longer and Tom spotted a nice hit. It was an untouched field, with three 10-15’ drops which made for great hits. After hiking about a quarter of a mile we made it there. A quarter of a mile does not sound like that much of a walk but it is not as easy as it sounds when you are walking in snow past your knees deep, simply it took almost an hour and a half. We strapped in and took off, making huge carves in all the fresh powder that had probably not been ridden in at least a week. The first hit was coming and Tom shouted â€Å"hit it man,† As Dan and I approached the hit we got some big air. The only problem with riding such fresh snow is that when you land in that amount of fresh powder you sink like a rock.

Global Challenges in Economics

â€Å"Take a look at this,† a coworker of mine said, tossing a pamphlet on my desk. It was the first thing in the morning. Sipping my coffee, I logged on to the network and leafed through the Excellence in Government publication. A few moments later the man returned and said, â€Å"Did you look that over? I think you†ll be perfect for it; give it a shot!† Already an employee with the Department of Veterans Affairs and a retired United States Army officer, I didn†t give the Excellence in Government Fellow program was for me. However, about a year ago I discovered that the Department of Veterans Affairs was suffering financially and structurally. Anyone who has worked within a governmental organization knows that effective management skills are requisite: such skills can often best be acquired through interfacing the knowledge of the business world with the particular needs of government organizations. Moreover, as our public service bureaucracies increasingly take on the character of corporations, departments like the Department of Veterans Affairs must be restructured and analyzed so that they can meet the standards of a demanding economic and political environment. Having recently become keenly aware of and concerned about the changes in our government services and to their fundamental structures, I am seeking a challenging professional position with the American government. As global economic and political affairs become more complex, the United States government will need new leaders and visionaries to rise to the fore. Like me, many of these new leaders will have dedicated their time and energy in service to the United States Army. Also like me, many aspiring new leaders will have worked in volunteer or professional capacities for the government. I offer years of varied and dedicated service for both the United States Army and the Department of Veteran†s Affairs. Therefore, I have already proven that I possess the skills and talents to be an effective public servant. Years of experience working in service to the government illustrates my level of passion, commitment, and drive. However, in order to participate fully, I will need the networking and experiential opportunities I can acquire through the Excellence in Government Fellow program. Thank you for your consideration.

Critical Incident

Rich & Parker 2001 defines critical incidents as snapshots of something that happens to a patient, their family or healthcare professional. It may be something positive, or it could be a situation where someone has suffered in some way. Reflecting on critical incidents will allow me to explore and analyse incidents and how it has affects me and what I hope to do with these effects in the course of my training towards becoming a registered practitioner. It also gives me the opportunity of changing my way of thinking or practice, as I learn valuable lessons when I reflect on an incident. This helps me to develop self-awareness and skills in critical thinking and problem solving (Rich & Parker 2001). On the other hand, Johns 2003 defines reflection as â€Å" being mindful of self, either within or after an experience, as if a window through which the practioners can view and focus self within the context of a particular experience, in order to confront, understand and move towards resolving contradiction between one’s vision and actual practice†. I will be using the Beckwith model of reflection which states clearly that reflection is a tool to deal with challenges that will influence the speed and amplitude of one’s development, to explore these effects in other to understand and learn from this incident, with the hope of improving my practice (Beckwith & Beckwith 2007). The incident I will be reflecting upon occurred while attending a clinical placement in the critical care unit at my placement hospital which for the purpose of this essay will be referred to as X Hospital. Critical Care is the multi-professional healthcare specialty that cares for patients with acute, life-threatening illness or injury, (Sheppard & Wright 2005). Critical care can be provided wherever life is threatened. Critical care provided at the scene of an accident or in an ambulance is basic life support. Basic life support is the emergency treatment of any condition where the brain stops receiving adequate oxygen; it could be a cardiac or respiratory arrest, (Kumar). A cardiac arrest is one where there is no pulse and is unlikely the patient will recover with basic life support alone but advanced life support with a defibrillator is required. It is important to carry out basis life support until defibrillator arrives even after careful assessment one discovers it’s a cardiac arrest, as one usually leads to the other, (Kumar). The importance of recognizing, assessing and reacting to cardiorespiratory arrest is very important. Immediate response increases the chances of a successful outcome, (Davey and Ince). Shostek says critical care in a hospital setting is provided by multi-professional teams of highly experienced and professional personnel who use their unique expertise and ability to interpret important therapeutic information, manage highly sophisticated equipment and provide care that leads to the best outcome for the patient. Patients are usually admitted from the emergency room or surgical area where they are first given care and stabilized to CCU, (NHS Careers). The management of the critically ill patient ranges from eye care(Appendix 1), oral care(Appendix 2), infection control, health and safety issues, tissue viability among other vital issues like care bundles for this high risk group of patients who are dependent these care to maintain integrity and dignity according to trust policy. Suction pumps are also vital in the critical care setting as airway hygiene is impaired in critically ill patients as a result of depressed cough reflex and ineffective mucociliary clearance from sedation, high inspired oxygen concentrations, elevated endotracheal tube cuff pressure, and tracheal mucosal inflammation and damage, (X Hospital Policy). Due to this, care of intubated patients includes tracheal suctioning to facilitate the removal of airway secretions (suction therapy) is carried out on all unconscious patient, as it maintains airway patency and prevents pulmonary infection, (X Hospital Policy). A tube or catheter is passed down inside the endotracheal tube and attached to a suction pump, the size of the catheter must be chosen carefully using a simple formula of doubling the size of ET tube minus 2. One should be careful to suction on withdrawal using a suction pressure that is appropriate. Suction depth varies depending on the size of the trachea tube hence suction can be shallow, pre-measured and deep suctioning. Despite the importance of suctioning some complications like hypoxia, cardiac arrhythmias, hypotension, tracheal trauma, laryngospasm and bronchoconstriction are associated with it. Hence tracheal suctioning of intubated patients should be performed on a when needed basis defined by the quantity of secretions obtained, not at prescribed, set intervals, (X Hospital Policy). The incident I will be reflecting on is about a Twenty-Nine-year-old male admitted to the critical care unit with a closed head injury sustained in a motor vehicle accident. His young wife, parents and other family members faced real fears. Most of the family members had never been inside a critical care unit, and found the array of pumps, tubes, machines, monitors and lines, as well as the rush of staff members overwhelming. Just by looking at them and watching their reaction each time they come visiting was enough to tell me how scared and worried they were of their son’s illness and the environment they were in. I started to wonder what was going on in their minds and was drawn to them not only for this reason but because the patient and his family members were the youngest I ever saw in the unit. I was thinking to myself if they have asked questions or done any research about CCU they will most likely be thinking their son’s situation is hopeless. It is important to label and date all the lines as this helps to know what each is used for and how long it has been in situ for. Also care should be taken when moving patients to ensure the stay in place as it can be very uncomfortable and difficult to reinsert a cannula on a patient as most of them are oeadematous. As I was involved in the care of the patient I had to explain to the wife why her husband was connected to a ventilator and it use. A ventilator is an artificial breathing machine that moves oxygen-enriched air in and out of your lungs. If your lungs have failed and you cannot breathe on your own, you will need to be attached to a ventilator (See appendix 3). Being helped to breathe by a ventilator means that you will usually need to be sedated. Ventilators can offer different levels of breathing assistance. If you only need help breathing for a couple of days, it is likely you will have an endotracheal tube from the ventilator to your mouth or nose. The tube will usually be held in place behind your neck as was the case with my patient. However, if you need help with breathing for more than a few days, you may have a short operation called a tracheostomy. This replaces the tube in your mouth with a shorter tube that is placed directly into your trachea. As well as being more comfortable, a tracheostomy makes it easier to keep your lungs clean, and usually requires less sedation. There are two kinds of ventilators, negative pressure and positive pressure. Negative pressure ventilators are not commonly in use today. In my trust we have only the positive pressure ventilators. Mode of ventilation should be tailored to the needs of the patient. Understanding these settings is important as they may need to be changed quickly. Once my patient’s next of kin fully understood the treatment he was receiving I could see this young lady’s face soften a bit. I later learnt from my conversations with her that their 5years-old daughter, had been in the back seat with him when the accident occurred. She had not slept properly since the incident, expressing that she was afraid he would â€Å"never come home. † She has continually asked her mother and grand parents, â€Å"When is daddy coming back home? † The 5-year-old girl would not enter the parents’ bedroom at home and insisted that the light remain on and has refused to take her bath as her dad always gave her a bath each evening. From this conversation I concluded that this little girl needed to see, touch, smell and be with her dad to understand what had happened. I believe that she needs to be allowed to grieve and participate in the healing process surrounding her dad’s trauma. However, there were barriers, because our institution’s written policy was to not allow anyone under the age of 12 to visit patients even though the majority of published studies evaluating family member presence in surgery have shown the positive effect it has on family members irrespective of their age, (Kingsnorth et al 2010). Some of these benefits included removing the family’s doubt about the patient’s situation and allowing them to see that everything possible is being done in caring for that patient, reducing their anxiety and fear about what is happening to their loved one, maintaining the family need to be together even at this time. In addition, when and if death occurred, families have reported that their presence gave them a sense of closure and facilitated the grief process, (Kingsnorth et al 2010). With this information I spoke with my mentor and she agreed how awful it must be for her and promised to look into it. Three days after the accident, my mentor came to me and said they have come up with something that will help this young family and asked if I wanted to be involved with it, I said yes. We approached our patient’s family about scheduling an educational conference for the family. We agreed to include aunts, uncles, grandparents a young niece and two nephews. There were fears about how the children will handle the information but the adults were advised that, if the children exhibited fear or discomfort, they can be allowed to leave the conference room. At the conference, I sat with the children at the table and provided them with crayons and paper. Drinks and cookies were available. I was glad the atmosphere was gentle, quiet, comfortable and conducive to learning. We began the session by discussing definitions of grief, mourning, loss and coping. The adults agreed that this was the first trauma in the family and were giving the children explanations such as â€Å"God may take him† and â€Å"Dad may never wake up. †It was now time to listen to the children. They were asked to talk about a time when they had been sick. We went over what each part of the anatomy did and how they worked together. The children were asked to draw picture of what they understand of the discussion, drew pictures of lungs, a heart, a brain and a rib cage. When the patient’s daughter drew her Dad, she placed wires and tubes in his organs. At this stage I could see that the little girl now understands what had happened to her Dad. The adults who previously did not fully understand the injury to their son appreciated the education. The patient’s young wife had her eyes full of tears but I saw relief on her face regardless. As the clinical picture becomes clearer, the little girl asked if she could see her dad. All agreed this might be beneficial. Now we were confronted with the hospital policy prohibiting children in the critical care unit. The sisters spoke among themselves. I was praying silently that they can make an exception here. It is believed that every patient should be treated as an individual and critical care involves the care of family members as well (Kingsnorth et al 2010). I was glad when the sister came back and asked the patient’s wife to take her daughter to the ICU door, while all the staffs were informed of the plan. The decision was to allow the young daughter to see her dad and hospital policy was explained again, they all understood and were evidently glad like I was. The daughter entered the unit with wide eyes and stood at her dad’s bedside, where she was told about every tube and its purpose. The little girl took her dad’s hand and cried, as did the entire staff. Except for the hum of ventilators, the unit was quiet as the little girl held hands with her father, stroked his hair, sang him a song and said goodnight with prayers. I savored this moment as I realized it was an important journey in the little girl’s life. As a student I concluded that surely there can be nothing superior to this type of care giving. Through out the lecture I couldn’t help but think that God forbid if this was me or my family member I would hope for a care team as nice and understanding as these ones looking after my family. I imagined if these were my children I sure would want them to understand what is happening and to be able to confront it if they want to and what better way to do this. Following the visit, we were told how the little girl had become more agreeable at home. She says â€Å"I have to keep things in order until Dad comes home. † Making a difference is what care exemplifies, particularly when the art of humanity in a technologically driven healthcare system is advocated, (NHS Careers). I truly agree with this statement. For me the critical environment was a different setting and honestly I believe there can be no other like it. It is a very emotional setting that requires strong willed people yet competent in their jobs as well as having a heart full of love to care for their patient and family members. This is an experience that will stay with me throughout my career and influence me in a positive way as I can clearly understand that delivering quality care goes beyond what is done for the patient but for family members around as well. In my trust eye care is recognized as a basic nursing care procedure required by critically ill patients to prevent complications such as eye infections or injury. This care involves regular eye assessment on each patient in the ward to ensure that all patients receive individualized evidence based eye care which ranges from no action required to hydration treatment with and sterile water to a more complex treatment prescribed by a doctor. If hydration or cleaned care is taken to wipe from the nasal corner outwards starting with the lower lids using a different wipe or gauze each time. If there is an infection the non-infected eye should be cleaned first. Sometimes a bacteria barrier cream may be applied if the doctors deem it necessary, (X Hospital Trust Policy). Appendix 2- Oral Care Similarly, all critical ill patients who are intubated receive individualized evidence based mouth care. All orally intubated patients will have moisture, integrity and cleanliness of all oral surfaces. Intubated patient are especially vulnerable to complications if inadequate oral care is practiced. Also there are many factors that pose as barriers to carrying out effective oral care such as: difficulty to access oral cavity, changes in mucosa and normal bacteria flora of the mouth, immunocompromise and medication, presence of endotracheal tubes, oral suctioning and therapeutic dehydration. Based on the above, assessment is carried out daily using the Eilers assessment guide. Whatever the outcome of this assessment oral care on all critically ill patients on a daily basis involves using a soft tooth brush and toothpaste every 12hours in a circular stroke away from the gums, cleaning the tongue and inside of the cheeks. A through rinse using a syringe and gentle suction to remove secretions thereby minimizing trauma to soft tissues in the mouth. Foam sticks and sterile water can be used in cases of extreme dryness as it’s is effective for moistening oral cavity. Soft paraffin can also be used to prevent lips from cracking. Dentures are usually removed and cared for till when patient needs it, (X Hospital Trust Policy). Appendix 3 – Understanding ventilators settings Tidal volume This is the lung volume representing the normal volume of air displaced between normal inspiration and expiration with no extra effort. Typical values are around 500ml or 7ml/kg. To avoid adverse effects of barotrauma and volutrauma it is recommended to use lower tidal volumes. An initial TV of 5-8 mL/kg of ideal body weight is generally indicated. The goal is to adjust the TV so that plateau pressures are less than 35 cm H2 O. Continuous mandatory ventilation (CMV) Breaths are delivered at preset intervals, regardless of patient effort. This mode is used most often in the paralyzed patient because it can increase the work of breathing if respiratory effort is present. CMV has given way to assist-control (A/C) mode. Many ventilators do not have a true CMV mode and offer A/C instead. Assist-control ventilation The ventilator delivers preset breaths in coordination with the respiratory effort of the patient. With each inspiratory effort, the ventilator delivers a full assisted tidal volume. Spontaneous breathing is not allowed. This mode is better tolerated than CMV in patients with intact respiratory effort. Intermittent mandatory ventilation With intermittent mandatory ventilation (IMV), breaths are delivered at a preset interval, and spontaneous breathing is allowed between ventilator-administered breaths. Spontaneous breathing occurs against the resistance of the airway tubing and ventilator valves, which may be formidable. This mode has given way to synchronous intermittent mandatory ventilation (SIMV). Synchronous intermittent mandatory ventilation The ventilator delivers preset breaths in coordination with the respiratory effort of the patient. Spontaneous breathing is allowed between breaths. These modes are beneficial for patients who require high minute ventilation. Full support reduces oxygen consumption and CO2 production of the respiratory muscles. A potential drawback of A/C ventilation in the patient with obstructive airway disease is worsening of air trapping and breath stacking. Pressure support ventilation For the spontaneously breathing patient, pressure support ventilation (PSV) has been advocated to limit barotrauma and to decrease the work of breathing. Pressure support differs from A/C and IMV in that a level of support pressure is set (not TV) to assist every spontaneous effort. Airway pressure support is maintained until the patient's inspiratory flow falls below a certain cutoff. PSV is frequently the mode of choice in patients whose respiratory failure is not severe and who have an adequate respiratory drive. It can result in improved patient comfort, reduced cardiovascular effects, reduced risk of barotrauma, and improved distribution of gas. CPAP is an acronym for â€Å"continuous positive airway pressure†, a variation of the PAP system. Respiratory rate A respiratory rate (RR) of 8-12 breaths per minute is recommended for patients not requiring hyperventilation for the treatment of toxic or metabolic acidosis, or intracranial injury. High rates allow less time for exhalation, increase mean airway pressure, and cause air trapping in patients with obstructive airway disease. The initial rate may be as low as 5-6 breaths per minute in asthmatic patients when using a permissive hypercapnia technique. Positive end-expiratory pressure Positive end-expiratory pressure (PEEP) is a term used in mechanical ventilation to denote an airway pressure that is kept above atmospheric pressure at the end of the expiratory cycle. The equivalent in a spontaneously breathing patient is CPAP. One obvious beneficial effect of PEEP is to shift lung water from the alveoli to the perivascular interstitial space. It does not decrease the total amount of extravascular lung water. This is of clear benefit in cases of cardiogenic as well as noncardiogenic pulmonary edema. An additional benefit of PEEP in cases of CHF is to decrease venous return to the right side of the heart by increasing intrathoracic pressure. References Amitai, A. and Kulkarni, R. Medscape (2010), Ventilator Management. Available at: http://emedicine. medscape. com/article/810126-overview,assessed on 13/03/11 Beckwith, M. A. R. ; Beckwith, P. T. (2008) â€Å"Reflection or Critical Thinking? : A pedagogical revolution in North American health care education†. Refereed Program of the E-Leader Conference at Krakow, Poland, Chinese American Scholars Association, New York, New York, USA June 2008, Courey, A. J. and Hyzy, R. C. Up to date 19. 1(2010) Over view of mechanical ventilation. Availableat: http://www. uptodate. com/contents/search? earch=ventilators&source=USER_INPUT&searchOffset=assessed on 13/03/2011 Hatfield A, Tronson M, (2009), The Complete Recovery Book, 4th edn. New York: Oxford University Press. Chapter 2, Page 29. Johns, C. (2004) Becoming a Reflective Practitioner, 2nd edn. UK: Blackwell Publishing Ltd. Kingsnorth, J. , O’Connell,K. , Guzzetta, C. E. , Edens, J. C Atabaki, S. Mecherikunnel, A. and Brown, K. (2010) Journal of Emergency Nursing: Family Presence During Trauma Activations and Medical Resuscitations in a Paediatric Emergency Department: An Evidence-Based Practice Project,36/2,pp115 NHS Careers (2009) Operating Department Practice. Available at: http://www. nhscareers. nhs. uk/details/Default. aspx? Id=255 (assessed 11/03/2011) Pirret, M. (2002) Utilizing TISS to differentiate between intensive care and high-dependency patients and to identify nursing skills requirements. Intensive and Critical Care Nursing. 18(1) pp. 19-26. Rich, A. and Parker, D. L. (1995) Reflection and critical incident analysis: Ethical and moral implications of their use within nursing and midwifery education, Journal of Advanced Nursing 22(6): 1050-1057 Sheppard, M & Wright, M (2005) Principles and practice of High Dependency Nursing. nd ed. Philadelphia. Bailliere, Tindall Elsevier. The Intensive Care Society (2010) An Introduction to intensive care medicine for junior doctors [Online] Available from: http:/ /www. ics. ac. uk/education/2010_trainee_handbook: Accessed 19 January 2011. Unknown Author (2006) Eye care for critically ill patients, X Hospital Policy. Unknown Author (2006) Mouth care for intubated patients, X Hospital Policy.

Mr. Chiu Saboteur by Ha Jin

Mr. Chiu Saboteur by Ha Jin Introduction Ha Jin is a Chinese novelist currently living in the US and the author of the book Saboteur. Saboteur is about a young man, Mr. Chiu (34 years old) living under the times when China is under Cultural Revolution. Due to unfair reasons, he is taken in as a prisoner while on his honeymoon. To secure his freedom, the bureau chief forces him to sign a fake statement. He signs the document reluctantly mainly because he is suffering from acute hepatitis and needs urgent medical attention.Advertising We will write a custom essay sample on Mr. Chiu: Saboteur by Ha Jin specifically for you for only $16.05 $11/page Learn More The Imprisonment of Mr.Chiu Mr.Chiu is newly married and out for his honeymoon. One day while having lunch at a restaurant with his wife, a police officer accidentally splashes tea on them. Instead of being apologetic, he acts rudely and discourteously accusing Mr.Chiu of undermining him and therefore, Mr. Chiu is under arrest. Unfort unately, Mr. Chiu arrest is due to false allegations. When he reaches the police station, none of the police officers including their chief officer listens to him; instead, they lock him up in a cell exposing a society full of injustices and oppression. This parallels the contemporary world, full of injustices and mistreatments perpetrated especially by the police force and the judicial systems that are full of corruption and impunity. Ironically, the people who are supposed to protect citizens violate the very rights they should be protecting. While in police cell, a false evidence report is prepared accusing Mr. Chiu of being a nuisance to the public and lack of respect to police officers. The chief officer orders Mr. Chiu to admit his misdeeds and sign a confession. However, when Mr. Chiu realizes his arrest is due to his affiliation to the communist party, he declines their order. Unfortunately, whilst in the cell, Mr. Chiu suffers hepatitis, which devolves his health for he can not access health services. Unluckily it is during the weekend hence no medical attention to the inmates but he hopes the University will come to his rescue. On Monday morning, the university sends Fenji to secure the release of Mr. Chiu. Unfortunately, his rescuer is cuffed to a tree killing his hopes. In addition, one of the police officers heartlessly tortures Fenji as Mr. Chiu watches. The police officers are a symbolic nature of those in power and authority in the present society (Esherick, Pickowicz, and Walder 7). There is lack of humanity, respect, freedom of speech and expression as experienced by Fenji and Mr. Chiu. Likewise, the current leaders especially those in power are oppressive and sometimes they care less about human rights. On the other hand, there are poor health and welfare policies for citizens or those in correction centers.Advertising Looking for essay on literature languages? Let's see if we can help you! Get your first paper with 15% OFF L earn More Finally, Chiu surrenders to the demands of bureau chief securing his freedom and that of Fenji. However, he is full of revenge to destroy the police force. Although he knows he is suffering from hepatitis, a contagious disease, he eats in different cafeterias and touches food allover to spread hepatitis. He succeeds in his revenge mission for the disease infects around 800 people and kills six of them. This is an irony because as a university lecturer, Mr. Chiu spreads hepatitis yet he knew it is contagious, therefore infecting innocent people. Currently In the society, there are people who are out to destroy innocent souls either knowingly or unknowingly just like Mr. Chiu. Conclusion Mr.Chiu finds himself in prison unfairly courtesy of a disrespectful police officer. The chief officer backs up his junior officer and even goes ahead to harass Fenji who had come to secure his release. In summary, at last, Chiu acquires his freedom but his human rights are violated because he is suffers hepatitis. The story draws parallels in the contemporary society. Mr.Chiu represents people experiencing inhuman acts by security personnel in charge of their safety. On the other hand, the bureau chief is a symbol of corrupt officers and leaders in the contemporary society. Esherick, Joseph, Pickowicz, Paul, and Walder, Andrew. The Chinese Cultural  Revolution as History. Stanford: Stanford UP, 2006. Jin, Ha. Saboteur: The Story and Its Writer. Ed. Ann Charters. Boston: Bedford/St. Martin’s, 2007.

How to Get to Know Your College Professors

How to Get to Know Your College Professors You may be totally intimidated by your professors, or you may be eager to meet them but not know what to do first. Its important to remember, however, that most professors are professors because they like teaching and interacting with college students. Knowing how to get to know your college professors might just end up being one of the most rewarding skills you learn during your time in school. Go to Class  Every  Day Many students underestimate the importance of this. True, in a lecture hall of 500 students, your professor may not notice if youre not there. But if you are, your face will become familiar if you can make yourself noticed a bit. Turn In Your Assignments on Time You dont want your professor to notice you because youre always asking for extensions and turning things in late. True, he or she will get to know you, but probably not in the way you want. Ask Questions and Engage in Class Discussion This can be an easy way to have your professor get to know your voice, face, and name. Of course, only ask questions if you have a legitimate question (versus asking one just for the sake of asking) and contribute if you have something to say. Chances are, however, that you have plenty to add to a class and can use that to your advantage. Go to Your Professors Office Hours Stop in to ask for help with your homework, ask for advice on your research paper, ask your professors opinion about some of the research he is doing, or on the book theyre talked about writing. You can even stop in to invite him or her to your poetry slam next week! While you may at first think theres nothing to talk to a professor about, there are, in fact, lots of things you can discuss with your professors. And having a one-on-one conversation is perhaps the best way to start to build a connection! See Your Professor Speak Go to an event where your professor is speaking or to a meeting for a club or organization your professor advises. Your professor is most likely involved in things on campus other than just your class. Go hear him or her lecture and stay afterward to ask a question or thank them for the speech. Ask to Sit In on Another of Your Professors Classes If youre trying to get to know your professor- for a research opportunity, for advice, or just because he or she seems really engaging- you most likely are interested in similar things. If they teach other classes that you might want to take, ask your professor if you can sit in on one of them this semester. It will indicate your interest in the field; additionally, it will lead to a conversation about why youre interested in the class, what your academic goals are while youre at school, and what interested you in the topic in the first place.

Case study Report Essay Example | Topics and Well Written Essays - 2000 words

Case study Report - Essay Example This globalization develops a significant test to service providers like PwC: the manner in which to arrive at the needed degree of international co-ordination of the efforts of 160,000 individuals globally without reducing the firm’s receptiveness locally in 150 countries where PwC operates. Human resource management as well as management development specifically play a vital role. This issue is significantly compounded since PwC is a firm where most of the workforce has the capability to advance to management positions, even though only a limited number have the aim, prospect or chance to actually get there. Many junior staff members could have joined the management development or trainee program of another large organization but at PwC, managers as well as those who wish to become managers are a majority when all the staff is considered. Conversely, PwC has global management positions that are supposed to be filled. Internationalization has always been an intricate tactical problem and continues to be so for PwC and on the contrary, the huge dimension of local markets demands for progressive watchfulness and suppleness locally. On the contrary, the continued existence of the firm is dependent on its capability to arrive at global synergy in dealing with big global customers. A lot of literature has been written to date concerning the internationalization of HRM and many models created to address the dissimilarities and resemblance in several forms of global human resource management. These models are founded on the boundaries to which one or more national cultures are involved with the global HRM (Perlmutter, 1969) while the boundaries to which either one international HRM policy is sought or many local centers are employed (Adler and Ghadar, 1990). Party to the internationalization procedures of the heritage of Coopers & Lybrand, all these models proved insufficient to act as a principle for arriving at the needed