Patient Refusal Of Treatment Nursing Essay

Patient Refusal Of Treatment Nursing Essay I dont want to be treated, Alice Nuvo said in the scenario 6. She is a woman who was diagnosed with pancreatic cancer and that has a very low percentage of survival for another year, even with the best treatment. Just give me something to control the pain and let me go home- she said. In this scenario we will talk about autonomy, which is typically defined as self-determination and refers to the ability of competent individuals to make decisions over their own lives. In order for autonomy to be meaningful, a competent individuals decisions should be respected even when those decisions conflict with what others believe to be reasonable. Over the last few decades, respect for autonomy has come to be recognized as a fundamental principle of Bioethics. In general, a patients autonomy should be respected even if the patient decides not to follow a doctors or health care teams advice. Respect for autonomy has helped to redefine the physician-patient relationship as patients have become more active participants in making health care decisions. Traditionally, the physician played a more paternalistic role in that he/she would largely decide for the patient what the best course of action would be. But now days the patient should not be coerced into making a health care decision, meaning that the patient should not be forced against his/her wishes into making a choice. The patients decision must be voluntary. The basic starting point for ethical analysis in health care, is the encounter between the patient and the health care professional. This relationship is shaped by the goals of that encounter, both the goals that health care professional has and the goals that the patient has. The goals of medicine, which guide the goals of all health care professionals, are: to prevent, cure, slow down or arrest the development of an illness; to stabilize a satisfactory condition; or to relieve the distressing symptoms of illness. It is important to note that these goals are more than simply seeking a cure, and are certainly not focused on seeking to preserve or prolong life at all costs. It is also important to recognize that it is not necessarily possible to meet all of these goals all of the time. The other person in the encounter is the patient, who also has her or his own goals, both health and broader goals in life, as well as values and preferences. Each person forms her or his own conception of what is a good life. This means each person has the freedom to act to put the choices that arise from that conception into effect. Everyone else must respect the space a person needs in which to do this. This is the basis of autonomy. However, autonomy is not an end in itself, but a means whereby a person takes responsibility for her or his own life. In health care, autonomy can be expressed in this way: the patient is the source of the health care professionals right to treat her or him. More specifically the patient has the right to choose to accept or refuse treatment that is offered or choose between different options. The important thing to remember is that the patient will consider her or his goals in life, will act upon her or his values and preferences as well as the medical facts in making such a decision, and all of these must be respected. In many situations the patients decision is not questioned. Decisions have been challenged when the choice does not seem reasonabl e to the health care professionals or others, generally it is challenged by questioning the competence of the patient, which we are not going to question in this particular case of Alice Nuvo. A patients decision to accept or refuse life-sustaining treatment needs to come out of a reflection on the usefulness and reasonableness of such treatment. Treatment has to be reasonable, this means that it has to be effective and that the benefits need to be in proportion to the burden for the patient of undergoing the treatment. There are two aspects of the refusal of life-sustaining treatment. The goals of medicine establish the purposes of treatment. It is not always possible to meet all of the goals, and at times may only be possible to relieve the distressing symptoms of illness. It is not a goal of medicine to prolong the dying process. The second aspect of any decision to forgo treatment is the patients right to choose whether or not to accept such treatment, even if the treatment has a reasonable chance of being effective. A person who is terminally ill is someone for whom there is no further curative treatment, like Alice Nuvo has no further CURATIVE treatment. Therefore, the only goal that it may be possible to meet is that of relieving symptoms. However, the point at which treatment is ceased and the decision made to forgo resuscitation varies with each patient. One person may wish to remain alive long enough to see a grandchild married. Another person may wish to spend the last weeks of life with close family members without suffering the debilitating side effects of chemotherapy. Id rather spend the remaining time with my husband and two daughters then die in the peace, instead of puking up my guts in some hospital Alice Nuvo said. After all this being said, the fact that refusal of any life-sustaining treatment is not to be equated with a slow, passive suicide, the person is not choosing to die. Rather she or he is choosing other goals, in line with her or his conception of a good life. In each case death is accepted as a foreseen, possible side effect of such a choice, but it is not directly chosen. Decisions regarding life-sustaining treatment are complex. Such decisions made by patients are based on a balancing of the benefits and burden of any such treatment and will include the goals, values and preferences that the patient has. But sometimes doctor thinks patient is making the wrong decision, how far should he go to try to persuade her or him to accept the treatment? Patient autonomy does not allow the health care provider to make the decision for the patient, but it does allow providers to educate the patient. It requires of health care providers that they respect patients by providing accurate and complete information that gives patient understanding of positive and negative sides of treatment.

Fight Club Essay -- essays research papers

What did the film Distort?   Ã‚  Ã‚  Ã‚  Ã‚  A film adaptation of a book can be like hearsay. The author writes a novel to send a certain message. Someone else reads it interprets it in a different way and talks to a film producer. The film producers then take its, leaves out major events, change the ending and make a film with a completely different message than the author. The author then screams bloody murder then takes his cut from the box office. Joesph Boggs, the author of Problems with Adaptation, says â€Å"We expect the film to duplicate exactly the experience we had seeing the play or in reading the novel. That is, of course, completely impossible† (Boggs 672). No one told this theory to David Fincher, the director of Fight Club. Fincher stuck almost like glue to the novel. He did however, change a few events in the novel and the ending but stills successfully puts Palahniuk’s words on screen that even made Palahniuk happy to earn his profits.   Ã‚  Ã‚  Ã‚  Ã‚  Most of the changes Fincher made to Palahniuk novel were minor and insignificant. One example is the fat Tyler and the narrator used to make soap. In the novel, they steal the fat from Marla. Marla was keeping her mother's liposuction fat for her own plastic surgery. They steal the fat and store it in the Paper Street Soap Company's fridge. In the movie, Fincher had Tyler and the Narrator steal it from a plastic surgery dumpster. In the novels version it could be interpreted as another th...

Defining Bullying Analysing Essay

Bullying in schools continues to be a problem faced by educational institutions today. It corresponds to the ability of both students and educators to use their power and capacity to intimidate and coerce others to follow their desires. Such realities then present negative consequences not only to the student but also to the overall capacity of the institution to facilitate opportunities for learning and growth. By seeking to identify the corresponding impact and risks associated with bullying, stakeholders in the realm of education can provide inputs and new strategies that can help promote change and pursue effective classroom management. Defining Bullying Analysing the definition of bullying, it is then crucial to determine its main scope and purpose. Here, it can be seen that using aggression, coercion, and violence are oftentimes the themes used by individuals to create situations of intimidation or torment. Under these specific circumstances, various reasons can be attributed to why people engage in bullying behaviour. Some scholars argue on the grounds of satisfying the need for control or power while some are just responding to the environment they see (Banks, 1997). Due to this, it is then crucial to understand these reasons more effectively to better identify policies and elements related towards change. Similarly, the idea of bullying also emanates from how one exercises influence and power over the other. Given that students who engage in such actions arguably have equal power than any other student in campus, the issue then here is their ability to abuse it due to specific circumstances. To elaborate further, â€Å"individuals differ in the power they can exercise over others and children need to learn not to abuse that power† (Rigby, 2003, p. 6). However, one must not try to align bullying with conflict between parties. This is because the idea here is that in bullying one exercises/has power over the other while in conflict both parties equally share an issue to argue about. It is through such interaction process that the playing field is levelled and therefore should not be mistaken for bullying. In essence, bullying does happen when students resort to misuse of their power, control, and influence towards others. Individuals commit to such actions because they believe they can while victims continue to be subjected to bullying because they continue to succumb to it (Findely, 2006). After looking at the definition of bullying, it is now crucial to identify specific ways on how such behaviour is carried out. Specifically, the main objective of any bullying behaviour is to have a specific target where individuals can utilize power and control over others. These actions can revolve from verbal abuse towards physical violence in small and frequent doses (Smith, 1999). Given the multiple ways that people can engage using verbal and physical bullying, it becomes rather difficult for educators and school administrators to point these issues accordingly unless students report such situations. What Australian Statistics Say Applying the elements of bullying in the educational system of Australia, it can be seen that considerable attention must be made to bridge gaps and develop strategies for change. In particular, several studies have noted the prevalence of the behaviour as early as preschool and continue to grow as the student progresses in his/her academic life. In particular, Rigby (2003) asserts that â€Å"assessing how often it happens is not easy, but research in Australia based on children’s reports suggests that about one child is bullied in one way or at least weekly† (p. 6). Similarly, statistics have also shown that both boys and girls do engage in bullying but illustrated using different means. For boys, they are most likely to commit physical actions and verbal abuse. On the other hand, girls tend to be more indirect and focus on ostracizing or excluding the individual from the rest of the group (Smith, 1999). This incidence greatly shows how each student is vulnerable to such threats and what different school administrators in Australia should focus on. By trying to point out and define the standards for appropriate behaviour, then the problem of bullying might be lessened. Identifying Reasons Looking closely at specific at the reasons why people engage into bullying behaviour, it can be seen that there are specific trends that illustrate behavioural and psychological conditions which hamper their ability to effectively respond according to school standards. On the behavioural perspective, different studies have argued that the main catalyst for students to practice bullying is their early exposure towards violence. They see their homes and environment they live as the norm and standard on how they should act and respond to others (Findley, 2006). Related to this process is the manner that educators showcase the bullying action themselves. Here, the practice of teacher violence emanates, either directly or indirectly, creates a mindset for students that the actions committed are valid (Riley, Lewis, and Brew, 2009). Through this, educators also serve as catalyst in expanding bullying due to their ability to influence and showcase a reality where one get what he/she wants provided that they coerce or overpower others to follow. On the other hand, there are also studies that tend to establish a psychological analysis of how bullying behaviour occurs. Specifically, it tries to argue how some children may have been suffering from conditions such as depression, ADD, or ADHD and brings about violent conduct towards other people (Ribgy, 2003). These dynamics in turn hinder the ability of a student to fully utilize their abilities and find it fearful to engage in classroom activities. Impact among bullied students Assessing the impact of bullying among students who have been subjected to it, it can be seen that these actions impede their ability to grow. In particular, students who have been subjected to such continuous behaviour often lose the ability and interest to study in schools (Banks, 1997). They see the location as threat and limit their ability to establish better means to coexist with their peers. In essence, this is one form of harassment that degrades the value of the individual and alienates them from participating in the educational endeavour and socialization (Findley, 2006). Looking closely at the specific effects of bullying, it can be seen that they revolve around the emotional as well as social levels. Particularly, students who been subjected to such harassment often lose their self-esteem and ability to isolate themselves from people at school (Smith, 1999). Since bullying may in turn correspond to a domino effect, the loss of self-esteem can lead towards the student feeling depressed and lonely. This in turn can result towards having limited motivation to go to school or engage in frequent absences (Findley, 2006). These elements are just examples of the short term effects of bullying. On the other hand, bullying can also induce negative effects in the long run. Here, an individual’s feeling of self-worth would be low and would result to accepting inadequacy as answer to this problem. Likewise, one would continue to isolate and feel powerless as they continue to tread their professional life. In addition, depression and psychological problems may also be present among students who have been bullied. More often than not, students who have been subjected to bullying behaviour have problems handling issues as they move towards their adult life (Rigby, 2003). Impact among those who Bully Analysing the impact of those who bully others, it can be seen that their actions correspond to the creation of uncertainty and insecurity within the school grounds. This especially applies for students who have not been subjected to such acts. Here, they feel that they can become victimized and create fear in the process (Rigby, 2003). These directions in turn serve to establish a bully’s ability to control the environment he/she is in. Another impact relevant effect of bullying revolves around creating opportunities for more bullies and continued disruptive behaviour. Given the idea that students do not tell teachers and administrators of what is going on in school, students feel they are powerful and can control the people around them. This then gives them the luxury to persist in abusing their power and likewise create opportunities to also influence others as well. With this environment, bullies are given the leverage to exercise what they want with limited possibility of being penalized or subjected to disciplinary measures. In the long run, bullies also are a problem for society if not addressed appropriately. Here, they can commit crime and limit their ability to engage in long term positive relationships towards other people. The threat then of criminal conviction alongside the development of specific problems on handling conflict issues with others are just some of the problems that bullies can experience in the future. Identifying Potential Risks of Bullying Student/Individual In determining the risks of bullying among students, it is important to note that since they are the ones who either engage in such behaviour or recipients of it, students are the most prone to experience the hurdle of responding and aligning their behaviour to survive such. That is why different effects, both emotionally and socially, can be seen among students and generates problems as it then relates with other potential risks such as academic achievement, teachers, and parents. Given the dynamics related to this approach, it is then essential to redefine programs that are focused on both victims of bullying and those who commit such acts. Academic Achievement Bullying also poses a risk in a student’s academic achievement. This remains to be seen especially among students who have been subject to continuous bullying and resulted to lack of motivation to go to school or partake in activities. Since some of these areas are important variables to get a good mark, academic achievement is comprised and sacrificed (Rigby, 2003). In particular, the ability to meet these standards becomes burdensome for students because they had to set the balance of adapting to bullies and the stress related to fulfilling the requirements of their subjects. Likewise, academic achievement is also at risk for bullies also because it gives them the leverage to abuse their power and gain opportunities to coerce people to follow their lead. Given that bullies have this ability, they can then ask others to do their assignment and submit specific projects or otherwise be beaten up. This then defeats the purpose of the educational process as bullies don’t learn anything and the bulk of the workload is provided to bullied students. Overall, bullying becomes a risk for academic achievement because it hinders students the ability to concentrate on their studies. Though the socialization process also is a significant precept in one’s academic life, the instance of bullying complicates the problem and leaves students the capacity to balance each of these tasks according to how they see it fit. Such reactions in turn limit students to reach their full potential and hamper their abilities to utilize their skills in academic activities (Smith, 1999). Parents and Intervention Parental intervention is also another risk that bullying creates. Under this process, parents are often clueless of what is happening to their children. Expecting that they do well in school, it can tarnish a child’s relationship with their parents especially if a student tells their parent’s they don’t want to go to school anymore or learns from their teachers that their child often absents. The basic assumption here is that since parents can exercise control, bullying hampers effective communication among parents because students feel that this can only worsen the issue they’re facing. Here, Banks (1997) point out, â€Å"students feel that adult intervention is infrequent and ineffective, and that telling adults will only bring more harassment from bullies† (p. 1). Likewise, if bullying transpires within a student-teacher relationship, then it is also another difficult aspect for students to balance. Allowing their parents to intervene would only result towards educators putting the blame on students or become intimidated further in class. The aspect then of defining misbehavior and what is the boundary between the process of ‘disciplining’ and bullying becomes an issue to consider (Lewis, Romi, Katz, and Qui, 2008). Similarly, since students find it difficult to establish and determine these boundaries accordingly, they are often left succumbing to intimidation, coercion or at times reprimand that crosses the line of how discipline should be provided. Indeed, it has always been the interests of parents to see to it that their child gets the most out of school. However, bullying impedes these expectations and at the same time serves as a barrier for students to communicate to their parents effectively. By understanding the dynamics related to the role of the parents in this issue, better means for intervention can be made available for students to use (Lewis, 2001). Teachers and Administrators Lastly, the prevalence of bullying within schools also becomes a risk among educators and administrators because it illustrates their inability to control the issue. Since both actors are valuable stakeholders in the maintenance of an effective learning environment among students, the increased incidence of bullying in schools makes them accountable to these children’s parents. Likewise, both educators and administrators need to realize that their role encompasses the insides of the classroom. They must see to it that the school environment is responsive to students need and assesses potential risks and providing solutions to these issues (Lewis and McCann, 2009). Applying this precept in the realm of student-teacher relationship, bullying also poses a risk among teachers and administrators because the incidence of such behaviour violates their roles and responsibilities within the classroom. Given that there are certain parameters that educators can use to discipline students, it must not cross the line and induce traces of intimidation, coercive action, or physical violence among students (Lewis, Romi, Qui, Katz, 2005). Seeing this, bullying makes a difficult process to develop since establishing a proper means to discipline and sanction students for misbehaviour would appear to be compromised or construed in a different way. Opening up Opportunities for Change Given the potential risks and effects that bullying does, it is then crucial to devise specific measures that can infuse changes and increase responsibility among actors involved. Here, it takes into account the role of each stakeholder in the educational process and finds means to integrate ideas and inputs to generate a facilitative response to the issue. That is why change must not come from the educational sector alone, rather it must try to reach out and allow parents, students, and the community to get involved. The purpose of this not mainly revolves around limiting the occurrence of bullying in classrooms but also generate an appropriate response on how to prepare students to effectively respond to democratic ideals and values (Lewis, 1999). Evaluation, Experience, and Education The first step in establishing providing change revolves around evaluating the current school environment. Here, educators and administrators may need to ask whether or not bullying is rampant on campus or not. Here, it is important to note that the ability to apply real change in the process involves not disregarding the realities that are happening and simply seek out to know the truth (Smith, 1999). Through such mindset, administrators can have a clear picture of what is happening in the school environment and understand the dynamics related to how students interact and respond to the issue of bullying. The next stage involves gathering experiences from students and observing what really happened. Through this, administrators can then realize how rampant the situation is and what possible strategies can be used to alleviate the issue. Seeing this, experiences matter in resolving the issue because it helps observers learn from it and gain specific insights on how to respond accordingly (Findley, 2006). Likewise, experiences also highlight the shortcomings and mistakes of the school in how they had addressed the bullying issue before. In essence, these facets can serve as useful tenets that administrators can use to define and plan out the next strategies to be used (Banks, 1997). The last part revolves around education. Under this process, administrators now provides specific inputs on what needs to be done and lays it out for educators to apply and use. Here, specific importance is given towards communicating to stakeholders about the issue that is happening, its gravity, and how it is affecting students from academics to their personal life. This remains to be important because this serves as the crucial precept in determining what actions need to be made and how different actors would respond in accordance to the issue of bullying. Likewise, education seeks to bridge inputs and policies together. This stage serves as the application phase where behaviour is patterned according to the observations and inputs gained from experience. By synchronising these inputs altogether, it helps create a dynamic process and further the ability of promoting sustainable and long term growth (Rigby, 2003). Diversifying the Anti-Bullying Campaign Given the inputs gained from experience and observation, the next step to address bullying would be to create an Ant-Bullying campaign in schools. Here, it must entail a collaboration of actors involved in the educational process and establish specific norms and responses in addressing specific cases. If an educational institution already has particular rules concerning bullying, it would be best to diversify options available. To diversify means that the scope, application, and analysis of cases must come from different actors. The purpose of this is to enrich communication patterns among stakeholders and generate new inputs on how bullying can be addressed within and outside the classroom (Rigby, 2003). The attempt to diversify must also seek to promote the aspect of inclusion. This means that decision making processes must not come from the school administration alone. Rather, it must try to include and introduce this principle to the community and parents. This is particularly relevant because it can showcase transcendence and capacity to align specific policies and behavioural changes according to the values and principles provided by the school (Banks, 1997). This then can become a good strategy for success because it merges common interests altogether and justifies what inputs need to be considered and applied. In essence, diversification entails creating a shared responsibility among actors involved in the educational process. The ability to include parents and the community within the dynamics of change, it can create better responses among students. This process can also serve to complement an educator and administrator’s increasing tasks by providing an assistive strategy related to implementation of educational goals and objectives (Findley, 2006). Opening Patterns for Communication Another crucial step to address bullying revolves around the process of infusing communication among students. The idea here is to develop the ability to track down cases of bullying and providing appropriate disciplinary measures to culprits and protection amongst victims. Here, educators, parents, and the community must work hand-in-hand to ensure that appropriate means are created to open lines of communication among students regardless of the possibility of threats from bullies (Smith, 1999). The value of communication then is to help ascertain the degree of bullying happening in school and determine what actions need to be made in order to accomplish these directives. Strengthening Disciplinary and Protection Measures Alongside the development of openness in communication patterns, educators and administrators should also contribute their part in providing concrete and available means to exercise disciplinary and assistive measures for bullying. The main reason why many students don’t complain about this issue is the fear of retaliation and the ability to distrust how the overall process works (Banks, 1997). Due to this, the capacity to strengthen strategies and instruments related to the process discipline can then motivate students to take part in the initiative to stand up against bullying. At the same time, inducing means for protection and counselling would also complement the ability to limit the occurrence of bullying. By providing specific and goal-oriented strategies, educators and administrators can align behaviour according to the needs of a student. Allowing students to take part in this endeavour also justifies that the school administration is committed in putting an end to bullying rather than just trying to control. Thus, redefining the rules and regulations to meet these requirements can induce positive outcomes and carry out means to shape students for the better (Lewis, 1999). Reinforcing Accountability and Responsibility among Educators Given the idea that bullying can also transpire in a student-teacher relationship, it also crucial to reinforce accountability and responsibility among educators. Here, it revolves around facilitating the value of openness and professionalism of practice. Under this process, specific rules can be modified and changed to adapt to the trends of 21st century education. By doing this process, it can allow educators to become more responsive and address the increasing needs of students in the classroom. Arguing further on the need to redefine rules, it is also crucial for administrators to take into consideration defining the boundaries of what the aspect of ‘discipline’ and bullying diverge. Since educators can also be subjected to stress, pressure, and emotional conditions that distracts them from achieving their purpose, it is then essential to outline specific strategies that can help handle misbehaviour and occurrences of bullying inside the classroom. By redefining and aligning these principles with respect to educational norms and the needs of educators, the idea of reinforcing discipline and sanctions would become constructive and induce better means for addressing student behaviour (Lewis, Romi, Qui, and Katz, 2005). In essence, the increasing roles and responsibilities sometimes limit the educator to function to his/her optimum capacity. By trying to align and create changes in the way educators operate, it can help induce greater means for educators to effectively facilitate classroom management and diversify opportunities to address bullying. Conclusion To conclude, bullying is a huge issue in classroom management that educators and other relevant stakeholders need to consider. This is because it takes into account the ability of both educator and student to use their power and position to promote intimidation and coercion to other people. Similarly, it creates negative consequences on the bully and those bullied in terms of their ability to respond to the environment, motivation, to study, and other behavioural long term effects. Bullying also creates risks on different facets shaping learning and professional development among educators. Given these challenges, it is then crucial to outline policies for change. It is important to note that the ability to transcend in this type of environment inside and outside the classroom corresponds to the recognition and redefinition of student behaviour. At the same time, it must also try to incorporate openness in communication and value inputs gained from experiences in the past. Fundamentally, the basis for managing and preventing bullying from happening circumvents from the recognition of each member’s role and aligning these ideas within policies and rules. In the end, as the current educational system continues to undergo changes that affects the role of students, educators, administrators, and other stakeholders, classroom management issues such as bullying would always be existent. The challenge then is to ensure that appropriate mechanisms are in place to address the situation and effectively carry out patterns to make appropriate changes and models suitable to meet the demands of today’s 21st century educational environment. List of References Banks, R (1997), ‘Bullying in Schools’, ERIC Digest, viewed 29 Jul. 2010, http://www. ericdigests. org/1997-4/bullying. htm Findley, I (2006) Shared Responsibility: Beating Bullying in Australian Schools, Australian Council for Educational Research, Australia. Lewis, P (1999), ‘Preparing students for democratic citizenship: Codes of conduct in Victoria’s ‘Schools of the Future’’, Educational Research and Evaluation, vol. 5 no. 1, pp. 41-61 Lewis, R (2001), ‘Student Responsibility and Classroom Discipline: The Students View’, Teaching and Teacher Education, vol. 17 no. 1, pp 307-319 Lewis, R and McCann, Tricia (2009), ‘Teaching â€Å"At Risk† Students: Meeting Their Needs’, International Handbook of Research on Teachers and Teaching. LJ Saha and AG Dworkin (eds), Springer Science + Business Media LLC, US Lewis, R, Romi, S, Katz, Y, and Qui, X (2008) ‘Student’ reaction to classroom discipline in Australia, Israel, and China, Teaching and Teacher Education, vol. 24 no. 1, pp. 715-724 Lewis, R, Romi, S, Qui, X, and Katz, YJ (2005), ‘Teachers’ classroom discipline and student misbehavior in Australia, China and Israel’ Teaching and Teacher Education, vol. 21 no. 1, pp. 729-741 Rigby, K (2003), Bullying among young children: a guide for teachers and careers, Commonwealth of Australia, viewed 29 Jul 2010, http://www. ag. gov. au/agd/WWW/rwpattach. nsf/VAP/(1E76C1D5D1A37992F0B0C1C4DB87942E)~Bullying+Teachers. pdf/$file/Bullying+Teachers. pdf Riley, P, Lewis, R, and Brew, C (2009), ‘Why did you do that ? Teachers explain the use of illegal aggression in the classroom, Teaching and Teacher Education, pp. 1-8 Smith, PK (1999) The nature of school bullying: a cross-national perspective, Routledege, US

They Cage the Animals

They Cage the Animals at Night is a heart-dropping autobiography novel. This book is written by Jennings Michael Burch, who is the main character. His father is an often drunk alcoholic and has left a family of six boys to his wife. Jennings is twelve years old, and is always trying to pull the family together and keep his mom from crying. The mothers main goal is to have a close family and has the obstacles of alcohol to do so. She becomes sick almost all the time because of her addiction. One day,randomly his mother became seriously sick and had bad stress related problems. Jennings was forced to go into a shelter home having nowhere to go. He was taken to the â€Å"Home of Angels† where he was treated very crucial. The last words his mother had told him were, â€Å"I'll be right back. † There the children were directed and demanded harshly. Soon a couple took him in their custody. They were even worse than the shelter, he was given small space to live in and a table to sit at all day. He was rarely fed, when he was fed, he was given some sort of gluey, grayish grub that tasted horrible. Eventually the husband reported that Jennings was getting treated too badly and was taken back. After a while his mom had picked him up. Christmas had come and they ate a turkey that was donated to them. No gifts were under the small tree they had gotten for free. He had started school again but had missed most of it since he was always in and out. Kids always called him by cruel names but managed to do good until summer vacation. He was then sent back to a shelter home called, â€Å"Saint Teresa’s. † He was treated badly, constantly getting into meanless fights, and begging to feel extremly lonely. He also got numerous bruises and cuts their. He eventually decided to run away. He did so and got caught and reported to the police. Eventually his mother came back to this shelter and picked him up. This time he lived in a more wealthier neighborhood and went to a new school. Jennings took a bus to school everyday and became very good friends with the bus driver, his name was Sal. He also was an orphan so he understood Jennings very well. Again his mother’s health problems came and to prevent Jennings from falling behind he got adopted by a wealthy family. He had a pleasant time and had lots of fun. He liked it, when he got comfterable his mother came to get him once again.

Analysis of The Complete English Tradesman Essays - Daniel Defoe

Analysis of The Complete English Tradesman Essays - Daniel Defoe Analysis of The Complete English Tradesman Daniel Defoe's "The Complete English Tradesman", is a good example of his non-fiction writing. The content in the writing is thorough and well presented by Defoe. In the writing, Defoe explains what his opinions on what it means to be an English tradesman. Contrary to some experienced tradesmen, he believes that to be a good tradesman, one needs to acquaint himself with all business in general. According to Defoe, application is of more importance than diligence in business. "Without application nothing in this world goes forward as it should.." Tradesmen of Defoe's day said that there needs to be an aggressive passion in how one handles business, and anger and temper sometimes are necessary. Defoe also challenges this. He believes a "complete tradesman" should not show the least return, signal of disgust, no passions or fire in his temper. A complete tradesman should be soft and smooth, showing little emotion. Basically, Defoe explains how to be by his definition a complete tradesma n. "When a tradesman has thus conquered all his passion, and can stand before the storm of impertinence, he is said to be fitted up for the main article, namely, the inside of the counter." The content of the writing is very comprehensive, covering many aspects of being a tradesman. The content that has already been praised, is presented very well. Defoe organizes the information into letters to all tradesman of England. The writing is a collection of letters to English tradesman, each addressing a different issue. Defoe makes it clear that the information is based on opinion, so there are no false leads. For example, "It its the judgment of some experienced tradesman that no man ought to go form one business to another... I, myself will not enter that dispute here. I know some very encouraging..." Defoe also provides examples by making a story using a script format. "Lady. No I can't he'd use me. Cit. How does your ladship know? Lady. Why, I know...." Defoe uses different techniques and ideas to present the content well in this piece. In Daniel Defoe's "The Complete Tradesman", the description usage is adequate, but in a few cases it is a little too much. There is enough description to explain the whole situation, but it is not overdone to tire the reader. Defoe gives many examples, and support, but the descriptions and adjectives/adverbs are straight to the point. In some of his other writings, he has a tendency to elaborate with many details, but this writing is clearly, and concisely written. The sentences consisted of less adjectives, but more substance. "I know some very encouraging examples of the contrary, and which stand as remarkable instances, or as exception to the general rule." The description was well used throughout the writing. For the most part, the description was well used, but the problem Defoe has with description in this writing is when he crams it all into one sentence, making one long confusing sentence. For example, "It cannot be expected that he should have judgment in the choice of all kinds of goods, though in a great many he may have judgment too; but there is a general understanding in trade; which every tradesman both may and ought to arrive to; and this perfectly qualifies him to engage in any new undertaking, and to embark with other persons better qualified than himself, in any new trade which he was not in before; in which, tho' he may not have a particular knowledge and judgment in the goods they are to deal in or make, yet having the benefit of the knowledge his new partner is master of, and being himself apt to take in all additional lights, he soon becomes experienced, and the knowledge of all the other parts of business qualifies him to be a sufficient partner." By doing this, the re ader gets lost in the sentence and it is hard for the reader to back track. In a few cases, one shown here, the description was overdone by cramming a lot into one sentence.

Barbie essays

Barbie essays Since the beginning of time, toys have often been an indicator of the way a society behaves, and how they interact with their children. For example, in ancient Greece, artifacts recovered there testify that children were simply not given toys to play with as in the modern world. The cruel ritual of leaving a sick child on a hillside for dead, seems to indicate a lack of attention to the young (Lord 16). The same is true of todays society. As you can see with the number of toy stores in our society, we find toys of great value to our lives and enjoy giving them to children as gifts. Ask just about any young girl what she wants for Christmas and youll undoubtedly get the same answer: A Barbie. But what exactly has caused this baby boomer Barbie craze, and how did the entire world get so caught up in it? The answer lies in Ruth Handlers vision for the first childrens adult doll. Mrs. Handlers eleven and one-half-inch chunk of plastic began causing problems even before its public debut in 1959, yet has managed to become one of Americas favorite dolls. Ruth Handler and her two young children, Barbara and Ken, were merely sightseeing in Lucerne, Switzerland, when Mrs. Handler first saw the doll she herself had been trying to create (Lord 29). In the window of a small gift shop was an eleven and one-half-inch tall plastic doll with a slender womans body and a long blond ponytail. Her name was Lilli (Bad Girl 1). She had been created from a cartoon character in a West German tabloid similar to the National Inquirer (Lord 8). Dressed provocatively, and with a seductive look in her eye, Lilli had become a popular pornographic gag gift for men (Bad Girl 1). Excited to see her long-time idea a reality, Mrs. Handler bought three of the dolls and hurried home to begin work on her own doll (Bad Girl 2). It was 1956, and within three years, Ma...

Researching the Background Literature for Any Project

Researching the Background Literature for Any Project Background research refers to the process that a writer uses to gain knowledge about a topic she does not know about, or much about. In our digital world, all writers, whether they are students or professionals, have or can gain access to previously published and unpublished information about just about anything. The role of the science writer is to sort through the noise and summarize information for people who dont have that luxury, but practicing that technique can be helpful to anyone planning a future in a scientific discipline. Background research is the first step of all good scientific studies, including archaeological investigations, used as an example here. There are three main sources of information available to people who are writing research papers today: internet sources, brick and mortar libraries and museums, and people. Wikipedia, Science Blogs and News Reports These days, Wikipedia is a reasonable starting place for general background information, but there are other starting points that you may find more useful and reliable, such as science blogs and news reports. Be cautious and find out enough information about the news outlet or blog writer so that you can be confident of that reliability- is the blog writers biography available and is that person qualified; do they cite scholarly references in their articles; is the tone of their blog sensible and balanced. And wherever you start, dont stop there. The problem with those types of resources, is they are not peer-reviewed. The peer-review process requires that before a scientific paper is published, it is reviewed by one or more experts for its validity. The process has its faults: but science changes very slowly, and what a researcher believes in her heart today may be disproven tomorrow. What scientists get published in peer-reviewed articles are far more conservative, by and large, than what they say to a news reporter, in their classes, or in their own blogs. To create a balanced research report of your own, you need both types of information: What do the partisans believe about the findings right now, and what do other sources say about it. Finding Peer-Reviewed Literature How do you gain access to peer-reviewed literature? A lot of academic papers are locked up by the publishers with exorbitant prices for downloading a single article- US$25-40 is common. If you are a college student, you should have access to the electronic resources in the university library, which will include free access to that catalog. If you are a high school student or independent scholar, you may still be able to have use of the library; go talk to the library administration and ask them what is available for you. Once youve logged on to the university library, where do you try out your topic keywords? Of course, you can try the university catalog: but sometimes a less-structured approach works better. While Google Scholar is excellent, it returns results from a wide variety of disciplines. So, for example, if you are researching the term seasonality in Google Scholar, you find information about the stock market and tourism and atmospheric circulations. You can add additional keywords to narrow down your search such as domestication or archaeology, but you can also turn to specialized article databases in your subject area. On the Internet: Specialized Article Databases Specialized article databases are typically assembled by people who are experts in those fields and part of discipline-based societies. For archaeologists, some good anthropology-based databases include Anthropology Plus, AnthroSource, and the Annual Review of Anthropology, which has assembled bibliographic essays on discipline-specific topics. Other fields have the same sorts of databases, just search for article databases and add a keyword for your field of endeavor. The Annual Reviews collection has a treasure-trove of peer-reviewed syntheses of topics in all scientific disciplines, from Analytical Chemistry to Vision Science. There are many others that you may have access to at the university library, or available via your laptop for a yearly or monthly subscription. JSTOR is a subscription-based repository for hundreds of back-catalog journals; Lexis-Nexis has been a tool for news reporters seeking information on individuals for over 30 years; and there are many publisher-specific sources such as Elseviers Science Direct, Wileys Science Solutions, and Taylor Francis Online. Brick and Mortar: Society Museums and Libraries Another great source for information for background research is topic-specific libraries and museums. Chances are the local university has a Chemistry or Geography library; you may also find public science venues, such as local historical or genealogical societies. These libraries have selected the most important research books and journals in that field, and you might also find books and memoirs of local residents involved in the studies that dont make it into the top searches of Google. Best of all, you may well find a librarian with a voluminous memory. Sadly, many of the public societies are shutting their facilities because of budget cuts- so if you still have one, be sure to visit this fast-disappearing resource. State Offices Many states and provinces have governmental offices where information concerning local aspects of scientific research are stored. State level offices include Natural Resources, History, Archaeology, and Environmental offices. All of these include information that is available to professionals for assistance with their research and might be available to you even if you are not a professional. For example, if you are a working archaeologist in a particular state, you can almost certainly obtain access to the records, articles, reports, artifact collections, and maps kept at the State Archaeologist office; but these are not always open to the general public. It wont hurt to ask, and many of the records will be open to students. The University of Iowa maintains a list of National Association of State Archaeologist Offices. People: Oral History Interviews One often overlooked area of background research is the oral history interview. Find people who know about your topic and go talk to them. By all means, do your background research on the subject before you reach out to your potential contacts. Dont expect them to simply tell you all you need to know about a particular subject: come with some knowledge about the subject and be ready with some pertinent questions. To find people, use your local university again, and see if there is someone in the anthropology (or other) department who knows about or has studied your topic. Reach out to the librarian at the topic library and see if they know of a friendly resource you might chat with. For an archaeological research paper, amateur archaeologists and historians may be excellent sources of information, as might retired archaeologists who have conducted work on a site. Members of the general public who live in the area and long-time museum directors may recall when investigations took place. If you dont have access to the university, use Google Scholar to identify recent research, and then using email, approach the authors for insight.   Who knows? An interview might be the capstone making your research paper the best it can be.