Religious and Ethnic Groups Essay Example for Free

Religious and Ethnic Groups Essay The religious group is chose was Jehovah’s Witnesses. I did some online research and also asked my children’s Foster Mother, Regina Metzger the questions. I wanted to see what the differences of what I found online and what she said the beliefs were. So this is a mixture of what I got from my online sources and what she said. Jehovah’s Witnesses differ from other religious groups because they believe that their entire bible is the inspired word of god, and instead of adhering to a creed based on human tradition, they hold to their bible as the standard for all their beliefs. Based on their bible, they believe that Jesus Christ is son of god, the first of god’s creations, that he had a pre-human existence and that his life was transformed from heaven to the womb of a virgin. They believe that god’s kingdom is the only hope for mankind. They are many different nationalities. They have no prejudices against any race or color. Their worship is through prayer, meetings and telling others about their bible. They believe that their bible is the inspired word of God, and instead of adhering to a creed based on human tradition, they hold their bible as the standard. The experience of the Jehovah’s Witnesses that other religious groups do not share is that they are viewed with moral standards that coincide with their bible. They are law abiding citizens that respect authority. They show, what they believe is, genuine Christian love to their neighbors. For example, let’s say there are two girls. One of which is a Jehovah Witness and one that is not. They both were asked to spit on the American Flag. In this situation, the Jehovah’s Witness won’t and the other would. One might ask â€Å"Why don’t you spit on the flag even though you don’t solute it? † The answer from the Johana’s Witness would be simply, â€Å"I don’t pledge my allegiance to the flag, but I wouldn’t disrespect it either. † They are neutral. Jehovah’s Witnesses contribute to the American Culture because they feel they are the advocates of their God’s kingdom. They are not of the political, economic, or social system of any nation of the old world. They did have their modern day start in the United States. They do pay taxes, which means they work regular jobs just like any other person. Jehovah’s Witnesses do not interfere with what others do about sharing in patriotic ceremonies. Like, sharing in the armed forces and joining a political party or even voting. They worship their god only. They believe that if Christians under one nation go to war against another nation they would be fighting against fellow believers. They believe that fighting against the same people who prayed for help to the same god is wrong. That is why they won’t go to war and will serve time in jail or prison to avoid killing their Christian brothers and sisters. However they are not afraid to die for their faith. If they are threatened with death or to renounce their faith, they will die for what they believe in. I know that before my children went into foster care I had limited information on what Jehovah’s Witnesses were all about. I was under the impression that they only went house to house on Saturdays knocking on doors. I thought they were annoying. Feeling like everywhere I went I was approached by one saying that they are the only true word of God, when I thought my god was. I learned quickly that everyone has a different idea of what their God was. Jehovah’s witnesses have been known to not celebrate holidays like birthdays, Christmas, or thanksgiving. I would use their religion as a type of threat toward my children saying â€Å"If you don’t knock it off we will become Jehovah’s Witness and then you won’t get presents during birthdays or holidays. † Since, my children are in a home with this as the main religion and belief system, I feel like I should apologize to them because I must have sounded like a bigot. I think that the discrimination and stereotyping that Jehovah’s Witnesses experience comes from a lack of understanding by anyone of a different belief. I think that what I have learned about this religious group did help me understand it. It helped me to realize that Jehovah’s Witnesses, like any other religion, just want to show everyone that what they believe is not bad. They want to show what their religion means. They want the same as others do, the belief that you can be saved by a god. The racial/ethnic group that I chose is the Pacific Islanders. I chose this group because I don’t know nothing about it. I think getting information on this group will be extremely interesting. Pacific Islanders are from many different places. American Samoa, Cook Islands, Fiji, French Polynesia, Guam, Hawaii, Kiribati, Marshall Islands, Micronesia, Nauru, New Caledonia, Niue, Norfolk Island, Mariana Islands, Palau, Solomon Islands, Tonga, Tuvalu, Vanuatu, Wallis and Futuna, and the Independent State of Western Samoa. (http://www. pica-org. org/websurf/websurf. html). In 2011 there were approximately 1,371,564 Native Hawaiians/Pacific Islanders who live within the United States. They significantly reside in California, Washington, Utah, Texas, New York, Texas, and Florida. They make up about . 4% of the U. S. Population (http://minorityhealth. hhs. gov/templates/browse. aspx? lvl=2lvlID=71) On May 29, 2013 President Obama spoke about AAPI (Asian-American and Pacific Islander) Heritage Month. (http://www. whitehouse. gov/administration/eop/aapi/blog) I thought that was very interesting. He talked about his Pacific Islander ethnic background. He said: â€Å"We value these voices because from the very beginning, ours has been a nation of immigrants; a nation challenged and shaped and push ever forward by diverse perspectives and fresh thinking. And in order to keep our edge and stay ahead in the global race, we need to figure out a way to fix our broken immigration system-to welcome that infusion of newness, while still maintaining the enduring strength of our laws. And the service and the leadership of Asian Americans and Pacific Islanders have proved that point in time and again. † Listening to him give a speech about the greatness of Pacific Islanders made me appreciate that ethnic group even more. Pacific Islanders speak over 100 different languages and come from more than 56 ethnic groups. (http://www. cdc.gov/features/aapiheritagemonth/). They are parts of many different religions. Like the Church of Jesus Christ of Latter-day Saints. Growing up in my church there were many Pacific Islanders members of our church. I can remember many of them having big families with many children. The Pacific Islanders do many things to contribute to American Culture. They contribute by working jobs. 7. 4 million Asian Americans and Pacific Islanders are employed in the United States. They make up 5. 3% of the total workforce in the United States. About 300,000 workers are Pacific Islanders. (http://www. cepr. net/index.php/publications/reports/diversity-and-change July 2011, Hye Jin Rho, John Schmitt, Nicole Woo, Lucia Lin and Kent Wong) Like many other cultures, they bring their delicious foods. They have a multitude of food from different countries. They bring that all to the table here in the United States. Although some of them have changed their diets to a more of an American way of eating, some still eat the foods of their lands. Throughout history, there has been many instances of racism and sexism toward Pacific Islanders in the United States Pacific Islanders continue to face oppression, racism, and discrimination in the United States. Since Pacific Islanders have a higher rate of diabetes they were charged higher rates for health insurance. The Affordable Care Act Will be a very good change for Pacific Islanders. They are known to suffer from higher rates of all types of circular diseases like, stroke, hypertension, and coronary heart disease. They also have the highest rates of obesity. The Affordable Care Act will change it so that it will be easier to get health care for them. Some states have had an English-only type of initiative. They seem to be for people who only speak English. I had no idea they were even allowed by law. It seems as though that people find ways to discriminate even with the laws that have been put in place. Just because some people cannot speak any other language, besides English. For them everything needs to be in English and no other language. About a century before, European-Americans did not allow people who didn’t speak English to learn English because they were afraid that they would become a minority. They were afraid of being â€Å"out-smarted† by others. They didn’t want to have to compete for fear of losing. I don’t believe this is fair. That is why I am glad there are some many laws coming into effect as well as more to come to make this country an even better place. (http://aspe. hhs. gov/health/reports/2012/ACAAsianAmericansPacificIslanders/rb. shtml) Most European Americans have discriminated against Pacific Islanders because they didn’t know English. The European Americans were afraid that if the Pacific Islanders learned English they would exceed them in many ways. They would become the minority. Many of the European Americans were believed to be threatened by this. I think I now have a better understanding of what it is like to be a Pacific Islander. The discrimination they have faced has seemed to make them a stronger people. I am happy to have them as part of my country. In conclusion, both Jehovah’s Witnesses and The Pacific Islander, people have experienced a discrimination that seems to have happened because of people who do not understand what they go through daily. They both seem to succeed in their lives because of the discrimination they have experienced. The Jehovah’s Witnesses hold up to their beliefs like the Pacific Islanders stand strong with their ethnic background. They are different because one is a religion and one is an ethnic group. An ethnic group is a group of people who have the same customs or origin. A religion is a belief in a god or a group of gods. I think that both the Pacific Islanders and the Jehovah’s Witnesses get discriminated against because of a lack of understanding.

Reflective Analysis of personal Time Management and Nursing

Reflective Analysis of personal Time Management and Nursing An event that was meaningful to me as a nurse happened during my clinical time at St. Michaels Hospital when I did not wash my patient before 8:00 am in order to prepare her to go to a plastic surgery appointment later on that day. My patients 10:00 am Heparin administration was delayed by 45 minutes because she was being washed at that time. This event occurred because I did not prioritize the tasks I had to complete during the day properly, and therefore I learned the importance of time management while I work as a nurse on the clinical unit. Besides me, the people who were involved in the event were the registered nurse who I shadowed, my clinical instructor, and my student nurse buddy. At the beginning of the clinical day, while the events happened, I contacted my instructor, my nurse, and my student nurse buddy. The nurse and I sat down to look at the Kardex of patients and wrote down notes on our Personal Organizational Plan (P.O.P.). On the Kardex, my patients condition was the same as yesterday except she would have a plastic surgery appointment later on that day. Usually the patients husband would visit her daily around 9:30 am and provide care which including washing the patient and helping her to perform bowel elimination. My patient preferred that nurses leave them alone while her husband cares to her. On this particular day, the patients husband had an appointment and could not visit his wife in the morning, which meant it was my responsibility to wash my patient early so she could be ready for her appointment. I verbally informed my student nurse buddy that I would need her help to wash my patient but I thought my memory was good enough that I did not have to write down this specific task on my P.O.P. When I met with my patient, I concentrated on measuring her vital signs, completing the initial assessment, nursing activities, and interviewing my patient for the Roy Care Plan assignment as these tasks were originally listed on the P.O.P. I made sure I finished charting by 9:00 am. Once I finished charting, the nurse came up to me to see if I had bathed my patient and I replied no. From the nurses unsatisfied facial response, I realized I should have bathed my patient earlier in advance. My clinical instructor also asked my student nurse buddy and I the reason the patient had not been washed yet. I thought I could have washed my patient after I completed the charting as I knew the patient usually was washed around 10:00 am by her husband. I felt really bad and irresponsible because I did not wash my patient on time and prepare her for the appointment. My intuition told me there must be an essential task I had missed, but I just could not recall what it was since I did not write it down on the P.O.P. I thought my clinical instructor and the nurse must feel disappointed that I did not perform the task earlier as I remembered my clinical instructor stated clearly to check if any of our patients has special orders or tasks to be done at the beginning of the shift. I believe there are ethical and economic considerations to be taken into account about this event. If my patient was still in the process of getting ready while she received a call to go down to the plastic surgery unit, it would create unnecessary wait time for the plastic surgeon and other patients who would see the plastic surgeon later on. In order to compensate for the extra wait time, staffs at the plastic surgery unit may try to rush things and quality of treatment that patients receive may suffer. Staf fs may have to work overtime due to the delay and economic burden would be a result. In addition, delay of administering Heparin will increase patients risk of blood clotting and serious consequences such as pulmonary emboli, myocardial infarction, and deep vein thrombosis may be resulted. This will be considered as maleficence to the patient (Potter Perry, 2009). Moreover, I believe I should be accountable to my patient by providing safe and quality care to my patient which includes washing my patient on time. This belief arises from my nursing teachers constant reminders to us that it is very important to follow CNOs practice standards during practice. The key issue of the event is time management skills for clinical practice. If effective time management strategies were applied to my clinical practice, the chance of this event occurring would have been minimized and my performance of clinical practice will be improved. According to Chater and Litchfields study done on new graduate nurses who work in a neonatal unit at an Australian hospital (2007), five themes: knowing, planning, support, fulfillment, adapting and being flexible can be utilized to help student nurses and new graduate nurses to better manage their clinical time. Firstly, knowing is essential for nurses to manage time on the unit. The reason is if novice nurses do not know the condition of their patients, then they will not know what interventions they need to apply. More time will be spent looking up and learning about how to take care of the patients conditions. Therefore, obtaining nursing knowledge and familiarity with the daily routine care of the unit can help nurses handle their time on unit more efficiently. Having knowledge about the patients condition will also help novices feel less anxious, gain a sense of control, and raise their level of confidence (Chater Litchfield, 2007). Secondly, planning involves thinking about all the tasks which need to be completed as well as how much time each task requires. Proper planning can guide nurses through their day and ensure that important tasks will not be missed. Taking the time to think about required tasks also saves time because it allows the nurse to figure out what resources will be needed to complete a specific task and get everything ready in advance, rather than beginning a task and suddenly realizing something is missing and having to pause to figure it out. Thirdly, new nurses should not hesitate to obtain support from their preceptors and peers. Researching the right knowledge for a patients problem is time consuming but important, so nurses should not be afraid to ask for help since it is in the best interests of the patient. Also, talking to another new nurse peer will aid in continued development of time management skills. Moreover, when novice nurse are able to manage time and are able to complete all the routine care, they gain a sense of fulfillment and accomplishment (Chater Litchfield, 2007). Finally, adapting and being flexible is essential to mastering time management skills. There are always unexpected and unpredictable events that occur during clinical and being able to adapt and find alternative ways to deal with various situations will help nurses feel less stressed when managing their time on the unit (Chater Litchfield, 2007). Besides the five managing themes stated above, prioritizing is a necessary tool for effective time management. Nurses have to prioritize tasks on their route and finish tasks from high to low priority order. For example, when starting a shift, a nurse should decide which patient requires the most care. The nurse can do this by checking in with each patient briefly to say hello but at the same time to assess their needs. After an assessment is done, it can be explained to the patients who do not need immediate care that they will be taken care of shortly while the nurse attends to those with urgent needs (Waterworth, 2003). In addition, nurses should be careful of some priority setting traps. The first trap is whatever hits first which means a nurse responds to tasks that happen first instead of thinking twice and then responding. The second trap is the squeaky wheel, a patient who is able to gather the most attention from a nurse to hear his or her urgent request may not be the one w ho is the most in need. The last trap is waiting for inspiration, nurses should not be wait to be inspirited to complete a task and they should actively think about what tasks have to be done while on unit (Vaccaro, 2001). I learned effective time management strategies to handle my time on clinical and I will definitely utilize the time managing strategies step by step from knowing , planning , prioritizing tasks, gaining support from other nurses, and being flexible with my tasks. My thinking has changed after analyzing the key issue. It now makes more sense to me the reasons that our instructor requires us to finish all the paperwork on Tuesday night even when we feel tired after spending the whole day on unit. In fact, completing the Diagnostic Complications Sheet and Medication sheet correspond to the knowing phase by gaining knowledge about our patients so that we can provide specific care to our patients, feel less anxious, and better manage our time on unit. By filling the detailed P.O.P., this correspond to the planning theme which helps student nurses organize their day and ensure tasks to be performed will not be missed. In my point of view, I would preserve the action that the register nurse comes to check on me to see if I bathed my patient. With this action, she is being responsible to the patient and also she is offering me support to help me take care of the patient. On the other hand, I would definitely change the way I organize my P.O.P and I would follow my P.O.P. with flexibility and do not just focus on the original task I planned for my patient. For example, once I found out my patient has to be washed before 8:00 am, I will write it down immediately so that I will not forget to complete the task. If a similar situation arises again in my practice, I would inform my student nurse buddy that I require her help to wash my patient before a certain time and ask him or her to remind me to finish the specific task in case I forget or become occupied by some other tasks. In term of recommendations, I think there is no better way than to come to the unit with preparation. For example, student nurses can build their well of nursing knowledge by reading the nursing interventions related to a patients specific condition from the Canadian Fundamentals of Nursing and the Medical-surgical Nursing in Canada. Also, Pharmacology for Canadian Health Care Practice can help student nurses build up their knowledge in medication. The more a student nurse comes prepared for their clinical time, the less anxious he or she will be and can apply the five time managing strategies mentioned above to handle their time on unit more effectively.

What is the main contribution made by the chorus in The Burial at Thebe

Heaney’s play The Burial at Thebes is a version of the Greek tragedy Antigone by the Athenian dramatist Sophocles (c496-406 BCE). According to Heaney it is not a translation but a version as he was â€Å"looking for meaning not language† (Heaney, 2009, CDA5937, The Burial at Thebes - Interviews). This is in keeping with the commissioning of the play to celebrate 100 years of the Abbey theatre in 2004 as the founders, W.B Yeats and Lady Gregory, were Irish â€Å"cultural nationalists† (Hardwick, 2008, p193) . The change in title from the traditional Antigone to The Burial at Thebes moves the emphasis away from the characters to the â€Å"controversial question of the burial of a prince, who was regarded as a turncoat† (Theocharis, 2009, CDA5937, The Burial at Thebes - Interviews) enabling Heaney to intertwine the tradition Greek ideology with Irish nationalism. The chorus in Greek tragedy is defined as a group of people who often participate in and comment on the dramatic action, emphasising traditional moral and social attitudes and providing commentary (Moohan, 2008). In Greek theatre they also provided a more practical role, entertaining the audience during the play with songs and dance and allowing the performers to change. Most performers performed two or more roles known as doubling. In The Burial at Thebes the director, John Theocharis (2009), states that the chorus also adds dramatic tension and suspense whilst creating subjective and objective voices that underpin the context of the play. In looking at the contribution that the chorus makes this essay will look at the various functions of the chorus - their role as a commentator, participating in and commenting on the dramatic action and how they present traditional moral and soci... ...ture of the play, mainly based on the Greek, outlines these values in poetical format in the Choral Odes. The chorus’ commentary on the characters and drama and its subsequent participation pushes the plot towards traditional ideas with the encapsulation in their ending summation. Works Cited Hardwick, L. (2008), ‘Seamus Heaney’s The Burial at Thebes’, in Brown, R (ed.), Cultural Encounters (AA100 Book3), Milton Keynes, The Open University, pp.192-235 Heaney, S. (2004), The Burial at Thebes, London, Faber and Faber Ltd Heaney, S. (2009), CDA5937 The Burial at Thebes – Interviews (AA100 Audio CD), Milton Keynes, The Open University Moohan, E (2008), ‘Glossary’, in Moohan E (ed.), Reputations (AA100 Book1), The Open University, pp.231-238 Theocharis, J (2009), CDA5937 The Burial at Thebes – Interviews (AA100 Audio CD), Milton Keynes, The Open University

Objective Psychology and Psychoanalysis Essay -- Sigmund Freud, Melani

1. Objective psychology and psychoanalysis have much in common. Wulff compares these studies on page two hundred and fifty eight by stating â€Å"both reject unaided introspection as a means of gathering fundamental data.† In other words, in neither psychoanalysis nor objective psychology, can a person take an observation made from themselves about themselves and consider it fundamental data. Another similarity would be â€Å"that human conduct is the outcome of complexly determined casual events that lie outside awareness† (258). In this particular case, both types of science believe that the way we act is an outcome of more than one event that may have occurred outside of our knowing. An example could be being stressed out or feeling anxiety. Both psychoanalysts and objective psychologists â€Å"are [considered] the self-conscious products of a positivistic and materialistic world-view [that are] dedicated to saving humankind from its deep-rotted delusions and self-defeating ignorance† (258). This point in particular relates to the idea that both studies believe they are saving people and society from what is not real. A point in case would be if a person were a person believed in God. Because you cannot feel, touch, smell, or see God, he would be considered unreal scientifically. Wulff points out that both â€Å"have issued radical challenges to religious faith† (258). However, both sciences share the view of empirical science meaning the both agree that the studies should be based on sensory experiences. Although psychoanalysis and objective psychology have many similarities they also have a few dissimilarities. The difference that is most observant would be the one of subjectivity. The best way to explain the subjectivity was wr... ...in 1950 that â€Å"whatever the origins of a religious expression may be, its significance or meaning in the present must be viewed independently allowing for possibility of fundamental change† (317). One example of this is â€Å"Freud’s . . . view that, contrary to appearances, religion has undergone no real historical development† (317). Although Freud was wrong on a few aspects of religion he taught scientists many things. Wulff states on page three hundred eighteen that â€Å"among the lessons we have learned from Freud is the insight that nothing is ever as simple as it first appears . . . psychological phenomena prove again and again to be indefinitely complex . . . on a variety of different levels.† 3. Melanie Klein was a psychoanalyst who emphasized an â€Å"unprecedented degree [to] the early modes of infantile sexuality and the principle of the death impulse† (328).

Ministers Black Veil Essays: The Minister’s Black Veil and its Author :: Ministers Black Veil Essays

â€Å"The Minister’s Black Veil† and its Author Evaluated By Contemporaries  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚   Initially, of course, Nathaniel Hawthorne’s short stories went unranked among those of other American and British writers. But his reputation, along with the popularity of his works, grew gradually even among contemporary critics, until he was recognized as a â€Å"man of genius.†    Edgar Allen Poe, in a review of Hawthorne’s work, said in Godey's Lady's Book, November, 1847, no. 35, pp. 252-6:    It was never the fashion (until lately) to speak of him in any summary of our best authors. . . . The "peculiarity" or sameness, or monotone of Hawthorne, would, in its mere character of "peculiarity," and without reference to what is the peculiarity, suffice to deprive him of all chance of popular appreciation. But at his failure to be appreciated, we can, of course, no longer wonder, when we find him monotonous at decidedly the worst of all possible points--at that point which, having the least concern with Nature, is the farthest removed from the popular intellect, from the popular sentiment and from the popular taste. I allude to the strain of allegory which completely overwhelms the greater number of his subjects.    So literary critic Edgar Allan Poe thinks that Hawthorne’s heavy reliance on allegory is the cause of his lack of popularity during the 1830’s and 40’s. In 1848 James Russell Lowell wrote a piece of poetry entitled â€Å"Hawthorne† for the periodical A Fable for Critics:      Ã‚  Ã‚  Ã‚   "There is Hawthorne, with genius so shrinking and rare   Ã‚  Ã‚  Ã‚   That you hardly at first see the strength that is there;   Ã‚  Ã‚  Ã‚   A frame so robust, with a nature so sweet,   Ã‚  Ã‚  Ã‚   So earnest, so graceful, so lithe and so fleet,   Ã‚  Ã‚  Ã‚   Is worth a descent from Olympus to meet;   Ã‚  Ã‚  Ã‚   'Tis as if a rough oak that for ages had stood,   Ã‚  Ã‚  Ã‚   With his gnarled bony branches like ribs of the wood,   Ã‚  Ã‚  Ã‚   Should bloom, after cycles of struggle and scathe,   Ã‚  Ã‚  Ã‚   With a single anemone trembly and rathe;   Ã‚  Ã‚  Ã‚   His strength is so tender, his wildness so meek. . . .    The author considers that now, â€Å"after cycles of struggle and scathe,† Hawthorne is finally emerging into recognition for his work. In 1850 Herman Melville wrote â€Å"Hawthorne and His Mosses† for The Literary World, August 17 and 24 editions, in which he humbly acknowledges the genius of Nathaniel Hawthorne:

Analysis of Charles Dickens’ †Sketches by Boz Essay

‘The Streets-Morning’ by Charles Dickens is an extract taken from ‘Sketches by Boz.’ It is a descriptive piece and follows prominent features of the literary sketch technique, as it contains no prominent plot. The speaker narrates the â€Å"appearance presented by the streets of London an hour before sunrise on a summer’s morning.† The extract is in the first person narrative. This feature adds intensity and supports the use of details. First person narrative is generally considered unreliable due to lack of witnesses and external verification; however, the detached and objective narration by the speaker prompts readers to think otherwise – â€Å"now and then a rakish looking cat runs stealthily†¦bounding first on the water-butt then on the dust hole†¦Ã¢â‚¬  The sentence structures used support the use of detail and imagery. The speaker uses complex-compound sentences that are long with two or more sub-clauses. The use of these help create the atmosphere and heavy early morning slumber – â€Å"There is an air of cold, solitary desolation about the noiseless streets which we are accustomed to see thronged at other times by a busy, eager crowd, and over the quiet, closely shut buildings†¦Ã¢â‚¬  Through this narrative, readers are made aware of the close attention to detail the speaker employs. The mood of the extract is established through the sentence structure and setting. A relaxed and comfortably detached perspective is evident. In many ways it is similar to the morning itself, gently unfolding as the darkness fades. The narrative time and context is established through the subjects described in the setting. â€Å"Coach-stands† lying deserted in the larger thoroughfares remind readers of the 19th century. This is supported by the fact that they are described as ‘coach stands’ and not bus stands. Imagery plays an essential role in a literary sketch and is seen widely in this extract. The speaker uses concrete and abstract imagery. The use of metaphors lends a sense of what the speaker is feeling or trying to describe to the reader. Such metaphors are: â€Å"The days are swarming with life and bustle† the reference to honeybees shows a restlessness which was similarly used by John Keats in ‘Ode to Autumn† – And still more, later flowers for the bees, †¨Until they think warm days will never cease.† The bee metaphor is used to show activity that contrasts with the early morning street. The second metaphor is – â€Å"stillness of death is over the streets,† perhaps the most foreboding of lines in the extract, this metaphor could serve as a possible foreshadowing for impending events. The street itself becomes an important motif. It represents a path that leads somewhere, however, readers could question whether this could be leading to activity or stagnation. This theory is supported with the images of the â€Å"drunken, the dissipated, and the wretched.† The policeman similarly, is also preoccupied with his â€Å"deserted prospect.† The description of the street is similarly presented in Tennessee Williams’ ‘A Streetcar Named Desire†Ã¢â‚¬â€œ â€Å"The houses mostly white frame, weathered grey with rickety outside stairs and galleries and quaintly ornamented gables to the entrances of both. It is the first dark of an evening in early May.† The houses become symbols of who their inhabitants are in the extract. They give readers insights to where they live, how they live and who they are. The â€Å"quiet, closely-shut buildings† are perhaps the only privacy the residents have. The speaker brings in social context through this description and the tone shifts to one of fragmentation and futility with the description of – â€Å"The last houseless vagrant whom penury and police have left in the streets, has coiled up his chilly limbs in some paved corner, to dream of food and warmth.† The social context and strata becomes ironic when the last drunken man is home before sunlight, while the â€Å"orderly† part of the population are still asleep.† The opening lines of T.S. Eliot’s ‘Preludes’ also refers to an early morning scene similar to the one in the extract, using personification – â€Å"The morning comes to consciousness Of faint stale smells of beer From the sawdust-trampled street With all its muddy feet that press To early coffee-stands.† Human qualities are given to the cat who is – â€Å"rakish looking.† The character of whose develops as the speaker gives him gender and infers that â€Å"his character depended on his gallantry.† The use of personification adds further detail to the narrative with – â€Å"A partially opened bedroom-window here and there, bespeaks the heat of the weather, and the uneasy slumbers of its occupant.† The extract uses language in distinct and deliberate ways to shape meaning. The vocabulary used helps infer that the speaker is mature; this is seen with use of words such as â€Å"penury,† â€Å"profligate† and â€Å"dissipated.† A sentence of importance in shaping such meaning is – â€Å"The drunken, the dissipated and the wretched have disappeared.† The trochaic features at the end of each word, helps to reveal the distant and condescending manner in which the speaker is viewing these people. The order in which these words are presented form a climatic effect. Also seen is the use of the adverb â€Å"then† in describing the cat’s actions, which gives dramatic effect – â€Å"Bounding first on the water-butt, then on the dust-hole, and then alighting on the flag-stones.† The use of inversion by the speaker helps readers to concentrate on certain parts of the narrative. This is done in deliberation to gain readers’ attention, particularly in – â€Å"An occasional policeman may alone be seen at the street corners,† as opposed to the conventional ‘may be seen alone.’ Such emphasis is also used in – â€Å"cold, solitary desolation.† The speaker employs onomatopoeia to describe a drunken man’s inebriation with – â€Å"roaring out the burden of the drinking song of the previous night.† The speaker has a noted tone of detached indifference. This mood could be due to the futility of the modern age and monotony of these peoples lives in the eyes of a keen observer. The historical, social context comes back to the forefront and the void between the country and the urban life is seen. This effect of the 19th century and industrial revolution is addressed in – â€Å"The few whose unfortunate pursuits of pleasure, or scarcely less unfortunate pursuits of business cause them to be less acquainted with the scene.† Grammar and punctuation support meaning. The use of dashes shows a flow of thought or in the case of describing the cat, shows action and continuity. The use of the color grey in the â€Å"somber light of daybreak† supports the mood and futile atmosphere, seen also in O’ Henry’s ‘Gift of the Magi’ – â€Å"Della finished her cry and attended to her cheeks with the powder rag. She stood by the window and looked out dully at a gray cat walking a gray fence in a gray backyard.† The extract concludes with a reference to the figures in the early morning streets as â€Å"exceptions† other than which the â€Å"streets presents no signs of life, nor the houses of habitation.†

My Nursing Ethics Kelly Martinez Grand Canyon University

My Nursing Ethics Kelly Martinez Grand Canyon University: Introduction to the Study of Ethics 10/14/2012 My Nursing Ethic PASSION: Why am I here? As a child I was always attracted to the smaller, weakened animal I found in my yard, i. e. dying birds, kittens, bugs, etc. The animals we owned were never neutered which resulted in a numerous amount of puppies and kittens. I was intrigued by the cycle of life. Originally I wanted to become a veterinarian. The financial strain on my family made it apparent that it would not be possible.As fate would have it, there was a two year waiting list for nursing school, but I was readily accepted into a two year respiratory program. At the end of the respiratory program, I stayed for one more year to specialize in NICU. As time passed, I became very passionate about the patient care aspect; however the nurse always pulled rank on my practice. It was at this point in my career that I knew I wanted to be the nurse. I felt I knew everything there was to know about nursing; luckily I was mentored by a group of seasoned nurses who molded me to be the nurse I am today.They taught me who I was and what I was made of. I learned that I had very strong traditions of the Contemporary medical care culture. I was raised a strict Catholic and believe that the Physician held the same status as that of the Priest. Both were held in the highest regard and you never questioned their word. You were religious about visitation, immunizations and treatment. I never questioned the physician in regards to treatment plan or care. I was a stickler for following the rules no matter what my own personal morals or beliefs were.MOTIVATION: What moves me to act? For the most part, I worked in a predominately white middle class community hospital which had roughly the same ethical morals, values and beliefs as I did. Rarely did we care for a minority. As I matured and began to recognize what my nursing ethics were all about, I began to question physician o rders when I felt they were not in the best interest of the patient. I began to question treatments that I was performing which seemed to have little or no effect.Because of my strong moral convictions, when a family member questioned the treatment I was providing, which I didn’t have a real answer for except, â€Å"your doctor ordered it† made me uncomfortable. I was unhappy with this response as was the family. I needed answers for myself as well as the patient. I needed to believe that I was practicing medicine to the best of my ability. I had a moral obligation to my patients to do the right thing regardless of the physicians written orders. I was the one caring for the patient and their families for 72hrs. t a stretch, while the physician was there for only 15 minutes. I came to understand the patient’s culture, values and beliefs. I wanted to advocate for their wishes. I need to do more than carry out orders written in a chart. INSPIRATION: What keeps me i n motion? Because of my personal values and beliefs and how it related to my nursing philosophy I felt obligated to stand up for what I believed in. As luck would have it, I was at the beginning of the, â€Å"Evidence Based Practice†, era. I jumped on every class, committee, and program I could find to support my nursing convictions.I taught one of the first â€Å"Culture Sensitivity† classes at my facility. I rewrote the ICU visitation policy to include families during CPR if they were so inclined. I attended classes on wound care and followed home care nurses to learn how they treated unstageable non healing wounds. I was no longer willing to follow doctor’s orders just because they were written in a chart. I needed to know that the care I provided was morally and ethically sound. LOYALTY: Whom do I serve? One late Sunday afternoon I received a very obese restless, combative full arrest from the ED.I was challenged to keep him in the bed and from pulling out h is ET tube. I turned to his family for assistance in finding out why he was so angry. His wife was a very small timid abused woman who was afraid of her own shadow. He was an abusive alcoholic and a diabetic. He was non-compliant with any medical regimen. His legs were swollen with weeping wounds. He refused any medical treatment and had told his wife if she took him to the hospital he would surely kill her. Because of this woman’s own personal morals and convictions, when she thought he was near death, she called 911.I reassured her that she had done the right thing. I called the doctor to receive orders for comfort measures and also ask if he was aware of the patient’s wishes for medical treatment. He was very clear that he knew the patient’s wishes to be a No Code, however; due to his age and diagnosis, he also knew this patient could be cured of his medical aliments. Ironically, the patient pulled out his ET tube with his tongue. As soon as the tube was out, the patient arrested. I started CPR as per protocol. I encouraged the physician to talk with the wife and respect the patient‘s wishes.I was in a moral dilemma with caring out physician orders vs. the patient’s wishes. I was uncomfortable ordering care for a patient that I clearly knew did not want it. The physician was in his own dilemma because he knew the patient’s medical status could be cured if he was given the chance. After much debate, the patient was re- intubated and made a full DNR. Later I heard the patient worked his ET tube out again with his tongue and died. The physician did not speak to me for a very long time because of this incident.It is because of this journey that I now oversee the Palliative Care Department. I assist patient in understanding the implications and ramification of their advanced care directives. References: Characteristics of Ethical Dilemmas, (2012). Retrieved on October 14, 2012, from www. nln. org/ce/mcgovern/tslg015. htm Doherty, R. , Purtilo, R. (2011). Ethical dimensions in the health professions. (5th ed. ) (57-58). St. Louis:Mosby. http://www11. georgetown. edu/research/nrcbl/pcbe/bookshelf/reader/chapter3. html