Stone Trees Essay Example For Students

Stone Trees Essay Stone Trees is a short story written by Jane Gardam, which deals with the binding truth encountered after the loss of an important person. She skilfully presents the situation through an apparently hard to grasp manner, which seems quite confusing to the reader at first, but which will then end as being the most characterizing and vital part of the written work. Every segment of the story needs to be therefore analyzed, in order to fully understand and give the text a deeper value. The story or its extract, talks about a woman, the main character who loses a very close person, perhaps her husband or parter with whom she was in a very close and important relationship. The part wich is emphasized in the story is the loss of the lady, and the feelings, how she reacts to it. It is very explicitly written, since the author follows the thoughts of the main character without a definite chronology or much sense. She (the main character) jumps from thinking about her husband not being with her, then about her job, and then about the island she is going to. Everything is really fragmented and confused. She seems to spend the days when the funeral is occuring at a friends house. â€Å" So now that he is dead. They were at the funeral. Not their children. Too little. So good so good they were to me.† This suggest that they were very close friends, since they help her through such a difficult period. Also they were probably also her husbands friends, since she specif ies that Anna, the friend, cried a lot. We will write a custom essay on Stone Trees specifically for you for only $16.38 $13.9/page Order now As mentioned earlier, the structure of the story is quite peculiar. It looks like it follows the characters thoughts without any sort of filters. This enables the reader to furtherly understand the characters state. This is particularly effective, giving that it has to do with a topic which evokes such strong feelings. The extract is full of flashback, because of this stream of thoughts, that have no particular chronology. She transitions from the funeral to her youth years in Cambridge and then to the Isle of Weight, where she sees stone trees, which symbolize the death of her husband, and which give the title to the story. The whole story developes from a first person point of view. The most eye campturing part of the piece is probably how she adresses her husband. We get that they were really close when instead of saying you and I, she rather uses you/I. Also, she first referrs to his death in third person to then switch, and proceeding with a direct conversation, using â€Å"you†. Except for adding meaning to the story and character, it gives the whole extract an extremely interesting and original touch. We do not get very much information about the characters from reading the story. We do understand in depth the womans feelings, however nothing more. It is understandable that Anna and Tom are some close family friends, which knew both her and her husband quite well and probably from a long time. Tom was a priest and unlike the dead husband, he did not change throughout the years, as well as Anna. She is described as a really good person, someone who never did anything wrong, her view on having sex before marriage is clearly stated, adn delineates her character. The language used by the author is very effective and memorable. She uses short and crude senteces, and repeats various word many times, as â€Å"now that youre dead†, and â€Å" you and I†, which are probably the key sentences in the whole extract. She uses such language to accentuate the confused and nostalgic state of mind that the main character has. She also uses sentences as â€Å"the boat crosses. Has crossed. Already. Criss-cross deck. Criss-cross water.† this also stressed her lack of concentration and ability to think about one thing only, which is caused by the difficult situation she is in. .u190e54bb4eb2879ef78c6778f1c05b8b , .u190e54bb4eb2879ef78c6778f1c05b8b .postImageUrl , .u190e54bb4eb2879ef78c6778f1c05b8b .centered-text-area { min-height: 80px; position: relative; } .u190e54bb4eb2879ef78c6778f1c05b8b , .u190e54bb4eb2879ef78c6778f1c05b8b:hover , .u190e54bb4eb2879ef78c6778f1c05b8b:visited , .u190e54bb4eb2879ef78c6778f1c05b8b:active { border:0!important; } .u190e54bb4eb2879ef78c6778f1c05b8b .clearfix:after { content: ""; display: table; clear: both; } .u190e54bb4eb2879ef78c6778f1c05b8b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u190e54bb4eb2879ef78c6778f1c05b8b:active , .u190e54bb4eb2879ef78c6778f1c05b8b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u190e54bb4eb2879ef78c6778f1c05b8b .centered-text-area { width: 100%; position: relative ; } .u190e54bb4eb2879ef78c6778f1c05b8b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u190e54bb4eb2879ef78c6778f1c05b8b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u190e54bb4eb2879ef78c6778f1c05b8b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u190e54bb4eb2879ef78c6778f1c05b8b:hover .ctaButton { background-color: #34495E!important; } .u190e54bb4eb2879ef78c6778f1c05b8b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u190e54bb4eb2879ef78c6778f1c05b8b .u190e54bb4eb2879ef78c6778f1c05b8b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u190e54bb4eb2879ef78c6778f1c05b8b:after { content: ""; display: block; clear: both; } READ: The role of the Inspector in- An Inspector Calls EssayDespite being a quite complex text, after having it read a couple of times, I can say that I really enjoyed it and I will definately remember it. The use of language and style to give meaning to the whole story is quite magnificent and rare. The thing that probably stick out the most is the ending which contains slight black humor, when the two young girls talk about getting rid of men in front of a woman whos life has just completely fallen apart because her man passed away.

Importance of the Math Concept Area

Importance of the Math Concept Area Area is a mathematical term defined as the two-dimensional space taken up by an object, notes Study.com, adding that the use of area has many practical applications in building, farming, architecture, science, and even how much carpet youll need to cover the rooms in your house. Sometimes the area is quite easy to determine. For a square or rectangle, the area is the number of square units inside a figure, says Brain Quest Grade 4 Workbook. Such polygons have four sides, and you can determine the area by multiplying the length by the width. Finding the area of a circle, however, or even a triangle can be more complicated and involves the use of various formulas. To truly understand the concept of area- and why its important in business, academics, and everyday life- its helpful to look at the history of the math concept, as well as why it was invented. History and Examples Some of the first known writings about area came from Mesopotamia, says Mark Ryan in Geometry for Dummies, 2nd Edition. This high school math teacher, who also teaches a workshop for parents and has authored numerous math books, says that the Mesopotamians developed the concept to deal with the area of fields and properties: Farmers knew that if one farmer planted an area three times as long and twice as wide as another farmer, then the bigger plot would be 3 x 2 or six times as large as the samller one. The concept of area had many practical applications in the ancient world and in past centuries, Ryan notes: The architects of the pyramids at Giza, which were built about 2,500 B.C., knew how large to make each triangular side of the structures by using the formula for finding the area of a two-dimensional triangle.The Chinese knew how to calculate the area of many different two-dimensional shapes by about 100 B.C.Johannes Keppler, who lived from 1571 to 1630, measured the area of sections of the orbits of the planets as they circled the sun using formulas for calculating the area of an oval or circle.Sir Isaac Newton used the concept of area to develop calculus. So ancient humans, and even those who lived up through the Age of Reason, had many practical uses for the concept of area. And the concept became even more useful in practical applications once simple formulas were developed to find the area of various two-dimensional shapes. Formulas to Determine the Area Before looking at the practical uses for the concept of area, you first need to know formulas for finding the area of various shapes. Fortunately, there are many formulas used to  determine the area of polygons, including these most common ones: Rectangle A rectangle is a special type of quadrangle where all the interior angles are equal to 90 degrees and all opposite sides are the same length. The formula for finding the area of a rectangle is: A H x W where A represents the area, H is the height, and W is the width. Square A square is a special type of a rectangle, where all the sides are equal. Because of that, the formula for finding a square is simpler than that for finding a rectangle: A S x S where A stands for the area and S represents the length of one side. You simply multiply two sides to find the area, since all sides of a square are equal. (In more advanced math, the formula would be written as A S^2, or area equals side squared.) Triangle A triangle is a three-sided closed figure. The perpendicular distance from the base to the opposite highest point is called the height (H). So the formula would be: A  ½ x B x H where A, as noted, stands for the area, B is the base of the triangle, and H is the height. Circle The area of a circle is the total area that is bounded by the circumference or the distance around the circle. Think of the area of the circle as if you drew the circumference and filled in the area within the circle with paint or crayons. The formula for the area of a circle is: A   Ãâ‚¬ x r^2 In this formula, A, is, again, the area, r represents the radius (half the distances from one side of the circle to the other), and Ï€ is a Greek letter pronounced pi, which is 3.14 (the ratio of a circle’s circumference to its diameter). Practical Applications There are many authentic and real-life reasons where you would need to calculate the area of various shapes. For instance, suppose you are looking to sod your lawn; you would need to know the area of your lawn in order to purchase enough sod. Or, you may wish to lay carpet in your living room, halls, and bedrooms. Again, you need to calculate the area to determine how much carpeting to purchase for the various sizes of your rooms. Knowing the formulas to calculate areas will help you determine the areas of the rooms. For example, if your living room is 14 feet by 18 feet, and you want to find the area so that you can buy the correct amount of carpet, you would use the formula for finding the area of a rectangle, as follows: A H x WA 14 feet x 18 feetA 252 square feet. So you would need 252 square feet of carpet. If, by contrast, you wanted to lay tiles for your bathroom floor, which is circular, you would measure the distance from one side of the circle to the other- the diameter- and divide by two. Then you would apply the formula for finding the area of the circle as follows: A   Ãâ‚¬(1/2 x D)^2 where D is the diameter, and the other variables are as described previously. If the diameter of your circular floor is 4 feet, you would have: A   Ãâ‚¬ x (1/2 x D)^2A Ï€ x (1/2 x 4 feet)^2A 3.14 x (2 feet)^2A 3.14 x 4 feetA 12.56 square feet You would then round that figure off to 12.6 square feet or even 13 square feet. So you would need 13 square feet of tile to complete your bathroom floor. If you have a really original-looking room in the shape of a triangle, and you want to lay carpet in that room, you would use the formula for finding the area of a triangle. Youd first need to measure the base of the triangle. Suppose you find that the base is 10 feet. Youd measure the height of the triangle from the base to the top of the triangles point. If the height of your triangular rooms floor is 8 feet, youd use the formula as follows: A  ½ x B x HA  ½ x 10 feet x 8 feetA  ½ x 80 feetA 40 square feet So, youd need a whopping 40 square feet of carpet to cover the floor of that room. Make sure you have enough credit remaining on your card before heading to the home-improvement or carpeting store.

Correct Positioning of the Foot and Ankle Essay Example | Topics and Well Written Essays - 500 words

Correct Positioning of the Foot and Ankle - Essay Example These four positions are all that are needed for accurate and complete x-ray views of the foot and the ankle; depending on the location of the pain or injury depends on which of the three positions are used; this paper will discuss all four of the different positions that are used, as well as an example of a foot injury, an example of an ankle injury, and which of the three positions are used to best diagnose and treat the specific injury. The anteroposterior, or AP, view provides imaging of the forefoot, midfoot, tarsometatarsal and transverse tarsal articulations. To be able to obtain this particular view, the foot is placed pad down on the x-ray film, with the knee bent at a 90 degree angle, while the patient sits on the table. The beam is â€Å"centered on the third metatarsal and angled 15 degrees cephalad from the vertical† (Jones & Younger, 2006). This natural position mimics that a person would be in if they were sitting on the ground with their knees bent, and their weight placed on their elbows and buttocks. The lateral view is obtained by a person lying on their side, with the junction of the talus and fibula placed directly on the x-ray film, or plate. The beam is directly â€Å"perpendicular to a point above the base of the fifth metatarsal† (Jones & Younger, 2006). The internal oblique, or medial oblique, image compliments the lateral and AP views of the foot and ankle and is used routinely as the third view in the series. This position involves the turning of the foot and ankle outward, as though the patient were looking sideways at their ankle. The foot should be kept at a 30 degree angle ideally, with the distal phalanx of the big toe supporting the weight of the foot, and the last three phalanges of the foot not resting on the plate at all. It provides a clearer picture of the forefoot. The external oblique image is used to provide a clearer picture of the hind foot and is used as a main part of the three view foot

You choose Essay Example | Topics and Well Written Essays - 750 words - 1

You choose - Essay Example As per Mark Knapp’s model, the commencement of every human relationship especially when it is an intimate, close friendship, or romantic sets out with the initiation stage. This stage necessitates the initial contact with another person (Knapp 40). As evident from the movie, the stage begins when Sally and Harry meet for the first time and they prepare to share a day together travelling in Sally’s car heading to New the stage begins when Sally and Harry meet for the first time, and they prepare to share a day together travelling in Sally’s car heading to New York City from Chicago. In this stage, Sally and Harry are introduced by Harry’s girlfriend. Experimentation is the second stage in Mark Knapp’s model. This stage is usually focused on the time spent when people are getting to know each other (Knapp 42). In this stage, people are observed to make small talks which helps in preparing the stage for future interaction and communication. In the movie ‘When Harry Met Sally’ the second stage begins when Sally and Harry begin their long trip, and Harry requests Sally to tell him about the story of her life. Evidently, there are small talks between the two. They talk about happiness and who is more prepared to face death. It is evident that Harry is more knowledgeable, and he uses his communication abilities in an effort to know more about Sally. In the third stage of Mark Knapp’s model, people’s feelings and expressions get more intimate (Knapp 44). The third stage begins after Harry articulates to Sally how beautiful and attractive she is. Shortly afterwards, Harry asks Sally if they can spend a night at the motel. This leads to an interesting viewpoint that women and men cannot be friends. Notably, this stage is not fully developed at this point. The stage fully develops after the two meet many years later and share about their past and their failed relationships. They started spending a lot of

Ethical Healthcare Issues Paper Essay Example | Topics and Well Written Essays - 1000 words

Ethical Healthcare Issues Paper - Essay Example These factors always yield ethical issues that question the ethical nature of the allocation method (Reiser, 2006). For instance, people are allocated organs just because they are wealthy and can pay for them. A medically needy person living far away from the donor may fail to receive the organ, which is given to a less needy person near the donor. Such ethical concerns clearly posit that there lacks an ethical approach for allocating transplant as some people are unfairly treated during the allocation process. In this regard, this paper evaluates the transplant allocation process using the four major ethical principles, including the principle of non- maleficence, justice, autonomy and beneficence. This determines the possibility of a more ethical way to allocate transplants. Autonomy The autonomy principle is highly employed in the healthcare sector. However, when it comes to determining the criteria for the transplant allocation process, it has minimal use. In fact, Reiser (2006) highlights that to be fair and effective, the allocation process should not be guided by the autonomy principle. Autonomy means deliberate self-determination or self-rule. The autonomy principle allows a person to make the decisions that one perceives to be morally right without third party interference. Although it is the basis of individual moral values, the principle cannot be employed in the allocation process. This is because in some cases, those allocating transplants may develop sympathy-driven emotional bonds with transplant recipients, such as those who have waited for long and the very young persons, including babies. If the principle of autonomy is applied by those allocating the organs, they are likely to act based on emotional pressure. Essentially, the allocators are more likely to allocate organs based on emotional bonds development rather than on any specific criteria or fairness. Hence, fairness or justice overrules autonomy in the allocation process to limit ethica l issues in the allocation process. Beneficence Beneficence directs that the allocators do not harm, promote the recipients welfare and do good. Nevertheless, how is this possible in allocating transplants, which are scarce resource?. Ideally, as Jensen (2011) indicates, it is difficult to avoid doing harm, doing good and promoting the welfare of the recipients when allocating transplants. Notably, allocating a kidney to a child based on age or other factors over an older woman who has stayed long in the waiting list or any other factor involves doing good to one patient and harming the other. It may be argued that focusing on the medically needy is doing good, avoiding harm and promoting the welfare of the recipients. However, other factors, such as the probability of success and being on the waiting list for too long still show that the allocation process may not avoid doing harm or promote recipients welfare. Ideally, it may become evident that a needy person with low or almost z ero success chances has been allocated a transplant over a less needy person who with high success rates. In this case, when the transplant fails, it will do no good. In fact, it may cause harm because the ‘less needy’ person may suffer unnecessarily because the transplant could have been successful on him or her. Categorically, although it is crucial to uphold the principle of beneficence in healthcare, it cannot help formulate an allocation process

Communication in nursing and a clinical example

Communication in nursing and a clinical example This assignment is a reflective account of my relationship and communication with a certain patient during my first clinical placement in a nursing home. All names in this text have been changed, to respect the confidentiality of the patient and other healthcare professionals (NMC 2002). Introduction Most people have felt anger and helplessness at not being listened to when saying something important. Also the intense frustration of being misunderstood Ellis, RB. (2003). Defining Communication. In: Ellis, RB, Gates, B, Kenworthy, N Interpersonal Communication in Nursing. 2nd ed. London: Churchill Livingstone. p3. I have recently been on 7 week placement in a nursing home for the elderly. It was a residential home but also had a small dementia unit in which patients with mental health problems were taken care of. This experience has taught me that communicating with elderly patients both with and without dementia can be extremely difficult. In certain circumstances I found it hard to understand what some residents wanted due to these communication barriers. In my essay I will be describing to the reader, what dementia is, what communication is and how important verbal and non verbal communication is to sufferers of dementia. What is Dementia? Dementia is a common condition. In England alone, there are currently 570,000 people living with dementia. That number is expected to double over the next 30 years. Dementia. Available://www.nhs.uk/conditions/dementia/Pages/Introduction.aspx. Last accessed 20 Dec 2009. Dementia is a condition that is connected with an ongoing decline of the brain and its abilities. It is generally caused by damage to the structure of the brain and is most common in people over the age of 65. Thinking, language, memory, understanding, and judgement are all affected in someone who has Dementia. Sufferers may also have problems in controlling their emotions and behaviour when in social situations. Due to this their personalities may appear to change. There are 4 kinds of dementia. Alzheimers disease, Vascular dementia, Dementia with Lewy bodies, where and Frontotemporal dementia. These 4 kinds were all present in patients in the dementia unit, where I spent 7 weeks; however I will be concentrating on Alzheimers. ALZHEIMERS IS What is communication? Communication is essential for human interaction; it is the process of passing on information form one person to another. Both verbal and non verbal communication is used by a healthcare worker however for a dementia sufferer non verbal communication is essential. (Argyle, 1978) believes that non verbal communication can have five times as much effect on a persons understanding of a message compared to the verbal communication at the time. Chomsky calls the act of speech (verbal communication) performance and the knowledge of the language competence. People perform the complexity of speech daily but have no real knowledge of why or how they came to be able to. Speech allows us to hold conversations, ask question, give instructions, hide the truth, build routines and most importantly talk about interactions in which we are involved (Argyle, 1978). Why is communication important? Communication is extremely important in the healthcare industry. In order (as a healthcare worker) to understand your patient and vice versa, there must be good, clear communication. This will help the patient receive better care. If a patient cannot be understood properly it would be very hard to give appropriate care. If there is good communication between a patient and healthcare worker, it will ease the patients anxiety Patients are at risk for high Levels of anxiety and frustration if communicative attempts are unsuccessful. (Finkee, Erin HMS 2008). Communication helps the carer and patient get to know each other better, it helps them to bond and learn what makes the patient happy or upset, what foods they like and more importantly when theres a problem the patient is more likely to turn to the carer if there is a good bond there. A good bond can be hard to achieve with a patient with dementia as short term memory is often lacking so previous conv ersations can be forgotten. Approach towards patients with dementia is very important, facial expressions, tone of voice, uniform and how we present ourselves can say a lot about us. When communicating with the elderly residents if I were to raise my voice in an aggressive way they may feel threatened and scared by me, but if I speak to them in a pleasant tone of voice the then the resident is more likely to feel at ease around me. I can then start gaining trust and understanding between myself and the resident. When a patient has dementia they cant speak by the final stage. Closed questions must be used by this stage. There are 2 types of questions, open and closed. Open questions leave the answer open to respond with alot of information or a little. Closed questions are those that a patient has nod or shake their head to or use other body parts such as thumbs up or down. This style of questioning is appropriate to use on someone in the final stage of dementia. Closed questions are such like Are you okay?, Are you hungry?. This allows the patient to communicate with us without actually saying anything. These types of closed questions are a type of non verbal com munication. As I have mentioned earlier there are two types of communication, verbal and non-verbal. Verbal Communication talking to the patient and them responding with speech. It can really be very difficult to use verbal communication with Alzheimers patients because there short term memory is limited to they forget easily whats been said. According to Argyle (1990) in a conversation, words make up only 7% of a message; tone, tempo and syntax make up to 38% and body language makes up to 35%. Non verbal communication can be expressed by our facial movements, gaze and eye contact, gesture and body movement, body posture and body contact, use of space and time and how we dress. (Henley 1977) states that how powerful we feel in an interaction can be expressed non- verbally. Our unspoken communication can be shown through our body language. Touching patients can be an essential tool for a nurse. It can offer support and understanding, comfort and security. It adds extra meaning to the spoken word. Macleod and Clark (1991) suggest that most touch between nurses and elderly patients is related to practical procedures, fulfilling a practical rather than an emotional purpose. Facial expressions and tone of voice can match what youre trying to say. If youre frowning or looking sad, this can cause patients to get angry and upset, but if youre smiling at patients, this can raise their mood. Listening and attending are both also very important aspects of communication. Patients who can speak freely about their ideas and feelings need a little encouragement so that they can explore these ideas a little further, such as saying Mmà ¢Ã¢â€š ¬Ã‚  or Ahaà ¢Ã¢â€š ¬Ã‚ . In the mental health hospital that I was on placement at, most of the clients had Alzheimers disease, so it was very difficult to communicate with all of them as the majority of them couldnt found it difficult to communicate certain issues at some times. It was hard for me to know their needs as they couldnt tell me what they wanted, the only way I could help them was if I asked them closed questions like Do you want something to eat?â‚ ¬Ã‚ , or do you need to go to the toilet? . This gave the patients the opportunity to give me a yes or no nod or use their eyes to tell me what they wanted. Another way I noticed if patients were agitated was if they were walking around fiddling with everything and trying to get out of the hospital , I knew something was wrong, usually it was because they were constipated or needed the toilet, other times was because they were thirsty and needed a drink. If I was feeding the patients and they wouldnt open their mouth to eat the food or push against the spoon I would know that they werent hungry. Sometimes patients would spit their tea out, this was usually because it was too hot. Barriers to communicating and how to overcome them the biggest barrier to communicating with a patient with Alzheimers disease is the fact that some of them cannot speak. But when we speak to them, there can be barriers so that patients cant hear or understand us, these include: à ¢Ã¢â€š ¬Ã‚ ¢ Background noises, e.g. the radio playing loudly, or the television too loud, people around talking as well as us, this can confuse patients even more. Turning the television down whilst having a conversation with a patient can help. à ¢Ã¢â€š ¬Ã‚ ¢ The way we speak, if we are mumbling they wont be able to understand us, or if we have an unfamiliar accent that they dont recognise or understand they wont be able to respond to us. Speaking clearly and giving simple instructions helps patients understand us better. à ¢Ã¢â€š ¬Ã‚ ¢ If we are feeding patients and talking to them at the same time, clients will get all confused and frustrated. Or if we are eating or chewing something ourselves whilst talking to a patient, this can affect our speech and make it difficult for the patient to understand what were saying. Taking time to concentrate on one task at a time avoids confusion. Calling clients by their name can draw their attention better rather than just talking to them right away, because otherwise they might ignore us because they dont know that were talking to them. Providing the patients with the words they might want to say can help us meet their needs because perhaps they might begin something but then start mumbling, listening carefully to them will make things much easier for us to respond and help them. Conclusion Before going on placement, I felt very nervous and anxious on what it was going to be like working with patients who I knew couldnt communicate with me. I kept thinking about how hard it was going to be to know how to take care of them and try to reach their needs in the best possible way, the only thing that helped me through the experience was the fact that I had a great deal of empathy and patience which helped me communicate better with the patients so I didnt get frustrated or angry when they couldnt respond to me . Before I went to work on the ward, I had read up and researched Alzheimers disease, to have a greater understanding on what to expect, and to be able to deal with the environment in a more professional manner. I used verbal and non-verbal communication and body language e.g. touching, feeling, smiling and speaking clearly. This helped me communicate much better with the patients as a majority of them couldnt reply to me verbally, so they used eye contact and touch to help me know what they wanted or needed, e.g. if a patient took my hand and lead me to the direction of the toilets, I knew they needed the toilet. Mr. Jones was brought to the nursing home in the Flintshire area by his son. He is 88 and has suffered from dementia for a number of years but in the past year Alzheimers has progressed fairly quickly leaving his son unable to care for him. Mr Joness symptoms include major confusion, withdrawn from society, delusions and extreme mood swings, he often gets extremely angry. He needs carers for certain normal activities essential for daily living such as finding the toilet, helping him on with his clothes and generally watching over his throughout the day. Some of his needs may also be due to his age; he has problems with his mobility so needs a carer for that not just due to the Alzheimers. My mentor asked me to spend some time with Mr Jones, talk to him and build up a rapport with him. The day before my mentor had given me some leaflets on the subject of dementia and Alzheimers to prepare me and give me a better understanding. When I first sat down with Mr Jones he just seemed like a normal elderly gentleman of fine health for his age, however as I began speaking to him I found quickly how advanced his Alzheimers was. It was quite upsetting for me as I had never been in that situation before. Within the first 20 minutes of speaking to Mr. Jones he had asked me the same question and we had the same conversation around 5 times. I found this rather awkward as I was unsure whether to continue with the repetitive conversation, create a new one or whether if I did so it would end in the same way. Mr Jones also mentioned to me that he was the homes Gardener. Confused by this I went to my mentor who assured me that this was a delusion he had thought was real since his son moved him into the home and to just leave him to it. I found that after the first week of me working there Mr Jones recognised my face, he still continued to ask me the same questions such as where do you live?, do you know my son? and tell me about his gardening job but he would remember by name. So knowing my name had clearly gone into his long term memory. The thing that worried me the most however was that Mr Jones would ask me when he was going to get his pay cheque. The other staff told me to tell him next week. I found this shocking and an insufficient answer. I felt that if I did as the other staff told me this would just reinforce the delusion and so I when he asked me the next time I told him the truth. This however made him very distressed and upset. The NMC (2002) outlines that we must not add extra stress or discomfort to a patient by our actions. This has proved to be a hard role to follow as either choice would have added discomfort to him. This experience left me feeling very uncomfortable and inadequate in my role. I tried to understand why he had manifested this delusion and came to the answer that perhaps it was a coping technique at the thought of being put into a home. I felt anger and frustration and helplessness that there was nothing I could think to do to help this delusion fade away. Although this experience was very frustrating for me and probably the patient, it has highlighted the need for me to improve my communication skills. It appeared to me that Mr. Jones delusion was not only a psychological disorder caused by his condition, but a way for him to put his mind at ease. Critical analysis of this experience has pointed to the fact that I have inadequacies in my skills; I had focussed too much on my morals and worry that I was being untruthful with him when perhaps reinforcing his view would have caused him less displeasure. I had not considered his other needs like his wishes or desires and I had not gathered enough personal information about him beforehand to know this maybe he liked gardening. I had been unsure about what to say or do to ease Mr. . apparent anxieties and had adopted what Watson Wilkinson (2001) describe as the blocking technique. By continuing my actions to carry on with the meal, I was cutting short the patients need to communicate a problem. I was influenced in this decision because I felt obliged to be seen to reduce his anxieties, knowing my actions would be judged by an audience of other care workers and patients on the ward. I did not respond efficiently to reduce his distress and this pressure led me to deal with the situation inadequately and for that I felt guilty (Nichols 1993). I should have allowed more time to understand what Mr. Jones was thinking and feeling by maybe asking him calm questions such as do you know where you are, how long have you been here? And perhaps he would have come to a gradual realisation by himself. I could have shown more empathy in the form of my own body language to promote active listening (Egan 2002) instead of just worrying about his mind wandering to an untruth. Gould (1990) cited by Chatham Long (2000) have suggested that  ¿Ã‚ ½many of the non verbal behaviours we use to reassure patients, such as close proximity, prolonged eye contact, clarification, validation, touch, a calm and soothing voice, the effective use of questions, paraphrasing and reflecting thoughts and feelings and summarising are all sub skills with the totality of empathy ¿Ã‚ ½. There is an abundance of information about communication, especially for nurses because it is considered by many as the core component to all nursing actions and interventions. Lack of effective communication is a problem that still exists because the learning process that leads to a skilled level of ability may take years of experience to develop (Watson and Wilkinson 2001). It has been quite difficult for me to admit my inadequacies in communication, but Rowe (1999) explains that a person must identify their weaknesses as an initiative for becoming self-aware. Only with acceptance of ones self, can a person begin to acknowledge another persons uniqueness and build upon this to provide holistic care. I know the knowledge I have gained through reflection of my experience will not always ensure that I will treat patients with unconditional positive regard, simply because of the diversity in the nature of us as individual human beings and the environment surrounding us. I have gained a new perspective on my practice which is to set myself personal goals in facilitating effective communication between the patient and myself, should the situation present itself again. BERLOS MODEL!

A Guard on Religious Freedom Essay examples -- essays research papers

Persuasive Essay #1   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A Guard on Religious Freedom In the eyes of our founding fathers, few things seemed as important as the separation of church and state. The first amendment grants all Americans the freedom to subscribe to any religion they wish and promises that the government will not promote any religion above any other. Although the separation of church and state and the freedom of religion are firmly and concretely secured in the Constitution of the United States, events in the recent past bring to question whether this ideal is under threat of losing its place as an American standard. A recent controversy that brings to light the threat of the separation of church and state is the debate over the words â€Å"one nation under God† in the pledge of allegiance. A review of current event programs when the offense first unfolded showed few other stories as important as an attack on our separation of church and state. Although maintaining a critical eye on our rights and assuring that no true threats develop on one of the cornerstones of the country, it is important to also keep in perspective whether a true infraction has taken place. On several American artifacts you can find a reference to God. However, taking offense to these references is counterproductive and overly sensitive. First, the God mentioned on these American artifacts is a generic God and only means that the collective A...

The Man To Send Rain clouds Symbolism and Obscurity Essay

In  her short story â€Å"The Man to Send Rainclouds† Leslie Silko writes about the burial of a dead native elder, stating that â€Å"he sat down to rest in the shade and never got up again† (Silko 1). Silko uses obscurity and symbolism to display her attitude towards culture. She was very open to different religions and ways of life because she was of a mixed descent.Obscurity is a recurring motif in the story. Silko uses it to show how blurred the lines of culture can really become. â€Å"The curtains were heavy, and the light from within faintly penetrated†¦Ã¢â‚¬  (Silko 2) is an example of a quote that features the motif. It showcases that because there wasn’t sufficient lighting it was hard to see, which is a metaphorical way of saying that a clear decision couldn’t be made. It was unclear whether giving the natives the holy water was right or wrong in the priest mind and this quote highlighted that fact. Another quote is â€Å"They were nea rly hidden by the red blanket,† (Silko 2). It is an example of obscurity because the blanket is blocking the view of Teofilo and his moccasins which can be interpreted as the culture itself being hidden. Examples of the motif of obscurity can be found in many parts of the short story.Symbolism is a very prevalent literary element in Silko’s work. One example is in the quote, â€Å"Leon’s green arm jacket that was too big for her,† (Silko 2) where the jacket represented the western culture. It was something that Louise was not used to and it didn’t suit her. It seemed as though it was placed into her life unwillingly but she began to embrace the different way  of life. Another example of symbolism is Teofilo; it could be argued that he represented the native culture. With his death came the breakdown of his culture. His people began to incorporate the western ways of living into their own. Symbolism is a very important part of this story because Si lko uses it to communicate with the reader.All in all, â€Å"The Man to Send Rainclouds† is a piece of literature that is written with a motif of obscurity and a lot of symbolism. Both keeps the reader entertained and betters the work. Silko maintained openness to the cultures of both the western world and the natives while showing that one was beginning to overtake the other.

New Zealand Births, Deaths Marriages Available Online

New Zealand Births, Deaths Marriages Available Online For individuals researching their New Zealand whakapapa (genealogy), the  New Zealand Ministry of Internal Affairs offers  online access to New Zealands historical birth, death and marriage records. To protect the privacy of living people, the following historic data is available: Births that occurred at least 100 years ago Stillbirths that occurred at least 50 years ago (officially recorded since 1912) Marriages that occurred at least 80 years ago Deaths that occurred at least 50 years ago, or the deceaseds date of birth was at least 80 years ago Information Available Via Free Search Searches are free and generally provide enough information to help you ascertain that you have the correct individual, although information collected prior to 1875 is fairly minimal. Search results typically provide: Births - registration number, given name(s), family name, mothers given name (not maiden name), fathers given name, and whether a the birth was a stillbirth. Expect to find a large number of births with no given name recorded for the child. Births were required to be registered within 42 days, yet children were often not named until they were baptized.   Deaths - registration number, given name(s), family name, date of birth (since 1972) or age at death Marriages - registration number, brides given name(s) and family name, and grooms given name(s) and family name. Parents for the bride and groom can often be found after late 1880/early 1881. You can sort search results by clicking on any of the headings.   What to Expect from a Purchased Printout or Certificate Once you find a search result of interest, you can either purchase a printout to be sent via email,  or an official paper certificate sent through postal mail. The printout is recommended for non-official research purposes (especially for registrations after 1875) because there is room for  more information on a printout than can be included on a certificate. The printout is typically a  scanned image of the original record, so will contain all the information that was provided at the time the event was registered. Older records which have been since updated or corrected may be sent as a typed printout instead. A printout will include additional information that is not available through search: Births 1847–1875:  when and where born; given name (if provided); sex; name and surname of father; name and maiden surname of mother; rank or profession of father; signature, description and residence of the informant; date registered; and signature of the deputy registrar   Births post 1875:  when and where born; given name (if provided); whether child was present at the time of registration; sex; name and surname of father; rank or profession of father; age and birthplace of father; name and maiden surname of mother; age and birthplace of mother; when and where parents were married;  signature, description and residence of the informant; date registered; and signature of the deputy registrar.  Information available for births recorded in the MÄ ori Registers (1913 – 1961)  may be slightly different. Deaths 1847–1875: when and were died; name and surname; sex; age; rank or profession; cause of death;  signature, description and residence of th e informant; date registered; and signature of the deputy registrar   Deaths post 1875:  when and were died; name and surname; sex; age; rank or profession; cause of death; duration of last illness; medical attendant who certified the cause of death and when they last saw the deceased; name and surname of father; name and maiden name (if known) of the mother; rank or occupation of the father; when and where buried; name and religion of minister or name of witness to the burial; where born; how long in New Zealand; where married; age at marriage; name of spouse; children (including number, age and sex of living children); signature, description and residence of the informant; date registered; and signature of the deputy registrar. Information available for deaths recorded in the MÄ ori Registers (1913 – 1961) and War Deaths from WWI and WWII may be slightly different. Marriages 1854–1880: when and where married; name, surname, age, rank or profession, and marital condition of the groom;  name, surname, age, rank or profession, and m arital condition of the bride; name and signature of officiating minister (or Registrar); date of registration; signatures of bride and groom; and signatures of the witnesses. Marriages post 1880: when and where married; name, surname, age, rank or profession, and marital condition of the groom;  name, surname, age, rank or profession, and marital condition of the bride; if widow/widower, the name of former wife or husband; birthplace of bride and groom, residence (present and usual) of the bride and groom; fathers name and surname; fathers rank or profession; mothers name and maiden surname; name and signature of officiating minister (or Registrar); date of registration; signatures of bride and groom; and signatures of the witnesses.  Information available for marriages recorded in the MÄ ori Registers (1911 – 1952)  may be slightly different. How Far Back are New Zealand Births, Marriages and Deaths Available? Official registrations of births and deaths began in New Zealand in 1848, while marriage registration began in 1856. The website also has some earlier records, such as church and place registers, dating back as early as 1840. Dates for some of these early registrations may be misleading  (e.g marriages from 1840–1854 may appear with a registration year of 1840).   How Can I Access More Recent Birth, Death or Marriage Records? Non-historical (recent) records of New Zealand births, deaths and marriages can be ordered by individuals with a verified RealMe identity, a verification service available to New Zealand citizens and immigrants. They can also be ordered by members of  organizations approved by the New Zealand Registrar-General.   For a fascinating historical overview of the keeping of New Zealands registers of births, deaths and marriages, see the free PDF version of Little Histories, by  Megan Hutching of the New Zealand Ministry for Culture and Heritage.

How to Fake a French Accent

How to Fake a French Accent We love the beautiful accent that the French have when they speak English, and it can be fun or even useful to imitate it. If youre an actor, comedian, grand sà ©ducteur,  or even if you just have a French-themed Halloween costume, you can learn how to fake a French accent with this in-depth look at how the French speak English.* Please note that the pronunciation explanations are based on American English; some of them wont sound right to British and Australian ears. *Si vous à ªtes franà §ais, ne men voulez pas  ! Jai à ©crit cet article parce quil sagit dun sujet intà ©ressant et potentiellement utile. Franchement, jadore votre langue et jadore à ©galement votre accent quand vous parlez la mienne. Si vous voulez, vous pouvez utiliser ces tuyaux pour rà ©duire les traces de franà §ais dans votre anglais. Mais, mon avis, ce serait dommage. French-infused Vowels Nearly every English vowel is affected by the French accent. French has no diphthongs, so vowels are always shorter than their English counterparts. The long A, O, and U sounds in English, as in say, so, and Sue, are pronounced by French speakers like their similar but un-diphthonged French equivalents, as in the French words sais, seau, and sou. For example, English speakers pronounce say as [seI], with a diphthong made up of a long a sound followed by a sort of y sound. But French speakers will say [se] - no diphthong, no y sound. (Note that [xxx] indicates IPA spelling.) English vowel sounds which do not have close French equivalents are systematically replaced by other sounds: short A [à ¦], as in fat, is pronounced ah as in fatherlong A [eI] followed by a consonant, as in gate, is usually pronounced like the short e in getER at the end of a word, as in water, is always pronounced airshort I [I], as in sip, is always pronounced ee as in seeplong I [aI], as in kite, tends to be elongated and almost turned into two syllables: [ka it]short O [É‘], as in cot, is pronounced either uh as in cut, or oh as in coatU [ÊŠ] in words like full is usually pronounced oo as in fool Dropped Vowels, Syllabification, and Word Stress When faking a French accent, you need to pronounce all schwas (unstressed vowels). For reminder, native English speakers tend toward rmindr, but French speakers say ree-ma-een-dair. They will pronounce amazes ah-may-zez, with the final e fully stressed, unlike native speakers who will gloss over it: amazs. And the French often emphasize the -ed at the end of a verb, even if that means adding a syllable: amazed becomes ah-may-zed. Short words that native English speakers tend  to skim over or swallow will always be carefully pronounced by French speakers. The latter will say peanoot boo-tair and jelly, whereas native English speakers opt for peant buttr n jelly. Likewise, French speakers will usually not make contractions, instead pronouncing every word: I would go instead of Id go and She eez reh-dee rather than Shes ready. Because French has no word stress (all syllables are pronounced with the same emphasis), French speakers have a hard time with stressed syllables in English, and will usually pronounce everything at the same stress, like actually, which becomes ahk chew ah lee. Or they might stress the last syllable - particularly in words with more than two: computer is often said com-pu-TAIR. French-accented Consonants H is always silent in French, so the French will pronounce happy as appy. Once in a while, they might make a particular effort, usually resulting in an overly forceful H sound - even with words like hour and honest, in which the H is silent in English.J is likely to be pronounced zh like the G in massage.R will be pronounced either as in French  or as a tricky sound somewhere between W and L. Interestingly, if a word starting with a vowel has an R in the middle, some French speakers will mistakenly add an (overly forceful) English H in front of it. For example, arm might be pronounced hahrm. THs pronunciation will vary, depending on how its supposed to be pronounced in English: voiced TH [à °] is pronounced Z or DZ: this becomes zees or dzeesunvoiced TH [ÃŽ ¸] is pronounced S or T: thin turns into seen or teen Letters that should be silent at the beginning and end of words (psychology, lamb) are often pronounced. French-Tinted Grammar Just as English speakers often have trouble with  French possessive adjectives, mistakenly saying things like  son femme  for his wife, French speakers are likely to mix up  his  and  her, often favoring  his  even for female owners. They also tend to use  his  rather than  its  when talking about inanimate owners, e.g., This car has his own GPS. Similarly, since all  nouns have a gender  in French, native speakers will often refer to inanimate objects as  he  or  she  rather than  it. French speakers often use the pronoun  that  for a subject when they mean  it, as in thats just a thought rather than its just a thought. And theyll often say  this  instead of  that  in expressions like I love skiing and boating, things like this rather than ... things like that. Certain  singulars and plurals  are problematic, due to differences in French and English. For example, the French are likely to pluralize  furniture  and  spinach  because the French equivalents are plural:  les  meubles,  les  Ãƒ ©pinards. In the present tense, the French rarely remember to conjugate for the third person singular: he go, she want, it live. As for the past tense, because spoken French favors the  passà © composà ©Ã‚  to the  passà © simple, the French tend to overuse the formers literal equivalent, the English present perfect: I have gone to the movies yesterday. In questions, French speakers tend not to invert the subject and verb,  instead  asking where you are going? and what your name is? And they leave out the helping verb  do: what mean this word? or what this word mean? French-flavored Vocabulary Faux amis  are just as tricky for French speakers as they are for English speakers; try saying, as the French often do, actually instead of now, and nervous when you mean  Ãƒ ©nervà ©. You should also throw in occasional French words and phrases, such as: au contraire  - on the  contraryau revoir  - good-byebien  sà »r !  - of course!bon appà ©tit  - bon appetit, enjoy your mealbonjour  - hellocestdire  - that iscomment dit-on ___  ?  - how do you say ___?euh  - uh, umje  veux  dire  - I meanmerci  - thank younon  - nooh l  l  !  - oh dear!oui  - yespas  possible !  - no way!sil  vous  plaà ®t  - pleasevoil  - there you go French Faces And, of course, theres nothing like  gestures  to make you look more French. We particularly recommend  les  bises,  la  moue, the  Gallic shrug and  dà ©licieux.

Chinese Architecture The Forbidden City and Spatial Hierarchies Essay

Chinese Architecture The Forbidden City and Spatial Hierarchies - Essay Example x† was put up with enormous spacing with various sections as described by the purpose for which it was supposed to serve (Ching, Jarzombek, and Prakash 17). MacFarquhar explains that the city took up to fifteen years to construct (33). It is made of 800 buildings with 9000 rooms, which serve various purposes. Generally it is known to be the world’s largest palace with fine architectural knowledge applied. The Qing and Ming dynasties did exist along with the Chinese civilization as evident in the palace. Urban planning in the Chinese construction is highly evident by the manner in which the buildings are spatially distributed. Various ethnic cultures were represented inside the palace, including the religions that existed in China. Hence, it was entirely an integration of diversities in building techniques and designs. The commencement of the construction followed an order from the Ming dynasty. There are 114 buildings in the palace of the Qing Dynasty which is a typical indicator of the last ruling dynasty in China just prior to the expansion of power to the middle of China. The middle axis architectural design was made so as to support the emperor’s political issues (Knapp 44). The architectural techniques used in the Forbidden City gives a reflection of the global view of the Chinese architects. This is made clear by the manner in which the buildings are arranged and carried to other parts of China and beyond. Knapp explores the composition of the city including the southern inner city and the outer city situated in the south (23). There are gates which usher in the next step of progression as one gets into the city. There is a central axis and a symmetrical design having the inner court at the rear while the outer court in the front. There is an additional landscape courtyard that originates from the layout of Yuan He City. This is purely a distinctly classified construction technique that dictated the manner of constructing of the subsequent

Psychology of Performance research about my next project Term Paper

Psychology of Performance research about my next project - Term Paper Example After long wanderings Charles returns to the coop just to learn painful truth- dead chickens were infected with bird flu and were killed by the elder and the cow to prevent contamination. Emma knew everything and also wanted to save the lives in the coop. Charles becomes involved into a process of birds â€Å"saving† by killing those which caught the flu but fails to kill his friend Marcy. Finally all chickens and hens die because of the virus and Charles finds out that he has become a main killer himself. The genre can be characterized as adult animation because the scenario is written mostly for the audience older than at least 16-18 year olds. The animation is surreal and mock with main heroes acting like people in the similar to criminal world situations. Obviously, the film incorporates a big quantity of violence and has a plot that is a bit difficult to follow for younger audience. Some details are intentionally shown with attention to injuries and aggression. The film, however, has adult sarcasm which can be understood by the auditory with good sense of humor. The animation also explores some adult social and philosophical issues with major hero dealing with the difficult choice. The audience might mostly consist of men probably because the animation does not have many female characters and any typical attractions for women such as romantic story. The only â€Å"woman† in a film also does not have a good reputation which shows that the world described is a â€Å"men`s world†. However, Emma, the only hen, is shown as brave, loyal, and decisive who can be appreciated by more women nowadays. As the animation is full of scenes of aggression and risky behaviors the film must evoke anxiety in audience first of all. However, taking into account that it is still looks a bit ironical to observe hens and chickens acting like criminals, this emotion can be mixed with amusement and irony. In some cases the