The upper and even middle class Essay Example for Free

The upper and even middle class Essay Ever since the beginning of civilization, there has been a difference in economic and social, creating two separate classes. The wealthier and educated made up the upper status of society making up what is today called upper class. The poor and uneducated made up the people which were often looked down upon by the upper class, and now make up what is considered lower class. This was true in the earliest times of the bible, through the Renaissance time period and even to today. It is nearly impossible for the lower class to become higher class, much less middle class, without being provided a full education by the higher classes. Why can these people of lower class never achieve crossing the class boundary? Most of lower class does not have an education. Therefore their opportunities for having profitable and non-dead-end jobs are nearly impossible by all standards. Because of their lower education, their job selection is limited to mostly manual labor, where pay is minimal, at best. Due to their low-paying salaries, a good college education is usually completely out of the question for their children. College is too much money and they got along fine without a college education, which is sometimes the case, but severely limits future opportunities for their children. Lower class is a vicious cycle. These people represent the people in the cave which can only see the shadows of what is happening around them. They are never allowed out to see the light of a true education, and have to remain in the dark all of their lives. The upper and even middle class, which usually has a good education, have the duty to show the lower class the light and to get these people out of the shadows for good. This can and is being done minutely to help the uneducated by providing scholarships, but for the most part no one is doing anything to help the less fortunate. Unfortunately, today has a very everyone for themselves attitude. Give a man a fish, and you feed him for a day. Teach a man to fish, and you feed him for life. We need to be concerned for their future, if no one else is, because their future depends solely on their education. We need to make it our goal as a society to educate the uneducated. If everyone is educated then there is equal opportunity and pay therefore eliminating social class. If the enlightened educated class can just come into the cave, relate with the people, and then actually show them the light, rather than telling them what to do, we can actually make a positive difference and make the lives of a lower class citizen much easier. The easiest solution to this problem is to create a utopian society, but those are bound to fail before even being attempted. A utopian society would completely obliterate the class system, because everyone would receive equal pay and equal education, or at least opportunity for education. The best suggestion that is plausible and possible is to create countless scholarships. It would be just like the armed forces; education is free but a certain amount of service is demanded in return. Even though everyone does not have money, everyone has time. All education can be provided by the state and the jobs, needed by the state, can be filled by the graduated students. This can potentially give an education to everyone and keep the jobs needed. It is a win-win situation. If someone could just show society and our leaders the light.

Biblical Worldview Essay Essay Example for Free

Biblical Worldview Essay Essay Genesis 1 – 11 recounts the story of the Creation of the heavens, earth, and mankind, the fall of man into sin, and God’s original covenant with Moses. From these chapters in Genesis, many of the questions of life are answered for us. We learn whether there is a God, where we came from, how to tell right from wrong, and what our relationship with God should be. Genesis 1 – 11 sets down an early guide for us on how we should live our lives to honor God, how we can learn from past human errors, and how to deepen our relationship with God, all of which can help to shape our worldview. Right away in Genesis, we learn the story of creation and that God exists and created the heavens, earth, mankind, and all of the creatures that live on earth. Genesis 1:27 shows that life was created by God, stating â€Å"So God created mankind in his own image, in the image of God he created them; male and female he created them† (NIV). This helps us learn right away the relationship to God that we have. God created us in His image and created us to be perfect. God also, however, gave us the ability to sin by giving us free will. Genesis 5:1-32 shows again that man was created by God and shows that man descended from Adam and Eve, even listing the descendants and how long they lived. By showing how God created life, man, and all the creatures on earth, Genesis helps us to understand how we should relate to Him and how we should view His creation. God created perfect humans and God created a perfect world. But He also left the ability for us to choose whether we remained perfect. One thing we definitely learn from the story of original sin in Genesis is that our God is a loving God. Once Adam and Eve had eaten the forbidden fruit, God very easily could have struck them down and started mankind over again. Instead, God allowed Adam and Eve to live on, casting them out from the Garden of Eden in Genesis 3:23. Shortly after this, we also read the story of Cain and Able, with Cain killing his brother Able. God again does not strike down the sinner, but choses to again cast Cain out from the land in which he was living. And while God could have chosen to punish Cain by making it so that he could not have children, God was loving in allowing Cain to reproduce with his wife and also allowing Adam and Eve to reproduce again, giving them another son to replace Able. God showed love by not being too harsh on the sinners. This goes helps us to form our view of God. It shows us that God is not just a loving God, but He is also a forgiving God also. Allowing mankind to carry on even after such heinous acts instead of starting over again with a more perfect species shows us that our God is a great God and we should strive to live a life that will honor His love and forgiveness. As we read further along into Genesis, we see the lineage from the time of Adam until the time of Noah. We see that sin has started to run rampant in the world before Noah’s time. But we also learn in Genesis 6:9b that â€Å"Noah was a righteous man, blameless in his generation; Noah walked with God† (NIV). This is to say that Noah was following the pathway set down before him to live a life honoring God. Because Noah was living in this way, God spared Noah. God would send a great flood to earth to destroy all of mankind. God, however, made the first covenant with Noah, saying that because of how they lived their lives, He would spare them from the flood and allow them to continue mankind’s rule over the earth. This shows us not only that there are repercussions for our sins, but that God also will love and spare those who are living in a way that honors Him. Because Noah and his family were righteous, God made another covenant with them, showing them a rainbow after the flood and making the promise to never bring such destruction upon His people again. This shows us the relationship that God had with us as humans and the value that God put in promises. It also shows what God was willing to do to our civilization as a punishment for not living a righteous life that honored Him. Although God made the covenant to never bring this destruction upon us again, we need to know the power of God and what He could do to us if He wanted. After the great flood, we see the blood lines of Noah and his family. Genesis then turns its attention to the Tower of Babel. Mankind was building a tower, hoping that it would be able to reach to heaven. But when God saw this, He decided that His people would become too content and may try to  make things too easy for themselves. He therefore created different languages for all of His people to speak and spread His people all around the earth. God wanted civilization to have many different roots and many different stories. If we were to flourish as a people, we would need to be able to spread our wings. This was the start of many different civilizations that still exist in our world today. We learn that God doesn’t want us to have one story from which to learn, He wants us to have many stories from which we can learn different lessons. Genesis 1 – 11 gives us the first guidelines for what we can expect from God and how we should try to honor Him with our lives. We learn that our God is a loving and forgiving God, that we learn that God created us in His image, that God wants us to rule over the earth, that God will spare those whom He thinks are living a life to honor Him, and that God created many different civilizations from which we can learn many different lessons. Genesis 1 – 11 is a great start to learning more about ourselves, learning more about God, and learning more about how we should view this world with which God has blessed us.

Reflection on Task Management in Nursing

Reflection on Task Management in Nursing Description: what happened. Whilst working on a medical ward with a senior staff nurse as a mentor, I identified certain competencies which needed achieving around management of care, and negotiated these with the mentor. Accordingly, the mentor suggested that I take charge of the patient workload we had been allocated for that shift, and both prioritise the care and nursing tasks, and also attend the ward round with the medical teams, providing the nurse liaison and taking the instructions from the consultants in relation to ongoing patient care and case management. Accordingly, I agreed on the prioritisation of patient tasks and allocated the workload to the members of staff in our team, and when the ward rounds began, my mentor and I attended. However, when the doctors communicated with us, they automatically addressed her, and although she turned to me to provide key information, they continued to chiefly communicate with her, and she did not correct this. Subsequently, she took charge of the ward rounds and I remained as an observer. At the end of the ward rounds, it should have been my role to take the instructions given and to implement them in changing care plans and in directing or implementing clinical tasks. However, my mentor continued to take charge of this for the rest of the time, giving me little opportunity to experience this aspect of the role for myself. Feelings There is a great sense of responsibility associated with management tasks, which extends beyond being responsible for individual patients to being responsible for a group of patients, and for the actions of some staff allocated to their care. I felt very strongly motivated towards achieving management competencies, but also very nervous and concerned that I would do this effectively without compromising patient care. I felt that I was achieving well under supervision until the ward rounds, where the mentor ‘took over’ and did not discuss why she had done this. I then felt as if I was unable to fulfil my competencies, and that I must have failed in some way because she did not allow me to continue in the role. Evaluation It was very positive to take charge of some management tasks and to complete these effectively. In particular, other staff responded well to me taking on this responsibility (in liaison with my mentor), and this positive feedback gave me more confidence to continue in this role. However, the way that my mentor just stepped in and took charge during the ward rounds undermined my confidence and was very challenging to deal with. I felt that I should have been more assertive at this point, but did not feel I had the confidence to do this. Analysis The acquisition of the complex skills associated with the staff nurse role have always been problematic (Gerrish, 2000). However, the literature seems to suggest that nurses are learning to perform this role in a rather haphazard manner,in the light of what they perceive to be inadequate preparation and lack of support (Gerrish, 2000). Bradshaw (1998) suggests that this is partly because nursing competency is only vaguely and broadly defined, which means that preparation and assessment of competency is both haphazard and unstructured. This also suggests there may be a potential safety hazard for both patient and nurse (Bradshaw, 1998). This would certainly seem to be the case here, where the inability to fully engage with management roles does not support the student in becoming competent. Baillie (1999) in an action research study of the topic found that preparation of students for their management role as staff nurses benefits from being closely linked to practical experience, with clear learning outcomes and supportive clinical staff. In this instance, staff were generally supportive, and clear learning outcomes set, but the mentor failed to follow through to meet these outcomes completely. This may have been because the mentor felt that there was a risk to patient care and safety, but this was not communicated to the student and there may have been other ways in which this could have been managed. However, there may be other reasons for this occurrence. Cahill (1996) in a small study found there to be a type of ward culture that not only separates those with knowledge from those who need to learn, but also reinforces the position of the student through both covert and overt mechanisms of control. If such a finding were applicable in this case, then it would suggest that the mentor may have been (consciously or subconsciously) reasserting her own authority and position of power and greater knowledge. The position of student nurses may also be such that they adhere to these cultural practices in order to ensure they receive a favourable report at the end of the placement (Cahill, 1996). Lofmark and Wikblad (2001), in a study of facilitating and obstructing factors for development of learning in clinical practice, found that responsibility and independence, opportunities to practise different tasks, and receiving feedback were facilitating factors for learning. In this case, it w ould appear that responsibility was offered, but not fully, and it is problematic to see how a student can achieve true independence whilst being supervised. In Lofmark and Wikblad’s (2001) study, other perceived promoting factors included perceptions of control of the situation and understanding of the total picture. Here it would have been useful perhaps if the staff nurse had explained to the student why she retained control and why she did not follow through on her promise to allow the student to take charge. Such behaviour was found in the Lofmark and Wikblad study to be one of the obstructing factors to learning, where the nurses as supervisors did not rely on the students. Other obstructing factors were supervision that lacked continuity and lack of opportunities to practise Lofmark and Wikblad, 2001). Perception of their own insufficiency and low self-reliance were drawbacks for some students (Lofmark and Wikblad, 2001), which is also true in this reflection, but these perceptions seem to be linked to the ways in which mentors and other staff perceive and interact with students. It also appears that the NMC Code of Conduct (2004) works both to support students here but also restricts their opportunities to engage in practice, due to the need to primarily protect and support the wellbeing of the patients. Conclusion The learning that has taken place here is vitally important for continued functioning and the acquisition of confidence as a staff nurse in future. Not only do ward cultures play a large part in student experiences, but relationships are the fundamental component of how nurses function in their environment. Some aspects of the nurse-mentor relationship, while perceived as challenging, may be necessary or inevitable, and it has not become clear to me through this reflection how this can be changed, other than to raise these issues honestly with mentors during initial and mid-point interviews to acknowledge them and how they will affect the learning experience. Action Plan Explore dimensions of the nurse-mentor relationship further Raise issues of independence, power and control during initial placement interviews. Seek out ways to develop management competencies through a variety of mechanisms and experiences. Identify communication issues and potential means of addressing them. Engage in more management activities, daily, until other staff members gain trust in my ability to fulfil these roles. Attend all ward rounds to gain confidence in this area. Engage in future cycles of reflection. References Baillie, M. (1999) Preparing adult branch students for their management role as staff nurses: an action research project. Journal of Nursing Management 7 (4), 225–234. Bradshaw, A. (1998) Defining competency in nursing: an analytical review. Journal of Clinical Nursing 7 (2), 103–111. Cahill, H.A. (1996) A qualitative analysis of student nurses experiences of mentorship Journal of Advanced Nursing 24 (4), 791–799. Gerrish, K. (2000) Still fumbling along? A comparative study of the newly qualified nurses perception of the transition from student to qualified nurse Journal of Advanced Nursing 32 (2), 473–480. LÃ ¶fmark,A. Wikblad, K. (2001) Facilitating and obstructing factors for development of learning in clinical practice: a student perspective Journal of Advanced Nursing 34 (1), 43–50. Nursing and Midwifery Council. (2004). The NMC Code of Professional Conduct: Standards for Conduct, Performance and Ethics . London. Nursing and Midwifery Council.

Essay --

In the United States alone, there are approximately 18.8 million people, who are diagnosed with a form of diabetes. Diabetes is a metabolic disease in which the body’s inability to produce any or enough insulin causes elevated levels of glucose in the blood. There are three forms of diabetes; Type 1 (Juvenile), Type 2, and Gestational Diabetes. Diabetes is a serious health condition that can go long undiagnosed and lead to severe symptoms such as amputation of limbs and possible death if left untreated. On record for the year 2007, there were 71,382 deaths from which diabetes was the primary underlying cause of death, with an additional 160,022 deaths, where diabetes was a significant contributing factor ("American Diabetes Association," 2014). Factors that contribute to having diabetes depend on which form you have, can result from lifestyle choices (diet) or genetics. Early detection and treatment can significantly reduce the complications of diabetes. The most common sympto ms include frequent urination, extreme thirst, extreme hunger, extreme fatigue, blurred vision, slow healing of cuts/bruises, weight loss (specifically Type 1), and tingling/pain/numbness in hands/feet. When someone has extremely high blood glucose the body does on have enough insulin or it is not using it properly and this called hyperglycemia. If this is untreated this will cause a condition called ketoacidosis (a diabetic coma). If someone has extremely low blood glucose levels this is called hypoglycemia. â€Å"Hypoglycemia can happen suddenly. It is usually mild and can be treated quickly and easily by eating or drinking a small amount of glucose-rich food. If left untreated, hypoglycemia can get worse and cause confusion, clumsiness, or fainting. Severe hypo... ...uropathy (nerve damage), kidney disease, high blood pressure, foot complications and many more complications. Organizations such as the American Diabetes Association have been providing critical funding for diabetes research since its inception in 1994 which goes towards Association-funded research projects for diabetes to better understand this condition and attempt to find a cure. I chose this topic for my research paper because I had an interest in diabetes because I was recently diagnosed with type 1 diabetes approximately one year ago. I am required to inject insulin every day and before every meal. This is most definitely a big change in my life considering I had an excellent diet and I exercise on a regular basis. I have suffered from some of the more severe symptoms of diabetes such as severe neuropathy in my hands, feet and legs as well as vision problems.

Lee Harvey Oswald :: essays research papers

Outline Thesis Statement: Because of extensive evidence, I believe that Lee Harvey Oswald did not act alone on the day of November 22, 1963 in the assassination of President John Fitzgerald Kennedy. The additional gunman was strategically placed in the grassy knoll area, in order to shoot at Kennedy from a frontal view (Rubinstein 4). A. Opening Paragraph   Ã‚  Ã‚  Ã‚  Ã‚  Since November 23, 1963, the day after President John Fitzgerald Kennedy was assassinated, there have been speculations as to the happenings of November 22, 1963. Along with the Warren Commission, there are hundreds of conspiracies and theories attempting to explain the assassination of Kennedy. Many people agree with the Warren Commission in that Lee Harvey Oswald acted as the lone gunman, while others maintain that another gunman was involved. Because of extensive evidence, I believe that Oswald did not act alone on November 22, 1963 in the assassination of Kennedy. The additional gunman was strategically placed in the grassy knoll area, in order to shoot at Kennedy from a frontal view (Rubinstein 4).   Ã‚  Ã‚  Ã‚  Ã‚   B. Warren Commission (Refutation) 1. The Warren Commission was a team of people chosen to examine the assassination of John F. Kennedy (Rubinstein 2).   Ã‚  Ã‚  Ã‚  Ã‚  a. Give a brief summary of the Warren Commission’s account. 2. Many people agree with the Warren Commission in that Lee Harvey Oswald is the lone gunman.  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a. Give evidence as to why they agree.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  b. Tell why this evidence is wrong. C. The Grassy Knoll (Reason) 1. The grassy knoll was an area on the left side of Elm Street, where President Kennedy was shot (Hurt insert page).   Ã‚  Ã‚  Ã‚  Ã‚  a. Give more general information on the grassy knoll area. 2. The grassy knoll, when the shooting began, was positioned in front of Kennedy’s limousine (Rubinstein 4).   Ã‚  Ã‚  Ã‚  Ã‚  a. Describe the â€Å"head snap† of John F. Kennedy. D. More Than One Gunman (Reason) 1. Often, it is concluded that a lone gunman couldn’t have made the shots in the short seconds of the shooting (Rubinstein 4). a. It appears that President Kennedy and Governor Connally were injured by two different shots (Hurt 63).   Ã‚  Ã‚  Ã‚  Ã‚   b. Describe the abilities of Oswald’s gun (Hurt 63). E. Witnesses on the Grassy Knoll (Reason) 1. Several eyewitnesses to President Kennedy’s assassination, which were present in the grassy knoll area, testify to the fact that a shot was made from the grassy knoll area. a. Gordon Arnold was standing in the grassy knoll area when he was asked to move over a little. Just as he stepped away he felt a bullet nearly hit his left ear (Hurt 111).

Free Essay - The Theme of Courage in Nathaniel Hawthornes The Scarlet Letter :: Scarlet Letter essays

The Theme of Courage in The Scarlet Letter In the novel The Scarlet Letter, written by Nathaniel Hawthorne, new ideas and themes are portrayed, giving a whole new meaning to the story. The trials and tribulations that each character faces, and overcome made the reading more enticing. However, the theme that stood out was one of courage; one must have the courage to be one's self. This theme touched each character in a different way, leaving each with a new perspective of life. Throughout the novel, different aspects of chivalry were shown. These aspects were displayed through Hester Prynne and Rev. Dimmesdale, one having courage from the beginning to the end, the other only finding courage at the end. The boldness Hester possessed was one that a person only dreams of. It was in her nature to be courageous. ."..with the embroidered letter glimmering..." (141). Hester knew that her action was wrong, yet she felt the need to be herself. She figured that if she was to be punished by a permanent letter it was necessary to make it beautiful (like herself). Hester dealing with guilt and embarrassment had enough and ."..undid the clasp that fastened the scarlet letter..." (185). Knowing that Dimmesdale was going to confess pushed Hester to be herself again. This led her to find her fortitude once again and become herself. Dimmesdale, however late it occurred, did in fact find courage. Hawthorne kept Dimmesdale "confused." Dimmesdale struggled to find an answer, tossing confession and secrecy back and forth. Dimmesdale ."..longed to speak out..." (132), and confess. Chillingworth knew that Dimmesdale did not have the valor to speak out. Taking this into consideration Dimmesdale pondered the situation and came upon a solution. "And there stood the minister, with his hand over his heart;" (141). This showed true courage, which was not expected of Dimmesdale. Ascending the scaffold and embracing his own punishment, Dimmesdale became himself taking consequences for his actions. Dimmesdale struggled to make peace with Pearl. He knew that all she wanted was attention, which could only be cured by confession. In doing so he took it upon himself to attempt forgiveness. ."..to admit him into the child's kindlier regards-bent forward, and impressed one on her brow.

Succeeding at a Job Interview

BERNETTA J HUNTER Comp II 8 March 2013 Succeeding at a Job Interview If you plan on being employed at a company you like, you will need to succeed at the job interview. First you must do some research on the company. Next you must avoid, if at all possible, the personnel office. Then upon being interviewed, observe all interview rules and be prepared to prove your claims. A well prepared individual walking into an interview is more likely to land the job. When you perform research on a company you have an interview with, it signals interest to the employer.For example, one might be able to state the sales quota from the previous month. Then you are prepared to state how you can be an asset to the company. If you pursue your job hunt in a detailed, professional manner, the employer could possibly view you performing the job in the same manner. Setting up a career research interview could get your foot in the door and possibly the job. The personnel office is like a road block. Try to avoid it because its job is to screen out the interviewee. You want to go in and ask if you can be interviewed by the person who has the power to interview.Make no mistake: the personnel office still has the power to say no and tell you to expect a phone call to be interviewed at a later date. If you cannot get past the personnel office for a twenty minute face-to-face interview with the interviewer, keep your research ongoing. Now let’s say you got the job interview, you must observe the interview rules. First you must be converse where you get fifty percent of the interview as well as the interviewer. Next you must not let your answers be shorter than twenty seconds, or longer than two minutes. Then you must try to prove how you can be an asset to the company, and be able to prove it.The first impression with the interviewer should be professionally set in stone. Succeeding at an interview is what will land you the job. Taking the time to perform a detailed research shows y our desirable interest. Asking to be interviewed by the person in charge can help you cross that barrier of being screened out by the personnel office. Then once you are actually being interviewed, make sure you know the interview rules and follow them. Being prepared at an interview and doing what most people fail to do will put you up higher on the hiring list.