Storm Born Chapter Twenty-Seven

Traveling in spirit is a lot different than traveling in the body. The body gives you more strength – and more risk – but the spirit can see things beyond normal physical senses. As I rose up and up from the Otherworld, I saw it in all its beauty and power. People and objects were ringed in light, some brighter than others – like Dorian, who shone like a small sun. All around him and the others, the Alder Land glittered with its own aura, an aura that called out to me in a funny way. Leaving it felt strange, like part of me was being abandoned back there. As for me, my soul grew wings as I crossed into the Underworld. I was dark, nearly black, and wore a graceful, avian shape. I was the Dark Swan, my totem, the shape my spirit naturally traversed the worlds in. I hadn't had to use this shape in some time. I'd first developed the ability to move my spirit into the Otherworld wearing a shape nearly identical to my physical presence; I'd later learned to go over entirely in my own body. But this was not the Otherworld, and I needed the protection of my swan shape. The land of death did not like to give back its souls, and the closer I got, the more risk I faced. I could only pray Kiyo hadn't fully entered it yet. Feeling him was easy. My physical body was still close to his, and he and I had enough of a mental and spiritual bond that I could track him. But, as it turned out, he was far ahead of me. Too far. He had crossed the black gate. If I wanted to follow, I would have to enter the land of death in earnest. My return was doubtful. And yet†¦I couldn't just let him go. Not yet. Not when he'd died because of me. Not when he'd still followed, despite my rejection of him. Not after what we'd shared together. Onward I flew, my wings sweeping over currents of power. I saw no gate per se, but I felt when I crossed it. The connection to my physical body trembled, and I knew I had just endangered it. Too much time here, and it would sever altogether. With that knowledge came another sensation as I crossed over, one so sharp and sudden that I might as well have been slapped in the face. It felt like a belly flop into a freezing pool – remarkable considering the soul did not feel physical sensations. Well, at least that was what I'd been taught. I'd never known any shaman who crossed over and survived to tell about it. Once I actually entered the world, I was suddenly awash in tactile feelings. Warmth swirled around, mixed with those streaks of icy cold. For just an instant, I saw a world so beautiful, it made me ache inside. Color and light and wonder. Glimpsing it, I felt my connection to something much greater than myself, something I had never understood in the worlds of the living. I was drowning in it, in that burning bliss that made the euphoria of magic seem trivial. And just for a second, I nearly grasped all the meaning to life and death. Then, in a blink, it was all gone, and I was plunged into darkness. I silently cried out, longing for the return of that beauty. Where had it gone? Why wouldn't it come back? A voice answered me, vaguely female. It spoke in my mind, reverberating through me and my being. This world becomes what you bring to it. What do you bring? The blackness shifted and became solid. I saw no light source, yet I could just barely make out the area in front of me. Ground appeared, cold and dead. Black rocks jutted out at odd angles, sharp and ugly. A chill wrapped me up. My field of vision was limited in that weird illumination. Everything beyond it was unfathomable darkness. In front of me, I made out a deeper blackness, surrounded by a faint gray outline. A doorway or a tunnel. Was this what I was? Had I shaped my surroundings into cold darkness? The voice spoke again: This world is what you make it. Inside the tunnel, I could feel Kiyo. With no more thought, I took flight again, moving forward. The darkness swallowed me once more. Then I emerged into an empty clearing. It looked like I was in a cave, surrounded by that same cold stone. An indeterminable source illuminated the room with stark light. There was no way out. I felt Kiyo ahead still but saw no way to get to him. Behind me, the path I'd come from was gone. And then I wasn't alone anymore. Shapes materialized around me. I recognized almost every one of them. The keres. The fachan. Finn. Some of the yeshin. An assortment of spirits. Countless other monsters. Countless gentry. Every being I had ever banished to this world. They filled almost every inch of space in the enclosure, crowding around me. Their faces were horrible. Twisted reflections of what I used to know. They opened their mouths, screaming their terror and pain, reliving when I had killed or banished them. The group closed in, hands reaching out. They clawed at me, trying to gouge me and scrape away my skin. Skin? The feathers were gone. I stood in my human form, quite ordinary-looking in casual clothes. The hands and faces closed in tighter, and I screamed as the mob tore me apart. Agony shot through every part of me, a terrible and consuming pain. I sank to the floor, trying to ward them off. What will you give us? they seemed to ask as one. What will you give us to let you pass? â€Å"What do you want?† You sent us here without thought. You ripped our essence out of one world and into another. Do you know what that is like? To have your essence torn asunder? â€Å"Show me,† I whispered. They did. It started inside of me. Like a small spark, noticeable only by a faint twinge. Like getting shocked with static electricity. Then it grew, spreading out like a mass of wriggling worms, eating me from the inside out. Only it was more than physical. It was like†¦a spiritual cancer. I could feel everything about me disintegrating. First, all the superficial things. My love of pajamas and Def Leppard. This was followed by the removal of things that identified me, that made me unique: my physical abilities, my shamanic powers, even my newfound magic. Next, my emotional connections were stripped away, making me forget everyone I knew or loved. My parents, Kiyo, Dorian, Tim, Lara†¦they all vanished, their memories blown to the wind. Finally, my base essence disappeared. Me as a physical and mental being. Eugenie Gwen Markham. A woman. Half human, half shining one. It was all gone, and I was nothing. I wanted to scream but had no means of doing so. And then, I was back. I sat huddled in a ball, alone in the cavern. Unfolding myself, I saw that I was whole. My self-knowledge had returned. Still shaking, I looked up and saw that a doorway had appeared. It was a way out, a way toward Kiyo. I walked into the next tunnel, again entering the darkness. When I emerged, I found myself in a cavern exactly like the other. Only this time, I wasn't alone. A man stood on the far side, his back to me as he studied the wall. Sensing my presence, he turned around. He had reddish hair, streaked with silver and just barely touching his shoulders. The features of his face were striking, a square jaw and sharp angles. Handsome in a harsh sort of way. He wore clothes like the gentry, most of him covered by a sweeping cloak as rich as anything Dorian might own. Rich purple velvet. Jewels worked into the edges. A crown sat on his head, made of a gleaming metal too bright to be silver. Platinum, I thought. It was a masterpiece of metalworking, all scalloping and flowing edges, like a circle of entwined clouds. The edges of it met in a small point at the top of his forehead, like a faux widow's peak. Diamonds and amethysts set among the lacy curves glittered in the weird lighting. But it was his eyes that really seized me. They would not hold one color. They shifted, like clouds on a windy day. Azure blue. Silvery gray. Rich violet. â€Å"Hello, Father,† I said. The eyes held at a steady, deep blue as he looked me over. â€Å"You are not what I expected.† â€Å"Sorry.† â€Å"No matter. You will do. In the end, you're only a vessel anyway. Your magic will grow, and those around you will eventually see that what needs to be done is accomplished, once your child is born.† I shook my head. â€Å"I'm not going to have your heir.† â€Å"Then you will not pass. You will die here.† I didn't say anything. Anger hardened his already fierce features, and whatever attractiveness I'd noted before vanished. I remembered my mother's reaction, her pure and unwavering hatred for him. His eyes flickered again, turning from blue to a gray so dark it almost looked black. â€Å"You are a stupid, foolish girl who has no idea what you're doing. The fate of the worlds hinges upon you, and you are too ignorant and too weak to do anything about it. No matter. You are not the only one who can carry on the dream.† â€Å"What, you mean Jasmine?† He nodded. â€Å"She lacks your power and war instincts, but again, she is only a vessel. More important, she is willing. Aeson made sure of that. He visited her years before finally taking her. She knows her duty. She will see it through.† A cold, heavy lump settled in my stomach. I had gone out of my way to avoid pregnancy, but Jasmine would not. She would be seeking it, purposely trying to have Storm King's heir. All my smug contraceptive practices would mean nothing. Storm King read my thoughts. â€Å"Maybe if you were the one, you could control the situation. Maybe it wouldn't be as bad if you were the heir's mother. If your sister is the one, there will be no reprieve.† â€Å"Don't fuck with me just to get your way. It won't work.† The eyes darkened further. â€Å"Whatever you want, then. It makes no difference if you die here and stay with me.† I stared at the far, blank wall, willing the stone to open. Beyond it I could feel Kiyo slipping away from me. My heart – if I had one in this form – beat more rapidly. I closed my eyes. â€Å"What do you want me to do?† Hands reached around from behind me, closing around my waist. â€Å"Submit just once,† Aeson said in my ear. â€Å"Submit just once to me, and you can pass on.† His hands pulled me against him, and I tried to squelch my rising nausea. Some reasonable part of me said it didn't matter. None of this mattered. I wasn't here in body. I couldn't get pregnant. This wasn't actually happening. Yet†¦it seemed so real. And for all intents and purposes, it was. His hands upon me. His breath against my neck. It felt exactly as it would in physical form, as I knew it was intended to. I opened my eyes and saw my father watching me. Beyond him, Kiyo moved farther away. â€Å"All right,† I said, barely recognizing my own voice. Aeson turned me around and kissed me, harsh and bruising, uncaring that my lips stayed inert and did not kiss him back. He pulled me down, putting my back against the sharp planes of the stone. The last thing I saw before all went to blackness was Storm King looking down at me, face cold and uncaring. I closed my eyes, trying to ignore the mental and physical hurt. When I let myself see again, I sat on the ground, palms down against the hard surface. Just like before, I felt no more pain, and I could tell my clothes were whole once more. Another illusion†¦one my body had no memory of but which would stay etched in my mind for some time, I suspected. Standing up, I moved forward, on toward Kiyo. Someone else was waiting for me in the next chamber, a man I'd never seen before. He was slim and small, dressed in scarlet velvet bordering on outlandish. He held a small cloth-wrapped bundle in his hands and paced around nervously. When he caught sight of me, his face brightened with relief. â€Å"There you are, your majesty!† he exclaimed. â€Å"I've been waiting.† â€Å"Waiting for what?† He proffered the bundle before me. â€Å"To give you your crown. You have to put it on.† I eyed the bundle nervously and then looked at the smooth, blank wall between Kiyo and me. â€Å"Is that what I need to do to get through? Put on the crown?† He nodded, shifting from foot to foot. â€Å"Hurry. We're running out of time.† I knew what the crown was for. I knew what Dorian had done outside of Aeson's fortress. Somehow, some way, I had gained the Alder Land. I had become its queen. I sure as hell didn't want it, though. If I made it away from here alive, I'd definitely rectify the problem. But if wearing the crown here was what it took to pacify this next sadistic torment, then I would do it. It was a whole lot easier than everything else I'd been through. â€Å"Fine. Give it to me.† He handed me the bundle. I unwrapped and nearly dropped it when I saw what lay inside. Aeson had worn a gold circlet. Dorian's crown, which he rarely wore, was similarly simple. It resembled a ring of leaves, beaten out in different metals: silver, gold, and copper. Presumably Maiwenn and the rest of the Otherworldly monarchs wore similar items. But this†¦this was not a simple circlet. It was heavy and platinum, an intricate swirl of metal set with diamonds and amethysts. Storm King's crown. Only it was smaller. A bit more delicate. Designed for a woman. â€Å"What is this?† I exclaimed. The man gave me a puzzled look. â€Å"Your crown.† â€Å"This isn't the Alder Land's crown. This is my father's crown.† â€Å"What else would you wear, your majesty?† I tried handing it back to him, but he stepped away from it. â€Å"I don't want it. I won't wear it.† â€Å"You have to. It's the only way.† He looked at me pleadingly, almost like he wanted me to move on to the next stage of this game as much as I did. I didn't need his entreaty. I wanted to move on too. Badly. Badly enough to finally lift the crown up with shaking fingers and rest it on my head. Instantly, I no longer stood in the chamber. I was on a high, cragged peak, overlooking vast sweeping plains. The sky was dark and heavy with clouds, and lightning danced among them. Below, on the plains, armies stretched as far as the eye could see. Armies of gentry and spirits and the myriad creatures living in the Otherworld. The crown felt heavy on my head yet did a poor job of holding down my hair as the wind whipped it around. A gown of indigo velvet embraced my body, and a black and silver fur cloak draped my shoulders. In my left hand, I held my wand, and in the crook of my other arm, I held a baby. It was wrapped up in white blankets, its eyes closed. A fine haze of hair, its color indistinct, swept over its head. I had no idea who its father was – I didn't even know if it was a boy or girl – but some instinctual part of me knew it was mine. Tentatively, I reached out with my fingers and touched that fine hair. It felt like down, like the softest, finest silk imaginable. The baby stirred slightly at the touch, snuggling against me, and something inside of me stirred as well. I jumped as a hand encircled my waist, and a warm body moved next to mine. Dorian. A sword hung at his side, and a new crown sat on his head, more elaborate than his former circle of leaves. It was made of thick gold, heavy with jewels and dazzling to behold. But it wasn't as big as mine. â€Å"They're waiting for your order,† he said. I followed his gaze out to the fields of people and saw that they were all on their knees before me, heads touching the earth. Above them, thunder rumbled as the storm swirled restlessly. â€Å"I don't know what to do,† I told him. â€Å"What you have to do.† As though moving of its own accord, the hand holding my wand rose into the air. The armies rose with it, like I was a puppeteer pulling marionettes to life. A great roar sounded among them, swords banging on shields and magic flaring in salute. One downward motion, and I knew they would march. One motion from me, and I would unleash hell itself. The roar intensified. Dorian's body shifted closer. The baby stirred again. My hand felt heavy and started to fall†¦. I stood alone in the stone chamber. No man. No crown. The doorway had appeared, and I lunged for it. The darkness engulfed me, and I swear the tunnel had grown more narrow than before. Still I moved onward. I could feel Kiyo growing closer and closer. I ran, needing to find him, needing to reach out to him, needing to – And there he was. He lay on a small dais in this new chamber, wearing his human shape. He was on his back, whole and perfect, his hands clasped on his chest like a sleeping fairytale princess. I moved toward him, and a woman moved in front of me. I didn't know how I hadn't seen her before. She had just appeared. I looked at her and squinted, trying to focus, but had trouble. Her appearance kept shifting. One instant she was golden and lovely, honey-blond hair pouring to her ankles. The next she was pale as death, black hair sweeping behind her like a funeral shroud, yet still beautiful in a frightening sort of way. Persephone herself blocked my path, and I knew there was no way I could go through her. â€Å"Let me have him. Please. I've passed all the tests, just like you wanted.† What I wanted? It was the same voice I'd heard before, only now amusement tinged its edges. None of that mattered to me. They were not my tests. This world is what you bring to it. Most of the dead bring guilt or regret. You brought your fears. I peered beyond her to Kiyo, my soul screaming out to his. â€Å"What do you want? What do I need to do to take him?† What makes you think I'll give him to you? He's mine. I received him fairly. The dead do not leave my realm. I racked my brain, turning over every story or myth I'd ever heard. â€Å"What about Orpheus? You let him take Eurydice.† But in the end, she did not leave. He was not strong enough. She stayed. â€Å"You don't need him, especially since I've sent you so many other souls.† Was it truly for me? Or your own ends? â€Å"Does it matter?† Perhaps not. But now I have two more, and I do not have to give them up. â€Å"Then do it as a favor,† I begged. A favor? Her amusement grew. Why would I do that? â€Å"Because I've served you faithfully. And because we're the same. I'm trapped in two worlds too, and I don't think I can get out of that. I'm torn in two forever now.† I touched the butterfly tattoo on my arm, half black and half white. Just like Persephone, who spent half her existence as a goddess of springtime and half as a ruler of death. Just like me, half human and half gentry. Half lover, half killer. In Swan Lake, Odile is the dark swan and Odette is the light swan, yet both are played by the same dancer. She only stared, and I desperately tried to think of something. â€Å"You said this world is what we bring. I brought love too. Doesn't that count for anything?† She considered. That depends. Will you give up your love? Sacrifice it to me? Promise you will stay away from him forever, that you will forsake your love. I stared at Kiyo's inert form, thinking how it would be to never see him again. Something inside of me died at that thought, but I didn't hesitate. â€Å"All right. I agree.† Persephone stared at me a moment, then Kiyo vanished. It is done. â€Å"You sent his soul back? He'll live?† If his body is healed soon, then yes, he'll live. She continued staring at me, and I realized I'd made no such guarantees for my own return. In fact, I could no longer feel that glittering connection to my own body. You are trapped here, she affirmed. â€Å"I know. It's okay. It's worth it.† And I meant it. Kiyo's life meant more than my own. Her blue-to-black-to-blue eyes held me. Then, as improbable as it seemed, she sighed. Go back. Go back to your dual existence. I will see you again someday, and then you will stay. Her fingers touched my forehead, and a searing pain ran through me. My form disappeared in a flurry of feathers and black wings, and I felt myself being pulled out of this world. Just before I left completely, she spoke again. Her voice was tired and maybe just a little sad. Keep your love. I have no use for it anymore. An instant later, I woke up in my physical body, gasping and choking for air as I returned to life.

Fate and Predestination in Moby Dick Essay

Fate and predestination are two entirely different themes found in Herman Melville’s Moby Dick. Fate and predestination are not one and the same. Although most people might unknowingly use the terms interchangeably, there is a very real and distinct difference. Fate is determined by man, and is the end result of a free will action. In Moby Dick, Ahab’s free will and belief that he is driven by destiny determines his own fate, the fate of his crew, and results in the inevitable destruction of the Pequod. Melville often uses symbolism to indicate the existence of fate. The Pequod itself is a symbol of the ill-fated journey to conquer the great white whale. On the other hand, predestination is a theological doctrine in which God predetermines the outcome of all events. One assumption of predestination is that God will save some souls while condemning others to eternal damnation. If that distinction is made and held to be true, then fate leaves open the possibility that free will by man exists, while predestination eliminates it all together. And, freewill is important in setting the many complex themes in Moby Dick. Moby Dick is narrated by a sailor known only as Ishmael. The story opens: â€Å"Call me Ishmael. Some years ago—never mind how long precisely—having little or no money in my purse, and nothing particular to interest me on shore, I thought I would sail about a little and see the watery part of the world. It is a way I have of driving off the spleen, and regulating the circulation. Whenever I find myself growing grim about the mouth; whenever it is a damp, drizzly November in my soul; whenever I find myself involuntarily pausing before coffin warehouses, and bringing up the rear or every funeral I meet; and especially whenever my hypos get such an upper hand of me, that it requires a strong moral principle to prevent me from deliberately stepping into the street, and methodically knocking people’s hats off—then, I account it high time to get to sea as soon as I can. This is my substitute for pistol and ball. With a philosophical flourish Cato throws himself upon his sword; I quietly take to the ship. This long passage tells the reader all that is needed about Ishmael. First, he’s educated and intelligent. Perhaps he is a teacher. He talks about whaling ships being his â€Å"Yale College and Harvard . † So, Ishmael is qualified to act as narrator for the tale. He is also philosophical. Throughout the story Ishmael reflects on life aboard the Pequod. He also delves into all sorts of academic subjects as well as theology, free will, morality, destiny and fate. However, Ishmael isn’t going to sea to find himself. In fact, he believes all men on whaling ships are lost. Whaling is an inherently dangerous occupation, so taking a berth aboard a whaling ship is Ishmael’s attempt to commit suicide. Ironically, he survives. Ahab and Ishmael are opposites of each other. Ahab dies and Ishmael lives. Essentially, Ishmael is needed to narrate the story because he is the opposite of Ahab who is driven by what he believes to be predestination. Ishmael is trying to create his own fate by killing himself. But, he is still more philosophically grounded than Ahab. For example, in Chapter 96 Ishmael has an image about daydreaming and suicide: â€Å"There is a wisdom that is woe; but there is a woe that is madness. And there is a Catskill eagle in some souls that can alike dive down into the blackest gorges, and soar out of them again and become invisible in the sunny spaces. And even if he for ever flies within the gorge, that gorge is in the mountains; so that even in his lowest swoop the mountain eagle is still higher than other birds upon the plain, even though they soar. † He can see both the literal as well as the metaphorical meaning in this image. Ahab can’t make the distinction. Ishmael has been to sea before and isn’t driven by fate, but he does know whaling is a dangerous business in which injury and death can occur. So, through an act of free will he is tempting his own fate. However, Ishmael in the course of his narrative does make many references to fate. As described, the whaling vessel Pequod is a symbol of doom. Gloomy, black and adorned with whale teeth and bones, the Pequod is a floating coffin named after a Native American tribe that didn’t survive long after the Europeans arrived in North America. It should be noted that there are times in the story when Ishmael disappears for long stretches and replace by soliloquies often delivered by Captain Ahab. Ahab is the one-legged captain of the Peqoud. From the time his leg is bitten off by a whale during a previous journey, he has pursued the huge white whale. Moby-Dick is Ahab’s nemesis which is misunderstood, mysterious, and difficult to interpret. But Ahab attempts to do just that; his efforts are futile and eventually fatal. In fact, Ahab interprets the whale as being the physical incarnation of evil living in the world and believes against common sense that he can defy the natural world and destroy the whale. â€Å"All that most maddens and torments; all that stirs up the lees of things; all truth with malice in it; all that cracks the sinews and cakes the brain; all the subtle demonisms of life and thought; all evil, to crazy Ahab, were visibly personified, and made practically assailable in Moby Dick. He piled upon the whale’s white hump the sum of all the general rage and hate felt by his whole race from Adam down; and then, as if his chest had been a mortar, he burst his hot heart’s shell upon it. † This quote, from Chapter 41 indicates that Ahab lacks the ability to understand the world around him. Ahab can’t see that the loss of his leg is a result of his dangerous occupation, but, only sees it as evil persecuting him. As a result, he believes it is his inescapable destiny to destroy the evil. And, this soliloquy from Chapter 37 show’s Ahab’s over confidence and belief that he is predestined to destroy the whale. â€Å"Come, Ahab’s compliments to ye; come and see if ye can swerve me. Swerve me? ye cannot swerve me, else ye swerve yourselves! man has ye there. Swerve me? The path to my fixed purpose is laid with iron rails, whereon my soul is grooved to run. Over unsounded gorges, through the rifled hearts of mountains, under torrents’ beds, unerringly I rush! Naught’s an obstacle, naught’s an angle to the iron way! †Ahab does several other things in this passage as well. First, he is attempting to inspire his crew to help him in his quest. Finally, and more importantly, Ahab he feels he has no control over his behavior. In the end, it is Ahab’s irrational behavior and free will, which he very much had control over, that resulted in his death, the destruction of the Peqoud, and demise of the crew. Therefore, predestination had nothing to with the destruction of the ship and crew. Even in his last moments Ahab believed it was predestination that destroyed him. â€Å"Towards thee I roll, thou all-destroying but unconquering whale; to the last I grapple with thee; from hell’s heart I stab at thee; for hate’s sake I spit my last breath at thee. Sink all coffins and all hearses to one common pool! and since neither can be mine, let me then tow to pieces, while still chasing thee, though tied to thee, thou damned whale! Thus, I give up the spear! † Ahab curses the whale and his fate as he is going under. Moby Dick disappears and everyone goes under except Ishmael. Moby Dick is a complex tale with too many themes and intricacies to delve into in just four pages. However, it would have been very difficult to narrate the story any differently than what Melville did. Ahab didn’t understand fate or predestination. Yes, he believed he was predestined to conquer evil, but that was only because his view of the world was so literal, he couldn’t see it any other way. If he did have a clearer view of life and the world, he would have seen that losing his leg was an occupational hazard and would never went have gone off on a monomaniacal quest in the first place. Right up until the moment he started to go under the water, Ahab couldn’t see how his own risks could lead to his death, and he didn’t believe he would ever lose his quest to kill the whale and eradicate evil. Ishmael knew the risks involved from the very beginning of the voyage. That was his motivation for going on the journey. So, man created the twist of fate that allowed Ishmael to survive and Ahab to perish.

Good People… Are Good Because They’re Come to Wisdom Through Failure

According to the critical lens by William Saroyan, â€Å"Good people†¦ are good because they’re come to wisdom through failure. † In other words that a person can learn from mistakes and become a better person. Two literary works that agree with this statement are The Lord of the Flies, by William Golding and One Flew Over the Cuckoo’s Nest by Ken Kesey. The novel by William Golding, The Lord of the Flies reveals with a person can learn from mistakes and become a better person. The setting took place on an uninhabited island. Ralph was characterized as the oldest of the boys, handsome, and confident. Piggy can be characterized as the logic on the island. Jack Merridew an aggressive boy who became the leader of the tribe after Ralph’s failure. Piggy trying to preach the rules to everyone and Roger rolls a boulder at him and kills him. Ralph witnessed Piggy’s death and ran away. From this point on Ralph discovered through Piggy’s death, that it was useless trying to reason with Jack’s tribe. Ralph ran and hides from them. As a result, Ralph learned through Piggy’s mistakes and stayed alive. William Saroyan implies that a person can learn from mistakes and become a better person. One Flew over the Cuckoo’s Nest by Ken Kesey reveals with the statement. We can learn from mistakes and become a better person. The story takes place in a mental institution in the Pacific Northwest. The narrator of the novel is chief Bromden, also known as chief Broom; a half staff assumes is deaf and dumb. Randall Patrick McMurphy is a new patient who came from a work farm. He suggested a party, but got cought by the Big Nurse. He received a lobotomy. Chief learned from McMurphy. At the end, he escaped the hospital and returning to society to battle the combine. In both novels The Lord of the Flies by William Golding, and One Flew over the Cuckoo’s Nest by Ken Kesey reveal the statement that we can learn from mistakes and become a better person. Both main characters learn from other mistakes and become a better person.

Assignment 3-2 Essay Example | Topics and Well Written Essays - 750 words

Assignment 3-2 - Essay Example This pattern emerges when we study the dominant traits of all the individuals in the group. Just as the personality profiles of individuals can be used to understand their interactions; the personality profiles of individuals and groups can also be studied to understand the extent of fit that the individual has with the group. Such analysis can often help us identify helpful and unhelpful patterns between levels in the hierarchy; co-workers, and thus help us repair the same to ensure efficient functioning of the group. In the present study, the group supervisor has a personality profile that can be coded as ESFP, and the group he supervises is coded has a dominant profile ESTJ. We find it important to study the interaction between these two profiles in order to try and understand the areas of strength and those of concern in the interactions of the supervisor and the group. The supervisor (personality profile ESFP) is a spontaneous, outgoing individual who loves attention and being a mongst people; interacting with them and helping them feel good about themselves. He makes a great team worker because of this. This person is also liable to be emotional in some situations, and moody in his interactions with others. He prefers using pre-existing structures to new ones; and is less likely to be analytical about the situation at hand. On the other hand, the group profile suggests that the group is organised and focused in its functioning and prefers to abide by rules and structures. It respects authority and is meticulous in its functioning. The discipline that the group seems to love keeps in on target in its goals, which also fuels its sense of purpose and confidence. The group does not take lightly to erratic and strange or out-of context behaviour. Its strong centrifugal style keeps the group connected and united in most cases. The relationship between these two groups is seen as one of Benefit; with the supervisor (personality profile ESFP) being the Benefactor of the group (personality profile ESTJ). A relationship of this kind gives the benefactor a more favourable place in the relationship; and thus, a higher place in the hierarchy. The relationship is mutually beneficial to the extent that the benefactor – here the supervisor – provides the presence and authority that the beneficiary needs and craves. This makes for a smooth work relationship in most cases, since the supervisor provides the authority and direction the team happily follows in the completion of the set goals. The supervisor in return gains respect from the team that provides a sense of authority and control the ESFP love. The team or group tend to identify with the supervisor and treats itself as an extension of this supervisor, such that the flow of command and direction is seamless and rarely challenged. There are potential areas of conflict also; since the supervisor does have some weak spots that the group tries to fill out. But being lower in the hiera rchy of power; they can only make suggestions that may or may not be conceded. This can lead to strife and angry interactions that taint the mood of the group; and could even affect it’s functioning. The supervisor’s personality does lead him to undervalue to inputs of the group; and may ignore suggestions from the team members. While they are focussed on maintaining the wellbeing and functionality of each team member; they do not feel the need to take all

Year 8 - Portfolio Task - FILM REVIEW Movie Example | Topics and Well Written Essays - 500 words

Year 8 - Portfolio Task - FILM - Movie Review Example ino, Fulgencio Capule, Diane Venora, Claire Danes, and Leonardo DiCaprio to feature leading characters like Romeo, Juliet, Ted Montague, Caroline Montague, Tybalt Capulet, Brian Dennehy and Christina Pickles. These were carefully selected actors who suit the characters they represent. Apart from possessing all the character traits of their respective characters, these actors perfectly fit the physical features of the characters as they were presented in the play. By perfectly playing their roles, the film becomes lively and a real depiction of a love story as it was intended by Shakespeare. The organization of the film was quite good. With everything going as planned, the director succeeded in delivering the theme of love which was the main focus of the film. Each of the scenes of the play was staged in the appropriate context in which it ought to have been. By constantly tracing the dialogue between characters like Romeo and Juliet, it becomes much easier to know the film’s main theme. The action of these protagonists is representational and can be relied upon to explain the theme of love. All these were comically presented so as to make the film appealing and entertaining to the audience. In terms of cinematography, I would like say that it was a product of quality production. As a love story, the film would not be interesting if it does not incorporate the elements of music, sound track and lighting. These are cinematographic techniques that could not be left out in the film. Their inclusion gave the film its real meaning and the picture it deserves. For instance, the use of sound tracks likes "To You I Bestow," "Pretty Piece of Flesh," "Little Star," and "Pretty Piece of Flesh" in different scenes of the film made it to manipulate the audience’s mood. Because of this, the film became a real love story. Their choice was a good one because they could help in depicting a happy and sad moment in the film. In conclusion, Romeo and Juliet is an educating,

See below Essay Example | Topics and Well Written Essays - 750 words - 2

See below - Essay Example practices can include joint undertakings in market sharing as well as price fixing.2 Article 81(2) that any such agreement be null and void.3 Article 81(3) however permits a defence by allowing for exemptions in circumstances where the undertaking is made for technological advancement and can provide consumers with a â€Å"fair share† of the market.4 Exemtions are also applicable if the undertaking and not unreasonably restrain trade.5 Upon an even narraow interpretation of Article 81(3) it is obvious that joint enterprises do not incur strict liability. In other words evidence of collusion will not be sufficient to substantiate a claim of anti-trade practices within the meaning of Article 81(3). Moreover, Article 85 of the Treaty of Rome makes provision for the European Commission to investigate suspected infringements of Article 81. This provison by implication not only erodes the strict application of Article 81 anti-competitive collusions, but also places the onus on the Commission to prove an Article 81 infringement. Article 85 provides as follows: â€Å"†¦the Commission shall ensure the application of the principles laid down in Articles 81 and 82. On application by a Member State or on its own initiative, and in cooperation with the competent authorities in the Member States, who shall give it their assistance, the Commission shall investigate cases of suspected infringement of these principles. If it finds that there has been an infringement, it shall propose appropriate measures to bring it to an end.†6 It is obvious that Article 85 places the jurisdiction of anti-trade conduct in violation of Article 81 with the European Commission. Moreover, the investiagtive provision implies that the Commission will have to collect sufficient evidence to satisify itself that an infringement took place that cannot be justified under the proviso contained in Article 81. The European court in NV Samenwerkende Elektriciteits-Produktiebedrijven v Commission of

Judges as Tribunals of Fact Essay Example | Topics and Well Written Essays - 2000 words

Judges as Tribunals of Fact - Essay Example Criminal Justice Act of 2003 sought to remove the right to trial by jury for cases involving jury tampering or complex fraud. The provision for trial without jury is to circumvent jury tampering and came into force in 2007. However, some people have argued that this is in contravention of Article 6 of the European Convention on Human Rights is a provision of the European Convention which protects the right to a fair trial. It is argued that trial by the jury protects public interest immunity hence it is in conformity with Article 6. Jury tampering is the crime of attempting to influence the composition decisions of a jury during the course of a trial. This crime can be committed by attempting to discredit potential jurors to ensure they will not be selected for duty. Once selected, jurors could be bribed or intimidated to act in a certain manner on duty. It could also involve meeting them against the law for the purpose of introducing prohibited outside information and then arguing for a mistrial. There had been several reported jury tampering cases in the past which necessitated this change in trend. The jury plays the role of fact finding and leaves the interpretation of the law to the judge and instructing the jury accordingly. The jury will render a verdict on the defendants guilt, or civil liability. Work of the juries is often justified as they are considered to leavening the law with community norms. Usually if the jurors find the law to be invalid or unfair, they may acquit the defendant, regardless of the evidence that the defendant violated the law.

The Impact of Political Institutions Essay Example | Topics and Well Written Essays - 500 words

The Impact of Political Institutions - Essay Example The Scottish Parliament is composed of 129 members of Parliament (MPs), directly elected by Scottish voters, who make laws regarding domestic issues such as crime and justice, education, health, agriculture, environment, transport, economic development and local government (Calman Commission, 2009, p.4). The Parliament at Westminster, with 59 Scottish MPs, makes laws regarding security, foreign affairs and social security (Calman Commission, 2009, p.4). The Scottish Executive is then in charge of enforcing these laws. Whereas the Scottish Parliament benefits financially from the central government’s money, it has no real power over its taxes. Scotland receives 60% of its spending from the British tax income (Calman Commission, 2009, p.4). However, with regard to economic independence, Scotland is allowed to vary the basic income tax by up to 3 pence in the pound taxed (Calman Commission, 2009, p.4). Thus, though politically independent, Scottish Treasury has no economic independence from the rest of the UK. This dependence is historical. Scotland has always had economic ties to the rest of the country, but has constitutionally been independent (Calman Commission, 2009, p.5 - 6). Due to the 1707 Act of Union, Scotland was allowed to retain its own judicial and educational system. However, economy and legislature, as well as the executive branches became subject to the Parliament at Westminster (Raco, 2003, p.80). The devolution of power is only a symmetrical copy of the historical structure of the UK before 1707. The US has a federalist system, unlike the UK. The UK is still an overwhelmingly unitary nation - state, where the central government controls everything (Vile, 2007, p.3). The US has a federalist system with separation of power between the judiciary, legislative and executive branches (Vile, 2007, p.3). Unlike the British system of central government, the US

Ch (9) Education Assignment Example | Topics and Well Written Essays - 250 words

Ch (9) Education - Assignment Example De Facto segregation is constitutional and comes as a result of some residential housing patterns being segregated from others. There is no de facto segregation of residences in San Antonio (Lesson 9). Title VI means that the law does not allow the use of national origin, race or color as a basis of discrimination or denial of benefits when it comes to federal programs. Title VII is a law created to eliminate discrimination of people at work based on their racial differences among others. It is a principle requirement or the 14th amendment in a constitution stating that if a citizen is not granted the life, liberty or property interests by the federal government, he or she has to get a notice and the chance to be heard (Lesson 9). The principle is more formal when it comes to the dismissal of teachers than in cases where the students get suspended. Exempt employees do not have FLSA protection, hence not entitled to get overtime payments (Walsh, Kemerer & Maniotis, 2010). Non-exempt employees have to get the minimum wage and payment for overtime if working 40 hours in a

Factores affecting drivers behaviour at major and minor junctios ( Essay

Factores affecting drivers behaviour at major and minor junctios ( literature review , collection and analysis of datas ) - Essay Example Crossroads are then discussed within the same design and control framework, with indications of the methods used for controlling traffic though the major/minor priority areas. The next topic to be considered is the matter of multilevel road junctions – intersections: over- and underpasses – and the influence of the additional factors such as road works, the road surface, the weather and darkness. There are many government surveys which address a wide variety of geometric and other factors which can affect the speed and ease of passage through the junctions, all of which will affect the vehicle capacity. Junction design in two specific cases, in the UK – T- junctions and crossroads are considered and, where appropriate, the reasons for the design choice are discussed as well as the effect on traffic throughput and capacity. The third component of the narrative to be considered in this exercise is the driver and his/her response to the different stimuli which may contribute to his/her ability to drive safely. There are essentially three main categories (1) those which are permanent or semi-permanent; such as state of health, tiredness, influence of drugs or alcohol, age and gender (2) distractions, generally intermittent, which arise from activities within the car caused either by the driver or passengers (3) distractions which are external to the car; such as weather, other drivers and signs – whether relative to the road and junctions or advertisements. Drugs have the capacity to impair the driver’s judgement and give rise to a false degree of self-confidence. Alcohol also impairs the driver’s ability to make coherent and capable decisions, affects reaction speeds, and results in overconfidence. Distractions – both in-car and external - can cause severe lack of concentratio n. External distractions – which are quoted by insurance companies as contributing to a majority of accidents – are a frequent cause of driver lack

Developing a conceptual framework is an impossible possibility Essay - 1

Developing a conceptual framework is an impossible possibility - Essay Example There have been increasing efforts towards formation of standardized approaches in accounting, in what may be explained to be an accounting conceptual framework. The standardized approach in accounting aims to offering a holistic and uniformed approach in which all accounting problems can be handled. Moreover, such standards help in ensuring ethics and morality in accounting discipline considering that fraud and dishonesty are the main vices affecting the economic discipline as people undertake such economic roles with selfish interests, eroding the integrity of such a profession. Knowledge regarding elements and aspects of accounting and the image created by such profession are thus of critical importance in accounting. Knowledge and Sources of Knowledge Epistemology is the discipline concerned with the theory of knowledge and the way people can attain knowledge. In most cases, sentences are only used to convey meaning, and the meaning itself does not reside in sentences. A proposit ion is the main element in a sentence as it refers to the meaning of a sentence, and it is the one that leads to knowledge. In accounting, knowledge can be gained from a diversity of sources. Knowledge may be attained through skills in doing something. An accountant who spends most of the time preparing financial statement will develop skills in the practice and this would lead to more detailed knowledge than other accountants in a separate department. This involves the act of â€Å"knowing how† to do something. Moreover, such knowledge may be genetically programmed in that some people are born with talents and have much higher proficiency in carrying out specific tasks. Knowledge may also be obtained through acquaintance with something or observing something until one grasps the basic concepts in doing it. For example, as person can observe the basic operation of balancing a balance sheet, or any other financial statement over time till they grasp the basic concepts of perfo rming such a task even without formal education on how to do it. Many people in on-job training learn through acquaintance till they develop such skills and are able to perform as required. Knowledge may also be obtained through understanding statements in an inductive reasoning approach. For example, one may gain knowledge by first appreciating the fact that a financial statement has to convey the truth about a company. Therefore, one has to develop a belief regarding the truth conveyed in such a financial statement, and then look for some good facts as evidence to prove the belief is true. However, it must be recalled that truth has to remain as truth despite one knowing it or not, and is not influenced with such inductive reasoning. Knowledge and truth are thus independent of one another and one requires deeper investigation to determine if such knowledge really leads to reality or truth. Accounting Theories Hendrickson (1970) defines a theory as a set of coherent hypothetical, p ragmatic and conceptual principles that guide in the field of inquiry (as cited in Deegan and Unerman, 2009). The use of the word coherence indicates that all the elements in a theory have to work together in presenting a certain knowledge, or result in accounting. However, Deegan and Unerman (2009) noted that theories

The Beginning of Agriculture Essay Example for Free

The Beginning of Agriculture Essay The beginning of Agriculture was found years ago. It involves plants and animals. It was developed 10,000 years ago. At that time, people began altering plant and animal communities for benefit through fire stick farming. Humans survived as foragers or hunter gatherers, gathering wild plants and hunting animals in their environment. Agriculture has significant developments since the time of the earliest cultivation. The Fertile Crescent of Western Asia, Egypt, and India were the earliest sowing and harvesting plants. Independent agriculture happened in northern and southern China, Africas Sahel, New Guinea parts of India and several regions of the Americas. Agricultural deals with irrigation, crop rotation,fertilizers, and pesticides. They were developed a long time ago, but were made with great strides in the past. Corn, grass, tress, wild life was the key to the beginning of agricultre for the early. The wild crops including wheat, barley, and peas are traced to the Near East region. Cereals were grown in Syria as long as 9,000 years ago. Though the transition from wild harvesting was gradual, the switch from a nomadic to a settled way of life is marked by the appearance of early Neolithic villages with homes equipped with grinding stones for processing grain. The origins of rice and millet farming date to the same Neolithic period in China. In Mexico, squash cultivation began around 10,000 years ago, but corn had to wait for natural genetic mutations to be selected for in its wild ancestor, teosinteCorn later reached North America, where cultivated sunflowers also started to bloom some 5,000 years ago. This is also when potato growing in the Andes region of South America began.

US criminal justice system: case study

US criminal justice system: case study Introduction The criminal justice system of the United Statesis made up of three key institutions that follow up a case from the arrest to punishment. These institutions include the law enforcement, the court system and the corrections system that work together to enable a sooth process from arrest to sentencing. A case normally begins with law enforcement agencies that investigate a crime and arrest an offender enhancing public safety and maintaining order. The case then continues with the court system that analyzes the evidence and decides on whether the accused is innocent or guilty. The corrections system then takes over the case by punishing and rehabilitating the offenders. The three components of the criminal justice system therefore play a critical role in the criminal justice process and without one component, the system would come to a halt(Sorensen, Snell and Rodriguez, 2006). This research paper discusses how the criminal justice works and the processes involved in solving the case st udy 1 that involves murder. This paper also discusses the weakest and the strongest linksin the criminal justice process. A brief description of the crime The murder occurred at 114 Front Street whereby police found two bodies of Lucy Lane laying dead at the 114 Front Street driveway and Rodney Hill on the dead in the rear of the house. The police discovered the two bodies in response to a 911 call by John Wolf of 115 Front Street. Ms. Lane had multiple stab wounds from the front and rear torso while Mr. Hill had multiple stab wounds to his chest and abdomen. According to Mr. Wolf, he had heard a commotion at the house across the street from the front yard. This was later followed by yelling and shouting for several minutes which were ended by a terrible scream. From his window, Mr. Wolf saw Mr. James Lane, a former resident drive away in a Ford Bronco. He called the police when he saw a body lying still on the driveway across the street. Police investigations confirmed that Ms. Lane did own the house at 114 Front Street and that she and Mr. Hill had been in an intimate relationship for months. Ms. Lane was recently divorced from Mr. Lane and on the day of the murder, Ms. Lane had obtained a restriction order against James Lane alleging prior physical and emotion abuse and threats against her and Rodney Hill. Mr. Lane denied killing his ex-wife and Mr. Hill following interrogations by the police and he could not explain his whereabouts during the incidences. A search warrant in Mr. Lane’s house discovered a six-inch lock-blade knife in a dresser drawer and clothing in the basement that appeared to be soaked in blood. Following scientific tests, the blood on the clothing were found to match the blood type and DNA of both Lucy Lane and Rodney Hill. The knife also gave the same results for the blood samples. This evidence led to the arrest of Mr. Lane for the murder of Lucy Lane and Rodney Hill. Processes in the adult American criminal justice system This murder case involves the state against James Lane for the murder of Lucy Lane and Rodney Hill. The correct due process of the criminal justice system in this case starts by the lawful arrest of Mr. James Lane as the police officers have reasons to believe that he committed the offence. The witness statement by Mr. Wolf, the relationship between the deceased and the suspect as well as the six-inch blade and the clothing with blood are the incriminating evidence against Mr. Lane. Once Mr. Lane has been arrested, the witness who is Mr. Wolf may identify him and make a statement with the law enforcers. the police officers will search Mr. Lane and the officers will have a warrant to seize any piece of evidence discovered in the search. theevidence to be collected will be the proceeds of the crime from Mr. Wolf’s statement, the six-inch blade and the clothing with blood stains. Other items that will be collected that connect the defendant with the murder will be the scientific tests that match the blood stains on the clothing and blade with that of the murder victims. Once the defendant is arrested, the police will take his fingerprints, prepare the arrest report, as well as other police forms like the complaint report(Wolfgang, 1990). Once the arrest has been made, the court system shall take over the murder case. The prosecutor decides to prosecute the case based on the amount and validity of the evidence. The prosecutor will be representing the state and the murder victims while the defense attorney will be representing Mr. Lane. The courts act as the guardian of the constitution and so accord the accused with rights under the US bill of rights. There are therefore several restrictions on the court’s ability to prosecute the murder case against Mr. Lane. Other restrictions will be the right to a jury trial, right against self-incrimination and a right to counsel. A court judge will then decide the terms of the bail for this murder case of which it is likely to be $ 2 million dollars based on the nature of the case. The defendant has chosen to plead not guilty and hence he will have a counsel and a jury trial for the case. The defendant has the right to choose an attorney who will represent him if he can afford one and if he cannot, the court will appoint the counsel. Mr. Wolf will be convicted of two accounts of second degree because Ms. Lane was recently divorced from Mr. Lane, Mr. Lane had been physically and emotionally abusing Ms. Lane and even issue threats against Ms. Lane and Mr. Hill, and that Ms. Lane had obtained a restriction against Mr. Lane. After the jury finds Mr. Hill guilty of second-degree murder, the sentencing is passed. Based on the mitigating factors, the offender’s history and the federal statute criminalizing second-degree murder, Mr. Lane will be sentenced to a minimum of 40 years institutionalized jail term. An alternative sentencing would be a life term with parole possibilities(Sorensen, Snell and Rodriguez, 2006). After the sentencing, James Lane will move to third part of the criminal justice process that is correctional agencies. The correctional agencies include the system of probation including prisons, parole or jails. From the courts, Mr. Lane will be sent to a reception center from where he will be transferred to a correction institution. The classification score will be processed at the reception center based on the length of the sentence, Mr. Lane’s occupation and stability. Mr. Lane will serve his sentence at a state prison, but the classification score might change over time based on the Mr. lane’s behavior and other case factors. In the corrections department, Mr. Lane will undergo educational and vocational programs that will earn him work time credits and if he is in best behavior, he will continue to participate in the programs. Once Mr. Lane completes his sentence, he will be released under the state supervision. The state parole will require Mr. Lane to follow pa role conditions like not contacting the victims’ family or the witness(Wolfgang, 1990). The weakest and strongest links in the criminal justice process All the three components of the criminal justice system play a critical role in the process. The correctional agencies are definitely the weakest link in the criminal justice system. The correctional system in the US is afflicted by overcrowding and failure to rehabilitate criminals. The prison population explosion in the American correctional facilities is mainly due to tougher criminal laws that have seen more people being sentenced to prison. Despite this growing population , the correctional facilities have failed to keep up with services and rehabilitation programs for the inmates. Research shows that it is difficult to fully rehabilitate offenders in the correctional facilities. This has been witnessed byincreasing number of offenses after institutionalization of an offender. The correctional system will therefore need to adopt rehabilitation techniques that work best to rehabilitate offenders. The strongest link in the criminal justice system is the law enforcement agencies. The principle roles of the law enforcement agencies are criminal investigations, patrols, emergency response and crime prevention. The law enforcement agencies enforce all laws set by the federal government in the United States. This component of the justice system is the strongest link as it introduces the offenders to the process ensuring that there is law and order in the society. The US has more than 17,000 law enforcement agencies that employ close to a million officers. These agencies include sheriff’s departments, police departments, state police, and 50 agencies that enforce federal law. The diversity of the law enforcement agencies makes it efficient for the law enforcers to ensure law and order. Other than ensuring security for citizens and using all means to prevent crimes, the law enforcement agencies have been able to investigate criminal activities as well as arrest the offenders. For the murder case of Lucy Lane and Rodney Hill, the law enforcement agencies responded to the emergency call by Mr. Wolf, and they efficiently carried out investigations, collected evidence and arrested the accused. The law enforcement agencies bring offenders to justice by introducing them to the criminal justice system(Sorensen, Snell and Rodriguez, 2006). Conclusion In conclusion, all three components of the criminal justice system are equally important for the process. A case has to follow the whole process form arrest to sentencing that involves the three components. America would not need the law enforcement agencies if there were no courts to punish the offenders or place them in correctional facilities. Likewise, the society would not need the court system if there are no correctional facilities from where offenders can serve jail term and punishment. In order to ensure a smooth criminal justice system, all the three agencies involved need to work together so as to ensure the common role of maintaining law and order(Wolfgang, 1990). Throughout the criminal justice process, there are constitutional protections that ensure the respect of the rights of the accused and offenders. These protections will enable the criminal justice system to arrest, punish and rehabilitate James Lane based on the fundamental rights. This research paper discusses the parts and processes of the criminal justice system together with the strongest and weakest links and how a murder case is solved. References Sorensen, J., Snell, C. and Rodriguez, J. (2006) An Assessment of Criminal Justice and Criminology Journal Prestige, Journal of Criminal Justice Education, 17:297-322. Wolfgang, M. (1990).Crime and Punishment in Renaissance Florence.Journal of Criminal Law and Criminology (Northwestern University) 81 (3): 567–84.

Stoma Care Reflection

Stoma Care Reflection This is a reflective account of teaching a patient stoma care, using Gibbs Reflective Cycle (1988). By conceptualising the reflective cycle as commencing with a description of an event and ending with the development of an action plan, this model facilitates experiential learning. The model is praised for its focus on learning from experience rather than attempting to change experience (Rolfe et al., 2001). It also increases commitment to learning via the development of an action plan. The following components of Gibbs model will form the structure of this reflective account: description; feelings; evaluation; analysis; conclusion; and action plan. Description The teaching took place on a male surgical ward that specialises in bowel surgery. The patient, Tom, whose real name will remain anonymous in respect of confidentiality (NMC Code, 2008; NHS Confidentiality Code of Practice, DH 2003), was admitted for surgery for colorectal cancer. Tom would be provided with a temporary transverse colostomy post-surgery, which would require the learning of new skills in order for him to manage his own care needs once discharged from hospital. Being patient-centred (Pelzang, 2010), I introduced myself to Tom and asked his permission to go through some information with him, explaining that the aim was to prepare him for managing his colostomy after surgery. The four steps to teaching colostomy care, as offered by Tolch (1997), were then implemented. These four steps comprised devising a teaching plan, assessing and documenting progress, encouraging participation, and anticipating problems. Using sample equipment, I talked Tom through the procedure, step by step, with pauses to confirm his understanding or answer any questions. At first, all necessary equipment was assembled, including a stoma bag, scissors, disposal sack, soap, warm tap water, dry disposable wipes, and stoma sizing template. I discussed the equipment with Tom before showing him how to empty the pouch whilst ensuring no spillage and maintaining hygiene. Pictures were used, where appropriate, to show Tom how the peristomal skin needs to be cleaned with moistened gauze and repeated several times until the skin and stoma are clean. Tom was informed not to be alarmed by small specks of blood on the gauze, explaining that this is normal and can occur each time the stoma is cleaned due to the small blood capillaries on the stomal surface being very delicate. Teaching Tom the basics of how to empty, clean, and change his colostomy was followed by the provision of some information on signs and symptoms of potential problems or complications, such as little or no stools, increased pain, and other signs of infection, etc. It was also necessary to teach Tom how to deal with problems that might arise after hospital discharge, such as a leakage. I also provided a contact list for colostomy supplies, along with details of the Colostomy Association, which provides telephone support and written information for patients. I encouraged Tom to maintain contact with the organisation and to access it as much as he needed. This would facilitate his transition from hospital to home, which can be a stressful time for patients with a newly formed stoma (Fulham, 2008). Finally, a post-surgery teaching plan was devised collaboratively to provide reassurance that Tom would still be receiving help with developing his self-management skills once the colostomy was fitted. Feelings Initially, I was apprehensive about handling such a personal and sensitive topic with a patient, especially since I was aware that adjusting to a stoma can be both physically and psychologically challenging to the patient. I did not want to do or say anything that would in any way hinder this adjustment. I was particularly anxious of ensuring that I demonstrated that a colostomy can be self-managed effectively, whilst at the same time not being seen as dismissing any of Toms own concerns or anxieties. I could sense that Tom was anxious, which reminded me that this was more difficult for him and thus I needed to be calm and confident in order to facilitate the learning process and relieve any of Toms own stresses. I am confident that I managed to achieve this as Tom became much more relaxed as the session progressed, asking more questions and becoming more involved. I am disappointed, however, that my practice was influenced by assumptions. For example, I had not realised the importance of offering the patient the opportunity to have a family member or carer involved in the teaching process (Turnball, 2010). Assuming that the procedure being taught was so personal that the patient would not want anyone else involved in learning how to change their colostomy, I prevented Tom and his family members from having the opportunity to be more involved. Their involvement, if desired, might have been a useful process and, indeed, it would have ensured a level of consistent support on discharge from the hospital. Mezirow (1981) describes this reflection as a perspective transformation on reading the literature after a few teaching sessions with Tom, I realised that my belief system had influenced the way in which I taught Tom. Evaluation The pre-surgery teaching sessions have been successful and Tom has shown continued understanding of the implications of having a colostomy that needs regular changing. Indeed, during the last teaching session Tom took the role of teacher and showed me how to change a colostomy. He is still, understandably, nervous about when the time comes for him to do this on a regular basis, but has been reassured that he wont be expected to be completely independent post-surgery. It is likely that myself or a colleague will initially change the colostomy so that Tom can observe the procedure before gradually becoming more involved. I am aware that during this period I will need to be mindful not to show any signs of distaste when changing the colostomy as patients adjustment can be severely impacted by this (Armstrong, 2001). Indeed, I communicated sensitively at all times and was mindful of enabling Tom to be fully engage in the care process, as recommended by the Department of Health expert patient approach to health management (DH, 2001), as well as the Health Foundations co-creating health initiatives (Collins and Grazin, 2008). This appeared effective in developing a partnership with Tom so that we could work together in developing his skills to manage his colostomy. I found Toms engagement with the whole process very rewarding as it gave me much deeper insight into the needs of men preparing for a colostomy, which helped me to move beyond the basic teaching skills of changing a colostomy to a more tailored approach to teaching that addressed Toms specific needs. He was particularly concerned about the dietary implications of the colostomy and whether this would impact his social activities. My knowledge regarding the dietary aspects of colostomy care is basic and thus I was not prepared to adequately answer all of Toms questions. I did, however, provide him with an information leaflet covering such matters and told him that if he had any further questions I could find someone he could talk to. Significant psychological symptoms, such as depression and anxiety, have been reported in 20% of patients with a stoma (White, 1997). Psychological morbidity is often the result of problems coming to terms with changes in body image and altered patterns of bowel elimination. For psychological adjustment to occur, it was fundamental for me to empathise with Tom whilst also reassuring him that there should be no need to impose any long-term dietary restrictions. Food is often a great source of concern for patients and on researching the literature and talking to colleagues I am now aware of the wealth of information and advice available for patients (Persson et al., 2005). A significant challenge during the teaching process was that Tom was trying to adjust to a cancer diagnosis whilst at the same time trying to adjust to the lifestyle changes introduced by a colostomy. However, providing Tom with the skills to manage his own stoma is likely, according to the evidence, to facilitate psychological adjustment by providing a sense of control that would have previously been lost when first diagnosed (Bekkers et al., 1996). Indeed, studies have shown that increases in a patients feelings of control, which are enhanced when the patient has the appropriate set of skills to manage the situation, can be fundamental in adjusting to having a colostomy (McVey, Madill, and Fielding, 2001). Models of self-management also indicate that increasing a patients self-efficacy (confidence) to self-manage has a number of positive physical and psychological outcomes (Simmons et al., 2007). There are some skills not demonstrated within the described teaching sessions, but which would have been present if I had been teaching Tom post-operatively. For example, it will be important for me to adopt infection control precautions by wearing disposable gloves and apron (Rust, 2007). At the same time, it will be important that I explain the rationale for this to Tom so that he doesnt feel stigmatised. In preparation for this, I have made Tom aware of this pre-surgery. Analysis The teaching style adopted was based on social learning theory, which included assessing Toms readiness and ability to take an active role in learning about managing the stoma. On talking to Tom and seeing that he was keen to learn and become independent in taking care of the stoma, a teaching plan was devised. This was to be followed with the implementation of the teaching plan and then an evaluation of the process and outcome, in line with the structured approach to teaching recommended by OConnor (2005). Furthermore, patient goals were set for post-surgery stoma care in order to help Tom progress towards achieving independence (Rust, 2007). In devising the teaching plan, it was important to consider the type of colostomy Tom would be fitted with. In this case, it was a temporary transverse colostomy that would need emptying several times a day due to the elimination of soft stools. If Tom had a sigmoid colostomy, his stools would be firmer and less frequent, requiring less time and effort in management of the stoma. Kember et al. (1999) have found that students can be categorised as non-reflectors (i.e. lack evidence of deliberate appraisal), reflectors (i.e. demonstrate insight through analysis, discrimination, and evaluation), and critical reflectors (i.e. indicate a transformation from initial perspective). This reflective account has highlighted that I am a reflector and that, indeed, I tend to reflect during as well as after an event. In this case, this has enabled me to identify my professional strengths and weaknesses. Identifying my strengths has increased my self-confidence in providing care and support within this area of healthcare. It has also enabled me to identify where further professional development is needed so that I can continue to hone the skills necessary to provide high quality patient care. I agree with Pierson (1998) that reflection is a technique and a purposeful inter-subjective process, as well as with Heideggerians (1966) notion that reflection is the integration of calculative and contemplative thinking. It is a technique and resource that I shall continue to develop both professionally and personally. Conclusion As many as approximately 15,000 people in the UK undergo stoma surgery in the UK (White, 1998). Adapting to a stoma and its daily management can take time and thus teaching these patients the practical skills necessary for stoma care needs to ideally commence as soon as possible, preferably pre-surgery. Indeed, teaching needs to be conducted in a planned, organised manner, in collaboration with the patient and based on their own readiness and ability to learn about stoma care. Taking this organised approach ensures that no vital aspects of care are omitted and that the patient and healthcare provider are working towards mutually agreed goals. The psychological implications of adjusting to a colostomy must not be underestimated or overshadowed by the need for practical skills in stoma care to be taught. Instead, teaching practical skills can be viewed as another component of psychological care since psychological adjustment can be affected if patients feel that they do not have sufficient knowledge and skills to change their colostomy or deal with any problems that might arise post-discharge (Metcalf, 2001). Action Plan Clause 3 of the UKCC Code of Professional Conduct (1992) states that nurses must maintain and improve her professional knowledge and competence. In relation to my professional knowledge and competence in teaching patients colostomy care, it is essential that I take steps towards continued professional development in terms of enhancing my knowledge surrounding the dietary needs of people with a colostomy. I have begun to meet this action plan by accessing nutritional advice from the Colostomy Association, but will endeavour to examine evidence-based practice in the provision of dietary advice for patients with a new stoma. I would also like to learn some specific skills for increasing self-efficacy that I can integrate into my teaching approach. I have acquired greater insight into the importance of patient confidence in self-management. There is a wealth of evidence available for the importance of promoting self-efficacy and I intend to start increasing my knowledge in this area by reading a comprehensive systematic review on self-management programmes for cancer survivors (Davies and Batehup, 2010). In addition, intend to rectify my assumptive actions surrounding the involvement of Toms family in the education process. During our next teaching session, I will ask Tom about his feelings regarding having anyone else involved in the teaching, with any expressed wishes being checked with relevant friends and family. In conclusion, using this reflective model has helped me to realise that my learning is a proactive process accompanied by continual reflection that provides insight into areas for further professional development.

N. Scott Momadays House Made of Dawn Essay -- Momaday House Made Dawn

N. Scott Momaday's House Made of Dawn House Made of Dawn, the novel that began the AMERICAN INDIAN LITERARY RENAISSANCE, is Scott Momaday's masterpiece. He originally conceived the work as a series of poems, but under the tutelage of Wallace Stegner at Stanford, Momaday reconceived the work first as a set of stories, then as a novel. House is the story of Abel, an Indian from the Pueblo Momaday calls "Walatowa," a fictionalized version of Jemez Pueblo in New Mexico, where Momaday grew up. Abel returns from World War II a victim of what we would call today "post-traumatic stress syndrome." He is unable to speak, even to his grandfather, Francisco, who raised him. Abel, who is drunk when his grandfather picks him up on the return to the reservation, is based in part on a veteran that Momaday knew at Jemez, but also in part on Ira Hayes, the Pima Marine who raised the flag at Mt. Suribachi, and was memorialized in the statue that became the symbol of the Marine Corps. Hayes couldn't adjust to civilian life, and died drunk in a ditch on the reservation. The Indian veteran who is a hero in war but cannot find a niche in civilian life when he returns to America has become an archetype. Abel's name (Momaday only gives him one) suggests the biblical victim, and many readers assume the Cain who lays him low to be white society. But readers should remember that in the Bible Cain is Abel's brother, and the characters in House Made of Dative who cause Abel the most harm are indeed his fellow Indians. Furthermore, Abel's troubles begin even before his stint in the army. He is illegitimate, and as a result has always been an outsider at Walatowa. The war exacerbates his problems, but they started at his birth. Abel's first t... ...se of hendiadys, simple clauses linked with "and:" "The feasting had begun, and there was a lull on the town." Faulkner’s influence can be seen in the stream of consciousness passages and the use of the bear as a symbol of the wilderness. But Momaday's novel is distinctly Indian as well. Cherokee novelist and critic Louis OWENS says: "What has matured with Momaday is not merely an undeniable facility with the techniques and tropes of modernism, but more significantly the profound awareness of conflicting epistemologies [Euro-American and Indian]. . Momaday's novel represents more fully than any Native American novel before it the "assertion of a different perspective (92)." Works Cited Momaday, N. Scott. House Made of Dawn. New York: Harper, 1968. Owens, Lewis. Other Destinies: Understanding the American Indian Novel. Norman, OK: U Oklahoma P, 1994.

Violent Behavior In Society Essay -- essays research papers

Violent Behavior in Society It gained through violent behavior is only temporary and it lasts until the time of revenge comes around. Violence was glorified hundreds of years ago. Back then it was a form of a pure entertainment. We know how among ancient Romans, gladiators (usually slaves or captives trained for the purpose),fought with swords or other weapons at public "shows". The more harm the gladiators inflicted the bigger hero he was, and the more respect he gained. All the crimes they committed were condoned, accepted and glorified. Today it seems like instead of gladiators we have boxers. Is boxing just a sport, or another way of violent behavior, that is not only accepted by society but also in many ways glorified? Do we glorify boxing (most of the time bloody shows) because it is entertaining, or maybe because it is a multi-milion dollar business? The scenery of boxing is broken bones, black and blue faces, blood...The more severe the fight the more exited and happy the audience seems to be. Violence simply stimulates people. Big glory comes when one passes out! YES...here is the hero! What is the message here? It is, we will like you more since you are physically stronger, and we will respect you because we are afraid of you. That is again, a wrong message. Violence is glorified the most throught media, violent movies, TV shows and newspaper sensationalism. THERE SEEMES TO BE A NEED FOR VIOLNCE IN SOCIETY! Violent movies are born one after another: &...

Genetically Modified Food and Crops Essay

Abstract Since the 1980’s scientists have been altering crops, including some of the food we eat (Fairly & Gaskins, 2000). Genetically modified food has always been a concern for many people. I find the concerns to be unwarranted because there has never been a negative health report due to the fact of consuming GM foods. Biotechnology gives us the best means for solving the world’s food shortage now and in the future. Genetically modified crop plants are now grown on nearly 150 million acres in the United States alone, helping farmers to increase yields, reduce pesticide spraying, and save topsoil (Conko & Miller, 2011). What are we actually eating? Looking at ingredients on the back of a product was almost considered out of the ordinary ten to fifteen years ago. But now it is one of the most important factors in the decision on whether or not a consumer will buy the product. In all the research I conducted there was never a proven harmful effect from genetic engineering. However, the benefits are scientifically proven which gives genetically modified crops the advantage over traditional farming. The proposed ideas and research by scientist show that a lot more can be done with GM food other than eating it. Globalization of GM crops is becoming apparent as well as GM crop commercialization. _Keywords: GM Food, GM Crops, Genetically engineered crops, Biotechnology, GM organisms. _ â€Å"Genetically modified organisms can be defined as organisms in which the genetic material (DNA) has been altered in a way that does not occur naturally. The technology is often called â€Å"biotechnology† and it allows selected individual genes to be transferred from one organism into another† (World Health Organization, 2002). For more than twenty years of scientific, humanitarian, and financial success genetic engineering has been applied to agriculture. This has been accomplished without injury to a single person or damage to the ecosystem. However, activists are still fighting the use of genetically modified crops (Conko & Miller 2011). Millions of people around the world suffer from malnutrition and with the steep projected increase of our world’s population in the next fifty years a change needs to be made. Genetically modified crops increase yield, nutrition and uses fewer pesticides all without proven negative effects. GM crops and all its benefits make it the gateway for the world’s agriculture success. Genetically modified crops are becoming the building blocks for agriculture advancements. Scientists are continually working to create more benefits for consumers as well as farmers. The main concern of GM foods is negative health risks however, they are actually more beneficial. GM foods have longer shelf life, contain higher nutritional value and are safer to eat. For example, â€Å"GM corn has lower fungal toxin content then non-GM corn, and farmers typically produce GM crops using fewer pesticides, herbicides and fertilizers† (Tyson, 2001). By drastically reducing the use of chemicals on the plants it provides a major improvement for the consumer’s safety and nourishment. Because scientists slightly tweak the DNA of the plants with other genes it is possible that food allergens may end up in GM products. Steve Taylor, a scientists at the University of Nebraska states that, â€Å"the food-allergy threat is small because food engineers now avoid using genes from nuts and other common food allergens. The benefits of genetic engineering justify the risk† (Fairley & Gaskins 2000). Products from biotechnology are no less safe than traditionally bred crops. According to Dr. Prakash, â€Å"genetically improved products are subjected to intensive testing, while conventional varieties have never been subjected to any such regulation for food safety or environmental impact† (Prakash, 2000). Every GM food that is currently available on the international market has already passed risk assessments and is not likely to pose a risk for the consumers. No effects have been shown and GM foods will continue to be regulated in more and more countries (World Health Organization, 2002). GM crops are never expected to present a health risk and therefore should reassure government officials worldwide in the use of this technology. Another concern of GM technology is the effect it has on the environment. The environmental risks of biotechnology are also unidentified just like the health trepidations. No scientific evidence proves that GM crops are harmful to the environment. â€Å"U. S. officials pointed out that scientists in Europe had been unable to find any evidence of added risk to human health or the environment from any GM crop variety developed to date. † In fact, none of the studies by Europe found any scientific evidence of added harm to humans or the environment (Paarlberg, 2003). GM engineering will actually help the environment rather than harm it. In the U. S. alone farmers annually administer more than nine hundred seventy million tons of insect and plant killers. Now GM crops have the ability of containing their own insect and plant killing gene which means the farmers can use fewer chemicals (Tyson, 2001). To ensure that the environment is remaining safe, risk assessments are conducted for the GM product as well as the area in which the crop will grow (World Health Organization, 2002). Furthermore, the United Nations Environment Program has used funding for developing countries to implement biosafety regulations for GM crops. The UNEP wants these regulations implemented before any crop is planted no matter the cost or delay (Paarlberg, 2003). Since 2011, The U. S. Department of Agriculture has approved seventy four different GM crops. In each case the crops data was reviewed for several years and each â€Å"concluded that they will have no significant environmental impact† (Conko & Miller 2011). These precautionary measures toward genetically modified crops allow the government to regulate farming actions and safeguard the environment. The initial reason GM organisms were created was to improve crop production. â€Å"The GM crops currently on the market are mainly aimed at an increased level of crop protection through the introduction of resistance against plant diseases caused by insects or viruses or through increased tolerance towards herbicides† (Tyson, 2001). Producers are getting a lot more for a lot less which translates to products with lower prices. The improved production of crops and technology accounts for the lowered costs and have â€Å"forced tremendous competition in the herbicide and insecticide markets† (Prakash, 2000). This also helps traditional farmers because it now allows them to buy these products at a cheaper cost. In fifty years the world population could exceed eleven billion people unfortunately, the current food supply is not expanding at the same rate. Because of this, GM crops need to expand and gain popularity over traditional farming. Global GM crop farming in 1999 covered about one hundred million acres (Tyson, 2001). Now, genetically modified crop plants are grown on nearly one hundred fifty million acres in the United States alone (Conko & Miller 2011). These statistics show that GM crop farming is rapidly expanding and the benefits are obvious. Biotechnology and its productivity give us the best chance to safely solve the food needs of today and the future. Poor farmers in tropical countries face problems such as crop pests, drought and low soil fertility (Paarlberg, 2003). These are the people who annually struggle to produce enough food for their families. Bugs, drought and disease destroy many acres of farmland every year. Fortunately scientists are creating GM crops with built in resistance to insects and diseases. GM Crops are also being developed that can grow in deserts or near salt water which allows more area for farming (Fairley & Gaskins, 2011). Because GM crops are now being built in with these resistances farmers won’t experience huge financial setbacks caused by pests killing their plants. Since the majority of malnutrition people in the world live in developing countries this opens up the opportunity for them to increase crop yield and provide enough food for everyone. Also, in developing countries people often have to survive off a single staple that own its own doesn’t supply sufficient amounts of nutrients. Food scientist hope to solve this problem by creating crops equipped with vitamins and minerals. According to Tyson, â€Å"one of the most promising is â€Å"golden rice,† which can stimulate our bodies to generate vitamin A. In the developing world, vitamin-A deficiency kills two million children each year† (Tyson, 2001). A development through GM foods may be able to save two million people which would be a life changing breakthrough. Scientists are also trying to perfect â€Å"eatable vaccines. † They are genetically adding vaccines to tomatoes and bananas, since traditional vaccines are expensive to manufacture and require specialized storage. â€Å"Eatable vaccines,† will be easier to transport, store, and administer in third world countries (Tyson, 2001). Biotechnology holds unlimited potential for areas of the world where poverty and poor agricultural conditions make farming challenging. The U. S. needs to ensure the people of these countries that GM food is safe and will be nothing but beneficial to their people. Genetic engineering is a crucial factor in agricultural productivity and if it continues to safely expand it could help meet the problematic food challenges that have already started. Genetic engineering holds great possibilities that could change the world. Simply peeling back a banana infused with antibiotics could be the next breakthrough science has to offer. Biotechnology continues to show safety is not an issue. GM farmers are now administering fewer chemicals on their crops. This reduces the amount of air pollution and water contamination in the environment. Genetic modifications were being made since farming started. Farmers always crossed bred the most successful plants year to year and without any concerns from the public. Today, scientist have a better understanding of how genetic modifications work making it safer for the consumers. However, government regulations are still implemented just for precautionary purposes. The United States is fortunate enough to grow numerous varieties of crops and also have the ability to choose the method of how they are grown. Unfortunately, not every country has these advantages. Genetically modified products allow these developing nations to grow crops at a more productive rate. Commercialization of genetically modified agriculture needs to be strictly monitored to make sure regulations are followed. Over industrialization of farming today is negatively viewed therefore making it essential that a golden mean is set for genetically modified products. BIBLIOGRAPHY: Fairley, P. , & Gaskins, P. (2000). Food Fight!. _Scholastic Choices_, _15_(8), 16. CONKO, G. , & MILLER, H. I. (2011). The Rush to Condemn Genetically Modified Crops. _Policy Review_, (165), 69-82. World Health Orginization.(2002). Retrieved from website: http://www. who. int/foodsafety/publications/biotech/20questions/en/index. html Tyson, P. T. (2001, April 12). _Harvest of fear_. Retrieved from http://www. pbs. org/wgbh/harvest/exist/ Prakash, C. (2000). Genetically engineered crops can feed the world!. Retrieved from http://www. 21stcenturysciencetech. com/articles/biotech. html Paarlberg, R. L. (2003). Reinvigorating genetically modified crops. _Issues in Science and Technology, 19_(3), 86-92. Retrieved from http://ezproxy. sju. edu/login? url=http://search. proquest. com/docview/195920735? accountid=14071.

Effective communication in Health and Social Care Essay

There are a number of barriers to effective communication in health and social care. One of these is the environment. If the environment gets in the way of effective communication, then the receiver may not understand the message that is being given to them. †¢ Seating positions Rooms with awkward seating positions might mean that two people cannot see each other properly. For example if a nurse is talking to a patient and the patient is leaning back at about 135 degrees, this would mean that the patient is not paying attention to what the nurse is communicating. So the patient (receiver) may not understand the message that is being given to him. To overcome this barrier, people communicating in a health and social care setting would sit in a room around a desk like this. This is so that both of them are comfortable and can see each other properly. †¢ Background noise It is very hard to hear what someone is saying if there is a lot of background noise. A noisy environment is especially difficult and unpleasant for someone who is using hearing aid. Hearing aids will amplify background noise as well as the voice of the speaker. Read more:  Reasons people communicate  essay In a health and social care setting, if there would be a busy hospital being too busy or loud. If a patient is in a busy ward and the nurse is talking to him he may not receive her message due to excessive noise, phones ringing and people rushing in and out. This would make the conversation unsuccessful as it distracts their concentration. To overcome this barrier they will have to restrict people from rushing in and out to avoid noise. Also they would have to communicate in a room where it is quiet and so that the message can be understood by the receiver. This is not always possible as there are patient’s relatives that really want to meet the patient. Therefore you cannot stop them. †¢ Lighting It is very difficult to make sense of other people’s facial expressions if you can’t see their face properly due to poor lighting. Good lightening will be critical for someone who supports their understanding of speech with lip reading. Poor lighting takes away visual signs of communication and body language that a patient and nurse would need. To overcome this barrier the lighting should adequate. It shouldn’t be too bright or too dark as bright light can gives some people headache. If the lighting is too dark then the people communicating in a health and social care will not be able to see each other clearly. †¢ Distance barriers People sometimes feel uncomfortable if they are trying to communicate to a health and social care worker who is close. Long distance can weaken effective communications in that it takes longer for verbal communication to reach its target and sometimes visual signs and body language are taken out of the equation. The levels of proximity dare different depending on the environment. For example when you are familiar with an individual your proximity with them will be more likely to be closer. However if you are at that same level of proximity with an unfamiliar person you may feel awkward and very uncomfortable therefore this would be seen through your body language. To overcome this barrier there should be a medium distance between people so that everyone feels comfortable. †¢ Temperature A room that is too hot, stuffy or cold may prevent communication if it makes people feel tired or stressed. This could make communication unsuccessful. To overcome this barrier the air conditioning should be on so that the temperature doesn’t prevent effective communication. Also this will make communication successful as the message coded will be understood by the receiver. The key to effective communications is to recognise and eliminate all or as much of these environmental factors that take away from the communications procedure. While there may be some factors that you cannot control, the fact is there are many of them you can and should eliminate. Complex or sensitive issues Complex or sensitive issues mean information which include lots of information and can be complicated or giving somebody sad news about their family relative’s passing away. This could be difficult to communicate because everyone has different emotions, feelings, personalities, likes and dislikes and of course their level of understanding different things. Sometimes communication can be complex. For example, a relative may want to know about funding arrangements for care. A communication of funding might involve a great deal of complex information. In this situation it would be important to check what the relative already knew, and whether or not the individual understood the information the care worker was providing. To overcome this barrier information on a piece of paper should be provided when discussing complex issues. As the information is confidential, these should be discussed in an appropriate environment. Furthermore to overcome this barrier a health care worker should ensure that each service user feels that they can trust you as the service provider. The service user must also feel respected and be given privacy if and when necessary to avoid any communication barriers. A great deal of communication in care work involves building an understanding of another person and providing emotional support. Communication that involves emotional issues is often experienced as being difficult or sensitive. There is no advice or information that is likely to be very useful to a person who is overwhelmed by grief, but many people do want someone to be with them. Communication in this difficult or sensitive situation should focus on emotional needs, rather than giving out information. To overcome this barrier a health care worker needs to fully understand the person the care worker is communicating with before responding to anything that they say. Furthermore the care worker has to be confident in the information that he/she is providing, for example when announcing grief to someone, it is important that we think about a much appropriate way to say it to provide them emotional care and support. To overcome those barriers, a caring presence should be created. This is about sharing an understanding of the feelings that other people may be experiencing. For example if a service user’s mother passed away this would be a deep grief for him/her. Thus it is the service provider’s responsibility to provide care and comfort so that any communication barrier is avoided and better rapport can be built. Communication/ language needs/ preferences Sometimes service users may have a preferred first language which a service provider may be unfamiliar with, this can create a communication barrier. As this can affect communication e. g. the service user may be Polish and he can’t understand English, this would be difficult for the care worker as he can’t understand what messages the service user may convey and the care worker. Also it is appropriate for the service user to convey his message to the care worker as both of them aren’t familiar with each other’s language. On the other hand if the service user and the care worker are aware and familiar with British Sign language they may be able to overcome the barrier by using non-verbal communication. Also, for example people may use jargon, dialect or slang to communicate effectively with people in their own speech community. These differences can create barriers to understanding. To overcome those barriers people could use body gestures or use a Google translator as in most health and social care sectors, the internet is available. Likewise it can be difficult to communicate with people with mental disabilities as their senses are out of control, they don’t know how to communicate with other people this can create a great barrier in communication as the message the health care worker codes and sends may not be decoded easily. In addition individuals with mental disabilities may find it difficult to code, send, decode or comprehend messages this can create a big barrier in communication as the service provider is unable to send or receive information from them. To overcome those barriers service providers should be trained in speaking different languages that the service users speak in order to meet the language needs of the service users. Likewise if the service user has a mental disability then staff members should be taught to speak makaton in order to communicate and meet the needs of the less able individuals. Also there are other ways to meet the needs of service users with a different language for example there are aids to communication such as human aids for instance if the employer hires translators or interpreters it may be very effective and appropriate to communicate with people who have a different language. Another effective way of overcoming this barrier is to teach the staff about non-verbal communication because it is easier to understand non-verbal communication rather than learning new languages which is very difficult. Moreover in today’s world, every individual is likely to be familiar with reading non-verbal messages, the body language, facial expressions and gestures can express the fact that we are either happy or upset. For example there is a simple thumb sign we do with our hands to show that we are satisfied, fine or wishing good luck to another person. These gestures are applied in our daily lives and they are very simple and quick to understand. The effects of drugs and alcohol Drugs and alcohol can have a negative impact when someone tries to send a clear verbal or nonverbal message. When you’re drunk you don’t think before you speak. You can be aggressive, make demands, bad facial expressions, or be rude. People may ignore you because your message is being distorted or they might be frustrated. Drugs can also affect your brain; you can be unconscious of what you’re doing. The barriers which are created by drinking of alcohol and taking drugs are that the individual may find it hard coding or sending the message therefore making it difficult for the receiver to decode and understand the service user’s message. In addition drugs can also affect your posture, facial expressions, proximity and voice tone. Thus it can affect the way you appear to others and present yourself, so people might misjudge what kind of a person you are. For instance when you are drunk you tend to be loud and out of control, thus making you appear aggressive in front of people. By observing your appearance people are more likely to avoid associating with you which creates a barrier in communication. In a health and social care sector, staff members are often qualified to communicate and get their message across to drunk people who may be aggressive. Service providers are trained to stay calm and confident in order to calm the service user down in order to decrease the violence the individual is showing. Moreover it would be better to postpone the time or change the place of the conversation to a quieter and calm setting as it would be more effective. For example rearranging the whole conversation can prevent any misconceptions of messages however it can also waste time in getting your message across. Furthermore staff should be provided with training on how to deal with people who are under the effects of drugs and alcohol can be rather time consuming and expensive. In addition if the trained staff try to calm an aggressive person who is drunk there is a possibility that the aggressive person may cause the staff member physical harm so sometimes trying to calm an aggressive person down may put you in anger as the aggressive drunk person may not be able to reason and think clearly as the individual is under the effects of alcohol and drugs. To overcome these barriers a service provider should stay calm, show respect. The health care worker must show appropriate non-verbal behaviour and avoid making demands as this could make the drink person angry or aggressive. Sensory impairments/disabilities An individual with sensory impairment signifies that the person’s senses don’t work capably. Sensory impairment includes visual, hearing, physical and intellectual hearing. People with sensory impairments such as hearing impairment may find it difficult to receive messages via listening therefore ruining the communication cycle because when we send a message through speaking the other individual with hearing impairment may not receive and decode the service provider’s message efficiently. Visual impairment means when a person’s eye sight cannot be improved using contacts or glasses. Visual impairment can form a barrier in communication by not allowing the individual receive visual messages precisely such as written communication, gestures and non-verbal communication such as sign language. To overcome barriers which are linked to sensory impairments in a health and social care sector, should be provided with aids to communication such as technical aids. For example hearing aids should be available for individuals with hearing impairments as these allow them to hear and receive verbal messages. Also asking help from a communicator or interpreter for signed languages would be very beneficial for people with hearing impairments, Therefore it removes the barrier related to hearing impairments. In addition to communicate with people who have visual impairment, health care workers could use simple verbal communication. Also they should assist people to touch things. For example they may want to touch your face to recognise you. Also a service provider should check what people can see as many registered blind people can see shapes, or tell light from dark. Though this training can take away a lot of time and when the staff is being trained, staff shortages could occur. BESD means having social, emotional or behavioural behaviour difficulties. The special education needs code of practice describes BESD as a learning difficulty where children and young people demonstrate features of emotional and behavioural difficulties such as being withdrawn or isolated. The children display a disruptive and disturbing nature. They are hyperactive and lack in concentration. They have immature social skills and present challenging behaviours arising from other complex special needs. They have trouble conveying their messages and they may not be able to comprehend other people’s needs or messages. It affects communication because of trust issues. They are unable to understand or pay attention to the rules of conversation. This they might interrupt the service provider. People with BESD have difficulties using appropriate language for appropriate situations. So they might seem rude or inappropriate. They have poor or limited vocabulary; therefore they might swear or always answer in the same way. Also they have problems understanding idiom, jokes, sarcasm and slang. Therefore they may be confused or aggressive when these are used. To overcome these barriers a service provider should be confident, stay calm, be polite and use a medium tone of voice. The service provider should not be provocative and should not use slang or idioms that they may not be familiar with. Emotional issues Emotional issues include self-esteem, personality, depression, aggression, anxiety and submissiveness. Self-esteem means how an individual values himself. This can cause a great barrier in a health and social care sector. For example a person might not have courage to tell the service provider something he/she is embarrassed about because he feels humiliated. Self-esteem can also disturb the communication cycle because trying to get across some information into a message for a person with low self-esteem may be difficult because a health and social care worker need to use suitable language, words and gentle tone of voice to make sure that care workers do not cause offence to the service user. Moreover a service provider needs to make sure that he/she shows compassion to the service user to lift his/her self-esteem. A service provider needs to be an active listener as it will ensure they get all the relevant information about the service user. In order to build rapport with the service users, health care workers should show compassion, should be trustworthy and should be able to deal and help the service users in all circumstances. Also health care workers could let the service users know that they are empowered to their rights such as confidentiality as this would make the service user more comfortable and make the person trust the health care worker with their private and confidential information. Assertiveness is very important when dealing with emotional issues. Fear and aggression are two basic emotions that everyone experiences. When we feel stressed it is easy to give in to our basic emotions and be either submissive or aggressive. Assertion is an advanced skill, which involves controlling your basic emotions that usually prompt you to run away or fight. It involves a mental attitude whereby you try to discuss, and try to solve the problem rather than give in to emotional desires. For example if a patient is being aggressive, the service provider should deal with him by showing fortitude, respect and compassion rather than becoming aggressive and showing an unprofessional behaviour. Assumptions, values, beliefs and culture Building an understanding of other people’s needs takes time and effort. Jumping to conclusions and making assumptions can save mental effort and time, but assumptions may cause us to interpret what another person is trying to communicate. For example, you might believe that you don’t need to listen to a person because you already know what their needs are. But care workers who use the communication cycle are less likely to make assumptions because they check their understanding. Assumptions can create a barrier because people stop listening and checking their understanding of other people’s communication. If care workers are not aware of their behaviour, it can result in discrimination. For example if an old person comes to meet a service user and he has been asked to answer some questions. If he does not answer them quickly, correctly and clearly, he will be seen as demented which results in prejudice and prejudice would mean discrimination. When people have different belief system and values it is easy for them to misinterpret one another’s intentions when attempting to communicate. Like assumptions, belief systems and values can therefore create barriers to understanding. It is therefore important to try to learn about other people’s beliefs and values in order to make sense of what they are trying to communicate. To prevent assumptions a health care worker should be open minded and try to get to know the service user so the care worker knows more about them and so that they don’t jump to conclusions because of their appearances. This is beneficial as it enables the care worker to know more about the individual. Thus it prevents stereotyping or labelling them.