Commanding Heights Essay Example for Free

Commanding Heights Essay †¢ Episode 1: The Battle of Ideas begs a comparison between socialism and capitalism. †¢ It traces the world’s economic history from the early 1900’s to the events following 9/11. †¢ Asks the question which is a better and more foolproof economic system government control or free markets? †¢ It delves into how the First World War impacted two brilliant economists, Keynes and Hayek. And then follows both Keynes and Hayek through their respective career paths (Keynes role as an advisor to the British Government on wartime economy and Hayek as an Austrian soldier). †¢ Keynes predicted that the result of the treaty of Versailles and demanding reparations from an already bankrupt Germany and Austria would cause another war, The Second World War. †¢ Meanwhile Hayek and his disciple Zlabinger fought against hyper inflation and encouraged free markets. †¢ Simultaneously the American Economy was booming, till October 24th, 1930 when the great depression hit and unemployment soared and industry stopped and half of the US banks were closed down. †¢ During this time Keynes’s theory of government intervention helped lead the way out of the problem (Keynes wrote about Macroeconomics). †¢ Meanwhile Lenin had introduced the New Economic Policy which consisted of grass root level capitalism but the commanding heights would still be under the government. The reform was met with scrutiny from the left, soon after Stalin took power and employed centralised planning of every economic aspect. †¢ Owing to the recovery from the Great Depression and Keynes’ key role in the Breton Woods Conference, in America Keynesianism took control and Hayek faded into the background. †¢ In Britain a welfare state and socialism built the country back from the bottom up. †¢ Newly independent countries like India also employed Keynesian methods, allowing for State led industry. †¢ One third of the world followed aspects of socialism until Churchill and Margaret Thatcher and Keith Joseph were influenced by Hayek’s book, ‘Road to Serfdom.’ †¢ In Germany, Ludwig Erhard stopped price control and re-started the free market economy to combat hyperinflation. The success of his risky decision led to the German Economic Miracle. †¢ While Keynes’ still had a strong hold over Washington, a Chicago School of Economics was created and it emphasised Hayek’s theory as a measure to battle stagflation. †¢ Finally Thatcher’s election and confidence in Hayek’s theory allowed for free markets to be established again. Thus, after a period of a century came back to where it was at the beginning of the century, back to free markets.

Psychoanalytical Approach Essay Example for Free

Psychoanalytical Approach Essay ?1. Psychoanalytical Criticism ?2. Psychoanalytical criticism is a type ofcriticism that uses theories of psychology to analyze literature. It focuses on theauthor’s state of mind or the state of the mind of fictional characters. ?3. Sigmund FreudPsychoanalytical criticism originated in the workof Sigmund Freud. Freud’s theories areconcerned with the nature of the unconsciousmind. According to Freud, the human mindconsists of three parts: the id, the ego andsuperego. ? The id is source of our instinctual and physical desires. ? The superego is the part of the psyche that has internalized the norms and mores of society. ? The ego is keeps mediating between the demands of the id and the superego. It is rational, logical, and conscious. ?4. Repression? We often repress what the id encourages us to think and do because the ego and superego tell us not to think and do, therefore forcing these unacceptable wishes into the unconscious. All of us have repressed wishes and fears.? Repressed desires emerge in disguised forms: dreams and language (slips). They emerge in symbolic form that require  analysis to reveal their meaning.? Many elements of psychology that Freud described appear in literary works. ?5. Freudian Literary Criticism? Freudian critics try to understand how the operations of repression structure or inform the work They pay close attention to unconscious motives and feelings, whether these be those of the author, or of the characters depicted in the work.? They demonstrate the presence in the literary work of classic psychoanalytic symptoms or conditions. ?6. Carl Gustav Jung and Jungian literary Criticism? Jung developed the theory of the collective unconscious, a collection of shared unconscious memories dating back to the origins of human experience and manifested in dreams, myths, and literature.? A great work of literature is not a disguised expression of repressed wishes, but a manifestation of the desires one held by the whole human race, and now repressed because of the advent of civilization.? Jungian analysis of literature tries to discover the images in a work of literature that a permanent and universal significance. ?7. Harold Bloom and the anxiety of InfluenceThe most important contemporary psychological criticis Harold Bloom. Bloom uses the Freudian concept ofrepression to apply it to literary history in general. Nopoet creates in isolation from his predecessors. In TheAnxiety of Influence, he argues that poetsunconsciously misread the poems of their greatpredecessors. The new poems are essentiallyrewritings of poems by a father-figure predecessor. Poets keep struggling to free themselves from thisinfluence of father-figure poets.

Building The Skill To Administer Intramuscular Injections

Building The Skill To Administer Intramuscular Injections The aim of this essay is to reflect on how I have become competent in a particular clinical skill. The clinical skill I have selected is administering intramuscular (IM) injections. I will provide a rationale for choosing this skill and use appropriate literature to demonstrate my knowledge underpinning this skill. Although there are five sites for administration of IM injections, for the purpose of this essay I will discuss only two of the sites. Firstly, the dorsogluteal (DG) site as this is the site I used when giving IM injections in line with the local trust policies and procedures. Secondly I will discuss the ventrogluteal (VG) site, as recent literature has shown this site to be the safest to use when administering IM injections. I will then reflect on my learning and how I have become competent in this area. There is a need for nurses to be skilled in the administration of intramuscular injections in the learning disability field. The National Institute for Health and Clinical Excellence (NICE) (2006) suggests that when de-escalation and intensive nursing techniques have failed to calm the patient and they are at risk of harming themselves or others, then rapid tranquillisation should be used as a last resort. Although oral tranquilisation will be offered first, due to the high state of aggression, agitation or excitement the patient may be unable to give their consent. Therefore the 1983 Mental Health Act and the guidance on Consent to Treatment (DH 2002) must be followed. Consequently, rapid tranquilisation will be achieved by the administration of medication through IM injection to control severe mental and behavioural episodes and to calm the patient quickly. Greenway (2006) suggests that IM injections are generally likely to happen in association with the administering of antipsychotic medication in the form of depot injections and/or rapid tranquilisation, for managing mental illness and/or challenging behaviour for people with a learning disability. Greenway also implies that there will only be a small number of learning disability nurses that will actually use the skill of administering IM injections after they have qualified, due to a decline in depot administration. However, the Nursing and Midwifery Council (NMC) (2004) identifies that the role of the learning disability nurse is forever changing and the administration of injections will depend on the client group and the practice areas in which they work. They recognise that it is a key challenge for learning disability nurses to update their knowledge and maintain competence in a skill that they may use infrequently. Irrespective of this, the clinical procedure should be develope d and maintained in line with evidence based practice, regardless of how often it is used. The administration of IM injections is a vital component of medication management and is a common nursing intervention in clinical areas. Less pain to the patient and unnecessary complications can be avoided by the nurse being skilled in the injection technique used (Hunter 2008). The National Patient Safety Agency (NPSA) (2007) notes that the injecting of medication is complicated and patients can be put at risk. Incompetency, lack of training and varying knowledge levels of nurses were factors highlighted in errors made around injecting medicines. Adhering to the aseptic technique during preparation and administration of the injection, and inspecting the injection site for any signs of skin deterioration are vitally important to prevent infection and complications (Dougherty 2008). Alexander et al (2009) describe the correct way to give an intramuscular injection in the DG site using the Z tracking technique. Using the thumb or the side of the non-dominant hand stretch the skin taught over the site of injection maintaining the tautness during the procedure. With a darting motion, insert the needle at 90 degrees to the skin, 2-3mm of the needle should be exposed at the surface and the graduation marks on the syringe barrel must be visible throughout. Use the remaining fingers of the non-dominant hand to steady the syringe barrel, whilst using the dominant hand to pull back on the plunger to aspirate. If blood appears all equipment should be discarded and the procedure should be started again. It is safe to carry on if no blood appears. The plunger should be depressed at a rate of 1ml per 10 seconds to give the muscle fibres time to expand and accommodate the drug. After a further 10 seconds remove the needle and then release the traction on the skin. The injection site may be wiped with dry gauze if need be. A plaster can be applied if the patient requires and if they have no known allergy to latex, iodine or elastoplasts. Controversy lies around the site area chosen for administering the IM injection. Although the DG site is the traditional choice by nurses for the administration of IM injection there are risks associated with this site of injection. The DG site is situated in the upper outer quadrant of the buttock and is often landmarked by visually quartering the buttock horizontally and vertically, then repeating this action in the top right hand square. Evidence shows that the use of this site for IM injection can run the risk of injury to the sciatic nerve and the superior gluteal artery (Small 2004). Additionally it can cause skin and tissue trauma, muscle fibrosis and contracture, nerve palsy and paralysis as well as infection (Zimmerman 2010). The belief by nurses that the VG site is hard to landmark suggests reluctance on their part to change a practice they are competent in. Although once nurses have become familiar with location of the VG site and the surrounding anatomy, they will become confident in using this site (Greenway 2006). Hunter (2008) suggests to locate the VG site the nurse should place the palm of her right hand on the patients left hip (the greater trochanter), then make a v by extending the index finger to the anterior iliac spine. The injection is given in the middle of the v in the gluteus medius muscle. Administering IM injections using anatomical features leads to a more specific and correct way of carrying out the procedure. In contrast to the DG site, the VG site has no major complications associated with the administration of IM injections. Zimmerman (2010) also strongly advocates the use of the VG site. Although there appears to be a lack of current evidence for choosing the VG site rather than the DG site for rapid tranquilisation during restraint of a patient. Because of the nature of the situation during this procedure, safety for all involved has to be considered. Local policies should be utilised for specific guidance on positioning the patient safely and for use of specific holds needed to allow the VG site to be landmarked and the injection administered. The VG site can be used if the patient is prone, semi-prone or supine (Greenway 2006).However, following a literature review of damage to the sciatic nerve from IM injections, Small (2004) recommends that the VG site should be chosen over the DG site for IM injection. Zimmerman (2010) concurs with this, strongly advocating the use of the VG sit e for IM injections of more than 1ml in patients over the age of seven months. More evidence for choosing the VG site is a study carried out by Nisbet (2006) showing that the subcutaneous fat level of the DG site is significantly higher than that of the VG site. It also showed that penetration of the target muscle at the DG site was only 57 percent meaning the remainder of the injection would deposit into the subcutaneous fat leading to a deficit in the uptake of the drug. Emerson (2005) reports an increased risk of obesity in people with a learning disability. In one study 90 percent of adult females and 44 percent of adult males had fat deposits in the DG site area that were one inch deeper than the shorter IM needles would reach (Zaybak et al, 2007). The VG site has a shorter distance to the targeted muscle and is a safe alternative choice for the administration of an IM injection, Greenway (2006), Small (2004) and Zimmerman (2010) suggest it is time for professionals to rethink the site of IM injections in people with a learning disability. I will now discuss how I have become competent in carrying out this clinical skill and to do this I will use a reflective model. Reflection is a way in which nurses can bridge the theory-practice gap. The process of reflective practice allows the nurse to explore, through experience, reflection and action, areas for developing their practice and skills. It is an important part of gaining knowledge and understanding. The use of a recognised framework allows for a more structured approach when reflecting upon practice (Johns, 1995). I have decided to use Gibbs (1998) Reflective Cycle, as it provides a straight forward and structural framework and encourages a clear description of the situation, analysis of feelings, evaluation of the experience, analysis to make sense of the experience, conclusion where other options are considered and reflection upon experience to examine what the nurse would do should the situation arise again. In describing what happened in learning this skill the theory of experiential learning can also be used as a framework. The theory of experiential learning was developed by Steinaker and Bell (1979). The Experiential Taxonomy highlights 4 levels of learning that the nurse will go through in learning a new skill i.e. exposure and participation, identification, internalisation and dissemination. During exposure there is a consciousness of the event and the nurse will have observed a competent practitioner carry out the task. In this case I had an awareness of needing to be able to administer IM injections competently due to the client group involved. In my first week of placement I observed a qualified nurse administering PRN and depot IM injections several times while the nurse talked me through the procedure step by step. As she was demonstrating the procedure and talking me through it my thoughts and feeling at the time were that I would not be able to remember all the steps needed to administer the IM injection safely and I was also feeling anxious about potentially causing pain and/or injury to the patient. Participation involves the nurse becoming part of the experience. After observing the practice I participated in the drawing up of the injection and then administering it. Identification involves the nurse becoming competent in the skill. On reflection as soon as I started on placement I realised that I would have to gain as much experience as I could administering IM injections, not just the actual procedure of giving the injection but also the knowledge to underpin this skill. Internalisation occurs when the new skill becomes part of everyday routine. Several weeks into my placement I felt that I had eventually become competent in administering IM injections, my anxieties began to lessen and I started to feel more confident that I was becoming proficient in carrying out the procedure. I found that the more times I carried out the procedure the better I felt about it. Dissemination involves the nurse being able to influence others and showing others how to carry out the skill. Although this was only my second placement I feel totally competent in carrying out the task. I also feel that I have a good understanding of the underpinning knowledge involved. Therefore I feel I would be able to teach others how to do this. On reflection I do not think I would have learned this skill any other way, I have realised that initial anxieties about carrying out a new task are usual. But I will have to remember this will pass as I practice more and become more experienced. I have also realised through reflection the importance of having underpinning knowledge in relation to clinical skills and understanding why we do things rather than just simply learning how to do them. In conclusion, this assignment has explored one clinical skill in which I have gained competence. A rationale was provided in that IM injections are an important part of everyday life for the client group involved. IM injections are considered to be a routine procedure, it is a valuable and necessary skill for nurses. To provide safe practice and ensure accurate and therapeutic drug administration, the nurse should use clinical judgement when choosing the injection site, understand the relevant anatomy and physiology, as well as the principles for administering an IM injection. By using a reflective model and theory in relation to experiential learning I have discussed my own personal and professional development in terms of my knowledge and skill acquisition in this area of clinical practice.

Radio Waves :: physics radio wave

Radiowaves are the oscillations of magnetic waves by varying the modulation to generate different signals which can be converted into information such as sound, video, or digital communication. As these waves pass through a conductor, an alternating current is generated and this can be converted into usable information. As one could see from the picture above, radio waves are the the electromagnetic waves with wave lengthes between 1mm and 10 Mm. This converts to a frequency range of 300Ghz to 30Hz, respectively. Nearly everyone uses radio waves in some form day after day. The technologies that depend on them is vast and ever-growing. These technologies range from cordless phones and garage door openers to radar and microwave ovens. Radio is not a dead technology either. It is constantly having research devoted to it and new technologies and innovations are coming about from this research. The trend towards wireless internet and more versatile cellular phones are just some examples. Ironically, the fundamentals of radio waves is relatively simple (atleast when compared to the vast array of technologies that now implement it). Cordless phones use radio waves to allow individuals to walk around freely in their home without the need to be bound by a cord while talking over their land-based phone line. Cell phones are a miracle to modern day living. Unlike previous eras where communication was done strictly across a hard-wired telephone line, cell phones now give the freedom to those that can afford them a radio-based uplink to the rest of the world. Not only are they for voice communication, but they also allow for transmission of virtually any kind of digital data. Microwave ovens are another great invention from the 20th century. They use radio waves in a specific frequency range in which water, fat, and sugar molecules happen to absorb and convert directly into heat.

Hostile Takeover of the New World Essay -- Native American History Ind

Hostile Takeover of the New World The Effects of the United States Government on the Indians "The responsibility of any nation, and the particular responsibility of elected officials of any nation, is not to justify what has passed for legality but to anticipate the conditions and problems of tomorrow and attempt to deal with them. The current confusion and violence in Indian Country are a result of the failure to do so by generations of elected officials in this country. To continue to perpetuate myths about American Indians which have no basis in fact or in law is merely avoiding the larger issues confronting the nations of the world," said author Vine Deloria, Jr. (Deloria, Prologue) The United States government failed miserably in its attempt to deal with the Indians. By pushing them further and further West, they pushed the Indians to hate and distrust the white man to the point of war. These wars resulted in hundreds of white deaths. However, the wars resulted in the destruction of several entire Indian tribes and the near extinction of Indian spirit throughout America. The tale is a sad one, one that Americans should not be proud of. After every broken treaty, the Americans blamed the Indians for existing, despite the want of the Indians to simply live on their lands peacefully. The "Trail of Tears" was a great tragedy and many thought it would be the last now that all of the Indians were out of the eastern United States. But the U.S. government became land hungry and due to their idealism of "Manifest Destiny," the ... ... guide them as time passes and the Indians are further stereotyped as drunks and crooked casino owners. Alas, the ways of the Indians were replaced. Sacred hunting territories gave way to railroads and ranches. Buffalo are an animal of the past and often thought of as an animal of mysticism. Both the buffalo and the Indian culture are romanticized in movies that are neither truthful nor accurate. Stereotypes and prejudices replaced unity and togetherness. Pollution haunts every city on the planet. Respect of one's fellow man gave way to crimes unthought of by the Indians. They lived their lives honorably. They died honorably. Even despite hardships and misconceptions, they will continue to live honorably. That is one thing the government can never take away from them.

Helpful Hypnotism :: Short Stories Hypnosis Court Papers

Helpful Hypnotism I sat in amazement as the opposing lawyer went into a lecture about hypnosis. He was obviously very informed in the area and had a lot to say. All the members of the jury followed the lawyer back and forth with their eyes as he spoke his final words. Hypnotism is what I had based my entire defense on for the last month and now this scrub lawyer was schooling everybody in the courtroom. â€Å"What is the first thing you think about when you hear the word hypnosis? For most people it’s the crazy genie with a watch swinging back and forth in someone’s face, controlling their every action, and making them do things they normally wouldn’t. But this is far from the truth of what real hypnotism is. Hypnosis is a well-accepted method of alternative medicine (Alman). â€Å"Many psychologists and other doctors study and use hypnotherapy with their patients. This type of hypnosis is completely different than the one with the genie holding absolute power. In fact, there are many misconceptions about this type of hypnosis. Yes, there is a hypnotist that talks to a subject in a soft voice and says things to get a number of different reactions. But any person in their right mind wouldn’t run around bucking like a chicken and not know what is going on. Things like being unaware under hypnosis or the only one who can take you out of a trance is the one who put you in are not true. Truth is that many times people are more fully aware under a trance and anyone including yourself can get you out (Brenman 55). In fact many doctors don’t use the word trance when describing the relaxed state because the person is so aware. They feel that the word trance implies a different mind level or mental lapse and sends out the wrong idea to peop le who don‘t know the subject (Brenman 55). The lawyer paused for effect and took a sip of his drink. I went through a scenario in my head of me getting up and crow-hopping him in the jaw. The cocky bastard continued†¦ â€Å"To be hypnotized a person is often told to close their eyes to reduce distractions.

Analysis of Meno’s Question to Socrates

In Plato’s dialogue, Meno, Socrates is asked a paradoxical question about what virtue is by Meno. â€Å"How will you enquire, Socrates, into that which you do not know? What will you put forth as the subject of enquiry? And if you find what you want, how will you ever know that this is the thing which you did not know? † Socrates retorts that if you already know what you are searching for, then you do not have to search.Alternatively, if you do not know what you are looking for, the search is indeed futile. However, Socrates attempts to explain to Meno why it is that he will be able to find what virtue is by introducing the idea that knowledge is inherent in the individual as it is passed along through the soul. When Meno demands proof of this concept, Socrates provides an example of a slave boy using â€Å"inherent knowledge† to calculate the length of a square needed to double it’s own area.This experiment shows Meno that virtue, along with other knowled ge, can indeed be discovered through the inherent knowledge in one’s soul, and only has to be â€Å"remembered† to become of use. When Meno proposes his argument to Socrates that a search for what you do not know is impossible, he is reasoning that if one does not know what it is they are trying to find, one will never know if they have found it. Meno seeks to understand how an individual can find new knowledge if they have no clue how to find it or how to comprehend the discovery of it.Socrates acknowledges Meno’s argument and states that â€Å"man cannot enquire either about that which he knows, or about that which he does not know; for if he knows, he has no need to enquire; and if not, he cannot; for he does not know the very subject about which he is to enquire† (Meno, Plato). Meno believes that this proves his own argument, but Socrates proposes an alternate way to attain knowledge. Socrates speaks of â€Å"priests and priestesses† who  "say that the soul of man is immortal† (Meno, Plato).Also, he says the soul has kept all the knowledge from previous â€Å"lives† that it has had, and therefore knowledge is obtained through recollection instead of learning. Socrates attempts to prove his theory by providing an example with one of Meno’s slaves. His experiment is simple. Socrates calls over a slave boy and asks him about squares. The boy knows has some knowledge of the properties of squares including the fact that they have four equal sides, they can be divided in half, and the area is equal to the side multiplied by the other side.However, when Socrates asks the boy to determine the length of a side necessary to double the area of a 2Ãâ€"2 foot square, the boy mistakenly says 4 feet (which would yield a square 4 times too large). The slave proposes a length of three feet, but is wrong again. Here Socrates makes a note of the â€Å"torpedo’s touch† (Meno, Plato) or â€Å"aporiaâ⠂¬  (Aporia, Burbules), which means that the boy knows that he does not know.Socrates states that this state of mind is better than believing false knowledge, because one will know that there is knowledge to seek. Socrates maintains that throughout the experiment he was never teaching the slave, but only asking of his opinions. Therefore, the knowledge that the slave called upon must have already been inherent if he had not learned it before (since slaves had little education the boy was the perfect example for Socrates to demonstrate this â€Å"inborn knowledge. ) Socrates makes his argument clear: if the slave had no knowledge of what is was he was searching for (the length of the side), and the information was not taught to the boy, then the information must have already been inherent in the boy’s soul. Here is Socrates’ argument in Premise/Conclusion form: P: Slave isn’t taught. P: Slave has no prior knowledge. P: Immortal soul contains knowledge. C: Knowl edge must come from one’s immortal soul. P: You do not know what you are trying to find. P: You are not taught what you are trying to find.P: Your soul contains inherent knowledge. C: You can find what you are searching for through recollection of the knowledge â€Å"stored† in your soul. Socrates’ proofs are meant to enforce his views that knowledge such as virtue must be searched for, â€Å"that a man should enquire about that which he does not know† (Meno, Plato). Citations: Burbules, Nicholas C. â€Å"Aporias, Webs, and Passages: Doubt as an Opportunity to Learn. † Curriculum Inquiry 30. 2 (2000): n. pag. Aporia. 2000. Web. 12 Sept. 2012. . Plato, and R. S. Bluck. Meno. Cambridge [Eng. : University, 1961. N. pag. Print.