Essay on Nutrition Therapy for Cardiovascular Disease

Nutrition Therapy for Cardiovascular Disease It is imperative as a nurse to develop an understanding that caring for a patient goes beyond the physical care given and it includes a holistic aspect: caring for the body, mind and soul. This holistic approach can be applied when assessing patients’ nutritional status and helping them implement healthy life choices, while living with a disease and possibly the comorbidities caused by the disease. Specifically, cardiovascular disease (CVD) and the comorbidities associated can be highly preventable with adequate nutrition, regular exercise and management of a healthy weight throughout life. It is the care provider’s duty to educate patients on prevention and risk reduction for CVD, and to work†¦show more content†¦Diets rich in fruits and vegetables are recommended as part of a healthy diet because they may reduce the risks of chronic diseases with the help of potassium, folate, vitamins, and fiber that are within fruits and vegetables. These sources are found in foods such as nuts, soy products, fatty fish because of the omega-3-fatty acids, garlic, bananas, kiwifruit, avocados, beef, and lamb. Studies have found that â€Å"people who have a high intake of fruits and vegetables are at lower risk of developing CVD, especially stroke† (Dudek, 2010, p. 496). Whole grains should also be incorporated in meals daily because the soluble fibers like those found in barley, dried peas and beans, flax seed, fruits and oats, are known to lower LDL levels, which is one of the main causes for comorbidities that can progress to CVD. Patients at risk of developing CVD are to avoid foods high in saturated and trans fat because both, â€Å"increase the LDL and total cholesterol levels, the ratio of LDL to HDL cholesterol, and the risk of CHD† (Dudek, 2010, p. 497). Suggestions for avoiding these fats include choosing lean meats, trimming away any visible fat, and replacing red meats for skinless chicken or fish. Added sugar and sodium also s hould be avoided because beverages and foods high in sugar tend to provide calories with few nutrients. Increase of sodium intake can cause hypertension which is directly related to developing CVD.Show MoreRelatedPublic Health and Nutrition Objectives541 Words   |  3 PagesMalabsorption syndrome. Celiac disease. Diet therapy. V. Large intestine: The irritable colon, diverticula, diverticulitis, inflammatory bowel disease. Cancer, prevention. Diet therapy. VI. Liver: Acute hepatitis, cirrhosis, Ascitic-edematous syndrome, hepatic encephalopathy. Fatty liver, Wilson disease, haemochromatosis. Primitive liver cancer. Prevention and feeding. VII. Pancreas: Cystic fibrosis disease, pancreatitis, cancer. Prevention and diet therapy. VIII. Bile duct: FormationRead MoreHealth Disease Choice : Diabetes802 Words   |  4 PagesHealth Disease Choice - Diabetes Type 2 diabetes is one of the most common chronic conditions encountered in the primary care setting. It is a lifetime condition that requires careful management to prevent debilitating complications, such as peripheral neuropathy, amputations, diabetic nephropathy, kidney failure, diabetic retinopathy, and blindness. It is also a cardiovascular risk factor to heart attack and stroke. Basing on my experience with my patient encounters as a nurse, most diabetics doRead MoreObesity : Obesity And Obesity1413 Words   |  6 Pagescause of death in the United States (9). In 2010, on 69,071 death certificates in the United States, diabetes was listed as the underlying cause, and in 234,051 death certificates, diabetes was mentioned as a cause of death (6). The Centers for Disease Control refers to â€Å"twin epidemics of diabetes and obesity, because obesity greatly increases the risk of diabetes, and the number of Americans who are obese has been increasing rapidly† (9). A newly developed term, â€Å"diabesity,† is commonly used toRead MoreCharacteristics Of Saturated Fats1054 Words   |  5 Pagesprofile of inflammatory biomarkers. Participants from cohort studies has high risk for cardiac disease, but those who had a higher consumption of nuts and exercised consistently were more likely to have lower c-reactive protein and IL-6 concentrations (5). They ate higher amount of nuts because they replaced red meats, processed meats, and refined grains with nuts. This reduced their risk of getting heart disease because their overall state of inflammation was reduced, and chronic low-grade inflammationRead MoreNutrition Therapy On Type 2 Diabetes Mellitus862 Words   |  4 PagesNutrition Therapy in Type 2 Diabetes Mellitus Smelter et al. (2010) defines diabetes mellitus (DM) as a chronic metabolic disorder of glucose metabolism characterized by hyperglycemia. DM is etiologically divided into types 1 and 2 referring to inadequate insulin secretion and reduced insulin-driven glucose uptake in muscle cells respectively. However, the term â€Å"Non-insulin dependent diabetes mellitus† to refer to type 2 DM is no longer used because some degree of beta-cell failure leading to reducedRead MoreThe Community Health Needs Assessment Essay1639 Words   |  7 Pagesby doing the following: A1. Discuss major risk factors identified in the assessment. Trinity Community Hospital conducted a focused community health needs assessment (CHNA) over the past year. The assessment targeted oncology, orthopedic and cardiovascular services within TCH’s service region. Information was obtained from multiple sources including epidemiological surveys, state healthcare facilities’ planning guidelines, interviews with physicians and other healthcare professionals, and communityRead MoreEssay about Living Long and Healthy Lives with HIV554 Words   |  3 Pagesslowing down the spread of the virus in the body. A combination of ARVs is used because HIV can quickly adapt and become resistant to one single ARV. Patients tend to take three or more types of ARV medication. This is known as combination therapy or antiretroviral therapy (ART). Some antiretroviral drugs have been combined into one pill, known as a fixed dose combination. This means that the most common treatments for people just diagnosed with HIV involve taking just one or two pills a day. DifferentRead MoreDiabetes : The Common Metabolic Disorder1298 Words   |  6 Pagesserious disease in which the body cannot properly control the amount of sugar in your blood because it does not have enough insulin. (Merriam-Webster, 2016) It is the most common metabolic disorder out of various lifestyle diseases, and it is associated with many complications. The condition forms because of peculiarities in metabolism of carbohydrates and insulin integration. Diabetes is a chronic health disease, as it affects millions of Americans and increases risk for developing disease-relatedRead MoreBiomarkers And Prediction Of Disease1538 Words   |  7 PagesBiomarkers and prediction of disease Biomarkers (also known as biological markers) are a measurement of a biological sample that is used for the prediction of a subject’s disease rate, early detection of disease, and to also enhance the diagnostic classification. (Simon, 2011). In order for biomarkers to be considered useful, they must meet specific criteria, including; accuracy, reliability, meaning that the results are stable when they are repeated numerous times, and therapeutic impact of earlyRead MoreThe Importance of Developing Nutrition Programs for University Students in Halifax1665 Words   |  7 PagesIntroduction and Background This research will try to use quantitative method to find the associations among fast food consumption, body weight and nutrition education level. Aim of this research is to understand determinants that contribute to this education situation in Halifax. Furthermore, result of this paper may provide the direction of public health promotion. Literature Review In recent years, studies have focused on factors which may influence fast food consumption and weight gain among

How Social Media has a bad effect on Society Free Essays

As we approach 2014 social media has been very advantageous communicating tool for people of all ages to use. However behind closed doors social media is strangling the life out of the younger generation. Now of course I do not mean this literally, and in many ways sites like Facebook and Twitter promote to teenagers about making friends and widening their friend circles which is excellent-in theory. We will write a custom essay sample on How Social Media has a bad effect on Society or any similar topic only for you Order Now This has in my opinion got out of hand and scientists have been able to come up new psychological evidence that shows that teenagers have increased aggression in their moods and lack of empathy which increases the possibility of schizophrenia and depression. Most teenagers I talk to say that they can’t imagine a world without social media and an astounding 96% of people have at one point signed up to one of these sites. The newly discovered FoMo syndrome has come hand in hand with the social media craze, which is the Fear of Missing out. This syndrome means that people are glued onto their social media sites constantly refreshing the pages because they are so afraid of missing out on something important or interesting. Arguably the biggest problem with Social Media is Cyberbullying. This is not your average school bullying in the sense it can be controlled by people, on social networking sites bullies don’t get told off by anyone or restricted by anyone and can continue as they see fit. Another difficulty with online bullying is that the attacker can hide behind their computer and are shadowed by this. A lot of people would not have the courage to say things in person to one another but on Facebook people seem to be more outgoing and some completely have a change of personality and become a lot more confident. Ask. fm over the last year has been linked to 9 cyberbullying evoked suicides and has been the centre of many petitions about the site being taken down. On this site people can anonymously ask questions to the user for them to be answered and posted, which seems innocent and funny. Disgusting, vile teenagers have been abusing users on Ask. fm anonymously though and this is what has driven 9 people to take their own lives. Personally I believe that this site should be taken down immediately and save users from the torment of faceless bullies. ‘Sexting’ is another online craze at the moment throughout Social Networking. This is when two people engage in a sexually explicit conversation or send sexually explicit photos via Facebook or a new phenomenon Snapchat. Immature teens do not know the risks of this however and do not realise that as a result of their actions a message or photo could fall into the wrong hands and could jeopardise the reputation or perhaps the future of the individual. Stalkers and predators are known to be highly common on Social Networking sites as it is an easy way to search and track anybody in the world. To add to all these valid points comes possibly one of the most appreciated of all which is time; Social Networking for me and for millions of teenagers all over the world one of the biggest time wasters in modern day society. For example whilst revising for a test I will dedicate the night before to learn, whilst in absolute concentration though a ‘PING’ will sound from my phone resting nest to me and I unavoidably check to see what it was. Half an hour later I think to myself ‘Oh My God, I’ve wasted the whole of prep. ’ Events like these happen daily. On the other hand along with all this negativity social media sites like Facebook, Instagram and twitter show that people are brought together and that these sites are there for old friends to reunite and catch-up via private message. In conclusion, Social Networking sites are meant for all kinds of social behaviour essentially but in my opinion it has definitely become out of hand and I can only see these problems getting worse and worse. How to cite How Social Media has a bad effect on Society, Papers

The Great Gatsby, written by Scott F. Essay Example For Students

The Great Gatsby, written by Scott F. Essay The Great Gatsby, written by Scott F. Fitzgerald in the 1920s is the epitome of the Jazz Age, a phrase coined by the author himself. In the novel, Fitzgerald uses many literary elements to accurately portray the time period in which he lived including setting, characters, diction, and many symbols, which form the majority of the analytical portion of the story. In fact, many of the characters in the book double as a symbol, in order to strengthen a particular motif or theme within the novel. The most apparent, recurring and powerful theme in the book is the corruption of the American Dream during the Jazz Age. Even though many scholars believe that Fitzgerald is promoting the Dream, he is actually condemning it and what it stands for. This theme is used in conjunction with the motif of appearance versus reality to criticize further the single green light, minute and far away 25 that many Americans have strived for: financial success, fame, power and glory. Fitzgerald masterfully uses the character Gatsby to show the illusion that is the American Dream that, in reality, is an extremely corrupt and greedy practice during the extravagant and flagrant era of the 1920s. Primarily, Fitzgerald uses Gatsby to show the corruption and the greed that consumes and destroys the followers of the Dream. When Gatsby realizes that he is not able to be with Daisy in his youth because of his social class, he decides to pave his own way by climbing to her social class. Formerly James Gatz, he the sort of Jay Gatsby that a seventeen-year-old boy would be likely to invent, and to this conception he was faithful to the end 95, beginning his search for a higher social class. Gatsby is willing to give up the institution of family and his heritage in order to gain monetary wealth like many of the immigrants coming over to America to make a living. This vice of Gatsbys assist the readers negative view towards the main character and further criticizes the idea of the American Dream, because of the priority of money over family values. After his departure from Cody, Gatsby earns his money from obviously crooked proceedings. Even with his crimes not being known, it can be assumed that he is a villain and breaks existing laws. This can be seen when his party guests speculate over whether he killed a man or if he was a German spy in the war 47. This corrupt portrayal of Gatsby is confirmed later in the story through the shady character of Meyer Wolfsheim, the Jewish gambler with cufflinks made from the finest specimens of human molars 70, showing yet again the corruption that Gatsby uses to gain his wealth; whereas The Dream advocates hard work to gain your success and wealth. Although Gatsby himself is a very disillusioned man, Fitzgerald also expresses his loathing toward the American Dream by what Gatsby is actually chasing, Daisy. After Gatsby recounts to Nick his story  of past times with Daisy, Nick responds to a motivated Gatsby by declaring that one cannot repeat the past, as Gatsby is trying to do. Disillusioned, Gatsby defends his actions when he says cant repeat the past?à ¢Ã¢â€š ¬Ã‚ ¦ of course you can, attempting to counter Nicks statement. Through this quote, Fitzgerald reveals the impossibility of the American Dream, which for Gatsby, is Daisy. The followers of the Dream are mislead and will never realize their goal, the same way as Gatsby cannot repeat his past times with his dream. Later, at one of the climactic sections of the book, Daisy is forced to choose between Tom and Jay. .u2e489b10bbf62a51d67af32d2e083252 , .u2e489b10bbf62a51d67af32d2e083252 .postImageUrl , .u2e489b10bbf62a51d67af32d2e083252 .centered-text-area { min-height: 80px; position: relative; } .u2e489b10bbf62a51d67af32d2e083252 , .u2e489b10bbf62a51d67af32d2e083252:hover , .u2e489b10bbf62a51d67af32d2e083252:visited , .u2e489b10bbf62a51d67af32d2e083252:active { border:0!important; } .u2e489b10bbf62a51d67af32d2e083252 .clearfix:after { content: ""; display: table; clear: both; } .u2e489b10bbf62a51d67af32d2e083252 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2e489b10bbf62a51d67af32d2e083252:active , .u2e489b10bbf62a51d67af32d2e083252:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2e489b10bbf62a51d67af32d2e083252 .centered-text-area { width: 100%; position: relative ; } .u2e489b10bbf62a51d67af32d2e083252 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2e489b10bbf62a51d67af32d2e083252 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2e489b10bbf62a51d67af32d2e083252 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2e489b10bbf62a51d67af32d2e083252:hover .ctaButton { background-color: #34495E!important; } .u2e489b10bbf62a51d67af32d2e083252 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2e489b10bbf62a51d67af32d2e083252 .u2e489b10bbf62a51d67af32d2e083252-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2e489b10bbf62a51d67af32d2e083252:after { content: ""; display: block; clear: both; } READ: Araby- Vanity EssayEventually she states, that she did love him once- but she loved too 126, and eventually choosing to flee Long Island with Tom. Through her actions, Fitzgerald shows the fleeting American Dream, the dreamer never achieving his goal, just as Gatsby never claims Daisy for his own. Daisies voice is highly significant in displaying the corrupt value of the Dream, which is solely based on gaining material goods and nothing else. After meeting Daisy at Nicks house, Nick observes how her voice held him most, with its fluctuating feverish warmth, because it could not be over-dreamed- that voice was a deathless song 93. Daisys voice here entrances Gatsby, and is the one thing that Gatsby will never stop loving about her. Fitzgerald is probably alluding to the sirens, the ancient mythical creatures that sang sailors to their deaths by captivating them with their magical voices; and thus giving a highly critical view to Daisy and her deathless voice. Further on in the novel, Nick realizes what it is about Daisys voice that fascinates Gatsby so much. It full of money-that the inexhaustible charm 115 that draws Gatsby closer to her, that is her power over him. Gatsby is entranced by material goods, like much of the population during the prosperous twenties, and Fitzgerald uses these quotes to exploit the defects of greed and materialism in his character. By developing Gatsby and his goals, Fitzgerald exposes the fantasy of the American Dream and the corruption within it. Even though millions of immigrants came to America in pursuit of economic wealth, to turn their rags to riches, nearly none of them succeeded in achieving the Dream that so many sought. The Dream is truly a dream, something that one would think of subconsciously when asleep. Monetary wealth is never gained easily and as Fitzgerald demonstrates, requires corrupt means to achieve, completely destroying the illusion that is the American Dream, the green light, the orgastic future that year by year recedes before us. It eluded us then, but thats no matterà ¢Ã¢â€š ¬Ã¢â‚¬ tomorrow we will run faster, stretch out our arms farther. . . . And then one fine morningà ¢Ã¢â€š ¬Ã¢â‚¬  So we beat on, boats against the current, borne back ceaselessly into the past 171.

Unlikely Heroes free essay sample

This paper compares the main characters of Harry Potter, The Wonderful World of Oz and The Hobbit. This paper looks at the main characters of the books Harry Potter, The Wonderful World of Oz and The Hobbit. It argues that each of these characters are unlikely heroes which makes the story even more charming for young readers. These heroes are compared to each other. From the paper: At the beginning of the Harry Potter saga, the reader is introduced to the boy who will become the epicenter of the Hogwarts world as a small, scarred baby nestled in the arms of a large, bury and uncouth gamekeeper. Although the image of Dorothy Gale has largely been fixed in the world?s mind as the luminous Judy Garland, crooning ?Somewhere Over the Rainbow,? in the actual first book in the Oz saga, The Wonderful Wizard of Oz by Frank Baum, the reader?s first vision of Dorothy is somewhat different. We will write a custom essay sample on Unlikely Heroes or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In the book, Dorothy Gale is introduced as a poor, young girl on a depleted dust bowl farm in the middle of Kansas during difficult economic times. The land is flat and dry and her world is flat and dry. The fantastic world of Middle Earth created by J.R.R. Tolkien is populated by creatures such as elves, wizards, and trolls. Yet the central, saving figure of his first book The Hobbit, the saving sort of creature who will take over the function of hero in the rest of the novels in The Lord of the Rings series is that of a Hobbit. A Hobbit is a small, furry, frequently hungry creature who at first seems to bear little resemblance to the ethereal elves or the wise wizards such as Gandalf. Hobbits have not even been awarded one of the great rings in the division of power that in Middle Earth. Yet it is a Hobbit, Bilbo Baggins, who ultimately gains control over the ring that shall rule them all.

South Africas Black Consciousness Movement

South Africa's Black Consciousness Movement The Black Consciousness Movement (BCM) was an influential student movement in the 1970s in Apartheid South Africa. The Black Consciousness Movement promoted a new identity and politics of racial solidarity  and became the voice and spirit of the anti-apartheid movement at a time when both the African National Congress and the Pan-Africanist Congress had been banned in the wake of the Sharpeville Massacre. The BCM reached its zenith in the Soweto Student Uprising of 1976  but declined quickly afterward. Rise of the Black Consciousness Movement The Black Consciousness Movement began in 1969 when African students walked out of the National Union of South African Students, which was multiracial but white-dominated, and founded the South African Students Organization (SASO). The SASO was an explicitly non-white organization open to students classified as African, Indian, or Coloured under Apartheid Law. It was to unify non-white students and provide a voice for their grievances, but the SASO spearheaded a movement that reached far beyond students. Three years later, in 1972, the leaders of this Black Consciousness Movement formed the Black People’s Convention (BPC) to reach out to and galvanize adults and non-students. Aims and Forerunners of the BCM Loosely speaking, the BCM aimed to unify and uplift non-white populations, but this meant excluding a previous ally, liberal anti-apartheid whites. As Steve Biko, the most prominent Black Consciousness leader, explained, when militant nationalists said that white people did not belong in South Africa, they meant that â€Å"we wanted to remove [the white man] from our table, strip the table of all trappings put on it by him, decorate it in true African style, settle down and then ask him to join us on our own terms if he liked.† The elements of Black pride and celebration of black culture linked the Black Consciousness Movement back to the writings of W. E. B. Du Bois, as well as the ideas of pan-Africanism and La Negritude movement. It also arose at the same time as the Black Power movement in the United States, and these movements inspired each other; Black Consciousness was both militant and avowedly non-violent. The Black Consciousness movement was also inspired by the success of the FRELIMO in Mozambique.   Soweto and the Afterlives of the BCM The exact connections between the Black Consciousness Movement and the Soweto Student Uprising are debated, but for the Apartheid government, the connections were clear enough. In the aftermath of Soweto, the Black People’s Convention and several other Black Consciousness movements were banned and their leadership arrested, many after being beaten and tortured, including Steve Biko who died in police custody. The BPC was partially resurrected in the Azania People’s Organization, which is still active in South African politics. Sources Steve, Biko, I Write What I like: Steve Biko. A Selection of his Writings, ed. by Aelred Stubbs, African Writers Series. (Cambridge: Proquest, 2005), 69.Desai, Ashwin, â€Å"Indian South Africans and the Black Consciousness Movement under Apartheid.† Diaspora Studies 8.1 (2015): 37-50.  Hirschmann, David. â€Å"The Black Consciousness Movement in South Africa.†Ã‚  The Journal of Modern African Studies. 28.1 (Mar., 1990): 1-22.

Oxford Referencing †Citing a Book

Oxford Referencing – Citing a Book Oxford Referencing – Citing a Book You need two things when citing a book in the Oxford referencing system: a footnote citation and an entry in a bibliography. The exact format for this can vary, so make sure to check your style guide if you have one. But if all you need is a clear, simple way of referencing sources in your written work, then you can follow our guidelines below next time you cite a book. Citing a Book in Footnotes To cite a book, you’ll first need to add a superscript number in the main text: Citations usually go after end punctuation, like this.1 These superscript numbers point to footnotes at the bottom of a page. This is where you provide source information. And the first time you cite a book, you will need to use the following format: n. Author Initial(s). Surname, Book Title, publisher, place of publication, year, page number(s). The page numbers here refer to the specific section cited. Using this format, then, you should end up with a footnote that looks something like this: 1. H. Kane, Discovering Rome, Penguin Roundhouse, London, 2002, p. 10. When referencing a book with two or three authors, meanwhile, use â€Å"† to separate the last two: 2. J. Jones, L. Larkin W. Ellis, How to Beat the System, Harper Collins, New York, 2004, p. 16. And if a book has four or more authors, use â€Å"et al.†   Ã¢â‚¬â€œ meaning â€Å"and others† – after the first named author rather than writing each author name out in full: 3. I. King et al., The Human Mind, Continuum, London, 2010, p. 3. After citing a book for the first time, you can use a shorter footnote format for repeat citations. We will look at how this works below. Repeat Citations: Latin Abbreviations Most versions of Oxford referencing use a set of Latin abbreviations for repeat citations. Typically, this includes the following: Ibid. (meaning â€Å"in the same place†). You can use this when citing a source more than once in a row. If you’re citing a different page number, remember to include this in the citation. Loc. cit. (short for loco citato, or â€Å"in the place cited†). You can use this alongside the author’s surname for non-consecutive citations of the same page of a source. If you have cited more than one work by that author, you may also need to include a shortened title. Op. cit. (short for opere citato, meaning â€Å"in the work cited†). Similar to â€Å"loc. cit.† but used when citing a different page of a previously cited work. We can see how this works in practice with the repeat citations below: 4. P. Walker, London Fields: A Guide for the Uninitiated, Penguin Roundhouse, London, 2002, p. 10. 5. Ibid., p. 13. 6. T. Williams, Going the Distance, Harper Collins, New York, 2010, p. 34. 7. Walker, op. cit., p. 16. Here, the Walker source is cited in footnotes 4, 5 and 7. We use â€Å"ibid.† for footnote five as it comes immediately after the initial citation, but we give a new page number because we’re citing a different part of the book. And in footnote 7 we use â€Å"op. cit.† because we’re citing a different part of the Walker book after citing a different source, making it a non-consecutive citation. Other Shortened Citations If your version of Oxford referencing does not use the Latin abbreviations above, you will still need to shorten repeat citations. Usually, this means citing just the author’s surname and a page number. If you are citing more than one source by the same author, however, you should also provide a shortened version of the book’s title in repeat citations. For instance: 4. P. Walker, London Fields: A Guide for the Uninitiated, Penguin Roundhouse, London, 2002, p. 10. 5. T. Williams, Going the Distance, Harper Collins, New York, 2010, p. 34. 6. P. Walker, Urban Rambling, Penguin Roundhouse, London, 2010, p. 211. 7. Walker, London Fields, p. 10. 8. Williams, p. 35. Here, we have two sources by Walker and one by Williams. As such, when we cite London Fields a second time, we include the shortened title to show which source we’re referencing. But when we cite Williams for a second time in footnote 8, we only give his surname and a page number. The Reference List Finally, with Oxford referencing, every source you cite in the main text should also appear in a reference list. The format for a book here is similar to the first footnote except for two things: You should give the author’s surname before the initial. This is so you can list the sources in your document alphabetically by author surname. You do not need to give page numbers for a book in the reference list. As such, the basic format for a book in an Oxford reference list is: Surname, Initial(s), Book Title, publisher, place of publication, year. And in practice, this would look something like this: Kane, H., Discovering Rome, Penguin Roundhouse, London, 2002.

Afterschool programs for kids in saudi arabia Essay

Afterschool programs for kids in saudi arabia - Essay Example While education is developing in Saudi Arabia, kids still don’t have the programs that can help them discover their potential skills and talents. Most kids waste their time during after school time either watching TV or playing video games at home. Having an after school program would be a very positive addition learning in Saudi Arabia. The concept of after school programs is not well developed in Saudi Arabia with very few programs available in the kingdom. According to Hirsch (year), After school programs have shown results of improved â€Å"homework completion, better test scores, higher grades, and even better psychological development of the student†. This is the main project that I will pursue as soon as I get back home. I am going back to Saudi Arabia in July 2012. My project will commence as an after school program by September 2013. In the USA, after school programs have seen a tremendous growth in the recent decade. According to an estimate by Afterschool Alliance (2009), â€Å"at least 6 million ( eleven percent) of school-age youth regularly participated in after-school programs during School Year 2002-2003†. The numbers of after school programs participants have increased lately with about 8.4 million K†12 children (roughly fifteen-percent) attending afterschool Programs by 2009 (Afterschool Alliance, 2009). There are a many good reasons why parents want their children to attend after-school programs. Primarily, Carver and Iruka (2006) believe that these programs â€Å"provide diverse services such as academic instruction, cultural enrichment, safe places to stay, and adult supervision for children â€Å". ... TASC created a model for daily after-school programs that community organizations operate in partnership with schools, offering kids sports, arts, academic help and support for their healthy social and emotional development. TASC is dedicated to reversing that inequality and giving every student a fighting chance to succeed. Knowing that most US kids spend eighty-percent of their waking hours outside the school, TASC became determined to fill that gap with a useful activity. Since its establishment, TASC has helped 376,000 New York City kids, supported 486 New York City public schools, partnered with 328 community and cultural organizations and colleges and trained 16,000 community members to work in schools (TAC Annual Report). Education in Saudi Arabia From the time of its foundation in 1932 until now, Saudi Arabia has made tremendous progress in the field of education. In 1925, King Abdulaziz (in his capacity as the King of Najd and Hejaz – before the establishment of the K ingdom of Saudi Arabia) established â€Å"the Directorate of Education," the first formally organized educational center under the Ministry of the Interior because there was not enough qualified and educated people to establish an education department that represented what’s now known as the Ministry of Education. During its early years, Saudi Arabia made use of Egyptian assistance; however, not only as an aid for teaching by providing both the manpower as well as the knowhow . Furthermore, it has also helped subsidize the curriculum and organize the Saudi educational system. At that time, the Egyptian educational system was based on the English model; hence, it was but natural to also adopt the same educational model in Saudi Arabia. Saudi Arabia’s first public school was

Applicability of the Principles of Empowerment and Recovery of the Essay

Applicability of the Principles of Empowerment and Recovery of the Mentally Ill in Practice - Essay Example There are many types of mental illnesses including: bipolarity, depression, panic attacks, obsessive-compulsive disorder, and schizophrenia among others. 1.0 Scenario One afternoon, a man in his late 20s was brought in for medical attention. For the purpose of confidentiality, we shall name him Andrew (not his real name). Andrew could not keep still and he kept on moving from one point to another, talking to imaginary people. The people who brought him to the hospital were his colleagues at work, who claimed that he had become very hostile, attacking everyone at the office and accusing them of trying to ruin his life. They claimed that he had also started talking to himself and repeatedly saying â€Å"they want to kill me†. Andrew was immediately taken to the psychiatrist ward for examination, while I was instructed to get more information about his actions from his colleagues. The workmates told me that in last few months, they had observed some abnormal behavior in their col league, but had dismissed the actions. For example, he would show up at work late, looking tired and had started withdrawing from his workmates. They also claimed that he could no longer meet deadlines and that he often did substandard work. After the discussion with the patients’ colleagues, I called his family before going to check on the progress of the patient. The psychiatrist informed me that they had sedated him to ease his agitation. I explained to him all the observances noted by Andrew’s colleagues and the doctor suspected that this could be a case of schizophrenia. As we were talking, Andrew’s wife and sister came in looking very worried. The doctor explained the patient’s condition to them and asked them to offer any information they deemed useful. The wife explained how Andrew a father of two and an accountant had started acting weird about the same time the previous year. He would often withdraw from his wife and children, he would become ea sily agitated if the children did anything wrong, and would act unmoved even if the children cried for attention. The wife also explained how in recent days Andrew had become very attentive to the safety of his family, claiming that someone was out to harm them. He would lock all the doors and constantly look out through the window to see whether someone was watching them. Andrew’s sister also explained how as a teenager, Andrew had suddenly lost all zeal for life. He no longer engaged in activities he had previously enjoyed. She explained that Andrew stopped playing rugby; his social life degenerated and he became withdrawn from his family. He did not seem to have any direction in life; neither did he know what career he wanted. Meanwhile his family attributed all this to adolescence and hoped it would pass. They did not expect Andrew’s condition to deteriorate to the present situation; neither did they attribute it to a mental disorder. At this point it was absolutel y clear that indeed Andrew was suffering from undifferentiated schizophrenia. When Andrew woke up he was much quieter and seemed to act more normally, except that he denied ever doing all the things that his colleagues had pointed out. He was not ready to face up to the fact that he was mentally ill and was still in denial. According to Warner (2004) it is common for people suffering from schizophrenia to deny their mental condition. Later on, the psychiatrist asked if I wanted to be involved in empowering Andrew to recover from his illness and I was

Naturalism in Theatre in the 19th Century Essay Example for Free

Naturalism in Theatre in the 19th Century Essay Naturalism in theatre in the 19th century, in its utmost simplest form, can be understood as the life like reproduction of life and human drama on stage. However the true understanding of naturalism is far more convoluted than this shallow notion. This essay will look at explaining and defining naturalism as a literature movement in the 19th century according to Emile Zola’s essay, Naturalism in the Theatre and Raymond Williams’ essay on Social Environment and Theatrical Environment. One way in which we may acquire a better understanding of naturalism is by comparing the other forms of theater that were precursors to naturalism. In the beginning of his essay Zola calls for an innovator’s mind to â€Å"†¦overthrow the accepted conventions and finally install the real human drama in place of the ridiculous untruths that are on display today† (Zola 1881; 351). This statement outlines the fundamentals of Romantic drama and Classical drama as being based on a grotesque exaggeration of reality and falsification of human drama. Often set in the Middle Ages (Classicism) or the Greek and Roman times (Romanticism) action was always of excess (Zola 1881; 353). If we compare this to 19th century naturalism the differences are major. Firstly we see that naturalism brought about the life like reproduction of human drama in the, then, present time, it sought realistic human stories, in real human environments. As Zola stated â€Å"Take our present environment, then, and try make men live in it: you will write great works†, here Zola expresses the basis for naturalism, real people in real situations in real environments. As this illustrates Naturalism was not concerned with fantastic untruths of another era as Romanticism and Classicism were, but was rather involved with the expression of the realistic drama of present life in a natural present environment. Williams’s classification of naturalism is divided into three ‘senses’. The first being an accurate reproduction of real life in the literal sense, this was school of thought was inherited from the naturalistic landscape paintings of the mid 1800’s, that sought to reproduce nature as accurately as possible on canvas. The second sense that Williams talks of is the distinction â€Å"between revealed (divine) and observed (human) knowledge† (Williams 1990; 125). This philosophical position viewed man as a biological element of the world as opposed to a divine metaphysical being of the universe. Naturalism in this sense was â€Å"consciously opposed to ‘supernaturalism’† (Williams 1990; 126). In the third sense Williams is more application specific, as he states that with in a play or novel it is the amalgamation of the first two senses that is â€Å"a conscious reliance on observed natural history and on human reason† (Williams 1990: 127). This expresses the urge of naturalism to rigorously investigate human nature and truth, not only in a temporal term but to â€Å"show character and action as determined or profoundly influenced by environment, either natural or social† (Williams 1990; 127). This illustrates how Williams has explained naturalism in three separate senses. [497] Determinism The Oxford Dictionary explains determinism as the belief that all events, and actions are fundamentally controlled by external causes, it suggests that humans have no free will as everything is pre-determined by the environment in which they live. As Williams points out â€Å"the novelty of the naturalist emphasis was its demonstration of the production of character or action by a powerful natural or social environment† (Williams 1990; 127). Here Williams is outlining the factor of influence, of the environment on the character or action. Naturalism as we have discussed, is concerned with the life like reproduction of life itself here Zola discusses the importance of reproduction by stating â€Å"most of all we would need to intensify the illusion in reconstructing environments, less for their picturesque quality than for dramatic utility. The environment must determine the character† (Zola 1881; 369). As this suggests, naturalism, particularly in written plays, will create the belief that the character has a predetermined outcome. As we have discussed in the second sense of Williams definitions of naturalism, the physiological man is preferred over the metaphysical view. This suggests that man is just apart of the environment in which he lives and, as a biological element, has no free will over his actions or environment. As Zola concurs â€Å"the physiological man in our modern works is asking more and more compellingly to be determined by his setting, by the environment that produced him† (Zola 1881; 370). As this illustrates, the notion of determinism in dramatic writing, especially naturalism is a vital one, as it’s study of human behavior, and what influences it in a given environment is crucial to the natural expression and form of a character. [291] The contemporary environment and its physical reproduction on stage The contemporary environment and its physical reproduction on stage is a vital facet in the workings of naturalism. Referring to Williams’ aspects of naturalism, the first being derived from the naturalistic painters of the mid 1800’s where replication of the environment was partially a scientific endeavor. Studying the surroundings and environment in exact detail is vital in understanding the action of a character, therefore in naturalism the lifelike reproduction of the characters environment on stage is essential (Williams 1990; 125). Here Williams states a ‘major feature’ of â€Å"naturalist drama in particular its specific central feature of the stage as a room† (Williams 1990; 129). This refers to the appearance of the stage as a physical extension of real present day life as it were, to supplement the feel of naturalism on stage. Here Zola agrees by stating â€Å"most of all we would need to intensify the illusion in reconstructing environments, less for their picturesque quality than for dramatic utility† (Zola 1881; 369). As this proves the aesthetical reproduction of life on stage is far more than a scenic attraction, it provides the environment in which the characters live and take influence. The second sense of naturalism that Williams describes is that of the physiological man opposed to the metaphysical man. This is an important factor as this philosophical position looks at the man as being apart of his surroundings in a biological sense. As Williams states â€Å"in the social sense that character is determined or profoundly influenced by its social environment, with the later and more penetrating observation that this social environment is itself historically produced, and in the wider sense of natural history, in the evolution of human nature itself within a natural world of which it is an interacting part† (Williams 1990; 127). Here Williams is stating that the character is impacted by his environment, that itself is historically produced. As Zola states that the physiological man in naturalism is requesting to be â€Å"determined by his setting, by the environment that produced him† (Zola 1881; 370). Zola does not take it as far as Williams as he does not state the environment itself as being historically produced, however it is agreed that they both see the physiological man being produced by his environment. This proves that the contemporary setting of a character is vital in naturalism as it illustrates the physiological man in his environment, as opposed to the metaphysical man in a distance time and place that has little relevance to mans contemporary intelligence. By utilizing two of Williams ‘senses’ of naturalism, we have seen the uses of the contemporary environment in which a character is places as well as the importance of the detailed physical reproduction of a characters environment. [458]

Media Violence in Childrens Lives Essay -- essays papers

Media Violence in Children's Lives During the past decade, America has witnessed an alarming increase in the incidence of violence in the lives of children. On a daily basis, children in America are victims of violence, as witnesses to violent acts in their homes or communities, or as victims of abuse, neglect, or personal assault. The causes of violent behavior in society are complex and interrelated. Among the significant contributors are poverty, racism, unemployment, illegal drugs, inadequate or abusive parenting practices, and real-life adult models of violent problem-solving behavior. At the same time that there has been an increase in the number of reported violent acts directed at children, there has been an increase in the amount and severity of violent acts observed by children through the media, including television, movies, computer games, and videotapes, and an increase in the manufacture and distribution of weapon-like toys and other products directly linked to violent programming. In response, Governing Board appointed a panel of experts to guide the development of initiatives and resources to assist teachers and parents in confronting the issue of violence in the lives of children. This position statement addresses one aspect of the proble -- media violence -- and is the first in a series of projects the Association plans to address this important issue. We have chosen to address the issue of media violence first because, of all the sources and manifestations of violence in children's lives, it is perhaps the most easily corrected. The media industry ought to serve the public interest and ought to be subject to government regulation. The responsibility of adults and of public policy to protect children from unnecessary and potentially harmful exposure to violence through the media and to protect children from television content and advertising practices that exploit their special vulnerability (Huston, Watkins, & Kunkel, 1989). Television and other media have the potential to be very effective educational tools for children. Research demonstrates that television viewing is a highly complex, cognitive activity, during which children are actively involved in learning (Anderson & Collins, 1988). Therefore, supports efforts to use media constructively to expand children's knowledge and promote the development of positiv... ... Vol 1: Summary report. Washington, DC: U.S. Government Printing Office. Piaget, J. (1962). Play, dreams, and imitation in children (C. Gattegno & F.M. Hodgson, Trans.). New York: Norton. (Original work published 1951) Piaget, J. (1963). The origins of intelligence in children. (M. Cook, Trans.). New York: Norton. (Original work published 1936) Rule, B., & Ferguson, T. (1986). The effects of media violence on attitudes, emotions and cognition. Journal of Social Issues, 42, 29-50 Simon, P. (1989, August 21)). Coming soon: An act that should reduce television violence. Newsday. Singer, D., & Singer, J. (1984). TV violence: What's all the fuss about? Television & Children, 7(2), 30-41. Singer, J.L., & Singer, D.G. (1986). Family experiences and television viewing as predictors of children's imagination, restlessness, and aggression. Journal of Social Issues, 42, 107-124. Singer, J., Singer, D., & Rapaczynski, W. (1984). Journal of Communication, 34(2), 73-89. Tuscherer, P. (1988). TV interactive toys: The new high tech threat to children. Bend, OR: Pinnaroo Publishing. Van Dyck, N.B. (1983). Families and television. Television & Children, 6(3), 3-11.

Contemporary America Essay

Joven Isamer Bilog 12 Apr 2011 History 162 Section 8 America’s role in World War II was fueled by the desire to fight oppression abroad. However, America’s own oppressive behavior contradicts this desire. Segregation and discrimination were still prominent in WWII. Full citizenship rights were denied to African-Americans. The Jim Crow laws kept the separation of black and white soldiers. Black and white soldiers shared different bathrooms and were trained in different military units. African-American soldiers fought two wars: one over the Axis Powers and one with domestic racial prejudice.There is no sense for America to fight for democracy if America could not have even exemplified it. There was no motive to guide an African-American soldier to shed blood for hypocrisy. In January 1942, a cafeteria worker named James G. Thompson sent a letter to the Pittsburgh Courier that decided to confront the contradiction of a Jim Crow army defending democracy and proposed the Dou ble Victory sign. The first â€Å"V† stood for victory over America’s enemies abroad and the second V stood for victory over African-American’s enemies at home.The Pittsburgh Courier’s â€Å"Double V† campaign was a profound movement that provided incentive for African-American war efforts and effectively revealed the disparity between America’s ideals abroad and the reality at home. The Double V campaign instantly grabbed the attention of the Pittsburgh Courier which started publishing the Double V insignia in its February 7th edition. Thompson’s letter made an immediate impact due to its simple yet memorable slogan with the words. His Double V idea was great enough for a very popular black press to quickly support.The slogan â€Å"gave voice to a democratic dream that would be widely shared across the country. † African-Americans could quickly relate to the cause because of its positive message. The Pittsburgh Courier used gr eat tactics such as photographs to charge the â€Å"Double V† Campaign. The photographs in the paper had a woman with a â€Å"VV† on the back of her dress, a class of six graders flashing the Double V sign and a soldier forming a Double V with his hands and two military flags. The campaign did not discourage patriotism or influence a turn against America.It called for the democratic truth America tried to embody. Private Charles F. Wilson wrote to President Roosevelt, â€Å"Are the Chinese to believe that we are fighting to bring them ‘freedom, equality, and justice,’ when they can see that in our Armed Forces we are not even practicing what we preaching? † This illustrates the powerful effect the campaign had in motivating people to stand up for the double victory cause. Democratic America was a fraud in World War II and Thompson’s letters called America out to be a true model for democracy.White America only had to worry about the victory o ver the Axis powers. The Double V showed the greater challenges colored Americans had to face. An African-American soldier named E. G. McConnell of the 76ist Tank Battalion said, â€Å"I was in a unit I was damn proud of, and I knew that the things we did would shape the future for my children and grandchildren. † The soldiers who felt unsure about the war now had a certain answer which was that the ideal would be one day reached with enough sacrifices. The maintenance of patriotism is vital to unifying the country.Black and White Americans live in America. Love for one’s country is something that can be undeniably shared. The Courier’s introduction of the Double V Campaign had a brilliant statement which was â€Å"WE HAVE A STAKE IN THIS FIGHT†¦. WE ARE AMERICANS TOO! † This statement shows that all Americans no matter what race share the loyalty and pride for the country. Black and White Americans share the same goal in defeating the Axis Powers in the name of democracy. African-Americans have just as much to lose as White Americans. Support for the campaign also came from famous whites.Politician Thomas Dewey supported the campaign stating, â€Å"All Americans must participate in the terrible struggle ahead – in our munitions factories at home – and in every branch of our armed forces on the battle fronts. † This shows how the Double V campaign was able to make the problems on the home front evident. The Pittsburgh Courier showed a picture of a black and white man showing the Double V sign in its Feb 28, 1942 edition. This showed that the fight for democracy was not limited to that of a colored American. The Double V ideal was available to all American people.The Courier gracefully executed a fight not against the whites but to fight with them. The National Association for the Advancement of Colored People (NAACP) denounced the army’s segregationist policy: â€Å"A Jim Crow army cannot fight for a free world. † The mutual effort between colored and white Americans was necessary to defeat the evils of discrimination. There can be no peace and justice without cooperation because a change in a nation requires everyone. The editor of the Pittsburgh Courier wrote: â€Å"We call upon the President and Congress to declare war on Japan and against racial prejudice in our country.Certainly we should be strong enough to whip both of them. † This statement illustrated America’s great potential to win both victories and amplified America’s greatness. If America is fighting for democracy abroad it should be easily able to fight for democracy at home. There was a calling for America to prove it is a truly marvelous country that conquers any problem. The two victories coexist well because the fight is the same but just in different areas. Just as much as democratic principles were being eradicated in Europe by the Axis Powers; democratic equality was being ignor ed in America.Black columnist George Schuyler said â€Å"Our war is not against Hitler in Europe, but aganst Hitler in America. Our war is to get a democracy we never had. † Schuyler points out that only is there a problem with World War II and the fight against Germany, but that there is a segregation and discrimination problem on United States soil. The victory at home is necessary for the victory abroad because there is no justification in fighting for a contradiction. Black soldiers’ presence made a huge difference for America. African-Americans were allowed into the Air Corps on January 16, 1941 and the War Department office was flooded with applications.Although black soldiers were able to fight in the sky they still faced racial prejudice. â€Å"Promotions of blacks were nonexistent; it was obvious when young whites were promoted over blacks with years of exemplary military service. † These black soldiers personally felt the harsh discrimination. Their ha rd work was overlooked and there was nothing to be done about it. The War Department was stern on its traditional treatment of colored soldiers. These soldiers could not protest the discrimination. The â€Å"Double V† campaign gave them the ability to protest by instilling the idea that fighting in the war will later result in a better future.The soldiers were fighting for the second victory at home. A Tuskegee administrator said, â€Å"When Negroes do not have to be continuously on their guard against such unnecessary strains during the period of their flying training they will do better as flyers. † This illustrated a contradiction because segregating training camps is a definite example of racial discrimination. The segregation cultivated strains of doubt and hopelessness in the minds of the black soldiers. The Double V helped link black soldiers’ urge for victory in WWII with the hope for an end to discrimination and segregation.A black airman in the 99th, a nd an eventual Tuskegee Airman, â€Å"every man in the 99th was aware that the success of the 99th would impact the status of blacks in the Army Air Force and the army as a whole and that each man performed his job as if the race depended on him. † The â€Å"Double V† Campaign gave black America the opportunity to feel like they were a part of a greater struggle for freedom everywhere. One soldier said, â€Å"Just carve on my tombstone, ‘Here lies a black man killed fighting a yellow man for the protection of a white man’. This showed the paradox that they are expected to do the same dangerous and life risking things as the white man but do not reap the same benefits. Black soldiers were willing to protect country even though the relationship was not reciprocal. These black soldiers needed to risk their life for a worthy cause which is what the â€Å"Double V† Campaign did by providing them with the motive of victory on the home front. Considering U. S. involvement in WWII â€Å"government officials began stressing the need of a united home front to ensure victory, and many blacks realized that whites could no longer ignore the issue of discrimination. With the increasing participation of colored Americans in the war, the issue of discrimination became a bigger concern. The issue could no longer be avoided. The Double V stepped in at the perfect time and confronted the issue of discrimination. As can be seen throughout the whole of this analysis, The â€Å"Double V† campaign was a profound movement that provided incentive for African-American war efforts and effectively revealed the disparity between America’s ideals abroad and the reality at home. Thompson’s words were very inspiring because he showed the perseverance to overlook all the unjust treatment and still have optimism in America.The positive assertion contributed greatly to the success of the campaign. The â€Å"Double V† campaign was o ne of the most extensive patriotic drives in the country during the war because it kept black America appraised of the struggle for victory overseas and victory at home through numerous publications. World War II gave African-Americans the perfect opportunity to change the ways of America. It was impeccable timing for the â€Å"Double V† campaign to start. Many African-Americans participated in the war and were willing to sacrifice their lives.There were also many African-Americans such as men in the military who questioned if was worth defending a nation representing hypocrisy. The â€Å"Double V† Campaign was started for these people who represented the common theme of discrimination. It was during World War II in which the possibility of African-Americans being heard. The connection of the two victories was clever because it demonstrated that African-Americans are fighting for everyone else and raises the question of why it is not reciprocated which shows that Afric an-Americans are entitled to equal rights.There is a request for cooperation among all Americans to truly represent democracy. To be constantly brought down by discrimination and prejudices and still persevere is mind blowing showed the amazing patience African-Americans had. The â€Å"Double V† campaign showed the public that there is a potential existence of an America practicing what it preaches where all men are created equal and no innate social, cultural or human right is withheld from you. ——————————————– [ 1 ]. Ronald Takaki, Double Victory: A Multicultural History of America in World War II (Boston: Little, Brown and Co, 2000), 25 [ 2 ].Michael S. Foley, Home Fronts A Wartime America Reader (New York: The New Press, 2008), 56 [ 3 ]. Takaki, 21 [ 4 ]. Washburn, Pat The â€Å"Pittsburgh Courier’s† Double V Campaign in 1942 (1981), 4 [ 5 ]. Takaki, 30 [ 6 ]. Takaki, 34 [ 7 ]. James G. Thompson†The Courier’s Double ‘V’ For a Double Victory Campaign Gets Country-Wide Support,† The Pittsburgh Courier, February 14, 1942 [ 8 ]. James Edward Boyack, â€Å"Denounces Limit Placed on Negro in War Efforts,† Pittsburgh Courier, Feb. 28, 1942, 1 [ 9 ]. Washburn, 8 [ 10 ]. Takaki, 23 [ 11 ].Beth Bailey, â€Å"The â€Å"Double-V† Campaign in World War II Hawaii: African Americans, Racial Ideology, and Federal Power,† Journal of Social History 26:4 ( March 1993): 817 [ 12 ]. Takaki, 24 [ 13 ]. Lynn M Homan, Black Knights: The story of Tuskegee Airmen (Gretna, Lousiana: Pelican Publishing Company, 2001), 30 [ 14 ]. Homan, 71 [ 15 ]. Homan, 34 [ 16 ]. Lawrence P. Scott, Double V The Civil Rights Struggle Of The Tuskegee Airmen (East Lansing, Michigan: Michigan State University Press, 1992), 134 [ 17 ]. Takaki, 34 [ 18 ]. Washburn, 2 [ 19 ]. Scott, 167

Leo Tolstoy

LEO TOLSTOY Leo Tolstoy, or Count  Lyev Nikolayevich Tolstoy[1]  (Russian:   ?) (September 9, 1828  Ã¢â‚¬â€œ November 20, 1910[2]), was a Russian writer of  realist fiction  and philosophical essays. His works  War and Peace  and  Anna Karenina  represent, in their scope, breadth and vivid depiction of 19th-century Russian life and attitudes, a peak of  realist fiction. [3] Tolstoy's further talents as essayist, dramatist, and educational reformer made him the most influential member of the aristocratic  Tolstoy family. His literal interpretation of the ethical teachings of Jesus, centering on the  Sermon on the Mount, caused him in later life to become a fervent  Christian anarchist  and  anarcho-pacifist. His ideas on nonviolent resistance, expressed in such works as  The Kingdom of God Is Within You, were to have a profound impact on such pivotal twentieth-century figures as  Mohandas Gandhi[4]  and  Martin Luther King, Jr. [5]  Many consider Tolstoy to have been one of the world's greatest novelists. [6][7] Biography Tolstoy was born in  Yasnaya Polyana, the family estate in the  Tula  region of Russia. The  Tolstoys  were a well-known family of old Russian nobility. He was the fourth of five children of Count  Nikolai Ilyich Tolstoy, a veteran of the  1812 French invasion of Russia, and Countess Mariya Tolstaya (Volkonskaya). Tolstoy's parents died when he was young, so he and his siblings were brought up by relatives. In 1844, he began studying law and oriental languages at  Kazan University. His teachers described him as â€Å"both unable and unwilling to learn. â€Å"[8]  Tolstoy left university in the middle of his studies, returned to Yasnaya Polyana and then spent much of his time in Moscow and  Saint Petersburg. In 1851, after running up heavy gambling debts, he went with his older brother to the  Caucasus  and joined the  army. It was about this time that he started writing. His conversion from a dissolute and privileged society author to the non-violent and spiritual anarchist of his latter days was brought about by his experience in the army as well as two trips around Europe in 1857 and 1860–61. Others who followed the same path were  Alexander Herzen,  Mikhail Bakunin, and  Peter Kropotkin. During his 1857 visit, Tolstoy witnessed a public execution in Paris, a traumatic experience that would mark the rest of his life. Writing in a letter to his friend V. P. Botkin: â€Å"The truth is that the State is a conspiracy designed not only to exploit, but above all to corrupt its citizens †¦ Henceforth, I shall never serve any government anywhere. † His European trip in 1860–61 shaped both his political and literary transformation when he met  Victor Hugo, whose literary talents Tolstoy praised after reading Hugo's newly finished  Les Miserables. A comparison of Hugo's novel and Tolstoy's  War and Peace  shows the influence of the evocation of its battle scenes. Tolstoy's political philosophy was also influenced by a March 1861 visit to French anarchist  Pierre-Joseph Proudhon, then living in exile under an assumed name in Brussels. Apart from reviewing Proudhon's forthcoming publication,  La Guerre et la Paix  (War and Peace  in French), whose title Tolstoy would borrow for his masterpiece, the two men discussed education, as Tolstoy wrote in his educational notebooks: â€Å"If I recount this conversation with Proudhon, it is to show that, in my personal experience, he was the only man who understood the significance of education and of the printing press in our time. Fired by enthusiasm, Tolstoy returned to Yasnaya Polyana and founded thirteen schools for his serfs' children, based on the principles Tolstoy described in his 1862 essay â€Å"The School at Yasnaya Polyana†. [9]  Tolstoy's educational experiments were short-lived due to harassment by the  Tsarist  secret police. However, as a direct forerunner to  A. S . Neill's  Summerhill School, the school at Yasnaya Polyana[10]  can justifiably be claimed to be the first example of a coherent theory of democratic education. Personal life On September 23, 1862, Tolstoy married  Sophia Andreevna Bers, who was 16 years his junior and the daughter of a court physician. She was called Sonya, the Russian diminutive of Sofya, by her family and friends. [11]  They had thirteen children, five of whom died during childhood. [12]  The marriage was marked from the outset by sexual passion and emotional insensitivity when Tolstoy, on the eve of their marriage, gave her his diaries detailing his extensive sexual past and the fact that one of the serfs on his estate had borne him a son. [11]  Even so, their early married life was ostensibly appy and allowed Tolstoy much freedom to compose  War and Peace  and  Anna Karenina  with Sonya acting as his secretary, proof-reader and financial manager. [11]  However, their latter life together has been described by  A. N. Wilson  as one of the unhappiest in literary history. Tolstoy's relationship with his wife deteriorated as his beliefs became increasingly radical. This saw him seeking to reject his inherited and earned wealth, including the renunciation of the copyrights on his earlier works. His fiction consistently attempts to convey realistically the Russian society in which he lived. Anna Karenina  (1877) tells parallel stories of an adulterous woman trapped by the conventions and falsities of society and of a philosophical landowner (much like Tolstoy), who works alongside the peasants in the fields and seeks to reform their lives. Tolstoy not only drew from his own life experiences but also created characters in his own image, such as Pierre Bezukhov and Prince Andrei inWar and Peace, Levin in  Anna Karenina  and to some extent, Prince Nekhlyudov in  Resurrection Anna Karenina Great changes were taking place during the mid-1870s in Russia. The serfs had been liberated in 1861. This was a long-overdue economic change in Russian society, but unfortunately it was not matched with land reform. As a result, most former serfs continued to work on the large farms as â€Å"free† peasants. The â€Å"land question,† also known as the â€Å"peasant question,† was a major political issue in Russia at the time of Anna Karenina. Tolstoy weighs in on this issue in many parts of the book, especially Part Three. At the same time, Russia was slowly and painfully undergoing a process of modernization. Western Europe had already completed many stages of industrialization, and Russia was far behind. Many of the new changes that were happening within Russia were in response to the changes in Europe. Western thought about democracy, liberalism, and social change accompanied the technological innovations that were imported throughout the mid-1870s and later 19th century. While many intellectuals and members of society saw this phenomenon in a positive light, others, like Tolstoy, were horrified by the negative aspects of Western â€Å"progress†? the rise of the urban center, the emergence of capitalism, decadent living, and the disconnection of people from the land. Some of Tolstoy's horror was well-placed: not all Western innovations would work in Russia. For all of its backwardness, Russia was not Europe, and few ideas or technological innovations would change that fact. The scene in which Levin attempts to implement a new agricultural theory on his farm and meets with resistance from his peasants, for example, has a basis in reality. A great deal of the spiritual underpinnings of Anna Karenina, especially Levin's struggle to find the Lord, are based on Tolstoy's own life. One critic has called Anna Karenina a â€Å"spiritual autobiography. † Tolstoy went through many religious crises in his life and struggled to find a way of living religiously that fought against the hypocrises and greed of the Greek Orthodox Church. Though the Church is not addressed specifically in this novel? indeed, Tolstoy was excommunicated a few years after its publication and was probably being careful not to upset them with any commentary in Anna Karenina? it is vital to think about Tolstoy's own spiritual questions when reading this book. Gabriel Garcia Marquez Latin-American journalist, novelist and short story writer, a central figure in the so-called Magic Realism movement. Gabriel Garcia Marquez was born in Aracataca, in the â€Å"banana zone† of Colombia, the first child of Luisa Santiaga Marquez, the daughter of Colonel Nicolas Marquez, and Gabriel Eligio Garcia, an itinerant homeopath and pharmacist. Soon after his birth, his parents left him to be reared by his grandparents and three aunts. At the age of fifteen, he was sent to the Liceo de Zipaquira, a high school for the gifted. He then studied law and journalism at the National University in Bogota and at the University of Cartagena. In 1982 Garcia Marquez was awarded the Nobel Prize for Literature. Love in the time of cholera Love in the Time of Cholera, published in 1985, was  Gabriel Garcia Marquez's first book after winning the Nobel Prize for Literature in 1982. Although it has often been compared negatively with Marquez's greatest achievement,  One Hundred Years of Solitude, many critics see Love in the Time of Cholera as a convincing and powerful love story that deftly accomplishes the goal Marquez et for himself: writing a story about love between two people of an age that no respected writer had managed before Gustave Flaubert French novelist of the realist school, best-known for MADAME BOVARY (1857), a story of adultery and unhappy love affair of the provincial wife Emma Bovary. As a writer Flaubert was a perfectionist, who did not make a distinction between a beautiful or ugly subject: all wa s in the style. The idea, he argued, only exists by virtue of its form – its elements included the perfect word, cunningly contrived and verified rhythms, and a genuine architectural structure. Madame Bovary  was first translated into English by Karl Marx's daughter Eleanor Marx. Gustave Flaubert was born in Rouen into a family of doctors. His father, Achille-Cleophas Flaubert, a chief surgeon at the Rouen municipal hospital, made money investing in land. Flaubert's mother, Anne-Justine-Caroline (nee Fleuriot), was the daughter of a physician; she became the most important person in the author's life. Anne-Justine-Caroline died in 1872 Flaubert began to write during his school years. At the age of fifteen he won a prize for an essay on mushrooms. Actually his work was a copy. A disappointment in his teens – Flaubert fell in love with Elisa Schlesinger, who was married and some 10 years his senior – inspired much of his early writing. His bourgeois background Flaubert found early burdensome, and eventually his rebel against it led to his expulsion from school. Flaubert completed his education privately in Paris. On his return Flaubert started  Madame Bovary, which took five years to complete. The realistic depiction of adultery was condemned as offensive to morality and religion. nce Flaubert said: â€Å"Emma, c'est moi. †Ã‚  Delphine Delamare, who died in 1848, is alleged to have been the original of Emma Bovary. Flaubert died of a cerebral hemorrhage on May 8, in 1880. Flaubert's other, non-literary life was marked by his prodigious appetite for prostitutes, which occasionally led to venereal infections. Direct experiences of the author also were reworked into the novel. For instance, in creating Emma Bovary, the novel's protagonist, Flaubert was inspired by his mistress Louise Colet, who gave him the insight to consider Emma's discontented childhood. Moreover, Doctor  Lariviere  was based on Flaubert's father, and the maid Felicite was based on Flaubert's nurse, Julie. Flaubert also used medical terminology with the help of his brother Achille and his friend Bouilhet. Initially the novel was considered highly controversial due to its depiction of adulterous affairs, and it was the subject of a trial in 1857. Flaubert delves into the sexual relations between Emma and her lovers and, more importantly, appears to glorify adultery and disgrace marriage. Since it was considered inappropriate for the public, precautions were taken to prohibit access to the book. Setting The setting of Madame Bovary is crucial to the novel for several reasons. First, it is important as it applies to Flaubert's realist style and social commentary. Secondly, the setting is important in how it relates to the protagonist Emma. It has been calculated that the novel begins in October 1827 and ends in August 1846 (Francis Steegmuller). This is around the era known as the â€Å"July Monarchy†, or the rule of  King Louis-Philippe. This was a period in which there was a great up-surge in the power of the bourgeois middle class. Flaubert detested the bourgeoisie. Much of the time and effort, therefore, that he spends detailing the customs of the rural French people can be interpreted as social criticism. Flaubert put much effort into making sure his depictions of common life were accurate. This was aided by the fact that he chose a subject that was very familiar to him. He chose to set the story in and around the city of  Rouen  in  Normandy, the setting of his own birth and childhood. This care and detail that Flaubert gives to his setting is important in looking at the style of the novel. It is this faithfulness to the mundane elements of country life that has garnered the book its reputation as the beginning of the literary movement known as â€Å"literary realism†. Flaubert also deliberately used his setting to contrast with his protagonist. Emma's romantic fantasies are strikingly foiled by the practicalities of the common life around her. Flaubert uses this juxtaposition to reflect on both subjects. Emma becomes more capricious and ludicrous in the harsh light of everyday reality. By the same token, however, the self-important banality of the local people is magnified in omparison to Emma, who, though impractical, still reflects an appreciation of beauty and greatness that seems entirely absent in the  bourgeois  class. Flaubert's novel is a landmark in that unlike the literature of his predecessors, it produces a story of gritty and perhaps even jarring reality. While even today the romanticism of the â€Å"Hollywood ending† is popular, the real ism of â€Å"Madame Bovary† was quickly reflected in classic works such as Fyodor Dostoevsky's â€Å"The Idiot† (1869) and Leo Tolstoy's â€Å"Anna Karenina† (1877). This paper uses the author's tones in â€Å"Anna Karenina† and â€Å"Chronicle of a Death Foretold† to compare Leo Tolstoy's and Gabriel Garcia Marquez's cynical tone towards society. Both authors use satire and irony to criticize the corruption of society and the institution of marriage. The paper shows that Tolstoy focuses on his disapproval of the upper-class aristocracy, while Garcia Marquez satirizes society in general. Tolstoy does not present the aristocracy with much honor or morals, unlike Garcia Marquez who uses a town that, although is corrupted, still has a strong moral back bone.

Blindness in Oedipus essays

Blindness in Oedipus essays Blindness is defined as the inability to see but blindness can be overlooking details or ignoring the facts. These examples can be seen in the play Oedipus the King by Sophocles. There are many people throughout the play that demonstrate their blindness. One person is the Herdsman. Due to his blindness, the Herdsman is one person to be blamed for the murder of Laius and for the plague that struck Thebes. On page sixty-three, line 1177, the Herdsman tells Oedipus that a man came from another country to adopt him. O master, I pitied it, and thought that I could send it off to another country and this man was from another country. Assuming that the mans story was true, the Herdsman just gave him baby Oedipus. Although the Herdsman knew what Oedipus fate was (to marry his mother after killing his father) he just allowed the man to take the baby. The Herdsman should have asked more questions or even told the man what the childs fate was to make sure that Oedipus would never return to Thebes. I chose this passage because the agony that Thebes went through could have been surpassed if the Herdsman made sure that Oedipus was killed or out of the country for good. The blindness of the Herdsman caused the city to go through this suffering. I found this passage to be important because the irresponsible Herdsman was blind to the fact that he might be the cause of the extinction of a city. He single-handedly could have saved Thebes by making sure that Polybus and Merope were from another country or by allowing Oedipus to die the way Laius and Jocasta wanted him to. ...

Ethos, Logos, Pathos for Persuasion

Ethos, Logos, Pathos for Persuasion You may be surprised to learn that much of your life consists of constructing arguments. If you ever plead a case to your parents- in order to extend your curfew or to get a new gadget, for example- you are using persuasive strategies. When you discuss music with friends and agree or disagree with them about the merits of one singer compared to another, you are also using strategies for persuasion. Indeed, when you engage in these arguments with your parents and friends, you are instinctively using ancient strategies for persuasion that were identified by the Greek philosopher Aristotle a few thousand years ago. Aristotle called his ingredients for persuasion pathos, logos, and ethos. Persuasion Tactics and Homework When you write a research paper, write a speech, or participate in a debate, you also use the persuasion strategies mentioned above. You come up with an idea (a thesis) and then construct an argument to convince readers that your idea is sound. You should become familiar with pathos, logos, and ethos for two reasons: First, you need to develop your own skills at crafting a good argument so that others will take you seriously. Second, you must develop the ability to identify a really weak argument, stance, claim, or position when you see or hear it. Logos Defined Logos refers to an appeal to reason based on logic. Logical conclusions come from assumptions and decisions derived from weighing a collection of solid facts and statistics. Academic arguments (research papers) rely on logos. An example of an argument that relies on logos is the argument that smoking is harmful based on the evidence that, When burned, cigarettes create more than 7,000 chemicals. At least 69 of these chemicals are known to cause cancer, and many are toxic, according to the American Lung Association. Notice that the statement above uses specific numbers. Numbers are sound and logical. An everyday example of an appeal to logos is the argument that Lady Gaga is more popular than Justin Bieber because Gagas fan pages collected 10 million more Facebook fans than Biebers. As a researcher, your job is to find statistics and other facts to back up your claims. When you do this, you are appealing to your audience with logic or logos. Ethos Defined Trustworthiness is important in research. You must trust your sources, and your readers must trust you. The example above concerning logos contained two examples that were based on hard facts (numbers). However, one example comes from the American Lung Association. The other comes from Facebook fan pages. You should ask yourself: Which of these sources do you suppose is more credible? Anyone can start a Facebook page. Lady Gaga may have 50 different fan pages, and each page may contain duplicate fans. The fan page argument is probably not very sound (even though it seems logical). Ethos refers to the credibility of the person posing the argument or stating the facts. The facts provided by the American Lung Association are probably more persuasive than those provided by fan pages since the American Lung Association has been around for more than 100 years. At first glance, you might think that your own credibility is out of your control when it comes to posing academic arguments, but that is incorrect. Even if you write an academic paper on a topic that is outside your area of expertise, you can improve your credibility- using ethos to persuade- by coming across as a professional by citing credible sources and making your writing error-free and concise. Pathos Defined Pathos refers to appealing to a person by influencing his emotions. Pathos is involved in the strategy of convincing the audience by invoking feelings through their own imaginations. You appeal through pathos when you try to convince your parents of something. Consider this statement: Mom, there is clear evidence that cellphones save lives in emergency situations. While that statement is true, the real power lies in the emotions that you will likely invoke in your parents. What mother wouldnt envision a broken-down automobile perched by the side of a busy highway upon hearing that statement? Emotional appeals are extremely effective, but they can be tricky. There may or may not be a place for pathos in your research paper. For example, you may be writing an argumentative essay about the death penalty. Ideally, your paper should contain a logical argument. You should appeal to logos by including statics to support your view such as data that suggests that the death penalty does/does not cut down on crime (theres plenty of research both ways). Use Appeals to Emotion Sparingly You may also use pathos by interviewing someone who witnessed an execution (on the anti-death penalty side) or someone who found closure when a criminal was executed (on the pro-death penalty side). Generally, however, academic papers should employ appeals to emotions sparingly. A long paper that is purely based on emotions is not considered very professional. Even when you are writing about an emotionally charged, controversial issue like the death penalty, you cant write a paper that is all emotion and opinion. The teacher, in that circumstance, will likely assign a failing grade because you havent provided a sound (logical) argument. Source â€Å"Whats In a Cigarette?†Ã‚  American Lung Association,

Classical Mythology in Abstract Expressionism Essay

Classical Mythology in Abstract Expressionism - Essay Example The essay "Classical Mythology in Abstract Expressionism" investigates classical mythology influence on abstract expressionism. The influences of depicting Classical Mythology begin with the thematic work that is accepted with both Surrealists and Abstract Expressionists during both time frames. The main ideology is based on creating the universal theme of humanism that is a part of every experience. The modern artwork depicts this by taking the mythology and relating it to the human experience by representing the mythology from a different perspective. The ideology was to take the idea of humanism and to create a modern approach to the myths that would combine the poetic expression of the artwork and the humanistic ideologies related to the myths. Instead of the stories representing the ancient and mysterious, both artistic movements created a sense of duality with the mythology. This was dependent on the mysterious and the human that combined together to create a sense of poetic me aning with the artwork. By doing this, artists were able to create a sense of meaning through the subject matter which could be depicted in modern society. The importance of the humanistic approach was not only to express the universal themes of duality between human nature and the myths. This was furthered with the time frame in which the artists were developing the portraits in. Many that were depicting the artwork focused on the social and political agenda of the time, specifically with the movement into modernism. The social and political approach was one which consisted of conflicts in society, stress which many were under because of political agendas and change that was continuously moving forward during this time frame. The themes were based on the tension of those who were living with the humanistic side, as opposed to the political and social agendas based on status, violence and struggle. Depicting these themes became an important aspect of the work in both time frames, sp ecifically because of influences of war, political leaders and social change that continued to move forward through contemporary events and ideas which followed (Bernstock, 1993: 153). An example of the artwork that showed the humanistic side and the social and political stresses came through works such as Andre Masson and Jacques Lipchitz (see Appendix A). The work of Andre Masson, Myth of Sisyphus, shows the French Surrealist viewpoint of conflict and humanism during the time. The myth is depicted by a boulder being rolled up a hill, only to continue to roll back down. This is followed in Greek mythology by a king who moves into power but doesn’t follow through with wisdom, instead ruthlessly killing thousands and betraying the gods. The influence of the 1930s was one which was created through the political agendas leading to war as well as the philosophical belief that there wasn’t meaning behind this. When looking at the painting of Masson, it is able to follow the myth of the ruthless actions and the boulder only going back down the hill. Masson does this by making the boulders appear out of place and time, each which carries the same myth as is depicted in the Greek legends. By doing this, Masson is able to create a link to the political leaders of the myth that deceive the gods to the present day, in which the same

Women activism, 1700-1877 Research Paper Example | Topics and Well Written Essays - 2000 words

Women activism, 1700-1877 - Research Paper Example Since inception of the 20th century, social perception regarding rights and status of women has undergone huge change compared to the conventional situation. While modernist intellectual development has considerable impact in radicalizing such improvement, however, women, in order to protect their rights, liberty and equal status in social context as that of their male counterparts, have become more organized. Feminism, in the modern socio-political and philosophical domain has been provided with special attention from every discipline of sociological studies. However, there is no denial that in order to evaluate the position of feminism as a poignant socio-political and philosophical discipline it is also important to acknowledge the history of women activism as well as the gradual process of development of the movement that was gradually germinating since late 16th century. Compared to the recent situation of women in civilized world they were tremendously challenged and consequent ly oppressed in the context of â€Å"expressing themselves in a patriarchal system that generally refused to grant merit to women's views.†1 One of the greatest feminist thinkers of all time, Simone de Beauvoir, in her essay â€Å"The Second Sex,† while attempted to evaluate the position of women in traditional patriarchal system said that a woman in terms of patriarchal judgment is nothing but a womb, a mere organism for child production2. She also has specified that every time women have proved their existence as equal to their male counterparts in terms of merit and capacity of accomplishment the same system has declared that â€Å"they are not women, although they are equipped with a uterus like the rest.†3 It is clear from these observations that women in hands of the traditional social patriarchy are considered as mere instruments of sensuality, objects of attaining physical pleasure, organic manifestation of sensuality and above all they are regarded as o rganisms without individual identity and human entity. The patriarchy has always denied acknowledging the humane attributes of a woman. The male dominated social system always faced difficulty to share its monopolistic position with female counterparts and by denying humane attributes or entity of women they actually aimed at oppressing women for its selfish benefits. Thus, in order to revolt against the established system and secure their rights, social protection and equality the women activists provided highest importance on initiating a moral revolution through cultural and political domain of the 17th and 18th century. The women activists clearly realized that only a prolonged, sincere, and committed mode of protest against the established set up would help them to attain their goals and impression of the same conviction can be received from writing of one of the most eminent women activists of all time, Elizabeth Cady Stanton (1815-1902): â€Å"We cannot bring about a moral r evolution in a day or year †¦. Now that I have two daughters, I feel fresh strength to work. It is not in vain that in myself I have experienced all the wearisome cares to which woman in her best estate is subject.†4 Thesis Statement: The manifestation and magnitude of women activism as it is experienced throughout the globe has it root deep in the history of women activism during early 17th to late 18th century. The participants in activism emphasized mainly on â€Å"recognition of the relationship between the private realm of home and family and larger system of public power†5 in order to introduce the desired moral revolution both on cultural and political grounds so that protection for women rights, social equality and recognition as equal human entities as that of their male counte

Later tell u Lab Report Example | Topics and Well Written Essays - 1750 words

Later tell u - Lab Report Example l perspective, television programme makers desire to cater to more audiences of different age groups to increase their popularity that in turn increases competitive challenges within the sector (Higher Education Statistics Agency Limited, 2014). To comprehend this phenomenon from a critical perspective, the entire study has been based on the television programme rating and its popularity among different age groups. Contextually, to identify the popularity of television channels among different age groups of the UK, BBC1 channel has been selected as the media outlet. Both industrial as well as general perspectives have been considered when evaluating BBC’s performance within the UK market in the recent phenomenon. From the varied channels of the UK, BBC 1 is one of the renowned television channels. In the first phase of its development, BBC was known for its news broadcast. Presently, BBC is an established network, which has multiple channels for different age groups. Moreover, BBC always provides quality news to its viewers. Since, 1997 BBC has appeared in news broadcast field and until now, has created milestones for its rival channels. BBC is the first news broadcaster, which presents news about the overall the world. The digitalized platform has enriched BBC’s journey, enhancing and diversifying its contents to a substantial extent. In the 2013, BBC also announced its High Definition (HD) simulcast, which has helped to enhanced its viewer ship more than previous times (Media Tel, 2014). In the present scenario, the popularity of television channels is judged under different scales. Under Television Rating Points (TRP), television association has measured satellite channel reach. In this regard, to identify the actual rate of popularity of BBC 1 among different age groups, a survey report has been used to avail proper results. Media Tel is the source from where all data regarding BBC has been gathered. Based on the September 2014 data of MediaTel, BBC

The Role Of An Occupational Therapist

The Role Of An Occupational Therapist Health care like health itself is a dynamic process which can be subject to change over time. There are an increasing amount of tensions within medicine between various groups of health care practitioners, and between the evaluation of treatment and responding to patients views. This reflects the different strains and demands bearing down on medicine from numerous quarters. I am interested in exploring from the counsellors perspective, in this case the occupational therapist, what exactly they do in an effort to socialize people back into society. For example looking at the role of occupational therapist and the patients environment: physical access to buildings; availability of family and monetary support for living at home. To answer the above question I examined areas such as what is the doctor-patient relationship or in this case the occupational therapist-patient relationship, drawing on Goffmans (1969) work, who states we all play roles throughout our lives, we present ourselves to society, and we are socialized to these roles throughout our lives, especially in childhood. Society has given us our roles- doctor, patient, sick role, etc. and we as actors can perform the role. I also looked at Occupational therapies link to Functionalism, concentrating on Durkheim and Parsons and also drawing on the work of Marx and Weber and how Marx led to the acknowledgment in occupational therapy that labour is the collective creative activity of the people. Description of the research strategy For my research into how occupational therapy contributes to the promotion of health in society, I chose to use qualitative research and in this case qualitative Interviewing. Several researchers have argued that structured interviews are unnatural and restrictive. Informal interviews get deeper. Therefore I used semi-structures face to face interviews. I feel that using semi-structured in depth interviews allowed me use a more open framework, allowing a focus on the conversation and the topics that the interviewee brings up. I started with more general questions and topics to allow the conversation to build up a relationship so the participates felt comfortable and at ease so that they could talk about some sensitive issues if they arose. Semi structure interviews are less intrusive then other methods of research. They allow us to not only gather answers but also reason for the answers, therefore giving a more comprehensive analysis into this area. Therefore I found the major benefi ts of this type of interviewing where that: It is less intrusive to those being interviewed. This is because the semi-structured interview encourages two-way communication. Those being interviewed can also ask questions of the interviewer and feel as though they have their own input. Using this type of interviewing confirms what is already known but also allows the opportunity for learning other information outside of whats being asked. Conducting semi-structured interviews often will provide not just answers, but the reasons for the answers. When individuals are interviewed they tend to open up more and feel more at ease to talk about sensitive issues. (Silverman: 2001) Access I found access to interviewees a little difficult. Getting contacts was the first step, which was done through another occupational therapist I know who passed on a number of email address of willing participants. Once contacted it was difficult to arrange meeting points, days, and times that suited all, but all these issues where overcome and two interviews were successfully scheduled. Ethical considerations Mason (1996) puts forward ways to deal with ethical issues in qualitative which I tried to follow throughout this pilot. This included, deciding what is the purpose(s) of my research, e.g. self-advancement, examining which individuals or groups might be interested or affected by your research topic- in this case it would not be ethically sound to interview the patients themselves as there seen as a vulnerable group, and considering what are the implications for these parties of framing your research topic in the way you have done (1996:26-30). The main ethical considerations I took when interviewing the Occupational therapist, was that before the individual became a subject of research, he/she was notified of: à ¢-  My aims, my methods, my expected benefits and possible hazards of the research I was conducting. à ¢-  I made it clear to the interviewee of his/her right to abstain from participation in the research and his/her right to end at any time that they feel necessary to do so. à ¢-  The confidential nature of his/her answers. I also made it clear during my researching, that no individual would become a subject of research unless they have been given notice and that they freely consent that they would like to participate. No pressure of any kind was used to persuade an individual to become a subject of my research. I will make sure that the confidentiality of individuals from whom I gather my information, shall be kept strictly private. I also stated that at the end of my research any information that would reveal any person involved in the interviewing, will be destroyed, unless already consented that this precise information will be used. http://www.idrc.ca/eepsea/ev-65406-201-1-DO_TOPIC.html Evaluation of Research Process One important use that pilot studies have in qualitative research is to develop an understanding of the concepts and theories held by the people you are studying- what is often called interpretation. This is not simply a source of additional concepts for your own theory, ones that are drawn from language of participants; this is a type of concept that Strauss (1987, pp. 33-34) called in-vivo codes.2 More important, it provides you with an understanding of the meaning that these phenomena and events have for the people who are involved in them, and the perspectives that inform their actions. These meanings and perspectives are not theoretical abstractions; they are real, as real as peoples behaviour, though not as directly visible. Peoples ideas, meanings and values are essential parts of the situations and activities you study, and if you dont understand these, your theories about thats going on will often be incomplete or mistaken (Maxwell, 2004a: Menzel, 1978). Looking at my research questions, through my pilot study I found I had problems in developing the questions as I often got confused between intellectual issues- what I wanted to understand by doing the study- and practical issue- what I wanted to accomplish. According to LeCompte and Preissle, distinguishing between the purpose and the research question is the first problem in coming up with workable research questions (1993, p. 37) I decided to focus on three kinds of questions that are suited to process theory, rather then variance theory. For example I tried to base my research questions around (a) questions about the meaning for events and activities to the people involved in these, (b) questions about the influence of the physical and social context on these events and activities and (c) questions about the process by which these events and activities and their outcomes occurred. For example What does your typical working day involve? Because all of these types of questions involve situation-specific phenomena, they do not lend themselves to the kinds of comparison and control that variance theory requires. Instead, they generally involve an open-ended, inductive approach in order to discover what these meaning and influences are and how they are involved in these events and activities. Decisions about where to conduct my research and whom to include were an essential part of my research methods. I found sampling to be problematic for the qualitative research pilot, because it implies the purpose of representing the population sampled. It ignores the fact that, in qualitative research, the typical way of selecting settings and individuals is neither probability sampling nor convenience sampling. Instead it falls into a third category, known as purposeful sampling (Patton, 1990, p.169). This is a strategy in which particular settings, persons, or activities are selected deliberately in order to provide information that cant be gotten as well from other choices. For example, Weiss argued that any qualitative interview studies do not use samples at all, put panels people who are uniquely able to be informative because they are expert in an area or were privileged witnesses to an event (1994, p.17); I used this form of purposeful selection by choosing full trained Occup ational Therapists to interview. I think selecting those times, settings and individuals that can provide you with the information that you need in order to answer your research question is the most important consideration in qualitative selection decisions. On the negative side, I feel as though one of my interviews suffered slightly due to it been chosen because of its convenience of where and when the interview could take place. Although convenience and cost are real considerations, they should be the last factors to be taken into account after strategically deliberating on how to get the most information of the greatest utility from the limited number of cases to be sampled. Convenience sampling is neither purposeful nor strategic and I feel as though a different individual could have brought more information to light had I chosen more wisely (Patton, 1990, p. 181) If conducting this study again I think I would test out the use of participation observation. In this case it would be of that in an open setting, usually public and in this case a hospital. Gold (1958) states that, when using this technique the participant observer enters the setting without intending to limit the observation to particular process or people and adopts an unstructured approach. Occasionally certain foci crystallise early in the study, but usually observation progresses from the unstructured to the more focused until eventually specific actions and events become the main interest of the researcher. It is important to differentiate between significant and relatively unimportant data in the setting. I also feel several other valuable things were brought to my attention on conducting this pilot study. I found that I need to revise my interview guide, adding questions about issues I hadnt realised were important, such as asking respondent to go through a typical day. I also discovered additional useful questions, such as asking participants to describe specific medical terminology that would illustrate what they had been saying. For example, probing more around phrases such as sensory function, neuromusculoskeletal function, body structure, and client centred. I found that taking a step back and listening to participants experiences in new ways was very important to the collection of the data and feel as though in the future it will help me if I put everything know about Occupational Therapy to one side and do the interview as if I know nothing about this area. Codes Equipment Environment Medical language Patient Life Intervention Medical OT/Patient Academic Skills OT/Patient Social- Work Physical- Work Role of Occupational Therapy In qualitative research, the goal of coding is not to count things, but to fracture (Strauss, 1987, p. 29) the data and rearrange them into categories that facilitate comparison between things in the same category and that aid in the development of theoretical concepts. Above is a diagram of the codes produced after my interviews once the data had been worked through in a systematic manner. Through doing this, many connections were highlighted. For example, looking at the codes Medical Language and Medical OT/Patient. Basically, all patient information, evaluations, and interventions must be documented.(Interview 1, p.3) ..Help them overcome the effects of disability caused by physical or psychological illness, ageing, or accidents (Interview 2, p.2) Therefore this process of coding is the process of combing the data for themes, ideas and categories and then marking similar passages of text with a code label so that they can easily be retrieved at a later stage for further comparison and analysis. Coding the data makes it easier to search the data, to make comparisons and to identify any patterns that require further investigation. http://onlineqda.hud.ac.uk Main Findings After conducting this pilot study and fieldwork, I found that Occupational therapy and Sociology are two completely different sciences. While this is true they encompass a strong underlying relationship. According to Alice J. Punwar and Suzanne M. Peloguin, Occupational therapy is a diverse profession and is hard to define because it has undergone many changes since its beginnings. Early definitions emphasize the use of occupation as a remedial activity to help restore the individual to an improved state of physical and mental health. Now occupational therapy is defined as the use of purposeful activity or interventions designed to achieve functional outcomes which promote health, prevent injury or disability and which develop, improve, sustain, or restore the highest possible level of independence of any individual who has an injury, illness, cognitive impairment, psychosocial dysfunction, mental illness, developmental or learning disability, or other disorder or condition. It inclu des assessment by means of skilled observation or evaluation through the administration of interpretation of standardised or nonstandardised tests and measurements. On the other hand Sociology is understood as the study of human social life, groups and societies (Giddens: 2001) coalescing both of these definitions. Durkheim and Parsons are two of the main theorists whom contributed to the elements of functionalism. Each society has particular social needs or functional prerequisites that must be met in order for the society to strive and survive. Included in these prerequisites, is the need to reproduce new generations, meaning the need for food, clothing, control conflict and the maintenance of social order and of social solidarity. Societies achieve these social needs by developing structures and institutions that have valuable functions. The purpose of any activity or structure is the roll it has in the maintenance of society itself. Society can be viewed as one main structure wit many interrelated and inter-pendent parts. For example, the family, economy and education all work together in an effort to help society survive. Institutions can be seen as being beneficial to societies as the institutions exist for survival of societies. Most literature suggests that they shouldnt come under criticism and instead should be supported. Relating this back to occupational therapists, they should be seen as having a positive role in society. Within a functionalist perspective, roles and social roles are important. The belief is that individuals are socialised through these social roles into society, parent, student, occupational therapist. These social roles largely determine an individuals behaviour. Looking at Kavanagh Faves (1995), two occupational therapists working with homeless people, they stated that Roles are a source of identity and are the frame work of everyday life. Sociologists and Occupational therapists have put this view under criticism. They have argued against the determinism inherent in this view. Mocellin (1995) is an occupational therapist who believes the focus on roles to be stereotyping and that carrying out occupational roles, for example that of a housewife, may not always be therapeutic. Looking at Talcott Parsons model of roles and his theory of the Doctor-Patient relationship, in Bury, M. (2005), he began with the idea that being sick/ill was a type of dysfunctional deviance and that this required reintegration with the social organism. Being ill allows individuals to be excused from their occupation and other responsibilities such as looking after the family, cooking and cleaning. This was seen as potentially detrimental to social order if it wasnt controlled. The development of Parsons sick role was seen as being essential to controlling this deviance to make being ill a transitional state back to the individuals usual role. For Talcott Parsons, Physicians demonstrate Parsons the shift to affect-neutral relationships in contemporary society, with physician and patient being protected by emotional distance. Medical education and social role expectations teach normative socialization to Occupational therapist to act in the interests of the patient instead of their own material interests, and they are lead by an egalitarian universalism instead of a personalized particularism. Physicians have mastered a body of technical knowledge, it is seen as functional for social order to permit physicians professional autonomy and authority, controlled by their socialization and role expectations. Weber and Marx, look at how people exist within the world and are concerned with how that existence is shaped. Marx believes that the problems in society come from different social organisations instead of being a natural phenomenon. This is what is meant by people being constrained by circumstances, but it is important to remember the other element that stresses peoples ability to act. Drawing on earlier work of the philosopher Hegel, Marx identified that we create ourselves in a historical process, of which the motive force is human labour or the practical activity of men living in society (Bottomore Rubel 1963, p.18). Marx noted how the division on labour traps us into particular lifestyles or activities and the influence of Marx led to the acknowledgment in occupational therapy that labour is the collective creative activity of the people (Wilcox 1993) Conclusion After conducting this pilot study it is clear that my research question is still unanswered but it has provided me with ideas, approaches and clues I may not have foreseen before conducting this study. I feel this may increase the chances of getting clearer findings in my main study and has permitted a thorough check of my planned statistical and analytical procedures, giving me a chance to evaluate their usefulness for the data. I also feel it has greatly reduced the number of unanticipated problems as I now have an opportunity to redesign parts of my study to overcome these difficulties again. Overall, carrying out this smaller scaled study will hopefully lead to a rich and in-dept qualitative research project, and the end result being my research question being answered in great detail. The role of an Occupational Therapist The role of an Occupational Therapist The following essay will give a critical evaluation of the role of an Occupational Therapist (O.T) within vocational rehabilitation in the private mental health setting. Firstly the essay will describe a critical analysis of vocational rehabilitation and the added value of an O.T within this setting. Secondly it will analyse the trends within vocational rehabilitation and how these relate to O.T philosophy and core tenets, thirdly an examination of concepts of management that relate to vocational rehabilitation and finally a justification of the identification of a model relevant to vocational rehabilitation. Work can be seen as being an important part of health and wellbeing and also social inclusion. Waddell Burton (2006) suggest that work is therapeutic, helps promote recovery and rehabilitation. Leads to better health outcomes, minimises physical mental and social effects of long term sickness absence and worklessness, decrease the chances of chronic disability, long term incapacity from work and social exclusion. Also promotes full participation in society, independence and human rights, reduces poverty and improves quality of life and wellbeing. Work can be divided into four different areas: paid (contract, material reward), unpaid (housework, caring, volunteering), hidden (illegal, morally questionable) and substitute (sheltered workshop, work projects, day centres) (Ross 2007). The demand for work is extremely high due to the amount of people that are living. Compared to other countries, the United Kingdom employment figures are high with people being employed with a health related condition increasing (Department of Health 2008). It has been estimated that 175 million days were lost in 2008 due to illness with 600,00 people turning to incapacity benefit. (Department of Health 2008) It has been shown that 40% of medical certificates issued have been related to mental ill health with the average time off working being 15 weeks. (Department of Health 2008) Work has been shown to be good for your health and employers who adopt a good approach to health, by protecting and promoting it, are important in stopping illness from occurring. This is an area in which O.Ts can provide a key role in supporting and maintaining people back into work or who are already in work to stay there. Vocational rehabilitation is important. This has been shown in the governments new mental health strategy No Health Without Mental Health (Department of Health 2011). One of the aims is working to help people with mental health problems to enter, return to employment and stay in it. The application of O.T within this area is important as our core philosophy is to enable individuals to engage in meaningful occupations, therefore there is a key role for O.Ts to play within vocational rehabilitation. The following quote demonstrates that meaningful engagement in occupation can be important, which reflects O.Ts core ethics and philosophies. Not everyone wants to be employed but almost all want to work, that is to be engaged in some kind of valued activity that uses their skills and facilitates social inclusion (College of Occupational Therapist 2007 p9). Currently within vocational rehabilitation, employment specialists are trained in advice and guidance and REC level 3 advanced certificate in recruitment practice. Employment specialities tend not to be mental health professional but have skills in vocational rehabilitation or industry experience (Waghorn 2009). O.Ts already have these skills and also can add a holistic client centred approach from an occupational perspective. O.Ts can also add an educative approach, combine medical and occupational models and use activity analysis. They can assess occupational function/performance, build therapeutic relationships, carry out psychosocial assessments and interventions, cognitive evaluation and training, help with work life balance for the client and work with clients strengths. (Waghorn et al 2009, Devline et al 2006 Joss 2001, cited in College of Occupational Therapist 2007 p15) An O.T can bring seven core skills to vocational rehabilitation: collaboration with the client e.g. building therapeutic relationships, assessment e.g. Model of Human Occupation Screening Tool, enablement, problem solving, using activity as a therapeutic tool, group work and environmental adaptations e.g. graded return to work (Duncan 2006 p45) Current themes and drivers within mental health are social inclusion, return to work agenda, recovery. Social exclusion happens when people are unemployed have poor skills, low incomes, poor housing, high crime, bad health and family breakdown (social inclusion and co-production 2011) A report called Mental Health and Social Exclusion was published in June 2004 by the Office of the deputy Prime Minister. It aimed to improve the lives of people with mental health problems by getting rid of obstacles to employment and social participation. There are five main reasons why social exclusion occurs for people with mental health problems. Firstly stigma and discrimination, in which an O.T can help by activity speaking to employers about mental health and how reasonable adjustments, could be made. An O.T can help by increasing low expectations, help promote vocational and social outcomes, help provide ongoing support whilst in employment by regular outreach appointments and help access basic services e.g. dry runs on transport, membership to sports centres (Office of the deputy Prime Minister 2004). Overall an O.T can help people remain in their jobs longer and return to employment faster and manage the work environment better by grading work, breaking down activities and rebuilding them step by step and making adaptations to the work environment for example. Another trend is recovery. Recovery is building a meaningful and satisfying life, as defined by the person themselves, whether or not there are ongoing or recurring symptoms or problems (Slade et al 2008). Recovery encourages people to develop relationships which give their life meaning. There are five stages of recovery: moratorium (withdrawal, loss, hopelessness), awareness (realisation), preparation (strengths and weakness regarding recovery), rebuilding (positive identity, goal and taking control), growth (living a meaningful life, self management of illness, resilience, positive sense of self) (Andresen, Caputi Oades, cited in Slade et al 2008). Satisfying work supports recovery and as such O.Ts can have a great impact here by ensuring clients are in jobs they really enjoy and able to cope with the work demands. By working in a client centred way, listening, help identify and prioritise personal goals for recovery; identify examples of own lived experience. Also pay attention t o goals which will enable the service user to get back into work, suggest non-mental health resources (friends, contacts, organisations), encourage self management of problems, discuss what the service user needs in terms of psychological treatment, convey an attitude of respect and continue to support, an O.T can help a service user to achieve their ideal job. The return to work agenda is about helping people in and/or return to work. O.Ts can aid this by grading work activities e.g. working hours to start with 16 hours per week and gradually increase by 5 hours per week until full time hours are achieved for example. Also by providing support whilst in job by light touch support, setting up group work activities and training the service user. A practice called place then train helps increase motivation and confidence by placing someone in work and then training them instead of the other way around. It improves employment outcomes and peoples mental and physical health over a long period of time (Centre for Mental Health 2011). Its philosophy emphases rapid job searching, individualised job placement in work followed by on-the-job training and ongoing support (Twamley et al 2008). Currently the concepts of management in vocational rehabilitation within the private mental health sector follows the following structure: Area manager Service lead Employment specialists Volunteers With the introduction of an O.T manager the following structure will be placed: O.T Manager Band 5/6 O.T Employment specialist/ Volunteers O.T.A Referrals will either come from people themselves or via the community e.g. mental health teams, doctor surgerys, job centres. With new referrals the degree of risk, impact of O.T on service user, consequences of service user not receiving treatment, length of waiting time and the appropriateness of skills and abilities will be considered. To get people on board for the change in management, people will be listened to for their points of views, concern will be shown, the manager must be approachable e.g. leaving door open and using positive body language, change will be promoting in a positive manner e.g. it will benefit the patients and questions will be encouraged, integrity and charisma will be shown, also have a good ability to communicate, set direction and unify and manage change. The Lewins stages of change (Mullins 2007) will be adopted where first unfreezing will take place followed by moving and then refreezing. Unfreezing is about getting ready to change by understanding that change is necessary and moving out of comfort zones. Its about weighing up benefits and negatives of the change. Moving or change is when people are unfrozen and decide to move toward a new way of working. This is often the hardest for people and support is needed. Refreezing is stability once the changes have been completed. These changes have been accepted and become the norm. People create new relationships and become comfortable with the new routines. The O.T manager will provide supervision to the band 5/6 O.T and have supervision from a paid outside O.T at that equivalent level. The Band 5/6 O.T will have supervision from the O.T manager and the Occupational therapy assistant (OTA) / employment specialist and volunteers will be supervised by the band 5/6 O.T. Volunteers will be looked after by the OTA. Management will be in a democratic style by listen to people opinions and having staff work with the manager, not against. Make sure that management set examples by dressing correctly, not being late for work; develop an image, project self confidence, influence others and establish personal authority (Martin et al 2010). Also address self management by managing time, self and case load e.g. size up task, knowing themselves (need for breaks, strengths and weakness), prioritising and planning control(keeping a dairy, decreasing interruptions). Bad management will be discouraged such as not resolving problems, criticising staff, poor decision making, disorganisation, failing to deal with staff issues, done give recognition, inflexibility, and have an uncaring attitude and poor communication skills (Moore et al 2006) Management will consider professional duties and responsibilities such as the code of ethics, continues professional development (competence), health and safety (risk assessments) and deal with the present. A number of factors may influence management style: confidence in staff e.g. their abilities, need for certainty (risks of handing over control), personal contribution and stress (overload, worry, pressure) (Martin et al 2010). The justification of a model relevant to vocational rehabilitation is the Model of Human Occupation (M.O.H.O). M.O.H.O looks at peoples motivation (volition), routine planning (Habituation) and the influence of environment on occupation (performance capacity). Some of these areas will be affected by the service user. Volition is the thought and feelings we adopt whilst doing things. This involved three areas: personal causation, value and interest. To change motivation these areas will need to be addressed. By looking at the service users present and potential abilities relating to work and how able they are to bring about work (what is good, right and important) e.g. security, accomplishment and interests, having positive feelings associated with working. Habituation looks at reoccurring patterns of behaviour that make up our daily routines. A service user can change their habits by learning new ways of doing occupations and by changing their perceived role to one of a worker/bread winner. Performance capacity is how the musculoskeletal, neurological, cardiopulmonary and other body systems are used during performance. If there is a problem in performance capacity, the environment must be addressed. Work is an increasing important aspect in our lifes. Some of us live and breath work spending the majority of our waking hours working. Work gives us a sense of identity, an occupation, money to spend. It also provides us with a role in the community helping others with our knowledge in a particular area. Work provides us with a purpose, includes us within society preventing social exclusion, increases self esteem and gives us a role/meaning within society. Definition Work can be seen as the idea of doing, either mental or physical, giving an economic reward, social interaction, the structuring and organisation of time, opportunity for social interaction, contribution to society and self identity (Baker Jacobs 2003) What can Occupational Therapy offer that is different? Occupational Therapy can offer an approach which looks at the whole of a person by putting the client at the centre of their treatment from an occupational perspective. Occupational therapists can also educate people, focusing on independence and ensuring participation in meaningful activities. Occupational Therapists are able to combine medical and occupations models. This means they can look at the impact that physical, social and cultural environments have on everyday activities. Patch Three The following patch will give a critical evaluation and analysis of social policy, legislation and ethical issues impacting on vocational rehabilitation in a report style. Legislation No Health without Mental Health (Department of Health 2011) The government is helping people with mental health problems to enter, stay in, and return to employment. This can by achieved by using light touch support, increase confidence in returning to and remaining in work, help manage conditions and help the interaction between appropriate work and well being. It consists of six main objectives: more people will have good mental health, more people with mental health problems will recover, more people with mental health problems will have good physical health, more people will have a positive experience of care and support, fewer people will suffer avoidable harm and fewer people will experience stigma and discrimination (Department of Health 2011 p6). Its outcome strategies is to focus on how people can be best empowered to lead the life they want to lead, to keep themselves and their families healthy, to learn and be able to work in safe and resilient communities and how practitioners can be supported to deliver what matters to service user. Occupational Therapists can provide high quality employment support which will include building confidence in returning to and retaining work, changing employers and service users beliefs, that they can perform the job and their condition is manageable. Support Interaction between appropriate work and wellbeing and help employees to make appropriate recruitment decisions and manage workplace health. New Horizons (Department of Health 2009) This mentions that work can be good for mental health and wellbeing and support recovery. Those who are unemployed are at an increased risk of developing mental illness and benefit from early support. Employment should be seen as an important outcome to the treatment of mental illness in health care settings. O.Ts can help change attitudes to mental health, can improve health and wellbeing in work, provide swift intervention when things go wrong, coordinate help tailored to individuals needs and build resilience from the early years and thought working lives. Health, Work and Wellbeing Caring for Our Future (Department of Health 2005) Suggests that work is recognised by all as important and barriers to starting, returning to or remaining in work are removed. For people to remain in and return to work, that healthcare services meet the needs of people of working age. That health is not affected by work and good quality advice and support is available. Ensure work offers opportunities to promote health and wellbeing and access to the retention of work promotes and improves population, people with health conditions and disabilities are able to optimise work opportunities and people make the right lifestyle choices from an early age. O.Ts already recognise the importance of work for their patients wellbeing and can provide the assistance necessary to fulfil their key roles in helping patients to remain in and return to work. O.Ts can help people return to work following and absence by employment advice and helping to find a suitable job by adapting the work place environment e.g. time flexibilities. National Skills Framework 5 years on (Department of Health 2004) Help to prevent social exclusion in people with mental health problems, improving their employment prospects and opposing stigma and discrimination. O.Ts can help prevent social exclusion by building confidence, motivation and skills, speak to employers about mental health and how reasonable adjustments could be made, help provide ongoing support whilst in employment and help reduce stigma and discrimination by educating people. Working for a healthier tomorrow (Department of Health 2008) Is concerned with the health of people of working age (females 16 to 59 and males 16 to 64). Identifies factors that prevent good health and changes in attitudes, behaviours and practices. Three main principal objectives: prevention of illness and promotion of health and wellbeing early intervention improvement in health of those out of work O.Ts can prevent illness and promote health and wellbeing by using activity as a therapeutic tool, ensuring early intervention and help those out of work by doing group work to build confidence, motivation and reduce anxieties. Ethics There are at least five potential ethical issues which may be encountered within vocational rehabilitation in a private mental health charity organisation. These are confidentiality, consent, autonomy and welfare, human rights, issues of power and control (College of Occupational Therapists 2005): Confidentiality Safeguarding of confidential information relating to clients, only disclose information when client has given consent, there is a legal justification or it is in public interest to prevent harm. Only disclose to third parties if there is a valid consent or legal justification to do so. Keep all records locked away securely and only make available to those who have a legitimate right or need to see them. Clients can see their records and prior to producing material, issues of confidentiality will be addressed. Use the confidentiality model: Protect (look after information), inform (ensure service user is aware), provide choice (allow service user to decide if information will be disclosed and improve (look for better ways to protect, inform and provide choice) (Department of health 2003) Consent Making sure the client has the capacity to consent. The 2005 Mental Capacity Act makes provision for people who are thought to lack capacity to make their own decisions. It has five key areas: a presumption of capacity every adult has the right to make choices and must be assumed to have capacity to do so unless it is proved otherwise; the right for individuals to be supported to make their own decisions appropriate help must be provided before anyone suggests that they cannot make their own decisions; that individuals must retain the right to make what might be seen as eccentric or unwise decisions; Best interests anything done must be in the best interest for the service user and Least restrictive intervention anything done should be the least restrictive of service users basic rights and freedoms. (Department of health 2007) Autonomy and welfare Respect clients autonomy and promote dignity, privacy and safety of client. Give patients the right to make choices and decisions about their own healthcare and independence. Provide sufficient information to enable them to give informed consent and in a language that can be understood. Make sure client understands the nature, purpose and likely effect of intervention and acknowledge refusal. Human rights A right not to be discriminated against regardless of persons religion, sex, race, colour or mental health A right to respect for private and family life e.g. medical record keeping, parental involvement, collection of data A right not to impact on the individuals freedom of thought, expression or conscience e.g. spoken language and access to interpreters Issues of power and control Respect individuals, enable client to take power and promote partnership Management of Quality Issues Quality assurance The service provided will ensure that it meets the needs and expectations of clients and communities, that there is an understanding of service delivery systems and its key services, that data is analysed, problems are identified, performance is measured and that a team approach to problem solving and quality improvement is used. Clinical Governance Involvement Make sure service users, carers and public are involved within the service by holding focus groups, open days, suggestion boxes, questionnaires, panels e.g. to find out opinions on waiting times, attitudes of staff and the physical environment Risk management Establish what could go wrong and rank this. Think how probable it is likely to occur, what can be done about it and what action should be taken if incident happens again (Health Safety executive 2006). E.g. service users deliberately harming herself in occupational therapy session or a spillage on the floor. The Healthy and Safety at Work Act (1974) states that it is the duty of the employer to ensure so far as is reasonable practical, the health, safety and welfare at work of all his employees (section 2 (1) Health and safety at work act 1974). Although it is the duty of the employee to take reasonable care for the health and safety of him/her and others who may be affected by his/her acts of omission and to co-operate with their employer in regard to any duty or requirements imposed (section7 Health and Safety at Work Act 1974) Clinical audit Identify topics relevant to vocational rehabilitation e.g. referral response times, set standard (3 days), collect data (computer package), analyse data (if standard not met then why) and implement change. Other examples may be how the service compares with standards set by other clinical governance activity. Clinical effectiveness Ensure that all treatment is up to date and based on evidence based practice, National Institute of Clinical Excellence and National Service Framework guidelines. Staffing and staff management All staff recruited have the skills and qualifications needed to do the job e.g. that they are Health Professional Council (HPC) registered, induct them, give supervision and appraisal and deal with poor performance. Also supervision on a regular basis and appraisal once a year. Use an indirect approach which is more centred around the person, talk less and listen more, provide a supportive relationship, ask questions, accept and use ideas, reflect and summaries ideas (Enthwistle 2000) Education, training and Continues Professional Development (CPD) Ensure mandatory training is given e.g. fire training, child protection, health and safety. Complete CPD portfolios and HPC audits; provide training and opportunities to enhance CPD such as visits to another vocational rehabilitation service. The HPC (2011) states five standards for the CPD. A registrant must maintain: an up-to-date and accurate record of their CPD activities demonstrate that their CPD activities are a mixture of learning activities relevant to current or future practice make sure that their CPD has contributed to the quality of their practice and service delivery ensure that their CPD benefits the service user present a written profile containing evidence of their CPD on request Use of information systems Use information systems to record treatment sessions that service users attend, time spent preparing treatment sessions, time spent on phone calls to service user and time spent in case discussions. Also handling patient identifiable information by applying the data protection act and locking information away. The data protection act implies that anyone collecting personal information must fairly and lawfully process it, process it for limited, specifically stated purposes, use the information in an adequate relevant and not excessive way, use information accurately, keep information on file no logger than necessary, process information in accordance with legal rights, keep information secure and never transfer information outside U.K without adequate protection (Direct Gov 2009) Patch Four The following patch will provide a reflective narrative of the learning experienced throughout the module utilising the Gibbs reflective cycle. This has been developed from Kolbs ideas and develops the features of the experience-reflection-action cycle (Jasper 2003): Description Action plan Feelings Reflective cycle Conclusion Evaluation Description The Gibbs cycle consists of six stages and asks a series of questions about the experience. Description stage is what happened, feelings stage is what where you thinking and feeling, evaluation stage summarises what is good and bad about the experience, description stage involves making sense of the situation, conclusion stage is what else could have been done and the action plan stage asks if the situation arose again, what would you do. To begin with the whole assignment seemed extremely daunting as I had never participated within a role emerging placement/role before. I had also never completed a patch work text and knew very little of both. As part of the assignment we were asked to discuss ideas with peers. I felt it was a good idea to share information with others and thought that this would be an ideal opportunity to reflect on things I was not sure about and where to go for more information. Whilst discussing ideas with my peers I was thinking how what we had discussed would fit into my assignment and in what patch. It made me feel a little more comfortable sharing with other as we could bounce ideas and thoughts off each other. I feel other peers also felt that group discussions were useful and helpful. From start to finish I felt good about discussing information and still feel that this was of great benefit to all of us. Exchanging views helped put things in some kind of order and others could help in areas where I had difficulties. I do not feel there was anything negative about this experience in general. Sharing ideas with others went well as we all had views to share. To contribute, I helped others to see what went in each patch and gave ideas about the assignment. Overall there is not much I would have done differently with this peer review work. The aim was to share and discuss information and this was done successfully. If I were to do peer review work again I would do the same by sharing ideas and information with others. During my visit to a vocational rehabilitation setting I got to see how the service was run, where referrals come from, meet staff and service users and view leaflets. Upon arrival I felt overwhelmed by information and was intrigued about the service. I was thinking how I could relate this to my assignment and what role an occupational therapist would play within such a service. The service manager, who showed me around, knew about occupational therapy as previously they had worked as an assistant in such a role. This made me feel happier as I could share some ideas with them. I felt the visit went extremely well and it was a positive learning experience. From the start I felt comfortable about visiting the service and knew I would collect lots of relevant information from it. Access to information and ideas was the most significant factor for me. Actually seeing a vocational rehabilitation service running was a great inspiration and thought provoking for me, as I could see where parts of my assignment would fit in. I feel the whole visit went well and managed to collect a lot of relevant information. To complete patch work two we were asked to produce a leaflet aimed at our intended service users. I found this patch difficult because selecting relevant information was not easy e.g. font, colours, headings, content, pictures. When I first started the leaflet I had previous knowledge from another module, so had an idea how to construct the framework. I was thinking what type of content would go into the framework of the leaflet and how. Others mentioned that the leaflet should be easy to read and with bullet points, pictures and a calming background. I felt this would be a good idea, by aiming the leaflet at my service user group in particular. I thought that the leaflet was starting to take shape and it was aimed at who it was intended for. To start with I felt a little lost as to what to so but with help from my peer review group I eventual found a way. The most significant thing to me was being able to reflect ideas with other people about the leaflet. I feel that putting the leaflet together was a good experience as it has taught me how to present information to a targeted audience by using easy to understand phrases rather than jargon. Also working in peer review groups was a good experience as we were able to share ideas with each other and share information. The only thing that didnt go so well was working out how to transfer the leaflet from publisher to a word document, also slimming down the content without vital information being lost. I feel the leaflet went well and managed to collect and produce the correct information. Others did help by offering encouragement and ideas which aided me in producing the leaflet. I realise now that I should have consulted my peer group earlier to starting the leaflet as their ideas helped and guided me. To complete patch three we were asked to critically evaluate and analyse social policy, legislation and ethical issues impacting vocational rehabilitation. I found writing this patch extremely difficult as I had no idea of legislation, ethical issues and quality issues relating to this subject. When I started this patch I felt very nervous and worried as to how I would find such information. I was wondering how I would go about doing this patch and what was involved. When I was looking for information I found a vast array. I had to sieve through relevant legislation and apply it to