Monday, January 27, 2020

Terrorism: The Biggest Threat To International Relations?

Terrorism: The Biggest Threat To International Relations? Contemporary international relations refer to the state of affairs during the period that began in the late 1980s with the end of the Cold War. The fall of communism and the assumed victory of liberal democracy had many, such as Francis Fukuyama, hopeful for an End of History and a New World Order of peace and collective security between all states. The truth of the international situation revealed certain issues and threats -new and old that much of the international community have since had to face. This essay will aim to assess the extent to which terrorism is the most significant threat to contemporary international relations, whilst also suggesting other factors that have created danger; such as climate change ,the proliferation of nuclear arms. It will conclude that whilst the prolonged and unknown potential danger that climate change poses to the planet is arguably the most catastrophic, the strain and instability of the acquisition of nuclear arms and the difficulty of contr olling who has access to them, causes it to be the biggest threat that the international community has to face. Terrorism, defined by Douglas Lackey, is, the threat of the use of violence against non-combatants for political purposes.  [2]  The very characteristics of terrorism makes it a threatening prospect for any state, as any violent act, [where] the civilian is the direct and intentional target of attack,  [3]  causes a great deal of difficulty in its prevention. Globalisation, the advancement in technology and the growth of cities whilst improving living standards for many civilians has made more locations prime targets for terrorists. Terrorist acts have become more sophisticated and increased the risk of multiple casualties using many forms of attack; arson, suicide bombers and remote detonated bombs, hacking into a states infrastructure and intelligence networks. Terrorism itself is not a new or recent phenomenon; the problem that the international community faced, and still faces in the Post Cold War period, is a change in the nature of terrorism. During and prior to the Cold War, terrorism was often an intra-state occurrence and a symptom of political separatism and instability within a country. Examples of this are the Irish Republican Army (IRA) and the Tamil Tiger rebels; both of which caused civil wars in Ireland in the 1920s and in 1983 in Sri Lanka. Whilst this is still mainly the case for many African, Middle and Far Eastern countries, the western world has seen an increase in inter-state terrorism. Arguably intra-state terrorism is easier to combat, due to the fact that intra-state terrorists tend to have a clearer and more precise focus; such as the police or members of the entrepreneurial class; which makes it easier for the state authorities to target and track down. On the other hand, terrorist organisations with a religious objective give a broader scope of the enemy. This may lead to a perception in which every member of a different religion or creed becomes a potential enemy or a potential target. It is this re ligious variant of terrorism that has increased after the Cold War and is at the centre of current international discussions. According to Europols EU Terrorism Report carried out in 2007  [4]  and 2008,  [5]  there were almost 500 acts of terrorism across the European Union in 2006, with a 24% increase in the next year. Whilst most of these attacks were intra-state related an increased amount were by Islamist terror groups from outside the EU. The US and parts of Russia and North Africa have seen similar patterns occurring, showing that this form of terrorism is not a matter for individual states to deal with, but acts that are aimed at the global community . whilst arguably this can, and has, strengthened the relations between co-operating countries, it has placed strains on relations between other states, and subsequently hinders the progression towards international peace and collective security agreements; which is key in current international relations. This is because for certain states, terrorism and its prevention are not high on their foreign policy agenda. In some severe cases there are instances of the support of global terrorism. The US Department of State recognises four countries to be state-supporters of terrorism;  [6]  Cuba, Iran, Sudan and Syria. All are known to have been terrorist safe havens for several terrorist groups, whilst some such as Iran and Syria have politically and financially supported groups such as Al-Qaeda and the Taliban. By failing to take action against the threat of terrorism to the international community and in some cases promoting it these states become isolated as enemies of the counterterrorism Global Initiative  [7]  and the United Nations. The effects of this are sanctions, such as restrictions on foreign aid, controls on exports and financial restrictions, placed on these enemy states by the members of the initiative; isolating them further and, , causing a sense for more terrorist action to be taken against the international community. If these state-supported terrorist groups successfully carry out an attack against another state, this action has the potential to become a trigger or catalyst for state military retaliation against the supporter; as seen with the invasion of Iraq and Afghanistan after the 9/11 bombings in New York. This clearly causes a step backwards for UN peace agreements which clearly states the need to address the conditions conducive to the spread of terrorism.  [8]   As well as state support of terrorism hindering international relations, so too does the expansion of the grey-areas of where the roots of terrorism lie. Recruitment and training grounds are now vast, with evidence now suggesting that there is a reason for a, fear of the enemy within  [9]  . Data from multiple sources has pointed towards an increase in terrorist organisations recruiting from within the states at the heart of the terrorist aggression. The global reach of Al-Qaeda is a source of great concern as more than 3,000 of its members have been arrested in 98 countries since the 9/11 attack; evidence that this group exists in at least half the worlds countries. This factor challenges previously accepted state-intelligence, that inter-state terrorism can be location specific to rogue or failing states outside the targeted state itself. This increases the threat levels, as no clear idea of who the enemy is creates instability and a need for increased defence levels. It is als o difficult to establish the source of the terrorists finance. As previously mentioned this can be acquired from the governments of terrorist-supporting states, but can also be acquired by the groups themselves setting up commercial businesses that provide a flood of sources of finance for its operations. Hence, law enforcement and intelligence agencies must now identify these sources of funding in order to destroy their ability to operate. But with some organisations such as Jemaah Islamiah connected to around 50 commercial businesses, this is a complex and expensive process for states to carry out.  [10]   Some cynics such as Daniel Wagner have stated that, no matter how good security becomes, it will never be good enough to thwart all of the terrorist threats we face.  [11]  To an extent this is true. Even if collectively the international community does manage to discover the sources of terrorism, it is not likely that they would be able to put a stop to terrorism altogether due to the fact that it has now become something of an ever-changing ideology. Al Qaeda is an example of this. During the Cold War the group aimed at expelling the Soviets from Afghanistan. Once this was achieved, attentions focused on fighting what they thought was the corruptness of the Arab world. Recently, the objective has changed to fighting and targeting those who are considered to be the main outside supporters of these corrupt regimes a clear reference to the US with its very substantial strategic interest in that part of the world.  [12]  This aggressive fight for a continually shifting goal su ggests that no matter how hard states battle against groups like Al Qaeda, it is unlikely the war on terror will ever end. However threatening and incessant terrorism is to international affairs, it is arguably within state power and resources, especially in the western world, to singularly or collectively combat it. Governments have the advantage of finance and institutions, such as Counter-Terrorist Units and federal bureaus, with extensive resources especially to deter terrorist acts. Through the use of international relations and international organisations such as the UN and NATO, the amount of resources and expertise can be jointly used in order to overcome the problems faced by terrorism. It could therefore be argued that terrorism in some respects supports the idea of collective security as it forces good international relations and links states with a common goal: to destroy its threat potential, even if it cannot destroy terrorism altogether. Due to the power that states have in accordance with their state sovereignty, arguably the proliferation of nuclear arms is a threat more potent than that faced from rebel terrorist forces. The catastrophic capabilities of nuclear weapons of any kind are highly threatening for any state, but in the past this had led to a stalemate that was the Cold War between the US and the Soviet Union. This has come to be known as the first nuclear age and ended with the collapse of the Soviet Union, and the subsequent relinquish of nuclear arms by the Ukraine and other former soviet states to the primary control of Russia. Whilst splitting the international stage in two and with the threat of nuclear war hanging over the world, it was, on the whole, a rather stable conflict fought between two superpowers. Many critics are now suggesting that the second nuclear age, which had begun subsequently, will be notoriously unstable and carry with it a greater threat of nuclear war. This age is far more complex, as countries such as Israel, India, Pakistan, China, Iran and North Korea now all have their own nuclear programs; and with countries such as Iran and North Korea both having deep nationalistic feelings, they are arguably prone to destructive visions of national dominance;  [13]  having access to nuclear arms places a great strain on relations with these states with others such as the US. The fact that Iran is known for supporting some terrorist groups increases the threat of nuclear terrorism against the west and Israel. Many other states that wish to obtain nuclear weapons, especially those in Africa, are now choosing to spend state funds on their acquisition rather than their conventional military forces. This can often lead these states to become dependent upon their nuclear weapons; which makes all-out nuclear war all the more likely. However what creates the most strain on relations arguably is the fact that it would appear that there is the consensus among a few that it is acceptable for certain states to retain their nuclear programs but others cannot even start or continue their own. Whilst arguably in support of the UNs non-proliferation program, todays emerging nuclear states have a great difficulty in getting the international institutions to allow them to have any nuclear capabilities. States are forced to give up their programs under international pressure, but also due to the influence of the US. This often causes animosity between the nuclear-weapon states and those seeking a nuclear program. As seen recently with the case of Iran, the US and European Union has tried to persuade other countries such as Russia and China to start placing sanctions against President Mahmoud Ahmadinejad for refusing to relinquish its nuclear program. Whilst some would say that this is hypocritical of the nuclear-weapon stat es, it would appear they are seeking to set an example. On 8th April 2010, the two former Cold War Superpowers, and the current two largest nuclear powers in the world, the US and Russia, signed a new treaty that promised the 30% reduction of their nuclear armoury. President Obama stated himself that, By upholding our own commitments under the Nuclear Non-Proliferation Treaty, we strengthen our global efforts to stop the spread of these weapons, and to ensure that other nations meet their own responsibilities; a clear sign to other states that they do have the right to a moral high-ground placing pressure on Iran and the like. The issue of climate change came to the forefront of international politics towards the end of the Cold War with the first UN Conference on the Human Environment at Stockholm in 1972. Since then the threat that climate change poses to the modern world has been a top priority for all UN member states. Perhaps what makes this issue so threatening is the lack of control and the influence climate change can have within our societies. Atmospheric pollution can lead to the degradation in biodiversity which in turn threatens our food supplies, fossil fuels are set to deplete severely within the next fifty years; all of which are going to place enormous pressure on international relations. It is likely to affect the poorer countries first increasing the need for international aid on already stretched resources. This could lead certain states into pull out of the idea of collective security and focus on their own survival, thereby tearing through the international agreements and treaties put in place to prevent the affects of climate change. The community is already witnessing the reluctance of some states such as the US and China to cut down on their carbon emissions, as stated in the Kyoto Agreement, due to the adverse repercussions on their respective economic performance. This sets a precedent that makes collective action by all UN states extremely difficult as a lack of trust in the collective initiative depleats. It would appear therefore that some environmental policies are more popular than others. Whilst the fact that the world is running out of the natural resources , that we as humans have come to depend on, is a cataclysmic notion, the threat of climate change has arguably brought many parts of the international community together towards a common goal: the protection of the entire planet and therefore the continuation of the human race. Despite the fact that many of the summits held to voice the issues facing the environment has sometimes been ineffective, as seen with the Copenhagen summit in 2009, and caused rifts between states, there have been breakthroughs that suggest that progression can be made. The fact that climate change can cause so many repercussions into our manmade issues, such as the distribution of resources and the population problem, there is very little that the international community can do to stop it. It can only hope to slow its progression down. The global society faces far bigger threats within human control with the proliferation of nuclear weapo ns that could lead to the premature destruction of the world if placed in the wrong hands. Improving Student Engagement | Literature Review Improving Student Engagement | Literature Review Warwick, P., Hennessy, S. Mercer, N. (2011) Promoting teacher and school development through co-enquiry: developing interactive whiteboard use in a dialogic classroom. The authors reason for conducting the study was to show that an interactive whiteboard (IWB) can be a key classroom tool and that it can be used as a vital instrument in dialogic manor. The authors, Paul Warwick, Sara Hennessy and Neil Mercer, report on the works of three classroom teachers, who confidently use an interactive whiteboard (IWB) in their classrooms. The authors clearly state that they wanted to conduct their study because Given the pervasiveness of IWBs in the UK, we wished to explore the development of its uses in the classroom where there was a dialogic pedagogy. (Warwick, Hennessy and Mercer, 2011, p. 303). It is obvious from the start that the authors firmly believe that IWBs play a major part in a childrens learning and that an IWB is a crucial resource when it comes to teaching practices today. Their argument is reinforced by their suggestions in the hypothesis. The authors also state that an IWB plays a key part in maintaining a childs engagement during their learning. However this is the first point of the research where the authors can be criticised for not recognising that there are a number of different factors and methods that can influence a childs commitment and engagement to learning. Some different examples of other factors that can have an influence on a childs engagement with their learning can be seen in the Four aces of effective teaching Ace 3: Engagement (Walls, 1999). One method mentioned is that a class teacher should limit a discussion to no more than 30 minutes before introducing a learning activity (Walls Cather, 1987). This learning activity doesnt need to be one using an IWB; it can be done on paper etc. All the way through this research paper Warwick, Hennessy and Mercer make numerous claims about IWB and the way teachers use them. However, there are studies that have shown that teachers have only been considered capable when they have grasped specific technological skills, such as using an IWB. An example of an article that states this is one conducted by the Cognition and Technology Group at Vanderbilt (1992), they state that technology is a teachers liberator to help re-establish the role and value of the classroom teacher. Teachers must enter into collaboration or partnership with technology in order to create a community that nurtures, encourages, and engages the learning processes. Nevertheless, Warwick, Hennessy and Mercer (2011) dispute this by stating that it is in fact the classroom teacher that is vital in stimulating dialogic approach not the IWB. However they do state that the IWB does have an important role in the classroom, but this is only correct when it is used in an engaging and suitable manner in the classroom. To conclude, the information gathered from the research shows that IWB play a key role in the classroom, but they shouldnt be seen as being a replacement for teaching or the classroom teacher. This study highlights the need of a teacher and that they need to develop relationships with children in their class so that they can conduct solid lessons that will engage their pupils, which will then lead onto developing dialogical pedagogy. I believe that additional studies are needed when it comes to the outcomes of the use of IWBs in the classroom. Simon et al. (2008) Puppets promoting engagement and talk in science. The impacts of using puppets in classrooms has become a popular research point for writers. During the same time period of Simon et al. (2008) writing about the impacts of puppet use in the classroom, there was also a similar research going on with the impact of puppets in Maths lessons. However, the main focus of the authors writing this article was to conclude whether or not the use of puppets in science lessons, stimulated the pupils to be more actively involved in their science lessons and also to see if the puppets could encourage childrens talk in science lessons. The research was designed to conclude weather the use of large puppets would help teachers to change their whole class discourse (Simon et al., (2008), p.1229) in their science lessons. A key strength of the research for the article was that it focuses on a vast amount of different ideas. The research was carried out by a mixture of teachers, across two different regions, interviewing two different age groups; 7-9 and 10-11, and the teachers had the option of using one or two puppets. From the research of Neil Mercer and Lyn Dawes (2008) about exploratory talk, the authors of this article discuss the importance of communication with other children, so that the children have the skill to critically participate with their peers and their peers ideas. Simon et al. (2008) claims that the use of puppets assists in this area. When children start to enter a more in depth conversation with the puppet, the puppet can provide encouragement or interest in the childs responses, which then generates talk which involves the whole class, or talk on a peer to peer level. Therefore, from using the puppet can promote reasoning, problem solving and explanations, which are all key factors in science lessons. The research that was carried out for this article was strong in various ways. Firstly, the focus wasnt just in a single school, it was in two different areas of England; Manchester and London. Secondly, there were two different age groups that were examined, and both of these groups had pupils who had a different response to the puppets. Thirdly, the teachers had the option to introducing a single puppet to the class, or they could introduce two puppets to the class. Some teachers used two puppets in a lesson whilst others used only one. Though using two puppets enabled teachers to set up discussion by getting the puppets to put forward opposing views, teachers found that one puppet was much simpler to use whilst still making it possible to present problems and to set up cognitive conflict. (Simon at al., (2008) p. 1243) Finally, the use of the pilot study to find out more information and gain more of an understanding into the use of puppets helped finalise the main study for the ar ticle. Therefore, because of the strong research strategy, the final research produces remarkable but rigorous results. One of the main disadvantages of this study was that training the teachers to correctly and effectively use the puppets acquired a lot of time. Even though this was good for the research side, the amount of time spent of training the teachers wouldnt be practical for every teacher, especially teachers in larger schools. This then brings up an issue; if teachers dont have experience with puppets and havent had training would the puppets be as effective as they were during the research stage. Overall, this article has proven that using a puppet during science lessons has been effective when trying to create talk. This has been backed up from the interviews, with pupils and teachers. The interviews also revealed that pupils who are often more shy and dont contribute as much in lessons, were more confident during lessons where a puppet was used as they felt at ease talking to a puppet. In my own practice, I will be using a puppet throughout the curriculum as I feel that the use of a puppet will engage the children and improve class and pupil discussions. However, before I feel fully confident in using a puppet, I will practice with a smaller group and build up to using the puppet in front of the whole class. Brown K Kennedy H (2011) Learning through conversation: exploring and extending teacher and childrens involvement in classroom talk School Psychology International 32 (4) pp377-396 This article discusses the professional development progression over a twelve week period, that six teachers in the UK, who work at a school with children who have been recognised has having social, emotional and behavioural difficulties. The main research area for the article is focused on how teachers use conversation in their class to help integrate childrens ideas and link these to the learning progression. Through reflective and exploratory discussion, enhanced by videos of interactive sequences within classes, teachers explored and developed aspects of their interactional styles. Brown K Kennedy H (2011) One of the key strengths of the research is that two educational phycologists (EPs) were also heavily involved with the researched and they worked alongside the six teachers. With reference to Schoà ¡Ã‚ ¹Ã¢â‚¬ ¦s model of reflective teaching (1983), the class teachers and the EPs intended to reflect on the teachers interactional methods that happened within the teaching. They also wanted to be able to work together to discover and extend classroom conversations. Therefore, through reflective and exploratory conversation with the EPs and with the help of recordings of interactive sessions that happened within the class, teachers watched back their lessons and were then able to explore and develop aspects of their interactional methods of teaching that they used with their class. At the end of the twelve weeks, the videos and recordings taken were compared. The main focus was to see the changes between the beginning sessions to the sessions at the end of the project. Brown K Kennedy H (2011) stated that from the teachers looking back at their lessons, and working alongside the EPs they were able to adapt a change in their lessons to promote talk. Changes included the teachers using conversation to build more on childrens ideas and actively support the cooperation between children. Changes in the nature of talk amongst children showed evidence of building more on ideas within conversations and making less new initiatives. The changes in conversations are considered with reference to childrens participation and learning. Brown K Kennedy H (2011) Given the importance of childrens metacognitive awareness of interactive processes within the class (Mercer, 2000), I feel that one of the main weaknesses of this article and its research was that it would have been useful to have a greater insight into the changes that occurred throughout the lessons, from the points of view of the children that were involved with the study involved. All the children who participated did so voluntarily, however, they were not included in the ongoing preparation, development, and evaluation. The children involved might have provided valuable insights into how the learning procedure seemed from their point of view, and how they felt that changes the teachers made worked for them, especially when the teachers developed their interactional styles. I would be interesting to see what extent the children felt the changes had on their incentive, contribution and learning. Overall, this research has shown that looking back and watching how you have interacted with the children and what interaction styles you use can have an impact on childrens learning. The article has also proven Schoà ¡Ã‚ ¹Ã¢â‚¬ ¦s model of reflective teaching (1983) to be effective, as the if the teachers hadnt looked back and reflected on their interactional styles, there wouldnt have been any progression in talk. I will now use different interactional styles during my lessons, and I also feel that it would be beneficial for me to record myself teaching and watch this back to help me improved on my own teaching skills.

Saturday, January 18, 2020

Vulnerable Population In The Workplace

One has chosen to focus on the substance abuse patients as the vulnerable population for the project. Frequently one has identified and seen stigmatization, prejudgments, and poor care given to this population in the workplace. Many patients are discharged each day with no plan of care, no education on resources and no instructions for follow up care. The outcomes and possibilities for the patient’s recovery have shown to be slim by the frequent return of the patient in the emergency room.The patients return within hours of discharge from the ER and seem to be in the same condition as when they left. One has created an action plan and a teaching brochure for health care providers to help facilitate a better system and care process for this population. The first step of overcoming this issue is to start from the base of it, which are the providers and their beliefs. The focus will be on educating the health care providers to stop stigmatization, develop self-awareness, and lear n to be culturally competent and to be the best advocate for the patient.In the emergency room there are frequent patients via ambulance, walk-in’s, which are intoxicated and requesting, detox. Typically when the patient arrives he or she are intoxicated, wheatear it is drugs or alcohol. The patient is registered and triaged. Depending on their condition or level of intoxication, they are either immediately brought in or are placed on a stretcher and wait to be evaluated by a physician. Because of the large population of substance abusers in New York City, these patients tend to have a stigma attached to them.The stigma is the patients will not follow up with his or her detox programs, they will return to the ER with-in hours of discharge, they are seeking food and shelter for the night, and they are not serious in their treatment to recover. Therefore, many of the providers and nurses in the ER tend not to take the patient or his or her care seriously. They often wait to see if the patient will walk out and leave after a few hours of warmth and food. If the patient is in the waiting area and waiting to come in, many charge nurses will continue to skip over the patient to bring in others.If the patient is in the department the providers tend not to pick-up their charts in assumption the patient will just leave to continue his or her addiction. One has created a teaching brochure to help identify three concepts, which may lead and assist in caring for the substance abuse patient. The concepts will help providers to be empathetic, trustworthy, and intelligent to the patient’s backgrounds and beliefs. The brochure speaks of the concepts and reasons it will aid in the patient success in recovery.If these patients are seen as a lost cause and providers do not listen or rectify the problem the population of the substance abuser will grow and increase the death rate and increase dangers to others as well. Substance abuse does not only endanger the patie nt but the people around him or her. For example, a person who is drinking and driving can hit a pedestrian walking and cause fatal danger to that person. One has learned through lessons in this class how to identify a vulnerable population, how self-awareness cultural competence, and advocacy can help treat these patients and provide the best care needed to have the best outcome.The first step as a provider is to have self –awareness. It is only possible for one to relate to others when they know whom one is and what one will or will not accept from others (Jack, Kristen, Smith, & Anne, 2007,para. 1). In the treatment of others it is important for the provider to be aware of their own personal beliefs and identity. To truly understand what one believes in is to have self –awareness. â€Å"Being self-aware enables us to identify our strengths and also those areas that can be developed.If we do not know our good and bad points then we are less likely to be able to help others (Burnard 1992). Nurses can use the self to therapeutic effect when working with patients, for example, when empathizing or advocating (Jack, et al 2007,para. 2). Cultural competence is also important for the health care team to incorporate in accurate care for substance abuse patients. Cultural competence is not only about ethnic background, religion, race, or spirituality. It is also about the environment in which one lives.â€Å" The layers of culturally competent practice do not solely address race and ethnicity. A comprehensive culturally competent practice encompasses issues related to language, migration and acculturation, family history, religious practices, as well as social trust and community attachment† (Mallow & Cameron-Kelly, 2006, para. 11). The staff needs to learn the importance of empathy and pre-judgmental thoughts toward the culture of the substance abuse patient. They live and survive in a different environment. To provide care for them is to under stand and keep biased opinions out of the treatment.Providers should analyze and try to learn of their culture and struggles they see and handle each day. The third concept implemented in this learning tool would be advocacy. Nurses and doctors are essentially the patient’s voice. Patients relay on the health care provider to help them and guide them through care and also to represent them in the hospital or within the community. The nurse and physician are the main identifiers of the recurring problem. The providers can help to implement new policies or create outpatient programs to keep the patient on a positive track.Identifying the flaws and implementing new systems can help the patient have a better health outcome. â€Å"The knowledge and expertise of a nurse regarding the care and concerns of a patient are vast. Overlay that knowledge and expertise with a sense of community, and the nurse advocate is born. Whether teaching proper car-seat installation to parents, advoc ating for primary seatbelt laws at the state house, or testifying at a congressional committee hearing, each nurse should be aware of the importance of political advocacy.Health care is in an evolving state, and nursing is at the table; every nurse should be aware and supportive of this advocacy† (Philips, 2012, para. 10). In conclusion one believes substance abuse patients would benefit greatly and outcome goal would improve if he or she were cared for and handled by a provider who was empathetic and knowledgeable to his or her cultural needs, ethnic background, and beliefs, whether they were spiritual or not. Each person or patient is unique and should receive treatment in a way, which suits him or her uniquely.In order for a provider to do so, they should be knowledgeable to self-awareness, cultural competence, and advocacy. Knowing oneself, possessing knowledge of others and motivation to be a trustworthy advocate will help the substance abuse patient feel support and allo w him or her to recognize the provider as a trustworthy person. Building trust and creating a stable health climate with the patient will paint a road to recovery for the substance abuse patient. Vulnerable Population in the Workplace Nursing profession is a career with a vast field of different practices with different roles to choose from. This variety makes the nursing field a vulnerable profession for mistakes if not tackled with adequate educational and clinical training. Although there are different specialties for a nurse to choose from to continue their career, it is still necessary for every nurse to have even a little amount of knowledge, or background, of the different scopes of practice of the other specialties of nursing. If this can’t be achieved as an individual, teamwork is necessary by sharing the knowledge you have especially in the workplace.Having that knowledge about vulnerable population is an essential tool to be able to work with patients properly. Sharing that knowledge to your workplace is important in order for them to be able to work competently, especially in the field that I work with where we handle different kinds of patients. In this paper, we will see how the knowledge abou t the vulnerable population is essential in the workplace, which consists of topics essential to this subject such as the Vulnerable Population: Vulnerable People, Cultural Competence and Resilience, and Social Justice in Nursing.Vulnerable Population: Vulnerable PeopleUnderstanding the definition of being vulnerable is the first step to be able to work competently with this population. According to the American Journal of Managed Care, members of this â€Å"vulnerable population† are those who are at risk for certain health problems. (AJMC, 2006) As the term elaborates, vulnerability is the susceptibility of any group or individual for risks of problems. Home health nurses meet lots of vulnerable patients especially those who have chronic diseases, disabled, and the elderly.Understanding  what their at risk for are essential in order for nurses to plan for prevention interventions. Examples of vulnerable population that home health nurses meet frequently are those who are disabled, have chronic illness, and the elderly. They are also on the top of the list that are high risk for falls, pressure ulcers, pneumonia, DVT, depression, and the list goes on and on. It is important for home health nurses to understand these risks for this vulnerable population to be able to generate prevention interventions.Cultural Competence and ResilienceCultural Competence and Resilience is an important quality that should always be carried by a professional nurse. According to Poole, cultural competence is practiced by nurses not only because it is politically appropriate, but it is also an inner sense that being culturally competent is an essential attitude to be able to build that therapeutic relationship with the patient, which promotes better healing environment. (Poole, 1998)Resilience is the ability of an individual to bounce back from change or difficulty as defined by the Merriam-Webster Online Dictionary (2010). With these two combined, home health nurses can b e able to deal with patients with different cultures competently without any difficulty adapting from the great changes that they may experience from different types of patients.Social Justice in NursingSocial Justice is known as the ability to provide fair treatment regardless of age, ethnicity, race, economic status, disability, and gender as defined by the American Association of Colleges of Nursing (2008). When this attitude is applied to nursing, it makes a nurse aware that everyone is equal, and therefore should be treated equal. In home health nursing, this equality is sometimes not seen because of the inability of the patient to pay for the right services that is appropriate to his/her condition.But this is not an excuse for a nurse to neglect the other appropriate care that can be done independently. To show care more than to show how vulnerable they are because of socioeconomic status is more important than having that full coverage of treatment they can get but is not rec eiving that genuine care that they need for therapeutic relationship and healing. This attitude is important because ever since the nursing profession started, nurses became an advocate to their patients to protect their rights and to  encourage them to exercise that power of their rights.These three important topics are important to understand more deeply in order for the nurse to be able to provide care more effectively especially to those who are included in the vulnerable population. More importantly, knowledge with these topics should be shared to my workplace to expand the knowledge on caring with the vulnerable, especially for home health nurses who most of the time take care of the elderly, disabled, chronically ill, minorities, and the socioeconomically unfortunate.

Friday, January 10, 2020

Nick Adams as Code Hero of in Our Time

Ernest Hemingway is noted for having made many contributions to the literary world and one of his most notorious contributions is the Code Hero. The birth and growth of the Code Hero can be easily observed simply by watching the growth and development of Nick Adams throughout Hemingway's writing. In Our Time contains a various assortment of Nick Adam stories at various stages of his life and also shows the Code Hero at various stages of its development. In Our Time was the second book Hemingway had published. His first contained only three short stories and ten poems and had little to do with the Code Hero, making In Our Time the first time Hemingway revealed the Code Hero to the rest of the world. The technique and characterization contained in In Our Time is consistent with most of Hemingway's later writings, setting up In Our Time as a model of Hemingway's style and the Code Hero According to Professor Paul Totah of St. Ignatius, Hemingway defined the Code Hero as â€Å"a man who lives correctly, following the ideals of honor, courage and endurance in a world that is sometimes chaotic, often stressful, and always painful. The Code Hero measures himself by how well they handle the difficult situations that life throws at him. In the end the Code Hero will lose because we are all mortal, but the true measure is how a person faces death. The Code Hero is typically an individualist and free-willed. Although he believes in the ideals of courage and honor he has his own set of morals and pr inciples based on his beliefs in honor, courage and endurance. Qualities such as bravery, adventuresome and travel also define the Code Hero. A final trait of the Code Hero is his dislike of the dark. It symbolizes death and is a source of fear for him. The rite of manhood for the Code Hero is facing death. However, once he faces death bravely and becomes a man he must continue the struggle and constantly prove himself to retain his manhood (Totah). The Code Hero is present in the majority of Hemingway's novels. Even the young man in Hills Like White Elephants contained many of the characteristics of the Code Hero such as free-willed, individualist, and travel. The individualism comes out in his desire to not have a child. It would solidify the group aspect of a family between him and the lady. The travel trait is obvious by the mention of the stickers on the luggage denoting the many places they had been. His free will comes out also in his desire not to be a father. If he were a father he would have to begin making decisions for his child and family, not just for himself. The first Nick Adam story, Indian Camp shows Nick as a young boy and also shows Nick as he experiences the main characteristic of the Code Hero, facing death bravely. Nick's witnessing of the Indian's suicide introduces him to death for the first time. Instead of being frightened or sickened by the experience, Nick stays strong and asks his father questions about it instead. The fear of darkness is also touched upon in Indian Camp. When Nick first goes to the camp it is dark and he sits in the boat with his father's arm around him, providing a sense of security. When Nick leaves the camp it is light outside. Nick runs his hand through the water, which is described as warm and provides the sense of security that his father had to provide during the night. The light shining on the water and warmth that Nick feels is also mentioned along with Nick's thought that he would never die. Nick draws strength and sanctuary from the morning as opposed to the night before. Nick's feeling that he would never die shows this as an early stage in his development into a Code Hero. He has not accepted the inevitability of death, yet. The Doctor and the Doctor's Wife also shows Nick developing into the Code Hero, although in a very subtle way. Nick is only involved in the end of the story but the few sentences that Hemingway writes about him are enough to show development. Nick is described as sitting in the woods reading. This shows him as someone who enjoys the outdoors. From this it can be derived that he enjoys traveling. He doesn't like being tied down to civilization; he'd rather be out exploring and setting his own path. This shows the free will and individualism of Nick. The description of him reading shows that he's expanding his knowledge. It's unimportant what he's reading; it just shows that he's expanding his knowledge of the world. From this he will form his opinions and beliefs, helping him create his own value and belief system. His parents' contradicting religious views reinforce this. Since he does not have one religion exposed to him he has to examine both. From this he will pick and chose the ideals he believes in. The End of Something and The Three-Day Blow show the development of Nick's individualism. Although his age is not mentioned, it can be assumed he has passed through adolescence and is becoming a young man. He feels that his relationship with Marjorie is becoming too close. He is losing his individuality as they become more of a couple, although he doesn't realize it. All he knows it that the relationship wasn't fun any longer and it was over for some reason he didn't know. Bill articulates the reason when he describes what married life would have been like for Nick. Nick would have had to settle down and get a job and raise a family. Bill also points out that Nick would have been marrying her whole family, not just her. Nick would have no longer been an individual; he would have been part of a group. He also would have lost his free will. He would not have been able to do whatever he wanted whenever he wanted. He would have had to factor in the family into his decisions. Bill further points out that Marjorie's mother would have been around all the time telling them how to do things and act. Nick's desire to travel is illustrated when he thinks about how he and Marjorie had talked of going to Italy and all the places they would go and see. Another characteristic revealed is honor. Bill states that Nick did the right thing by breaking up with Marjorie now while she still has a chance to meet someone else and settle down with him. It is implied that by Nick stopping things he actually helped both of them avoid a life that would have made them miserable. In The Battler Hemingway has Nick face death for the first time since that day at the Indian camp as a young boy. Nick is older now and is becoming a young man. Although death is not openly visible in the story, Nick does face it in two ways. The first is symbolic in the fact that although it is dark outside, Nick walks up to the fire and the stranger and begins a conversation. Nick bravely faced death in this instance. He didn't let the fact that it was dark, he was not near anyone that could help him, or that he didn't know the man stop him. The other way Nick faced death was his encounter with Ad. Ad said he was going o give Nick a beating but a man that could snap in and out of reality the way Ad did could easily beat Nick to eath. Nick is aware that he is in a dangerous situation, but he remains calm and doesn't show cowardice. He slowly backs away from Ad while trying to talk him out of the fight. Although he backed away, he didn't turn and run or begin crying and begging for mercy. He recognized the fact that he couldn't win a fight against Ad and used his intelligence to try and find ano ther solution. The Battler also shows Nick as a traveler. He is train hoping his way from town to town. Cross-Country Snow again shows the travel aspect of the Code Hero. Nick talks of wanting t travel all over Switzerland and Europe to ski and mentions having traveled a lot in the United States. The story also shows Nick being unhappy about giving up his free will and individualism. He has a baby on the way and it will change everything. He knows he will have to return to the U. S. He says he is happy now that he will be a father but he still emits regret at not being able to ski anymore. This is symbolic of more than skiing, though. It symbolizes his regret at not being able to just bum around Europe or travel around the States. It symbolizes a loss of his free will. His decisions will no longer affect just him. This ties in with his loss of individualism. He now has a family to think about and provide for. He is part of a small group and not just an individual. Despite all this, he faces it bravely. He says he is happy to become a father. In this way he faces the death of his free will and individualism bravely. Big Two-Hearted River shows Nick as a man and also reveals that he has acquired many of the qualities of the Code Hero. He is out in the woods and camping along the river alone, depicting his individualism. His camping and fishing show his adventuresome personality. His reminiscing of other fishing trips at various places reveals his love of traveling. Nick is always respectful of nature and the river. There is an aspect of Nick's fear of the dark as well. When he speaks his voice sounds strange in the darkness and he doesn't speak again. Despite this fear he is brave and camps out alone near the river. By this point Nick has nearly matured into the full Code Hero and fully into a man. Chapter IV is the conclusion of the growth of the Code Hero and Nick Adams. Nick is in a war, most likely WWI. He has been shot and he is staring into the face of death. He is also smiling. In this short one paragraph sketch, Nick shows his bravery, courage and endurance to face an extremely difficult situation and face death. At this point Nick proves his manhood and shows the final evolution of the Code Hero. The fact that Nick is a soldier fighting in a war reinforces his bravery and courage. His survival during the war displays his ability to endure and persevere through tough situations. Although it is a collection of short stories, Hemingway's In Our Time presents his famous Code Hero in various stages of its development through the development of one of his most famous characters, Nick Adams. Characteristics such as bravery, courage, endurance, free will, individualism, a desire to travel, a fear of the darkness and the ability to face death and the difficulty of life are prevalent in Nick as he grows from a young boy in Indian Camp into a man in Chapter VI. The Nick Adams stories contained in In Our Time do a great job of showing Nick at various stages of his life and in various stages of his development into the Code Hero, making the book a model of the Code Hero.

Thursday, January 2, 2020

Hasson Case Essay - 1425 Words

Case Study Analysis Paper-Why Didnt We Know? Table of Contents Problem Identification†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...3 Situation Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..4 Recommendations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..7 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..8 Proble m Identification: In the case study Why Didnt We Know, there are a number of problems that the company Galvetrens faced. First, the companys policy for the confidential reporting of misconduct is flawed, and as a result, it leaves employees vulnerable to being retaliated against. Furthermore,†¦show more content†¦The case study by Hasson et al. (2007) advises that employees could contact their supervisor or manager without censor or retaliation (p.3). The additions of the hotline and ethics officer were supposed to be encouraged. However, employees bypassing the hotline and reporting process showed evidence of passive group traits. Engleberg and Wynn state that when group members lack confidence, they will follow directions regardless of whether they go against their own judgment, and they also experience high stress levels with group communication (p. 68). Harry Mart, Galvatrens COO who was first informed about the possible misconducts, didn’t act as a responsib le leader. Instead of taking Mike Fields message seriously, he ignored his message. According to Engleberg and Wynn (2007), effective leaders who are proactive listeners â€Å"don’t wait for disputes to escalate into destructive conflict; they intervene at the slightest hint of hostility† (p.195). Harry Mart’s reaction to Mike Fields message also indicates that the changes brought under new management to advance the company’s procedures and to prevent misconducts and conflicts didn’t transmit effectively to the company’s leadership. the new leadership, the company was transforming to adopt an open door system that encouraged employees to raise their concerns to their superiors. However, Harry Mart’s disregard for Mike Fields’ concern indicates that theShow MoreRelatedHasson Private Label Case Answers760 Words   |  4 PagesHasson Private Label Case 1. Hansson Private Label already has a 28% share of the private label personal care products. So they are a pretty big player in the industry. 2. In 2008 the FCF will be -57817 followed by -12378 in 2009. 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