Matrix review Essay Example | Topics and Well Written Essays - 500 words

Matrix review - Essay Example In regard to Richard Paul article, critical thinkers remain as those who can see past what is before them and inquire more to get the reality. He insists on the value of critical thinking to evade delusions and find the reality of things commonly perceived real. The three emphasize on the existence of illusions plus reality and how the society should perceive them in deeper thought. 2) How does the film "Inception" reflect how powerful people gain access to our unconscious mind? Stated differently, what does the film attempt to tell us about how media influence our deepest sense of unconscious desires and world/political view? In Inception, Dominic Cobb, the dream architects specialized in stealing or implanting information in people’s dreams when they were vulnerable most. In likening to that movie, the media also gains entry to people’s mind unconsciously and influence their desires or political view through constant advertisements or positive recommendations of certain candidates. An excellent example entails the media constantly advertising a certain product. People unconsciously become influenced into liking or purchasing that product. In the movie, The Matrix, the actor, Neo becomes pulled from a given kind of cave and comes to view the real world from another perspective. In likening the matrix to Plato’s allegory about the cave as Neo come to realize that the world he knew before was an illusion just like the prisoner who climbed out of the cave, and realized a real world existed (Plato, 2010). Neo in discovering that his old world was an illusion becomes likened to the shadows that existed in the cave and the other prisoners though were real. Plato insists that people often perceive illusions which they commonly think it’s real. Plato continues by saying that reality can only be perceived by individuals who free themselves and accept it (Plato, 2010). In the addition,

Site Visit Essay Example for Free

Site Visit Essay Human Services is a broad field for workers who assist individuals with various types of issues or problems; whether the assistance is housing, mental health, vocational, or elderly services. These workers are housed throughout many organizations and agencies that have department in which they cater to specific needs. Some organizations have departments and programs that specialize in behavioral and cognitive–behavioral techniques to further address behavioral issues or problems. The Children’s Village (CV) is a non-profit human service organization and their mission is to work in partnership with families to help society’s most vulnerable children so that they become educationally proficient, economically productive, and socially responsible members of their communities (The Children’s Village, 2013. ) The type of families CV caters to are foster care and adoption and therapeutic children. In locating this organization online, I spoke with one on the Masters Social Workers (MSW), Benia E. Thomas who further explained the type of behavioral or cognitive-behavioral therapy they provide for the clients served. The Children’s Village employs group behavioral therapy geared toward behavioral modification to adolescents ages 11-21. The types of behaviors the children display are Attention Deficit Hyperactivity Disorder (ADHD), Obsessive Compulsive Disorder (OCD), and other conduct disorders. According to Understanding ADHD (2013), â€Å"ADHD is one of the most common childhood psychiatric conditions, affecting 9.5% of school-aged children in the United States.† ADHD is a psychiatric disorder as OCD is another disorder affecting children and promoting disruptive behaviors. According to Internal OCD Foundation (2012), â€Å"Obsessive Compulsive Disorder (OCD) is a disorder of the brain and behavior. OCD causes severe anxiety in those affected. OCD involves both obsessions and compulsions (para. 1.) The techniques CV employs at their organization helps change these potentially self-destructing behaviors such as ADHD and OCD. Behavioral therapy is also called behavioral modification or cognitive behavioral therapy. Medical professionals use this type of therapy to replace bad habits with good ones. The therapy also helps you cope with difficult situations (Healthline, 2013.) This type of treatment is used on the children who have faced difficult times within the home with their biological parents and assists them with any behaviors stemmed from removal from one home to the next. In cases like these children can become very angry, blame themselves, academically failing, and act out differently for attention. Foster children often face multiple adversities putting them at risk for problems in social, emotional, and behavioral adjustment. Some of the risks are experienced prior to placement into foster or adoptive care, such as drug exposure, maltreatment, and institutional care (Adoption and Foster Placement, 2008.) In discussing the population this program participates in, the effectiveness of the interventions is measured by the team of therapeutic social workers at CV. Therapy techniques and approaches must be effective so the children can live normal lives in the community and when placed in other homes. The types of interventions used on the clients at CV are used by a number of therapeutic social workers who work hard at achieving long-term goals for the children. For example, if a child displays disruptive behavior in school and is acting in an aggressive manner at his or her home several techniques and interventions are used to eliminate or calm the situation to a minimal. Techniques such as: homework charts, behavior charts, listening, communication, and documentation of the behaviors are implemented by the social worker or therapist to further allow the child to discuss what is bothering him or her (Benia E. Thomas, personal communication, September 27, 2013.) The most effective technique used by the social workers at CV is the behavioral modification chart. According to Bach, PhD and McCraken, PhD, LCSW (n.d) â€Å"Behavioral treatment is concerned with the analysis and change of behaviors. Thorough assessment is an integral part of any behavioral intervention or behavioral assessment.† Examples of behavior modification that can be used to increase positive behaviors are praise and approval, positive reinforcement, awards, and self -monitoring. The technique used in the behavioral therapy seems to work for some of the children, as they display change when they come in for therapy sessions with the social workers. At this current time the CV only uses behavioral therapy as a technique to assist with cognitive behaviors. Children’s Village is a non-profit organization that has not received the adequate funding to support other programs that would be suitable for the organization at this time, but it is something the organization is interested in later on once funded. Although there are not any plans for other programs, play therapy is used for children (ages 2-10). According to Association For Play Therapy (2013), â€Å"Play therapy refers to a large number of treatment methods, all applying the therapeutic benefits of play. Play therapy differs from regular play in that the therapist helps children to address and resolve their own problems† (para. What is play therapy?.) This type of therapy helps the children act of scenarios with playing and using objects such as dolls and coloring to further explain behaviors. The other models and techniques used at Children’s Village are Functional Family Therapy/Child Welfare (FCT-CW) and Multisystemic Therapy (MST). FFT-CW is a family-based prevention program that helps families make positive changes to their households and MST is an evidence-based program that helps families manage out of control children (Preventative Services, 2013). These two types of models are used in CV to better assist the children and the foster parents who require support from the organization. MST and FCT-CW is form of support that the organization implements to their children and foster parents to ensure safety and structure. In conclusion, the Children’s Village is a foster care and adoption agency that employs behavioral therapy to the children they place in homes. The children are 11-21 and have disorders such as ADHD and OCD among other behavior dysfunctions. These techniques used assist the children with the various behaviors they display as a result of removal from biological families and placement into homes of strangers. When the children display these cognitive behaviors in school or the community behavioral modification charts are used to keep track of the behaviors and monitor improvement. When improvement is noticed the social workers reward the children with movie tickets or other praises they find effective for each individual child. Each behavior is treated differently and addresses in a manner where different techniques are used as well. Children’s Village would like to expand their cognitive behavioral depart, but because of funding they are limited. This agency has displayed the use of the methods and techniques used to change behaviors References Adoption and Foster Placement. (2008). Encyclopedia of Infant and Early Childhood Development, 25-31. Retrieved from http://www.sciencedirect.com.ezproxy.apollolibrary.com/science/article/pii/B9780123708779000025 Association for Play Therapy. (2013). Retrieved from http://www.a4pt.org/ps.index.cfm?ID=1653 Bach, PhD, P., McCraken, PhD, LCSW, S. G. (n.d). Best Practice Guidelines for Behavioral Interventions. Behavioral Health Recovery Management Project. Healthline. (2013). Retrieved from http://www.healthline.com/health/behavioral-therapy Preventative services. (2013). Retrieved from http://childrensvillage.org/nyc-based-programs/preventive-services/ The Childrens Village. (2013). Retrieved from http://childrensvillage.org/about/mission/ Understanding ADHD. (2013). Retrieved from http://www.intuniv.com/attention-deficit-hyperactivity disorder/?utm_source=googleutm_medium=cpcutm_term=adhdutm_campaign=condition

Positive and Negative Effects of Television on Children

Positive and Negative Effects of Television on Children Children’s television viewing time be carefully controlled or for some age groups eliminated entirely Contents (Jump to) Introduction TV, young children and aggression: Is TV dumping down our young? The role of TV in the obesity epidemic: Is TV – helping the young to a more positive view of the world? TV linked to better language and literacy? Conclusion: References: Introduction: Since the advent of the television in the daily lives of the common people, the lifestyle and routine of the people have been changed. Television is no longer an idiot box in the lives of many instead it is one of the most important parts of the lifestyle. The television has come up with variety of programs and the increasing importance of the television in the daily life of the people has given the entertainment world a different name. It has been observed in many countries like the United States the children are devoting maximum of about thirty hours watching television per week. This has given rise to a hobby or a habit of watching television (Kelemen, 2002). In many countries the children like to watch television, forgoing their studies and this had created awareness within the parents and the teachers. The most important issue regarding this matter is that the children are getting wrong information in some particular cases from the different programs of the television. There are many interesting programs apart from the cartoon shows which attract the children. The study is all about the awareness that had been generated by different research outcomes conducted by different organizations. The study discusses many important issues and analyses both the positive and negative sides of the issues (Yapp, 2014). TV, young children and aggression: It is observed all over the world that the children are adversely affected by the violent programs which they view in the television. Eastman (2004) had said that by the time when the American children become grown up to leave the high school they would have viewed thousands of murders and other violent activities in the television. On the other hand Rowell Huesmann et al (2003) have said that there is a tendency in the infants to imitate the activities they observe from the television and hence the violent programs could have much impact on the minds of the children and could cause severe accidents in their lives (Huesmann Moise-Titus, 2003). Murray (2005) have pointed out that in many cases it has been observed that children having maximum exposure to violent programs get their sensitivity towards violence and this turn increases their tolerance of violence in the society. On the other some children are found to be getting more sensitive towards the violence and that might affect their physical and mental strength. It is not always good for the infants to watch television as they might be affected by the colors, hues, saturation and exposure level of the television portray. The sound effects might also affect the hearing aspect or the mental development of the infants as initial stages (Murray, 2012). Is TV dumping down our young? According to Anderson and Pempeck there is a close relationship between the development of language and watching TV. The children below 2 years who watch television for a long time do not develop their language and vocabulary. The children start to speak less and they follow only gestures. The children below 2 years who watch educational programs like Sesame Street and Dora the Explorer face the similar problems in the language development. But the children over 2 years while watching these programs specially designed for the development of language get a better learning opportunity and they develop the language faster (Gliebe, 2011). The parents’ co-viewing with their kids has shown to be beneficial as the parents could manipulate the programs accordingly and might help their children in understanding the meaning of the programs they watch. The children are sometimes found to be more inclined towards the face to face communication and learn to develop language from this type of conversation. The parents could control the time their children are devoting towards watching the television. They could even ban or eliminate many programs from being watched by their children if they find some anti social or unethical in the programs. The role of TV in the obesity epidemic: The children who are watching television for a longer period are found to be affected by the increasing issue of obesity as they forgo their physical activities and sit idle at a place and watch television. The children get less time for any extra curriculum activities and due to that they are growing some problems in their physical growth. The habit of having fast food or snacks are being promoted by the television ads which are growing the habit of consuming fast food and snacks at an increasing rate which is affecting the health of the children to great extent. The children are getting much inclined towards the fast food and the ready to cook foods as they are being advertised very skillfully to attract the children (Boulos, Vikre, Oppenheimer, Chang, Kanarek, 2012). On the other hand television programs are also promoting some beneficial programs which are helping in the development of many good habits and learning. The television is also promoting various programs from where the children could learn about the culture of their countries or about different animals etc. There are some programs which are promoting the habits of practicing regular exercise in the daily regime of the children and the children are trying to follow them. Is TV helping the young to a more positive view of the world? According to Moeller (1996) the television programs are helping to understand the world around us through different specific channels. The television can have positive impacts on the minds of the children depending on the perception that the people are growing within them. Sometimes it is seen that people both children and adults like to believe that whatever is shown in the television is normal and real without judging the truth. This might have positive or negative effects depending on the individual conception development (Moeller, 1996). Some programs might show the children the way they want to prove the world around us and could have negative impact on the minds of the children. On the other hand there are certain programs which are useful to the children to collect many academic information or data which they could skillfully use in their studies and could increase their general knowledge (Wiseman, 2012). There are certain worrying issues where the children get wrong ideas about the cultures or the society of many places from the television. The children with good intelligence would take the positive views but the children with poor intelligence would not be able to get the positive views without the guidance of their parents or teachers. TV linked to better language and literacy? Many research work have proved that watching television is helping in the development of language and literacy in the children. The children of two years get to develop their language competency from watching television. Many children have been found to have grown better vocabulary by watching television. The children get to learn many things from television. There are many well designed education oriented programs like Sesame Street which provides good communication and language skills to be developed in the children (Close, 2004). Not all the learning programs are designed to develop language skills in the children. It is the responsibility of the guardians to supervise the programs and allow the children accordingly to watch the programs which are suited for their children. The adult co-viewers are responsible to grow and develop the language competencies within the children through their active participation. The conversation between the adult co-viewer and the children below two years is vital in developing the language within them. The parents or guardians have to play an active role in the development of language and literacy through watching television (Linebarger, 2006). Conclusion: The above discussion shows for and against the reduction of the television viewing by the children below two years and also for the children who are sensitive to many issues. The parents or the guardians have to be more conscious about the controlling of the time dedicated to the television viewing by the children. The Government should take steps either to ban some violent or anti social programs or to make the schedule of the programs as per the prime time or the general time for watching television. The study shows the positive and negative impacts of the television on the minds and developments of the children below and over two years. The study describes the various issue which are related with the viewing of the television. Watching TV is also hampering the physical development of the children and even increasing the rate of obesity in the children. The study throws lights on various findings from the research conducted by many researchers. The research should be able to analyze both the positive and negative impacts of watching television. More research is needed to provide more data and information regarding how much positive or negative it is to watch television for the children. The society should try to instigate the positive impacts of watching television rather than the negative impacts. The society should be well aware of the adverse effects which could affect the children from initial stage. References: Boulos, R., Vikre, E. K., Oppenheimer, S., Chang, H., Kanarek, R. B. (2012). ObesiTV: How television is influencing the obesity epidemic. Physiology Behavior, 146-153. Retrieved from friedmanfellows: http://friedmanfellows.com/assets/pdfs/elibrary/ObesiTV_final.pdf Close, R. (2004, March 13). Television and Language Development in the Early Years. Retrieved from literacytrust: http://www.literacytrust.org.uk/assets/0000/0429/TV_early_years_2004.pdf Gliebe, S. K. (2011, August 12). The Effects of Video and Television on Young Children: Research and Reflection for Christian Educators . Retrieved from cuchicago: http://lej.cuchicago.edu/early-childhood-education/the-effects-of-video-and-television-on-young-children-research-and-reflection-for-christian-educators/ Huesmann, R., Moise-Titus, J. (2003). Longitudinal Relations Between Children’s Exposure to TV Violence and Their Aggressive and Violent Behavior in Young Adulthood: 1977–1992. Retrieved from umich: http://rcgd.isr.umich.edu/aggr/articles/Huesmann/2003.Huesmann,et al.Longrelations.Developmental Psych.pdf Kelemen, L. (2002, December 18). The Truth about Television. Retrieved from aish: http://www.aish.com/ci/s/48924702.html Linebarger, D. L. (2006, September 28). Elements of Effective Educational TV. Retrieved from pbskids: http://www-tc.pbskids.org/read/files/BOB-PARTI-ElementsofSuccessfulEdTV.PDF Moeller, B. (1996, October). Learning from Television: A Research Review. Retrieved from dcmp: https://www.dcmp.org/public_content/caai/nadh175.pdf Murray, J. (2012, January 09). Childrens Antisocial Behavior, Mental Health, Drug Use, and Educational Performance After Parental Incarceration. Retrieved from NCBI: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3283435/ Wiseman, R. (2012, June 30). Self help: forget positive thinking, try positive action . Retrieved from theguardian: http://www.theguardian.com/science/2012/jun/30/self-help-positive-thinking Yapp, R. (2014, January 10). Children who watch too much TV may have damaged brain structures. Retrieved from dailymail: http://www.dailymail.co.uk/health/article-2537240/Children-watch-TV-damaged-brain-structures.html Positive and Negative Effects of Television on Children Positive and Negative Effects of Television on Children TELEVISION: ITS EFFECTS AMONG CHILDREN IN TERMS OF EMOTIONAL AND BEHAVIORAL DISCOURSE IMPELIDO, DEANMARK G. Outline Watching television has many positive and negative effects on the behavior among children. Positive effects include, while negative effects includes violence, behave aggressively and their emotional aspects affected. The Effects of Television Positive Effects Negative Effects Violence Behave aggressively Emotional Aspects affected Watching television has positive effects (which include enhance learning skills and recognize emotions) and negative effects (includes violence, behave aggressively and lead to emotional problems) among children Introduction Technology makes our life easy and it becomes a part of our lives everywhere, anywhere. Before the growth of the technology being rampant, there is a first major source of innovation in technology and that is the television. Television sets become a major industry in the world. Almost all the people in the world, in their households have television sets, and every day, more and more people tend to view on television. By touching its button and by searching different channels, it gives us benefits and solutions to our challenges in the modern-faced world. This includes receiving reports from local and world events, to inspire young minds by exploring geography and history, watch a fantasy, and to entertain us. Television also tends to escape from the reality, which gives us a temporary relief from our problems in life or when we feel depressed. Due to the growing industry of television, television networks always wants to know their audience perspective on what kind of program they want to watch. Audiences have a big impact in the television industry without them, no image on the screen. Most probably, adults are the one who watch, but as the time goes by, children also considered a part of their audience so that television networks consider the programs they watch. Children in the 21st century are now exposed in the television screens and we cannot prevent that. They are treated by the researchers and policy makers as a â€Å"special audience† due they are in process to learn things from the screen (Potter, 2008). Also, they are not yet mature to select a show appropriate to them. So that, as more and more children tempt to watch, the more they see something wrong or something right depending on the content of the program they watch. As illustration, if a child sees violence, the more violent he become; and when he see educational and inspiring, it teaches him to learn new things. According to Hollenbeck Slaby, 1979, children starts to spend television at the age of 6 months, as they grow up, it increases number of hours they spend on television until it reaches by up to six and a half hours every day. Because of this, we think that it leads to positive and negative effects of the behavior of children as they grow up. According to psych iatrist Dr. Victor Cline in his speech in Norfolk, New Virginia, that all the pictures they see in television, it can clearly affects the self-image then, later behavior of young people. He also added that mental diet is the same as nutritional diet. Once a child sees on a television, it will put what they see it in their mind, later; it will take its changes on their behavior once they grow up. He consider the children’s minds into a bank-whatever we put on it, we will get it back 10 years or more with an interest (Cline, 1989) In general, watching television may lead to the positive and negative effects on the behavioral and emotional discourse of the children. Some positive effects are: it enhances learning skills and recognize emotions; and the negative effects are it leads to violence, behave aggressively and lastly, it leads to emotional problems. Watching television has positive effects (which include enhance learning skills and recognize emotions) and negative effects (includes violence, behave aggressively and lead to emotional problems) among children Discussion Positive Effects of Television Television has a great benefit among children as they get easily aware and connect about the physical happenings in their modern-faced society (Gunter and McAleer, 1997: xii-xiii).They also stated that television is not ‘one-eyed monster’ who waits to spread evil over the young members of the household. This is an implication that when a child watches a significant program that is – educational, informative, and values-promoted shows will increase their intellectual growth. Researchers explain this, through watching preschoolers ‘Sesame Street’ regularly, it easily recognize their emotions and to cope trauma when the 9/11 terrorist attack in New York by featuring a story about grease fire in Hooper’s Stone which required the help of the brave firefighters (Wilson, 2008). Second positive effect of television among children is that they acquire basic languages on it. Studies shows that if they watch educational programs, their tendency is to learn basic shapes, numbers, letters, etc. if their parents guided them (Lemish and Rice, 1986). However, Naigles and Mayeux (2001) found that in certain circumstances children learn words and their meanings from educational programs that are specifically design for them (age, content etc.). Further, we must say that we select programs that are capable to their age and they must guide them in order for them to learn their language acquisition. Although still, there is no significant evidence that suggests television as part of their everyday lives to learn new things in life. Negative Effects of Television Violence is one of the primarily negative effects of television among children. Television violence had been increasing for the past years. In the studies, it shows that an average of 32 acts per hour, a child may see on the screen (Gerbner). Because of the number of violent acts a child may see, there is a result of the mental problem called â€Å"copycat phenomenon†. Copycat Phenomenon defines as imitating or copying the act or behavior of a person from a particular show (Sparks, 2013). An example of this is if a child sees on television, a person who acts to be violent; there is a possibility to imitate its action, further, once it continues to imitate until he/she grows up, it results as to be his/her personality. Many people have experience this even adults because it stirs up their emotions easily and somehow, they relate on that scene they watch. Further to that, it results in increasing number of crime and harm things; so that it is very alarming when a child happen to it. Violent television teaches children step-by-step; on how to commit mistakes and violent acts easily (Cline, 1989, 2B.). Watching violence can lead to behaving aggressively. Does it really lead to behave aggressively among children? It is true that it may lead to behave them aggressively through the following factors: if a character in a particular scene performs violent acts; then that character receives a reward for their actions, and there is a possibility of increasing aggression to children especially on boys and not on girls. And this theory he proposed is the social learning theory (Bandura, 1973). To illustrate, if a child sees a scene in a screen which has violent acts, then later the character receives reward on it, there is a chance of imitating or again â€Å"Copycat Phenomenon†. But, if the character did not receive rewards from it but receive punishment, there is a small chance of that child will refrain to do that act. But, in his further studies, it shows that this effect is not clearly depending on kind of program they watch; it is regardless of the kind of program they watch. T herefore, whatever kind of program they watch still, there is a risk of their behavior due to prolonged expose to television and violence. Once it changes their attitudes, it will clearly affect all their emotional aspects. Children emotions lead to anxiety, fear, trauma and even depression (Wilson, 2008). First, there is a possibility of anxiety to them. Second, their fear increases. There is a study that many children have experiences short-term reactions to television. When they watch a scary movie, (example is Monster House), they get react easily and probably they frightened. So that, after they watch it, they feel devastated and therefore, it results to trauma. It will also intensify these effects if they watch a particular news footage that contains tragedy or violence. As a result, children are full of fears to face the real-world. It will hard for them to express themselves and they might see the real-world as a difficult, more complicated and may a victim or real violence. It is normal, but, their emotional capacity maybe more difficult to cope. Watching television has positive effects (which include enhance learning skills and recognize emotions) and negative effects (includes violence, behave aggressively and lead to emotional problems) among children Conclusion: References: Books: Potter, W. J. (2008). Media literacy 4th edition, Sage Publications, Thousand Oaks, CA: USA. Sparks, G. G. (2013). Media Effects Research 4th Edition, Boston, MA: Wandsworth-Cengage Learning Internet Resources:

Crisis Management: Why Businesses Should Have an Active Crisis Plan Es

Crisis Management Crisis communication is one of the most important and neglected components of organizational communication in today's business world. It is vital that every corporation have contingency plans for emergency situations, both natural and man-made. Studies show that eighty percent of organizations confronted with a major disaster runs out of business within two years.(Hickman & Crandall 1997) Nevertheless, we also know that almost forty percent of all Fortune 1000 companies have an operational crisis management plan in place. (Hickman & Crandall 1997) This paper will examine and evaluate three journals that discuss different aspects and needs for an active crisis plan. The first journal evaluated comes from an article in Business Horizons named "A Multi-faceted Approach to Crisis Management" that discusses the need for developing many parallel plans before disaster strikes. First and foremost, the article says that a crisis management team must be created for the mere anticipation of possible crisis events in order that recovery and rebuild of the organization may be conducted in an efficient manner. The team should be named and move into action. The first order of business for the new team should be developing worst case scenarios. In order for this next step to happen, the team must establish what business functions are mission critical and necessary for the survival of the organization. They must also understand and plan for the proper technology needed to back up these functions to be in place. After all of this is completed, the team needs to develop and distribute to all those involved a crisis management plan. It falls on managem ent to ensure all parties stay current and trained on t... ...ial for failure at the catastrophic level. References Cheney, G., Christensen, L., Zorn, T., & Ganesh, S. (2004). Organizational Communication in an Age of Globalization: Issues, Reflections, Practices. Prospect Heights: Waveland Press, . Inc. Goldstein, G. "A Strategic Response to Media Metamorphoses." Public Relations Quarterly, Summer2004, Vol. 49 Issue 2, p19, 4p Epstein, M."Communicating with Stakeholders in a Crisis" Financial Executive, Oct2003, Vol. 19 Issue 7, p23, 3p Hickman, J., Crandall, W. "Before disaster hits: A multifaceted approach" Business Horizons, Mar/Apr97, Vol. 40 Issue 2, p75, 5p Ulmer, R,. Sellnow, T. (1997) "Startegic Ambiguity and the Ethic of Significant Choice in the Tobacco Industry's Crisis Communication," Communication Studies 48 (1997)

Historical Figurs of Nursing

Historical Figures of Nursing Whenever people mention or think of the history of nursing or nursing education many instantly think of Florence Nightingale or Clara Barton. Granted, Florence deserves credit for the advancements she made in nursing, but nursing goes back further than Florence Nightingale. One nurse, that little is known about is James Derham. James was born into slavery in approximately 1762, in Philadelphia, Pennsylvania. James was known to be owned by three different individuals, all of whom were doctors, one in Philadelphia, a British army surgeon, and a New Orleans physician (Hansen, A. 002). In the 18th century it was common for nursing education to be obtained through an apprenticeship, which is exactly how Derham became a nurse, assisting all three of his masters and learning from them. One of his masters, Dr. Robert Dove of New Orleans, encouraged Derham's interest in medicine. James worked as a nurse and purchased his freedom in 1783 (Wikipedia). After purchas ing his freedom, Dr. Derham opened a medical practice in New Orleans, by age 26 his annual earrings exceeded $3,000. 00 (Cobb, W. 1963). Dr. James Derham is the first African-American to formally practice medicine in the United States, although he never received a medical degree (Nursetini, 2009). Dr. Derham was known to speak English, French and Spanish. Dr. Derham returned to Philadelphia where he specialized in throat diseases and diseases related to climate (Wikipedia). Dr. Benjamin Rush, the father of American medicine, spoke with Dr. Derham and had the following to say â€Å"I have conversed with him upon most of the acute and epidemic diseases of the country where he lives. I expected to have suggested some new medicines to him, but he suggested many more to me. He is very modest and engaging in his manners. He speaks French fluently, and has some knowledge of Spanish† (Bennett, L. 1970). Derham disappeared around 1802, fate unknown (Nursetini). In 1960 New Orleans established the James Derham Middle School (now Junior High School) in his honor (Nursetini). Dr. James Derham demonstrated through his dedication to his profession what individuals can achieve with hard work. He overcame several barriers during his career, such as slavery and lack of a formal education, to become recognized as a professional who contributed to healthcare and the treatment of patients. Another individual who has contributed significantly to the advancement of nursing is Margaret Sanger, birth control pioneer (Wardell, D). Margaret was born in 1879 in Corning, N. Y. , one of eleven children of Irish immigrants. Margaret’s mother had 18 pregnancies, becoming weaker and sicker with each one, dying in her 40’s. Margaret’s goal was to become a doctor and to help individuals like her mother. Unfortunately there wasn’t any money for Margaret to go to medical school, but two of her sisters supported her education finically to become a nurse. Margaret was an OB Nurse working mostly in the East-Side/Lower East Side of New York City where she frequently received calls to help and tend to lower income women following self-induced abortions. The tragic case of Sadie Sachs is a well-known moment in the Sanger â€Å"saga. † As Sanger herself saw it, the Sachs case marked the turning point of her life and the beginning of the U. S. birth control movement (Wardell, D. 1980). Sadie Sachs was a 28 year old woman, mother of three children who called out for help following a self-induced abortion and had blood poisoning. Margaret stayed by Sadie’s bedside for three weeks, nonstop, until the crisis was over and Margaret’s 24/7 care was no longer needed. Margaret was present, when Sadie asked the physician caring for her, how to prevent another pregnancy. The physician told Sadie to have her husband sleep on the roof. Three months later, Margaret was called again to Sadie’s home, for the same reason. Ten minutes after Margaret’s arrival Sadie died. Margaret made her decision: â€Å"It was the dawn of a new day in my life†¦I knew I could not go back merely to keeping people alive†¦Ã¢â‚¬  (Wardell, D. 980). Margaret Sanger dedicated her career to educating women on birth control and contraception prevention. Sanger had significant barriers to overcome, including governmental law, which cited birth control information to be a crime, and lack of physician education on birth control and physician willingness to learn about birth control and their unwillingness to chal lenge the law. Margaret remained dedicated to her commitment and established the first U. S. birth control clinic in 1916 in Brooklyn, N. Y. , which was staffed by Sanger and her sister, both nurses. The clinic was illegal and was raided by the NY city police. Margaret and her sister were arrested, Margaret served her time in prison, and Margaret’s sister served her time in a workhouse. Sanger eventually hired a physician, Dr. Hannah Stone, to staff her clinic and direct the new Clinical Research Bureau. Dr. Stone quickly became respected by her peers for her â€Å"competent care and eloquent statics† (Wardell, D. 1980). Again the clinic was raided, during the raid the police confiscated patient charts and private patient information, and this action finally got the attention, dissatisfaction and support of physicians. A key to Margaret’s continued success with the clinic was her marriage to J. Noah Slee, who was the president of Three-in-One Oil Company. Slee not only supported Sanger finically, but shipped diaphragms from Germany to his Canadian factory and then smuggled the diaphragms into the U. S, in Three-in-One Oil boxes. Margaret published pamphlets and gave lectures on birth control throughout her career while trying to establish her clinic, all to educate women and to help prevent unwanted pregnancies, allowing women to make wise health decisions for them. Margaret Sanger’s clinics remain in existence today, â€Å"Planned Parenthood. † Margaret took a personal experience of what she saw in the care of her patient and dedicated her life’s work to educating patients, helping them to make safe health decisions and safe health practices, not seeking back alley care or help. Margaret was instrumental in developing the practices and availability of services that the majority of women in the U. S. take for granted currently.

Social Greetings in English For ESL Students

Social Greetings in English For ESL Students Greetings are used to say hello in English. Its common to use different greetings depending on whether you greet a friend, family or a business associate. When you meet friends, use informal greetings. If its really important, use formal greetings. Formal greetings are also used with people you do not know very well. Greetings also depend on whether you are saying hello, or you are saying goodbye. Learn the correct phrases using the notes below, and then practice using greetings with the practice dialogues.   Formal Greetings: Arriving Good morning / afternoon / evening.Hello (name), how are you?Good day Sir / Madam (very formal) Respond to a formal greeting with another formal greeting. Good morning Mr. Smith.Hello Ms. Anderson. How are you today? Informal Greetings: Arriving Hi / HelloHow are you?How are you doing?Whats up? (very informal) Its important to note that the question How are you? or Whats up? doesnt necessarily need a response. If you do respond, these phrases are generally expected: How are you? / How are you doing? Very well, thank you. And you? (formal)Fine / Great (informal) Whats up?   Not much.Im just (watching TV, hanging out, cooking dinner, etc.) Informal Greetings After a Long Time If you havent seen a friend or family member for a long time, use one these informal greetings to mark the occasion. Its great to see you!How have you been?  Long time, no see.  How are you doing these days? Formal Greetings: Departing Use these greetings when you say goodbye at the end of the day. These greetings are appropriate for work and other formal situations.   Good morning / afternoon / evening.It was a pleasure seeing you.Goodbye.Goodnight. (Note: Use after 8 p.m.) Informal Greetings: Departing Use these greetings when saying goodbye in an informal situation.   Nice seeing you!Goodbye / ByeSee you laterLater (very informal) Here are some short example conversations for you to practice greetings in English. Find a partner to practice and take a role. Next, switch roles. Finally, make up your own conversations. Greetings in Informal Conversations: Practice Dialogue Anna:  Tom, whats up?Tom:  Hi Anna. Nothing much. Im just hanging out. Whats up with you?Anna:  Its a good day. Im feeling fine.Tom:  How is your sister?Anna:  Oh, fine. Not much has changed.Tom:  Well, I have to go. Nice seeing you!Anna:  Later! *** Maria:  Oh, hello Chris. How are you doing?Chris:  Im well. Thanks for asking. How are you?Maria:  I cant complain. Life is treating me well.Chris:  Thats good to hear.Maria:  Good to see you again. I need to go to my doctors appointment.Chris:  Nice seeing you.Maria:  See you later.   Greetings in Formal Conversations: Practice Dialogue John:  Good morning.Alan:  Good morning. How are you?John:  Im very well thank you. And you?Alan:  Im fine. Thank you for asking.John:  Do you have a meeting this morning?Alan:  Yes, I do. Do you have a meeting as well?John:  Yes. Well. It was a pleasure seeing you.Alan:  Goodbye.   Notes Greeting someone when you are introduced.   Once you have been  introduced  to someone, the next time you see that person it is important to greet them. We also greet people as we leave people. In English (as in all languages), there are different ways to greet people in formal and informal situations. Introduction (first) Greeting:  How do you do? The question How do you do is only a formality. In other words, the question does not need to be answered. Rather, it is a standard phrase used when meeting some for the first time. Tom: Peter, Id like to introduce you to Mr. Smith. Mr. Smith this is Peter Thompson.  Peter: How do you do?Mr. Smith: How do you do? Use these phrases to say that you are happy to meet someone when introduced for the first time.   Its a pleasure to meet you.Its nice to meet you. Greetings after an  Introduction:  How are you?   Once you have met someone, its common to use standard greetings such as Good Morning, How are you? and Hello. Jackson: Hi Tom. How are you?Peter: Fine, and you?  Jackson: Im great.

Free Essays on Handicapped

The Home for Handicapped Children and Young People in Veternik is the social welfare institution. The Assembly of the Autonomous Province of Vojvodina established it on December 20th, 1971 and it started working in February 1972 with 210 protà ©gà ©s. The growth and development of the Home has been summarised in several pictures by the philosopher, Prof. Aleksandar Becin: Having in mind the position I occupied for more than three decades in the system of social welfare in the Province (Vojvodina) and, among other things, the official contacts I had had with the Specialised Institute in Veternik from its establishment all until recently, there is no doubt that I could validly testify about the whole development of this institution. For the period until 1992, with all the recognition (construction of buildings, establishment of services, involvement of a number of protà ©gà ©s in the work of several workshops, occasional organisation of successful cultural and sports manifestations and meetings with users of similar institutions etc.) it would be a sad picture depicting the conditions of everyday life of children. Now, within the last 6-7 years a marvellous paradox has been happening: during the severest social crisis the unseen rise is recorded, as well as transformation and achievements in all conditions and aspects of work of the Institute and in the life of children in general. The Institute has grown into one of the most representative institutions of this kind in the country, according to the level of material and expert equipment, organisation and rich contents and the atmosphere in work and life. It is the matter of buildings and space in general, housing, clothing, food, hygiene and health protection, special nursing and rehabilitation, occupational and cultural-entertainment and recreational activities etc. They installed their own heating system of rooms that are now clean and neat. In the previously empty yard that wa... Free Essays on Handicapped Free Essays on Handicapped The Home for Handicapped Children and Young People in Veternik is the social welfare institution. The Assembly of the Autonomous Province of Vojvodina established it on December 20th, 1971 and it started working in February 1972 with 210 protà ©gà ©s. The growth and development of the Home has been summarised in several pictures by the philosopher, Prof. Aleksandar Becin: Having in mind the position I occupied for more than three decades in the system of social welfare in the Province (Vojvodina) and, among other things, the official contacts I had had with the Specialised Institute in Veternik from its establishment all until recently, there is no doubt that I could validly testify about the whole development of this institution. For the period until 1992, with all the recognition (construction of buildings, establishment of services, involvement of a number of protà ©gà ©s in the work of several workshops, occasional organisation of successful cultural and sports manifestations and meetings with users of similar institutions etc.) it would be a sad picture depicting the conditions of everyday life of children. Now, within the last 6-7 years a marvellous paradox has been happening: during the severest social crisis the unseen rise is recorded, as well as transformation and achievements in all conditions and aspects of work of the Institute and in the life of children in general. The Institute has grown into one of the most representative institutions of this kind in the country, according to the level of material and expert equipment, organisation and rich contents and the atmosphere in work and life. It is the matter of buildings and space in general, housing, clothing, food, hygiene and health protection, special nursing and rehabilitation, occupational and cultural-entertainment and recreational activities etc. They installed their own heating system of rooms that are now clean and neat. In the previously empty yard that wa...