Mothers Love Essays - Women And Death, Beloved, Slavery, Sethe

Mothers Love The idea of a ghost story or horror story has long since been introduced into the world of American literature starting in the late 18th century. These works played with the idea of life after death and its effects on the present. The term gothic or gothic horror has been used to describe this form of literature. The literary meaning of the gothic style of is hard to define, but to give it a simple meaning the gothic is when the supernatural encounters the natural. In the novel Beloved by Toni Morrison this form of the gothic is used. The story involves Sethe, an ex-slave, whom the ghost of her dead daughter haunts. The ghost of this novel is a two year old who is young in age, yet strong in power. The character Sethe, is based on the real life story of the slave Margaret Garner. On Jan. 28, 1856, Garner killed her two-year-old daughter rather than have her sent back to slavery due to the fugitive slave law. Garner was later found guilty and sent back to the plantation she fled in Mississippi. The story of Beloved delves into the most painful part of the African American heritage, slavery. The memory of this horrifying time is presented in what Morrison calls "rememory"-- actively making the past real in the present. The novel is set during the Reconstruction(1870-1890) which follows the Civil War and emancipation. Much of the characters' pain occurs as they themselves try to "reconstruct" their families, communities and their own sense of identity. While this novel has been compared many times to that of a slave narrative, Morrison chooses to use the gothic to tell her story. Yes this novel does use slave narrative form, but it explores a greater range with the gothic. Morrison chooses to use the gothic because it allows her to explore the true effects of her characters and their effects on each other. Beloved comes back to haunt not only Sethe but everyone around her. She feels that her life has been taken away from her and for that reason she wants to "suck" the life out of Sethe, Paul D, and Denver. The novel is broken into three major parts. As part one opens Morrison introduces the house with, "124 was spiteful. Full of baby's venom. The woman knew it and so did the children" (Morrison 3). Immediately the reader is thrown into this house with a ghost that is spiteful. The only surviving members of the family are Denver, the child Sethe was carrying in her escape to freedom, and Sethe. With the gothic, Morrison is able to show just how horrifying slavery and its effects are. Morrison goes into great detail to describe the horrors of Sweet Home and the people who lived there. As the reader hears of these effects the emotion is relased. Sethe describes one account saying " after I left you, those boys came in there and took my milk. That's what they come for. Held me down and took it." ( Morrison, 16) Paul D instantly gets rid of the horrifying presence that has consumed this house for so long, and up to this point had only been physical as red light. With this sense of relief Paul D, Sethe, and Denver go to the local fair. Later they return home to find a mystical woman who is referred to as "Beloved". Denver identifies the woman as the returned ghost in now human flesh and receives her as a sister. This is where the novel begins to take on its own existence. Beloved becomes the focus of everyone's attention. Beloved has both mental and physical difficulties. Parts of her body threaten to fall off; some teeth do fall out. She has a scar on her throat. Her infrequent speech is childish. Although apparently she is a stranger, Beloved knows intimate things about Sethe, one of which includes the lullaby that Sethe sang to her babies. Denver takes a great liking to Beloved. Having been isolated for so many years, Denver finally feels that she has a friend. Soon, however, she is frightened to discover that the spirit is covertly attacking Sethe. For example, while pretending to massage Sethe neck, Beloved tries to choke her. Paul D on the other hand, dislikes Beloved but finds her sexually irresistible. Under some kind of spell or conjure, he has sex with her. The presence of this ghost now in human form thus disrupts every relationship. With this "rebirth" of Beloved, Sethe

This is a lab report on Aluminum Detection essays

This is a lab report on Aluminum Detection essays Objective: To detect the presence of aluminum by testing both a deodorant Materials and Methods/Procedures: A boiling water bath was prepared in a 600 ml beaker, and four test tubes were cleaned, dried, and labeled with a China marker. 0.25 g of Antiperspirant (Arid XX) was weighed with one sheet of clean weighing paper and placed in Tube #2, while 0.25 g of Deodorant (Speed Stick) was weighed with another sheet of weighing paper and placed in Tube #3. Tube #1 (the Positive control tube) had a pinch of aluminum salt placed in it, while nothing was placed in Tube #4. 4 ml of distilled water was added to each tube, followed by 1 ml of 6M hydrochloric acid. The contents of each tube were mixed thoroughly with a stirring rod, and the four tubes were placed in the boiling water bath for 5 minutes. The tubes were removed from the water, allowed to cool to room temperature and then had 2 drops of Aluminum reagent added to each tube, and color changes noted. Each tube then had 6M ammonium hydroxide added until a basic pH was reached. When the basic pH was reached, the tubes were Results: The color change noted after the addition of Aluminum reagent was peach in test tube #1, light-pink in test tube#2, pink in test tube #3 and peach in test tube #4. After the 6M ammonium hydroxide was added, the color change was pink for test tube #1, light purple for test tube #2, light pink for test tube #3, and very light orange for test tube #4. The Antiperspirant did contain aluminum because it had the gelatinous cherry- red precipitate, while the Deodorant did not contain aluminum since it did not have the gelatinous cherry-red precipitate. Test tubes #1 and #4 were necessary to observe what the presence of aluminum looked like in the experiment. The Antiperspirant was different because it had aluminum as an ...

Bennett Explores the Fine Line Between Wisdom in ‘the History Boys’

Often, in Shakespeare’s plays especially, the fool figure turns out to be the wisest figure out of all of the other characters, and is used as a way to make a comment on the social context of the time. This theme is present in ‘The History Boys’, as Bennett mostly uses characters as a way of exploring the fine line. He also uses scenes and themes during the play to explore the fine line between wisdom and foolishness, but he tends to focus on using the characters to explore the line instead. The Headmaster is a character with whom, when first introduced to, the audience would appoint the title of ‘foolish’, as Bennett shows him to be a very foolish character. However, this would differ from Shakespeare’s fool; in his plays the fools were often the wisest of characters, but in this circumstance, with this character, the Headmaster acts foolish without becoming ‘the fool’ from Shakespeare, as the Headmaster doesn’t have the hidden wisdom and knowledge Shakespeare’s fools had. For instance, when discussing competing schools in the league tables with Mrs Lintott, he says ‘†¦Leighton Park. Or is than an open prison? No matter†¦Ã¢â‚¬â„¢ This quote shows the reader what a foolish man Bennett has created; a headmaster not knowing the difference between a competing school in the league tables and a prison is absurd. However, it helps Bennett to show the fine line between wisdom and foolery, as some members of the audience may think that the Headmaster is wise in some of the decisions he makes, as he does know methods to get the students to achieve academic levels that allow entry into Oxbridge. Another moment where Bennett explores the fine line is when he says, upon discussing Oxbridge with the supply teacher Irwin, ‘I thought of going to, but this was the fifties. Change was in the air†¦Ã¢â‚¬â„¢ The first impression given of him from this line of speech is that the characters around him must be able to see through his lies and see the fool that he ultimately is; in the fifties, life was the same as in the forties; it was the sixties where ‘change was in the air’ and the characters around the Headmaster would know that he was ying to cover the fact that he wasn’t academically smart enough to attend Oxbridge. This does show him to hold some wisdom, however, as he was smart enough to cover up the fact that he didn’t attend Oxbridge, even if the lie wasn’t successful, and that he is wise as he does want the best for the boys, but again, this is outweighed by the foolish decision that is to get the boys to Oxbridge to raise the scho ol in the league tables to ‘†¦enhance its reputation and thereby his own career†¦Ã¢â‚¬â„¢ showing he is mostly trying to get the boys do to well for his benefit. Bennett also uses the character of the Headmaster to make a social comment of the schooling at the time he wrote the play, hinting that headmasters of schools often tried to get the better grades for the students only to pull their school up in the league tables, and thereby improve their own reputations of headmasters. A second character Bennett uses to explore the fine line between wisdom and foolishness is Hector, one of the boy’s teachers. One of the first impressions we get of Hector is that he is a character who Bennett presents to be very wise; he has taught the boys so well they can quote literature at any time of the day in the correct context ‘†¦Posner (Edgar) ‘Look up, My Lord. ’ Timms (Kent) ‘Vex not his ghost†¦Ã¢â‚¬â„¢ This is quite a feat to achieve, and it also shows that he too knows and understands when and where to quote literature, again showing his wisdom. However, this is a point where Bennett does show how fine the line between wisdom and foolishness actually is, as some people may view this skill as useless, as it probably won’t be able to help them in their university or working life, unless they pursue a career where literature and the need to quote it is needed, so this act may be viewed as quite foolish; spending time teaching the boys something they probably won’t need in their future lives, despite the fact that they and Hector may be considered wise for having this skill. Bennett does show Hector to be a character who does act very foolish sometimes; ‘No Headmaster, (He covers his ears. )†¦Non. Absolument non. Non. Non. Non†¦Ã¢â‚¬â„¢. The stage directions used here make Hector act like a naughty child who is refusing to stop what they’re doing; a grown man, who is a teacher nonetheless, acting this way does appear to be a fool to people around him, even if they know he is only pretending. However, this is one of the moments where you can explicitly tell that Bennett is exploring the fine line etween wisdom and foolishness and is showing indeed how very fine it is; some people may see past Hector acting like a fool and see him to be very wise; he knows that if he carries on refusing to do what the Headmaster askes of him, the Headmaster may well just give up and drop the subject. This could be down to the fact that Hector doesn’t view the Headmaster as a wise man; more of a fool who you can walk over and expect to carry on doing things the way you want to, even if the Headmaster is against it. ‘A hand on a boy’s genitals at fifty miles an hour, and you call it nothing? This is a very important quote in showing how Bennett explores the fine line. Hector is a very wise man; he has a deep understanding and knowledge of literature, he has helped get the boys A-Levels up to the standards of Oxbridge and is, academically, quite smart. However, the quote shows that, in terms of his judgements, he is quite a fool; the acts he performed were frowned upon by society at the time, and show to many people that he has crossed the line between wisdom and foolishness with ease without really realising it. †¦transmission of knowledge†¦Ã¢â‚¬â„¢ This also shows how his judgements are foolish, and how he can be seen to be a fool by many people; when he is confronted about his actions, he uses quotes from poetry to try to get out of the confrontation. By the end of the play, many people would proba bly see Hector as a very wise man, but a man who has the tendency to cross the fine line between wisdom and foolishness, whilst others would see him as only being a fool, despite his knowledge in literature. Overall, Hector is probably Bennett’s main way to explore the fine line between wisdom and foolishness, as Hector crosses the line countless times without realising it himself. Another way Bennett explores the fine line between wisdom and foolishness is by using scenes, such as the French Scene. This scene takes place towards the start of the play, and is where Hector and the boys practise speaking fluent French by acting out a scene of their choice in French. Mais une maison de passe ou tous les clients utilisent le subjonctif ou le conditionnel, oui? ’ (But a brothel where all clients use the subjunctive or conditional, yes? ) This quote is taken from the scene and helps to show the wise and the foolish sides of Hector; he and the students are acting out a scene in fluent French (which in itself is a very academic skill for the students to have learnt) and Hector is quite wise in getting them to practise using their French in everyday scenes, thus improving their flue ncy. However, the foolish part is the fact that the scene they are all acting out is a brothel, which is a very foolish thing to do considering where they are (in a school), but the fact that Hector keeps on going on about their grammar whilst speaking French does show some wisdom, with the fact that he knows exactly how to get the boys to improve their fluency and grammatical skill in French, but in a very foolish circumstance. A third way the fine line between wisdom and foolishness is through themes; specifically the themes of sexuality and sex. For sexuality; ‘†¦Don’t touch him†¦Ã¢â‚¬â„¢ This quote is quite important in showing the fine line between wisdom and foolishness, as it is said when Hector and Irwin are discussing Hector’s early retirement, teaching and Dakin. Bennett shows here that Hector’s foolish decisions have turned him into a wiser man, who is advising Irwin on how not to make the same foolish mistake he did. The foolishness here makes the scene quite tragic rather than comic. For the theme of sex, the fine line is explored when Dakin and Scripps have a conversation together about Fiona (the Headmaster’s secretary). †¦like particularly her tits, which only fell after a prolonged campaign some three weeks ago†¦Ã¢â‚¬â„¢ The wordplay in this conversation is very foolish indeed, which Scripps finds funny albeit embarrassing, but the wisdom in Dakin is evident by the way Dakin applies military logistics to a new context with ease, using the semantic field of w ar. Overall, these are the main ways Bennett uses to explore the fine line between wisdom and foolishness in ‘The History Boys’, mainly using the characters of the Headmaster and Hector. Bennett Explores the Fine Line Between Wisdom in ‘the History Boys’ Often, in Shakespeare’s plays especially, the fool figure turns out to be the wisest figure out of all of the other characters, and is used as a way to make a comment on the social context of the time. This theme is present in ‘The History Boys’, as Bennett mostly uses characters as a way of exploring the fine line. He also uses scenes and themes during the play to explore the fine line between wisdom and foolishness, but he tends to focus on using the characters to explore the line instead. The Headmaster is a character with whom, when first introduced to, the audience would appoint the title of ‘foolish’, as Bennett shows him to be a very foolish character. However, this would differ from Shakespeare’s fool; in his plays the fools were often the wisest of characters, but in this circumstance, with this character, the Headmaster acts foolish without becoming ‘the fool’ from Shakespeare, as the Headmaster doesn’t have the hidden wisdom and knowledge Shakespeare’s fools had. For instance, when discussing competing schools in the league tables with Mrs Lintott, he says ‘†¦Leighton Park. Or is than an open prison? No matter†¦Ã¢â‚¬â„¢ This quote shows the reader what a foolish man Bennett has created; a headmaster not knowing the difference between a competing school in the league tables and a prison is absurd. However, it helps Bennett to show the fine line between wisdom and foolery, as some members of the audience may think that the Headmaster is wise in some of the decisions he makes, as he does know methods to get the students to achieve academic levels that allow entry into Oxbridge. Another moment where Bennett explores the fine line is when he says, upon discussing Oxbridge with the supply teacher Irwin, ‘I thought of going to, but this was the fifties. Change was in the air†¦Ã¢â‚¬â„¢ The first impression given of him from this line of speech is that the characters around him must be able to see through his lies and see the fool that he ultimately is; in the fifties, life was the same as in the forties; it was the sixties where ‘change was in the air’ and the characters around the Headmaster would know that he was ying to cover the fact that he wasn’t academically smart enough to attend Oxbridge. This does show him to hold some wisdom, however, as he was smart enough to cover up the fact that he didn’t attend Oxbridge, even if the lie wasn’t successful, and that he is wise as he does want the best for the boys, but again, this is outweighed by the foolish decision that is to get the boys to Oxbridge to raise the scho ol in the league tables to ‘†¦enhance its reputation and thereby his own career†¦Ã¢â‚¬â„¢ showing he is mostly trying to get the boys do to well for his benefit. Bennett also uses the character of the Headmaster to make a social comment of the schooling at the time he wrote the play, hinting that headmasters of schools often tried to get the better grades for the students only to pull their school up in the league tables, and thereby improve their own reputations of headmasters. A second character Bennett uses to explore the fine line between wisdom and foolishness is Hector, one of the boy’s teachers. One of the first impressions we get of Hector is that he is a character who Bennett presents to be very wise; he has taught the boys so well they can quote literature at any time of the day in the correct context ‘†¦Posner (Edgar) ‘Look up, My Lord. ’ Timms (Kent) ‘Vex not his ghost†¦Ã¢â‚¬â„¢ This is quite a feat to achieve, and it also shows that he too knows and understands when and where to quote literature, again showing his wisdom. However, this is a point where Bennett does show how fine the line between wisdom and foolishness actually is, as some people may view this skill as useless, as it probably won’t be able to help them in their university or working life, unless they pursue a career where literature and the need to quote it is needed, so this act may be viewed as quite foolish; spending time teaching the boys something they probably won’t need in their future lives, despite the fact that they and Hector may be considered wise for having this skill. Bennett does show Hector to be a character who does act very foolish sometimes; ‘No Headmaster, (He covers his ears. )†¦Non. Absolument non. Non. Non. Non†¦Ã¢â‚¬â„¢. The stage directions used here make Hector act like a naughty child who is refusing to stop what they’re doing; a grown man, who is a teacher nonetheless, acting this way does appear to be a fool to people around him, even if they know he is only pretending. However, this is one of the moments where you can explicitly tell that Bennett is exploring the fine line etween wisdom and foolishness and is showing indeed how very fine it is; some people may see past Hector acting like a fool and see him to be very wise; he knows that if he carries on refusing to do what the Headmaster askes of him, the Headmaster may well just give up and drop the subject. This could be down to the fact that Hector doesn’t view the Headmaster as a wise man; more of a fool who you can walk over and expect to carry on doing things the way you want to, even if the Headmaster is against it. ‘A hand on a boy’s genitals at fifty miles an hour, and you call it nothing? This is a very important quote in showing how Bennett explores the fine line. Hector is a very wise man; he has a deep understanding and knowledge of literature, he has helped get the boys A-Levels up to the standards of Oxbridge and is, academically, quite smart. However, the quote shows that, in terms of his judgements, he is quite a fool; the acts he performed were frowned upon by society at the time, and show to many people that he has crossed the line between wisdom and foolishness with ease without really realising it. †¦transmission of knowledge†¦Ã¢â‚¬â„¢ This also shows how his judgements are foolish, and how he can be seen to be a fool by many people; when he is confronted about his actions, he uses quotes from poetry to try to get out of the confrontation. By the end of the play, many people would proba bly see Hector as a very wise man, but a man who has the tendency to cross the fine line between wisdom and foolishness, whilst others would see him as only being a fool, despite his knowledge in literature. Overall, Hector is probably Bennett’s main way to explore the fine line between wisdom and foolishness, as Hector crosses the line countless times without realising it himself. Another way Bennett explores the fine line between wisdom and foolishness is by using scenes, such as the French Scene. This scene takes place towards the start of the play, and is where Hector and the boys practise speaking fluent French by acting out a scene of their choice in French. Mais une maison de passe ou tous les clients utilisent le subjonctif ou le conditionnel, oui? ’ (But a brothel where all clients use the subjunctive or conditional, yes? ) This quote is taken from the scene and helps to show the wise and the foolish sides of Hector; he and the students are acting out a scene in fluent French (which in itself is a very academic skill for the students to have learnt) and Hector is quite wise in getting them to practise using their French in everyday scenes, thus improving their flue ncy. However, the foolish part is the fact that the scene they are all acting out is a brothel, which is a very foolish thing to do considering where they are (in a school), but the fact that Hector keeps on going on about their grammar whilst speaking French does show some wisdom, with the fact that he knows exactly how to get the boys to improve their fluency and grammatical skill in French, but in a very foolish circumstance. A third way the fine line between wisdom and foolishness is through themes; specifically the themes of sexuality and sex. For sexuality; ‘†¦Don’t touch him†¦Ã¢â‚¬â„¢ This quote is quite important in showing the fine line between wisdom and foolishness, as it is said when Hector and Irwin are discussing Hector’s early retirement, teaching and Dakin. Bennett shows here that Hector’s foolish decisions have turned him into a wiser man, who is advising Irwin on how not to make the same foolish mistake he did. The foolishness here makes the scene quite tragic rather than comic. For the theme of sex, the fine line is explored when Dakin and Scripps have a conversation together about Fiona (the Headmaster’s secretary). †¦like particularly her tits, which only fell after a prolonged campaign some three weeks ago†¦Ã¢â‚¬â„¢ The wordplay in this conversation is very foolish indeed, which Scripps finds funny albeit embarrassing, but the wisdom in Dakin is evident by the way Dakin applies military logistics to a new context with ease, using the semantic field of w ar. Overall, these are the main ways Bennett uses to explore the fine line between wisdom and foolishness in ‘The History Boys’, mainly using the characters of the Headmaster and Hector.

The concepts of existentialism and how they have helped in the Essay

The concepts of existentialism and how they have helped in the development of the life journey - Essay Example The present research has identified that existentialism has a philosophical position which opposes the natural sciences around us. It explains that human beings are composed of many other components rather only mind, body and other scientific categories. Human beings cannot be understood by the scientific truths or the moral substances such as responsibility, character, values, blame, duty, and others. Existentialism thus defines that human conditions are not based on scientific or moral truths, but on further categories that come under philosophical theory and which are significant to understand human existence. The concept of existentialism emerged after the WWII when the violence had forced people to think that life was meaningless and there was no God. Existentialism explained that there is no God or higher power, no karma or reward system in this world. Every human is an individual who is free and responsible for his own actions. As there is no central truth that the world gover ns under, the concept can be liberating and also depressing. Humans themselves choose how they wish to be and are not influenced by other people or forces around them. Hence, the universe is amoral and humans can make their lives the way they want them to be. Understanding existentialism while observing the personal journey of life may be difficult for a religious person as the theory eliminates the religious concepts completely. However, apart from the religious views that it abandons, existentialism can help many individuals to live in an amoral world in their own ways.... onal journey of how I learned to live life in my own way without the interference or expectations of others helped me in many ways to understand the concepts of existentialism. It is true that our existence precedes essence and helps us to have freedom (Daigle 9). Soren Kierkegaard was the first philosopher who believed in existentialism. He had explained the concepts of freedom and individualism through his work and highlighted the significance of personal commitment and choice. This is an important point when an individual wants to understand the reality of life and matches with many features of a practical life. Today, everyone’s life is very practical and very few people still live in the traditional concepts of values, responsibilities and abstract thinking. During my personal journey, I learnt with the help of Kierkegaard’s work that feelings and emotions of individuals is what the humans face when they have to make tough choices in life (Flynn 32). Although Kierk egaard has focused on the distinction between man and god in his work, it is mostly focusing on the reality of life. His work reflects through my personal journey as I strongly believe that our life and choices are purely based on our own choices. We are not answerable to anyone for our deeds and are not bound by any other person or power. Our deeds are simply ours and we make our lives good or bad. The scientific and moral truths have little to do with our development and condition and our existentialism has more impact over us. When I judge my life with the concepts of Kierkegaard and his three stages of life, I found that the way I lived my life is according to the internal living. Kierkegaard described this way of life as looking at oneself more than looking at others because when you look at

The Fast Food Industry Effect on America Research Paper - 1

The Fast Food Industry Effect on America - Research Paper Example This research paper focuses mostly on fast-food topic, that is a staple in many Americans lives today. The researcher explaines the history of development of such restaurants and states that fast-food was not always as prevalent or accessible as it is now. What began as small mom and pop kiosks has morphed into one of the largest industries in the world. The effect that fast food has had on the United States and the world in general can be summed up by Paolo Freire. Freire states that the â€Å"interests of the oppressors lie in, as asserted by de Beauvoir, â€Å"changing the consciousness of the oppressed, not the situation which oppresses them†. While fast food may or may not be considered an oppressive force, the truth remains that fast food has not quintessentially changed since its inception, but the beliefs of what fast food is has. It does not matter if an individual eats fast food every day, once a month, or never, the fast food industry has become incorporated into d aily life. By incorporating themselves into schools and near schools, these establishments have continued to contribute to obesity and changing mindsets for children and adults. Start the children young, with tasty food, and you have a loyal consumer for the remainder of their life. In conclusion, the researcher gives one direct example of how the fast food industry has changed how people feel about food, that is the movie â€Å"Super-size me†. The movie is about a man who eats at McDonalds for a month to show how bad it is for the normal consumer.

Watsons Theory of Human Caring Essay Example for Free

Watsons Theory of Human Caring Essay Caring and nursing are deeply interwoven. Caring in the nursing profession can be expressed in many forms such as when a nurse performs a careful assessment, provides education to patients and their families, answers their questions or is just simply provides a therapeutic presence. Jean Watson is a well-known nursing scholar who has developed her own theory on caring and its definition and role in the nursing profession. The Human Caring Theory puts the profession of nursing in a different light and views it as a nontraditional science because it includes human compassion. Watson states when human caring becomes involved in the nursing process, it starts to possess its own phenomena; requiring an explanation of its concepts, meaning and relationships (Watson, 2012). In order to understand how the Theory of Human Caring can be applied to everyday nursing practice; one must study the major concepts behind the theory, what can be learned through applying the theory to practice as well as the how the nursing metaparadigm relates to the theory. Major Concepts of the Theory of Human Caring Watson defines the ideal outcome of nursing care as protection, development and preservation of human dignity. Nurses are able to achieve this goal when the major concepts behind the Theory of Human Caring are utilized and put into practice by nurses. The major concepts of Watson’s Theory are the caring moment, carative factors and the transpersonal relationship (McCance, McKenna, Boore, 1999). A caring moment is stated by Watson to be a heart-centered encounter with another person. A heart-centered encounter is defined as two people with their own phenomenal fields coming together for a human-to-human interaction that is meaningful, genuine, deliberate and honoring to one another. This interaction should expand each other’s world view and spirit and lead to a new self-discovery (Wagner, 2013). Carative  factors are the essential aspects of caring in the nursing profession. Watson has chosen to use the word carative versus curative in order to differentiate nursing f rom medicine. The goal of curative medicine is to cure the patient of illness whereas the objective of the carative aspects of the nursing profession is to help a person achieve and/or maintain their health or die a peaceful and dignified death (Watson, 2007). There are ten carative factors; formation of a humanistic-altruistic value system, instillation of faith-hope, sensitivity to one’s self and to others, development of a helping-trusting, human caring relationship, encouragement and acceptance of the expression of positive and negative feelings, use of a creative problem-solving process, transpersonal teaching-learning, assistance with gratification of human needs, allowance for existential-phenomenological-spiritual forces and protective and/or corrective mental, physical, societal and spiritual involvement (Watson, 2007). Transpersonal Caring is an important component of Watson’s theory. This type of caring occurs when the nurse senses the patient’s personal view of what is happening in their situation and the world around them. This experience allows for the blending of the nurses background and the patient’s experience and frees them both from isolation. Transpersonal Caring is meant to be a spiritual u nification of both patient and nurse that allows them to transcend time, self and the life history of one another (Cohen, 1991). Caring Patient-Nurse Interaction A significant caring moment in my nursing career happened while I was a student working on my Associate’s Degree. I was assigned to a blind elderly male patient named Mr. B, who had just had hernia surgery. The nurse I was working with was very busy and did not have the best bedside manner in my opinion. I went into Mr. B’s room to introduce myself, and I could tell he was very nervous and in a great deal of pain. I obtained all of his vital signs and asked him if he would like me to see if he was due for his pain medication. He said, Yes. I also need my nicotine patch too. I looked in his MAR and found he was able to receive morphine every hour as needed and had his last dose an hour and a half before, and there was not an order for a nicotine patch. I proceeded to get my nurse and ask if I could administer the morphine with her and she said, I just gave him a dose. Look at the  MAR. I pointed out to her that he was able to receive it every hour, and she said, Thats ridiculous. Im not going to be giving him morphine every hour. What was that doctor thinking? I looked at her in disbelief. I felt as if she was saying that taking care of this mans pain was putting a cramp in her day. Next I asked her about ordering a nicotine patch. Her response was, â€Å"I don’t feel that I should bother a doctor for a nicotine patch. If I talk to his doctor, I will mention it.† I informed my teacher, who was apparently aware of this nurses reputation, and was able to get my patient his pain medication and call the doctor to order his nicotine patch. Once he was relaxed enough I started to ask him questions as to how I could make his stay more comfortable. He was blind, so I took his hand and traced his fingers around the buttons on the bed and the TV remote control to get him familiar with their position and function. Then I had him operate them on his own in front of me until he felt he was proficient. His call light was clipped to his shirt, and I taught him how to splint his abdomen if he had to move to prevent pain. Everything he needed such as a urinal, icepack and telephone were all put within his reach. When I asked if there was anything else I could do for him, I noticed he was tearing up. I immediately assumed he was in pain. When I asked what was wrong, he said, â€Å"Oh nothing, sweetheart. I’m just grateful for what you’ve done for me. No one has ever taken that much time to help this old broken man out.† What One Can Learn About Themselves Through Caring Interactions The incident described above became a defining caring moment for me because although my patient probably didn’t know it, just as I had helped him, he had helped me. I learned that my actions, no matter how small I thought they were, can transform someone’s experience. I must admit when I left that room; my eyes weren’t dry either. This was a meaningful, genuine human-to-human interaction where we honored one another. I treated him with the dignity and respect any fellow human being deserved, and he let me be a student. He took the time to answer the questions I had about his condition and made me feel like I was a real nurse making a difference. Enhancing the Caring Moment During my encounter with Mr. B, I felt that I did everything within my power and limited student skillset directly to make him more comfortable and at ease in the hospital setting. However, I could have talked with the nurse in  charge of his care regarding her attitude. I didnt at the time because I felt like I was just a student that no one would listen to, but that was the wrong attitude to take. After I had left I couldnt stop thinking about how he was at the mercy of his nurses mood swings and callous attitude. This is another lesson that I learned. No one benefits if no one speaks out about insensitive patient care. In the future, I will not hesitate to speak up if I feel that a negative attitude is affecting a patient’s experience. Nursing Metaparadigm as it Relates to the Patient Interaction The metaparadigm of nursing establishes nursing as a profession. The major concepts related to the nursing metaparadigm are; person, health, environment and nursing. All four of these concepts are directly related to my encounter with Mr. B. The interaction that we had was person-to-person. One human being trying to understand another human being’s circumstance. We both contributed to a positive, meaningful, learning experience for one another. Making my patient’s health and environment a priority was important to me as well. My ultimate goal was to get him out of the state of pain he was in so he was able to tell me what he needed to make his environment comfortable for his stay at the hospital. It was important for him to tell me what he needed because his sight was impaired and I didn’t want to assume his needs. Another learning opportunity occurred at this point. I had never had the opportunity to work with a patient that was blind before. I took this opportunity to learn what a person with sight impairment needs from those involved with their healthcare. My patient was able to enlighten me on the challenges that a person without sight faces every day. Being put in an unfamiliar environment is most often a stressful and scary experience. Nurses need to take the time to help these patients acclimate to an unfamiliar environment. Watson’s ideal nursing outcome, the preservation of human dignity, was met at the end of the experience through maintaining patient self-determination. Carative Factors Applied to Caring Moment Four of Watson’s carative factors played a role in the caring moment I shared with Mr. B. They are the assistance with gratification of human needs, cultivation of sensitivity to one’s self and others, promotion of interpersonal teaching and development of a helping-trusting-caring relationship. The carative factor of the gratification of human needs is met when the nurse can help meet the patients individual needs (Watson, 2008). Mr. B’s needs were very specific due to the loss of his vision. I was able to make him as comfortable as possible level of worry down by making sure that he knew where everything he needed was and showing him how the bed, call light and remote control function. Mr. B was also very worried because the doctor had not ordered his nicotine patch. Assuring him that I was going to do everything possible to make sure he was prescribed one made him less anxious. The cultivation of sensitivity to one’s self and others occurs through becoming responsive to a patient’s needs and feelings (Watson, 2008). Just as I was genuinely interested in attending to all of Mr. B’s needs, he was genuinely interested in helping me learn as a student. The way we interacted with one another was authentic and fostered a trusting-caring-helping relationship. The genuineness of our encounter also demonstrates the promotion of interpersonal teaching. Our relationship was co-created, and promoted knowledge and growth (Watson, 2008). Conclusion Jean Watson’s Theory of Human Caring provides a solid foundation for any nurse to provide excellent care to their patients. By combining the Watson’s carative factors with the science of medicine, a nurse can attain a more well-rounded perspective of what their patient is experiencing. In turn, the nurse is able to learn from their patient as well as learn more about themselves and what they can achieve through compassionate care. References Cohen, J. (1991). Two portraits of caring. A comparison of the artists, Leninger and Watson. Journal Of Advanced Nursing, 16(8), 899-909. McCance, T., McKenna, H., Boore, J. (1999). Caring: Theoretical perspectives of relevance to nursing. Jornal of Advanced Nursing, 30(6), 1388-1395. Wagner, A. (2013). Core concepts of Jean Watson’s theory of human caring/ caring science. Retrieved from http://watsoncaringscience.org/files/Cohort%206/watsons-theory-of-human-caring-core-concepts-and-evolution-to-caritas-processes-handout.pdf Watson, Jean. (2007). Watsons theory of human caring and subjective living experiences: carative factors/caritas processes as a disciplinary guide to the professional nursing practice. Texto Contexto Enfermagem, Janeiro/marà §o, 129-135. Watson, J. (2008). Nursing: The Philosophy and Science of Caring (rev. ed.), Boulder: University Press of Colorado Watson, J. (2012). Human caring science: A theory of nursing (2nd ed.). Sudbury, MA: Jones Bartlett, LLC.

Essay --

Almost everyone seems to believe that we live in a world with objective norms; norms about we should and shouldn’t do, norms about what is good and what is bad, what is right and what is wrong. We are always interested in discussing what is morally right or objectively valued but do we ask whether anything is anyhow valued? The error theory already asked whether norms exist at all and what we may mistake as an objective value. Error theory rejects the idea that there are objective moral norms, values, and rights that are independent of us. Moral claims are generally understood to be objective and controlling. An objective claim is a claim about the way the world is, it is the truth of the world out there, independent of what people think about the world. If it is a norm says that killing is wrong, then killing would remain wrong even in civilizations that permit it or force it. To say that a claim is objective is to say that it exists objectively and does not claim anything about us. What we mistake to be an objective claim is only a personal demand but enclosed in a mistaken normative language. If we say: ‘Don’t allow abortion’, this is what we demand. But if we say ‘Abortion is wrong’, we are saying that there is some independent fact, an objective norm created not by us or by anyone. It just exists objectively. But moral claims only arise when people demand and recommend, and demands could never be objective. But what is really going on when people make moral judgments? The moral judgments we make are things we think are true, things that we think we are doing, what we intend to do. A group of persons, or even every person on earth can be mistaken about some accepted beliefs, but it makes no sense to say that all of them are... ...nk that if we are not guided by norms, we will be guided by selfish or cruel motives. We are instinctively influenced by self-interest and anger, but thanks to centuries of preparation of civilizations to respect other people, we have developed sensitive and friendly personalities. As we begin our day we normally follow laws, and we rarely think about consequences or about what norm require us to act. Our daily decisions are made of our instincts, desires, habits, feelings, and beliefs. Selfishness and normative beliefs play a small role in this world of decisions but what we end up doing is the product of countless and often imperceptible reasons. The moral error theory is not widely believed, but the error theory is closer to our common sense because it does not require us to hold on to false and doubtful claims, or to waste time arguing about our own projections. Essay -- Almost everyone seems to believe that we live in a world with objective norms; norms about we should and shouldn’t do, norms about what is good and what is bad, what is right and what is wrong. We are always interested in discussing what is morally right or objectively valued but do we ask whether anything is anyhow valued? The error theory already asked whether norms exist at all and what we may mistake as an objective value. Error theory rejects the idea that there are objective moral norms, values, and rights that are independent of us. Moral claims are generally understood to be objective and controlling. An objective claim is a claim about the way the world is, it is the truth of the world out there, independent of what people think about the world. If it is a norm says that killing is wrong, then killing would remain wrong even in civilizations that permit it or force it. To say that a claim is objective is to say that it exists objectively and does not claim anything about us. What we mistake to be an objective claim is only a personal demand but enclosed in a mistaken normative language. If we say: ‘Don’t allow abortion’, this is what we demand. But if we say ‘Abortion is wrong’, we are saying that there is some independent fact, an objective norm created not by us or by anyone. It just exists objectively. But moral claims only arise when people demand and recommend, and demands could never be objective. But what is really going on when people make moral judgments? The moral judgments we make are things we think are true, things that we think we are doing, what we intend to do. A group of persons, or even every person on earth can be mistaken about some accepted beliefs, but it makes no sense to say that all of them are... ...nk that if we are not guided by norms, we will be guided by selfish or cruel motives. We are instinctively influenced by self-interest and anger, but thanks to centuries of preparation of civilizations to respect other people, we have developed sensitive and friendly personalities. As we begin our day we normally follow laws, and we rarely think about consequences or about what norm require us to act. Our daily decisions are made of our instincts, desires, habits, feelings, and beliefs. Selfishness and normative beliefs play a small role in this world of decisions but what we end up doing is the product of countless and often imperceptible reasons. The moral error theory is not widely believed, but the error theory is closer to our common sense because it does not require us to hold on to false and doubtful claims, or to waste time arguing about our own projections.

Ethical Problems of Gambling Essay

Looking at the ethical view of gambling through the eyes of Utilitarianism and Deontology perspectives we will find 2 very different views with the same outcome. Should there be any restriction of gambling? Is it a form of freedom, or an invitation to addiction? George Washington said: â€Å"Gambling is the child of avarice, the brother of iniquity, and the father of mischief.† Benjamin Franklin advised: â€Å"Keep flax from fire, and youth from gaming.† There is all kinds of gambling these days, there is internet gaming, sports wagers, casinos, animal fighting , and many other ways , we can even gamble in the stock market. Utilitarianism suggest that we do what’s right for the most people involved. As I think about that statement the only entity that gambling really helps is the corporation that is presenting the gambling opportunity itself. Money that could be invested, loaned, and recycled through the economy is instead risked in a legalized gambling scheme. Legalized gambling siphons off a lot of money from the economy. More money is wagered on gambling than is spent on elementary and secondary education ($286 billion versus $213 billion in 1990). Historian John Ezel concludes in his book, Fortune’s Merry Wheel, â€Å"If history teaches us anything, a study of over 1300 legal lotteries held in the United States proves†¦they cost more than they brought in if their total impact on society is reckoned.† What is better for the good of society would be to stop gambling all together because only a handful of people may win enough to actually help them in anyway at all. Sports gambling has affected sports by introducing organized crime into the sporting arena. Past  scandals at Boston College or Tulane illustrate how gambling has adversely affected the integrity of athletes, coaches, and colleges. Players have been involved in point-shaving scandals and the problem could only become worse in an environment where sports gambling is legalized. The solution in the Utilitarianism perspective would be to not allow gambling because it hurts more cities and people than it helps. Psychologist Julian Taber warns, â€Å"No one knows the social costs of gambling or how many players will become addicted†¦the states are experimenting with the minds of the people on a massive scale.†(7) Families are torn apart by strife, divorce, and bankruptcy. Boydon Cole and Sidney Margolius in their book, When You Gamble–You Risk More Than Your Money, conclude: â€Å"There is no doubt of the destructive effect of gambling on the family life. The corrosive effects of gambling attack both the white-collar and blue-collar families with equal vigor.† Looking at the Deontology perspective we will try to look at the reasons behind gambling. Although gambling has a clear financial effect, it is fundamentally an emotional issue (KalebKaleigh, May 2011). The behaviors of an addicted gambler can be similar or the same as a drug addict or alcoholic. A 1994 study out of the University of Illinois that indicated the social problems created by gambling, (e.g., gambling addiction, domestic abuse, suicide, crime, indebtedness, etc.) outweigh by far any benefits to the community. In fact, the gambling enterprise costs â€Å"taxpayers $3 for every $1 of state revenue collected.† If gambling hurts more than it helps, the denontology perspective would look at why. Compulsive gamblers find ways to deal with increasing monetary loses without curbing the gambling habit. For instance, going into retirement savings to  try their chance at the â€Å"big win.† On the other hand, if the gambler becomes increasingly irritable, taking over finances, and spending more time away from home without an explanation, suspect something is wrong (Stannard,2010). The mentality that you can get something for nothing is very addictive. When I was a bingo caller we would call a new player a virgin because they did not have the feeling of winning yet but after they won and realized how easy it was and how fun the feeling is when you win, they were instantly addicted. They would be there every night looking for that feeling again, even if they didn’t win for 30 days after. People like getting a lot for a little and the excitement of winning is very addictive. American society has deemed gambling an activity that is victimless and therefore the right to gamble has been upheld. Gambling disorders are broadly defined as persistent and recurrent maladaptive gambling that disrupts personal, family, or vocational pursuits (American Psychiatric Association, 2000). If drugs are illegal because of what they do to individuals and families then why shouldn’t gambling be illegal too? The social and economic cost associated with gambling is enormous. Pathological gamblers may develop general medical conditions associated with stress, and there is elevated risk of suicide (Petry, 2005). Pathological gamblers also are reported to have incresed rates of mood disorders, attention-deficit/hyperactivity disorder, and substance use disorders (Crockford & el-Guebaly, 1998). When looking at this through a Deontologist perspective we have to look at the reasons of gambling addiction. The explanation of loss of control of gambling behavior (so-called pathological gambling) presents a considerable challenge for general theories of addiction for two main reasons. First,  unlike many other addictions, gambling does not involve the ingestion of substances that alter psychopharmacological states. Second, like many other addictive activities, the majority of the population participates to some degree (Walker 1992b). Decision making disorders could play a huge role in a gambling addiction. The addict will have problems deciding when to gamble and how much they should gamble. It has been argued (Evans & Coventry 2006) that the explanation of gambling behavior should be seen in the context of two different types of decision making – implicit and explicit systems. The importance of implicit (unconscious) processes in relation to human decision-making and reasoning has been demonstrated across a wide range of decision-making and reasoning tasks (Evans 2003). Not matter what the reason is for a gambling addiction, gambling can ruin a person and those around them. Gambling causes crime and families being torn apart. No matter which way you look at gambling either through a Deontologist perspective or Utilitarianism perspective, the outcome is the same. When there is gambling introduced to society, there will also be crime and addiction. References A. Bechara, H. Damasio, D. Tranel & A. R. Damasio (1997) Gambling and decisionmaking: A dual process perspective. Science 275:1293-95. Coventry, Kenny R A dual process perspective Coventry, Kenny R. Behavioral and Brain Sciences 31.4 (Aug 2008): 444-445 J. St. B. T. Evans (2003) Gambling and decision-making: A dual process perspective. Trends in Cognitive Sciences 7:454-459. R. W. Wiers & A. W. Stacy, eds (2006b) Gambling and decision-making: A dual process perspective. Current Directions in Psychological Science 15: 292-96. McKenna, David. 1973. Gambling: Parasite on Public Morals. Christianity Today, June 8. Charles T. Clotfelter and Philip J. Cook, Selling Hope: State Lotteries in America (Cambridge: Harvard University Press, 1991), 123-127. International Gaming and Wagering Business, Supplement, The United States Gross Annual Wager 1997, 30 Downs, C, & Woolrych, R (2010). Gambling and debt: The hidden impacts on family and work life. Community, Work & Family, 13(3), 311–328 Lesieur, HR (1998). Costs and treatment of pathological gambling. The Annals of the American Academy, 556, 153–171 Franklin, J, & Thoms, DR In Shaffer H (Ed.) (1989). Clinical observations of family members of compulsive gamblers. Compulsive gambling: Theory, research and practice (pp. 135–146).

Data Collection Relating to Personal Information and Purchase Behaviours †a Consumer Perspective

Data collection relating to personal information and purchase behaviours – a consumer perspective. Every individual to a certain percentage values their privacy. Differentiating factors amongst various individuals could be their cultural background, social environment, literacy and general awareness amongst others. Advancements in technology leading to development of secret cameras for instantaneous photographs, discount cards that store your purchase information, and scanners, have also contributed to this invasion of privacy. Database marketing assist marketers to record actual purchase behaviours of customers and hence help them monitor and tailor their promotions towards the customer’s interests. Also on the internet a customer is required to fill in certain information before they can make their purchases online. This in turn forms the basis of data capturing by the retailers; these information could be sold to marketers for their promotion purposes. Sheehan and Hoy, (2000) suggests that if customers are compensated for the use of their data, it could make them see the infringement in another way, and they may not likely term it as a privacy invasion. Such is in the case of discount cards which are data capturing instruments, but give customer a certain percentage of discount to compensate for their unknowing loss of anonymity. Consumer demography and correlation with privacy concerns Many researches carried out on this topic, though limited has shown some interesting views. The findings of Wang and Petrison (1993) for example and some other researchers are summarised below: – older people showed more concern about financial privacy than younger ones; – younger people were more aware that their data were being collected than older people – younger ones were more concerned about the benefits they would derive from giving out such information; – coloured people were less concerned; – inner city residents were less concerned; lower than average income earners were less concerned about their privacy information, but paid more attention to the compensation attached; – high income earners have more awareness and are more concerned about their privacy; – females exhibit more concern than males about their consumer privacy issues. (Graeff & Harmon, 2002). Many people find it quite easier to produce many demographic data such as age, marital status, occupation and education than to produce that which deals with the ir finances, health and criminal records. But this also depends on to whom the information is revealed and how it would be used. For example, if you are opening a checking/loan account with BankPHB plc where I work, you may be required to give details of your financial statement, personal income/pay slip, a utility bill showing evidence of your residence, your social security number or national identification number as the case may be, your health/life insurance policy and so many more in case you want access to a loan. Data of such private information could be given out to law enforcement agencies should the individual be suspected of having any involvement in money laundering or other criminal offences. Usually medical records are produced by job applicants at the point of entry for screening purposes. Consumer behaviour as regards online purchases and privacy. On internet purchases many people do not feel comfortable giving out their credit card details online, while some are just not bothered about it, but research has shown that less than a quarter of internet users feel insecure with credit card online purchases and more people prefer to use it in stores, or for telephone purchases (Graeff & Harmon, 2002). Most people do not know how their data is used and even when they do know, it seldom influences their purchasing behaviour, especially if they are high income earners, such that they still go about their normal purchasing. Consumers feel they ought to be informed and have control on how marketers use information about their buying habits; some also feel that government should regulate such uses (Graeff & Harmon, 2002). Although legal sanctions for misuse of consumer information are now in place, many marketers still ignore this and continue the practise. But it is inevitable that marketers must put a balance between their quest for information from market researches and making their customers feel comfortable doing business with them. Thearling (1998) in his work on data mining technology condemns the violation of the customer’s right to privacy of his information. For instance if you give your details solely for the purpose of making a credit card purchase and it is used for any other secondary purpose such as data mining, then it is a serious offence. The primary purpose of data collection must be clearly understood by the customer, with an option to opt out of the disclosure of such data in place. He gave an example of the CVS drug store who continually called customers up when their subscription was due for the use of Elensys. Obviously they got the data through data mining of patients’ medical data from hospitals or previous purchases. Personally, I feel this issue should be deeply addressed and should be sanctionable to make consumers more comfortable doing their businesses without fear of losing their privacy. References: Graeff, T. R. and Harmon S. (2002) Collecting and using personal data: Consumers’ awareness and concerns. Journal of Consumer Marketing. Vol. 19 No. 4 pp302-318. Available from: http://www. emeraldinsight. com. ezproxy. liv. c. uk/0736-3761. htm Accessed: September 10, 2009. Thearling, K. (1998) Data Mining and Piracy: A conflict in the making? Available online from: http://www. thearling. com/text/dsstar/privacy. htm/ Accessed 16th September 2009. Sheehan, K. B. and Hoy, M. G. (2000), â€Å"Dimensions of privacy concern among online consumers†. Journal of Public Policy & Marketing. Vol. 19 No. 1. pp 62-73. Wang, P. and Petrison, L. A. (1993), â€Å"Direct marketi ng activities and personal privacy†. Journal of Direct Marketing. Vol. 7 No. 1, pp 7-19.

buy custom Prevention of School Violence essay

buy custom Prevention of School Violence essay Neglecting children by the community can make them become violent. There are communities that care little about the welfare of its children. When children are idle during the summer as a result of their parents failing to take them for tuition; such children are likely to engage in some unacceptable habits in order to pass time. Children tend to behave violently when no one is looking or supervising them. Therefore violence is done when parents neglect their responsibility of supervising their children. Violent scenes are reported to be high at the time when the parents are hardly looking at the children. For example 7 pm and 3pm when the students have come from school. Community transformation is another cause of school violence. Shift in school demographics as a result of community changes might also contribute to aggression at schools. As community increases in diversity the likelihood of children aping new negative habits and traits are very high. Community culture expects the issue of a child to be solved at a family level. This is not the reality because the contemporary society has made it difficult for the family to meet all the needs of their teenager. The economy of our time requires the hard work of both parents in order for a family to be sustained. These is not possible because there are many children that are being raised by single mothers or even teenage mothers who are not in apposition to supply the child with the necessary needs. This is the main cause of the neglect that has been seen among parents (Daeschner Richardson, 1997). Parents have a God given responsibility to nurture their children to be responsible and respective people. Therefore when a parent fails to do his part the result is involved of a child in unacceptable behavior and practice. Children that have been negleted or abused by their parents tend to fear communicating. Low self esteem and poor communication skills make such children to be vulnerable to bullying and abuse. Homes that lack love and parental nurturing often end up breeding violence and aggression in adolescents. Community influence is very high in children from such backgrounds. Research study that was done by Western-Kent State in the United States of America indicated that children who are raised in family with guns, drugs, domestic violence as well as abuse are more likely to follow the trends of their parents. Section Three: Methodology Methodology The methods that were used in carrying out the research are found in this section. The thesis mainly focused on literature review as the main source of data collection. Some methods that are useful in data collection include interviews, questioners as well as surveys. Other aspects that might be dealt with are the limitations of the forms of the methods that were employed. Aims/Objectives of the thesis The thesis is aimed at finding the influence of the environment on school violence. Some of the other important factors that will be critically analyzed include forms of school violence and the extent to which the surroundings of student cause indiscipline which is the major cause of violence that is being experienced at the schools. The significance of the thesis The thesis seeks to provide a clear picture of what is happening at schools and quick reforms that must be done to save the situation. Another important thing is to create an understanding of hhow the environment steers violence at school and the types of environment that cause this problem. In addition to that the thesis will provide an opportunity for further analysis in order for necessary implementations to be done. Research statement For the objective to be exclusively met there is need for critical analysis of the research statement and some other concepts that might be of significance. The main research question for this thesis is the influence of environment on school violence. Other important concepts that will be covered in this paper include the forms of school violence as well as the different environments that affect school negatively. Research Limitation This thesis basically focuses on literature review which like any other method of information collection has advantages and disadvantages. Literature review is bound to have some biasness in data collection and in order for the limitations to be overcome its important for a wide range of sources to be consulted. This does not completely eliminate biasness but it only reduces it. According to some authors research design is something that must be done with a lot of care because the objectives of a research paper are well achieved by employing a methodology which is well structured. When the appropriate structure is being designed one needs to bear in mind the relevance of the objectives of the research as well as the procedures which are economical. A structure that is well designed with the objectives of proper and effective data collection is essential for quality information. Therefore this thesis will consult credible sources to ensure validity and high standard of the paper. Rele vant information from books and journal will be reviewed for conclusive analysis. Buy custom Prevention of School Violence essay

Seven Pillars of Wisdom, by T.E Lawrence Essay Example | Topics and Well Written Essays - 750 words

Seven Pillars of Wisdom, by T.E Lawrence - Essay Example The narrator in the four chapters is presented as one who engages his people in essential preparation to ensure that the matter at hand pushes through. Proper coordination of the made plans is also seen to be essentially well thought of. Joyce, Winterton, Young, Rolls, and every other individual involved in the war activities undertake their duties without delay and in an efficient and effective manner. Under the supervision of the narrator, most the plans made end up successful. The main event within and across the four chapters (CVIII-CXI) revolves around war and fights. This is demonstrated by how the involved individuals go about discharging their duty. The narrator-led team ambushes the blockhouse, capturing unsuspecting individuals and injuring others. Demolition of enemy properties is also seen in the way the organized armored car attack brought down a bridge to cut off transportation and possible attacks from neighbors (Lawrence 425). The war context presented in the four chapters is explained through a number of observable situations. First, the intention is to injure, kill, or destroy. The Turks are in most cases at the receiving end. However, this does not mean that Joyce and the rest of the team are risk-free. There are instances where the attacking team has had its members injured, meaning that all the societies involved in this war and fighting are well aware that wars might break out any time. This is evidenced by the fact that even the attacks regions are essentially ready for an attack. The war events and situations, the attackers and those attacked, the collaborating troops and soldiers, and the arming of people in all the aforementioned regions are fundamental in the context of the agenda presented in chapter CVIII-CXI. In the absence of these aspects, the war context is not complete. In such a context, there are winners and losers. Essentially, the narrator, Joyce, Rolls, and the rest of

Design Differences Essay Example | Topics and Well Written Essays - 750 words

Design Differences - Essay Example Qualitative research is basically concerned with the social aspects of the research topics, such as, reasons for any specific behavior of people, reasons for differences between cultures and societies, reasons fro differences of behaviors, and the ways people shape their beliefs and opinions. On the other hand, quantitative research constructs statistical models based on the observations to explain issues in a statistical form. Quantitative research requires a good understanding of the statistics for the scientists in order to produce statistical results generated using large-scale surveys. However, all scientists are not good statisticians, so extensive statistical analysis can be a big problem for some researchers. Therefore, we can say that qualitative research is somewhat easier to do as compared to quantitative research. â€Å"Quantitative research is all about quantifying relationships between variables† (Hopkins, 2008). A quantitative research determines the relationshi p between an independent and a dependent variable in order to establish an association between the two variables. A quantitative research is a better way to prove a hypothesis based on numeric results of a research. Relationship with what is Being Researched Another difference between qualitative and quantitative forms of research is related to the relationship, which the researchers have with what they are researching. In a qualitative research, the researchers do not know much about the topic being researched; rather they have to make interactions with people in order to get a better understanding of the research topic. The researchers are interested in getting awareness of the meanings created by the people. In a qualitative form of research, the researchers interact personally with what is being researched whereas in a quantitative research, the researchers are independent of what is being actually researched. â€Å"Qualitative research may be necessary in situations where it i s unclear what exactly is being looked for in a study† (McGuigan, 2011). Qualitative research is purely a fieldwork in which a researcher needs to go to different people at different places in order to observe their actions and behaviors, whereas quantitative research is based on the opinions of different people, which the researchers use to produce the facts. In qualitative research design, researchers use focus group technique and in-depth interviews to explore attitudes and behaviors of people whereas in quantitative research design, the researchers measure opinions and behaviors of people using structured research instruments. In a qualitative research, the primary instrument used for data collection and analysis is the research, whereas in quantitative research design, researchers make use of interviews and questionnaires to collect data in a numeric form. â€Å"Quantitative research involves gathering data that is absolute, such as numerical data, so that it can be exam ined in as unbiased a manner as possible† (McGuigan, 2011). Time and Efficiency Another difference between the characteristics of qualitative and quantitative researches is based on time and efficiency of the two forms of researches. Qualitative research design consumes more time for completion as compared to quantitative rese