The Career Of The Civil War - 1715 Words

Nursing would not be what it has become today without the Civil War. The Civil War was a turning point in the career of nursing. There were many factors that changed nursing. For instance primitive nursing during the civil war. Surgeries were performed on the battlefield without sanitation or medications. Nurses on the war field were not really nurses they began by trying to comfort and take care of soldiers as they would their own families. Nursing was considered a woman’s job because of the mothering instinct it took to take care of others. Most nurses on the battlefield were nuns, some were other soldiers taking care of soldiers, others volunteered to be close to family and some battlefield nurses were slaves. Out of the Civil†¦show more content†¦As the war carried on nursing duties became more advanced medically. Male nurses were primarily ward attendants which performed nursing duties. Men were considered a minority in this profession and were not trea ted well by the soldiers. Soldiers preferred a woman because having a woman nurse made them feel more comfortable reminding them of home having a mother or sister caring for them. Nursing in this era was not considered a prestigious job. Most nurses were nuns during the civil war and volunteers. It was preferred that women were not pretty. Women were to be very plain, preferable women over the age of 30 and were made to wear black or anything that discouraged attractiveness. The women nurses were not allowed to fix their hair or wear jewelry. This was all a point to make the women the least attractive to the soldiers as the women were to be caregivers. It was not appropriate in this time period for a woman to care for other men other than family members or their spouse. Nursing was a bottom of the line job during the civil war. Many nurses were called thieves because they would steel from patients. Food was not plentiful and nurses did not make very much money. â€Å"During that time, nursing was despicable, low-grade occupation, says Lynn McDonald, PhD, Director of Collected Works of Florence Nightingale and professor emerita in the Department of Sociology and Anthropology at the University Of Guelph, Ontario, Canada. Nurses were often

Texting and Driving Persuasive free essay sample

Just before senior year, it was a warm summer night. You were in the car with your friends, blasting music, singing along, and having a conversation on the phone all at the same time. It was all fun and games until you see the bright headlights of a large semi truck, and that was that. Crash! I’m sure there have been many situations like this one and it is a very distressing concept. Too many people make the wrong decision of texting and driving. When I tell them not to do it, they would just argue, â€Å"I’m really good at it though, trust me. I do understand that it turned into a continuous process; however, that doesn’t mean that accidents can’t happen. That is what they all think, but anything can happen to any driver, at anytime. My friends have learned not to text and drive when I am in the car with them, but that doesn’t mean they don’t do it when they are alone, or when I’m not in the car. We will write a custom essay sample on Texting and Driving Persuasive or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In fact, I think that is even worse because there is then no one to tell them, â€Å"Look out! † or â€Å"Stop! † By this point there is no turning back, just heartbroken family members and friends. Every day I see at least one person texting and driving, and it makes my heart skip a beat. Not only am I worried for that person to get in an accident, but I’m concerned for me, and other drivers on the road. I notice them driving carelessly, and swerving on the road. No matter what kind of situation you’re in, there are no good ones when it comes to the road. When my brother got his license he was caught texting and driving by my mom’s friend who then told her. She was furious! â€Å"Luke! † My mom snapped. â€Å"Why would you even think of texting and driving? You can get killed. † â€Å"It was only once; I don’t do it often though! † remarked Luke. â€Å"No matter how many times you do it, it only takes one accident to kill you. replied my mom, with fire in her eyes. She was very angry that day because she thought better of him. She too knows the bad of texting and driving; therefore, she is a strong nonbeliever too. I remember one bright sunny day, the snow was sparkling from the intense rays of the sun, and the icicles were melting. But apparently some black ice hid on the street. As we were driving, I saw a fellow driver not notice the turn for the exit. He drove straight ahead into the metal railing along the bend. And BOOM! I saw this event occur right at my own two eyes. It was miserable too, considering the fact that it was a luxury car. As we I drove past it, I knew right then and there that texting and driving is definitely not an option for me. Its hard to say how tempting texting while driving is, but all I know is that when I get my license, I am never going to start the habit. That is my thought now and I hope it will always stay that way. I am hoping to change not just the lives of my friends and family, but to others all over the road. Next time your cup holder vibrates, leave it alone, and focus on the road. Your life, and the lives of your passengers are in your hands, so make good decisions. Texting kills! This I believe.

The Edutained American Essays - MTV, Now You See It, Brain Rules

The Edutained American The ?Edutained? American You may try to deny it; many of us do. We are our own people, with our own thoughts, feelings, and opinions. We are individuals, and nothing influences us without our knowledge and permission. Certainly not the media; we create the media, after all, and direct it with our own tastes and preferences. It is merely a part of our lives, a not-too pervasive part. We say this with absolute certainty and still know that we lie. For the media is not a part of our lives, it is our lives. It directs us, moves us towards what its creators, directors and sponsors want us to see. Everything we do is not media influenced, it is media-dictated. In some ways, our modern information systems are helpful. They are, after all, informative. From these systems we learn, we process the information they bring on current events, popular culture, and every other subject known to man. But the information is tainted. It is filtered through the corporate sponsors and the agendas of those who bring it to us. Therefore we bow to the opinions of those who give us our knowledge on every subject they expose us to, from the clothes we buy, to the music we listen to, the films we see, books we read, politicians we vote for, religions we believe in. Our thoughts are not our own. What does this mean to the world in which we live? How does this effect our leaders, our schools and our families? And in a society so permeated with media, how do we regain ourselves? Part One: What are our influences? For many of us who attend college now, the media has been around us since birth. The television was a effective babysitter, and we grew up accustomed to the quick, joke-a-minute style of cartoons and situation comedies. With the advent of MTV in 1981, we learned to absorb information through the two and three minute stories offered on that channel, as well as VH1 and BET. These channels opened to us a world that most of our parents simply didn't see as children. One hour of MTV's Total Request Live can show a child a re-enactment of JFK's assassination, done by Marylin Manson, in one of the most popular videos of the week. The words of the song, however true and relevant they may be, are lost in the image, in closeup and slow motion. Vidoes by pop bands, while less violent, are no less disturbing in their objectification of humans and in their motion sickness inducing, rapid-fire images. They cater to a generation that already suffers from shortened attention spans by providing whirling sights that can be easily understood in the half-second they are shown. They show a world of anger, violence and cynicism. True, they often reflect the feelings and actions in parts of the nation, but also bring those to the sight of impressionable children who would not otherwise have known of it until they were much older. At the same time, the video-babysitter separates child from parent and makes us reluctant to ask what these images meant. After all, we are led to identify with the musicians and models in the videos, and they often assure us that our parents do not understand and cannot be trusted. The information we soak up through these vignettes generally point to a distinct set of values, at odds with those of our parents. While they ask for respect and obedience within reason, we learn that adults are the outsiders, the butt of jokes and objects of ridicule, probably not very bright either. The regular television shows that we sit down to watch, often with our parents, are not much better. It has become much cooler to defy and be irreverent than to listen. This is certainly nothing new, one need only look at the flappers of the 1920s to see that youthful rebellion has been around for as long as anyone still alive can remember. It does seem, however, that the adolescent exuberance and resistance of the Baby Boomer generation became something very different for their children, something darker and dangerous. Of course, the television that they were raised with stressed old-fashioned family values: respect for elders, kindness to neighbors, do your homework, eat your broccoli. The shows that children and young adults watch now are very different. We see insults thrown left and right, especially

Comparative Words Lesson Plan

Comparative Words Lesson Plan Use these guidelines to prepare a lesson plan to teach students of any age how to use comparative words and comparative clauses to express the concepts of more or less and greater or lesser. Objectives and Goals Instruct/review adjectives as a part of speechIntroduce students to words that end in -er and/or -estOffer students the chance to practice finding similar items and comparing them through the proper use of language Anticipatory Set​ Ask students what they know about -er and -est words, as well as the word than. Explain that -er adjectives are for comparing two things, while -est words are used to compare three or more things. For older students, introduce and use the terms comparative and superlative repeatedly and hold students accountable for knowing these terms. Direct Instruction Model turning common root adjectives into comparative and superlative adjectives (examples: funny, hot, happy, big, good, etc.)Brainstorm additional adjectives and practice (as a group) putting them into sentences (example: The sun is hotter than the moon. A baby is smaller than a teenager.) Guided Practice Depending on the age and abilities of your students, you can ask the students to write their own comparative and superlative sentences from scratch. Or, for younger students, you can design and copy a worksheet with cloze sentences and they can fill in the blanks or circle the correct suffix. For example: Fill in the Blanks: The ___________ is bigger than the ___________.Circle one: The big (er or est) animal in the zoo is an elephant. Another option is to have students look through the pages of their independent reading books and search for comparative and superlative adjectives. ​ Closure Offer sharing time for the students to read aloud the sentences they completed or composed. Reinforce the core concepts with discussion and question/answer time. ​ Independent Practice For homework, have students write a given number of comparative and/or superlative sentences based on things they find in their homes, books, neighborhood, or imaginations. ​ Required Materials and Equipment Worksheets if needed, paper, pencils, student reading books if needed. ​ Assessment and Follow-Up Check completed homework assignments for correct sentence structure and grammar. Re-teach as needed. Point our comparative and superlative words as they come up in class discussion and whole group reading.

Data collection methods Assignment Example | Topics and Well Written Essays - 1250 words

Data collection methods - Assignment Example The authors prescribed and used a three group repeated measure design. The study was done on groups of consenting patients receiving home care from a non profit hospice. The care givers chosen were subjected to experimental training in the COPE (acronym creativity, optimism, planning, and expert information) intervention, on symptoms management. Instruments used were the numeric rating scale. NRS was used to measure the intensity of pain with zero representing no pain gradually increasing to ten that represents the worst or most intense pain. The dyspnea intensity scale was used to rate the intensity of dyspnea on a (0-10) scale. The constipation assessment scale, which is an eight item, three point that is - patients describe their states no problem, some problem and severer problem, summated rating scale whose function is to detect the presence of constipation and subsequently measure its intensity. The memorial symptom assessment scale (MSAS) that measures the distress caused by a symptom. The last instrument is the Hospice Index Quality-Of-Life Index HQLI. The NRS was found to be reliable; this was ascertained by comparing its results with those found by using other scales such as the visual analogue scale, the box scale, verbal rating scale and a four point and five-point verbal rating scale. It was found that there were similar results in the number of subjects who responded correctly therefore supporting the predictive validity of each measure. The validity of the dyspnea scale was based on the opinions of previous scholars, (McCord and Cronin-Stubbs 1992; Silvestri & Mahler). As for the constipation assessment scale, the authors rated this instrument as sensitive and reliable, owing to the test retest that provided a brief delay that was seen as a strong evidence of reliability. (MSAS) was rated as valid by the authors because of its high correlations with clinical status and QOL. The Hospice Index Quality-Of-Life Index was rated as valid because of its ability to differentiate between hospice patients and apparently healthy controls. 3) Â   Â   Â  What limitations did the authors face in data collection? How could these have been lessened or minimized? Challenges faced in data collection included the study was conducted on a hospice population and therefore there was slow accrual and high attrition. Another factor is that they had a small sample and therefore could not conduct model testing. 4) Â   Â   Â  What demographic information was reported? Demographic information includes the age of the participants. The level of education the participants had attained and in terms of in years. The genders of the participants whether they were male or female. 5) Â   Â   Â  What were the variables that were studied? The variables tested include the intensity of pain, constipation, QOL , symptoms distress and dyspnea. 6) Â   Â   Â  Did there exist any inferential tests used in the scrutiny of raw data in this study? If so, what were they? There were inferential tests. This were based on the findings of bodies such as the national hospice and palliative care organization (2005), the findings mirrored those of the author for instance; close to 63% of patients are 75 years and older and therefore don’t last long, they die shortly after joining the hospice. 7) Â   Â   Â  Discuss the use of any figures, graphs and tables. Was the information conveyed in an understandable and meaningful way? The author has used a flow chat giving the detailed progress of the dyads in the study. The chat is clear and straight to the point. The author has also used a graph indicating the progress of the patients in response to the cope intervention and the progress of those who were receiving standard care and support, the graph is clear

Web design proposal Essay Example | Topics and Well Written Essays - 500 words

Web design proposal - Essay Example This should also make the website easier to navigate. As Phebra were previously known as PharmaLab, it could also be considered as a â€Å"rebranding† promotion. The look and feel of new website is important, from the perspective of customer branding and effective marketing. Another reason for Phebra to renew their website is that they are considering putting more section and more content into the WebPages. Phebra want to add ‘Manufacturing’, ‘Medical Information’, and ‘People’ section, together with the four main sections on the current website. This will help Phebra to provide much more details to its clients that will be an advantage, as it will create believe and trust for Phebra from its clients. Another feature for Phebra new website will be the intranet search engine. Phebra clients will simply use keywords to find out the product they are looking for and will gather related information about product. Additionally, adding Content Management System (CMS) to the website will be important as it will facilitate Phebra to update there company information and upload new product or take out the old product. CMS will help Phebra to maintain their website and provide latest information more efficiently. Furthermore, Phebra wants to provide online account to clients so that they can order and view their purchase history. This will also help Phebra to study their clients need and come out with new solutions. The current design is based on blue and white colour scheme. The main focus of the front page is the pull down menu which list out the details of the products of the company. The website is simplistic on the front page; in the main sections include the business, products, ordering information and a contacts page. The main theme on the index page is titled â€Å"life-enhancing medicines† which is quite effective. The news section on the

Different Cultural Identities Dilemma Essay Example for Free

Different Cultural Identities Dilemma Essay The memoir Farewell to Manzanar, written by Jeanne Wakatsuki Houston, tells of her experience at Manzanar internment camp after the Pacific War broke out. During the internment of Japanese-Americans, their living standards fell drastically; moreover, they faced Japanese and American values and identity conflicts. It was hard for these Japanese Americans to maintain two different cultural identities for several reasons. In the first place, they suffered from racial discrimination. In the 1940s, mainstream society and the government discriminated against Japanese Americans who were viewed as potentially dangerous people who might betray the US. Thus, Japanese Americans found it was hard to be accepted by others in America. In addition, they largely insisted on their own cultural identities. They were not willing to give up Japanese identities after arriving in America. Chinese immigrants would like to get together and formed Chinatown for the same reason. In the article, Two worlds, one family, Jen Maldonado was imposed on pressure by her Taiwanese friends who insisted on Chinese culture, when she wanted to develop a cross-cultural relationship with an American. It is hard to successfully balance two different cultural identities because of racial discrimination and the adherence to peoples former culture as will be shown using evidence from Farewell to Manzanar, Two worlds, one family and my personal observations. In the 1940s, Japanese-Americans suffered from racial discrimination; thus, they had a hard time getting into mainstream society and balancing their cultural identities. The government never showed full trust towards these immigrants who were viewed as threats to American national security. In order to supervise Japanese-Americans and prevent any potential danger, the government relocated Japanese Americans to internment camps, which exacerbated cultural conflicts and undermined basic human rights. The racist decision that the government made led Japanese Americans to feel that they were incompatible with American culture. Because of the racial discrimination the government initialized, many Japanese immigrants thought they were i nsulted, and so they struggled to accept their American identities. Some of them even wanted to get rid of American identities and went back to Japan. As a result, racial discrimination threatened their American identities. Houston and her friend Radine shared many qualities in common and became the best friends. Although they were socially equal, they were treated in completely different ways because of racism. Houston was not culturally accepted by mainstream society as Radine was. Boys were more likely to ask Radine to the dances, even though they flirted with Houston. Houston was barred from sororities, but Radine was admitted to join them. Houston said that, Watching, I am simply emptied, and in the dream I want to cry out, because she is something I can never be(172). Houston never stopped attempting to retain American identity; however, prejudice of her oriental characteristics obstructed her effort. She looked forward to fulfilling her American identity, but she was too helpless and powerless to challenge enormous racial discrimination, Other than prejudice against Japanese-Americans, another reason that caused people from different cultures to struggle to balance two cultural identities was adh erence to their own culture. After arriving at the continent and staying there for years, many Japanese immigrants still considered that they were more Japanese than American. They were not willing to give up their own culture, and so they confronted cultural conflicts. A minority of people in the camps labeled members of the Japanese American Citizens League inu for having helped the army arrange a peaceful and orderly evacuation(67). Inu meant collaborator or informer in Japanese. The hatred towards these pro-American Japanese immigrants and disrespectful insult words revealed their strong belief in Japan and hostility towards America. To people’s surprise, the authors father who stood up to defend the point of view that immigrants should be loyal to American government was assaulted and condemned by his peers. Although these pro-Japan immigrants had been in America for many years, they still insisted that they were more Japanese. It was the thought that some Japanese Americans were not capable of integrating into American culture and balancing two identities. Chinatown exemplified that Chinese immigrants insisted on their own culture. Chinese immigrants were viewed as a group of conservative and un-American people after they first came to America. They showed keen interests in preserving Chinese culture, but they would not adapt themselves to American society. Therefore, their refusal to give up Chinese identity led to their isolation and failure to balance two cultural identities Their adherence promoted the formation of Chinatown, a Chinese world in alien countries. In the article, Two worlds, one family, Jens Taiwanese friends started giving her grief for dating an American. They were strict about Chinese culture and rejected the cross-cultural marriage. Jen was also warned that she needed to stick with someone from her own culture.' By this, her friends hoped that Jen could retain her Chinese identity by narrowing down her dating range. However, many cases had proven that the cross-cultural marriage played an important role in balancing different cultural identities. When people with different cultural backgrounds decide to form cross-cultural families, they build a bridge of cultural communication. Thus, her friends thoughts undermined cultural exchange. To conclude, it is hard to successfully balance two different cultural identities. Racial discrimination stopped Japanese Americans from balancing their cultural identities. In the wartime, the mainstream society held hostility towards these immigrants, and so they were isolated by the majority. Moreover, some peoples adherence to their former culture became the obstacle of integrating into American society. Chinese always struggled to have cross-cultural communications proceed effectively and successfully due to their insistence on Chinese identity. In the article, Two worlds, one family, Jen was hoped that she could date Chinese persons by her friends. However, their insistence seemed to be stubborn because it blocked effective communication between people from different cultural backgrounds. In order to balance two different cultural identities, people should be more lenient with newcomers and more open to new culture.