Macbeths Tragedy :: essays research papers

Shakespeare is perhaps most noted for his many tragic plays. One of his most acclaimed works Macbeth, is a great example of this. In Macbeth by William Shakespeare there are many incidents within the play that agree with the fact that Macbeth’s greatest tragedy is the deterioration of its main characters Macbeth and Lady Macbeth. The most prominent reason for the fact that Macbeth’s and Lady Macbeth’s character is decaying is noticed with the hallucinations that both Macbeth and Lady Macbeth experience as a result of guilt. The decline of their character is manifested into the inability to remain true to ones character, delusional behavior, and a conscience that only works once the harm is committed. Guilt should be held accountable for the degradation of what would have been one of the most courageous and honorable characters in all of Shakespeare’s plays. The guilt that causes the delusional state in both Macbeth and Lady Macbeth begins with the questioning of Macbeth’s ambition and capacity to obtain what he wants. Lady Macbeth first sells out her position by following the words of the weird sisters that predict that Macbeth will become king. After allowing the prophecy overcome her, Lady Macbeth convinces herself that she will do anything to make sure that the prediction is followed out. She states, " Hie thee hither, that I may pour my spirits in thine ear, and chastise with the valor of my tongue which fate and metaphysical aid doth seem to have thee crowned withal." Macbeth’s ineptness in remaining loyal to his self is evident when Lady Macbeth attacks his ego by negotiating with him that the murder will make him a better man, â€Å"When you durst do it, ten you were a man; And to be more than what you were, you would be so much more the man.† Thus, Lady Macbeth is as responsible for the death becau se she was the one that convinced Macbeth to continue the plan to execute King Duncan. Also passion and greed govern their souls and their common sense, they forget that the world does not revolve around them and what they wish to accomplish. The murders, which would to any sane person seem grotesque becomes a normal thing to them as if nothing more than washing ones hands. Macbeth is originally courageous and a godlike figure with great success in the battlefield who descends to scum by the end of the play.

Patients and Cancer

This paper explores different peer-reviewed articles that attempts to shed some light on the phenomenon of the lived experience of patients with cancer; supporting the fact that individuality is a huge factor in the care of cancer patients. Manu types of cancers exist and patients should be treated as individuals versus as a disease or diagnosis. As oncology nurses we accumulate knowledge on a daily basis that may be revised in practice. Therefore, it becomes our innate duty to visit the literature and gain the understanding and evidence that will help us in improving our practice of nursing.The articles, however, vary in the type of cancer with different treatment modalities and the collection methods but have the commonality of all participants being diagnosed with Cancer. The findings showed that patients have many unmet psychosocial and emotional needs among others but exercise hope when family support is present. These shortcomings or gaps in knowledge can alter how care is rece ived and administered. We as nurses, have a lot of work to do in assisting patients feel more individualized with the diagnosis of Cancer.Each day in practice we meet new patients and see old ones and we may see them smile or get sad or display other emotions but as nurses do not take enough time to find out what our patients face and how they handle their diagnoses of cancer. As nurses we get so wrapped up in our daily tasks. Cancer is an experience that can threaten not only the end of one’s life, but also touch all aspects of the person’s existence, making it significant to them and if it is significant to them then it should also be the same to us.Cancer also imposes so many burdens on patients, families and the society at large. So large that it is labeled the silent killer and will overtake disease as top killer by the end of 2010 (foxnews. com). I chose this topic because I realize the gap in knowledge and communication between what happens to patients between d iagnoses, treatment and discharge, up to the time they return for follow -up cycles to the time they may hear that the cancer has either metastasis or have been cured (in remission).Just knowing that your life will change is significant enough. We, as nurses are first line in the patient care area. The Doctor walks in and tells the patient that they have cancer and then walk out and the nurse is faced with the aftermath, the questions and the emotions that follow. The nurse is also the one that administers the chemotherapy and various radiation treatments and again is faced with questions and emotions. At discharge the nurse again becomes the one that is faced with questions and emotions.It may not be possible to answer all the questions and for the ones that we are not sure of, we can refer or ask the doctor to explain but having the knowledge of what it may be like for these cancer patients can help with how we approach these questions and the treatment options. Having this knowle dge can help in terms of support, teaching, prevention and alleviation of suffering, enabling us to give more culturally congruent care. Literature Review In Arber et al. s (2008) article on the lived experience of patients with pleural mesothelioma it was found that these patients had many unmet psychosocial and emotional needs and that there was a lack of information provided to patients . A feeling of isolation was also reported. All patients and care givers experienced frustration due to the physical experience (Arber et al. , 2008). It was showed that these patients wanted to tell their stories and wanted people to listen. The methodology was phenomenology which was appropriate for the study with unstructured interview questions allowing for participants to speak their mind and their experiences.As nurses sometimes we are unsure of what to say for fear of saying the wrong thing. There was also evidence of loss of intimacy with partners. Macmillan Cancer support (2006) states th at four out of ten couples where one partner has cancer report sexual problems (Arber et al. , 2008). The study was done only on patients with mesothelioma and was very small making it hard to generalize to other cancer areas. The patients and families were only from a specialist palliative community center assuming that these patients had incurable mesothelioma.Benzein et al. , (2005) studied cancer in palliative care in home care and made hope the center of the study. The findings showed that the participants used hope to live as normally as possible. The meaning of the experience of hope seemed to be a will to live for a while longer (Benzein et al. , 2005). The structural analysis revealed the hope of being cured, a hope of living as normally as possible, a presence of confirmative relationships and reconciliation with life and death.The commonality between this article and Arber et al. , 2008 is that these cancers were incurable, however in this article the study group was a mi x of males and females ages 54-83 with a median age of 65. The previous article failed to reveal the ages of the participants, making it difficult to impact practice. The other difference is that the latter was done in the patient’s own homes while the study on patients with mesothelioma was done in a different setting that may influence the outcome.Being surrounded by loved ones in the home setting would allow the patient to feel more human, than being in a hospital setting where they are just another patient and loved ones may not be able to visit at lib, which in the end has a negative impact on recovery. Demir et al. , (2008) in their quest to understand the experience of breast cancer survivors that underwent biopsies used a phenomenological approach to reveal three themes that were evident among participants, namely, the need for information, fear and spiritual needs.The study also suggests that results may be different considering different emotional investments in the ir breasts, sociocultural factors and age. The study was a very small group of twenty with the interviews being held in an unused room outside the clinic before the patients postoperative visits. Having the interviews on postoperative days may further aggravate feelings of fear that could invalidate the study. When compared to the study done by Perreault et al. , (2005) similarities were evident as participants exhibited fear and uncertainty. This study studied women with breast cancer and examined their experiences.Both studies used the interpretative phenomenological approach to gain insights. What this study included that would help with validity that Demir et al. , (2008) did not include was the staging. The staging of the cancer can have a great impact on the emotions and fear and response to experience. This sample size was only six person who lowered the reliability and generalizability. Lacey, (2005), researched breast cancer and support aides revealed that participants were identified as being too overwhelmed and stressed to make decisions about their care.They trusted their physicians to make the appropriate choices and appreciated and welcomed the support of family members. They also expressed hope. These same sentiments were echoed somewhat in Demir et al. , (2008) and Perreault et al. , (2005). All 3 studies involved breast cancer and the study method was the same and even though the same size and ages may have varied, it may prove to offer some insight as to what these women face adding to the validity. All 3 papers also suggest that more research may be necessary to facilitate the different decision- making and emotional abilities. The definite commonality expressed and assumed mong all these articles so far is the need for information especially at different stages. Molen, (2000) study sought to identify the different information needed for people with cancer. Adequate, appropriate and timely information can be a key element for many people in managing the experience of cancer. Different themes emerged from the research. There was a deficit in information regarding self-identity, body image, and family, social and work relationships. A cancer diagnoses impacts all areas of an individual’s life, and life management information is equally as important as medical information. Molen, 2000). Cancer was viewed as an intrusion and illness engendered feelings of vulnerability that impacted on their normal coping mechanisms. This research had six participants all with different types of cancer with ages ranging from 45 to 65. The end results showed feelings and questions received on a daily basis but the sample size was so small and the age range was so limited that may lessen the reliability. However, further research may be needed to identify the different ages when information becomes such a deciding factor or the processing of information since all the participants were older.Similarly, information needs proved to be a big part of the equation as evidenced in another research study done by Molen (2005). However the type of information, the amount and to what depth varied considerably between individuals proving that information needs are unlikely to remain static and consequently, will change throughout the cancer experience. The literature highlights the importance of information giving, however; many problems are encountered with its provision. People with cancer frequently express dissatisfaction with the information given to them and experience difficulty in retaining and processing information.The cancer experience invariably begins before the point of diagnoses and information needs clearly change over time. (Molen 2005) Jones et al. , (2006) in researching the lived experience showed similarity with the Molen, (2000) themes that emerged from the different stories including changing concepts of self, the significant of relationships, being different from the past and temporality. These patie nts were bone marrow transplant candidates who were experiencing a mountain of emotions that they believed were affecting them negatively.From their stories it was clear that all participants underwent many physical and emotional changes. Taking it to a different level Meenaghan et al. , (2010) researched elderly patients and their lived experience and concluded that all participants experienced fear and shock at diagnoses but also experienced hope despite their age. With good support from family and friends participants exhibited hope and revealed that they learned to cope with the diagnoses and its treatments. As expressed in Perreault et al. (2005), the same fear and uncertainty was revealed and the same method of data collection and interview was used. Walker et al. , (2009) attempted to understand the lived experience of cancer patients undergoing photodynamic therapy. Analysis of the data yielded six themes, the impact on day –to- day life, existential meaning, the phys ical effects of treatment, and the kaleidoscope of emotions, information gap and family burden. This article summarizes all the feelings expressed by all the previously reviewed articles.If not all a least one of the articles expressed the same feelings which leads nurses to believe that these are the expected emotions, fears and expressions that can be experienced and that we all should be mindful of the factors that to suffering and the nursing interventions that can be used to address these multiple dimensions of suffering. All these studies used the phenomenological approach which is appropriate and if not the interpretative design the descriptive. Sample sizes and ages vary but the information and end results remained the same or close to the same throughout this literature review.

Promote Professional Development Essay

The importance of continually providing knowledge and practice is to keep up with the constant changes that are happening all the time. Globalisation and technology have made changes in health and social care at a rapid rate. There has been a significant change in the way that care is being experienced and there are higher expectations in the quality of care. A more personal approach is required and accessibility to training resources ensures that we can all be the best in our job roles and in line with legal requirements. There are opportunities available now, thanks to technology advancements, to share responsibilities across the board, we have better access to other partnerships, training programs and can store more data than ever before and there are still developments every day. The importance of learning these developments is that we can change with the times and gain the new skills to improve the outcome for service users. The barriers to professional development require you t o look in more depth at yourself. Everybody has a different way of learning, someone may learn a lot quicker than someone else, so it’s important to try to see what ways you retain information best. Some people may learn from reading something over and over until it either makes sense or sticks with them. Some people may write down what they want to learn because it ingrains in there memory and some people may just listen to something and retain the information. It’s important to remember that what someone else might learn from a sentence may be more educational to them than if someone else was to read that very same sentence. Motivation can be another barrier; external factors can drive motivation and change behaviour like incentives to learn but internal barriers such as self-esteem, drive and desire can have an effect on professional development. An individual’s personal values, beliefs, attitudes and life priorities can impact significantly on the way people develop. Not having enough time to develop your skills or financial problems can be a big barrier to development. To get through these barriers, Support from peers, advice and mentoring may be required to h elp with individual developments. There are many different sources and systems to support professional development. At my organisation we have internal support which involves monthly supervisions with an advocate. We go through training  requirements, any training refreshment that need to be done; we go over policies and procedures and discuss our progress for professional development. We have training courses that cover every area of the care we provide and e-learning that all employees complete every 6 months, they are designed to refresh our training and inform us of new policies and procedures. You can also learn by working with more experienced colleagues and you can self-teach by reading text books and articles. You can develop your knowledge by using facilities such as libraries and learning resource centres and there is also formal support, colleague and university courses, internet courses, apprenticeships and government incentives. You can also use the policies and procedures put in place by your company to learn what is required and how to do things appropriately. There are so many factors to consider when selecting opportunities and activities for keeping knowledge and practice up to date. There would be no point in starting a course in child care if your real desire was to become a hypnotherapist. Financial issues could be problem, your organisation may cover learning costs or you may need to look into whether you are entitled to government help or whether you will be self-funding. Time requirements could be a problem and your level of commitment; maybe you are a single mother, who cannot get child care to attend night school. Another factor could be, does the opportunity or activity fit with your learning style?, You may learn better from practical activities or learn better from reading and writing, finding the right form of professional development is key to being successful. Be able to prioritise goals and targets for your own professional development In order to prioritise goals and targets for my own professional development, I look at the influences that have helped me to develop my performance so far and look at what my training has taught me and how it’s reflected in my work. I examine my strengths and weaknesses honestly and try to think about the way I practice in a constructive way. I have to evaluate myself by asking; How did I approach my work? Was my approach positive? How did the way I work affect the people I support? Did I work to the best of my ability? Which was the best aspect of my work? Which was the worst aspect of my work? Is there area’s that I can improve? What are they and how will I tackle them? In health and social care there are benchmarks and standards that I can use to measure my own ability against, like the ‘care quality commission standards’ and ‘codes of practice’. By comparing my work against these standards I can improve on the areas that I am failing in, by setting goals of what I need to learn and targets to complete it by. To prioritise my own development goals and targets, I have to think realistically about what is necessary for my job role at that moment, for example; if you are developing your communication skills and working towards building relationships and trust, you cannot plan a set strategy to produce trust and this can take time. But if you were developing your skills for independent living, encouraging accessing the community and shopping, this is something that is currently in my job role and could be a skill I can develop straight away. Making a plan to monitor each stage of developing skills will help me to see at what point something has not worked, for example; I am to Supporting Bobby with his shopping, but due to his mental health problems, he doesn’t feel comfortable being in a busy supermarket around lots of people. Putting a plan together with goals and targets will help to monitor Bobby’s progress; I could put a target in place to build Bobby’s confidence up enough so he can be in a supermarket. By recording this process and evaluating each step that it took to get him there, I improve my own skills and gain knowledge for any similar situations that may arise in the future. Be able to prepare a professional development plan To plan my own professional development with sources of support available to me, I will first have to arrange a meeting with my trainer and supervisor to identify the learning outcomes and objectives that I wish to achieve. We can then put a strategy together to meet these objectives and a time frame in which to complete them by and with their help and resources. When documenting evidence I will specify the duty, a goal, tools needed for reaching my goal and a completion date. I will then undertake the necessary educational activities, training and shadowing and collect more evidence for  my portfolio. I will review my progress at regular intervals with my trainer and supervisor to discuss any updates and get feedback on my development. My portfolio will contain evidence of records of attendance and the support that was given, highlighted areas of what I would have done differently, highlighted areas of successful care and certificates of achievements. I can also show in my portfolio, evidence of what has benefited my colleagues, i.e. protocols or guidelines that have been introduced because of things that I have learnt and feedback from colleagues on a job well done. I will show evidence of evaluating work that wasn’t done to the best of my ability and show evidence of what I have learnt to correct my work. I will put in my development portfolio evidence of any positive feedback, descriptions of new care plans made because of my positive changes, cards, letters or individual comments and positive audit results. This is an example of a plan that I would use for my own professional development. A service user I attend with learning difficulties needs a new wheelchair; the carers are finding it increasingly hard to push the service user around in the wheelchair for social visits. A healthy diet plan was encouraged but is not working as the service user lives independently, a wheelchair with a motor is needed to help the carers avoid any further injury and carry on supporting the service user to access the community. I have been allocated the responsibility to assist the service user pick a new wheelchair with a motor, I can use this opportunity to develop new skills and document and evaluate my progress. There are a few barriers to overcome so monitoring the effectiveness of my support will help to evaluate my performance and relay any significant information to fellow colleagues and others crucial support in their care, ultimately helping the service user in the future. The main barrier is the lady doesn’t like change; it worries her and makes her very anxious, when she is anxious she gets the medical condition hives. Her confidence will need to be built up over time. The goal is to help the lady pick a new motorised wheelchair for accessing the community only, she can continue with the wheelchair she is familiar with, and likes at home, but the goal is to find one that the service user is 100% happy and secure in, to prevent any further injures to carers and to keep the lady involved in her daily routines. The tools needed for succeeding with this duty is to have the families support, a risk assessment, a shop with accessibility and  understanding with this sensitive issue and support from my managers and any other active partners that support with the service users care needs. For evidence I would put in my portfolio the emails from the partnerships, my advocate and myself that detail, the support that is needed, with the evidence that I have been allocated to support with this. The email will also show my reply, for the request of informing all other carers to reassure her when necessary for when she gets anxious and upset. I would put in place a communication diary especially to deal with this task, firstly to monitor any upset behaviour and how my colleagues and I resolved it and secondly I could use it as evidence. I would keep a written account of how many trips to the shops and what her behaviour was like on each visit, I would record what helped keep her calm and feeling secure and record anything that failed and how we made it better. I would keep a medical record of any outbreaks of hives and how it was treated. I would have regular meetings with my advocate to get feedback, discuss updates, ask for any advice or help that I need and review the completion date. I would discuss attending training courses that could help me with addressing this situation to the best of my ability, like manual handling, first aid, communication skills and keep evidence of my achievements. I would finally add to my portfolio evidence of the service user (in line with confidentiality requirements) accomplishing this task, I would get evidence of how long it took to achieve and what the final outcome was. Be able to improve performance through reflective practice Models of reflection encourage a structured process to guide the act of reflection, there is no right model of reflection, but it is important to choose the one that you feel comfortable using and best assists you to learn from your experience. Sometimes it is appropriate to use one model of refection as a basis, but use prompt questions from other models if they suit your particular situation. I found Bortons Model of reflection easy to remember; therefor making it is easy to apply to an experience as it happens. What, So What, Now What, the simplicity of the model helps evaluate quickly and simply an experience but does not allow for specific details as opposed to Gibbs Model. Johns Model of reflection is based more on self-awareness and self-improvement. It allows you to analyse influencing  factors on your thoughts and behaviour, what triggers the behaviour and you can delve far more intimately into your feelings, opinions and judgements and intern how this affected who you are working with. This level of learning allows you to evaluate very deeply on all levels, morals, background, knowledge, self-awareness, past experiences and future practice, making this model of reflection by far more personal and a more appropriate model for self-improvement and self-development. The Kolb model is made up of 4 steps and learning can start at any of the steps at any time, there is no process. When a person carries out an action they can both, observe and reflect upon its underlying process and possible consequences. The action becomes open for analysis, concepts can be tested at further through new experiences in order to both validate and develop them further. Gibbs Model of reflection is a more descriptive model of Kolb’s and it also has a process in which to follow allowing for deeper analysis. Gibbs model gives you more a detailed structure in which to evaluate your experience, which is why I found it to be more widely used in the healthcare industry. The theory follows 6 steps of the model, and each step informs the next. I found that using Gibbs model and examining an experience in greater detail was very beneficial but found the Evaluation, Analysis and conclusion asked very similar questions which seemed to be a little repetitive. But Gibbs model challenged my assumptions more and allowed me to explore more ideas to promote self-improvement more than the other models. Of all the models of refection I have researched I found these 4 more beneficial to my learning and self-improvement and they even challenged what I thought I already knew. By using Gibbs Cycle as a basis and applying the descriptive evaluations of all the other models to the specific levels, I can examine myself in far more depth and improve my quality of work consistently. Reflective practice is thinking or reflecting on what you do, it is learning from an experience and teaching you evaluation skills to examine your actions and reactions. Thinking about what h as happened is part of being human but reflective practice differentiates between casual thinking and reflective practice, it requires a conscious effort to think about events and develop insights into them. Once you get into the habit of using reflective practice, it becomes a skill and you can develop it every day, in every type of situation. Feedback from others is a very important part of reflective  practice, as you cannot always see what your own faults may be or you may not want to hear what faults you have. Considering feedback as another opportunity to learn will develop your self-awareness and can start a process of change that will benefit anyone that you work with. For example, very early on in my healthcare career, I supported an elderly lady with learning disabilities, since her husband past away; she would get very lonely and ask to move a lot. Her social worker and advocate had taken her to see a few warden controlled apartments in a more communal building, but the lady did not like them and it gave her a bad experience of what she thought was available to her. I work in a few homes for elderly service users with learning disabilities and I invited my service user round for tea, so she could see a different kind of living situation, a house share that could be available. Whilst the trip was successful in the way that the lady now knew of a different living arrangement, at a meeting shortly after, that involved other healthcare providers for the service user, I acquired feedback from the ladies advocate that showed my own faults and issues that wasn’t within my capability to see. My intention had been misunderstood and Unknown to me the service user had wanted and was adamant, that a housemate was to move into her own home as she had a spare room; this was not a suitable situation for another vulnerable adult to move into because of the service user’s regular change of behaviour, and the house shares have a carer on duty at all times. If I had informed and attained advice on this situation it could have been dealt with in a different way. My lack of knowledge and understanding of how my actions could been seen as something different for a service user made me evaluate at what level I went wrong and how to rectify this problem so it is not an issue in the future. The advocate commended me on my thoughtfulness but advised certain aspects need to be considered when working with this particular service user. Trial and Error is always going to be a big part of my learning development, working with others there is always going to be the potential for harm, both physically and emotionally. It is imperative that practice changes as a result of these mistakes.

how to manufacture the d enantiomer of phenylaminopropane and 34methylenedioxymethphenylaminopropane essays

how to manufacture the d enantiomer of phenylaminopropane and 34methylenedioxymethphenylaminopropane essays Re: DETAILED METHODS for NON-CHEMISTS METHamphetamine PRECURSS CLEANING/wkUP Extractomania........by Ozbee friends..........edited by Placebo * Various jars, glass vessels, beakers etc * A strainer that will fit your filters nicely, so that you get better surface area then a funnel * Hot plate, no open flames, only heat elements * Seperaty funnel, similar, tube to siphon -Pills containing psuedo-ephedrine HCl ephedrine HCl. -NaOH/Sodium Hydroxide/caustic soda/strong base/lye. -Epsom salts that have been baked in oven 200c f an hour to dry. If pills have red coating, put in jar, with acetone, shake until red coating is dissolved then continue as Step 1: First, put your pills in a jar. Add methanol about double the volume of the pills. Cap the jar shake till they break apart. Leave to sit f a few hours shaking every 1/2 hour. Let settle into 2 nice layers then siphon decant off top layer. No need to get it all as we will do this 2 me times to be sure get all that pseudo. step 2: Once you have done it 3 times have the 3 lots of methanol from above, put them together You want to get it real cold, near freezing then filter it thru a very fine filter, this may take some time if you don't have a vacuum filtration setup but thats ok, we aint in a hurry. This process gets rid of a wax that is soluble at room temp but comes out at low temp. step 3:***e*** : This step is necessary only speeds things up. After the chilled filter, we will reduce the volume of methanol/pseudo solution. So, with good ventilation a fan blowing over pot, just reduce the volume of methanol, but till you see crystals anything. Just reduce it to a manageable amount, we just want a saturated solution, you'll ice it thicken a bit. Stop, take it off. step 4: Now you want to pour a thin film of this methanol/psuedo solution out on a mirr glass table f fast evapation, you could just leave it laying around a couple...

4 ways to manage your emotions as a nurse

4 ways to manage your emotions as a nurse Nurses face many professional challenges. Their jobs are both physically and mentally draining, and on top of working in extremely stressful, pressure-filled environments they have to deal with a seemingly never-ending array of competing priorities and demands on their time, a ton of diverse patient and colleague personalities, and often-grueling work schedules. With all of these intense challenges, is it any wonder that nurses sometimes find themselves struggling to manage their emotions in an effective and healthy way? If you’re a nurse who sometimes finds that the intense demands of the job make it difficult to manage your emotions effectively, you’re not alone. According to a survey conducted by the American Nurses Association, â€Å"Nurses face many hazards on the job†¦ Fatigue from overwork and stressful conditions strains RNs’ health.† Approximately 74% of nurse respondents reported that the effects of stress and overwork are among their primar y work concerns, which often leads to physical and emotional fatigue and burnout.Although some nurses can effectively channel their stress and perform their jobs at consistently high levels in nearly any situation, the reality is that others struggle with this on a daily basis- and many suffer- with the end result being an inability to manage their emotions.However- this doesn’t have to be the case!There are effective strategies for nurses to manage their emotions and maintain a grounded and healthy emotional state- both on the job and off. Nurse.org recently published an article highlighting key tips for nurses to stay emotionally healthy. Take advantage of the following tips to help you stay emotionally grounded and stable as you go about doing your job to the best of your ability.Find a supportive colleague.This bit of advice is valuable in all professions, but it’s especially important for nurses to find a friend on the job who they can turn to and trust when thing s get intense. Nurses, don’t discount the value of venting your feelings when you’re feeling frustrated or overwhelmed- it can be a great tool for getting a handle on your emotions on particularly stressful days.Find a safe space.Just as important as having a trusted colleague to turn to when you’re feeling emotionally overwhelmed is having a safe space to get away from the chaos for a few moments and let yourself deal with your emotions. It’s normal to feel all sorts of conflicting emotions- both good and bad- when working in the sort of high-stress environments that nurses typically find themselves- the key is to have a comfortable place where you can take a little time to breathe, relax, and collect yourself, and move on with your work day in a healthy and productive way.Know yourself.All nurses are unique individuals, with different likes, dislikes, motivators, and passions- as well as things that relax and ground them. Find the little things in life that relax you, whether it’s deep breathing, soft music, exercise, essential oils, meditation, yoga, or something completely different and unexpected, and be sure to incorporate them into your life in times of emotional volatility or stress to help keep things under control. Schedule it on your calendar if you have to- these individual self-care acts are important to your day, so force yourself to make the time for them. When that calendar alert goes off, it’s time to focus on your well-being.Talk to a professional.Although there are a wide variety of things you can try on your own in an effort to better manage your emotions as a nurse, the truth is that sometimes it isn’t enough- and a little extra help is needed. The Nurse.org article sums it up effectively: â€Å"Nursing can be intense. We have people’s lives in our hands every day. That is why being able to talk to someone about your emotions and get professional feedback is extremely beneficial†¦ Finding a provider is relatively easy. There are websites (www.psychologytoday.com) you can search by provider and then filter by specialty and insurance or you can go through your insurance’s website to get connected. This can help ensure you find the professional that’s right for you.†Being a nurse can be a stressful and challenging career- but that doesn’t mean it needs to derail your emotional stability. Use the strategies here to take control and manage your emotions effectively.

Illegal Immigration in Los Angeles in the 1980's Essay

Illegal Immigration in Los Angeles in the 1980's - Essay Example These new immigrants arrived in a new country possessing little more than what they could carry on their back. They were challenged in many ways including their legal status, yet were able to make significant social, cultural, and economic contributions. This paper will discuss the lives of these undocumented workers during the 1980's and present the dynamic changes that resulted from their arrival. It will present the view that the cultural and demographic landscape of Los Angeles was shaped by these illegals, and has had a continuing effect on California as well as the United States. The life of an illegal immigrant began as soon they approached the United States and prepared to cross the border. Often they would be met by angry mobs, riots, gunfire and chaos (Custred). Once across the border they would continue to confront racism, exploitation, and a hostile political environment. Though they would be outcast socially from mainstream society, there was an emerging labor market eager for cheap and reliable workers. It was no coincidence that the rise in illegal immigration during the 1980s coincided with a rise in the demand for cheap labor during the same period (Morales and Ong). Because the undocumented workers were here primarily for employment, their lives centered around and were greatly influenced by the work they performed. These jobs were almost universally at the bottom of the pay scale in unskilled occupations such as household help or farm worker. With no legal status, limited English skills, and no formal education, these illegals were destined to t he life of poverty and hardship that they were trying to escape. The immigrants would most often settle together or would be herded into a group by social necessity. Farm workers would band together to share expertise and form groups that would follow the crop that currently needed planting or harvested. They would work the lettuce fields, the vineyards, and fruit groves as the season demanded. This constant travel was especially rough on the children. Forced to move from school to school they were able to obtain at best a sub-standard education. Often they were needed in the fields when not attending class and the simple pleasures of childhood were not available to the child of an illegal migrant worker. Sometimes the missed pleasure would be as simple as being able to sleep late on the weekends. For the immigrants that worked in the domestic business, the canneries, and the processing plants, life was more stable. Yet with this stability came a new set of problems. Unable to escape the poverty of low wages, they would endure cramped quarters, high rent, and substandard conditions. Acuna tells of the mounting stress of living as he tells of a child's experience living in these conditions. "Ten year old Yuri de Paz wakes up each morning in a cramped Pico-Union apartment she shares with eight other family members, and walks to school through a Los Angeles neighborhood that is so dangerous that police have barricaded it to keep drug dealers out..." (291). The difficulty of raising a family under impoverished conditions while struggling to earn a living was only one of the challenges that faced the undocumented workers. The inability to speak and write English presented another obstacle to

Dynamism Development Essay Example | Topics and Well Written Essays - 750 words

Dynamism Development - Essay Example The paper will also discuss my personal insights from the interview. Gained formal and informal training in application of technology The administrator reported gained formal training, at high school and college levels, in application of technology. The gained skills involved development of ‘computer-based’ programs for administrative purposes that have facilitated its efficiency. General-purpose software used The ‘general-purpose’ software that was used by the administrator included windows, Microsoft office and Photoshop. Windows, as an operating system was used to run the schools administrative computers. Microsoft Office was however the majorly applied general software, used in data entry, processing and management. The main use of Photoshop was majorly to facilitate visual communication with both teachers and students. The general software therefore facilitated administrative purposes. Administrative software used The administrator reported application of ISIS and Pinnacle software. The administration applied Integrated Software for Imagers and Spectrometers for a variety of administrative purposes such as registration and monitoring of the school’s population trend. It was also applied in data processing and development of images for administrative roles. Pinnacle software was also used to edit ‘video-based’ presentations that are internally prepared for different communication purposes. Type of network used by the district The district reported application of a 10 Megabit Ethernet to link its computers. Used as a local area connection, the network facilitated instant electronic communication among administrative departments. It has also improved administrative efficiency through eliminating originally faced challenges in conducting manual oral or written communication. Type of wiring used to support the network Cat cables with wireless access points that linked all computers supported the network. Application of the wireless technology eliminated need for frequent maintenance due to accidental physical interference of wired connections. Frequency of using software in meeting presentations Application of software in presentations was reported to be frequent with Microsoft power point being the majorly used software. Power point presentations’ ability to make personalized and captivating projections was applied to facilitate successful demonstrations in meetings. Monitoring teachers’ use of technology Monitoring teachers’ application of technology was done through application of partial discharge monitoring that reports usage of every machine. A follow up survey, to ensure accuracy in monitoring and evaluation, was reported. Supportive software such as Discovery Learning, Gizmos and Achieve 3000 were also used to support the monitoring process. Biggest challenge to technology The biggest challenge to application of technology in the school was human factors. Both admi nistrative staff and teachers were sometimes not willing to adopt recommended applications. This was realized through resistance or lack of interest in implementing technology. The main reason for this challenge has been the general nature of people to resist change as well as the high rate of dynamism in technological development (Tan & Theodorou, 2009). Possible improvements to technology in the school The administrator recommended application of more PD related software for higher order thinking and engagement. This would be supported by availing laptops for every student besides offering digital curriculum. Helping teachers who struggle with technology Providing technologies’ manuals as well as use of mentors was applied to help teachers who were still struggling with technology. Possible role of technology in elementary school and how it