Analysis Of The Book The Dragon Can t Dance Essay

Elinor Johnson, Brandi Cathey World Literature Amanda Bryan November 24, 2015 The Aftermath of Colonial Rule in The Dragon Can’t Dance The effects of colonialism are ingrained into every facet of society in Trinidad. The novel The Dragon Can’t Dance written by Earl Lovelace, has many aspects of a postcolonial society, from the way people act on a day to day basis to the traditions upheld during Carnival. There is enough evidence to argue that the town and all its residents are experiencing postcolonialism, or the aftermath of colonial rule. Three central time frames in the novel will support this: before Carnival, during and after Carnival, and after Aldrick’s six year term in prison. These scenes in the novel depict this theme and demonstrate the postcolonial values that still dominate Calvary Hill. Postcolonialism also affects Pariag and is demonstrated by how he is treated by his neighbors. Finally we will deconstruct the idea of the â€Å"Carnival† and figure out the relationship of this to the Postcolonial Theory and how this is a reflection of colonial rule. Postcolonial theory focuses on the aftermath of colonial rule and the way former colonizers and colonized people interact in society. In many instances of postcolonialism the original culture of the colonized is lost through cultural colonialism. Mimicry is an effect of this in which the colonized people begin to take on the customs of the colonizers. Another is hybridity when the two cultures are are mixed and a newShow MoreRelatedCountry Notebook Essay12249 Words   |  49 PagesI. Cultural Analysis I. Introduction This research paper will be an in-depth analysis of South Korea and understanding effect on market. The paper will cover descriptions of the country and the financial conditions which are relevant for conducting this research. 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The Fourteenth And Fourteenth Amendment - 1018 Words

Daniel Rivero Rivero 1 Mrs. Sendros Iglesias English 8 Period 1 October 27 2015 The Thirteenth and Fourteenth Amendment Want to learn how everyone is equal? On May 17, 1954 the United States Supreme Court came to a decision that had immediate repercussions on the lives of black and white American citizens. Historic moment experiences have continually characterized these people into distinct racial and social entities. The thirteenth and fourteenth amendment had a positive affect on the problem of racism and segregation.The thirteenth amendment was created to abolish slavery and the fourteenth amendment was†¦show more content†¦The fourteenth amendment grants citizenship to all people born or naturalized in the United States which included slaves who had been freed after the Civil War. The fourteenth amendment had been rejected by most states but was ratified by the required three-fourths of the states. Known as the Reconstruction Amendment, it forbids any state to deny any person life, liberty or property, without due process of law or to deny to any person within its jurisdicti on the equal protection of the laws. Slavery had been enshrined in the Constitution through provisions such as Article I, Section 2, Clause 3, known as the Three-Fifths Compromise, which detailed how each state s total slave population would be factored into its total population count for the purposes of apportioning seats in the United States House of Representatives and direct taxes among the states. Many slaves are free because of President Abraham Lincoln s 1863 Emancipation Proclamation, their post war status was uncertain. On April 8, 1864, the Senate passed an amendment to abolish slavery. After one bad vote and extensive legislative maneuvering by the Lincoln administration, the House followed suit on January 31, 1865. The measure was quickly ratified by nearly all Northern states, along with a sufficient number of border and reconstructed Southern states, to cause it

Teaching in Nursing

Question: Discuss about the Essay for Teaching in nursing. Answer: Teaching is a rewarding pursuit for any professional who wants to share their knowledge and experience to others who are entering into similar practice. This essay will deal with nursing mentorship. Experienced nurses can enhance knowledge of newly registered nurses by sharing their clinical expertise and developing their professionalism. Teaching is a media which provides an opportunity to motivate learners and influence their success. It is a rewarding journey for a nurse working in the clinical setting to play a role of teacher and facilitate students to fulfill their current and future role in health care setting. The goal of an educator in nursing practice is to shape the next generation of nurses by modeling professional skills and values to ultimately enhance the quality of care services in future. The essay will demonstrate the credentials, skills needed as a teacher to teach regularly in the practice area to learners. These learning events will be analyzed about NMC (2008) S tandards for learning and assessment in practice and relevant literature. Later the essay provides a brief teaching plan. The first and the foremost skill that I will teach the students is to establish the effective working relationship. According to Aston and Hallam (2011) a nurse need to be both culturally and intellectually equipped for having satisfied life both personally and collectively. It will not only make their career productive but also help them become the good citizen. Patient well-being is enhanced by establishing the effective nurse-client relationship. According to the theory of Peplau, the major aspect of the nurse-patient relationship includes that both develop maturity and knowledge over the course of the relationship. The interaction of feelings, thoughts, and actions form a basis of an effective relationship. The theory says that better health of patients can be achieved by considering and meeting their specific needs. Nurses play an essential role in the life of patient right from connecting them to doctors consultation, identification of their lifestyle challenges, allowing them to share their worries and communicating to meet their needs. A hospital setting provides care to people from diverse cultural and ethnic backgrounds. Therefore nurses have the huge responsibility on them to overcome the linguistic barrier by building effective communication skills. The reason why I select this particular skill to teach student regularly is that of a therapeutic "nurse-patient relationship" build on trust and care to assist with gratification the physical, emotional, spiritual needs of the patients through personal knowledge and skills only will result in harmony and healing. I will teach the nurses about effective relationship building techniques. My teaching plan will include teaching the student effective communication skills. I will introduce myself to the students and use their names. I would start the interaction with the firm handshake to establish trust and respect. I believe that only by demonstrating good relationship establishing skills I can teach them how to build quick rapport with their patients. Achieving this initial step of mentorship will help solidify underpin the other mentorship aspects and will be effective in reducing the anxiety of students in a new placement. This is also reflected in the NMC guidelines (Nmc.org.uk, 2016). Time is a premium for a mentor who is busy in a clinical area that is short staffed. Therefore the time used in developing the learning skills of the students holds paramount importance and should be well used (Gopee 2008). Therefore, it is imperative that building of effective working relationships at the earl iest is facilitated by the communication skills of the mentor (Houghton 2016). Therefore, I will design my first week of the teaching period in effective application of the communication skills and actively listen to the students issues. The nine essential factors that I would share with the student to enhance their communication skills will be discussed here. Reading improves vocabulary and increase the capability to express ones' ideas and minimize the language barrier while communicating with the patients (Burns and Schultz 2008). Therefore, I would recommend them to read a newspaper, novels, and scientific magazines. I suggest them that they should not use extra words which will confuse the patients. Instead of waffling and losing credibility in front of the patient the nurses should talk precisely and to the point. Else it will make the nurses appear inferior and intimidating in front of the patient (Billings and Halstead 2015). On the other hand, I would teach them about effective writing skills which are particularly useful in dealing with patients who are blind, deaf and dumb. I will prepare myself with questions that most probably the students will ask me. I would prepare the presentation with short video cl ippings that will help a student understand the concepts in the better way. I would teach them about the power of developing active listening skills (Billings and Halstead 2015). As a nurse, these are essential for making an effective therapeutic relationship with the patient. Consequently, patients will feel safe, respected and that their dignity is maintained (Papastavrou et al. 2010). I will encourage students to improve their note taking skills such as mind mapping to create memorable records. In addition to tone of speaking, correct gesture, facial expression, body language, choice of words are relevant factors (Gopee 2008). Nurses who are not able to express empathy and affection which is the cornerstone of the nursing practice are not worthy of this profession (Murray and Staniland, 2010). One best policy that I would emphasize to the students to cultivate is "honesty." The ability to keep promises will create a positive impact on the patients. For example- I will try to find out is better and sounds positive than saying I dont know. I would motivate students to broaden their perspective. Thinking out of box solutions during a crisis halts serious consequences. The student should make a plan to implement theses skills in their daily life without failing. Taking one step each day will eventually make a difference (Billings and Halstead 2015). I will teach practical techniques to enhance their communication skills not only in the profession but also in the personal life. They will be able to leave a marking impression on the patients (Quinn 2007). Consideration of the appropriateness of the learning needs of an individual student during any point of the program will facilitate the learning process for the students who are weak in certain sections of the learning course (Jokelainen et al. 2011). I would use the buddy system to facilitate the learning process. Before that, I would be assessing the skills and competencies and provide the learning material attractive and quick in grabbing the concept. As a mentor, I would follow the NMC standards which refer to the assessment and accountability of the teaching. A more professional and friendly approach is required to understand the expectation of the student and assess their learning needs (Papastavrou et al. 2010). I would use various theories and models of clinical skill acquisition and maximization of the knowledge in the placement. According to Wolff, Pesut and Regan (2010), assessment of the students should be done by reliable and robust evidence. Active feedback sessions fro m the mentor increase the effectiveness of the learning process and practice assessment (Aston and Hallam 2011). I will conduct a feedback survey based on the learning session. I will use a questionnaire where students have to answer the questions based on topics that were taught in the learning session. The results will demonstrate how far a student has been able to understand the concept of "relationship building skills." Further, I would conduct personal interviews to resolve any queries or lessons extra needed. It would help me in evaluating students as well as my teaching skills. It will also enhance the personality development of the students (McCloughen, OBrien and Jackson 2011). The NMC standards emphasize creating a learning environment." According to Wolff, Pesut and Regan (2010), best practices and clear guidelines ensure that the students do not develop negative experiences during the process of learning. For the students to gain broad perspective during the training, learning, opportunities have to be identified by the mentors outside the placement and encourage them for gaining valuable insights into the various aspects of regulatory, statutory, and voluntary work in addition to nursing (Wallen et al. 2010). Mentors facilitate the use of the evidence-based practice for supporting change, building relationships and facilitate the patterns of new practice. The communication and facilitation skills of the mentor promote the development of the understanding of the students of the processes of literature review and research. The students identify the mentors as the most helpful sources for the implementation of the evidence-based practice in the nursing org anizations. The guidelines of NMC states about leadership and its demonstration for education within academic settings and practice. Mentors help to retain and attract the future nurse leaders and serves a great deal in the healthcare system where leaders develop the leaders. Experienced nurse leaders who act as the mentors communicate their tactical knowledge and support the future leaders of nursing while making difficult decisions. For this, the communication skills of the mentors play an active role in sharing their experiences with the students and contribute towards their professional development. The nurse educator develops the potential of the students, and their facilitation skills help them to support and guide the development of the new nurses from their experiences (McCloughen, OBrien and Jackson 2011). Please refer to Appendix for the teaching plan. References Aston, L. and Hallam, P (2011) Successful Mentoring in Nursing. Learning Matters, Exeter Billings, D.M. and Halstead, J.A., 2015.Teaching in nursing: A guide for faculty. Elsevier Health Sciences. Burns, S and Schultz, S (2008) Reflective Practice in Nursing (4th Edition). Blackwell Scientific Publications, Oxford Cottrell S (2008) The Study Skills Handbook Palgrave, London Gopee, N (2008) Mentoring and Supervision in Healthcare. Sage, London Houghton, T., 2016. Assessment and accountability: part 3sign-off mentors.Nursing Standard,30(49), pp.45-52. Huybrecht, S., Loeckx, W., Quaeyhaegens, Y., De Tobel, D. and Mistiaen, W., 2011. Mentoring in nursing education: Perceived characteristics of mentors and the consequences of mentorship.Nurse Education Today,31(3), pp.274-278. Jokelainen, M., Turunen, H., Tossavainen, K., Jamookeeah, D. and Coco, K., 2011. A systematic review of mentoring nursing students in clinical placements.Journal of clinical nursing,20(19à ¢Ã¢â€š ¬Ã‚ 20), pp.2854-2867. McCloughen, A., OBrien, L. and Jackson, D., 2011. Nurse leader mentor as a mode of being: Findings from an Australian hermeneutic phenomenological study.Journal of Nursing Scholarship,43(1), pp.97-104. Murray, C Rosen, L and Staniland (Editors) (2010) The Nurse Mentor and Reviewer Update Book. Open University Press, Maidenhead Nmc.org.uk. (2016).Standards to support learning and assessment in practice. [online] Available at: https://www.nmc.org.uk/standards/additional-standards/standards-to-support-learning-and-assessment-in-practice/ [Accessed 28 Aug. 2016]. Papastavrou, E., Lambrinou, E., Tsangari, H., Saarikoski, M. and Leino-Kilpi, H., 2010. Student nurses experience of learning in the clinical environment.Nurse Education in Practice,10(3), pp.176-182. Quinn, F. M. (2007) The Principles and Practice of Nurse Education. (5thEdition.) London: Chapman Hall. Wallen, G.R., Mitchell, S.A., Melnyk, B., Fineoutà ¢Ã¢â€š ¬Ã‚ Overholt, E., Millerà ¢Ã¢â€š ¬Ã‚ Davis, C., Yates, J. and Hastings, C., 2010. Implementing evidenceà ¢Ã¢â€š ¬Ã‚ based practice: effectiveness of a structured multifaceted mentorship programme.Journal of advanced nursing,66(12), pp.2761-2771. Walsh, D. (2014) The Nurse Mentors Handbook Supporting Students In Clinical Practice 2nd edition, Open University Press, Berkshire Wolff, A.C., Pesut, B. and Regan, S., 2010. New graduate nurse practice readiness: Perspectives on the context shaping our understanding and expectations.Nurse Education Today,30(2), pp.187-191.

The Inca Empire free essay sample

The Inca Empire was a strong, community-based empire, relying solely on their land and environment to live. The Inca Empire faced a variety of issues throughout its establishment, the kingdom could have continued to be very successful, in spite of the unpleasant events taking place in the 1500’a and 1600’s. The Incans were hard workers who took pride in living off the land given to them. Being the first civilization to plant, harvest and cook potatoes, they were considered to be very good farmers. â€Å"In Inca times all tribes were on about the same technological level in their agriculture. Work was communal. † (Von Hagan, Victor W. , 1996) There was no proper taxing system, taxes were paid in labour, and in return people were given the basic necessities of life within the community. By not furthering the knowledge of straightforward, everyday activities and behaviour contributed to the downfall of the empire. Something so simple as using the wheel for farming to an advantage, was not thought of. We will write a custom essay sample on The Inca Empire or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Trade within the public wasn’t very customary due to the amount of land provided, it was more common to trade with other communities. Despite Incans not using advance technology, the balance in the labour tax system, and trade with other empires during this history time period contributed to semi-stability of the Inca Empire. The people among the empire had land to them and could produce their own food and necessities. Although, if the Inca’s had a legitimate market, other weapons and articles could have been traded to further the knowledge on using tools, to benefit them in the advancing of the society. The Incan centralized government was distinctive, based on Andean civilization and was run as a central monarchy. After Emperor Huayna Capac and his heir, died off the small pox, King Atahualpa had been appointed to the throne. This was before the epidemic had broken out among the commoners, and was still killing many members of the royal family of the Inca Empire. King Atahualpa was the last ruler of the Inca Empire before being invaded by Francisco Pizzaro. The Incans were the least advanced on class structure in their society, consisting of three classes; emperors, nobles, and commoners. Lacking an official army, when invaded the Incans had not put up the best fight. When the King was captured and held for ransom, a war broke out against the Incans and Pizzaro’s men. The Spanish were a lot more advanced in armed forces and threatened the community with weapons and artillery, thus causing a decrease in the evolving of the once powerful kingdom. Atahualpa offered gold to the Spaniards, but that was not good enough and Pizzaro heard rumors of another kingdom overtaking the Inca Empire, eventually Francisco Pizzaro ended up killing King Atahualpa. In July of 1533, they began hearing rumors that Ruminahui was approaching with a mighty army, summoned by the captive Emperor to wipe out the intruders. Pizarro and his men panicked. Accusing Atahualpa of treachery they sentenced him to burn at the stake, although he was eventually garroted. Atahualpa died on July 26, 1533 in Cajamarca. Ruminahuis army never came: the rumors had been false. † (Christopher M, 2004). The kingdom could have continued to thrive, if they’re most successful le ader had not been killed and if a change in class structure had been made. The Incan’s were clever people, inventing a variety of things people still use today an example would be freeze dried food and Terrance farming – despite the fact that there was no actual writing system for keeping records. â€Å"In the years following the conquest, the only chroniclers of the Incan culture lacked the objectivity and scientific interests needed for accurate accounts. In addition, they all held to a rigid belief in the literal truth of Biblical records† (Cameron, R. , 1998). Even though the Incan’s were very smart simple people, there healthcare configuration was very deprived. Diseases were constantly being spread throughout the kingdom, commonly among the Emperor Class Structure, and before the empire died out, there was an awful outbreak of small pox. â€Å"Once in Tumbez it was evident to Pizarro that the Incas were engaged in a civil war and that they were suffering from the first smallpox epidemic to reach the region. The smallpox epidemic claimed the life of the powerful Inca Emperor, Huayna Capac, and his heir apparent. The resulting power vacuum caused a political crisis within the empire. † (V. R LaLonde, 1999). To keep a family pure-bread, a royal only married their sisters, which also contributed to the amount of diseases spread throughout the empire, and is a main factor to the decline of the kingdom. Despite all of the factors that contributed to the fall of the Inca Empire, overall the kingdom deemed to be successful if it had not been so behind in technology, invaded and overtaken by disease. The empire was thriving, with good farming and a lot of jobs for people to have, it was a stable place to live and have a family. Unfortunately, being overtaken by a notorious, power hungry ruler can only result in downfall. Including a breakout of life threatening diseases, with poor healthcare systems to treat the epidemic can only produce a negative effect on a society. The Inca Empire was a strong, community-based empire, relying solely on their land and environment to live. If only the empire had been stronger and smarter; with there technology and education, in fighting the Spanish with a proper army, and fighting off the small pox epidemic, because the civilization could have continued to survive. Works Consulted †¢European Voyages of Exploration: The Inca Empire. Home | University of Calgary. The Applied History Research Group, n. d. Web. 20 Apr. 2013. . author unkown †¢Fall of The Inca Civilization. Crystalinks Home Page. N. p. , n. d. Web. 7 Apr. 2013. . †¢Hagan, Von, and Victor W.. INCAS. , VOL 12 . New York: P. F. Collier, Newfield Publications, Inc, 1996. Print. †¢Nishi, Dennis. The Inca empire. San Diego: Lucent Books, 2000. Print. †¢Bingham, Jane. The Inca empire. Chicago, Ill. : Raintree, 2007. Print.