Lab Report Essay Example for Free

Lab Report Essay As part of my module Nip1002 I was required to perform a set of observational skills which included; pulse, blood pressure, respirations, hand washing and urinalysis and then compare them to previous results. In this lab report I am going to discuss blood pressure in detail. Procedure * Explain the procedure to the patient and gain consent * Wash hands thoroughly following the hand wash technique to prevent the transfer of bacteria * Clean equipment e.g. blood pressure cuff and stethoscope using antibacterial wipes * Ensure the patient is comfortable and has been resting for 10 minutes * Remove tight clothing and support the arm at heart level, overestimation or underestimation can occur if it is not at the appropriate level * Ensure you have the correct cuff size for the patient or this could give an inaccurate reading * Locate the brachial artery and apply the cuff * Estimate the systolic pressure by using the radial pulse and inflate the cuff until the pulse cannot be felt. This is important to provide an estimation and avoids error in reading. * To take the patient’s blood pressure use a stethoscope and place on the brachial artery pulse and inflate 20-30 mmHg higher than the estimated systolic pulse * Immediately release the pressure using the thumb valve at approximately 2mmHg per second. If it is deflated too rapidly you may not hear the sounds accurately * The systolic pressure is the level when clear tapping sounds first appear and the diastolic pressure is the level when the sounds disappear * Record the measurements on an observation chart and compare the previous results as this will allow changes in the patient’s condition to be monitored appropriately (see appendix 3) * Remove the cuff and explain the reading to the patient * Clean all equipment and wash hands again to prevent cross infection (Glasper, Richardson; McEwing, 2009, p.168 169) Discussion The heart is located in the centre of the chest and is protected by the rib cage. The heart receives oxygenated blood from the lungs through the pulmonary veins. It then goes to the left atrium, to the left ventricle, to the ascending aorta and is pumped around the body. The superior and inferior vena cava delivers de-oxygenated blood to the right atrium from the body. (See appendix 1) It then goes to the right ventricle, pumps through to the pulmonary trunk to the right and left arteries and then to the lungs. (Tortora and Derrickson, 2011, Chapter20) Blood pressure is the force exerted by the blood on the walls of blood vessels and this should be at a certain level to ensure that the body is functioning correctly. Blood pressure varies from person to person but the normal reading for a healthy adult is around 120/80. (BPA 2008) The top number is called systolic blood pressure and is the highest pressure attained in arteries during systole. The bottom number is called diastolic blood pressure and is the lowest arterial pressure attained during diastole. (Tortora and Derrickson, 2011, p.814) The blood pressure reading that I got on my patient was 120/90 this was slightly higher from the previous readings which were 90/50 and 90/60. Although this reading is slightly high I would not consider it to be a case of hypertension. Hypertension is when your blood pressure readings consistently show readings of 140/90 mmHg. (NHS, 2010) A persons chances of having hypertension are raised due to a number of factors; age, weight, family history and diet. Hypertension creates a higher risk of heart attacks and strokes. ((Glasper, Richardson; McEwing, 2009, p.170) Reflection I am going to use Gibbs (Glasper; Richardson, 2011, p.xix) reflective cycle (see appendix 2) to analyse my reflection. I did a set of observations which included; pulse, respirations, blood pressure, hand washing and urinalysis. When I was doing the observations I was very nervous and I was aware that I was being evaluated which made me feel stressed. Overall I think I did well in the exam because I remembered all the steps and got it done in the time limit. I felt I could have done better if I wasn’t as nervous, as I feel this affected my skills technique. Looking back on the exam I think I was lacking in communication skills as I did not talk to the patient enough. In conclusion it is important that all vital signs are monitored as this can be one of the first indications that a patient is deteriorating. Blood pressure is one of the most important physiological measurements used to diagnose a patient’s condition. References BPA (2008) what is normal blood pressure? [online]. BPA. Available from: http://www.bloodpressureuk.org/BloodPressureandyou/Thebasics/Whatisnormal [Accessed 27th July 2012] Glasper, A. Mcewing, G. and Richardson, J., (2009). ‘Introduction’ in Glasper, A, Mcewing G, and Richardson., Foundation studies for caring. Palgrave McMillan, pxix Glasper, A. Mcewing, G. and Richardson, J., (2009). ‘skills for physiological assessment’ in Glasper, A, Mcewing G, and Richardson., Foundation skills for caring. Palgrave McMillan, p168 p169 Glasper, A. Mcewing, G. and Richardson, J., (2009). ‘skills for physiological assessment’ in Glasper, A, Mcewing G, and Richardson., Foundation skills for caring. Palgrave McMillan, p170 NHS (2011) High blood pressure: hypertension. [online]. NHS. Available from: http://www.nhs.uk/conditions/Blood-pressure-(high)/Pages/Introduction.aspx [Accessed 5th of August 2012) Tortora, G, and Derrickson, B,. (2011). ‘The cardiova scular system: Blood vessels and hemodynamics’. In Tortora, G and Derrickson, B., Principles of Anatomy and Physiology: Maintenance and continuity of the human body’ (13th edit) Wiley. p814. Tortora, G, and Derrickson, B,. (2011). ‘The cardiovascular system: The Heart’. In Tortora, G and Derrickson, B., Principles of Anatomy and Physiology: Maintenance and continuity of the human body’ (13th edit) Wiley. Chapter 20. Appendix 1

Rise And Growth Of Communalism

Rise And Growth Of Communalism India has always been a hub of cultural and religious diversities and its orientation goes back in the historical times. India has a number of religions and they co-exist side by side peacefully. This diversity includes a large number of Hindu populations and a minority of Muslims. Despite this factor there had never been much of a problem between the two religions. So what led to the disputes between these two diverse religions? There is a belief that people following same religion have common thinking and cultural, social, economical and political interests. The communalist emphasizes that Hindus and Muslims cannot have common secular interests, instead their interests are bound to be opposed to each other. Hindu, Muslim, Sikh and Christian communalisms have similar ideologies. The rise and growth of communalism Communalism emerged as a consequence of the emergence of modern politics. As Jawaharlal Nehru said One must not forget that communalism is a latter-day phenomenon which has grown up before our eyes, which means that this ideology came into being in the recent-past and it was a result of the conditions which have in other societies produced similar ideologies and phenomenon. The consciousness of communalism in India arose under the impact of colonialism and the need to fight against the system, which was not accepted by the citizens of India during the colonial rule. The new ways of common interests started building up amongst the people because of the growing political, economic and social amalgamation of the regions, the developing opposition between colonialism and the citizens of India and the common desire to make India into a nation. This also followed from the birth of the new politics during the late 19th century. It was based on the increasing number of politicization and mob ilization of the Indians. The transformation in the ideologies was a gradual and difficult process. The process included the spread of modern ideas of cultural and linguistic development, nationalism and the need to raise voice against discrimination on the basis of region, race, religion, caste, color, etc. In the process of spreading and accepting these ideas and identities, gave a way to some other new ideas and identities. The religiousness consciousness was transformed into communal consciousness in some parts and sections of the country. This transformation took place as there were some factors that favored its growth in that situation and served these sections of the society. The ideology of communalism grew across the country during in the 20th century as it had political and socio-economic roots. The resulting economic downfall and the impact on the Indians produced conditions which were favorable to division and opposition within the society. Some of the problems like unemployment, especially for th e educated middle and lower-middle classes who could not fall back on their land and the absence of development of health, education, etc., led to socio-economic deterioration. This situation gave birth to some of the popular movements including nationalist movement, which enabled to look for long term solutions to the problems of the people by fighting against colonialism. The lower-middle and middle classes were the ones who were part of the military nationalist movement and left wing parties. But because of intense competition after the economic downfall among the individuals for jobs, the middle class individuals used other group identities such as religion, caste, region, etc. for getting a larger share of economic opportunities. Communalism benefitted these individuals in the short run but at the same time gave birth to communal politics. People started using this technique of communalism to achieve their individualistic goals. However, it played short-term and partial role in the social existence of the middle classes. Communalism often misinterpreted social tension and class conflict between the exploiters to different religions as communal conflict. Most often, the exploiting sections were the upper class Hindus and the exploited were Muslims or lower class Hindus. The Muslim communalists used to grumble that the Hindus are exploiting Muslims or the Hindu Communalists used to complain about the Muslims destroying their property. The struggle between landlords and tenants in various parts of the country also portrayed the struggle between Muslims and Hindus. The landlord-moneylender coercion, attack by rural poor on rural urban and many such cases were represented as oppressions by Muslims on Hindus or by Hindus on Muslims. One aspect of the growth of communalism in Punjab was the attempt by the higher level Muslim landlords to protect their economic and social position by using the way of communalism as revenge against the act performed by the Hindu moneylenders and traders against the Muslim ten ants to protect their threatened class interests. Communalism also enabled the colonial rulers and the upper classes to unite with the lower classes and to utilize the politics of the later to serve their own needs. The Divide and Rule policy under the rule of British bore special responsibility for the growth of communalism in modern India. But it is true that the reason for this success was the internal political and social conditions. They used communalism to counter and weaken the growing national movement. It was being portrayed as a problem of the defense of minorities by the British. The disunity between Hindus and Muslims and the need to protect the minorities and the suppression by the majority was a form of justification for protection of the British rule. An attempt was made to put caste against caste, region against region, leftist against rightist and even one class against the other. But the most successful was the communal division which survived till the end. The colonial authorities did whatever they could do by staking everything on it to make Indians fight against each other. Communalism was not developed to such an extent that it could divide the country into two, but the powerful support of the colonial rule increased the chances of division of the country. It was communalism that helped the British in influencing the workers, the middle and lower middle classes and the peasants which gradually included all the sections of the society. The peasants during the 19th century lacked the understanding of the colonial system and the social movements itself and also lacked the possession of new ideologies that we as a nation can have a concept of an alternative and self-governing society. The concept that would unite the people in a common struggle and develop political movements that would last for a long term. On 26th March 1902, Gopal Krishna Gokhale, in one of his speeches included the condition of the country, the condition of finances of the country and the poverty of the people. He came to a conclusion that the condition of the people is deteriorating gradually and its the worse in the economic history of the world. He set to analyze the budget in detail and showed how the land and other taxes had been going up even in cases of drought and famine. He asked for reduction of these taxes so that the middle and the lower middle classes would not be harassed. He was victorious as his proposal was accepted by the British government. Bharat Singhs, one of the revolutionaries, approach towards politics was very secular and he understood the conditions of the people more clearly and the danger that communalism posed to the nation and the national movement. He and his companions were against and openly opposed the suggestion that youth belonging to religious-communal organizations should be appointed as a member of the Sabha. He wrote that a new group of youth was coming forward who did not recognize any differences based on religion and saw a person as a human being and then as an Indian, instead of discriminating on the basis of religion. He admired Lala Lajpat Rai as a leader but he didnt stand by him during the last years of his life as Lajpat Rai switched to communal politics. He saw the importance of making the people free from all the mental burden of religion. A large number of revolutionaries started criticizing the colonial ideologies and some turned to Marxism, some had the idea of a socialist revolution and the others joined the Revolutionary Socialist Party, the Communist Party, the Gandhian wing of the Congress and the other Left parties. In the years following the Non-cooperation Movement, 1922, the conviction of nationalism was still alive in the hearts of the Gandhian followers, who kept the Government on its toes by not following the colonial policies and protested and fought for their rights. The colonial operations by the British colonialists in India led to growth of the communal organizations and movements. These organizations focus on promoting the interests of that particular community. Some of these organizations were Hindu Mahasabha, All India Muslim League, Vishwa Hindu Parishad, etc. Indian National Congress (INC) was found in the 1885 in order to narrow the Hindu-Muslim divide and all sorts of discrimination between Indians on the basis of religion. But Sir Sayed and many such Muslim leaders portrayed the Congress as a representative body of Hindus, so they tried to hinder the unity between Hindus and Muslims. Poor participation of Muslims in the INC proves it. The majority of number of seats was being dominated by Hindus. At the same time Hindus were against the Congress as the religious and communal leaders thought that this movement was supportive of the Western cultural assault. All India Muslim League was a movement that started by the Muslim leaders on 30th December 1906 as a proposal for a political association for the Muslims in India. The motive behind this proposal was to counter Congress influences, to protect Muslim interests and to support the British administration. The 1st meeting of this proposed entity took place in Karachi on the 20th December, 1907. It gave the Muslim leaders a platform on local, national and international levels. Khilafat Movement (1919-24), was an Islamic movement in India during the colonial rule. It was an effort by the Indian Muslim community to unite together against the Turkish Empire ruled by the Khalifa, whom the Muslims considered as the caretaker of Islam. The leaders involved the Khilafat movement fully supported the non-violent methods of Gandhi facilitating the establishment of Muslims and Hindus against colonialism. This effort formed a major threat to the British rule. This movement did not last long and resulted in violent incidents and the final outcome was deaths of many Indian and British people. Muhammad Ali Jinnah, one of the members of the Gandhis congress party, made speeches on pressurizing Hindus and Muslims to live together, but later in 1935 when he returned to India he came up with a mission to save Indian Muslims from Hindu domination. He built up a moribund Muslim League which he later disclosed that this union was only for the Muslims. Hindu Mahasabha was a Hindu nationalist organization which was found in 1915 to oppose the Indian National Congress and the All India Muslim League. This movement started at a small scale as a conference in Allahabad by the leading Hindus. Many socio-political problems led to emergence of Hindu Mahasabha as a communal organization. A certain section of Hindus decided to organize the Hindus with the motive of self-defense. Madan Mohan Malaviya enlightened his fellow Hindus that Muslims and Christians had been carrying on activities since a long time resulting in non-participation of Hindus. Conclusion There have been many such conflicts between Hindus and Muslims in India since the beginning of the colonial rule which may be in the form of violence or non-violence. Before the colonial rule, both the religious groups: Hindus and Muslims were able to live together peacefully. There were communal movements and conflicts in the country which were based on religious communities and strong feelings of nationalism in India during the late 19th century. Some Muslim leaders desired to call for a communal Muslim society. This belief led to initiation of a separate community for Muslims. It became very difficult for them to follow the colonial policies, culture and power. They started refusing to learn English and to associate with the British. They found that Hindus were at better positions with the British in government than they were and they started believing that they favored Hindus. On the other hand, Hindus protested against the Indian National Congress and the All India Muslim League as they believed that the other religious communities were getting the opportunity to participate in political events but they were neglected. The British took advantage of the disputes and misunderstandings between these two religious groups by strategizing one against the other and by favoring the seemingly more peaceful Hindus and Sikhs over the Muslims and enforcing their belief systems upon each religion. Jinnah took an astonishing decision by demanding a separate nation for Muslims in the sub-continent. Later, in the year 1947 he was rewarded with a new country, Pakistan because of the growing communal tensions.

Pediatric Care Against Bullying

Pediatric Care Against Bullying Objectives List at least three client centered learner objectives. The objectives must be client centered, measurable, and time specific. Clients will verbalize understanding what â€Å"bullying† is by the end of the teaching session. Clients will verbalize understanding of the types of bullying by the end of the teaching session. Clients will verbalize understanding of what to do if they encounter bullying by the end of the teaching session. Growth and Development Expected List the age group being taught. I presented my teaching project to a fourth grade class of 9 and 10 year olds. Describe the physical development of this age group. Include information regarding height, weight, muscle structure, fat distribution, bone development, dental development, etc. In this age group, height increases about two inches each year. Weight increases about four to six pounds each year. Along with the increased height and weight, muscle mass also increases. However, the muscles are not functionally mature and are more prone to muscle injury. As height increases, body fat percentage decreases and is replaced by muscle. The skeletal bones continue to harden (ossify) throughout this developmental period. Girls begin to develop faster than boys do and begin to grow taller than boys. This is also the stage of development in which the deciduous teeth are replaced by the permanent teeth. Describe the cognitive development of this age group. Include information regarding the ability to think through operations/problem –solve, ability to learn concepts, reading comprehension, level of understanding, Piaget’s stage, ideas about morality, spirituality, etc. According to Piaget, school-aged children are in the concrete operational stage, which means they make judgements based on their reasoning. The school-age child’s egocentric thinking is also replaced by the social awareness of others. School-aged children can think logically about objects and events. They are able to voice their opinions and think critically. Additionally, this age group is also capable of concrete problem-solving. They achieve conservation of weight by age 9. They also achieve the ability to classify, sort objects and are able to put things in chronological order. For example, school-aged children can classify objects of several features and can place them in order in a series, including dimensions such as shape or size. Reversibility is now possible. School-aged children can reverse simple arithmetic problems. This age group also now has a longer attention span. They have the ability to read more complex sentences that use complex words As egocentric thinking is replaced by logic thinking, school-aged children become more aware of moral standards and conciseness. They now do not solely think about just the consequences, but they can now judge an act by the intention that stimulated it. They clearly understand the difference between right and wrong. As far as spirituality, children are very eager to learn about God. They also are very curious about heaven and hell. They view God as a human and their description of Him is loving, kind, and helpful. They also tend to think that misbehavior will cause them to go hell and good behavior will gain them entrance to heaven. At this age, children also petition their prayers to God. Describe the psychosocial development of this age group. Include information regarding explanation of Erikson’s developmental stage, interaction with peers, interaction with family members, involvement in sports/clubs, hobbies, self-concept, etc. In the school-aged, school plays a major role in the resolution of the developmental crisis of industry versus inferiority. Children learn that they can win recognition of teacher, parents, and peers by doing well in school or mastering a task. The attitudes and opinions of others also become very important. When children master a skill that they have attempted, it helps them to form a positive self-concept of themselves. They develop a sense of who they really are. However, when a goal is not mastered, feelings of inferiority and self-doubt arise because children feel like they failed. These children are most interested in friends and social activities. They enjoy group adventures and cooperative play. The peer group is very important to school-aged children. It is through interaction with the peers that children learn how to put up with those who have strong personalities. Additionally, it is also through peer groups that children socialize and gain independence from their parents. The lack of peer group associations can lead to bullying and feelings of rejection. However, peer groups are not the most influential when it comes the school-aged child. The parents ultimately shape the child’s personality, values, and standards for behavior. Children in this age group also acquire hobbies. They also like to collect things and many enjoy reading and writing. Describe the language development of this age group. Include information regarding ability to articulate thoughts, vocabulary, clarity of speech, dialect among peers, etc. School-aged children learn different words and their meanings. Their knowledge of words is enhanced by reading. Reading also allows the school-aged child to explore and imagine. They also begin to consolidate expressive language skills and learn to express themselves verbally. This age group is also beginning to follow complex instructions. They are able to follow those demands without the use of visual aids. They can read more complex and sophisticated sentences. Additionally, they can express themselves through writing and speaking with more complex and sophisticated words. Describe the fine motor development of this age group. Include information regarding writing ability, scissor skills, dressing self, tying shoes, using utensils, craft making, typing, etc. The school-aged child’s fine motor skills mature and handedness improves. With the maturation in fine motor skills, they also begin to master unlimited varieties of hand crafts. The fine motor skills of children in this age group are smoother and stronger than when they were younger. This increased body control allows them to work on strengthening other skills such as writing, drawing, using scissors, typing, and many other things. However, capabilities ranges are wide among children in this age group. Some may excel in one activity while others struggle. Describe the gross motor development of this age group. Include information regarding walking, maintaining balance, coordination, jumping, reaching, play/activities involving motor movement, etc. The gross motor development of this age group of school-aged children is smoother and stronger than when they were younger. They also have better coordination, balance, and endurance than the younger years. This increased body control allows school-aged children to improve on strengthening physical skills, such as speed and strength in sports and other physical activities, such as running and dance. Some children among this age group will have better endurance, coordination, and balance than others. Some may excel in sports, while others may just enjoy playing with friends and peers fun. POST-IMPLEMENTATION EVALUATION Objectives Evaluation Were the learner objectives met? Evaluate each objective. †¢Clients will verbalize understanding what â€Å"bullying† is by the end of the teaching session. Goal met. Clients verbalized an understanding of what â€Å"bullying† is by stating the definition of bullying by the end of my teaching session. †¢Clients will verbalize understanding of the types of bullying by the end of the teaching session. Goal met. Clients verbalized an understanding of the different types of bullying by stating the different types of bullying by the end of the teaching session. †¢Clients will verbalize understanding on what to do if they encounter bullying by the end of the teaching session. Goal met. Clients verbalized an understanding of what to do if they encountered bulling by stating what they would actually do by the end of my teaching session. Assessments List two identified strengths of the teaching project. One of the strengths of my teaching project is that it was simple, yet age appropriate for the age group that I presented to. Another strength of my teaching project is as I presented the project, I asked questions throughout the presentation. I did this so that I could evaluate the cognitive development and language development of this age group List two identified weaknesses of the teaching project. One of the weakness of my teaching project is that when I presented, I felt that I was talking too fast. Another weakness is that I was very apprehensive when presenting my teaching project. However, that soon passed as I presented the teaching project. Growth and Development Observed Describe the physical development of this age group in comparison of what was listed as expected. Physically, children in this age group were of all different shapes and sizes. Some were more naturally stockier and some were skinnier than others. Some of the children had more body fat than others, while some had more muscle mass. Many of the girls were taller than the boys. While some of the boys were still taller than the girls. Some of the children were short and stocky. Some were tall and stocky. Some of the children were tall and skinny, while others were short and skinny. I also noticed that when some of the children smiled, that they had acquired their permanent teeth. Describe the cognitive development of this age group in comparison of what was listed as expected. Cognitively, the school-aged children were able to think critically about my teaching topic. They also were able to correctly answer the questions that I asked them and shared their own opinions about my teaching project topic. In addition, they also were able to judge acts or actions by the intentions that stimulated those acts or actions. While presenting my teaching project, the students were actually able to tell me reason why people bully other people. They were also able to tell me who can be bullies and who can be bullied. They had logical responses to my questions and actually critically thought about the questions I asked them before answering. Describe the psychosocial development of this age group in comparison of what was listed as expected. The children seemed to be independent and obedient. They also socialized with their peers. Boys tended to spend time with boys and girls with girls. However, the children did interact with peers of the opposite sex. Describe the language development of this age group in comparison of what was listed as expected. This age groups language development was very sophisticated. They expressed their opinions about things using a vocabulary that was complex, but age appropriate. They answered questions using sophisticated words and were able to verbalize their feeling and opinions clearly. Describe the fine motor development of this age group in comparison of what was listed as expected. This age groups fine motor skills varied widely. Some of the children’s handwriting was neat and readable, while some of their handwriting was difficult to decipher. The children also had pictures of activities that required cutting and scissors posted on the walls of the school. Describe the gross motor development of this age group in comparison of what was listed as expected. During recess, I saw the children make use of their smoother, stronger gross motor skills. There were children running and playing outside during recess as I left the school. I also saw students that were playing soccer and jump roping. References Provide an annotated bibliography for the references used. A minimum of three sources must be utilized. Annotated Bibliography Franks, J. K. (2013). The relationship between strengths in youth and bullying experiences at school. Educational Child Psychology, 30(4), 44-58. This article discussed how bullying impacts one’s self-esteem and self-perception of themselves. In addition, this article also discussed the emotional, social, and academic effects of bullying. The information about the consequences for both bullies and those who are bullied was also provided in detail. This article was a helpful resource because it not only provided detailed information about the consequences of bullying and the psychosocial effects of it, but it included evidence-based research information about bullying. Hockenberry, M.J., Wilson, D. (2013). Wong’s essentials of pediatric nursing (9th ed.), Health Promotion of the School-Age Child and Family (pp.457-475). St. Louis, MO: Elsevier. In this textbook, it provides information about the characteristics of bullies and those who bully. The long term effects of bullying are also discussed in this text. Information about why people bully was also provided in this textbook. This textbook was a very helpful resource because it provided detailed information about the characteristics of bullies and those who are bullied. In addition, it also provided detailed information about the long term effects and consequences of bullying. Park, C. (2014). Children And The Duty To Report: The Double Standard Of Child Abuse And Anti-Bullying Laws. Indiana Law Review, 47(3), 843-869. This article discusses why it is important to recognize bullying and put a stop to it. It also gives the definition of bullying and describes the different types of bullying. This article was also a very helpful because it stressed the importance of standing up to bullies and putting and end bullying. In addition, it provided a very detailed definition of bullying and the different types of bullying.

Frederick Douglas Essay -- Frederick Douglas report

Paper on Frederick Douglass In the 1800's, slavery was a predominant issue in the United States, one that most Americans in the South dealt with daily. The Narrative of the Life of Frederick Douglass reveals much about American history during the time of slavery as well as expounds arguments for the abolition of slavery. As a historical document, it conveys information about the slave family, work, the master-slave relationship, and the treatment and living conditions of slaves. As an antislavery tract, it argues against commonly held beliefs about slavery's benefits and its morality, making strong points for getting rid of slavery. In The Narrative of the Life of Frederick Douglass, Douglass reveals, through the story he tells "the core of the meaning of slavery, both for individuals and for the nation."(2) Slave families were often torn apart by the master separating them. Douglass states that often mothers were taken away before the baby reached one year old. He believes this was probably done to break the bond of affection between the mother and the child. In Douglass' own case, he only remembered seeing his mother four or five times, during the night, when she had to walk twelve miles each time just to be able to see her own son for a little while. When she died, Douglass wasn't allowed to go to her burial. He was just told she was dead afterwards. Douglass didn't feel much hearing the news because he barely knew her. Douglass also wrote of how members of the slave family were always at risk of being separated. They could be sold at the master's whim, or when the master died, the slaves would be gathered with the rest of the property to be sold to different masters. Frederick Douglass tells how after his master died, th... ...ample, when he tells how people who could be chosen to work on the Great House Farm would sing songs filled with great anguish. When he heard these songs, he got his "first glimmering conception of the dehumanization character of slavery."(51) The second main idea was how knowledge equals power. His growing understanding about how education would be "the path from slavery to freedom."(64) He tells how the more his master, Mr. Auld, argued his education, the more clearly he knew its supreme importance. His third main point was that freedom is essential for every human being. He showed all of his renders a glimpse of this when he "imagines himself on one of [the ships] ‘gallant decks,' speaks to us and the ships alternating voices of anguish and triumph, pouring out his ‘soul's complaint,' and converting it into an unforgettable image of the meaning of freedom."(23)

Lightning Never Strikes Twice :: essays research papers

Lightning Never Strikes Twice A few miles off the cost of Cape Cod, sits the island of Nantucket. On this island, during the 1600’s lived the Haley family. Tom Haley was the only tobacco farmer on the island and due to this fact they were extremely wealthy. Their estate was the largest on Nantucket and was located right over a beautiful cliff. Tom and his wife Janice ate breakfast every morning at 6:00am everyday with their son Garnet. Late Thursday night a storm was getting very close to their house until a bright fist from the heavens stroked down on their chimney and collapsing the house, killing the entire Haley family. As the legend of the family goes their souls were not able to escape the rubble and float into the sky. Therefore their soul will inhabit the house until their able to escape. Their souls will reside there until they find another soul to watch over the house. Three months ago. Steve Windmere a wealthy young CEO of AT&T is driving around Nantucket looking for a new house to settle in. When he comes across the most beautiful house he has ever seen. He loved every bit of it from the aged gray shingles to the pealing paint off the white shutters. With a happy surprise he sees a Murrey’s real estate sign. As fast as he can he looked at the address, "52 Cliff road" he says to himself. He rushes to his car and drives to Murrey’s real estate office on Main Street. He signs up to buy the house right away. Of course everyone working there has a greedy look in his or her eyes while Steve signs the contract. Being so self-centered as he is he doesn’t even notice. Steve could smell the sweat falling from the agents. They were so nervous most of them had to leave, they couldn’t believe that they were actually going to sell the old Haley residents. When he was finished he stepped out on to Main Street and sa w a mysterious man sitting up against the brick wall of the real estate office. The mysterious man got up and walked toward Steve and said, "looks like you just bought more than you bargained for." Laughing he walked away into a fog that seemed to appear out of nowhere, confused and baffled Steve just walked across the street to Something Natural to have lunch.

The House on Mango Street Reflection Paper

February 6, 2013Cynthia Cotto [email  protected] edu Response Paper In the very first vignette Esperanza discusses how her family moved around a lot and even though the house on Mango Street was not the house of their dreams, it was a great achievement to own it. Although Esperanza knew they were not moving anytime soon, she recognized one advantage; her family was free of landlord management. In my community home ownership is a constant battle and for many simply a dream.I learn the value of home ownership in a similar sequence as Esperanza. My little sister and I were moved to and from apartment to family member’s houses until our first small home. A home with no back yard and only four stairs and side walk out front. None the less, a home to call our own; it was then that I knew one day I will own my home painted â€Å"white with trees around it, a great big yard and grass growing without a fence. † Setting this goal meant one thing to me, out; out of Philadelphia like out of the House on Mango Street.How to get out and leave my home, my Philadelphia that is so much a part of my maturing process that has molded who I am today is the challenge. Poverty is the drive behind my force on getting out, like Esperanza, poverty is a constant scene that drives my motivation to rise out from my community in Philadelphia. For many families it is not unusual to live in a row home next to an abandoned home or open lot where houses use to be; look around and see no grass only concrete, see no trees only stumps of where trees use to be and garbage carried by the wind collected alongside stoop of houses.The tricky part of growing up with this experience is realizing it molds character and influences a sense of direction. My experience in poverty directed my ambition in education therefore strengthening my chances in attaining my goals. Ultimately what was said to Esperanza by the three sisters, â€Å"You can’t erase what you know. You can’t for get who you are† is valid in the sense that no matter which path one is headed, their past is part of who they are, it is where they have been.Even though leaving Philadelphia is a dream of mine, I know there is no other place in the world I would rather be from; it has prepared me to be brave and define what I desire for my life and what is undesired for my life. Self-exploration is hindered in this book and my life. I can very much identify with Esperanza perspectives on societal issues that Latin women face. A society dominated by men and women relying on them, whether it is a father, spouse or friend. Men are considered the strong reasonable as where women are weak and emotional, in turn women need men for protection.A young girl may have two story paths, one where she relies on the protection of her father while she watches her mother cater to him or two, witnesses the struggles of a single young woman and absence for a father. This book describes marriage as priority for every girl or else how could she survive; appearances and physical features are highly valued traits. This attitude is not one that Esperanza agrees with, nor do I. For example, Marin she is the girl standing on the street just â€Å"waiting for a car to stop, a star to fall, someone to change her life. This character implies that she does not dream of actively setting life goals for herself and working to earn them, instead she will wait until a man makes it happen for her. The ideology behind this thought being that as a woman she must thrive to be as attractive as possible to heighten her chances of marriage and acquire worthiness. First women are to become wives, then mothers this is to be success enough. The thought of a woman exploring her independence not only from her family but from men is not an appreciated ideal.Esperanza mentions many women that are prisoners in their marriages and trapped in their homes due to such bias. This is an important issue and should be addres sed because reflecting on Esperanza’s perspective and my personal opinion; Latin women are not encouraged to explore independence much less through education. Sally is a great example that can express my reason for writing about this issue, her father sheltered her all her life and she married before eighth grade.Practicing those societal values leads Sally’s life to be encaged by her husband and home accompanied by nothing but the things she owns; this to which Esperanza understands that even though Sally has all the material things that her husband can buy, that is not worth much if there is nothing to do, no social interactions, or no self-respect. Esperanza absorbs her surroundings, contemplates her neighbor’s situations and visualizes her life and the thought of her life sadly gazing out of a window, this was all the motivation she needed to decide that she will not be end her story in the same manner; this I have done throughout my life as well.Being born and raised in the heart of Philadelphia I am consistently expose to the abundance of inequality, injustice and overall hardships that seem to walk hand in hand with this territory and culture of my community. Esperanza introduces Alicia, a girl that has a strong quality in common with Esperanza as well as I; the virtue of education. Alicia’s circumstances are very relatable to young Latin girls today in my life for example, I can recall positive reinforcement when I received good grades but there was rarely any encouragement to have me participate in extracurricular activities or educations competitions because there were chores.My family believed the transition would be easier if I did not move away for college and so I did not; I am encouraged to live home until marriage, therefore I have been. Things such as living on my own is addressed with the attitude of â€Å"why waste money, you minus well wait until you get married to move out,† but my education is my future; it is my gateway out of Philadelphia and into the path of my home with trees and grass to come home to after a day with my second grade students. With independence from my family and men is born a woman that can support herself and does not need to rely on a man.I am writing about the inequities regarding Latin women addressed in this novel as it is connected to my life. I like Esperanza, refuse to accept the limitations surrounding me like fog in the night discouraging me to pursue new paths. Most of the women characters Esperanza describe have strong personalities yet are unable to escape from their suppressing community and culture. I am neighbors with Mothers the age of fifth-teen and grandmothers the age of thirty-two. There are women that are raising their grand-children and mothers hoping to complete high school.Yet somehow this has become a norm it is not surprising to see a Latin woman have children at a young age as well as marriage. I personally never get tired of being asked: Do you have children? Are you married? You are in school? (in a very sarcastic tone); in that specific order. The expectations in this novel for young Latin girls are to find a man to support them and the way to find a man is through physically looking as attractive as she can and in order to become a loyal wife and mother. This is a society where a woman leaving their families to seek self-identification is not a natural thought.Esperanza was strong enough to fight through the society norm and pursue her talent and not become trapped in a house ruled by a man. Today I fight the same battle as do many Latin women do, we are strong and it takes bravery to go after one’s happiness in life. We strive to rise above poverty and community inequities through hard work and self-dedication to one’s ambitions. As The House on Mango Street is part of Esperanza, my Philadelphia community is part of me; without what I have seen I would be blind to what I want.

Effects of lobbying and its effectiveness in America Essay

Effects of lobbying and its effectiveness in America Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A lobbyist is anyone with a clear understanding of working of the federal government and the legislative actions taken each day as well as their impacts. He might represent an individual, a party, company or a group of people (Hrebanar, 2009). Yearly, many dollars are spent on lobbyists in Washington DC. We shall discuss about the effects and effectiveness in this city.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   For a start, not every American citizen can approach members of the Congress or to government officials to have their interests addressed. Anyone who has an issue seeks the help of lobbyists who represents their interests to the congress. The fee charged is high but one is fully represented and listened to. They represent anyone who seeks their help not the interest of all citizens. This is a direct form of corruption.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The lobbying companies make a lot of profits based on the purpose of forming the company. The benefits may be in terms of direct cash, reduction of taxes or being awarded any contract of government. This is a form of corruption and unfairness because the citizens who cannot afford to approach them can’t win such tenders or have any interest in the congress.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Many companies opt to pay lobbyists who in turn help them evade paying the corporate tax of 35%. The whole process is facilitated by politicians receiving money from the lobbyists (Waterhouse, 2013). This leads to reduction in the income of the country in terms of taxes collected thus the economy is also affected. Living standards of citizens also become poorer because they are forced to pay more taxes for the government to operate efficiently.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Since lobbyists have a great impact on the laws passed in the Congress, some important regulations may be passed in favor of corporations which carry out illegal activities such as emission of poisonous gases to the atmosphere or trafficking of drugs. Congress members and other officers in governmentare paid to help in passing these regulations. This is harmful to the general public since the products affect them negatively. In this case, environmentalpollution through poisonous gases increases cases of cancer and. Practical examples of such companies are tobacco and extraction companies.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Lobbyists are not always effective even though they have much influence in the government and its officials. The court is always a fair representer of the normal citizens and it may rule that a regulation should not be passed because of its impact on the American society. A good example is when the court stopped the FDA tried to introduce the generic version of Lovenox but the court stopped the procedure despite the huge sums of money the company spend on lobbying. In addition, there are leaders in power who don’t accept any type of bribes so the influence of lobbyists does not affect their decisions pertaining some regulations or policies. These leaders condemn fully the activities of lobbyists hence the regulations passed and enforced in the country are in favor of the citizen’s not individual groups or companies.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In conclusion, lobbyism is rampant in America especially in Washington and the results of such groups may affect the normal citizens positively or negatively. A significant amount of capital is spent on lobbying which reduces the net income on taxes hence affecting the economy. The health and normal lives of citizens are largely affected by lobbyism. Luckily, they are not effective always thus some of their policies are neglected especially by the court and no-corrupt officers. The best way possible out of this is through campaigns to alert government officials of the effects of lobbying. References Hrebenar, R. J., & Morgan, B. B. (2009).Lobbying in America: A reference handbook. Santa Barbara, Calif: ABC-CLIO. Waterhouse, B. C. (2013). Lobbying America: The politics of business from Nixon to NAFTA. Princeton: Princeton University Press. Source document