Peer Support Program for New Nurses Essay Example | Topics and Well Written Essays - 500 words

Peer Support Program for New Nurses - Essay Example Every day that nurses see a distressed person, an injured person and even deaths occurring almost every day in their presence. Although they are trained to handle this, they nonetheless have to sometimes be overwhelmed by this (Robinson, 2003). These nurses need peer-support in the workplace. Â  Nurses also almost always have to work with precision which means that any small mistakes can lead to serious repercussions for the patients as well as the nurses. Peer support is definitely appreciated to maintain this accuracy in working. New nurses may not be able to have everything in their fingertips and sometimes can have a very difficult time getting their head around the many tasks they carry out every day. In this regard, a peer support program for new nurses would have to include the following; Â  Like any workplace, nurses and especially new ones need social support from their peers. Social and psychological support is important to the nurses because that feeling of belonging is a vital ingredient in increasing the nurse’s efficacy (Hughes, 2012). Â  Building the formal social support systems can be made from the informal to make formal systems. It is good to note that informal social support systems develop naturally everywhere in the workplace. Unfortunately, these informal social support systems are not efficient in their ways and it is necessary to make sure that they are harnessed. To formalize this system is important to make sure that the new nurses can benefit as soon as they join the working force in a care centre or hospital. Â  New nurses can be overwhelmed by their work. Needless to say, overwhelmed nurses can only give healthcare which is of lower quality to the patient. This can also lead to their mental health deteriorating and they therefore need support. This peer support can be accessed through information systems which make real-time consultations with other nurses (Michael, 2014). Â  

Never Let Me Go Plot Essay Example for Free

Never Let Me Go Plot Essay In a small school called Hailsham placed in England in the 1990’s, Kathy, a student from years back is looking in search of Hailsham after a few years of it being shut down. Kathy has reminisce of Tommy; a strong-willed boy who was the best football player at the time, threw tantrums and wore a special polo shirt as good luck. She also had reminisce of her times at Hailsham and the events that had taken place there. When Kathy was a student, everyone who attended was examined weekly in Room 18 by a nurse who everyone nicknamed Crow Face. Kathy and the other students learned about â€Å"exchanges† which took place four times a year; once in the spring, summer, autumn, and winter. How you were regarded at Hailsham was based on how well you were at creating. These creations that students made were part of the exchange and students would buy work done by other students in your own year. When students bought your creations, this would get you tokens and you could buy other creations from class mates. Tommy is a shy child who is not very creative. In Miss Geraldine’s class is where most of the students make their creations. Tommy made a kid-like creation of an elephant painting and Miss Geraldine praised Tommy for his uniqueness. After Tommy stopped throwing his tantrums during school he stopped getting made fun of. The woman, who ran Hailsham, went by the name of Madame. She was a tall, French, narrow, short haired and distant from the children. Miss Emily was one of the students’ favorite teachers. She was older, stood straight, had silvery hair that she wore back; quiet, deliberate voice, and made fair decisions. In Miss Emily’s and Miss Lucy’s class, the students talked about the token controversy over Madame taking work and paying the students with tokens. Eventually the issue got resolved and tokens were given to the students. Polly, a student from the same year as Kathy and Tommy, asked Miss Lucy why Madame took their creations. Miss Lucy replied, â€Å"All I can tell you today is that it’s for a good reason. A very important reason. But if I tried to explain it to you now, I don’t think you’d understand. One day, I hope, it’ll be explained to you† (Ishiguro 40). Once a month there would be â€Å"Sales†. A large van would bring toys and outdated items from the outside of the Hailsham gates and students could use their tokens to buy items of their preference. Every morning there was an assembly before school, except on the days that there were Sales because there would be announcements. Junior year, Kathy became acquainted with Ruth. Kathy and Ruth played in the sandbox together and eventually Ruth began to let Kathy play with her horses. Ruth questioned Kathy about if she liked Miss Geraldine and Kathy said that she did. Ruth then said, â€Å"All right. In that case, I’ll let you be one of her secret guards† (Ishiguro 48). Ruth tells Kathy that there are 6-10 secret guards and they make presents for Miss Geraldine and guard her from being kidnapped. Ruth said Miss Geraldine gave her the pencil case that she has now. Kathy looks back into the files of the sales to see if Ruth is lying. In art class another student had asked about Ruth’s pencil case and Kathy backed her up. In Miss Emily’s classroom she talked about England and a place called Norfolk which was known as a â€Å"lost corner.† Kathy lost her beloved tape of ‘Songs after Dark’ by Judy Bridgewater at which she found at a Sale. The cover of the cassette tape was not appropriate for Hailsham because the guardians were very strict on smoking. On the tape, track number three was Kathy’s favorite song; â€Å"Never Let Me Go.† One day Kathy was listening to her favorite track on the cassette and was dancing around like she was holding a baby, Madame walked by her room and saw the door open and Kathy dancing. Madame began to weep and the tape went missing a few months after this incident. All school attendees cannot have babies. Ruth hunted for the lost tape, but was incapable of finding it and instead bought a tape with ballroom music on it to make Kathy feel better. On a gloomy day, Miss Lucy talked to the students about how they are at Hailsham to eventually donate their vital organs. In school the students are taught to look after other students and not after the guardians. Sex becomes the new â€Å"creativeness† and Tommy and Ruth break up after 6 months. Kathy later finds Miss Lucy a wreck in Room 22. Miss Lucy explains to Tommy that she should have never told him that he didn’t need to be creative because their creations would later be used as evidence. Miss Lucy eventually leaves Hailsham and Ruth and Tommy become and couple again. After the students graduate from Hailsham, they are moved to cottages and are now known as veterans. At the cottages the students are free to do what they want and reading books is the proper thing to do and watching television is frowned upon. Keffer keeps up with the cottages and hates a boy named, Steve, because of his magazines. Kathy looks through Steve’s magazines looking for her â€Å"possible†. A possible is the other person that you were copied from. It is said that if you see your â€Å"possible,† you will see your future life. Chrissie and Rodney, two veterans from the cottage s, say they saw Ruth’s â€Å"possible† in Norfolk. Chrissie, Rodney, Ruth, Tommy, and Kathy head to Norfolk to find Ruth’s â€Å"possible.† One the way to Norfolk, Ruth mainly talked to the veterans about a rumor how if you really loved someone that you may be able to talk the guardians into letting you stay together for a few more years longer. The group goes into a small homey store called Woolworth’s and Chrissie and Ruth talk more about the known rumor. Ruth finally sees her possible â€Å"possible† and follows her into â€Å"The Portway Studios† which is an art gallery. The â€Å"possible† seems less and less like Ruth and when the â€Å"possible† leaves, the group stays and listens to the silver haired woman about all of the art. Ruth complains about how â€Å"possibles† are poor people. Later that day, Chrissie, Rodney, and Ruth go to visit an older veteran by the name of Martain to try and cheer up Ruth. Kathy and Tommy stay behind and do not go with them, but instead go in search of Kathy’s old cassette tape that had disappeared so long ago. Tommy tells Kathy that he draws imaginary animals and that he actually does have creativeness and it just has not came out until now. Once back at the cottages, no one talked about the trip to Norfolk and Ruth finds an old church that is no longer in use and sometimes goes there to read peacefully. The essay to leave the cottages and start training no longer seemed important to anyone. Tommy and Ruth slowly started drifting apart and Ruth politely tells Kathy that Tommy does not like being with woman who have been with this and that person. Not too much later, Kathy decides to tell Keffer’s that she would like to start training. Kathy later starts as a carer. As a carer they learn to live on the go constant and deal with pain and isolation in their own ways. Kathy runs into students and long ago friends once in a great while. Kathy walked home one day behind a clown with a bunch of balloons and a case. She waited for a balloon to fly away but none of them ever did. Kathy then later went to see Ruth at the Recovery Centre in Dover. They talked about a boat that had been found not too far away and about Tommy. Kathy made a plan to go and see this boat and invite Tommy with them. Kathy and Ruth traveled to Kingsfield to pick up Tommy where they had seen old pictures with a family and a big pool and where the pool had been before there was cement. They all went and seen the boat and it reminded Kathy of what Hailsham might look like now that its doors were closed for good. One the way back to Kingsfield to drop off Tommy and say goodbyes for now, they talked about Chrissie passing and the billboards flying by on the side of the road. Ruth randomly decides to give Tommy Madame’s address because Kathy will not take it. Ruth gave Tommy and Kathy Madame’s address in case Kathy and Tommy want to get a deferral. Kathy visits Ruth in the hospital and tells Ruth that she and Tommy are going to go to Madame’s hose to try and get a deferral. Ruth eventually passes. Kathy moved into a suite at Kingsfield with Tommy and became his carer. Tommy is slowly healing from his last donation and he draws animals to fill in his time while Kathy sits on their bed and reads. Kathy and Tommy pick out drawings and go to talk to Madame. Madame was not home but they saw her down the street so Kathy and Tommy started to follow Madame home. Madame pauses but tells Kathy and Tommy to come inside. They talked to Madame about getting a deferral and adding creations to Madame’s gallery. A person in a wheelchair was behind a big curtain and Madame tells whoever to come out. To Kathy and Tommy’s surprise the person in the wheelchair is Miss Emily. Miss Emily explains to the two that there is no such thing as a deferral and the gallery at Hailsham was to prove to outsiders that the children raised at Hailsham had souls. Tommy threw a tantrum on the way home. Tommy’s theory was right; Hailsham was just a place to experiment on people to create perfect people. Later, Tommy believes that it would be best if things ended between him and Kathy so things are not so hard in the end. Tommy describes to Kathy about the imaginary puddle that he would jump in when he scored a touchdown. Tommy dies after he â€Å"completes† and Kathy visits Norfolk for the last time before she â€Å"completes.† A major theme in the novel Never Let Me go is conformity. All of the students at Hailsham are born into this world as perfect people because they are clones and are meant to save others’ lives, not themselves. Most of the students at Hailsham accept the requirements throughout the process of being a clone. Tommy is the only student that throws tantrums and works his way against the system, but eventually forms to the way of life that he was given. All of the students see the future that awaits them but the guardians reassure them that it is okay and everyone forms to society in their own ways. The students do not fight against what they have been given, instead praise the life they have been given; but at the same time have thoughts about why their creations had been taken and why they had to live their lives like this. Many did not ask questions about their lives for the simple reason that they were too scared to find out the answer. A second major theme presented in the novel was obligation to society. The founders of Hailsham prided themselves on producing the most accurate clone in the world. Creating copies of humans in order for them to owe their lives to society, many of these clones were unhappy and fell into depression. The founders believed that many of the Hailsham students should be prepared to take their lives to save others and be happy in the process of achieving it. Madame tries to explain this to Kathy and Tommy when they question her about the deferral. Madame tells them that they should be happy because even though their lives are going to end early and they will spend countless days in pain, they at least had a wonderful life to live unlike many of the clones before them that didn’t get to explore the many wonders of life. The founders of Hailsham raised all of the clones to respect their elders and do as they are told. This is the same way they go through life and by doing so they live a bearable worthwhile life. A literary device that is used in this book a few times is a simile. A simile is a figure of speech involving the comparison of one thing with another thing of a different kind, used to make a description more emphatic or vivid. An example in Never Let Me Go is, â€Å"In fact, it took a moment to see they were animals at all. The first impression was like one you’d get if you took the back off a radio set: tiny canals, weaving tendons, miniature screws and wheels were all drawn with obsessive precision, and only when you held the page away you could see it was some kind of armadillo, say, or a bird† (Ishiguro 187). Ishiguro uses this phrase to show how much hard work Tommy put into his drawings. Tommy thinks that if he works hard and really puts himself to work on creating a unique piece maybe he will prove that he deserves to live longer. Tommy wants to prove to the guardians and all of the outside world that he is not just a clone and he actually does have feelings and has a true soul. Another simile found in this novel is â€Å"I thought about Hailsham closing, and how it was like someone coming along with a pair of shears and snipping the balloon strings just where they entwined above the man’s fist† (Ishiguro 213). Kathy thought this because now that Hailsham has closed, her past life has been cut away and taken from her. Even though her memories have not been taken from her, she can no longer return to Hailsham if she wanted to visit. A second literary device used throughout this novel was an anaphora. A couple examples of an anaphora is, â€Å"You’ve been told about it. You’re students. You’re . . . special. So keeping yourselves well, keeping yourselves very healthy inside, that’s much more important for each of you than it is for me† (Ishiguro 68-69). Ishiguro put an emphasis on this quote using the word or structure of â€Å"you† a lot because he wants the reader to clearly see that the students are the ones that need to stay healthy, be looked after, and take pride in them. Another anaphora found in Never Let Me Go is, â€Å"Because however sympathetic they were, I could see that deep down they were relieved. They were relieved things had turned out the way they had; that they were in a position to comfort Ruth, instead of being left behind in the wake of a dizzying boost to her hopes. They were relieved they wouldn’t have to face, more starkly than ever, the notion which fascinated and nagged and scared them: this notion of theirs that there were all kinds of possibilities open to us Hailsham students that weren’t open to them† (Ishiguro 165). This quote really shows the relief that Chrissie and Rodney have in this part of the book. Chrissie and Rodney are so relieved because there has never been a student at Hailsham that has ever met or even seen there â€Å"possible† and if they were to, everyone would have no idea how to react to such a thing. The book Never Let Me Go was very enjoyable although in some parts I would have to say the book was kind of boring. For the most part I liked this book, but I felt like I kept reading and reading and even when I finished the book, I felt like I wasn’t done reading. To this day, I don’t know if that is a good thing or a bad thing. Either way I enjoyed reading the book, it teaches the reader to appreciate the things that we take for granted every day in our lives and to take time and notice the little things that are around you. Overall, I am glad that I chose this book to read over the summer and hope to share this book with others.

The Holocaust and the Cambodian Genocide: Similar or different? How ab

Evil doesn’t even begin to cover it. The mass murder of millions of people. The complete obliteration of an entire society. Each and every genocide has the same core principles, but a distinct face. A dictator takes over a weak country with promises of returning it to its former glory, once he has everyone’s support, he implements extremely discriminatory laws and finds reasons to kill anyone who dares oppose him. The Holocaust and the Cambodian genocides are remarkably similar, and yet strikingly different. The Holocaust was an attempt to wipe out all Jews and other minorities such as gypsies and handicapped people. The Cambodian genocide, led by Pol Pot and the Khmer Rouge, was in some ways a mirror image of the Holocaust, but it happened forty-two years later. On the other hand, there are many more that one distinction that sets Cambodia apart from all other genocides. Although the two genocides are quite different at a first glance, they are interestingly similar upon deeper inspection. For starters, the Holocaust is best known for it’s brutal and inhumane treatment of prisoners, such as tattooing a number on their arm against their will and feeding them food that is not even fit for dogs to consume (â€Å"Holocaust†). It may be shocking for some people to hear that in Cambodia, it was just as atrocious, maybe even worse. During the Khmer Rouge takeover in 1975 most Cambodians were forced to leave their homes on such short notice that numerous families were killed on cite for not evacuating quickly enough. Those ‘lucky’ enough to escape immediate death were forced to work, unpaid, in labor camps until the fatigue wore down their immune system and they died of some wretched disease (â€Å"Genocide†). Another intriguing similarity betw... .../www.yale.edu/cgp/chron.html>. "Eight Stages of Genocides." Genocides and Conflicts. William Mitchell College of Law, 2012. Web. 15 Apr. 2014. . "Genocide- Cambodia." Talking About Genocide - Genocides. Peace Pledge Union, n.d. Web. 15 Apr. 2014. . â€Å"Holocaust, 1933-1945, The† World Without Genocide. William Mitchell College of Law, 2013. Web. 15 Apr. 2014. . January, Brendan. Genocide: Modern Crimes Against Humanity. Minneapolis: Twenty-First Century Books, 2007. Print. Walker, Luke. "Cambodian Genocide." World Without Genocide. William Mitchell College of Law, 2012. Web. 15 Apr. 2014. .

To what extent is the American Constitution an elitist document?

To what extent is the American Constitution an elitist document? Why then did the framers provide for public participation in the political process? The best way to approach this assignment is to split it into two and answer first to what extent do I feel the American Constitution an elitist document. When this has been answered then it will be possible to move on to try to understand why the framers of the constitution provided for public participation in the political process. I should begin by saying that I think the Constitution is a very elitist document, but before I elaborate on that opinion I feel that it is necessary to firstly define what an ‘elite' is, and also to provide a bit of background information on the Constitution. An elite is defined by Webster's Dictionary as the best of a class; the socially superior part of society; or a group of persons who by virtue of position or education exercise power or influence. When we talk about elites though we have to bear in mind that they prize order and stability above all else, and if they can preserve the status quo they will, however this is diverting from the main question. It is perhaps the last part of the definition that is most relevant when we come to the American Constitution, and ask ourselves to what extent it is an elitist document. Before I come to that though I feel that it is necessary to explain how the Constitution of the United States of America came into being. Without going too far back into history, the thirteen North American colonies had rebelled against the British government after coming to see King George III and his colonial governors as tyrants, and also there were disputes over taxes that had to paid both to the colonial legislatures and the British government. These tensions reached a climax in 1775 and the American War of Independence broke out. This war lasted until 1783, when the British granted independence to each of the thirteen colonies. Each of the thirteen states were now independent and bound together under a loose agreement called the Articles of Confederation (AOC). The Articles of Confederation provided for a unicameral legislature with each state being allotted representatives based upon their total population, but each state had only 1 vote in the legislature. There were many flaws in this arrangement like the fact that there was no executive body; the fact that nine states had to agree to pass legislation; and crucially the AOC could not legislate in the following areas: The national government could not levy taxes, only request funds from the states. This resulted in the national government going into debt almost immediately. * The national government could not regulate commerce and each state had set up tariffs against the other. The result was a building economic recession. * The national government did not have exclusive control over the money supply. Each state and the national government had its own money supply. In the face of these crises, the elites (for want of a better word), of the thirteen states decided unilaterally to revise the AOC, and so the Constitution of 1787 was born. It is now time to examine to what extent the Constitution is an elitist document. â€Å"We, the people of the United States, in order to form a more perfect Union, establish justice, insure domestic tranquillity, provide for the common defence, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this Constitution for the United States of America. â€Å"1 Superficially at least the Constitution can be said to be a very elitist document by virtue of the way in which it came into being. It was written by fifty-five men out of a population of approximately four million. If we consider that the framing of the Constitution to be the real beginning of the USA, which was in theory supposed to be a democracy, then we have to see the Constitution to be an elitist document because of the way in which the Founding Fathers (a tiny fraction of the population) decided to scrap the AOC and come up with an alternative behind closed doors, without the majority of the population knowing what was going on. Another superficial argument can be made based upon the fact that the delegates who signed the Constitution were as Thomas Jefferson put it â€Å"†¦ an assembly of demigods†. According to Dye and Zeigler â€Å"the men at the convention belonged to the nation's intellectual and economic elites†2. Therefore the Constitution was always going to be biased towards elites because even though the majority of the population were small freeholding farmers their views were not taken into account at the Convention for the simple reason that none of the delegates really came from that section of the nation. As I have said both these reasons are superficial, but if we get into the detail of the constitution then we can see that it is a very elitist document in several key areas. The first is economic elitism. The Constitution gave Congress â€Å"power to lay and collect taxes, duties, imposts and excises, to pay the debts and provide for the common defence and general welfare of the United States; but all duties, imposts and excises shall be uniform throughout the United States†3. This is all well and good, but when taken with the fact that according to Article 1 Section 2 â€Å"Representatives [and direct taxes] shall be apportioned among the several States which may be included within this Union, according to their respective numbers†4 – taxation and representation based upon population. This meant in essence that a rich man paid exactly the same amount of tax as a poor man regardless of his wealth, and if we consider that the men at the convention were all very we ll-off if not extremely rich, then whatever their intentions were the constitution could only benefit them and those like them. The Constitution also gave Congress the power to regulate commerce between the states. This regulation in concert with the provision that â€Å"No tax or duty shall be paid on articles exported from any state†5 created a huge free trade area were none had existed before, and of course this would be very beneficial to those American merchants – including many of the framers of the Constitution- that traded across the USA. Again we can see just how elitist the Constitution is because it benefits big business even though the majority of the population were small freeholders and small merchants that benefited from a certain degree of protectionism. Economic elitism can also be seen in the parts of the constitution that give Congress powers over the regulation and value of money, bankruptcy laws, weights and measures, and so forth. These powers would enhance financial stability in the nation and this move could only benefit the more economically orientated members of the Constitutional Convention. There is also evidence of military elitism within the Constitution. Section 8 of Article 1 provides for the creation of an army and navy. Naturally a nation needs an army and navy, but this act has to be seen in the context of just what the American elites gained from it. The Constitution concentrated the military might of the USA under the Commander in Chief aka the President. The President also had the power, with the advice of the senate, to make treaties and to send and receive ambassadors. We have seen that the Founding Fathers wished to create a strong centralised government and this concentration of military and diplomatic might gave them the ability to do just that, with the added benefit of giving them the means to put down any revolution that might occur. Therefore in this sense it can be shown that the Constitution is an elitist document since it enshrined the desires of the Founding Fathers for stability and freedom from revolution, and since the President who commanded all this great power would invariably be a member of the elites himself, their position within society could and would be safeguarded. Other instances of elitism within the Constitution are the sections that deal with slavery: â€Å"No person held to service or labour in one state, under the laws thereof, escaping into another, shall, in consequence of any law or regulation therein, be discharged from such service or labour, but shall be delivered up on claim of the party to whom such service or labour may be due†6. As can be seen this section allows the continuation of the slave holding elites within American society, at a time when the idea of all men being equal was being bandied about. From the above we can see that the Constitution of the USA is elitist, then we have to ask the question that why, if the document is elitist, did the framers provide for public participation in the electoral process. Firstly, if we accept that the framers of the Constitution were the nation's elites, then we have to remember that above all else elites desire order and stability. Therefore at a very basic level the answer to the question would be that as elites (by their very definition) make up a tiny percentage of the populaton then it would be in their best interests to provide for public participation in the political process because of the possibility that the masses could rise up against them, as they themselves had rebelled against the British. But if we look at the question in detail we can see that the real reason that the framers provided for public participation in the political process was that the public's participation was extremely limited in scale. Examples of this would be the way in which the framers adopted the concept of the separation of powers and the system of checks and balances whereby legislative powers were vested in a Congress and Senate; executive powers in a President; and judicial powers in a Supreme Court. Each of these institutions were elected by different constituencies (or in the case of the Supreme Court appointed by the President), and each served different lengths of terms. This prevented the complete renewal of government at a stroke and created continuity within the national government, but regardless of any benefits that this system might have, the fact cannot be avoided that if the people wish to have a change of government, or make their feelings known at all, then they must wait years for it, which is hardly a fair system. The system of checks and balances also diminishes the public's participation in the political process, because, for example, the people elect a President who is radical and wishes to change the status quo, then he can issue executive orders, but Congress can override those orders, and if the president wishes to execute laws he has to rely on executive departments created by Congress. The best justification for this system comes from either James Madison or Alexander Hamilton when they wrote: Ambition must be made to counteract ambition. The interest of the man must be connected with the constitutional rights of the place. It may be a reflection on human nature, that such devices should be necessary to control the abuses of government. But what is government itself, but the greatest of all reflections on human nature? If men were angels, no government would be necessary. If angels were to govern men, neither external nor internal controls on government would be necessary. In framing a government which is to be administered by men over men, the great difficulty lies in this: you must first enable the government to control the governed; and in the next place oblige it to control itself. A dependence on the people is, no doubt, the primary control on the government; but experience has taught mankind the necessity of auxiliary precautions†. 7 Judicial Review is another key aspect of the system of checks and balances. This is basically an idea that arose from the Marbury v. Madison Case of 1803, whereby the Chief Justice argued that the Supreme Court had the power not only to invalidate laws passed by the lower courts, but also to invalidate laws passed by the elected Congress. From this we can see just how limited the public participation in the political process was because the Congress elected by the people was able to be overruled by the appointed Supreme Court. However the greatest example of how limited the public's participation was in the political process, was the way in which the elections were conducted. By this I mean specifically the elitist way in which the smaller states did not have the same degree of representation, and thus power of the larger states, for example Rhode Island had one representative in Congress, while Virginia had ten. And even this pales in comparison with the Electoral College. Essentially when the people vote in a presidential election they vote for delegates to the Electoral College who then choose the president from the candidates. What is wrong with this system is when you take into consideration that each state sends delegates to the Electoral College on a basis of population; and in each state the candidate with the most votes takes all the electoral votes (even if they win by only 1%); then those who did not vote for the candidate are effectively throwing their votes away. This system is further complicated by the fact that in the beginning the Electoral College was envisaged as a way for the elites to ensure that their preferred candidate got the job, and to enable them to ‘correct' any misjudgements the public might have made on polling day. In conclusion therefore it can be seen that the American Constitution is a very elitist document, by virtue of the way in which it was conceived; the men who wrote it; the economic elitism imbedded in the document and of course the military elitism. Secondly the question as to why the framers of the Constitution provided for public participation is an easy one – they provided for public participation because they had diluted it so much, and built in so many checks and balances that they did not have to worry about threats to stability and order, which were after all the greatest concerns of elites.

Data management on wilmington university

Student database management model provides information on student's course schedule and their basic information. Course schedule like their major and minor names, courses Ames, course id, instructor names, day, time, room number, credits per course and student details like student name, addresses, contact number, date of birth, student id. Before this data is stored is books and printed on paper. If there is a change in schedule or exam It would be difficult to reach about this to the students.Now it is easy store and change information by this we can save time and paper. After the registration the course information is directly stored in the database. Now if we want to view course schedule we can simply go to database of the university and check it out and change in schedule can directly reached to mobile by text message. This is very easy model to use and we will get current data and will be secure.Therefore my design mainly focuses on 2 different users: 1) Student 2) administrator Background: Wilmington university is a fast growing private non-profit university in u,s. For the convenience of students they added student schedule and exam details to the blackboard and when there is change in the class room, date and time it will informed through text messaging immediately when uploaded in the student database. The main aim of this is that the make a message regarding he class as possible for student convenience.Background Information: upholding an effective system can be done by using good software and hardware requirements specifications that provide the following: System Needs user – Accessible Sec re Scalability Compatible with other systems Hold large information of student data Database expansion and maintenance. Secure backup and recovery Facilitate resource sharing through the internet all over the university Business Goals: Increase the ability of storing data and make it available to users. Provides data to the user in seconds.It should be help ful to the management to get information to get data of the registered student profiles. Easy to inform the attendance of students and those who are get promoted to next semester. Easy to inform the students about the alerts of the class schedule via text message User Requirements: Data of the student should be made available and be stored within 3 seconds. The system should be accessible for 24 hours. The system should have the capacity to hold 80,000 customer records at any time. The system should have the capacity to add 1 00,000 records a year for 10 years.The system should send Text messages to all students in database. Data Model For this model I am relational database model through which entities, attributes and relations can expressed Data requirements Student Details: Student name, Student ID, USN number, Address, Phone Number, Date of Birth, Sex. Department details: Department Name, Department code, College, office Number Course Details: Course old. Course Name, Course lev el Attendance: Total classes, No. Of classes present, No Of classes absent, Student ID Exam type: Midterm exams, Final exams, Weekly Quiz, Exam IDText message: phone number, reason for delay, time of class, date of class, addresses of the class Schedule: Student ID, Course ID, Course name, class room no, Date, Time Supports Data Management for finding: Student data in each Department Internal Average Marks Scored of a student. Attendance Shortage of pupil. Text message to each student Exam Result of student. Report Requirements: 1. User feedback report. 2. Individual or Group Attendance Report. 3. Student wise Examination Report. 4. Student Detail. 5. Text message sent report 6. Examination time-table for different examinations.

Detention of Immigrants

Detention of Immigrants Introduction This paper aims at analyzing the plight of refugees in various detention camps in the US, and Australia. It is factual that refugees go through difficulties in the camps since immigration officials harass them to accept illegal pacts and raw deals (Bagshaw Paul 2004, p. 41).Advertising We will write a custom essay sample on Detention of Immigrants specifically for you for only $16.05 $11/page Learn More Immigration officials force refugees to accept their pleas such as extending sexual favors. Some immigrants report that immigration officials are unwelcoming and use unacceptable language when addressing them. This paper aims at uncovering the injustices meted out to refugees in the US and Australia. The main purpose of the paper is to expose the injustices that refugees face in their daily lives. In society, each person has the right to exercise his or her freedom. Detention facilities interfere with the rights of detainees because they force t hem to support illegal deals in the detention facilities. The detention facilities should support refugees emotionally while they solve their problems through legal means. However, the detention facilities go against the acceptable codes of conduct by taking advantage of the plight of refugees. Through this paper, the world will appreciate the fact that refugees have a right, just like other citizens. Background Immigrants face a number of challenges in the United States and Australia. Australia and the US are two countries preferred by refugees who run away from political and economic hardships (Cohen 2004, p. 467). Refugees fleeing to the US and Australia are mostly Africans who believe that economic conditions would favor them there. The two countries face serious challenges in ensuring that their borders are safe. On the other hand, the countries are expected to assist refugees in need of commodities such as food, water, shelter, and security. The United Nations High Commission for Refugees is an agency that was created to help displaced individuals in the third world and other parts of the world. In 1951, there were an approximated 1.5 billion refugees in the world. The figure went up in 2009 to 43.3 billion, including approximated 15.2 billion displaced individuals, 983000 refuge seekers, and 27.1 internally displaced people. People run away from their homes due to natural disasters, political insecurity, and harsh economic conditions. Current studies show that at least five factors encourage people to run away from their home countries to either Australia or the US. In Europe and Africa, individuals migrate to the two countries because of wage differences between the home countries and the two foreign countries.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More These factors are commonly referred to as the pull factors because they attract people to migrate to the US or Australia. The US and Australia have experienced retarded growth implying in population to an extent that the two countries do not have sufficient labor. Hiking salaries and wages is one of the strategies employed to attract the global labor force (Evans 2007, p. 73). Another factor that forces people to move to greener pastures is the population growth in the home country. Some countries have witnessed a massive population growth in the recent past, which forces individuals to look for space elsewhere. The US and Australia are preferred because the standards of living are better in the two countries. This factor falls under the push factors because it puts pressure on an individual to move (Cernea 2006, p. 76). In the last twenty to thirty years, some countries have been forced to come up with policies aimed at discouraging population growth due to strained resources. China and India are some of the countries that discourage population growth because the government is unable to provide adequate services to the larger population. In such countries, individuals prefer shifting to foreign countries perceived to be having favorable conditions of living. The US and Australia are the first destinations for individuals. As people shift to Australia and the US, many are encouraged to do so after noticing that their friends and relatives do well in the foreign countries. However, they do not understand that foreigners are exposed to torture and unfair treatment in the detention facilities. Statistics show that about sixty percent of those migrating to the US and Australia are men while only forty percent are female. Seventy percent of immigrants are adults while twenty percent are children. This shows that people migrate to these two countries in search of jobs and business opportunities owing to the population pressure at home countries. In the detention facilities, young men are the majority implying that the types of abuses are mostly related to viola tion of employment acts (Klin 2006, p. 19). Issue Development Local Reaction A report by the American Civil Liberties Union observed that immigrants are subjected to unfair treatment in the detention facilities in Georgia. The organization undertook a study on four main detention facilities in the US. One of the detention facilities was Stewart Detention Center, which is one of the largest detention facilities in the US. The organization claimed that the facility violates immigration policies yet the government is reluctant to act. Immigrants are housed in a prisonlike facility whereby their human and civil rights are not provided.Advertising We will write a custom essay sample on Detention of Immigrants specifically for you for only $16.05 $11/page Learn More Through the report, the officials of Georgia came up with strict immigration policies that would allow the security forces to conduct frequent assessment of the detention facilities. The security agen cies would question immigrants regarding their living conditions in the detention facilities. The government has so far enacted policies allowing the department of homeland security to deport illegal immigrants. Illegal immigrants are victims of unfair treatment in the detention facilities. Private organizations operate substantial detention facilities in the US. The human rights groups have urged the government to deregister the private organizations operating the detention facilities on grounds of abuse. The civil groups argue that most of the detention facilities are in the remote areas and the facilities are of poor quality (Klin 2000, p. 99). The American Civil Liberties Union conducted an extensive research that lasted for three years, managing to interview sixty-eight detainees and a sizeable number of relatives and friends. The study established that detainees face serious problems because their rights are violated. They are subjected to poor sanitation, inadequate medical a ttention, inappropriate mental healthcare, and instances of verbal abuse. It is established that those in authority use their power to exploit detainees in the camp. Some detainees claimed that officials used vulgar language and racial discrimination was rampant in the facilities. Some detainees are even subjected to physical violence, which is a violation of the right to life. At the Stewart detention facility, one detainee reported that a guard assaulted him one evening and injured him seriously. The detainee lost both eyes, but the officials of the detention facility are yet to take action against the guard (Lilly 2007, p. 101). Each person is entitled to free medical care, but detainees at Australian detention facilities are never allowed to undergo regular medical checkups. Detention facilities in the US rarely employ a doctor who would attend to emergencies at night. In government operated detention facilities, a doctor is usually provided, but medical facilities are not enoug h to cater for the medical needs of all detainees. In an interview with one female detainee, the report by the civil liberties groups claimed that the woman was left to suffer for hours before being taken to hospital. Even after identifying that the woman needed urgent medical care, the officials were reluctant to act deviously to prevent unnecessary suffering and pain. In the American detention camps, the mental status of individuals is never taken into consideration because a psychiatrist is never provided to interrogate the detainees.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Immigrants are people with various problems since some might have lost their properties before deciding to seek refuge in the foreign countries. It is logical to take such individuals through frequent mental checkups to prevent cases of mental illness and psychological trauma. However, the detention facilities in the US are reluctant to help immigrants in recovering from mental stress (Mooney 2003, p. 6). Just like in the US, detention facilities in Australia force immigrants to sign orders of removal that permit banishment without due process. Officials threaten detainees with severe punishment in case they fail to sign orders of removal. In Australia, detention facilities violate the rights of detainees because they fail to release them even after the orders of removal are ready. Some detainees are segregated for refusing to cooperate with officials at the detention camps. Detainees found leaking information to the media are punished severely. Detainees face a serious challenge re garding communication. The detention facilities do not provide interpreters who would help them in understanding instructions. Human and civil groups have pressurized the government to come up with laws that would guarantee the safety of individuals at the detention camps. The American Civil Liberties Union demands that the government should take over the responsibility of taking care of detainees while their cases are handled by the courts. The union demands that private organizations should not be given the chance of harboring detainees (Mooney Jarrah 2004, p. 18). International Reaction The United Nations High Commission for Refugees has been vocal in protecting the rights of detainees in the US and Australia. The commission argues that states should protect refugees. However, the commission has been keen on ensuring that immigrants are not subjected to unfair treatment. The agency intervenes through application of international laws and standards (Balikci 2004, p. 67). One of t he laws invoked whenever there is a conflict is the 1951 convention, which talks about the status of refugees. The 1951 law states that a refugee is someone with various problems because he or she is outside his or her country. Therefore, the foreign country should always ensure that such an individual is treated in a humane way. In this regard, the detention facilities in Australia and the US are compelled to provide basic needs to detainees. The agency has always urged the detention facilities to ensure that immigrants are given adequate medical attention. The 1967 protocol is another law that relates to the status of refugees. The 1967 law demands that refugees should not be forced to return to their home countries because doing so would be endangering their lives (Sohne 2006, p. 21). The law demands further that the receiving countries must cooperate with the agency in ensuring that refugees enjoy their rights. This shows that refugees have a number of rights contained in the 19 67 law. Stewart detention camp is frequently urged to respect the 1967 law by providing medical care to detainees. In fact, article II of the 1967 law demands that detention facilities must cooperate with the agency in ensuring that refugee laws are followed. In 1984, a principle of non-refoulement was enacted, which reinforced the 1951 law on forceful deportation (Weiss 2003, p. 21). Through the agency, detention facilities have been forced to comply in order to avoid international condemnation. This is the reason why detainees are subjected to pain and suffering whenever they are found discussing their plight with the media. The agency works closely with the hosting countries to ensure that detainees are not subjected to untold suffering (Stavropoulou 1998, p. 34). However, the agency should strengthen its surveillance capacity to ensure that private organizations such as Stewart in the US comply with the law. Conclusion Detainees in the US and Australia go through a number of cha llenges. However, international organizations such as the United Nations High Commission for Refugees and local civil groups such as the American Civil Liberties Union have played a critical role in ensuring that detainees are treated fairly. In the US, civil rights groups have gone a notch higher to interview detainees in order to find a solution to their problem. Australian civil groups are yet to take action. However, the activities of the local and international institutions have not been successful given the fact that the issue of immigration is considered high politics. List of References Bagshaw, S Paul, D 2004, Protect or Neglect Toward a More Effective United Nations Approach to the Protection of Internally Displaced Persons, Brookings-SAIS Project on Internal Displacement, Washington. Balikci, A 2004, IDPs in Baku: A Qualitative Approach,’ Report prepared for World Bank, Canada, University of Montreal. Cernea, M 2006, â€Å"Development-induced and conflict-induced IDPs: bridging the research divide†, Forced Migration Review Special Issue, Vol. 3, no. 3, pp 76-89 Cohen, R 2004, â€Å"The Guiding Principles on Internal Displacement: An Innovation in International Standard Setting† Global Governance, Vol. 10, no. 1, pp 466-510 Evans, M 2007, â€Å"The Suffering is Too Great: Urban Internally Displaced Persons in the Casamance Conflict, Senegal†, Journal of Refugee Studies, Vol. 20, no. 2, pp. 60-85. Klin, W 2000 â€Å"Guiding Principles on Internal Displacement: Annotations†, Studies in Transnational Legal Policy, Vol. 1, no. 32, pp. 98-105 Klin, W 2006 â€Å"The future of the Guiding Principles on Internal Displacement,† Forced Migration Review Special Issue, Vol. 2, no. 3, pp 19-54. Lilly, D 2007, Camp management in IDP Collective Centers: The development of best practice, London, Camp Coordination Camp Management. Mooney, E Jarrah, B 2004, The Voting Rights of Internally Displaced Persons: The OSCE Region, Brookings Institution, Washington. Mooney, E 2003 â€Å"Introduction,† Forced Migration Review, Vol. 17, no. 4, pp 5-6. Sohne, SI 2006, Coping with Displacement: The Case of Internally Displaced Persons in Jinja, Uganda, The Fletcher School, Master of Arts in Law and Diplomacy Thesis. Stavropoulou, M 1998, â€Å"Will Peru’s displaced return? The forsaken people: Case studies of the internally displaced, The Brookings Institution, Washington. Weiss, FP 2003, â€Å"Looking beyond emergency response,† Forced Migration Review, Vol. 17, no. 3, pp 19-20.

Munchausen Syndrome Essay Example

Munchausen Syndrome Essay Example Munchausen Syndrome Essay Munchausen Syndrome Essay Munchausen Syndrome 1 Running head: Munchausen Syndrome Munchausen Syndrome by Proxy 5 References Author: Ibrahim Abdulhamid, MD, Assistant Professor of Pediatrics, Wayne State University; Director of Pediatric Pulmonary Medicine, Clinical Director of Pediatric Sleep Laboratory, Childrens Hospital of Michigan Coauthor(s): Patricia T Siegel, PhD, Assistant Professor, Departments of Pediatrics, Psychiatry and Behavioral Neurosciences, Wayne State University School of Medicine Contributor Information and Disclosures Updated: Mar 26, 2008 Mary E. Muscari, PhD, CPNP, APRN-BC Experts And Viewpoint,  Medscape Nurses,  April  2008 Munchausen Syndrome by Proxy 2 Munchausen Syndrome by Proxy I chose to write my paper on Munchausen Syndrome by proxy because I find it very fascinating and disturbing that people could actually harm their children or themselves for attention. Munchausen syndrome is a condition in which a person intentionally fakes, simulates, worsens, or self-induces an injury or illness for the main purpose of  being treated like a medical patient. The term Munchausen syndrome is often used interchangeably with factitious disorder. Factitious disorder refers to any illness that is intentionally produced for the main purpose of assuming the sick role,  although that purpose is unknown  to the sick person. Munchausen syndrome most appropriately describes persons who have a chronic variant of a factitious disorder with mostly physical signs and symptoms, although there are reports regarding psychological Munchausen syndrome, meaning that the simulated symptoms are psychiatric. Persons with Munchausen syndrome intentionally cause signs and symptoms of an illness or injury by inflicting medical harm to their body, often to the point of having to be hospitalized. They may lie about or fake symptoms. They are sometimes eager to undergo invasive medical interventions. They are also known to move from doctor to doctor, hospital to hospital, or town to town to find a new audience once they have exhausted the workup and treatment options available in a given medical setting. Persons with Munchausen syndrome  may also make false claims about their accomplishments, credentials. A related condition, called Munchausen by proxy syndrome, refers to a caregiver who fakes symptoms by causing injury to someone else, often a child, and then wants to be with that person in a hospital or similar medical setting. Victims are equally divided between male and female, and children most at risk are those aged 15 months to 72 months. Older children subjected to Munchausen syndrome by proxy often collude with their mothers by confirming even the most unlikely stories about their medical histories, sometimes out of fear of contradicting their mothers and other times because of their mothers persuasion over time. Some of these children believe that they are ill with a mysterious disorder that the physicians Munchausen Syndrome by Proxy 3 cannot figure out. In other cases, the child is aware that the mothers explanation is improbable but fails to speak, fearing the mothers revenge or that no one will believe him or her. In mild Munchausen by proxy, affected individuals fabricate medical histories for their children and lie about their children being sick rather than actively causing sickness. Their motivation is the emotional gratification they receive from medical attention. In intense Munchausen syndrome by proxy, the person resorts to measures such as inducing vomiting, poisoning, removing blood from the child, and suffocation. The individual is able to induce severe illness in his or her own child, yet remain cooperative, concerned, and compassionate in the presence of healthcare providers. Perpetrators of MSBP may be help-seekers who search for medical attention for their children to communicate their own exhaustion, anxiety, or depression. Others may be active inducers who create their childs illnesses through dramatic measures. These parents are typically anxious, depressed, or paranoid. Finally, some may be doctor addicts who are obsessed with getting treatment for their childrens nonexistent illnesses. Perpetrators are frequently described as caring, attentive, and devoted individuals. Some can be hostile, emotionally labile, and obviously dishonest. Although they have no obvious psychopathology, perpetrators can be deceiving and manipulative. Their ability to convince others should not be underestimated. Their abuse is premeditated, calculated, and unprovoked and they are often fascinated with the medical field. Signs and symptoms that MSBP could be present includes pattern of illness and recurrent infections without physiologic explanations, bleeding from anticoagulants and poisons: use of the caretaker’s own blood, vomiting precipitated by ipecac administration, giving them laxatives to induce diarrhea or salt administration, applying caustic substances to cause rashes on the their skin, Hematuria or rectal bleeding from trauma, CNS depression caused by drug administration. Their illness is multisystemic, prolonged, unusual, or rare; they are also inappropriate or incongruent, the symptoms seem to disappear when the caretaker is absent, one parent is usually absent during the child’s Munchausen Syndrome by Proxy 4 hospitalization, parent is overly attached to the child, they seem to have medical knowledge/background, the child has a poor tolerance of the treatment, parent encourage doctors to perform numerous test. The causes of Munchausen syndrome are unknown. Some experts suggest that it is a defense mechanism against sexual and aggressive impulses. Others believe it may be a form of self-punishment. Determining an exact cause is difficult because persons with Munchausen syndrome are not open and honest about their condition, making research on them nearly impossible. With MSBP a diagnosis cannot be made quickly, this syndrome is difficult to detect and confirm. In some cases video surveillance in the hospital room has been recommended to capture a parents misbehavior when physical abuse of the child is suspected. In cases where symptoms have been exaggerated, hidden cameras may confirm that these symptoms do not exist. Conversely, video surveillance can also exonerate a suspected caregiver when the disease does, in fact, exist. Cameras may be used in highly suspicious circumstances, but should only be used in conjunction with carefully developed protocols that delineate the roles of child protective agencies, police, and hospital security in coordinating the use of covert surveillance systems As a health care orker I will be more able to identify the signs and symptoms,  determine the necessity and benefits of the medical care. During the assessment I will be able ask if the child’s medical condition is consistent with the mother’s description. Does the objective diagnostic evidence support the child’s reported medical condition? Has anyone witnessed the symptoms? Do the negative findings reassure the mother? Is the treatment being provided to the child primarily becaus e of the mother’s persistent demands? With this knowledge I will hopefully be able to recognize this syndrome and be a better nurse.