King Lear Vision Essays - King Lear, Edmund, Cordelia, Goneril, Lear

King Lear Vision In Shakespeare's tragedy, King Lear, a prominent reoccuring theme is vision and it's relovence. The characters, Lear and Gloucester are Shakespeare's principal means of portraying this theme. Although Lear can physically see, he is blind in the sense that he lacks insight, understanding, and direction. In contrast, Gloucester becomes physically blind but gains the type of vision that Lear lacks. It is evident from these two characters that clear vision is not derived solely from physical sight. Lear's failure to understand this is the principal cause of his demise, while Gloucester learns to achieve clear vision, and avoids a fate similar to Lear's. Throughout most of the play, Lear's vision is clouded by his lack of insight. Since he cannot see into other people's personalities, he can never identify them for who they truly are. When Lear is angered by Cordelia, Kent tries to reason with Lear, who is too stubborn to remain open-minded. Lear responds to Kent's opposition with, "Out of my sight!" to which Kent responds, "See better, Lear, and let me still remain" (I.i.160). Here, Lear is saying he never wants to see Kent again, but he could never truly see him for who he was. Kent was only trying to do what was best for Lear, but Lear could not see that. Kent's vision is not clouded, as is Lear's, and he knows that he can remain near Lear as long as he hides behind his mask. Lear's visual perception is so superficial that the merely the garments and simple disguise that Kent wears easily dupe him. Lear cannot really see Kent. He only learns of Kent's noble and honest character just prior to his death, when his vision is cleared. By this time, however, it is too late for an honest relationship to be saved. Lear's vision is also worsened by his lack of direction in life, and his poor foresight, his inability to predict the consequences of his actions. He cannot look far enough into the future to see the consequences of his actions. This, in addition to his lack of insight into other people, condemns his relationship with his most beloved daughter, Cordelia. When Lear asks his daughters who loves him most, he already thinks that Cordelia has the most love for him. However, when Cordelia says, "I love your Majesty/According to my bond, no more nor less" (I.i.94-95), Lear cannot see what these words really mean. Goneril and Regan are only putting on an act. They do not truly love Lear as much as they should. When Cordelia says these words, she has seen her sisters' facades, and she does not want to associate her true love with their false love. Lear, however, is fooled by Goneril and Regan into thinking that they love him, while Cordelia does not. Kent, who has sufficient insight, is able to see through the dialogue and knows that Cordelia is the only daughter who actually loves Lear. He tries to convince Lear of this, saying, "Answer my life my judgment, / Thy youngest daughter does not love thee least" (I.i.153-154). Lear, however, lacks the insight that Kent has. He only sees what is on the surface, and cannot understand the deeper intentions of the daughters' speeches. As his anger grows from the argument, his foresight diminishes, as he becomes increasingly rash and narrow-minded. When Lear disowns Cordelia, he says, "we/Have no such daughter, nor shall ever see/That face of hers again" (I.i.264-266). He cannot see far enough into the future to understand the consequences of this action. Ironically, he later discovers that Cordelia is the only daughter he wants to see, asking her to "forget and forgive" (IV.vii.85). By this time, he has finally started to gain some direction, and his vision is cleared, but it is too late for his life to be saved. His lack of precognition had condemned him from the beginning. Lear depicts Shakespeare's theme of clear vision by demonstrating that physical sight does not guarantee clear sight. Gloucester depicts this theme by demonstrating clear vision, despite the total lack of physical sight. Before scratching his eyes out, Gloucester's vision was much like Lear's. He could not see what was really going on around him. Instead, he only saw what was presented to him on the surface. When Edmund shows him the letter that is supposedly from Edgar, it takes very little convincing for Gloucester to believe it. As soon as Edmund mentions that Edgar could be plotting against him, Gloucester calls him an "Abhorred villain, unnatural, detested,

The Discovery of Otzi the Iceman and Its Significance

The Discovery of Otzi the Iceman and Its Significance On September 19, 1991, two German tourists were hiking in the Otzal Alps near the Italian-Austrian border when they discovered Europes oldest known mummy sticking out of the ice. Otzi, as the iceman is now known, had been naturally mummified by the ice and kept in amazing condition for approximately 5,300 years. Research on Otzis preserved body and the various artifacts found with it continues to reveal much about the life of Copper Age Europeans. The Discovery Around 1:30 p.m. on September 19, 1991, Erika and Helmut Simon from Nuremberg, Germany were descending from the Finail peak in the Tisenjoch area of the Otzal Alps when they decided to take a shortcut off the beaten path. When they did so, they noticed something brown sticking out of the ice. Upon further inspection, the Simons discovered that it was a human corpse. Although they could see the back of the head, arms, and back, the bottom of the torso was still embedded in the ice. The Simons took a picture and then reported their discovery at the Similaun Refuge. At the time, however, the Simons and the authorities all thought the body belonged to a modern man who had recently suffered a deadly accident. Removing Otzis Body Removing a frozen body thats stuck in the ice at 10,530 feet (3,210 meters) above sea level is never easy. Adding bad weather and a lack of proper excavation equipment made the job even more difficult. After four days of trying, Otzis body was finally removed from the ice on September 23, 1991. Sealed up in a body bag, Otzi was flown via helicopter to the town of Vent, where his body was transferred to a wooden coffin and taken to the Institute of Forensic Medicine in Innsbruck. At Innsbruck, archaeologist Konrad Spindler determined that the body found in the ice was definitely not a modern man; instead, he was at least 4,000 years old. It was then that they realized that Otzi the Iceman was one of the most amazing archaeological finds of the century. Once it was realized that Otzi was an extremely important discovery, two teams of archaeologists went back to the discovery site to see if they could find more artifacts. The first team stayed only three days, October 3-5, 1991, because the winter weather was too harsh to work in. The second archaeology team waited until the following summer, surveying from July 20 to August 25 1992. This team found numerous artifacts, including string, muscle fibers, a piece of a longbow, and a bearskin hat. Who Was Otzi the Iceman? Otzi was a man who lived sometime between 3350 and 3100 BCE in what is called the Chalcolithic or Copper Age. He stood approximately five feet and three inches high and at the end of his life suffered from arthritis, gallstones, and whipworm. He died at about the age of 46. At first, it was believed that Otzi had died from exposure, but in 2001 an X-ray revealed that there was a stone arrowhead embedded in his left shoulder. A CT scan in 2005 discovered that the arrowhead had severed one of the Otzis arteries, most likely causing his death. A large wound on Otzis hand was another indicator that Otzi had been in close combat with someone shortly before his death. Scientists have recently discovered that Otzis last meal consisted of a few slices of fatty, cured goat meat, similar to modern-day bacon. But many questions remain regarding Otzi the Iceman. Why did Otzi have over 50 tattoos on his body? Were the tattoos part of an ancient form of acupuncture? Who killed him? Why was the blood of four people found on his clothes and weapons? Perhaps more research will help answer these and other questions about Otzi the Iceman.   Otzi on Display After seven years of study at Innsbruck University, Otzi the Iceman was transported to South Tyrol, Italy, where he was to be both further studied and put on display. At the South Tyrol Museum of Archaeology, Otzi was encased within a specially made chamber, which is kept dark and refrigerated to help preserve Otzis body. Visitors to the museum can glimpse Otzi through a small window. To remember the place where Otzi had remained for 5,300 years, a stone marker was placed at the discovery site.

School Uniforms Essay Example | Topics and Well Written Essays - 750 words

School Uniforms - Essay Example If uniforms are not made mandatory, rich students would look down to the poorer students as it gives a chance to them to show-off their wealth. Therefore introduction of uniforms will help to deal with this problem. Therefore there will be no economic differences among the students in the schools. Uniforms will also decrease the violence among students in the students. When students wear the same type of dress the probability of group formation or gang behaviour would be minimum. Uniforms would make schools a safer place for students especially the underprivileged one. Schools uniforms can save much of the time of students because they don't have to waste time in choosing which clothes to wear. Choosing of clothes seems to be a small thing but this really is a big task and consumes actually a hell lot of time. Not only this, we should also consider the time which they spend in malls in order to find the perfect dress. And if the school goers are able to save this time they can concentrate on more important thing like completing their homework or having breakfast. Having uniforms in school would stop the discrimination and teasing on clothing but there are many things to discriminate or tease rather than only clothing like personality, race, colour to name a few. Richer students can tease or look down on the poorer students by having a costly watch or an expensive bag. ... Richer students can tease or look down on the poorer students by having a costly watch or an expensive bag. And therefore uniforms cannot prevent the discrimination or the economic differences. It is only the education which the students get from their parents and teachers which will help them to avoid discrimination on the basis of sex, creed, religion, race or colour. Many feel that making uniforms mandatory would end symbols of being in a gang. But they should understand that there are many ways through which students can show that they belong to a particular gang like rolling up your sleeves or having a band on the hands. Therefore uniforms cannot to a large extent avoid gang behaviour. If uniforms are not made compulsory students can begin to develop their own personal style and they can be more mature. Students will be given the opportunity to decide what they have to wear and therefore this will inculcate the habit of decision-making among the students. Making uniforms compulsory actually violates a student's right of self-expression. The personality of a person (to some extent) is reflected by the clothes he wears so if the students are allowed to choose the clothes which they have to wear they will have an opportunity to express themselves. CONCLUSION Though there are umpteen numbers of arguments both in favour of as well as against making school uniforms mandatory but I personally feel that making school uniforms compulsory would be more effective and efficient in promoting uniformity and equality, in avoiding violence and gang behaviour, in avoiding discrimination on the basis of sex, creed, religion, colour etc and

The Great War What were the war aims OR military strategies of the Essay

The Great War What were the war aims OR military strategies of the various belligerents in World War I How was the Great War the first truly global conflict - Essay Example Reflecting on what happened during the Russo-Japanese War, Block felt that this new, technological sort of war would destroy Europe. 1 A new belief circulated amongst European General Staffs that contingency plans needed to be made allowing them to win any future war they might come upon. The main problem that followed from this, however, was the fact that they did not understand the concept of modern war, and thus the plans they put together actually resulted in a catastrophic war of attrition. Four reasons actually caused this catastrophe. The first issue was the fact that industrialization resulted in weapons and equipment being made on a large scale. Next, there was a huge population growth which allowed for the manpower necessary to create the large armies necessary to fight the war. Third, reserves became a popular concept, and this allowed the armies to grow quickly. Last, the creation of large railroad networks allowed for armies to be supplied in the trenches. The combination of these four concepts would alter the face of war forever, and this resulted in a near death struggle by the end of 1914 that neith er country wanted nor expected. Furthermore, none of the European rulers could discover a way to end the terrible war or justify the large amount of men lost to it during the first months of war. Most of them, instead, focused on the next campaign, believing that it would finally win the war-and of course, it never did.2 Each side involved in the war had several issues it needed to face. These issues included figuring out how to mobilize the necessary items in order to actually but together a successful industrial war without completely destroying society as a whole. History indicated that a short, decisive war would be best (the only recent war standing out that stood out in contrast to this at the time was the American Civil War, which at this time was largely ignored as a usual war). The most recent wars, which has included the Russo-Japanese War and the Italian Unification Wars made many believe that modern wars could be quick, fast business forcibly decided by a few short battles. So, there was an overall feeling present in Europe that the European military establishments could win quickly. 3 However, they would be wrong, and they could not have necessarily guessed or understood that they would be. Obviously, they were searching for an answer and looking at things from optimistic perspectives, although they did not necessarily realize this at the time. They are not to blame, because even today, modern historians have problems understanding this war. If one, for example, decides to take a close look at memoirs and study each campaign, the picture simply becomes more and more complex. The only way one can truly understand this war is by taking a close look at military demography, economic systems, labor controls, and transportation theory. One can only understand the Great War by taking a close look via a material assessment in order to lift away obscurity. Therefore, one needs to conclude that three material factors led to the outcome of the war, and these two items include economic mobilization, human and resource mobilization. With this concept in mind, one can understa nd how each coalition developed its strategies to win the Great War. The outcomes of the Great War were serious indeed; the excessive force of economic

Effects of Classical and Post-Classical Religions Research Paper

Effects of Classical and Post-Classical Religions - Research Paper Example With the fall of the empires and their economies, the people had to find means to live and believe in order to proceed with their normal lives. People then got the chance to migrate to different areas and meet new people, develop new ideas and learn new and diverse ways of life. Religion would not have come at a better time for them since it enabled them have a venue to express their beliefs and needs. Christianity being one of the religions was embraced by people and they henceforth developed allegiances in accordance with the different religions that they embraced. Eastern mediteranian, for example, enjoyed the aftermath of the Roman empire’s collapse as it opened trade and opportunities for them . Politically, the rise of Christianity saw changes in leadership styles and allegiances. The previous empires like the Roman empire always dictated and demanded that people worked with allegiances sworn to the leardership. This changed with the belief that were embraced by the chri stian teachings. The teachings enabled and required people to work together with others to collectively help improve their lives and in unity to build a strong kingdom of God . The supreme being was nolonger the emperor, but God. These religious people happened to be in regions that identified with the religion that was more dominant. Christianity did institute within its gorvenance structure and formation tactics borrowed from the Roman empire. Cultural and artistic ways and lives of people also changed.... The teachings enabled and required people to work together with others to collectively help improve their lives and in unity to build a strong kingdom of God 3. The supreme being was nolonger the emperor, but God. These religious people happened to be in regions that identified with the religion that was more dominant. Christianity did institute within its gorvenance structure and formation tactics borrowed from the Roman empire. Cultural and artistic ways and lives of people also changed with the transition of the society into the religions of salvation. The Roman empire, for instance, had their gods that they would offer sacrifices to in times of their needs. They belived that the gods were many and that every god had a purpose, authority and power to reward and punish those who did not heed to or obey them. Christianity, on the other hand, came up with the teaching that the last sacrifice was that of the death of Jesus Christ and that there was only one GOD 4. This brought about c onflict of interest and cultural discomforts, as well as disagreements between the emperors and the christians resulting in christians being prosecuted. Christianity introduced a way of life in which people lived together in harmony and peace. It brought forward a community that preached against violence and discrimination. On the other hand, the previous empires used coercion, divide and rule kind of leadership that only benefited those in power. Social lives of the people received a great change and boost, one that the people found easy to embrace as it cared for the well being. However, the leadership was immensely affected since their ways of gaining more power and strength was being overshadowed by the strong beliefs that the people developed.

Administration of Colonoscopy Reflective Account

Administration of Colonoscopy Reflective Account This essay aims to provide a reflective account of the authors personal and professional experience of a patient being admitted for a colonoscopy. To achieve this, a model of reflection will be used and a rationale provided to support this choice. The main point of discussion is communication and advocacy. Advocacy is central to communication and part of a caring nurse-client relationship (Arnold Boggs, 2003). The author as a newly appointed nurse on the Endoscopy Unit, will reflect upon how they could have been a better advocate for the patient in question. Ethical and legal issues will be examined. Finally implications for practice will be discussed. Using a model of reflection allows the nurse to re-appraise the care they have delivered to a patient/client and in doing so can evaluate the effectiveness of that care (Basford Slevin 1995), thus with the intention of influencing future practice for the better. Before starting the reflection process it will be more helpful for the professional to have a guideline or framework from which to work from (Palmer, Burns and Bulman 1994). Palmer et al (1994) view the process as something that is dynamic and they advise a cyclical style model using questions to provide a format for reflection. It is for these reasons that the Gibbs Reflective Cycle has been chosen (Gibbs 1998) for this essay. In accordance with the Nursing and Midwifery Council standards on respecting confidentiality in practice, all names and locations have been made anonymous (NMC 2008). As this is a reflective essay the author will refer to herself as I where appropriate. The reflective cycle is divided into six sections each with their own key questions. These are: Description: What happened? Feeling: What were you thinking and feeling? Evaluation: What was good or bad about this experience? Analysis: What sense can you make of the situation? Conclusion: What else could you have done? Action Plan: If it arose again what would you do? (Gibbs 1998) These areas for reflection provide the main topics for the rest of this assignment. When the practitioner has developed an action plan they can then return to the beginning of the cycle with the extra knowledge they have obtained from the first reflective experience (Gibbs 1998). It is here though with the description of the incident that the reflective cycle will begin. The following situation led me to question my actions when admitting a patient for a colonoscopy. The patient a 43 year-old male was referred for a colonoscopy by his GP following a three-week history of fresh rectal bleeding, anal itching (pruritus ani) and a change in bowel habit. Two weeks prior to the scheduled test, a pack containing a letter of appointment was sent to the patient by the endoscopy administration staff. Enclosed were two sachets of Picolax bowel preparation, full instructions for usage, highlighting the need to follow instructions precisely to ensure clarity of view and aid diagnostic accuracy. Included with this pack was a pre-endoscopy questionnaire to enable the nurse to assess the patients general state of health and identify any potential risk factors or complications, which may arise. A booklet was in this pack explaining the procedure, reasons for the test, complications and risks and what to expect during the test. The booklet stated other available investigations in order that he could make an informed decision and enable him to give informed consent for the test to go ahead. The Nursing and Midwifery Council (NMC) (2008) state that before any treatment or care is given to the patient, consent must be obtained. The BSG (2008) warn that consent issues are a major source of problems, sometimes leading to both complaints and litigation throughout the NHS. Therefore valid and robust consenting is now a required standard for the Endoscopy Global Rating Scale (GRS, 2009) which is a tool that enables endoscopy units to assess how well they provide a patient-centred service. Information in the booklet covered the option of sedation and the need for appropriate after-care. A consent form was enclosed for him to sign at home, providing the patient had read, understood an d agreed to under-go the procedure. A morning appointment was made for the patient and he arrived at the unit by himself. He was greeted by myself, I checked his personal details. This is in accordance with the BSG (2008) guidance for obtaining a valid consent for elective endoscopic procedures as it states that identity checks at key stages in the procedure are essential as some patients have even been known to undergo procedures intended for another due to loss of autonomy and anxiety which can result when entering the hospital. When this information was confirmed he was made to feel comfortable in the preparation room. The patient was clearly anxious. He was looking down a lot and he had his arms folded. He spoke very quickly and with a quiver in his voice one of the first things he said to me was, please knock me out for this. I explained to the patient that although we could give him some sedation which would make him feel more relaxed, he would still be awake as it would be unsafe to knock him out for the test. The sedation used for all endoscopic procedures is conscious sedation. This has been defined as: A technique in which the use of a drug or drugs produces a state of depression of the central nervous system enabling treatment to be carried out, but during which verbal contact with the patient is maintained throughout the period of sedation. The drug and techniques used to provide conscious sedation should carry a margin of safety wide enough to render loss of consciousness unlikely. BSG (2003, p3). He explained that he saw on the consent form that sedation would be offered and he interpreted this to be a general anaesthetic. I further explained to him that although the patient may feel sleepy, he would be conscious throughout the test and he would be able to talk to us. Cotton and Williams (2003) agree, believing that the desired effect of the sedation on the patient is sleepy, relaxed but rouse able. The patient clearly expressed a preference for sedation and it was established that the patients wife could collect him after his procedure and would remain with him over the next 24 hours. It is a requirement that any patient undergoing a procedure with sedation should be accompanied home by a responsible adult who will remain with them for 24 hours as sedative effects are known to remain in the body system for up to this period of time (Royal College of Surgeons, 1993). At this point, I as a newly appointed staff nurse on the unit was unsure whether the consent form that the patient had signed was valid as he originally thought that he was going to have a general anaesthetic when he had signed the form. I had been trained in taking consent which is documented in my e-portfolio as regards the national GIN training programme (Gastrointestinal in Nursing Training Programme), but was unsure what to do in this instance as I had never experienced the situation before. My initial thought was that is was not valid as the patient had a different perception of the test. I explained to the patient that I was just going to get some advice from my colleague (who had worked in the endoscopy unit for several years) as regards the validity of his consent form. I said that I would need to explain the situation to my colleague and he agreed to this joking that we did not both want to get into trouble from the headmaster and get a detention. I said that I would only b e a couple of minutes and left the room to find advice. I explained the situation to the nurse who was sat in recovery. The nurse said that the Endoscopist performing the procedure would go over consent again in the procedure room and not to worry about it. I expressed concern at this because I knew that consent must never be obtained in the procedure room. Guidelines readily available in relation to consent include British Society of Gastroenterology guidelines (BSG) (2008) and the Joint Advisory Group Guidelines (JAG) (2001). Booth agree that consent should not be taken in the procedure room. Guidance on good practice in consent implies that all patients must have had adequate time to absorb and reflect upon new information. This is not achieved if consent is obtained at the last possible moment which is in the procedure room itself. The nurse was dismissive and made unpleasant comments regarding men in general. There was a short distance between the nurse and the preparation room where the patient was so it is likely that the patient heard her remarks. I did not comment at this time even though I felt her remarks to be inappropriate. Luckily this gentleman was the first patient on the mornings list and as such, no other patients were in recovery to here the comments. The nurse picked up the patients notes and knocked on the preparation room door. I thought that I had better observe too as the nurse looked ready for a challenge. The nurse was very brusque in manner and asked the patient if he had read the booklet which the unit has sent out for the test and the section regarding sedation. The patient said that he had read the booklet and indeed the section regarding sedation but there was no mention that he would be awake after he had been given the sedative and assumed therefore that he would be asleep. The nurse then got a copy of the booklet. As she was flicking through trying to find the page with the relevant sedation information on, she said it clearly states in the booklet that if sedation is given, the patient will be awake throughout the test. However, when she got to the page regarding sedation there was no mention of this. It just stated that sedation would be offered prior to the colonoscopy but if the patient decided to have sedation that it was essential that someone was available to stay escort the patient home and stay with them overnight. The nurse went bright red, but did not apologise to t he patient and said that she was going to have words with the administration staff and left the procedure room. I felt guilty that I had not challenged the nurse regarding her rude manner with the patient at the time but felt intimidated and unable to voice my opinion, I also felt I had failed in my duty of care. I thought that the nurse had made a big deal when there was no need. I apologised unreservedly for my colleagues attitude and said that I would take steps to make sure that the booklet was clearer. I then realised that my original question regarding the consent form had not even been answered. I asked the patient if it was okay if I asked another colleague their opinion. The patient said yes but not that do-lally nurse and said that he would be making a complaint regarding her attitude. I then found the endoscopist who was actually going to be undertaking the patients test and asked them about the consent issue. They said that the consent form was fine as long as I reiterated that the patient would be awake and that they fully understood the test. The Endoscpist said that they would d iscuss the consent form with the patient again prior to the procedure as this is normal practice. I went back into the preparation room and said that the consent form was not a problem and that we would discuss it further. I spoke to the patient in a reassuring way, trying to compensate from his previous treatment from my colleague. I asked the patient if he understood the test he was about to have and its related risks. When I felt like the patient had a clear understanding of the procedure I asked him if he had any questions regarding the procedure, the patient replied he had no further questions. He added that he was even more nervous now after the experience with the nurse but just wanted it to be over as quickly as possible. I began to explain the procedure that he was going to undergo and asked if he knew why the GP had referred him for this procedure and relayed the benefits of viewing the bowel in this way. The patient was happy that a diagnosis might be forthcoming from this test. I then reiterated the possible risks of the procedure to the patient explaining that they w ere rare but never the less very real. The patient said that he understood the risks involved but wanted to go ahead with the test to obtain a diagnosis of his problems. I stated that if the patient was going to have sedation, then he should not drive or operate any machinery and should not sign any legally binding documents as the side effects from the sedation would still affect him for twenty four hours. I explained that the endoscopist would endeavour to complete the investigation however, if complications were to occur such as patient distress or poor bowel prep that the test would be abandoned. During a Gastrointestinal Endoscopy and Related Procedures Course at The University of Sheffield (Feb 2010, SNM 2215/3232) it was suggested that the guideline for informed consent was signified by the acronym EMBRACE, Explanation of the procedure, Motive for the procedure, Benefits, Risks, Alternatives, Complications and side Effects of the procedure. I believe that these guidelines were fully complied. Following the taking of a medical history and completion of a further in-depth health check questionnaire to ascertain any condition or reason to which sedation would be contraindicated such as elderly patients who may have significant co-morbidity and even in younger patients, the presence of heart disease, cerebrovascular disease, lung disease, liver failure, anaemia, shock and morbid obesity (BSG, 2003). It became evident that sedation would be an option. I explained to the patient that a nurse would be with him continuously throughout the procedure and would encourage him to breathe through any discomfort he may feel, or to push some of the air out of his bottom to relieve any pain. The patients blood pressure, pulse and saturations were taken and all were within acceptable limits. This provides a good baseline of the patients observations for the procedure itself and can determine any changes that may occur as a result of the cardio or respiratory depression that may be induced by sedation. Pascarelli (1996) states that during the procedure, the nurses primary responsibility is to monitor the patients vital signs along with communication with the endoscopist, administration of medications and emotional support to the patient. Clarke (1994) warns that patients who undergo invasive procedures are usually anxious and their vital signs are commonly elevated however the sedation lessens the anxiety, and all of the vital signs decrease therapeutically to that patients resting level. The sedation of choice in my workplace is intravenous Midazolam. Midazolam is a benzodiazepine reputedly well suited for use in endoscopy. It has an amnesic affect causing a reduction in memory recall. Clarke (1994) agrees saying that the goal of IV conscious sedation is some degree of amnesia. Patients will occasionally remember some parts for example, the initial introduction of the colonoscope. It is for this reason clear written discharge instructions are given to the patient prior to discharge, with a contact telephone number in the event of any problems and this was explained to the patient. Sedation may be indicated for many reasons. In the main these may include allaying of fears regarding a procedure, and aims to facilitate compliance with repeat procedures as a result of the amnesic affects induced. In many cases it assures co-operation and eases difficulties for the endoscopist and generally provides a rapid, safe return to the normal activities of daily living. The patient was asked to undress from the waist down and to put on the gown provided. When the patient was ready he was taken by myself into the procedure room and introduced to the endoscopist and the appointed staff nurses where the issues of consent and sedation would once more be discussed with the patient as it is the endoscopists ultimate responsibility. Throughout the experience, I felt that several important issues had been highlighted. One issue is that of the booklet that is sent out to the patients prior to the test. I believe that individual patients perspectives regarding the effects of sedation may vary greatly, from a mild sedative to a general anaesthetic. I conclude this to result from the individual interpretation of patient information received and relatives and friends giving a distorted image of their own experience due to the amnesic affect of the sedation. I would advocate good effective communication skills are paramount in allaying misconceptions and fears and the giving of a realistic overview is therefore essential. It was clear that there needed to be some improvement of the explanation of conscious sedation as I felt that is merely skimmed the surface explaining that the option of sedation was there and that there needed to be someone to escort the patient home and stay with them overnight. I felt that it needed to be clearer in the fact that it needs to mention that the patient will not actually be anaesthetised and furthermore that amnesia is a common side effect from the sedation given. This has subsequently been mentioned to the ward sister and the booklet has been updated to clarify conscious sedation. Perhaps one of the most obvious issues is that of the attitude of the other nurse. The BSG (2008) state that the patient must not be put under any pressure and have sufficient time to digest the information in order for consent to be valid. I felt that the attitude of the nurse in question did put pressure on the patient and caused further anxiety for the patient. I felt that the nurse spoke to the patient in a degrading way and showed a lack of professionalism. The Nursing and Midwifery Council (NMC 2008) state that nurses must treat people as individuals and respect their dignity, must not discriminate and must treat people kindly and considerately. This was not the case in the above example. The Equality and Human Rights Commission (2008) state that no matter your circumstances you should always be treated fairly and with respect when using healthcare services. The Department of Health (2008) cite the UK Human Rights Act in their guidelines about human rights in healthcare when they state that people have an absolute right not to be treated in a degrading way. This means that it is unlawful for the NHS organisations to act in a way that is incompatible with the human rights act. Endoscopy nurses and indeed all NHS staff should be thinking about their practice and how their response to a situation may impact on a patient or clients human rights. If the patient had chosen to complain (as he said he was going to do) about the nurses attitude towards him, then the nurse may have well been in trouble. This experience has made me question my future practice as a registered nurse and how I would deal with a similar situation. Arnold and Boggs (2003) suggest that an advocate is someone who speaks out; supporting a person so that their views are heard and their rights are upheld, with the sole purpose of maximising the patients health. I was not assertive as I did not defend the patient and therefore did not fulfil my duty of care by becoming an advocate for the patient, ensuring he was treated with dignity and respect. I was worried about what may happen if I challenged the nurses practice. I need to develop my assertiveness and be able to communicate confidently and effectively with both patients and health care professionals. It is quite easy for a nurse to be an advocate for the patient when there is no stress involved but it can be quite difficult when it goes against other health professionals (Kendrick 1994). In this instance there was a conflict between the patients best inter est and my fear of challenging the nurse. If I had been a more experienced nurse on the endoscopy unit and known the nurse involved in this situation better, I think I may have been able to foresee her reaction to the patient and perhaps may not have approached this particular nurse or used my communication skills together with advocacy to diffuse the situation. Gates (1994) states advocacy is one of the main responsibilities nurses have; it is part of communicating on behalf of the patient and/or their families, acting as a mediator to express their needs and experiences. In health care, communication is fundamental to promoting the safe and effective care of patients. The Department of Health Knowledge and Skills Framework (KSF) (DoH 2004) is a competence framework to support professional development and career progression through the NHS and is about lifelong learning. It has core dimensions essential to providing quality care. Core dimension 1 (level 4) is concerned with communication. It states that the purpose of communication may include advocating on behalf of others. In order for me to progress as a nurse on the endoscopy unit I need to be familiar with and work within the KSF and other guidelines. On reflection, I feel that I did communicate with the patient well. Smith (1995) proposes that reflection does not necessarily entail an incident that was dramatic or negative; it could easily be something positive that a person finds they obtain valuable learning experience from. Communication with the patient has to be one of the most important aspects of nursing care. An integral part of this process is the way a nurse should use and understand body language (Wilkinson 1991). It is as vital a part of the communication process as speaking and should be treated as such. Body language can convey all human emotions either consciously or not and can show a persons true feelings regardless of what they have said (Pease 1984). I could tell by the way that the patient was communicating non-verbally that he was anxious. His facial expressions and posture showed the classic signs of someone being anxious (Teasdale 1995). Seeing this, perhaps I should have explained to the nurse beforehand t hat the patient was anxious so that she may have acted with a bit more respect towards the patient. It is clear that good clear communication skills can improve patient satisfaction and compliance, thus reducing anxiety. I believe that during the admitting process with the patient I did actively discuss the procedure with the patient. I felt that I gave the patient opportunity to ask questions and allay any fears he was harbouring. I sat beside the patient and spoke to him about the procedure in an informal and pleasant manner, giving him opportunity to voice any concerns that he had. I believe that the patient is at their most vulnerable and anxious upon entering the endoscopy unit and some encouraging reassurance makes the patients experience less of an ordeal. It is my opinion that an assessment of a patients personality and level of understanding regarding consent and sedation enables the development of a communication strategy accordingly thus providing a sound knowledge of the test, sedation offered and therefore informed consent. This essay has allowed me to reflect upon my own practice and how I should have acted differently by standing up for the patient at the time, not allowing my own lack of confidence to prevent this. I understand that the care of the patient is my first concern and that I must work with others as a team to protect and promote the health and wellbeing of those in my care (NMC 2008). Perhaps with this understanding, I will be less anxious about felling inferior around other professionals. I will articulate my professional judgement given a similar situation, using what I have been taught which is the best evidence based practice to rationalise my reasons for questioning their practice. I will aim to develop my assertiveness (as I realise that assertiveness does not come naturally to me) to speak out in the interests of the patient, whatever the situation. I will develop my ability to communicate with both patients and other professionals to offer them the opportunity to rationalise their own care delivery and reflect upon it. I believe these actions will enhance my professionalism and promote best practice, in the interest of the patient. I had chosen to focus on communication and advocacy as these are areas in which I feel I need to work on. Gibbs (1998) reflective cycle was used in this assignment because it is a familiar tool that I have found to be useful and uncomplicated. Learning from an experience and then reflecting on that experience is an excellent way of improving the skills in my chosen profession (Kolb 1984). From my own personal point of view, I went into this assignment with some degree of emotional imbalance for the fact that I did not speak out for the patient but now I feel that I have gained in several areas. I feel my reflective skills have increased and with it my confidence regarding tackling such situations again. Also I feel more relaxed with the idea of reflecting uncomfortable incidences because I can see the benefits in doing so.

A Comparison of Two Paintings from the Renaissance Period Essay

A Comparison of Two Paintings from the Renaissance Period Introduction   Ã‚  Ã‚  Ã‚  Ã‚  This paper will compare the themes found in the paintings â€Å"Madonna and Child with St. John the Baptist and an Angel† by Domenico di Bartolomeo Ubaldini (Puligo) and â€Å"Madonna Enthroned† by Giotto. Both paintings deal with fables from the Christian faith but were executed during different periods in art. The Giotto painting was created around 1310 and the Puglio painting was executed between 1518 – 1520. Here, these two paintings have similar themes both at the extreme beginnings and endings of the Italian Renaissance, and as such they serve to present an exceptional example of the developments in art that occurred within that time. This paper shall compare these two paintings through addressing a series of questions on the subject. Subject Matter or Iconography   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Madonna Enthroned† is the earlier of the two works to be surveyed in this paper, and as such there is a great deal more popularity surrounding this work. The image is simple: The subject matter is religious and concerns a host of holy figures surrounding the Madonna with an infant figure of Christ on her lap. â€Å"Madonna and Child with St. John the Baptist and Angel† is similar in that other holy figures are gathered to pay their respects to Christ but the scene is more open and less focused on just the two central figures. â€Å"Madonna and Child†¦Ã¢â‚¬  in my opinion is therefore a more complex composition, where instead of having two recogn...

Followers and Leaders of Animal Farm

Animals on Manor Farm over throw their mean and evil rulers who have overworked and mistreated them. Once the animals get control over the farm they set up slogans and rules the animals must follow in order to have equality and justice on the new farm.The farm is mainly ran by the pigs, who are considered the most intelligent, and also the two main ruler pigs named Snowball and Napoleon. Napoleon uses dogs he took away as pups and trained them to follow his words and also uses them to chase Snowball off the farm. Now Napoleon has complete control over the farm along with the other pigs and the dogs.Napoleon’s number one pig who helps him run the farm the way he likes is named Squealer. Squealer is very persuasive and can manipulate any animal he needs to. The author of the book Animal Farm is named George Orwell and he wrote this story to have a allegorical representation of the Russian Revolution. Orwell shows in this piece of writing that both leaders and followers in a soci ety can act in ways that destroy certain rights such as freedom and equality. One of the followers name is Boxer and this horse believes that everything the pigs say about napoleon is always right.Overall, Napoleon’s right hand pig, Squealer, uses persuasive wording and powerful speeches to manipulate other animals on the farm that Napoleon is always right. In Animal Farm one of the leaders name is Squealer and he is a pig who is very persuasive.The text states, â€Å"The others said of Squealer that he could turn black into white. † (pg:16) When George Orwell describes Squealer as being able to â€Å"turn black into white†, he is in fact referring to Squealer's persuasive skill. In other words, Squealer has enough persuasive talent to be able to convince the animals in Animal Farm that black is white or vice-versa.Squealer uses his wonderful way of talking persuasively towards the other animals on the farm. When Squealer does this he is being manipulative words to make the animals think what he wants them to.This effects the equality on the farm because the animals may not realize that they are being cheated out of their rights they originally fought for when they ran the original farm hands off the farm. Squealer’s persuasion is powerful because he influences the animals into thinking only positive ideas about Napoleon. This shows that Squealer is very manipulative and takes advantage of his power of manipulation.Squealer keeps his power throughout the novel is by staying as an important aspect to Napoleon. Napoleon uses Squealer to go out and persuade the animals on the farm that the pigs aren’t doing anything wrong or against the rules. This is very relevant to the story because if Napoleon didn’t have Squealer to help him run the farm than Napoleon wouldn’t have too many supporters and without his supporters he wouldn’t have any power. In Animal Farm, Orwell chose the characteristics of the animals t o allegorically represent people or groups from the Russian Revolution.Napoleon plays Stalin who was a cruel ruler who used military tactics to enforce his rules. This overall represents how in Animal Farm Orwell used all of the characters to have an allegorical meaning. Squealer is a representation of the Propaganda Department, and Napoleon represents the Russian Revolutions cruel leader. Squealer’s overall goal is to persuade all of the animals to becoming loyal to Napoleon like how the propaganda department was a way of persuading the people of the Soviet Union to become loyal to Stalin.Squealer is reaching his goal one by one and gains support every time he talks to the animals. Next, in Animal Farm one of the animals who follow Napoleon and Squealer’s words is a very strong and hardworking horse named Boxer. At first, things seem to be going well. He's a hard worker, making â€Å"I will work harder† into his personal motto (ch-3). He's a brave fighter, and the narrator tells us that, during the Battle of the Cowshed, â€Å"the most terrifying spectacle of all was Boxer, rearing up on his hind legs and striking out with his great iron-shod hoofs like a stallion† (ch-4).But it's not enough to keep him safe. At the beginning of the novel, Old Major warns Boxer that he's disposable: â€Å"the very day that those great muscles of yours lose their power, Jones will send you to the knacker, who will cut your throat and boil you down for the fox-hounds† (ch-1). Boxer can see that—but once Jones is forced off the farm, Boxer thinks the threat is gone. He's just not smart enough to see that he's got a whole new species to worry about. Boxer worries about the farm, but he's not smart enough to figure things out on his own.Instead of thinking for himself, he decides to be loyal no matter what—to follow the Party (as in, Communist Party) line. Like, after Snowball is sent into exile, Boxer tries to think things over for himself, but all he can come up with is, â€Å"If Comrade Napoleon says it, it must be right,† and he takes up a new personal motto: â€Å"Napoleon is always right† (ch-5). Boxer is one of the animals who is easily persuaded and this is why the pigs think of him as a powerful disciple. Boxer absorbs everything the pigs tell him.Boxer would work so hard that it would influence the other animals to want to start and work also. This is not a good thing that is happening because when they are working on different projects on the farm they are taking orders from Napoleon and if they do that than there isn’t equality because this means that Napoleon is of a higher authority. If Napoleon is a higher rank in the social class than there isn’t equality. Boxer does not realize that he is giving up his freedom and he certainly doesn’t know that he is causing the other animals to also.He doesn’t realize this because all he does is follow Napoleons rules and work as hard as he can. Boxer motivates the other animals to work harder when the animals see him trying so hard to work. Boxer’s behavior is not typical of the animals on Animal Farm because he doesn’t ever question Napoleon like some of the other followers on the farm have. Also Boxer is not like the other animals because even though he is a follower he influenced other animals to follow in his footsteps and work harder.This shows that because Boxer is listening to Squealer he worked harder and that influences the other animals to work but also to give away their right to freedom and equality. In Conclusion, Napoleon’s second in command, also known as Squealer, persuades the animals on Animal Farm into thinking he is a wonderful leader. One of Squealer’s followers is a very work dedicated horse named Boxer. The author of this story is name Orwell and his purpose of writing this piece was to have the allegorical purpose of symbolism of the Russian R evolution.Orwell may have written this as a warning to the readers about how human behavior is when they get to much power. When someone gets too much power it goes to their head and they can’t function like they use to and may make bad decisions. From this novel the reader has learned that society is always adjusting itself. Not every situation is perfect nor can one expect perfection. However, the reader also learned that people have morals by which they hold themselves. Any leader who pushes his morals upon a group does not deserve power.

Sample Size for a Margin of Error in Statistics

Sample Size for a Margin of Error in Statistics Confidence intervals are found in the topic of inferential statistics.   The general form of such a confidence interval is an estimate, plus or minus a margin of error.   One example of this is in an opinion poll in which support for an issue is gauged at a certain percent, plus or minus a given percent. Another example is when we state that at a certain level of confidence, the mean is xÌ„ /- E, where E is the margin of error. This range of values is due to the nature of the statistical procedures that are done, but the calculation of the margin of error relies upon a fairly simple formula. Although we can calculate the margin of error just by knowing the sample size, population standard deviation and our desired level of confidence, we can flip the question around. What should our sample size be in order to guarantee a specified margin of error? Design of Experiment This sort of basic question falls under the idea of experimental design. For a particular confidence level, we can have a sample size as large or as small as we want. Assuming that our standard deviation remains fixed, the margin of error is directly proportional to our critical value (which relies upon our level of confidence) and inversely proportional to the square root of the sample size. The margin of error formula has numerous implications for how we design our statistical experiment: The smaller the sample size is, the larger the margin of error.To keep the same margin of error at a higher level of confidence, we would need to increase our sample size.Leaving everything else equal, in order to cut the margin of error in half, we would have to quadruple our sample size. Doubling the sample size will only decrease the original margin of error by about 30%. Desired Sample Size To calculate what our sample size needs to be, we can simply start with the formula for margin of error, and solve it for n the sample size. This gives us the formula n (zÃŽ ±/2ÏÆ'/E)2. Example The following is an example of how we can use the formula to calculate the desired sample size. The standard deviation for a population of 11th graders for a standardized test is 10 points. How large of a sample of students do we need to ensure at a 95% confidence level that our sample mean is within 1 point of the population mean? The critical value for this level of confidence is zÃŽ ±/2 1.64. Multiply this number by the standard deviation 10 to obtain 16.4. Now square this number to result in a sample size of 269. Other Considerations There are some practical matters to consider. Lowering the level of confidence will give us a smaller margin of error. However, doing this will mean that our results are less certain. Increasing the sample size will always decrease the margin of error. There may be other constraints, such as costs or feasibility, that do not allow us to increase the sample size.

20 Controversial Persuasive Speech Topics for College Students on Non-College Education

20 Controversial Persuasive Speech Topics for College Students on Non-College Education Non-college education is a relatively obscure path that is not widely discussed. If you are tasked with writing a persuasive speech on non-college education, and don’t know where to take it, consider the 20 topics below: The Difference in Views between College Graduates and People without Higher Education The Cost of College: Is it Worth It? How Long It Takes to Earn Back the Debt from College The Things Learned in College: Do They Help in Real Life? Street Smart: Things That Cannot Be Learned in School Why Millionaires Avoided College The Need to Restructure Science Education Why Google Has Started Hiring More People Without College Degrees Higher Earning Discrepancies between College Graduates and Non-College Graduates The Importance of Liberal Education The Use of Free Tertiary Education to Improve the Economy The Cost of Education: What Burden Taxpayers Are Paying The Political Thoughts between College Students and Non-College Students: Should Something Be Done? Arrogance Among Classes: How College Grads Look Down Upon Non-College College Education: Does it Make a more Responsible Adult? How College Can Prepare One for Life Why College Education is Worth the Cost Why Non-College Earning Potentials Are High in Creative Industries The Need for More STEM Colleges The Need for Higher College Graduation Rates Aren’t those topics great? If still feeling unsure regarding how to approach your assignment, it’s okay because we also have an awesome 11 facts list and a guide for a controversial persuasive speech for students. Also, below is a sample article on one of them to help you better understand the speech writing process. Remember that this is meant to guide you in your speech writing. Sample Persuasive Speech: The Difference in Views between College Graduates and People without Higher Education Today there are serious divides which exists between white Republicans who have received a college education and those who have not. This divide obviously extends into other political Arenas and different political parties. It has been analyzed among white republicans specifically. The results are shocking and indicate stark differences with regard to issues such as immigration, racism, and political compromise. A new study produced by the Pew Research Center shows that there are striking differences between white Republicans who have a college education and those who do not have a college education, particularly with regard to views on voting, racism, immigration, and government. These differing views are important because they can determine who gets elected into government offices. Donald Trump, a leading Republican for the 2016 presidential election is more appealing to white Republicans who have not graduated college. Those who have not received a college education are under the idea that immigrants are the root cause of what is wrong with the country. It is thought that America is burdened by immigrants who take the jobs, houses, and healthcare deserved or earned by legal citizens. It is also believed by the uneducated white Republicans that all undocumented immigrants should be deported and a fence should be constructed along the border with Mexico. Nearly half of white non college educated Republicans claimed they would be more likely to support republican nominees if they wanted to deport all immigrants who were living illegally in the United States. Among those who have received a college education, only 38% would favor such a candidate. By a much wider margin Republicans favored the construction of the fence along the border with Mexico. Among those Republicans who have not completed college education, 75% supported the fence and among those who did complete a college education 64% were for it. White Republicans without college education or with limited education have negative views about the increasing ethnic and racial diversity in America in roughly half of the cases with 48% viewing the increasing diversity as a positive thing which makes the United States a better place in which to live. Among those college-educated Republicans 65% saw the growing diversity in a positive light. With regard to racism, 59% of Americans believe that changes need to continue with regard to equality particularly between blacks and whites. But only 32% said that the nation has actually made the changes necessary to achieve equal rights. Among the Republican Party, 52% said that the nation had already made the changes it needed to make in order to provide equal rights to blacks but 39% maintained that this change is not yet finished. Between those white Republicans who graduated college and those who did not there were only modest differences on this particular issue. Similarly 32% of college educated individuals compared to 40% of non-college educated individuals all racism as a serious problem. The sharper divide exists over the decision to remove the Confederate flag in South Carolina from the State House grounds where 56% of college-educated Republicans agree it was the right decision while 37% of non-college educated individuals believed it was the right decision. Previous research has found that there are sizable socioeconomic divides among the GOP with regard to the social programs offered by the government, with individuals who are less educated and with lower income are more in favor of government benefits. Those white Republicans with a college education were less likely than those without an education to believe that the federal government fails to do enough for older people and poor people. But those white Republicans without a college education believed that the government does too much for the wealthy as well. Nearly half of white Republicans with a college education and those without said that the federal government does not do enough for the middle class. Today the serious issues on the political agenda have been thwarted by stark differences between white Republicans who have received a college education and those who have not. The statistics speak for themselves and indicate that those who have received higher education think much differently than those who have little or no education and as such the continued pursuit of education for all is really the only way to offer better knowledge about political subjects and to encourage overall voting from all citizens. Only by way of increased education can we encourage voting across the board from children and adults of all ages in an informed fashion. References: Duschl, Richard A.  Restructuring Science Education. New York: Teachers College Press, 1990. Print. Farnham, Nicholas H and Adam Yarmolinsky.  Rethinking Liberal Education. New York: Oxford University Press, 1996. Print. How Much More Do College Graduates Earn Than Non-College Graduates?.  Study.com. N.p., 2016. Web. 12 May 2016. Is College Worth It?.  The Economist. N.p., 2014. Web. 12 May 2016. New Study: The Scary Difference Between Non-College Educated White Republicans- And The Educated.  Daily Kos. N.p., 2016. Web. 12 May 2016. Nisen, Max. Google Has Started Hiring More People Who Didnt Go To College.  Business Insider. N.p., 2016. Web. 12 May 2016. Pollard, Diane and Olga M Welch.  From Center To Margins. Albany, NY: State University of New York Press, 2006. Print. Sims, Ronald R and Serbrenia J Sims.  The Importance Of Learning Styles. Westport, Conn.: Greenwood Press, 1995. Print.

First World War Bachelor Essay Example | Topics and Well Written Essays - 1250 words

First World War Bachelor - Essay Example The war was won by the Allied Powers and the results of the defeat of the Central Powers resulted in their dismantling. Germany had a particular bad shape after the war with the controversial Versailles treaty. It lost is overseas empire and new states such as Czechoslovakia, Estonia, Finland, Latvia, Hungary and Yugoslavia were created in Europe. The war was fought on land, sea and fir the first time in air. This war resulted in great devastation resulting in the deaths of more that nine million soldiers in the various battlefields, much more millions in the civilians who perished. As a result of the war people's life changed dramatically as the optimism which came with the many changes in the early 1900's was completely lost. Those who had fought in the war became what is known as "the Lost Generation" as they never fully recovered from the effects of the war and their experiences in the war was unlike any thing anyone had thus far experienced. The years after the war saw Europe mourning with memorials being erected in thousands of villages and towns Though many think that the outcomes of the Second World War, contributed to the present world situation, it is the events which happened as a result of the First World War, which give the real answer to many of the tension existing in today's political scenario. These events have been expertly analyzed and set forth in the works of David Fromlin and Hew Francis Anthony Strachan . iii. David Fromkin David Fromkin is well-know for his book A Peace to End All Peace (1989). In this book, he brings out the role played by European policy in the Middle East between the years, 1914 ad 1922. This book traces the event which led to the dissolution of the Ottoman Empire. When this empire broke down, tremendous changes took place in the Middle East. Most people think that the border around the Middle eastern states of Iraq, Syria, Jordan were always there, but according to David Fromkin this notion is wrong because these states were created primarily out of the European policy (made by the joint hands of countries Britain, France, Russia, Greece, and in a way America. in 1922). He brings out the key events which were part of this policy in the book. This policy sought to find new expansions for the European powers of the time and to carve up the fallen Ottoman Empire after the First World War. They wanted to establish their influence in the Middle East as they had done with other countries with which they had fought and won over. Events in the Middle east at that time, led Britain to get into the ottoman empire, but they made a series of mistakes, which led them to endure an long-drawn out war in this region. A new government in the meantime had come into Britain and it's decided that once they had got through the war in the Middle East, they would carve it up as they always did with spoils of a wars. At this point not only Britain but also European leader felt that the Jewish community had the power to control events in several countries. They wanted an alliance with the Jews and wanted to use their influence to their advantage. The result of this saw Britain making overtures to Jewish Zionism by issuing the Balfour Declaration in

Assignment Description Research Paper Example | Topics and Well Written Essays - 2000 words

Assignment Description - Research Paper Example In brief, this book is of very much help for both HR executives and students alike. 2. Joshi, G. Employee counseling-are we ready for it? Retrieved 20 April 2011 from http://www.123oye.com/job-articles/hr/employee-counselling-hr.htm This article draws attention to counseling as a trend that has immense impact on employees of an organization. The writer compares counseling to a tool that helps to achieve organizational goals. The importance of employee counseling is briefly discussed here in it. It also tries to mention the basic qualities of a counselor and how his advice should be. This work has simplified the complex and vague concept of counseling in to an interesting piece of writing which is easily understandable by all from various walks. 3. Yadav, L. B. (Ed.). (2000). Readings in Social and Labor Welfare. New Delhi: Anmol Publications PVT LTD. This book brings together rich information on all vital matters of labor as well as social welfare. This highlights the importance of g iving employee welfare the prime consideration. The historical development of the policy of labor welfare is elaborately discussed in this that it provides the reader with a clear cut idea about how it became as we see today. The structural frame work of employee welfare is well established so as to help an organization to develop a healthy atmosphere from existing working condition. 4. Roberts, G. (1997). Recruitment and Selection: A company Approach. UK: CIPD Publishing. This book serves as a helping material to the process of recruitment and selection. The writer has endeavored to bring in an analysis of all the fundamental aspects of recruitment and selection processes which will be of great interest and help for the students concerned. Still, the main aim of this book is to assist those people who are very much involved in the recruitment and selection trials of individuals at whatever levels; for, it provides practical guidance with sufficient coverage of issues. 5. Amstrong, M. (2000). Strategic human resource management: A guide to action. US: Kogan Page Publishers. This book is a broad compendium of human resource management definitions and explanations about aligning of strategies with organizational goals. Its main aim is to bring down the gap between decisions and actions by citing formulation of human resource strategies and ways of implementing them. This book is divided into four segments which represent the human resource management, the practicalities of implementing strategic human resource management strategies and organizational and functional strategies from practical point of view. 6. Callaway, P. L. (2007). The Relationship of organizational trust and satisfaction: An analysis in the US federal work force. Florida: Universal Publishers. This book is meant for professionals and students who are in the field of business management, organizational studies and human resource management. This provides an over view about what job satisfaction actually is. It cites trust and job satisfaction as of strategic importance. In the study conducted in seven selected US federal agencies, it indicates that if effective communication is done at proper times the top managements truly give their ears to the employees’ concerns and make no difference between males and females. 7. Hamlin, D. (August 8, 2009). Why the importance of HR manager should not be under estimated? Helium: Human Resources. Retrieved 20 April 2011 from