How Does Owen Challenge the Idea That It Is Sweet and Noble to Die for Your Country Essay Sample free essay sample

In the verse form Dulce Et Decorum Est. Wilfred Owen describes the worlds of war in a negative manner even though the rubric of the verse form. translated into English is: It is sweet and baronial to decease for your state. Portraying the truth of war contradicts the rubric of Owen’s verse form and hence Owen challenges the thought of courage in being killed in war. which is dry for he. himself did so. Wilfred Owen uses the construction of the verse form to make conflicting thoughts of his sentiment of war. The lines of the verse form imply that it is unpleasing to decease in such hosts for so few and in this shows that the universe is an unjust topographic point nevertheless the surrogate rime strategy is steady and equal and suggests peculiar administration which most surely was non the instance in the pandemonium of war. Then once more the balanced construction proposes rigorous obeisance in that this rhyme strategy is maintained throughout the verse form as orders and actions were mandatory to be followed without inquiry in World War One and hence the firm stringency of the rime can associate to life in the war. We will write a custom essay sample on How Does Owen Challenge the Idea That It Is Sweet and Noble to Die for Your Country? Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This means that the rhyme strategy mirrors the harsh and terrible ways of WWI and therefore challenges the rubric. The punctuation within the verse form is used to add accent and full significance to the lines. Owen uses punctuation to arouse full idea to any certain phrase in the verse form and hence constructing up the idea of the horror and torment of World War One. For illustration. in line two: â€Å"knock-kneed. coughing like beldams. we cursed through sludge† . the commas decelerate down the gait and hence underscoring the cursing through sludge by doing the lines read at the same gait as the significance within the lines describes. In lines five to eight. the semi-colons make intermissions so as to add indication to the stages that were so cardinal to the dismaying world of World War One: â€Å"All went square ; all blind ; /Drunk with weariness ; † . These semi-colons besides suggest continuance and therefore the backbreaking mode of WWI. Within the same lines. the full Michigan conveying dramatic intermissions and accordingly say to the reader that this was existent life a nd that life was genuinely awful in WWI. The punctuation counteracts the rubric of the verse form because it emphasises the negative imagination in the verse form. The context behind Dulce Et Decorum Est challenges the poem’s rubric. as Owen himself thought severely of WWI. Owen. himself had suffered from shell daze and blown into the air. waking up with a fellow officer’s remains scattered around him. These experiences made him wholly unenthusiastic about war nevertheless. his obituary read: 2nd Lt. Wilfred Edward Salter Owen. 5th Bn. Manch. R. . T. F. . attd. 2nd Bn. For conspicuous heroism and devotedness to responsibility in the onslaught on the Fonsomme Line on October 1st/2nd. 1918. On the company commanding officer going a casualty. he assumed bid and showed all right leading and resisted a heavy counter-attack. He personally manipulated a captured enemy machine gun from an stray place and inflicted considerable losingss on the enemy. Throughout he behaved most chivalrously In those times a prevarication would be passed around England: that it was sweet and baronial to decease for your state. This was so that the authorities could mass ground forcess from work forces who have abandoned much for this candied wild-goose-chase. This grounds makes the last two lines of the poem- â€Å"The old Lie: Dulce et decorousness est/ Pro patria mori. †- Seem even more so true in that the governments would feed work forces this prevarication in order to contend in the war. The rubric of the verse form is challenged by the context of the verse form because the poet disagreed with the statement of the rubric and there is grounds to state that it is all a immense prevarication. which agrees with the lines of the verse form and hence contradicts the poem’s rubric. The linguistic communication used in the verse form challenges the thought of the rubric by utilizing a batch of negative imagination. This is done by Owen’s usage of nonliteral linguistic communication in many phrases within the verse form to demo the world of war being an flagitious thing. This is demonstrated in: â€Å"GAS! Gas! Quick. male child! — An rapture of groping. / Suiting the gawky helmets merely in time† The linguistic communication. here is making a sense of terror and inexorable exhilaration and the phrase â€Å"clumsy helmets† is metaphoric in that the helmets were heavy and hard to set on and wear and therefore the soldiers would be seen as clumsy. when have oning them and the besides in that the soldiers would be clumsy in the fumbling of seeking to acquire the helmets on amid the terror. Violent is shown in the phrase: â€Å"eyes writhing† and this makes us visualize the man’s despairing look as he fiercely but futilely fo ught the causes of the gas onslaught. When Owen says: â€Å"men marched asleep† . Owen implies that the work forces of the ground forces had been innocently blind to what the worlds of war were before they enlisted to the ground forces ( because of the last two lines ) and besides that they were all exhausted from all the difficult work they had done. A line from the verse form reads: â€Å"Of vile. incurable sores. on guiltless tongues† . this suggests that the viral prevarication had brought rough effects on those that had naively believed and spread the prevarication that could non been taken back. The word: â€Å"innocent† connotes that they did non merit to decease. after holding been told such a prevarication and holding so much taken off from them for nil but one more soldier to decease in hosts for the war’s cause. The linguistic communication used in the verse form conflicts with the rubric because the imagination shown in the verse form is negative and describes the atrocious world o f war accurately and therefore disagrees with the rubric. which illustrates the alleged glorification of deceasing for your state. The attitudes and subjects in the verse form aid Owen to put the tone by utilizing vocabulary to insinuate the negative feelings in order to belie â€Å"Dulce†¦Ã¢â‚¬  . Owen expresses many different attitudes in â€Å"Dulce†¦Ã¢â‚¬  . a key of them being anguish. In WWI. there was so much of this shown that Owen has been able to easy lucubrate and to the full exemplify this subject. An illustration of the frequent marks of torment is â€Å"the blood/ Come gargling from the froth-corrupted lungs† this suggests a battle. as the adult male in the verse form is deceasing. and the effects that the gas onslaught had on him made him endure. This phrase brings Forth an image of a desperate. wholly exerted adult male. contending a lost conflict to last the gas onslaught. while writhing impotently. Another quotation mark from the poem-â€Å"white eyes wrestling in his face†- shows that the adult male is in daze or panicked and one time more implies that he is contend ing a lost conflict to remain alive but fighting however. These illustrations make war seem a atrocious thought by demoing the hurting and enduring one will likely travel through and hence thwarts the thought of it being sweet and baronial to decease for your state. The Poem: â€Å"Dulce Et Decorum Es† contradicts it’s rubric through many different techniques. some of which have been explained in this essay. The verse form claims that to decease in WWI is a graceless and foolish thing to prosecute yet the Title claims that it is sweet and baronial to decease for your state. In decision. Owen intentionally contradicted the rubric of his verse form in order to portray the gesture that it was non true and that it must non be believed.

Definition and Examples of Syncrisis in Rhetoric

Definition and Examples of Syncrisis in Rhetoric Syncrisis is a  rhetorical figure  or exercise in which opposite persons or things are compared,  usually in order to evaluate their relative worth. Syncrisis is a type of antithesis. Plural: syncrises. In classical rhetorical studies, syncrisis sometimes served as one of the progymnasmata. Syncrisis in its expanded form may be regarded as a literary genre and a variety of epideictic rhetoric. In his article Syncrisis: The Figure of Contestation, Ian Donaldson observes that syncrisis once served throughout Europe as a central element in the school curriculum, in the training of orators, and in the formation of principles of literary and moral discrimination (Renaissance Figures of Speech, 2007). EtymologyFrom the Greek, combination, comparison Examples I pictured a rainbow;You held it in your hands.I had flashes,But you saw the plan.I wandered out in the world for years,While you just stayed in your room.I saw the crescent;You saw the whole of the moon! . . .I was groundedWhile you filled the skies.I was dumbfounded by truth;You cut through lies.I saw the rain dirty valley;You saw Brigadoon.I saw the crescent;You saw the whole of the moon!(Mike Scott, The Whole of the Moon. Performed by the Waterboys on This Is the Sea, 1985)He always feels hot. I always feel cold. In the summer when it really is hot he does nothing but complain about how hot he feels. He is irritated if he sees me put a jumper on in the evening.He speaks several languages well; I do not speak any well. He managesin his own wayto speak even the languages he doesnt know.He has an excellent sense of direction, I have none at all. After one day in a foreign city he can move about in it as thoughtlessly as a butterfly. I get lost in my own city; I have to ask direction s so that I can get back home again. He hates asking directions; when we go by car to a town we dont know he doesnt want to ask directions and tells me to look at the map. I dont know how to read maps and I get confused by all the little red circles and he loses his temper.He loves the theatre, painting, music, especially music. I do not understand music at all, painting doesnt mean much to me and I get bored at the theatre. I love and understand one thing in the world and that is poetry. . . .(Natalia Ginzburg, He and I. The Little Virtues, 1962; Carcanet Press, 1985) The Wider Implications of Syncrisis The syncrisis . . . is an exercise with wider implications: a formal comparison (compare and contrast). The original sophists had been notable for their inclination to plead for and against, and here is the art of antithesis on its largest scale. To produce a syncrisis one could simply juxtapose a pair of encomia or psogoi [invective] in parallel: as in comparing the ancestry, education, deeds and death of Achilles and Hector; or one could produce an equally effective sense of contrast by placing an encomium of Achilles, say, beside that of Thersites. The celebrated contrast of Demosthenes between himself and Aeschines illustrates the technique at its briefest and most effective: You did the teaching, I was a pupil; you did the initiations, I was the initiate; you were a small-time actor, I came to see the play; you were hissed off, I did the hissing. All your dealings have served our enemies; mine the state. . . . [T]here are the same obviously sophistic implications to such an exercise as for encomium and psogos: that details may be emphasized or manipulated in the interest of balance rather than truth, sometimes in the most patently artificial way.(Graham Anderson, The Second Sophistic: A Cultural Phenomenon in the Roman Empire. Routledge, 1993)   Syncrisis as Modelling by Luke the Evangelist Syncrisis is an ancient rhetorical device. It consists in modeling the presentation of a character on another in order to compare them, or at least to establish a correlation between the two. . . .The most complete example of Lucan syncrisis is the Jesus-Peter-Paul parallel. . . . To summarize briefly: Peter and Paul heal as Jesus healed (Luke 5. 18-25; Acts 3. 1-8; Acts 14. 8-10); like Jesus at his baptism, Peter and Paul receive an ecstatic vision at the key moments of their ministry (Acts 9.3-9; 10. 10-16); like Jesus, they preach and endure the hostility of the Jews; like their master, they suffer and are threatened by death; Paul is brought before the authorities like Jesus (Acts 21-6); and like him, Peter and Paul are delivered miraculously at the end of their lives (Acts 12. 6-17; 24. 27-28. 6).(Daniel Marguerat, The First Christian Historian: Writing the Acts of the Apostles. Cambridge University Press, 2002) Pronunciation: SIN-kruh-sis

Summary of the Videos Essay Example | Topics and Well Written Essays - 500 words

Summary of the Videos - Essay Example Mention is made of key personalities like Federal Reserve Chairman Ben Bernake and Secretary of Treasury Henry Paulson (Kirk, 2009). Later, the stories try to scrutinize how global financial giants can be held accountable for their decisions and how these decisions affect the larger international financial markets. The writers also wonder if any lessons had been learned for the approaching future. From the perspective of international financial markets, the writers make some very strong points when it comes to aspects of lessons learnt. For example, they try to quiz the merits in allowing only a few entities and companies to control the international financial market. This was done in a manner that the writers constantly portrayed the fact that some few entities like Washington and Wall Street; and companies like Bear Stearns and JP Morgan were given so much power to determine the temperature of the world finance markets (McClain, 2002). As students of finance and accounting, what becomes relevant in questioning is the need to ensuring that for the sake of globalization and for the fact that the performance of any single country goes a long way to affect the international financial market at large, it is important that policies directed giving the global financial market some levels of restoration and hope would be done from a decentralized perspective (Investopedia, 2012). T his is mean that input and contribution of every country and every sector of the economy should count as relevant in relieving the world of future crisis. After all, a country like the United States of America would continue to do international business with other nations and so should have the welfare and progressive growth of those nations at heart. Again, overdependence on the mortgage industry has somehow proved to the country that getting support from other sectors would relieve it of some pressure and ensure steady growth. The two

Critical Thinking Essay Example | Topics and Well Written Essays - 750 words

Critical Thinking - Essay Example Only a few databases can offer these services (ERIC, 2012). ERIC, however, has its own disadvantages. At times, research through ERIC can be time consuming. This is due to the large library of information that ERIC has to offer (ERIC, 2012). Hence, locating information can be tiresome. Another disadvantage of using ERIC is that there is a cost incurred in accessing the database. Even though, one pays for using ERIC, it still has a broad variety of data that cannot be accessed anywhere else. Locating and reading original articles rather than just using the abstract source is vital due to a number of reasons. The reasons are that: the original article has the original and full information. The original article is of higher standards than the abstract, and is up-to-date and complete. The original article represents the original information of what the article is about (ERIC, 2012). Unlike the information found on abstracts, which might just describe the original study, the original arti cle has full information of the topic matter without biasness. Also, in most cases, people find that original articles are of higher standards than the abstract. This is because the original article is examined for quality before it is published, unlike abstracts. Finally, original articles are always up-to-date. They comprise of the most recent information, unlike abstracts (ERIC, 2012). It is advantageous to start with secondary sources of information since these secondary sources are produced by individuals who have examined the primary source and enhanced its information. Secondary sources give assurance that the primary source is viable (ERIC, 2012). They also summarize the primary source so that on could know what is contained in the primary source. Some of the valuable traits of secondary sources are: secondary sources are gathered from diverse databases. They also provide a summary of primary sources (ERIC, 2012). Gathering information for secondary sources takes less time t han a primary source, and secondary sources provide a greater database of information. Secondary sources have quite a number of limitations as compared to primary sources. Some of these limitations are that the quality of the information is low, and information may be incomplete. Library holdings that are considered as primary sources are articles that offer first-hand testimonies, as well as direct evidence regarding a topic that is being investigated. These holdings are created by recorders or witnesses who experienced the event itself (ERIC, 2012). Library holdings that are primary sources refer to the sources that were created at the period of the event. They can, however, comprise of memoirs, autobiographies, or oral histories that were recorded later. Library holdings that are primary sources are distinguished by content, irrespective of whether they are available in original format, in digital format, in microfilm or published format. They can also be found in many libraries across the United States (ERIC, 2012). Articles differ in format, but in general have a reasonably similar scheme. They begin with a segment that looks at the background of the research, and a clarification of why the authors chose to do the research. It is followed by enlightenment of how the researchers did the experiment, and their results, plus conclusions. However, in order to assess a report and determine whether it is viable for the research, there are three ways of assessing an article to

Manegment Essay Example | Topics and Well Written Essays - 500 words - 1

Manegment - Essay Example HRM is a tactical and inclusive way of managing people and the place of work customs and atmosphere. An efficient HRM enables employees to contribute successfully and productively to the overall company course and undertakings of the company’s goals and objectives. In the recent past, HRM has moved from its traditional duties and emphasising more on planning, monitoring, and control (Martocchio 4). There was a time I worked as an attendant in a large motel. I interacted with the HRM department during the recruiting process and attended various training sessions organised by the motel and conducted by the HRM department. In this motel, the HRM handles any issue concerning leave days, off days, payslip problems and even medical cover. When I left the motel, I got an exceptionally strong recommendation letter drafted and authenticated by the HR manager. I had a truly delightful time working in this motel; I got promoted two times, and that can attest to the fact that I had a tremendously positive experience with the HRM. In the future, I look forward to secure employment in the same hotel and probably a chance to work in their HR office. Any HRM team is led by a HR manager who reports to a high authority. The authority could be an operation manager or a general manager depending on the organization’s hierarchy of power. Some human resource managers may report directly to the CEO or directors of the company. All the activities of a HRM department are managed by the departmental manager, but at times, the other managers may help him/her, especially during recruitment, firing, and appraisal of the employee performance (Martocchio 9). I have always been passionate about handling people from different creeds, religions, races, social orientations and backgrounds. I believe that, when I choose this course, it will help me achieve my dreams since it is

The use of Critical Reflection in Nursing Practice

The use of Critical Reflection in Nursing Practice Nursing practice is a complicated phenomenon, and usually something which has many dimensions. Nurses can develop better understanding of the ways in which they practice, the influences on their practice, and of their responses to challenging situations, through reflection on that practice, and, specifically, reflection on critical incidents. The use of reflection in nursing practice has been established as an important learning and development tool. Not only has it been described as an effective means of engaging in professional and personal development through self-assessment and self-evaluation (Gustafsson and Fagerberg, 2004 p 271), it is also known to be a way of looking at the quality of practice, and questioning how things are done (Bowden, 2003 p 28; Coutts- Jarman, 1993 p 77). Nurses usually use reflective models to guide their practice, as placing a structure on this process makes it more purposeful (Gibbs, 1988, online; Rolfe, 2005 p 78; Jones, 1995 p 783). Price (2004 p 4 6) also argues that reflection is a patient-centered activity, and one that is linked to the development of critical thinking. The NMC (2004 b), the professional body that governs nursing practice and sets the standards for nurses, states that nurses should: Act to ensure the rights of individuals and groups are not compromised; manage risk to provide care which best meet the needs and interests of patients, clients and the public; review and evaluate care with members of the health and social care team, and others; share experiences with colleagues and patients and clients in order to identify the additional knowledge and skills needed to manage unfamiliar or professionally challenging situations; contribute to the learning experiences and development of others by facilitating the mutual sharing of knowledge and experience. This assignment shows how the author has attempted to adhere to these guidelines through this process of reflection. WHAT The author witnessed a member of staff putting medication in the food of a confused and sometimes aggressive patient who regularly refuses their medication. The member of staff was crushing tablets and putting them into the patients food. This patient, an elderly and confused person, is someone dependent upon nursing staff for support with all of their activities of daily living (Farley et al, 2006 p 46). They are difficult to communicate with and it is not possible to get informed consent or true compliance from them. However, the medications were necessary to maintain their state of health, address their mental condition and prevent exacerbations of chronic conditions (such as hypertension). The author was moved to question this practice, and asked the nurse about this, but the reply was rather defensive. It seemed that they believed this was the only way to administer the medications and that it was for the patients own good. SO WHAT To begin with, the author felt that it was important to question this occurrence, because they found it ethically challenging. While the author understood the need to ensure the patient had had their medication, this occurrence challenged previously acquired understanding of informed consent and respecting the rights and dignity of the patient (NMC, 2004a, online). Acting in the best interests of the patient, however, is another requirement of nurses, and in this case, it was easy to see that they did need the medication and that it would help their subjective feelings of wellness to some extent. However, the author would also question how far this would improve their state of being, because with their cognitive impairment, they might not be able to recognize the difference between subjective measures of sense of wellbeing. The main issues in this scenario revolve around the competence of the patient and their ability to give consent (Hedgecoe 2008). The issue of consent is central to nursing practice, particularly in relation to ensuring the patient care is client-centred (DoH, 2001, online; NMC, 2004a, online). The autonomy and dignity of the client is at stake when one considers providing or enforcing care without consent (DoH, 2001, online). Veitch (2002) offers an authoritative overview of the practical issues involved in consent and advises that it is the dividing line between treatment and assault. (Veitch 2002 Pg 11). This is a very important issue to consider, because, as already discussed, the NMC (2008, online) requires nurses to only act in the best interests of their patients. That means being proactive, providing information to the patient, and communicating with them as best they can, even when there are communication difficulties. Veitch (2002) also goes on to comment that Consent is not just the signing of a document prior to undergoing a procedure, it is a hugely complex area with legal, ethical and practical components and all of these are brought into sharp focus when they are compounded by degrees of reduction in cognitive function (Veitch 2002 Pg 22). The problem here is that the patient, who is suffering from vascular dementia, cannot really be considered fully competent to make decisions about their care. They are cognitively impaired, and in need of significant care, surveillance, assistance and input in order to maintain basic levels of health and functioning. As such, this issue highlights the plight of such individuals, because they are occupying a cognitive world which is disconnected from reality, and within which they are unable to reason or understand what is being asked of them (Bowler, 2007). However, in this case, the scenario is taken to be in a residential care home. This means that one could reasonably assume therefore that the patient is not severely cognitively impaired and may suffer from fluctuating degrees of impairment (Bowler 2007). To this extent, the situation may be helped by considering whether they were happy to take the medication when they were less confused. If the patient is normally happy to take their medication when they were cognitively aware, the legal considerations become easier as Lord Donaldson has stated, in legal statute, that if a patient is judged not to be competent then the healthcare professionals who are responsible for their care are also responsible for making a decision that they believe is in the patients best interests and in line with a decision that they believe the patient would have made if they were competent to make it at the time. (Donaldson 1993). It would appear, therefore, that perhaps the actions of the nurse in placing the medication covertly in the patients food is excessive, and may be motivated by expedience and convenience rather than the best interest of the patient. It might be that, as may be the case in many circumstances, preconceptions about patients, and even stereotyping and prejudice, could be affecting actions here, because despite the egalitarian nature of the nursing profession, there appears to be ongoing ageism in clinical practice (DoH, 2001, online). According to the Department of Health in the National Service Framework for Older People (DoH, online), older people are often subject to preconceptions and prejudice because of ageism, and this ageism can be quite subtle, and pervasive in our modern society. Even those who deal extensively in the elderly may be prejudiced towards them, or have some degree of innate ageism (Gunderson et al, 2005 p 167). With the ongoing focus on patient-centeredness (DoH, 2 001, online) and on ensuring patient safety through the highest standards of care (DoH, 2004, online), this author would argue that actions which occur as a result of prejudicial preconceptions are quite likely to place patients at more risk. In this situation, the nurse may possess such preconceptions but be unaware of them, but this action could place the patient at risk. If someone else came along and asked the patient if they had had their medication (obviously in a more lucid moment), the patient would say no, because they would be unaware that this had occurred. Therefore, the patient could be overdosed because a second dose might be given. The ethical considerations that arise from this particular scenario are not the same as the legal ones, although there are large areas of both overlap and concordance of views (Lo, 2005). Hippocrates has been cited as stating that one should first do no harm. (viz Carrick 2000). This is the basis of the Hippocratic Oath which is taken by all doctors in the UK, and also the basis of fundamental principles of healthcare and professional practice. This is effectively translated into the Principle of Non-maleficence which means that the healthcare professionals must ensure that the patient is not harmed. An aggressive and confused patient may well be in danger of harming themselves and suitable treatment can be considered as justified in this context (van Uffelen, Chinapaw, van Mechelen et al. 2008), but it is questionable how much harm would occur due to this refusal to take the medication. The author would question whether it would not be more appropriate to allow the patient time to return to a more lucid state and then give consent for the medication, complying with their care themselves. This would respect their autonomy, and would also mean that the care given was not entirely bound by routines within the residential home, and would mean a patient-centred approach (DoH, 2001, online). The Principle of Beneficence can also be considered here, and it should be noted that this Principle is coloured by the circumstances of the event being considered. One could argue that the use of medication to ease the patients apparent distress is doing good under the terms of this Principle. If the overall aim of nursing practice is to act in the best interests of the patient, then it may be necessary to take such action, and to take responsibility for making such a decision, if it can be fully established that these actions are only done because it is better for the patient. This author would argue that in this situation, if the decision to put the medication in the food is just about expedience, about it being more convenient and manageable for the staff, then this would not be acting within the principle of beneficence. It is important to not just continue with standard or routine practice just because everyone does it. The balance in this situation is between beneficence and m aleficence, and is therefore relating to the motivation of the individual. Is the nurse doing this to avoid having to spend time and energy persuading the patient to take their medication? Or is this simply the best solution because otherwise the patient will not take the medication and will become ill as a result? More details about this would be required to fully understand the ethical challenge here. It would seem that the major problem with hiding medication in food is deception. Although it may be considered a practical expedient, It would not be an appropriate course of action if the patient was rational and competent, so consideration is required as to why it would be considered appropriate just because they are not competent and rational at this time (Wong, Poon, Hui 2007). Therefore, it is appropriate for the author to have questioned this practice, at this time, and to explore the parameters and dimensions of this action (Hargreaves, 2004 p 196). This area of intervention is fraught with difficulty and should not be entered into lightly. If a decision is made by the healthcare professionals to give the medication, it should be recorded in the notes together with the reasons for that decision and it should be given. If the patient will not take tablets then alternative routes of administration should be considered (Welsh and Deah 2007). It is not appropriate to overtly deceive or mislead the patient as doing so contravenes any concept of personal autonomy and dignity (NMC, 2004a, online; NMC, 2008, online). ). However, it may be that this course of action has been agreed with relatives or next of kin who have responsibility for the patient, which clouds the debate somewhat. There appears to be a fine line here between ethical and unethical practice, and therefore, it is important to clearly understand and justify why this course of action was taken. It would also help if nurses could address their own prejudices and potential bias about certain patients, through critical self examination and reflection (Daly, 1998 p 323). This would also help develop critical thinking skills (Daly, 1998 p 323). Nurses could then reflect critically on these kinds of actions to explore if there are not perhaps alternative approaches which could be used, such as providing the medication in a different form, one that is more palatable to the patient. It is not possible to easily define what the right course of action is in these circumstances, but if the nurse adheres to the principles of client centred practice (DoH, 2001, online), it should be easier to evaluate the motivations for these actions and therefore understand the ethical impact of this situation. However, it wo uld also be important to consider the theoretical basis for this, and for nurses in this particular care environment to discuss this practice and come to some consensus relating to the ethical issues and the ethical principles which arise from this kind of situation. NOW WHAT As part of this reflection the author will now try to draw together conclusions about the scenario described and discussed above, evaluating it as a whole. Having reflected on this scenario, it is apparent to the author that there is a lot to be learned from the situation. To begin with, it highlights how complex even simple nursing actions can be, particularly when they address ethical issues. The primary ethical issue in this scenario relates to the autonomy and capacity of the patient, and the motivation for the actions of the nurse involved. Autonomy is a key ethical principle, and respecting the rights and the individuality of the patient is central to professional nursing practice. Patient-centered practice is an ideal, but it should be a fundamental principle and in such a scenario, using patient-centeredness as a benchmark for evaluating care could be a useful way of analyzing whether nursing actions are ethical or not. In this scenario, the author would argue that the nurse should have taken more time with this particular patient, and should perhaps have considered how to provide the medication safely without challenging her autonomy quite so much. It is obvious that deception is a concept and practice that is incompatible with the fundamental principles of nursing and health care. This author has learned from this that covert actions are inacceptable, and if this situation were to arise again, they would feel empowered to challenge it, and to take action, to turn the focus back onto the rights of the patient. It is also important to consider the balance between the factors surrounding what constitutes the best interests of the patient. There will always be an ongoing negotiation, in situations when the patient is not fully competent, but if the nurse adheres to ethical principles, they will provide patient-centered care and this must, ultimately, meet the individual needs of the patient. This process of reflection has been a significant learning journey for the author, because it has broadened and deepened their understanding and insight into ethical challenges they face in their daily work and practice. Reflection, guided by a constructive model, has helped the author to analyze and evaluate this situation, and to explore the parameters of the ethics and philosophies which apply to it. The author has found that carrying out this reflection has not only enhanced their understanding of this situation, and of the complexities of the ethical questions raised by it, but also enhanced their critical thinking skills. Ethical decision making in nursing appears to be something that is hard to pin down, as ethical questions often leave a degree of confusion about the right and the wrong thing to do. Such is the case here, but the author has learned that there is literature to inform the nurse about the rights and wrongs of the more ambiguous ethical dilemmas, and that using such information can aid understanding and improve future practice.

Islam Essay -- essays research papers

the Islamic Congress's president, Mohamed Elmasry. Mr. Elmasry said there are bad Muslims just as there are bad Christians and Jews. "We treat them as such and so should you. But Islam is a religion of peace. Muslims have a religious duty to be tolerant of other faiths and other ideologies.'' Mr. Elmasry said journalists need to differentiate between the peaceful teachings of Islam and the claims of some Muslim extremists that their actions are justified by their interpretations of Islam. He likened the situation of Canadian Muslims today to that of Canadian Jews 50 years ago. "Jewish children were being (wrongly) called Christ-killers just as Muslim children are called terrorists today.'' In their letter to the editor in the April 27 issue of the College Hill Independent, Jumana Musa and Shadi Nahvi made some excellent points. They rightly asserted that the Western press tends to portray Arabs and Muslims according to stereotypes and these myths persist partly due to West ern popular ignorance about Arabs and Muslims. Since the Muslims students at Brown condemned the bombing of a Tel Aviv bus last year, I am learning to separate the handful of Muslim and Arab extremists who commit terrorist attacks against Israeli and Jewish civilians from the millions of Muslim believers who do not participate in this violence and sometimes express opposition to it. Since I began interacting with Muslims students through the kosher/hallal meal plan this year, I am changing my perceptions of Muslims and seeing them as people instead of abstractions. I think that many, many people in the United States and in western countries, in Europe, are afraid of a monster called Islam. And as the honorable Congressman Dana Rohrabacher said, it is an insult to consider the whole of Muslims, to take them into one side, and make them extremists. Really it is not correct. It is a little bit insulting. What is the definition of extremism? We can see in all of history: even when the f irst settlers came to the United States they were from different countries; Spain, England, France, European Countries. They were fighting on this land and fighting with the Indians. Do we call this extremism? A fight for a better living, which you understand you are doing not for a religious motive, is not extremism. Extremism in Islam, or in religion, is when you use religion to label intolerance, to... ... in the whole world. The US today as a result of the arrogant atmosphere has set a double standard, calling whoever goes against its injustice a terrorist. It wants to occupy our countries, steal our resources, impose on us agents to rule us based not on what God has revealed and wants us to agree on all these. If we refuse to do so, it will say you are terrorists. The US does not consider it a terrorist act to throw atomic bombs at nations thousands of miles away, when it would not be possible for those bombs to hit military troops only. The US does not consider it terrorism when hundreds of thousands of our sons and brothers in Iraq died for lack of food or medicine. It is known that every action has its reaction. If the American presence continues, and that is an action, then it is natural for reactions to continue against this presence. In other words, explosions and killings of the American soldiers would continue. A man with human feelings in his heart does not distinguish between a child killed in Palestine or in Lebanon, in Iraq or in Bosnia. So how can we believe your claims that you came to save our children in Somalia while you kill our children in all of those places?