The Russian Revolution by Sheila Fitzpatrick

The Russian Revolution by Sheila Fitzpatrick Fitzpatrick, Sheila. 2008. The Russian Revolution. New York: Oxford University Press is a book exploring the Russian Revolution: 1917 – 1932. I have chosen this book for analysis in order to improve my knowledge of that historic period and get better understanding of the essence, causes and aims of the Revolution.Advertising We will write a custom report sample on The Russian Revolution by Sheila Fitzpatrick specifically for you for only $16.05 $11/page Learn More The second reason for my choice was that I wanted to examine new approaches to the issue and develop my critical thinking as this book provides a new perspective and new aspects of the historical events. It is a sort of reading for those who are critical about history and want to develop personal opinion independent from a generally accepted point of view. In addition, the book is not very long, but rich in content and provides not only general information, but details of that historical per iod. What is more, the book is easy to read. The topic of the book is Russian Revolution, its aims, purposes, causes, consequences and flow. There are different approaches to the time period that can be considered revolutionary. The author of this book defines the following frames: â€Å"The timespan of the Russian Revolution runs from February 1917 to the Great Purge of 1937-8. The different stages – the February and October Revolutions of 1917, the Civil War, the interlude of NEP, Stalin’s â€Å"revolution from above†, its aftermath and the Great Purges – are treated as district episodes in a twenty-year process of revolution† (Fitzpatrick 2008, 4). The book consists of chapters which contain comprehensive and critical analysis of each period supported by various historiographical references. Three major themes of the Russian Revolution are discussed in each chapter. The first theme is the Bolsheviks’ vision of the revolution as a mean of modernization of the society. Fitzpatrick defines the goal of Bolsheviks as â€Å"revolution as a means of escaping backwardness.† (Fitzpatrick 2008, 4). The second major theme is the class theme: revolution as the â€Å"mission of proletariat† to create a new working class. The third team discloses the problem of violence and terror that took place in the country.Advertising Looking for report on eastern europe? Let's see if we can help you! Get your first paper with 15% OFF Learn More The author provides the information on how Revolution â€Å"dealt with its enemies† (that often were innocent people), what meaning it had for the government and why the government was so afraid of those â€Å"enemies†. The author presents the Revolution as a set of agitations and recurrences. She describes the results of the Revolution as positive to a certain extent. The Stalin’s Revolution extended the direct state over the economy and gre atly improved the economic state of the country. Fitzpatrick states that Russian peasants were more progressive than in the rest of the Western Europe, as a consequence, they formed a new class of workers. The Stalin’s Revolution provided new and productive ways of exploiting peasant agriculture. The state was strong and â€Å"disciplined†. However, the author emphasizes the price of that power: â€Å"The persecution of â€Å"class enemies† in collectivization and the Cultural Revolution had left a complex legacy of bitterness, fear, and suspicion, as well as encouraging such practices as denunciation, purging, and â€Å"self-criticism† (Fitzpatrick 2008, 148). We can consider this book a highly reliable source of information, as its author, Sheila Fitzpatrick, is a renowned specialist in the field of the Soviet History. She made a great contribution to the study of Soviet History, as well as modern Russian history. Among her recent publications are Ever yday Stalinism (2000), Tear of the Mask! Identity and Imposture in Twentieth-Century Russia (2005). Her works primarily focus on the social and cultural history of Russia of the Stalin period. Her biography is rich in awards, among which is a Mellon Foundation Distinguished Achievement Award. She is also a member of the American Academy of Arts and Sciences. Her works are not a mere description of events and personalities. She provides her vision of the problem or historical event which is based on archive materials and researches by other Western authors. The book is also very interesting to read as the author has a particular approach to the subject discussed. First of all, the author provides the idea that Russian society was not ready for revolution and that Russian Revolution of 1917 was a â€Å"contradiction† to the idea of Marx’s revolution. The citizens were the rural peasants who were industrial workers and they were more willing for a revolt than Marx expecte d them to be.Advertising We will write a custom report sample on The Russian Revolution by Sheila Fitzpatrick specifically for you for only $16.05 $11/page Learn More Another Fitzpatrick’s idea that generally contradicts a commonly accepted point of view that October Revolution contributed strength and discipline to the organization of the state. The author argues this point of view. She states that Provisional Government decided to â€Å"intransigent radicalism on the extreme left of the political spectrum† (Fitzpatrick 2008, 48) and could be seen by people as the only not corrupted part. The capture of power by Bolsheviks was just the first step of the Revolution. The next step was a Civil War that had a great influence on the flow of it and on the establishment of the Soviet power. However, the author does not try to persuade the reader in her point of view, she only presents facts and provides her assumptions. The task of the reader is to develop personal vision of the historical events and it not necessary should coincide with the author’s. The author assumes that: â€Å"For Russians and other former soviet citizens, the collapse of the Soviet Union meant a fundamental reappraisal of the meaning of the Revolution, previously hailed as the foundational event of the â€Å"world’s first social state† and now seen by many as a wrong turning that took Russia off course for seventy-four years† (Fitzpatrick 2008, 4). The author generally accepts this vision and analyzes the most important changes from the historical perspective. As the author used new document that became available after 1991, her vision of the Revolution has changed in some aspects. Outlining some positive sides of it, the author emphasizes the mistakes that were done. She supports her point of view with convincing evidences and analysis of works by other authors. Having read this book, I developed a bit different vision on the Russian Revolution. I can come to a conclusion that people were not ready for it and the actions that government undertook were contradictory to those suggested by Marx as people did not understand the essence of Revolution.Advertising Looking for report on eastern europe? Let's see if we can help you! Get your first paper with 15% OFF Learn More As a result, the idea of revolution â€Å"to put power into hand of the working class† failed and all people got was just another government which tried to build new society subordinate to new rules. However, in general the book does not present different information, it just adds new details and evidences to what have already been studied. It is a good book for those who want a critique vision of the history. Reference List Fitzpatrick, Sheila. 2008. The Russian Revolution. New York: Oxford University Press.

The Freedmens Bureau - Agency to Assist Former Slaves

The Freedmen's Bureau - Agency to Assist Former Slaves The Freedmens Bureau was created by the U.S. Congress near the end of the Civil War as an agency to deal with the enormous humanitarian crisis brought about by the war. Throughout the South, where most of the fighting had taken place, cities and towns were devastated. The economic system was virtually nonexistent, railroads had been destroyed, and farms had been neglected or destroyed. And four million recently freed slaves were faced with new realities of life. On March 3, 1865, the Congress created the Bureau of Refugees, Freedmen, and Abandoned Lands. Commonly known as the Freedmens Bureau, its original charter was for one year, though it was reorganized within the war department in July 1866. The Goals of the Freedmens Bureau The Freedmens Bureau was envisioned as an agency wielding enormous power over the South. An editorial in the New York Times published on February 9, 1865, when the original bill for the creation of the bureau was being introduced in Congress, said the proposed agency would be: ... a separate department, responsible alone to the President, and supported by military power from him, to take charge of the abandoned and forfeited lands of the rebels, settle them with freedmen, guard the interests of these latter, aid in adjusting wages, in enforcing contracts, and in protecting these unfortunate people from injustice, and securing them their liberty. The task before such an agency would be immense. The four million newly freed blacks in the South were mostly uneducated and illiterate (as a result of laws regulating slavery), and a major focus of the Freedmens Bureau would be setting up schools to educate former slaves. An emergency system of feeding the population was also an immediate problem, and food rations would be distributed to the starving. It has been estimated that the Freedmens Bureau distributed 21 million food rations, with five million being given to white southerners. The program of redistributing land, which was an original goal for the Freedmens Bureau was thwarted by presidential orders. The promise of Forty Acres and a Mule, which many freedmen believed they would receive from the U.S. government, went unfulfilled. General Oliver Otis Howard Was Commissioner of the Freedmens Bureau The man chose to head the Freemens Bureau, Union General Oliver Otis Howard, was a graduate of Bowdoin College in Maine as well as the U.S. Military Academy at West Point. Howard had served throughout the Civil War, and lost his right arm in combat at the Battle of Fair Oaks, in Virginia, in 1862. While serving under Gen. Sherman during the famous March to the Sea in late 1864, Gen. Howard witnessed the many thousands of former slaves who followed Shermans troops on the advance through Georgia. Knowing of his concern for the freed slaves, President Lincoln had chosen him to be the first commissioner of the Freedmens Bureau (though Lincoln was assassinated before the job was officially offered). General Howard, who was 34 years old when he accepted the position at the Freedmens Bureau, got to work in the summer of 1865. He quickly organized the Freedmens Bureau into geographical divisions to oversee the various states. A U.S. Army officer of high rank was usually placed in charge of each division, and Howard was able to request personnel from the Army as needed. In that respect the Freedmens Bureau was a powerful entity, as its actions could be enforced by the U.S. Army, which still had a considerable presence in the South. The Freedmens Bureau Was Essentially the Government in the Defeated Confederacy When the Freedmens Bureau began operations, Howard and his officers had to essentially set up a new government in the states that had made up the Confederacy. At the time, there were no courts and virtually no law. With the backing of the U.S. Army, the Freedmens Bureau was generally successful in establishing order. However, in the late 1860s there were eruptions of lawlessness, with organized gangs, including the Ku Klux Klan, attacking blacks and whites affiliated with the Freedmens Bureau. In Gen. Howards autobiography, which he published in 1908, he devoted a chapter to the struggle against the Ku Klux Klan. Land Redistribution Did Not Happen As Intended One area in which the Freedmens Bureau did not live up to its mandate was in the area of distributing land to former slaves. Despite the rumors that families of freedmen would receive forty acres of land to farm, the lands which would have been distributed were instead returned to those who had owned the land before the Civil War by order of President Andrew Johnson. In Gen. Howards autobiography he described how he personally attended a meeting in Georgia in late 1865 at which he had to inform former slaves who had been settled onto farms that the land was being taken away from them. The failure to set former slaves up on their own farms condemned many of them to lives as impoverished sharecroppers. The Educational Programs of the Freedmens Bureau Were a Success A major focus of the Freedmens Bureau was the education of former slaves, and in that area it was generally considered a success. As many slaves had been forbidden to learn to read and write, there was a widespread need for literacy education. A number of charitable organizations set up schools, and the Freedmens Bureau even arranged for textbooks to be published. Despite incidents in which teachers were attacked and schools burned in the South, hundreds of schools were opened in the late 1860s and early 1870s. General Howard had a great interest in education, and in the late 1860s he helped to found Howard University in Washington, D.C., a historically black college which was named in his honor. Legacy of the Freedmens Bureau Most of the work of the Freedmens Bureau ended in 1869, except for its educational work, which continued until 1872. During its existence, the Freedmens Bureau was criticized for being an enforcement arm of the Radical Republicans in Congress. Virulent critics in the South condemned it constantly. And employees of the Freedmens Bureau were at times physically attacked and even murdered. Despite the criticism, the work the Freedmens Bureau accomplished, especially in its educational endeavors, was necessary, especially considering the dire situation of the South at the end of the war.

Poetry Richard Cory Essay Example | Topics and Well Written Essays - 750 words

Poetry Richard Cory - Essay Example ... rhyme scheme is suggestive of the meaning behind the poem-that you cannot know what somebody is like inside just from the outer appearances. The rhythm of the stanzas, as well as the light tone that the poem starts in, are not at all foretelling of what is to come in the last stanza, unless if one employs irony and listens to the foreboding that this poem seems too light to be taken at face value. Thus the rhythm of the poem-regular, perfect grammatical stanzas, and the rhyme scheme which follows in an orderly way, seem to show the outside perfection of Richard Cory's life. However, only the last two stanzas give away (what goes on in) his inner life, and this is in sharp contrast to the outside appearances, in fact, completely contrary to the seeming perfection. The second stanza describes Richard Cory's behavior in a social sense, and more of his effect upon other people. The third stanza describes his social standing and his position, and we see him as a very wealthy man. But he is also "schooled in every grace", which makes him somewhat of a hero figure, as he is not only rich and handsome, but also of a fine mind and fine manners. Thus up to the end of the third stanza, what we as readers are offered is this description of Richard Cory, in which we see him as a bright character, and almost like a model citizen in a way. ... This is also a general opinion of other townspeople of him. So up to this point the poem's beauty seems to be in perfectly lined up, almost symmetrical sentences, told in a style that is almost classical in its simplicity and elegance. The focus is on detail in the description of this character. Thus we see elegant expressions such as "imperially slim", "quietly arrayed", and further-"he was always human when he talked". Finally, at the end of third stanza, Robinson concludes the detailed true-to-life description by saying: "In fine, we thought that he was everything/ To make us wish that we were in his place". Note that he says: "[W]e thought", and not another verb of more certainty such as "we knew" for example. It is still not obvious to the reader that a tragedy will follow, but the choice of verb here underlines the fact that appearances do not have to be true to what is going inside of a person. The last stanza suddenly gives us more insight into the socio-economic position of the narrator, as well as the other townspeople: "So on we worked, and waited for the light,/ And went without the meat, and cursed the bread". Thus it is now established that the narrator, as well as most of the townspeople, are poor, in contrast to the wealthy and successful Richard Cory. Finally, the poem ends: " And Richard Cory, one quiet summer night,/ Went home and put a bullet through his head." Note the perfectly grammatical, symmetrical sentences in this stanza, and the orderly rhyme scheme-ghgh. The perfect symmetry of this poem is ironic in contrast to the internal chaos that is shown through Richard Cory's sudden suicide. However, there is not much emotion shown from the narrator with regards to Richard Cory's

The war on Polio Essay Example | Topics and Well Written Essays - 1000 words

The war on Polio - Essay Example President Roosevelt thereby established the Warm Springs Foundation; a polio hydrotherapy center. The organization grew rapidly since it received much support and funding from several sectors. At the time of Roosevelt’s death in 1945, the foundation had already been transformed into the National Foundation which had become a strong organization dealing with voluntary health issues and funding polio research in the United States. In 1948, a significant discovery was made in the United States in relation to the fight against polio. The discovery was made by John Enders with a team of scientists from Harvard University. It was discovered that the virus which caused polio could be cultivated in the non-nervous tissues of the body. This important breakthrough led to the subsequent manufacture of the Polio vaccine. Jonas Salk took a keen interest in this realization and created the formalin-inactive virus that became known as the Salk’s vaccine. Before its release into the ma rket, the vaccine underwent very intensive trials and authorizations in a bid to ensure that it could safely and effectively immunize people against the polio virus. Even though other vaccines became accepted for use against the Polio virus, the Salk vaccine was largely adopted in the United States in the fight against the disease. For instance, Albert Sabin came up with an Oral Poliovirus Vaccine (OPV) in 1948 which was extensively used across the world throughout the next two decades. The OPV eventually ousted Salk’s IPV as the choice vaccine in the United States. This was basically out of the fact that OPV was administered orally and not through injection. Secondly, OPV used a powerful mechanism called â€Å"herd immunity† which could effectively provide immunity to unvaccinated people living near those already vaccinated. Even though the challenge of polio was much addressed in the United States, there was still the danger of the virus since frequent epidemics were a common occurrence in many parts of North Africa and Europe in the post-World War II days. In the mid-1950s the two vaccines effectively helped in combating the menace hitherto realized as a result of the polio virus (Orr 78). IPV and OPV have eradicated most cases of polio from several regions across the world. It must be admitted that the fight against polio is one of the most successful battles ever launched in the history of medicine and healthcare. In the developed world like the United States, it can effectively be stated that polio is no longer a great challenge compared to some of the emerging healthcare issues. However in certain parts of the world, polio is still a major challenge given the remoteness of these areas which limits their accessibility to the polio vaccines. In any case, the few cases of polio normally reported in the United States are basically imported from the developing world where the disease could still be a challenge. The war against polio might not h ave been a really smooth affair throughout the long timeframe. Many challenges always characterized the undertaking from the onset of the research on the vaccines. These challenges range from the post-polio syndrome to the financial aspects in dealing with the challenge in the developing world. Nevertheless, amid all these limitations, it can be well argued that the research

Organizational Psychology Essay Example for Free

Organizational Psychology Essay An employee of a certain company responsible for fueling company vehicles was given a credit card for the purpose of paying bills after fueling the vehicles. One night after all the companys vehicles were all packed, the employee decided to fuel his friends cars and pay using the companys credit card. The employer had asked him why he acted unprofessionally but the employee found nothing wrong with using the credit card to pay bills that did not belong to the company. When the employer consulted other professionals about his employees case, he was advised to do a psychology test on his employee. In Kenote town, a policeman was reported to have shot and killed seven people in a restaurant after he was insulted by a group of people in the restaurant, among them his friends. When the employer was questioned about his mental status and whether he had undergone any psychological testing, the employer said that the policeman looked intelligent and had other required qualifications, so there was no need for a psychological test. Organizations undergo various problems due to lack of psychological testing as well as practicing it. In some cases, workers feel it is infringing their privacy. The management of an organization should be very kin on the type of people they employ. Determining the peoples ability, intelligence or attainment requires a standard procedure which is the tests procedures. Different organizations perform different duties or have different objectives therefore will have some different specific areas of assessment. Psychological Tests  These are tests obtained from a prepared standardized procedure used to assess the mental status of a person as compared to the normal mental status in order to determine a persons intelligence and ability. This is mostly done through asking questions then assessing the responses. The importance of psychological tests is that they provide a means of measuring the abilities and characteristics of an individual (Armstrong, 2006). These tests are used by managers to determine the employee competence and morale and for reliable management training. Some professional ethics do not accept these kind of tests and view them as invasive to human rights while some of them go against the labor laws that protect employees from being used for experiments. When conducting some of these tests, the employee acts as a laboratory animal since the tests are done on him (ODonohue and Ferguson 2003). There are five types of psychological tests. Intelligence psychological tests, personality psychological tests, aptitude psychological tests, ability psychological tests, and attainment psychological tests (Armstrong, 2006). Intelligence tests are use to determine the general thinking and reasoning of an individual and personality tests are used to predict the behavior of a person in the role that he/she will be given or is given at the time. The use of psychological tests A good psychological test is one with sensitivity, reliability, standardization and validity characteristics. When selecting a test to use, these characteristics should be considered, for the outcome of the assessment to be of quality (Armstrong, 2006). There are basic standards for psychological tests use which are based on a formal psychometric assessment. This formal psychometric assessment should have an administrative and scoring manual with the scoring characteristics and points, it should show evidence of being reliable, should be valid for the purpose to which it is being conducted and to the people it is being conducted on, and should have a reference group data (Toplis et al. , 2004). The use of psychological tests requires that the test protocols be used by only professionals, the psychologists or if one would like to use them, then he/she must be certified to have the capability of using the tests and then authorized to do so (Toplis et al. 2004). This is based on the acquisition of the psychological tests. The tests are acquired on permission from the authors, copy right holders and distributors. It is therefore unethical to copy write or photocopy the psychological tests standards be it the psychometric assessments or the psychometric questionnaires. On the psychological tests security, the storage should be done according to the administrative, scoring and interpretation requirements. Assessment too should be done according to the same procedure as storage. There are access and storage policies that protect the tests such as not interfering with the ethical purpose of testing, and policies on what range of errors are accepted in the scoring and interpretation of the tests, in order to maintain the validity (Toplis et al. , 2004). The period to which a record should be kept is decided by a psychologist based on certain factors. The factors are such as the clients requests, acting professionally to abide by professional accountability and legislative factors. Psychological Tests Confidentiality and tests Results  Professional ethics indicate that it is the responsibility of a psychologist to inform the people being tested or the people to undergo a certain psychological test, of the terms and conditions regarding confidentiality of the testing situation. It is also their responsibility to control the access to the psychological test protocols. It is always the psychologist contracted by a manager in most cases to conduct a test on an employee. The psychologist has all the responsibility to keep the results or release them based on the terms and conditions agreed upon by the employer (Toplis et al. 2004). In case of a government facility, the release of reports are according to legislative acts on information. Governments have different systems in different facilities so the information release will also depend on the type of facility and the system while considering the legislation on the freedom of information. The systems have different application procedures for release of information. Psychological testing and Labor law. Labor law requires employers to adhere to good labor market practice rule. In psychological testing, there are no legislations that apply to the personality tests, though there are areas that the test can be considered invalid. An example of a case where a psychological test can be considered invalid is when it has exclusionary effects on women. This can be treated a sex discrimination case. Psychological testing is considered as a matter of employee privacy and there are rules to be followed before an employer or a manager decides on psychological testing on an employee (International Labor, 1993). According to the International Labor Office report (1993) the initial step is for an employer to negotiate with a local trade union on the psychological test the employer intends to conduct on his/her employees. The trade union and the employer must come to an agreement, failure to which the trade union must give the reasons for refusal in writing and submit proposals of terminating negotiations within ten days. Fresh negotiations can only be done on the trade unions proposal and if no agreement is made then the employer cannot impose the psychological test until review by the national trade union (International Labor, 1993). Conclusion Employers/managers need psychological testing to determine the ability and the competency of those that they want to employ or those that they have employed. Some of the psychological tests are not accepted by the trade unions and are considered as infringing the privacy of the employee. The employers have to abide by the labor law requirements and trade union rules to make sure they are not in problems. The managers themselves cannot conduct the tests, they have to look for professionals in that field as that is what is ethically considered right. All these are discussed in this paper.

Death: Friend Or Foe? :: essays research papers

It is just a fact we all must die! Some of us are afraid of the uncertainty that death brings. Therefore, it is regarded as an enemy, a tragedy, and the unavoidable downside of life. Others live day by day knowing that death will come, but they have no fear. They are not in a hurry to meet him, but are making preparations for the encounter. Myself, now that I am old, will be looking forward to the place that I will be going to spend my eternity. I am an eternal being you know. I have heard it is a place I can happily anticipate. I?fm glad because I am very old and feeble. I am ninety-five years old and it is time, death has crept in on me. I have never welcomed an unannounced stranger especially at night. This was our first encounter, yet I knew he was a friend. I was just getting ready for bed when it happened. Now, I have to remind you that I did not know that it was time to die. I just lay down and that was the last time I would ever hear my children?fs voice, or see the sun rise or set. But you see I have lived a full life and I am looking forward to going to the place that I have wanted to be all my adult life. I have to say I did not know about it when I was a child. It would have saved me a lot of excess worry if I had. But I did all that I knew how to do while I lived here on earth. My life on earth seems like such a short time when I?fm about to experience eternity. Somewhere in the still of the night, my being, my very soul seemed to just float about my house. I am calling my body my house because I am leaving it behind. I left it right there still, cold, and lifeless. When I opened up my eyes I stood in front of a gate. This was no ordinary gate; it was made of pearl, one huge pearl, and the likes of which no man has ever seen. It opened as if by magic, but actually I was invited to come in. The light of this city was so bright and pure that it seemed to bring with it a flood of peace.

Educational Preparation in Nursing Essay

With a consistent change in modernizing medicine, along with the continuing advancement in technology, continuing education in nursing is essential for a variety of reasons. The nurse’s main concern is providing safe, efficient, and effective patient care with positive patient outcomes. This paper will examine the differences in competencies between nurses prepared at an associate-degree level versus a baccalaureate-degree level, in order to provide an evidenced-based understanding of the variation in the educational preparation of nurses. An associate-degree nursing program usually takes place over the course of a two year period, providing the nurse with the confidence in skills and knowledge to be placed in an entry-level position upon graduation. These types of programs focus on preparing nurses for care settings including community hospitals and long-term care facilities—and were traditionally designed to compensate for the nursing shortage. A bachelor-degree nursing program typically takes place over a period of four academic years; and is intended to prepare its graduates to practice nursing in leadership and management positions in a number of care settings (Creasia & Friberg, 2011, pp 25-27). A bachelor-degree program in nursing provides a further understand of not only the scientific and clinical nursing education, but also a more in-depth overview of specialized skills including: critical thinking, decision-making, communication, leadership, case management, and health promotion (The Impact of Educati on on Nursing Practice, 2012, para. 1). The American Association of Colleges of Nursing describes evidenced-based recommendations that explain that in order to â€Å"respond to the demands of an evolving health care system and meet the changing needs of patients, nurses must achieve higher levels of education (Fact Sheet: Creating a More Highly Qualified Nursing Workforce, 2012, para. 5).† The professional nurse holding a baccalaureate-level degree is prepared for a broader role in patient care with a higher understanding of holistic treatment, community health, clinical research, and nursing leadership and management. The added course work provided in a baccalaureate program is designed to prepare the nurse for a broader scope of practice and a better understand of issues that affect patients and their health care, including: cultural, economic, political, and social issues. â€Å"Nurses with Bachelor of Science in Nursing (BSN) degrees are well-prepared to meet the demands placed on today’s nurse (The Impa ct of Education on Nursing Practice, 2012, para 1).† Patient outcome are the principal for continuing education. The level of educational preparation required by a baccalaureate-degree nurse allows for more equip decision-making in approach to patient care situations. According to the American Association of Colleges of Nursing, In the October 2012 edition of Medical Care researchers from the University of Pennsylvania found that surgical patients in Magnet hospitals had 14% lower odds of inpatient death within 30 days and 12% lower odds of failure-to-rescue compared with patients cared for in non-Magnet hospitals. The study authors conclude that these better outcomes were attributed in large part to investments in highly qualified and educated nurses, including a higher proportion of baccalaureate prepared nurses. (Fact Sheet: Creating a More Highly Qualified Nursing Workforce, 2012, para. 9) With â€Å"Magnet† indicating a higher portion of baccalaureate nursing staff, it is determined that the nurse prepared at a bachelore-degree level is better prepared to approach a patient care situation with the capability of taking immediate action to provide better patient outcomes, than that of a nurse prepared at the associate-degree level. This goes to show that higher education has a strong impact on nursing practice. According to the American Association of Colleges of Nursing, a better educated nursing workforce will improve patient safety and enhance nursing care, decreasing mortality rate—as there is a significant correlation between nurses educated at a bachelor-degree level and lower patient death rates (Fact Sheet: Creating a More Highly Qualified Nursing Workforce, 2012). Through this research it is apparent that there is a significant connection between patient health care outcomes and the educational preparation of nurses. It is now established that the nurse prepared at a baccalaureate level is more readily capable of caring for critically ill patients; working in situations requiring critical thinking, leadership, and decision-making; and also taking roles in clinical aspects relevant to non-hospital settings. â€Å"Researchers have identified improved patient safety and lower rates of patient morbidity and mortality; lower levels of medication errors and procedural violations; and fewer disciplinary actions for BSNs (Altmann, 2012, para 4).† The need to continue education in nursing is on-going in order to continue to keep up with the changes in technology, advances in medicine, and to provide the best patient care. The Grand Canyon University Philosophy for nursing education explains: Baccalaureate nursing practice incorporates the roles of assessing, critical thinking, communicating, providing care, teaching, and leading. The caring professional approach includes the values of autonomy, altruism, human dignity, integrity and social justice with unconditional regard for all people. Nursing practice includes health promotion, disease prevention, early detection of health deviations, prompt and adequate treatment of the human response to acute and chronic illness, and compassionate care for those experiencing death. (Philosophy, n.d., para. 8) It is essential to maintain competency in nursing practice through the pursuit of continuing education. The difference between educational levels involves clinical competencies in a variety of settings, decision-making skills, leadership roles, job opportunities, and most importantly overall patient outcomes. In order to provide the best care for patients, a higher education, and continuing increase in knowledge is essential. References Altmann, T. K. (2012). Nurses’ attitudes toward continuing formal education: A comparison by level of education and geography. Nursing Education Perspectives, 33(2), 80-4. Retrieved from http://search.proquest.com/docview/1009642651?accountid=7374 Creasia, J. L., & Friberg, E. (2011). Conceptual Foundations: The Bridge to Professional Nursing Practice [5] (VitalSource Bookshelf), Retrieved from http://pageburstls.elsevier.com/books/978-0-323-06869-7/id/B9780323068697100029_p0150 Fact sheet: Creating a more highly qualified nursing workforce. (2012, October 24). Retrieved November 8, 2012, from American Association of Colleges of Nursing:

Procedures in Making the Soap Out of Pineapple Peel Essay

Last month, I and my group decided to pick â€Å"Pineapple skin extract as soap† as our I.P title yet we are unaware of the things that might come our way. We are planning to conduct an experiment tomorrow using the procedures that we guess will work.We have separate procedures for our ingredients: For our pineapple skin extract 1)Cut the pineapple skin into one-inch squares with a sharp knife. 2)Put the pineapple skins in a pot. Add water until the skins are barely covered. 3)Cover the pot with a lid and put it on the stove at medium-high heat. Allow the water to boil for 20 minutes. 4)Remove the pot from the stove. Strain the mixture through a strainer. Discard the skins and put the liquid in a clean container. 5)Cover the container and keep it in the refrigerator. For our lye 1. Get the ingredients and equipments ready: You would need the following things to try your hand at making lye: two plastic buckets (a small one and a large one ? The small one should fit into the large one in such a way that liquid from the small one drips slowly into the large one); some fresh ash from burning hard wood (you can even burn some hard wood to get this); gallons of rain water and a handful of straw. Now to the step-by-step process: 2. Make a few holes in the small bucket. Better if the holes are tiny enough to allow only liquid stuff through. Check after you make holes by pouring some water through the bucket. 3. Now set the small bucket inside the large bucket. See to it that there is some space between the base of the small bucket and the large one. This is important as liquid should drip through holes drop by drop and not smudge the bottom of the small bucket. 4. Place the straw you have inside the small bucket and hide the holes with the straw. Lye water, when formed, will seep through the holes only through the straw. This would prevent other hard blocks of wood or ash from collecting directly into the large bucket. 5. Now place the wood ash above the straw and pour cold water over it. Ensure that the ash is above the straw and not directly near the holes. The straw base will act as a filter and prevent wood ash from flowing down with water. 6. As you pour the water slowly, you will see liquid lye dripping through the holes in the small bucket and getting collected in the large bucket. 7. Once all the water is poured onto ash, repeat the process with the liquid collected in the large bucket. Pour the collected lye solution onto the wood ash (above the straw) once again. Repeat and recycle the lye solution at least three times. This is done to concentrate the lye solution. 8. After repeating the process, you can collect the lye solution from the large bucket and store it in another plastic or wooden container and use it in soap making. Avoid metal utensils as it can result in increase in temperature of lye. 9. Before storing lye, test its strength. In olden days, people tested lye with fresh egg. If a fresh egg floats near the surface of the solution with a little lye water above it, your lye is of right strength. If the same egg drowned, your lye lacks strength. If the egg floated above the solution, then it is too strong. 10. If your lye lacks strength, add more wood ash and repeat the process with the same solution. If it is too strong, add water and check the strength with the egg again. You can keep adding water till you are certain that your lye is of the appropriate strength.

Chokepoints Definition and Explanation

Chokepoints Definition and Explanation There are approximately 200 straits (narrow bodies of water connecting two larger bodies of water) or canals around the world but only a handful are known as chokepoints. A chokepoint is a strategic strait or canal which could be closed or blocked to stop sea traffic (especially oil). This type of aggression could surely cause an international incident. For centuries, straits such as Gibraltar have been protected by international law as points through which all nations may pass. In 1982 the Law of Sea Conventions further protected the international access for nations to sail through straits and canals and even ensured that these passageways are available as aviation routes for all nations. Gibraltar This strait between the Mediterranean Sea and Atlantic Ocean has the United Kingdoms tiny Gibraltar Colony as well as Spain on the north and Morocco and a small Spanish colony on the south. United States warplanes were forced to fly over the strait (as protected by the 1982 conferences) when attacking Libya in 1986 since France would not allow the U.S. to pass through French airspace. Several times in our planets history, Gibraltar was blocked by geologic activity and water could not flow between the Mediterranean and Atlantic so the Mediterranean dried up. Layers of salt at the bottom of the sea attest to this having occurred. Panama Canal Completed in 1914, the 50-mile long Panama Canal links the Atlantic and Pacific Oceans, reducing the length of the journey between the east and west coasts of the United States by 8000 nautical miles. About 12,000 ships pass through the Central American canal each year. The United States retains control of the 10-mile wide Canal Zone until the year 2000 when the canal is turned over to the Panamanian government. Strait of Magellan Before the Panama Canal was completed, boats traveling between the U.S. coasts were forced to round the tip of South America. Many travelers risked disease and death by attempting to cross the dangerous isthmus in Central America and catch another boat to their destination to keep from sailing the extra 8000 miles. During the California Gold Rush in the mid-19th century there were many regular trips between the east coast and San Francisco. The Strait of Magellan lies just north of the southern tip of South America and is surrounded by Chile and Argentina. Strait of Malacca Located in the Indian Ocean, this strait is a shortcut for oil tankers traveling between the Middle East and the oil-dependent nations of the Pacific Rim (especially Japan). Tankers pass through this strait bordered by Indonesia and Malaysia. Bosporus and Dardanelles Bottlenecks between the Black Sea (Ukrainian ports) and the Mediterranean Sea, these chokepoints are surrounded by Turkey. The Turkish city of Istanbul is adjacent to the Bosporus in the northeast and the southeast strait is the Dardanelles. Suez Canal The 103 mile long Suez Canal is located entirely within Egypt and it is the only sea route between the Red Sea and the Mediterranean Sea. With Middle East tension, the Suez Canal is a prime target for many nations. The canal was completed in 1869 by French diplomat Ferdinand de Lesseps. The British took control of the canal and Egypt from 1882 until 1922. Egypt nationalized the canal in 1956. During the Six-Day War in 1967, Israel seized control of the Sinai Desert directly east of the canal but relinquished control in exchange for peace. Strait of Hormuz This chokepoint became a household term during the Persian Gulf War in 1991. The Strait of Hormuz is another critical point in the lifeline flow of oil from the Persian Gulf area. This strait is closely monitored by the U.S. military and its allies. The strait connects the Persian Gulf and the Arabian Sea (part of the Indian Ocean) and is surrounded by Iran, Oman, and the United Arab Emirates. Bab el Mandeb Located between the Red Sea and Indian Ocean, the Bab el Mandeb is a bottleneck for sea traffic between the Mediterranean Sea and Indian Ocean. It is surrounded by Yemen, Djibouti, and Eritrea.

Idea and Ideal

Idea and Ideal Idea and Ideal Idea and Ideal By Maeve Maddox It may be a regionalism, but many speakers say or write ideal when they mean idea. For example: I have an ideal for next year’s Christmas: Move the date. Comic Silverman has an ideal for ending world hunger: Sell the Vatican. Do you have any ideals for how I can ease my fear of flying? The noun idea can be used with philosophical connotations, but as the word is used in ordinary conversation, it usually means â€Å"the picture or notion of something formed in the mind.† Here are some correct uses of idea: I have an idea for next year’s Christmas: Move the date. Comic Silverman has an idea for ending world hunger: Sell the Vatican. Do you have any ideas for how I can ease my fear of flying? I have an idea; let’s go to the movies. An inventor begins with an idea of the thing to be made. He wants to visit Paris, but the idea of flying makes him hesitate. As a noun, ideal means â€Å"a person or thing regarded as a perfect example or representative†: James Garner was the ideal of a Hollywood leading man with thick black hair, square jaw, perfect teeth, and a charming smile. The Grace Project: Transforming Our Ideal of Female Beauty The noun ideal is also an antonym of real used as an abstract noun: In politics as in personal matters, individuals must come to terms with the disparity between the ideal and the real. The notion of an ideal, of something, which for whatever reason, ought to be, as distinguished from what is. –J. Grote Ideal used as an adjective does not attract the misuse that haunts ideal as a noun. In the following examples ideal means, â€Å"regarded as perfect or supremely excellent in its kind†: Bond girl Bà ©rà ©nice Marlohe talks about her ideal man   What’s the ideal breed for a family dog? In an ideal world, prime ministers would indeed put great thought and effort into establishing a highly skilled, intellectually impressive, thoughtful and engaged Senate. But it’s not an ideal world.   Ideal can also mean â€Å"existing only in idea; not real, actual, or practical†: Administrators must compromise  between practical and ideal  solutions. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:English Grammar 101: All You Need to KnowPrecedent vs. PrecedenceKn- Words in English

Business Strategy Game Report Essay Example | Topics and Well Written Essays - 1500 words

Business Strategy Game Report - Essay Example Management’s decision is very crucial to the development of strategies and in the achievement of the company. Working as a team of co-managers in charge of the company operations is essential for successful implementation of a decision made and their integration in achievement of overall strategic plan. This report will also critically look on the decisions made and how their impacts on the general performance of the company. Charts will be employed in the analysis to show the performance of the company in different regions in which it operates in which include Asia, North Atlantic, Africa and Latin America. 2. Industry and company report The company strategy was cost focus. At the beginning, we started to increased price because demand was high and supply was low, and from year 14 we started to reduce the price, so we have started selling our shoes at a high price in four different regions and every year we made profit, we increased our plan capacity. We started at 11 year wi th total 6000 plan capacity, and at the end of year 20 we have nearly 20000 planning capacity. Now we can produce shoes at a lower price. Earning per share was high for company B, E and F, and they are characterised by high score which is above the expectation of the investors in terms of EPS. Company B had high performance which was above 15 while the other two company’s performance was between 2 and 3. The other companies are performing below the expectations with company H being the lowest. Company A, B and F has an average performance in terms of credit rating which is above the investor’s expectation. The other companies are not performing well though they are still within the expectation of the investors. The performance of the companies in terms of net profit will also be discussed. All companies had similar performance in the beginning of the period, but year 14 is characterised by a significant change with company B as it scored a high net profit while company H scored lower. Company B has recorded the highest net profit level while company F had recorded substantive losses. The decisions made by company H resulted into its poor performance. The level at which celebrities are endorsing the company products will also be analyzed. The records clearly show that many celebrities had lengthy contracts with companies which ranged from 4 to 6 years. This is a clear indication that the celebrities had full confidence on the company products. 3. Clarity of strategic position The performance of the company’s shows an increase in plant investments and plant capacity from the 14th year. It is clear that the production of the company increase from year 11 where the company recorded 6000 pairs and $255,000 of investment. By the end of year 14, the company recorded 800 pairs with an investment of $320,480. Years later in year 18, there is an upward trend which is a clear indication of high improvement. Year 20 is characterised by an excellent pe rformance which makes it possible for an upward trend in production and investment. From the collected data, it is evident that the distribution fluctuated over the period, and there was no constancy. In the beginning, distribution seems to be very high though it drops at year 16 where 600 pairs were distributed. The

The Inductive Argument from Evil and the Human Cognitive Condition Essay

The Inductive Argument from Evil and the Human Cognitive Condition - Essay Example The main goal of this paper is to delineate the inductive argument article of Alston and to critically analyze his arguments about the problem of evil, the principles related to skeptical theism, and if a logical argument of evil can be made possible. This world that we are living in is comprised of a very large extent of suffering. However, classical theism asserts that this world is made possible because of the creation of an omniscient, omnipotent, all seeing, and perfect God. The big question mark here is that why would this all powerful and gentle God develop a world that would include a bunch load of suffering? It is quite antagonistic in the sense that the concept of suffering is paired with good will and love. If it is an omniscient entity, the there should be no small bit of suffering in existence on the lands we are stepping in. Undoubtedly, suffering can be highly accredited to evil, that is, it is a bad thing. And this issue regarding the problem of evil was the principal issue in the empirical and inductive argument of Alston. The considerations regarding the problem of evil was the key variable into the establishment of the philosophical argument oftentimes called the argument from evil. As based on the introductory stages of the article, arguments can come from two different forms namely the deductive reasoning wherein its goal is to establish in a convincing fashion beyond any reasonable doubt, a God does not exist. On the other hand, its inductive reasoning counterpart seeks to promote an ideology that it is very implausible that a God exists to the point that it is beyond consciousness about believing of that God’s existence. Before discussing in detail about the inductive argument of evil and non-existence of God, it would be wise to have a brief account about the deductive version of the argument of evil to gain a