Look At A Critical Incident That Occurred In Practice Nursing Essay

Look At A Critical Incident That Occurred In Practice Nursing Essay The aim of this report is look at a critical incident that occurred in practice and relates this to the theory and knowledge regarding communication and interpersonal skills, so as to demonstrate an understanding of my views on the art and science of reflection and the issues surrounding reflective practice; that is to say, what skills were and were not used at the time of the incident. Confidentiality will be maintained as required by the Nursing Midwifery Council Code (NMC, 2008).    There is a discussion appraising the concept of reflection both generally, and in my particular area of practice of urgent care. Reflection is part of reflective practice and is a skill that is developed. It can be seen as a way of adjusting to life as a qualified healthcare professional and enhancing the development of a professional identity (Atwal Jones, 2009). Reflection is defined as a process of reviewing an experience which involves description, analysis and evaluation to enhance learning in practice (Rolfe et al 2001).  This is supported by (Fleming, 2006), who described it as a process of reasoned thought. It enables the practitioner to critically assess self and their approach to practice. Reflective practice is advocated in healthcare as a learning process that encourages self-evaluation with subsequent professional development planning (Zuzelo, 2009). Reflective practice has been identified as one of the key ways in which we can learn from our experiences. Reflective practice can mean taking our experiences as an initial point for our learning and developing practice (Jasper, 2003). Many literatures have been written in the past that suggest the use of reflective assignments and journaling as tools to improve reflection and thinking skills in healthcare (Chapman et al, 2008). Reflective journals are an ideal way to be actively involved in learning (Millinkovic Field, 2005) and can be implemented to allow practitioners to record events and document their thoughts and actions on daily situations, and how this may affect their future practice (Williams Wessel, 2004). MODELS In order to provide a framework for methods, practices and processes for building knowledge from practice there are several models of reflection available. All can help to direct individual reflection. Some may be particularly useful for superficial problem solving, and other better when a deeper reflective process is required. Reflective models however are not meant to be used as a rigid set of questions to be answered but to give some structure and encourage making a record of the activity. Johns (2004) reflects on uncovering the knowledge behind the incident and the actions of others present. It is a good tool for thinking, exploring ideas, clarifying opinions and supports learning. Kolbs Learning Cycle (1984) is a cycle that reflects a process individuals, teams and organisations attend to; and understands their experiences and subsequently, modifies their behaviour. Schà ¶n (1987), however, identifies two types of reflection that can be applied in healthcare, Reflection-in-action and Reflection-on-action. Reflection-in-action can also be described as thinking whilst doing. Reflection-on-action involves revisiting experiences and further analysing them to improve skills and enhance to future practice. Atkins and Murphys model of reflection (1994) take this idea one step further and suggest that for reflection to make a real difference to practice we follow this with a commitment to action as a result. Terry Bortons (1970) 3 stem questions:  What?,  So What?  and  Now What?  were developed by John Driscoll in 1994, 2000 and 2007. Driscoll matched the 3 questions to the stages of an  experiential learning cycle, and added trigger questions that can be used to complete the cycle. Gibbs (1988) reflective cycle is fairly straightforward and encourages a clear description of the situation, analysis of feelings, evaluation of the experience, analysis to make sense of the experience, conclusion where other options are considered and reflection upon experience to examine what you would do if the situation arose again. CHOSEN MODEL The reflective model that I have chosen to use is Gibbs Reflective Cycle (1988) as a framework, because it focuses on different aspects of an experience and allows the learner to revisit the event fully. Gibbs (1988) will help me to explore the experience further, using a staged framework as guidance ad I feel that this is a simple model, which is well structured and easy to use at this early stage in my course. By contemplating it thus, I am able to appreciate it and guided to where future development work is required. Before the critical incident is examined it is important to look at what a critical incident is and why it is important to nursing practice. Girot (1997), cited in Maslin-Prothero, (1997) states that critical incidents are a means of exploring a certain situation in practice and recognising what has been learned from the situation. Benner (1984, cited by Kacperek, 1997) argues that nurses cannot increase or develop their knowledge to its full potential unless they examine their own practice. Context of incident In the scenario the patients name will be given as Xst.   Ã‚  The consequences of my actions for the client will be explained and how they might have been improved, including what I learned from the experience. My feelings about the clinical skills used to manage the clients care will be established and my new understanding of the situation especially in relation to evidence based practice will be considered.   I will finally reflect on what actions I will take in order to ensure my continued professional development and learning.    Description Miss Xst is 55 year old woman who has a 10 year old daughter.   She suffers from psychiatric problems, lack of motivation and has difficulties in maintaining her personal hygiene and the cleanliness of her flat. She was one of my mentors clients to whom I had been assigned to coordinate and oversee her care. Mental health Nurses owe their patients a duty of care and are expected to offer a high standard of care based on current best practise, (NMC 2008).   Ã‚   Miss Xst had been prescribed Risperidone Consta 37.5mg fortnightly, which is a moderate medication. Risperidone belongs to a group of medicines called antipsychotic, which are usually used to help treat people with schizophrenia and similar condition such as psychosis. Although her condition is acute, it is not extreme and the reason for this medication is to help Miss Xst to stabilise her thought so she is able to support herself in the community (Healey, 2006). Miss Xst did not like attending depot clinic and she missed three consecutive appointments. My mentor decided after the third non-attendance to raise the issue in the handover meeting where it was decided to see Miss Xst in the morning but when we arrived she was not there. We left a note for her to call the office. We did not hear from her and a further home visit was carried out to arrange for her next depot clinic appointment. I called a meeting of the multi-disciplinary team (MDT) who agreed that there would be a problem if the next injections were missed. The social worker who was part of the team said that she will arrange for a community support worker to help clean Miss Xsts flat on a weekly basis (Adams 2008). We waited for about an hour for Miss Xst to attend the clinic for her depot injection but she failed to attend. I then informed the Community Psychiatry Nurse (CPN) that Miss Xst had expressed negative feelings about her medication and thought she did not need them; she had claimed she was already feeling well and therefore wanted the medications to be discontinued.   At a subsequent meeting with the patient, she agreed a joint visit with the CPN and myself to re-assess her condition and consider if it was necessary to   Ã‚  refer her case to the consultant (Barker, 2003).   I was given the opportunity to carry out the initial assessment, which showed that her behaviour was very unpredictable and very forgetful. Her inability to take her medication and to manage her personal hygiene clearly demonstrated that she was not well. The assessment tool I used was the Mental State Examination which helps determine the level of her insight into her illness and indeed I found out that she was in denial (Barker, 2004). I talked to Miss Xst about her non-concordance with her medication, but she persisted in saying she was well.   I reminded her that continuous use of the medication would benefit her mental health and protect her against relapse.   We agreed that she could discuss this with the doctor on her next outpatient appointment, with the option of reviewing or reducing her medication. I stressed the importance of her communicating any side effects or reservations she may have about the medication to doctor. She appeared to understand this and following the discussion, she finally complied with her depot injection. Even though the NMC (2008) maintains that nurses have a responsibility to empower patient in their care and to identify and minimise risk to patient. The principle of beneficence (to do well) must be balanced against no maleficence (doing no harm) (Beauchamp and Childress, 2001).   All these transactions were recorded in Miss Xsts care plan file and in computer. Good record keeping is an integral part of nursing and midwifery practice, and is essential to the provision of safe and effective care. It is not an optional extra to be fitted in if circumstances allow NMC (2009).   The consequences of my actions for the patient and her daughter were that she attended to her daughters needs and to her personal hygiene, and made regular fortnightly visits to the clinic. Her mental condition was improved, she was allowed to continue on her moderate medication and she did not have to be readmitted in the hospital. Feeling During the handover, I was nervous as I felt uncomfortable about giving feedback to the whole team. I was worried about making mistakes during my handover that could lead to inappropriate care being given to Miss Xst or could cause her   readmission to hospital. As a student nurse I felt I lacked the necessary experience to be passing information to a group of qualified staff members.   However, I dealt with the situation with outward calm and in a professional manner. I was very pleased that my mentor was available during the handover to offer me support and this increased my confidence. Evaluation What was good about the experience was that I was able to carry out the initial assessment and identify what caused Miss Xst failure to comply with the treatment regime.   From my assessment I documented the outcome and related what had happened to the MDT with minimal assistance. Accurate documentation of patients care and treatment should communicate to other members of the team in order to provide continuity of care (NMC, 2008).   The experience has improved my communication skills immensely, I felt supported throughout the handover by my mentor who was constantly involved when I missed out any information. Thomas et al, (1997) explains that supervision is an important development tool for all learners. The team were very supportive throughout the process as they took my information without doubt.   What was not good about the experience was the fact that my mentor had not informed me that I was going to handover the information; as a result I had not mentally prepared myself for it.   I also felt that I needed more time to observe other professionals in the team carrying out their handovers before I attempted to carry out mine.   During the original MDT meeting, I felt that we did not provide enough time to freely interact with Miss Xst to identify other psychosocial needs that could impact on her health. However, in any event, she was unable to fully engage because of her mental state. Turley (2000) suggests that nursing staff should include their interaction with the patient when recording assessment details, which can be used to provide evidence for future planning and delivery of care. Dougherty and Lister (2004) have suggested that healthcare professionals should use listening as part of assessing patient problems, needs and resources.      Analysis The literature regarding communication and interpersonal skills is vast and extensive. Upon reading a small amount of the vast literature available, the student was able to analyse the incident, and look at how badly this situation was handled. I realised communication is the main key in the nursing profession as suggested by Long (1999) who states that interpersonal skills are a form of tool that is necessary for effective communication. I found it difficult to communicate with a patient because I did not understand her condition. It was also difficult for me not to take her behaviour to heart and show emotion at the time, it is clear that this is an area I need to build on for the future. However, Bulman Schutz (2008) argue that this is failure to educate and for us to learn from practice and develop thinking skills. I would agree with them, as I learn best from practical experience, and build on it to improve my skills. With this is mind, I am now going to focus on my weaknesses, in both theory and practice, and state how, when and why I plan to improve on these. Through effective communication I was able to convince Miss Xst of the need to take her medication. I was able to pass on the information to the MDT for continuity of care.     Roger et al (2003) concluded that communication is an on-going process but can be a difficult process when dealing with mental health problems.   During the handover I was pleased that the MDT members were supportive and interested in what I was saying and they asked questions.   The patient had no recollection of what she had said to me and since the incident she has made these comments to other staff, which has put me at ease and made me realise that I had done nothing wrong. My mentor explained that a patient with Parkinsons can often behave like this as they develop dementia, which Noble (2007) also confirms. Since the incident I have read about Parkinsons and am now aware that the patients expressionless face Netdoctor (2008), also made her comments appear more confusing and aggressive. Conclusion   In conclusion, I have learnt that through effective communication, any problem can be solved regardless of the environment, circumstances or its complexity.   Therefore, nurses must ensure they are effective communicators.   I have identified the weaknesses that should be turned to strengths. I am now working on strengthening my assertiveness, confidence and communication skills. Participating in the care of Miss Xst, I have realised that a good background information and feedback about mental health problems before providing care to a clients can assist in accurate diagnosis and progress monitoring.  Ã‚   A good relationship between client and staff nurse is therapeutic and help in building trust.   This can be achieved by a free communication that allows the client to express their feelings and concern without the fear of intimidation.   From the experience, I feel the knowledge I have acquired will aid me in future while in practice should such situation arise again. ACTION PLAN FOR MY LEARNING NEEDS So that I could identify my strengths and weaknesses in both theory and practice easily, I found that the use of a SWOT analysis provided a good framework to follow. I have then built on this by producing a development plan that focuses on my weaknesses and how, when and why I plan to improve on them. I will now begin to work on these, the main reason being of course, that I am determined to be a competent, professional nurse in the future. I am now more prepared for any future patients with this disease as I have researched it. I will take the time to talk to them, to make sure they are at ease with me, before providing any care. If they appear distressed I would get another member of staff to help me to reassure them. Learning Need Planned action to meet this learning need Target time to meet the learning need. To improve my knowledge about patients illnesses and the risks of relapse associated with not taking Medication. Read books about different illnesses and causes of relapse End of third year To identify and have good background information and feedback about patients mental health problems before providing care to them To read my patients notes. On- going To ensure a good rapport exist between my patient and I, in order to build up a therapeutic relationship with them and to gain their trust. I will have regular meeting with my client On-going Effective communication with the patients and other members of the multidisciplinary team A locating time to talk to patients and their relatives participating in the ward round. On-going skills to develop throughout the training. Being prepared Talking with senior members of staff On-going CONCLUSION I have clearly demonstrated that by using a reflective model as a guide I have been able to break down, make sense of, and learn from my experience during my placement. At the time of the incident I felt very inadequate It was also difficult for me not to take her behaviour to heart and show emotion at the time, it is clear that this is an area I need to build on for the future. According to Bulman Schutz (2008), nursing requires effective preparation so that we can care competently, with knowledge and professional skills being developed over a professional lifetime. One way this can be achieved is through what Schon (1987) refers to as technical rationality, where professionals are problem solvers that select technical means best suited to particular purposes. Problems are solved by applying theory and technique. REFERENCES Adams, L. (2008). Mental Health Nurses can Play a Role in Physical Health. Mental Health Today. October 2008 pp27 Barker, P. (2004). Assessment in Psychiatric and Mental Health Nursing. Cheltenham, Nelson Thornes Barker, P.   Ed (2003). Psychiatric and mental health nursing: The craft of caring Arnold, London Beauchamp, T. and Childress, J. (2001) Principles of Biomedical Ethics, (5th   Edition): Oxford University   Press. Bolton, G. (2001) Reflective Practice. Writing and Professional Development. Paul Chapman Publishing Limited, London. Bulman, C. Schutz, S. (2008) An Introduction to Reflection. In: Bulman, C. Schutz, S. (ed.) Reflective Practice in Nursing, 4th edition. Oxford, Blackwell Publishing Ltd, pp 6 8 Burns, T. Sinfield, S. (2008a) How to organise yourself for independent study. In: Essential Study Skills The Complete Guide to Success at University. 2nd edition. London, Sage Publications Ltd, p 64. Burns, T. Sinfield, S. (2008b) Going to University. In: Essential Study Skills The Complete Guide to Success at University. 2nd edition. London, Sage Publications Ltd, p 16. Dougherty, L. and Lister, S. (2004) Royal Marsden of clinical nursing procedures. 6th edition. London: Blackwell publishers.   Gamble, C and Brennan, G (2005) Working with serious mental illness: a manual for clinical practice. Oxford: Bailliere Tindall. Kenworthy et al (2003) Marrelli, T. M (2004) The Nurse Managers Survival Guide: Practical Answer to Everyday Problems, United States of America : Elsevier Nursing and Midwifery Council (2004) Code of Professional Conduct NMC: London. Nursing and Midwifery Council (2008) The Code Standards of conduct, Performance and Ethics for Nurses and Midwives. London: Nursing and Midwifery Council. Nursing and Midwifery Council (2009) Record keeping: Guidance for nurses and midwives. London: Nursing and Midwifery Council.  Ã‚   Rolfe,   G., Freshwater, D. Jasper, M (2001) Critical Reflection for Nursing and the Helping professor; a Users Guide. Palgrave Macmillan, London. Roger, B. Ellis, Bob Gates, Neil Kenworthy. (2003) Interpersonal Communication in Nursing: Theory and Practice, 2nd edn. Churchill Livingstone, London, UK. Schon, D.A. (1983) The Reflective Practitioner. Basic books. Harper Collins, San Francisco Schon, D. (1987) Preparing Professionals for the Demands of Practice. Educating the Reflective Practitioner. San Francisco, Jossey Bass, pp3 21. Thomas, B. Hardy, S. and Cutting, P. (1997) Mental health Nursing: Principles and Practice London: Mosby Turley, J.P.( 2000) toward and integrated view of health informatics. Information Technology in Nursing 12 (13).

Privacy :: Business Information Essays

Privacy Globalization is the tendency of businesses to spread throughout the world to offer their products and services. To reflect their global market presence, multi-national companies have adopted management models such as region-specific management, and product-specific management to maximize the potential to offer efficient products and services to their customers. One such management model that has been successful in the past few years is the business process outsourcing model. Businesses outsource processes such as back office operations and customer support services offshore. In some cases, these include access to personal information to a third-party agency leading to violation of personal information privacy. One may argue as to what constitutes personal information, as many theories of privacy exist. This paper addresses some noteworthy such theories. The paper also addresses ethical issues surrounding privacy of personal information in the context of business process outsourcing. Webster’s dictionary defines privacy as freedom from unauthorized intrusion. Alan Westin defines Privacy is the claim of individuals, groups, or institutions to determine for themselves when, how and to what extent information about them is communicated to others.1. Parent defines privacy as the condition in which others do not possess undocumented personal information.2 Lin and Loiu address the issue of privacy as undocumented personal knowledge.3 Privacy as Control of Information can be described as the information that can be made accessible to the public. The information that is available to the public is controlled by an individual. Any other information found about the individual other than that released by him can be considered as an invasion of the individual’s privacy.4 The meaning of what privacy is to an extent is driven by the society and its moral norms. Lin and Loui observe that reasonable expectations of privacy in public places must change as our social environment changes.5 As moral and social norms change in a society, the expectation from an individual towards society changes and thereby the individual’s privacy values. For example, slavery was an accepted practice in the late 19th century, today it’s not in practice. In the current information technology age, when an individual submits his personal information for purchasing merchandise online, it is within his expectation that his personal information be protected by the website. In future with the increasing use of technology in the day to day activities, new issues of privacy will arise making today’s notions of privacy out of date. One such issue is the privacy of personal information in business process outsourcing.

Retrenchment Strategy Essay

Since the beginning of the US financial crisis in 2007, regulators in the United States and Europe have been frustrated by the difficulty in identifying the risk exposures at the largest and most levered financial institutions. Yet, at the time, it was unclear how such data might have been used to make the financial system safer. This paper is an attempt to show simple ways in which this information can be used to understand how deleveraging scenarios could play out. To do so the authors develop and test a model to analyze financial sector stability under different configurations of leverage and risk exposure across banks. They then apply the model to the largest financial institutions in Europe, focusing on banks’ exposure to sovereign bonds and using the model to evaluate a number of policy proposals to reduce systemic risk. When analyzing the European banks in 2011, they show how a policy of targeted equity injections, if distributed appropriately across the most systemic banks, can significantly reduce systemic risk. The approach in this paper fits into, and contributes to, a growing literature on systemic risk. Key concepts include: * This model can simulate the outcome of various policies to reduce fire sale spillovers in the midst of a crisis. * Size caps, or forced mergers among the most exposed banks, do not reduce systemic risk very much. * However, modest equity injections, if distributed appropriately between the most systemic banks, can cut the vulnerability of the banking sector to deleveraging by more than half. * The model can be adapted to monitor vulnerability on a dynamic basis using factor exposures. About Faculty in this Article: Robin Greenwood is a Professor in the Finance unit at Harvard Business School. * Author Abstract When a bank experiences a negative shock to its equity, one way to return to target leverage is to sell assets. If asset sales occur at depressed prices, then one bank’s sales may impact other banks with common exposures, resulting in contagion. We propose a simple framework that accounts for how this effect adds up across the banking sector. Our framework explains how the distribution of bank leverage and risk exposures contributes to a form of systemic risk. We compute bank exposures to system-wide deleveraging, as well as the spillover of a single bank’s deleveraging onto other banks. We show how our model can be used to evaluate a variety of crisis interventions, such as mergers of good and bad banks and equity injections. We apply the framework to European banks vulnerable to sovereign risk in 2010 and 2011.

Using Ruby Environmental Variables

Using Ruby Environmental Variables Environment variables are variables passed to programs by the command line or the graphical shell. When an environment variable is referred to, its value (whatever the variable is defined as) is then referenced. Though there are a number of environment variables that only affect the command line or graphical shell itself (such as PATH or HOME), there are also several that directly affect how Ruby scripts execute. Tip:  Ruby environment variables are similar to ones found in the Windows OS. For example, Windows users may be familiar with a TMP  user variable to define the location of the temporary folder the for the currently logged in user. Accessing Environment Variables from Ruby Ruby has direct access to environment variables via the ENV hash. Environment variables can be directly read or written to by using the index operator with a string argument. Note that writing to environment variables will only have an effect on child processes of the Ruby script. Other invocations of the script will not see the changes in environment variables. #!/usr/bin/env ruby# Print some variablesputs ENV[PATH]puts ENV[EDITOR]# Change a variable then launch a new programENV[EDITOR] geditcheat environment_variables add Passing Environment Variables to Ruby To pass environment variables to Ruby, simply set that environment variable in the shell. This varies slightly between operating systems, but the concepts remain the same. To set an environment variable on the Windows command prompt, use the set command. set TESTvalue To set an environment variable on Linux  or OS X, use the export command. Though  environment variables are a normal part of the Bash shell, only variables that have been exported will be available in programs launched by the Bash shell. $ export TESTvalue Alternatively, if the environment variable will only be used by the program about to be run, you can define any environment variables before the name of the command. The environment variable will be passed onto the program as its run, but not saved. Any further invocations of the program will not have this environment variable set. $ EDITORgedit cheat environment_variables add Environment Variables Used by Ruby There are a number of environment variables that affect how the Ruby interpreter acts. RUBYOPT - Any command-line switches here will be added to any switches specified on the command line.RUBYPATH - When used with the -S switch on the command line, the paths listed in RUBYPATH will be added to the paths searched when looking for Ruby scripts. The paths in RUBYPATH precede the paths listed in PATH.RUBYLIB - The list of paths here will be added to the list of paths Ruby uses to search for libraries included in the program with the require method. The paths in RUBYLIB will be searched before other directories.

Civil Rights Definition

Civil Rights Definition Civil rights are the rights of individuals to be protected against unfair treatment based on certain personal characteristics like race, gender, age, or disability. Governments enact civil rights laws to protect people from discrimination in social functions such as education, employment, housing, and access to public accommodations. Civil Rights Key Takeaways Civil rights protect people from unequal treatment based on their individual characteristics like race and gender.Governments create civil rights laws to ensure fair treatment of groups that have traditionally been the target of discrimination.Civil rights differ from civil liberties, which are specific freedoms of all citizens as listed and ensured in a binding document, such as the U.S. Bill of Rights, and interpreted by the courts. Civil Rights Definition Civil rights are a set of rightss of civil rights include the rights of people to work, study, eat, and live where they choose. To turn a customer away from a restaurant solely because of his or her race, for example, is a civil rights violation under United States laws.  Ã‚   Civil rights laws are often enacted in order to guarantee fair and equal treatment for groups of people who have historically faced discrimination. In the United States, for example, several civil rights laws focus on â€Å"protected classes† of people who share characteristics such as race, gender, age, disability, or sexual orientation. While now taken for granted in most other western democracies, consideration for civil rights has been deteriorating, according to international monitoring agencies. Since the September 11, 2001, terrorist attacks, the global war on terror has driven many governments to sacrifice civil rights in the name of security. Civil Rights vs. Civil Liberties Civil rights are often confused with civil liberties, which are the freedoms guaranteed to the citizens or residents of a country by an overriding legal covenant, like the U.S. Bill of Rights, and interpreted by the courts and lawmakers. The First Amendment’s right to free speech is an example of a civil liberty. Both civil rights and civil liberties differ subtly from human rights, those freedoms belonging to all people regardless of where they live, such as freedom from slavery, torture, and religious persecution. International Perspective and Civil Rights Movements Virtually all nations deny some civil rights to some minority groups either by law or by custom. In the United States, for example, women continue to face discrimination in jobs traditionally held exclusively by men. While the Universal Declaration of Human Rights, adopted by the United Nations in 1948, embodies civil rights, the provisions are not legally binding. Thus, there is no worldwide standard. Instead, individual nations tend to respond differently to pressure for enacting civil rights laws. Historically, when a significant portion of a nation’s people feel they are treated unfairly, civil rights movements emerge. While most often associated with the American Civil Rights Movement, similar notable efforts have occurred elsewhere. South Africa The South African system of government-sanctioned racial segregation known as apartheid came to an end after a high-profile civil rights movement that began in the 1940s. When the white South African government responded by jailing Nelson Mandela and most of its other leaders, the anti-apartheid movement lost strength until the 1980s. Under pressure from the United States and other Western nations, the South African government released Nelson Mandela from prison and lifted its ban on the African National Congress, the major black political party, in 1990. In 1994, Mandela was elected the first black president of South Africa. India The struggle of the Dalits in India has similarities to both the American Civil Rights Movement and the South African anti-apartheid movement. Formerly known as the â€Å"Untouchables,† the Dalits belong to the lowest social group in India’s Hindu caste system. Though they make up one-sixth of India’s population, the Dalits were forced to live as second-class citizens for centuries, facing discrimination in access to jobs, education, and allowed marriage partners. After years of civil disobedience and political activism, the Dalits won victories, highlighted by the election of K. R. Narayanan to the presidency in 1997. Serving as president until 2002, Narayanan stressed the nation’s obligations towards the Dalits and other minorities and called attention to the other many social ills of caste discrimination. Northern Ireland After the division of Ireland in 1920, Northern Ireland witnessed violence between the ruling British Protestant majority and members of the native Irish Catholic minority. Demanding an end to discrimination in housing and employment opportunities, Catholic activists launched marches and protests modeled after the American Civil Rights Movement. In 1971, the internment without trial of over 300 Catholic activists by the British government sparked an escalated, often-violent civil disobedience campaign headed by the Irish Republican Army (IRA). The turning point in the struggle came on Bloody Sunday, January 30, 1972, when 14 unarmed Catholic civil rights marchers were shot dead by the British army. The massacre galvanized the British people. Since Bloody Sunday, the British Parliament has instituted reforms protecting the civil rights of Northern Irish Catholics. Sources and Further Reference Hamlin, Rebecca. Civil Rights. Encyclopedia Britannica.. U.Civil Rights Act of 1964S. EEOC.Shah, Anup. Human Rights in Various Regions. Global Issues (October 1, 2010).Dooley, Brian. Black and Green: The Fight for Civil Rights in Northern Ireland and Black America. (Excerpts) Yale University.Bloody Sunday: What happened on Sunday 30 January 1972? BBC News (March 14, 2019).

The Best Years of Our Lives Film Essay Example | Topics and Well Written Essays - 750 words

The Best Years of Our Lives Film - Essay Example This movie reflects the worrisome time phase when the entire world was undergoing a harsh transition. This movie revolves around the lives of three war veterans who were returning home with the harsh and brutal memories of the war. This was the time when entire Europe and Japan was devastated culturally, socially and economically and America was enjoying the supreme power and hold in greater parts of the world. This movie shows that how those veterans were to be lived in this change with unstable economy and unpredictable life. This movie answers some of the reality based questions in a liberal manner regarding social reformism of Franklin D.Roosevelt. It was expected that this social reformism was about to come to an end. The film contains the hardest realities of unrest social conditions and uneasiness. One cannot ignore the fact that it was the crucial time in the world’s history filled with depressing times and social unrest. The Purpose of the Film: The purpose of this fi lm was to express the social turmoil the world was going through and the return of soldiers who were filled with the hard memories of the war. ... Message Conveyed Through the Film: The movie, Best Years of Our Lives expresses a very strong message that how veteran who have returned home were trying to cope with their normal day life. The movie shows that how difficult it became for the officers of the wars to sustain and maintain their social prestige in the society while working at the low level jobs and how they were viewed by the people in general. Without realizing their situation and hardships, people accused them for participating in a â€Å"wrong war† as in the case of Fred Berry who after returning from war is now working as a soda jerk. He was accused of having fought with the wrong enemy by the people around him and eventually, his social life ends in distress. The same happened with Parrish who was being offered the job of a salesman by his girlfriend’s father due to the harsh reality for being a disable person which would set his image as an object of pity for the people (Charles Boogle). William Wyle r has tried to convey the message that how people react and behave towards soldiers who are already bound by the harsh experiences of war-time. Conclusion: The movie is intended to entertain those audiences which are keen to know the lives of the soldiers, their experiences during the war and the hardships they go through. The movie is an artistic masterpiece which depicts the real lives of soldiers and their hardships. Work Cited: Boogle, C. The Best Years of Our Lives (1946): realism and reformism. (2007). Web http://www.wsws.org/articles/2007/aug2007/best-a11.shtml accessed online on 12th April,

Cats and Dogs Assignment Example | Topics and Well Written Essays - 500 words

Cats and Dogs - Assignment Example Actually, dogs are considered to be the descendents from wolves. It is widely held that dogs have evolved from the wolves which had made their entry to the northern hemisphere in search for foods. Cats, on the other hand, find its origin in the Felidae family. It is believed that cats have been evolved around 12 millions years ago. (Carney, 2011) A major physiological difference between cats and dogs is that the sense of hearing is better among cats compared to dogs. The hearing part of their body has been created in such a way that they can hear the kittens as well as the rodents’ ultrasonic sounds. (Carney, 2011) The sense of smell is much better among dogs than cats. Dogs generally have wet noses which help in dissolving the scent molecules and thus help them in detecting those smells that can not be perceived by any human being. Hence, dogs are used to catch criminals by the police forces across the countries. Cats do not possess such characteristics. (Carney, 2011) Dogs are considered to be the most loyal creature. Dogs are very faithful to their masters. Dogs obey their master’s orders instantly. Dogs are also very protective about their masters. Cats, on the other hand, are regarded as one of the most independent and distrustful creatures. Although, cats are quite responsive to their owners than the strangers, but they are not as loyal as dogs to their masters. (Carney, 2011) The cat lovers very often argue that dogs are more expensive to maintain than cats. Dogs need substantial grooming and special types of foods to make them healthy and look good. Cats, on the other hand, do not need such maintenance costs. One needs only a little box, some toys and a food bowl for a cat. While dogs need regular bath, it is not quite necessary for cats to be bathed frequently as cats are quite efficient in taking care of their personal hygiene. (Carney, 2011) Dogs are considered to wonderful companion for human being as they form a habit of adjusting