Cold War in California Essay Example for Free

Cold War in California Essay During the end of the World War II, the strife between the conflict between Capitalism against communism, and allied forces against Soviets were very much intense. From this era, various rumors and small to large scales uprising brought by communistic ideas occurred within the United States. In California and the national perspective, the thought of subversive activity was assumed by the presidency of Harry Truman. According to these assumptions, various communist parties were lurking within the cities of United States and plotting to initiate havoc; hence, in order to stop this condition, the government initiated the group, House Committee on Un-American Activities (HUAC) in 1938. The primary of the HUAC movement was to search the quarters of American society for the possibility of existing fascists, communists or the contradicting idealism from the Soviet enemy. The tensions of HUAC had occurred nation-wide, while in California, the advancement made had grown to the point of implementing human rights violations in order to attain further victims. There were no considerations being implemented during their search. Within the study, the task is to determine the consorts of the movement HUAC and how was it able to contribute to the occurrence of cold war within California dating from 1946 to 1989. Discussion House of Un-American Activities Committee The organization of HUAC was established in May 26, 1938 with aims of investigating any signs of disloyalty among fascists as well as communists. The HUAC movement was chaired by Martin Dies Jr. together with Samuel Dickstein; hence, calling their committee as the Dies Committee. According to Christenson (1991), HUAC tracked Communist party members and other proponents of foreignisms for thirty seven years (206). During the initial phase of its operations, the HUAC movement considered the aspect of un-Americanism as a modest intervention in order to resolve the social dilemma of differences in idealism within the society. The primary and original motive of the movement was to counter the movement from possibly contemplating German American, who might had still be involved in the casualty-causing Nazi, and the Ku Klux Klan. However, the Dies committee mainly considered the Nazi and German Americans since, at that point, the stigma of World War II was still fresh to the society. From 1938 until the end of its operation, it created massive suspicion in the public and the paranoia of dangerous Un-American plot had caused unreasonable arrests. The Ku Klux Klan was accused to have been the main source of American Communism influence, and HUAC also thought of an accusation that this group was planning a Communist conspiracy. However, the HUAC was not able to obtain sufficient information to validate their accusations. Therefore, the chief counsel Ernest Adamson announced the lacking of evidence to support the communism conspiracy claims against the Klan. As supported by Linfield (1990), the representative John Wood, chair from 1945 to 1946 and 1949 to 1953, had considered Ku Klux Klan as an old American Custom (87). From the original target, Ku Klux Klan of Communist Group, HUAC moved to highlight their attention towards the American Communist party, since they were actually assuming that these groups were behind the incidents of Works Progress Administration and Federal Theatre project. By the start of 1940s, Chairman Martin Dies ordered the investigations of HUAC among labor unions and New Deal agencies, which led to different forms of accusations, rumors and response out of guilt, witness abuse and pressure implications, and assumptions of disloyalty among organizations. During its operation in the 1950s, the HUAC movement applied most of its move to the private sector blacklists, and their assumptions of possible communist threat within the entertainment industry, labor unions and different professions had consequently intensified. According to Christenson (1991), the informers introduced by HUAC cam to be known as friendly witnesses and they named names for the HUAC to target (207). The investigations of HUAC were all tarnished with human rights violations. With the drastic accusations they had implicated to public organizations, the strife and paranoia of forces occurred within the society. As the 1960s progressed, even those in political positions, together with political activists and satirists, noticed the negative implications of the committee. In 1969, the HUAC movement was renamed to House Committee on Internal Security; however, in 1970s, the movement began to loose its grounds due to the widely occurring demonstrations and effects of contributions of HUAC, which had been pertained to as the Cold War. The history of social paranoia and unproven accusations had caused negative trademark within the internal systems of the American society. One of the vastly targeted areas was California that gave emphasis on their educational systems. What Triggers to Start Defense Against HUAC? With the aim of the HUAC operations to locate possible to proven communist supporters, the drive of paranoia first suggested the famous people. Hence, the first HUAC intervention circled their first investigations to the Hollywood in 1947. HUAC movement was claiming that a writer and the motion picture industry were attempting to influence the American people through movies. From this point, ten writers and their director were imprisoned and interrogated for the reason that they were unable to answer the question, â€Å"Are there any communist plot being discussed in this area? † This was only one of the instances that occurred during the prevalence of the HUAC committee. In another scenario, after the holding of the first investigation of HUAC towards the celebrity and elite class people, 205 communists were detected within the State Department (Doherty 15). During that point, one of the famous political informal propagandas mentioned was McCarthysm, which depicted the images of celebrity persecution due to fears and anxiety brought by communist threats. According to Foner and Garraty (1991), in the 1950s, HUAC was overshadowed by Senator McCarthy’s activities, but it outlasted him, making new allegations of subversion in universities and among the clergy and then in the civil rights, black power, student, and peace movements (519). Due to these negative impressions and authority abuses made by the HUAC authorities, the society had this desire of removing the turning against to their campaign. As supported by Chalmers (2005), the events issued by the HUAC caused massive revolts and uprising with claims of human rights violations and American liberalization offenses (93). During the expanse of HUAC implementations, various societal conflicts had occurred between civilians, famous people, and even some of those in political line against the conditions of terror brought by the paranoia-based intervention. In California as well as other states in the United States, different writers, actors, and directors were taken into prison for unreasonable assumptions for the need of interrogations. Somehow, HUAC was presuming to find some traces of communist ideations from these well-known people. Some of the most prominent persons that had faced the interrogations and even imprisonment by HUAC were the â€Å"Hollywood Ten†. As for the basis of their imprisonment, HUAC claimed that they failed to answer back instantaneously when they were asked if they are involved with any communist plot. Other artists that faced the paranoia of the society were the singer Pete Seefer, playwright Arthur Miller and many others (Zinn and Arnove 378). Implications HUAC to Cold War in California With this scenario, the Californian congressman, James Roosevelt, had issue his proposal of stopping the movement and its campaign. According to Schoenwald (2001), James Roosevelt proposed a resolution to kill the committee (HUAC) while standing up to withering attacks by his colleagues on both sides of the aisle. Despite the declaration of Speaker Sam Rayburn that the proposal would only be ignored, Roosevelt did not concede to surrender (54). Due to the vast contradiction of Californian state towards the movement of HUAC, the chair Francis Walter (1955–1965) had initiated a plan to prompt an attack against Roosevelt. Walter even proposed that HUAC assume jurisdiction over immigrants and passport legislation processing. Walter defended his proposition with claims of assuming these tourism affairs as another threat to internal security. Roosevelt, as the representative of the Californian state, chose to lead the fight against HUAC while being oppressed by some of his political colleagues. With the claims of Roosevelt, Walter with his HUAC made a counterattack move to somehow sabotage and infiltrate San Francisco, most specifically California. HUAC scheduled hearings in San Francisco in May, 1960. The justifications of HUAC for the said investigation were to validate the statements made by the American National Exhibition. Walter was looking forward for the exposure of communists and subversives’ movement within the area; hence, his contemplation for false threat to internal security had succeeded, and he was able to break in San Francisco. According to Schoenwald (2001), other groups like the American Civil Liverties Union and Americans for Democratic Action and liberal politicians joined in the calls for exterminating the committee of HUAC; however, what might have bee just another series of inquiries to defendants pleading the Fifth Amendment became a cause celebre among conservatives, reinvigorating their moribund struggle against the enemy (53-54). The May 1960 hearing occurred in San Francisco, and the main target of investigation was the teachers in the Universities among the city streets of California. With the intense paranoia brought by the conditions of HUAC, the education systems in California Universities and other public schools had become the most widely recognized victims of this campaign. The movement California Teachers Association suggested a profession-suicidal move by means of handling their files to local school boards, which in turn would investigate the teachers in private. After which, several teachers lost their jobs by handling over these files. With this scenario, Roosevelt called forth the attention of the public against the HUAC: â€Å"†¦more than 100 teachers have been in emotional turmoil for 10 months. Their teaching effectiveness has been impaired, and their sense of insecurity has communicated itself to their colleagues†¦ (Cited in Freeman 39). † Prior to this incident, HUAC even sent out subpoenas on April 26th. One of the Californian sophomore student, who is also a SLATE Organization member, named Douglas Wachter called forth an ad hoc among his fellow students in order to protest against the human rights violations inculcated by the HUAC committee. According to Freeman (2003), within a span of three days, there were approximately a thousand students and 300 faculties who had to sign the petition for hearing (40). The news was imprinted in the Daily Cal wherein excerpts from the recognized HUAC documents, which implicated the protest of HUAC abolishment by the students. The student riots had attracted massive student protests within the consorts of California. During the student demonstration, some of them even sang the song, â€Å"We Shall Not Be Moved†. Eventually, the court laid down its decision and the HUAC investigation was postponed and did not continue. In addition, the estimated legal and other facilitated damages that HUAC issue resulted reached the amount of $250,000. The city mayor, Rossevelt, condemned the scenario and stated that this should never happen again within the consorts of California. On the other hand, the protest made by the Berkeley students entitled, â€Å"Operation Abolition†, had gained significant popularity among Universities across the United States. The events of HUAC infiltration were evidently centered in the University of California at Berkely, but it also involved other city universities, such as the San Francisco State College and from Stanford as well. Most evidently, HUAC had to involve 165 professors from San Francisco State College, and 300 from the Berkeley University (Schoenwald 54). The consorts of paranoia brought by the operations of HUAC generally violated the civilian liberties; hence, the starting conditions of cold war had gone intensified. According to the statements made by Schoenwald (2001), the demonstrations convinced conservative observers that not only were subversives still active in the United States but that contemplating shutting down the one legislative body committed to their annihilation was nothing less than presposterous (55). Hence, the major events that contributed to the Cold Wars in California due to HUAC infiltration were triggered by the massive student protests and profession demonstrations. Conclusion In conclusion of the study, the committee of HUAC, designed to supervise and protect the American society from the possible internal threats of communism and Nazism, had abused its authorities and power, which led to the false accusations, violations of human rights, and the destruction of human career properties. Within the American society, the cold war grew due to the massive false paranoia rendered by the HOAC. From the time city mayor Roosevelt contradicted the existence of HOAC, the intrusive aim of their investigation had centered to California. However, massive demonstrations were further triggered by the events that occurred in San Francisco, California wherein the students had launched their abolition request. The consorts of HUAC ended during the 1970s, and the turmoil caused by their paranoia ended. Works Cited Chalmers, David. Backfire: How the Ku Klux Klan Helped the Civil Rights Movement. Rowman Littlefield, 2005. Christenson, Ron. Political Trials in History: From Antiquity to the Present. Transaction Publishers, 1991. Doherty, Thomas, and Anthony Arnove. Cold War, Cool Medium: Television, McCarthyism, and American Culture. Columbia University Press, 2003. Foner, Eric, and John Garathy. The Readers Companion to American History. Houghton Mifflin Books, 1991. Freeman, Jo. At Berkeley in the Sixties: The Education of an Activist, 1961-1965. Indiana University Press, 2003. Linfield, Michael. Freedom Under Fire: U. S. Civil Liberties in Times of War. South End Press, 1990. Schoenwald, Jonathan. A Time for Choosing: The Rise of Modern American Conservatism. Oxford University Press, 2001. Zinn, Howard, and Anthony Arnove. Voices of a Peoples History of the United States. Seven Stories Press, 2004.

Role of Women in Society Essay Example for Free

Role of Women in Society Essay A woman in today’s society is somewhat equal to a man’s, or any other person for that matter. Things back before the 1500’s were very strict for women, women basically had no rights. Women had no right to vote, no freedom of speech, women did not work back in the 1500’s they were stay at home mom’s, and took care of their households, and wifely duties. In the ancient times women had their places, and what their roles were supposed to be. It was very important for a woman to know what her role in life is, and how to handle herself. In many countries, the women had very similarities, and a few differences. Women in Greece, Egypt, Rome, and Israel had a lot of the same struggles and hardships. The women of today are still playing roles as mothers, wives, and child bearers. During the Ancient times otherwise known as Ancient Civilization women were sometimes misunderstood because of the different roles they played. In the global perspective, many cultures are similar, and some have contrast. Women in the countries of Greece, Egypt, Rome, and Israel are a few places that women’s cultures are mentioned and foretold. What were their roles? Who were they? Where did the live? How were they treated? Were they treated fairly, or did they have equal rights like some of the societies do today? And how did their role affect others? Although women did not have freedom back in the 1500’s, some societies still practice the same roles today, as back then. Knowing how they lived their lives shows that some traditional things they did back before the 1500’s are roles that women are still practicing today. â€Å"Throughout most of history women generally have had fewer legal rights and career opportunities than men. Wifehood and motherhood were regarded as women’s most significant professions. In the 20th century, however, women in most nations won the right to vote and increased their educational and job opportunities. Perhaps most important they fought for and to a large degree accomplished a reevaluation of traditional view of their roles in society. †(Women History in America, 1994 p. 1) Women were considered weaker than men, unable to perform work that requires muscular or intellectual development. In most preindustrial societies, the domestic chores were for the women, leaving the heavier labor like hunting and plowing to men. They ignore the fact that caring for children, and doing tasks as milking cows, and washing laundry also required heavy labor. Maternity and child bearing were a natural role that a woman performed; this led to stereotyping that women belonged in the home. Tradition has it that a middle class girl in Western Culture tender to follow in her mother’s footsteps. Cooking, cleaning, and caring for the children were something that was expected when she grew up. The reason for this was as they were growing up their own expectations had been declined because neither their family nor teachers expected them to prepare for a future other than to get married and bear children. â€Å"Throughout history, most societies have held women in an inferior status compared to that of men. Thus situation was often justified as being the natural result of biological differences between the sexes. In many societies, for example people believed women to be naturally more emotional and less decisive than men. Women were also held to be less intelligent and less creative by nature. But research shows that women and men have the same range of emotional, intellectual, and creative characteristics. Many sociologists and anthropologists maintain that various cultures have taught girls to behave according to negative stereotypes (images) of femininity, thus keeping alive the idea that women are naturally inferior. †(Giele, J. Z. 2012) In ancient societies, most women’s lives were centered on their households. In Greek, in a city/state called Athens from 500 to 300 B. C. women raised their children as well as did spinning, weaving, and cooking. The wealthy women did some of the work themselves, although they also supervised the slaves in the tasks. Athenian women seldom left their homes. Every society had a different way of viewing the world; to view one age, through the eyes of another can often lead to misunderstanding. Ancient and modern societies are different in lots of ways but there are four roles that have had impact on the societies. Jobs- The majority of people in the ancient world made their way of living through agriculture. Farming requires ownership, and access to the land, agriculture back then was a necessity for a family business. Jobs for women were limited to work as household servants. Marriage- Marriage was considered the normal state in the ancient world, though Athenian men put it off until age thirty, most everyone else married soon after puberty. A woman that was single might find a job in a temple, or as a household servant. Family- Access to land for farming purposes the dominant occupation was only allowed through the family. Individual and society- Certain cultures enforce the traditions on all the members of their culture. Women in Ancient Israel- In ancient Israel the man was the head of the household and women were considered helpmate, and considered to help out their husband to benefit each other, they wanted to eventually be partnership. As in most of the Ancient World marriage was considered an ideal state. Parent’s arranged the marriage with trying to find a suitable match from the same tribe, and neighboring village. Strict rules prohibited a man from marrying his sister, mother, daughter, or any other ways that he would be tied to his wife in more than just marriage. The bride’s family gave their daughter to the groom’s family, although the bride moved to her husband’s home she still was in close ties with her birth family. Considering that a married couple was an economic partnership if the man became bankrupt and could not afford and pay off his debts then his wife would be sold to slavery as well as him. A wife’s first duty was to give birth and preferably to a son to continue her husband’s name and to take his place in line. Families that were well off it was common for the wife to have her own personal slave. If the wife could not have a child she could give the slave to her husband. If the wife’s husband died without having a son, than the brother of the man or the closest male family member would marry the widow, that way she could still have a chance to have a son and the child would be closely enough related to her dead husband and the child could care his name. Polygyny was accepted in Israel. Women In Ancient Rome- In Rome a young women that married early left her childhood home and the authority of her father, and entered the home of her husband as well as his authority and power. â€Å"In law her status was not very different from that of her husband’s daughter. (Women in the Ancient World Rome, 2012 p. 1) Other than the lower classes women were not allowed to work although they did not want to anyway. They thought of work to be done by the slaves, and the low class people who did not know any better. Women were very demanding in Ancient Rome and getting more freedom. The status of a women in the ancient world are very difficult, and more so in Rome where theory and practice were so far apart. The Roman men placed their marriage, home and the family very high value and this was a difference in society on how women were treated. Most of Athenian men seem to think their wives were best as an inconvenience. In Rome women were never allowed to hold public office or work in the government. Women were not even allowed to make any suggestions though by the beginning of the empire many men were asking their wives for advice, and it was all right to do so provided it was in private, and the husband did not make too much of a deal of it. Although the women had a life outside the home, the respectable women were not supposed to be wandering around alone outside. Women in Ancient Greece- in Greece women were known as largely inferior creatures that were more intelligent than children. Women in Greece had no political rights, she also did not have the civic rights to take part in the communities religious and economic institutions. His wife and children were supposed to do as he said and perform their household duties. â€Å"In reality a Greek wife (or mother or other female relative if the head of the household was not married) actually ran the household on a day-to-day basis. With few exceptions, women spent most of their time in the home, the exact opposite of their menfolk. (Nardo, 2004) In Hellenistic time some of the Greek women were not afraid to stand up to their fathers, and other male authorities. Many Hellenistic women experienced small but significant gains in their rights; most were still excluded from political life however. Greek women in the larger kingdom were allowed to grant and receive loans (Nardo, 2004) Women in Ancient Egypt- in Egypt women are treated better than any other major society of the ancient world. Egyptian women were very fortunate for a few reasons; one Egyptian woman would become Pharaoh under very special circumstances. This being that they were totally equal to men; they could loan and borrow money, sign contracts as well as initiate divorce, and appear in court as a witness. They were also equally responsible for anything that accompanied these rights. Two, love and emotional support they considered important parts of marriage. The Kings especially the ones in the New Kingdom had many wives, although only one carried the title as King’s Great Wife and carried on as Queen. Many Egyptians of both sexes had more than one spouse. The most common title of the house for non-royal women was known as the mistress of the house. As in some of the other societies the men were known as being the head of the household. Egyptian women were responsible for their nurturing of the young children, but they could also work at a trade, own and operate a business, inherit property, and come out well in divorce proceedings. (Jones, 2010) Females were allowed to be religious leaders in the priesthood, though they were not equal to men. Women had been trained in medicine and other highly skilled jobs. In ancient Egypt women were allowed to buy jewelry, and other fine goods, some women that worked even became rich. The status of a woman in ancient Egypt was so important that a women was entitled to the crown that was passed through the royal women and not the men â€Å"When the Greeks conquered Egypt in 332 B. C. E. , Egyptian women was allowed more rights and privileges than Greek women, who were forced to live under the less equal Greek system. † (Tyldesley, 2012) Women were sometimes misunderstood, and while there were similarities, and differences in the societies the majority of the societies had a lot of the same similarities where women were to be homemakers, bear children, obeyed her husband. In some of the societies women had little or no rights which included political and religious. Women did not have much freedom, and they were to be seen and not spoken. There are lots of aspects to a woman of an ancient society not discussed here some which center on her ability to see the chance for use of power and utilize it to her fullest capabilities, although the medieval women were very similar to women of today, watching out for her families best interest and working to voice her opinion in society.

Collaborative working within the area of adult nursing

Collaborative working within the area of adult nursing For the focus of this essay I will be discussing the concept of collaborative working within the professional area of adult nursing. This essay will examine the definition and rationale of collaborative working, a small introduction to nursing and how collaboration is applied in this area of care. It will conclude by examining the influencing factors and outcomes of collaborative working in nursing practice. McCray,( 2007) defined collaboration as a respect for other professionals, service users and their skills and from this starting point, an agreed sharing of authority, responsibility and resources for specific outcomes or actions gained through cooperation and consensus (Hornby, Atkins, 2000). Collaboration may similarly be seen as a procedure by which associates of different disciplines distribute their skills and expertise to provide a better quality service to patients, clients and the service user. (Hughes, Hemingway Smith, 2005). As stated in the Nursing and Midwifery Council nurses must allow the people in your care must be able to trust you with their health and wellbeing NMC (2008). The role of a nurse is ever evolving, extensive and highly complex. To implement the position of a nurse in a hospital environment you must also retain a dynamic contact between your working environments and accompanying healthcare professionals. A nurse is not merely an onlooker but an activist who believes their active participation is required to generate an improved delivery of healthcare to each patient, whilst functioning as part of a team (Baillie et al, 1989). The Nurse-patient relationship has been referred to as the centre of all healthcare, as well a critical link between patients and other healthcare professionals (Berger Brinkman-Williams, 1999) A nurse plays an significant part in patient care, and is often the primary care giver and accountable for the admission, care planning and assessment of the patient. Their role is vital, and their communication is often a fundamental link amongst other members of the multidisciplinary team. Working collaboratively in nursing involves interaction of various group or organisations to achieve a common goal, which normally in the health care setting is the well being of the patient. As a consequence of problem solving, open, flexible approach to the roles and tasks of individual team members provide a more patient focused healthcare. Mutual respect and trust is crucial in relationship building (Kenny, 2002). In nursing it is essential to remember that the delivery of holistic care often involves the collaboration of other health care professionals, therefore this concept should be encouraged in order to facilitate the delivery of positive patient care. The Government recognises this and In 2001 The Department of Health (GB DOH) published a strategic framework for lifelong learning for the NHS, Working together, Learning Together Learning and development are key to delivering the Governments vision of patient centred care in the NHS. The plan of Lifelong learning is ensuring that the workforce, and organisations they relay to, and work in, can attain more knowledge and skills, equally to appreciate their potential and to assist changing things for the better. Lifelong learning is ultimately related to supporting the NHS workforce for the future and collaboration could play a major part in making this framework successful. DOH ( 2001) Collaborative working in health care is often referred to as interprofessional working (IPW). Rationale identified for collaborative working is the ability to cope with the problems that often exceed the capacity of any one profession (Hughes, Hemingway Smith, 2005). Barr (2000) suggests the success of interprofessional working rests upon each professional developing their individual identity and skills, then auctioning them. Positive collaborative practice, sharing valuable experience and expertise could improve levels of job satisfaction (Kenny 2002) It is not probable for each person to be successful at everything, however if professionals can distribute their knowledge, experience and expertise in the subject that they are most excellent in, this will in turn convey a multiple of skills combined together whilst assisting in confidence building and problem solving. Ultimately the consequence should allow the patient to contribute in producing a comprehensive and extensive care plan that will meet their every need. Laidler (1991) addressed this issue by recognising a professional will need to feel confident in their own specific role in order to share their knowledge and expertise amongst a multiprofessional team. Standards have been set by the NMC to safeguard the welfare of both the patient and the nurse. These standards recognise that the nurse must work with others to protect and promote the health and wellbeing of those in your care, their families and carers, and the wider community (NMC 2008). It has been said that to fully explore the place of the nurse in the multi professional team you must first understand the role of the nurse (McCray 2009). As the health care system expands and changes rapidly, the role of the nurse also changes, however the well being of the patient must at all times remain the main focus. A dedicated nurse will strive to develop good relationships with other professionals, especially when the care of a patient is the core focus. Collaborating effectively is often vital in the achieving a holistic healing process, this involves nurturing the patients biological psychological and social needs. Patient centred care (PCC) is a widely used model in the modern health care system; it places the patient at the centre of all care. PCC improves continuity of care and integration of health care professionals collaborating on behalf of their patient. (Pence, 1997) To be able to give a patient the best possible care it is imperative to work alongside other health care professionals, always respect skills, expertise and contributes of your colleagues. (NMC 2008) To employ this it is believed that nurses should have a mutual respect for all team members and that their significance is deemed equal, when contributing in team practice. Professional relationships can be classified as special created on trust and interdependency (Atwal, 1999) However, this may at times prove difficult as research has suggested that one of the barriers in collaborative working is differences in status, hierarchy a common term used. Surgeons and doctors have been described in certain circumstances as being unapproachable which frequently inhibits other professions expressing their opinions (Atwal, 1999). An example of effective collaborative working may be a patient who is to be discharged following an admission to hospital having suffered a severe stroke. The stroke affected his right side, leaving him with severe expressive and perceptive dysphasia. The Nurse in charge of the care and wellbeing of the patient would collaborate with other health care professionals, such as doctors, occupational therapists, physiotherapists and speech therapists In order to fully assess the level of care he may require on discharge, and provide a gradual return home. This would prove beneficial, since the patient has mobility and communication problems, so prior to discharge the patient will require physiotherapy, speech therapy and possible adaptations to the family home. Maintaining good professional relationships is imperative amongst not only other health care professionals, but also the patient and family members. (Molyneux 2001) In this example effective collaborating ultimately had a positive impact on the successful outcome, offering a good service to the patient involved. However, the ideal concept of effective collaboration is not always recognised. There is a vast array of literature which suggests that collaboration may not always have positive effects, and often Interpersonal conflict can sometimes occur, for a number of various reasons, some being old team members replaced by new team members, power issues, time management, funding and poor communication skills. Effective communication is a crucial ingredient in working collaboratively, and evidence suggests that poor patient care is often the result of lack of communication, and often results in the failure of high-quality services offered to patients (Stickley freshwater, 2006). To be able to demonstrate collaborative working, it is at times essential to be open minded and co-operate with changes in policies. So often the process of change is viewed as something which is negative and fearful. In practice, some changes are very welcomed, some are unavoidable, some must be endured and still othe rs are used to propel the individual towards something better. (Newson 2007) A difference of opinion might occur for example: in the case of lung cancer patient, doctors may perhaps wish to treat a lung cancer patient, regardless of the treatment being a success, and the course of action producing debilitating side effects whilst, nurses on the other hand may perhaps, consider the results of treatment to be so unbearable they far outweigh any benefit; this may perhaps result in situations becoming complicated. West and Slater (1996) expressed that a difference in priorities, between healthcare professionals could occasionally cause barriers in effective collaboration. It is believed that a nurse adopts a holistic approach to patient care, whereas a doctors approach towards a patient may be predominately medically (West and Slater, 1996). Over the year many strategies devised to overcome the problems presented in collaborative working have been suggested, yet they still have not obtained a solution to the continuing difficulties identified by the members experiencing them (Molyneux, 2001). In some cases the simple lack of clarifying responsibility, role expectations, accountability and poor communication can have a detrimental effect on patient care (Taylor, 1996). In order to construct a successful collaborative relationship it will require excellent communications skills. This allows the development of trust which in turn may benefit the patient in the holistic care they receive. As previously discussed there will always be factors which influence the outcome of working collaboratively in nursing, whether they are positive or adverse as long as the patients health remains the focus then in nursing we will progress. If however, communication is blurred then collaborative working may not be performed and this may reflect on the care the patient may receive. (Goodman Clemow, 2008). In conclusion despite the increased focus and determination of professional organisations and Governments the persistent difficulties in collaborative working is still extremely apparent and continuing DOH (2003). It is suggested that power inequalities, ideological differences and the recognition of the value of each team member are identified obstacles; the qualities required are apparent and widely discussed yet over the years collaboration still remains extremely problematic throughout the healthcare sector (Kenny 2005). The claim that collaboration is crucial to success is one that is echoed in the proverb that `two heads are better than one conversely it is also said that three is a crowd, however, in the instance of collaborative working, many professionals working collectively can generate new abilities, extensive knowledge and understanding. (Hughes, Hemmingway Smith, 2005). While collaboration is a popular method, and is being increasingly used in professional education, it seemingly uncontroversial concept it often is difficult to implement. Â  How does one successfully collaborate with individuals in other departments within the same organisation? Why it may be examined after all these years are the professionals not getting it right, it has been recognised by Department of Health that collaboration plays a critical part for individuals working within an organisation and government policies are increasingly aiming at improving current practices to the advantage of the patient (DOH, 2003). Alone we can do so little; together we can do so much. (Helen Keller in Jason Harvey 2010)

george harrison Essay -- essays research papers

George Harold Harrison, the youngest Beatle, was born February 25, 1943. He had two brothers, Harold Jr. and Peter, and a sister, Louise. His mother, Louise, was a housewife, and his father, Harold, was a bus driver.George's initial interest in the guitar came about slowly. His mother remembers that she started finding paper covered in drawings of guitars among his school things. So, she bought George an old second hang guitar from one of his class mates for three pounds. George tried to teach himself to play, but his progresswas slow. He sometimes stayed up all night playing until his fingers bled. George attended Dovendale Primary School, two forms behind John Lennon, and then he attended Liverpool Institute, one form behind Paul McCartney. George and Paul took the same bus to school, and soon found they had music and guitars in common. George and his brother Peter had formed a Skiffle band, and because they were so young, they had to sneak out of the house to play their first engagement. Paul introduced the skinny and pimple-faced George to the Quarrymen, who was only 14 at the time. Not old enough to join the group, George hung around with the boys, and came to idolize John, doing everything he could to emulate him. George stood in the back of the room at all their shows with his guitar. A few times he filled in for the regular guitarist who didn't show up, and the boys were also welcomed in George's house by his mother to practice and for an occasional "jam buttie&...

Martial Arts :: essays research papers

Martial Arts To follow is my report on martial arts in Asia. This a very interesting subject, and a very good report. It will describe martial arts and some types of martial arts. It will also say where they originated from. The term "martial arts" is a general term used to describe general types of fighting. Most martial arts practised today came from China, Japan, and Korea. There are hundreds of types of martial arts, each divided into specific styles or systems. Technically, martial arts fall into two categories: percussive, and non-percussive. In percussive martial arts such as Karate, Tae Kwon Do, and Kung-Fu, people strike with their hands, feed, elbows, and head. This type of martial arts is very aggressive. On the other hand, in non-percussive martial arts, such as Judo, involve throwing, locking, and neutralising the opponent. They are far less aggressive. Kung-Fu is an interesting type of martial art, the origins of which are unknown. Some historians believe it started as early as 1500 BC There are two major types of Japanese martial arts. They are Bujitsu, and Budo. The bujitsu martial art is a relatively new one. It emphasises combat and willingness to face death as a matter of honour. Budo, which was started during the late 1800's, focuses on developing moral and aesthetic developments. Karate-do and Judo are forms of Budo. People who learn budo learn it to use it only as a last resort. Another martial art that developed in Japan is ninjitsu, which means "the art of stealing in!" People who practice ninjitsu are called ninjas. Ninjitsu was developed in the late 1200's.

Atmospheres Unlimited in Macbeth :: Macbeth essays

Atmospheres Unlimited in Macbeth      Ã‚  Ã‚   Shakespeare becomes a master of diverse atmospheres in his tragedy Macbeth. We shall examine closely the changing, more forcefully developing atmospheres here.    In his book, On the Design of Shakespearean Tragedy, H. S. Wilson explains why the atmosphere is so important in Macbeth:    Macbeth is a play in which the poetic atmosphere is very important; so important, indeed, that some recent commentators give the impression that this atmosphere, as created by the imagery of the play, is its determining quality. For those who pay most attention to these powerful atmospheric suggestions, this is doubtless true. Mr. Kenneth Muir, in his introduction to the play - which does not, by the way, interpret it simply from this point of view - aptly describes the cumulative effect of the imagery: "The contrast between light and darkness is part of a general antithesis between good and evil, devils and angels, evil and grace, hell and heaven . . . and the disease images of IV, iii and in the last act clearly reflect both the evil which is a disease, and Macbeth himself who is the disease from which his country suffers."(67-68)    L.C. Knights in the essay "Macbeth" mentions equivocation, unreality and unnaturalness in the play - contributors to an atmosphere that may not be very realistic:    The equivocal nature of temptation, the commerce with phantoms consequent upon false choice, the resulting sense of unreality ("nothing is, but what is not"), which has yet such power to "smother" vital function, the unnaturalness of evil ("against the use of nature"), and the relation between disintegration in the individual ("my single state of man") and disorder in the larger social organism - all these are major themes of the play which are mirrored in the speech under consideration. (94)    Charles Lamb in On the Tragedies of Shakespeare comments on the atmosphere surrounding the play:    The state of sublime emotion into which we are elevated by those images of night and horror which Macbeth is made to utter, that solemn prelude with which he entertains the time till the bell shall strike which is to call him to murder Duncan, - when we no longer read it in a book, when we have given up that vantage-ground of abstraction which reading possesses over seing, and come to see a man in his bodily shape before our eyes actually preparing to commit a muder, if the acting be true and impressive as I have witnessed it in Mr.

Human Development: Older Adulthood Essay

In considering the life experience of an older person, it is essential to know about the developmental stages of human beings. Erikson’s theories of development give a good general overview of the various developmental challenges and breakthroughs which people have throughout their lives, from conception until natural death. Older adulthood is a time when people are confronted with having a sense of generativity or feeling a sense of despair. The older adult who is accomplished and is able to look back on life knowing that one devoted oneself to good causes has generally a good feeling of generativity, while the older person who has a sense of failure in regard to one’s life endeavors, shame in regard to not having contributed enough, is often left despairing. At this point in life, in the later years of a person’s development, it is just as common to find people who are satisfied with their lifelong contribution as it is to find people who are dissatisfied with what they have for others. In speaking with Margie, it is clear that she is not sure if she has done the best for her children, because she is alone in an assisted living community without many visiting relatives. Margie is an 82 year old woman who lives in an urban assisted living apartment building. Although she has met some friends in the community and enjoys the indoor garden and parakeets as well as the weekly Catholic Mass celebrated by a local priest, she is saddened by the lack of visitors she receives. A small woman with dark grey and black hair and hunched shoulders, Margie moves around the building slowly and with a seemingly idle or nondirected stride. She pauses often to look around the room, as if searching for something. She says that out of her five children, only two of them come to visit regularly, and that is about once a month. I ask her if she feels deserted or ignored, and she says yes. In considering her relationships with her children, she often wonders if she was too inattentive with them, if she didn’t care about them the right way. I understand that she thinks that if she had formed better relationships with her children, then they would be closer to her now. I can sense this painful feeling sharply in her presence, and I cannot do or say anything to counter her feeling. Perhaps she’s right. I allow Margie to talk about her family members, her husband, siblings, and especially her children. She takes photographs from her room and points to her grandchildren, lovely people, I say. In asking Margie how she feels being an older person, she says that it’s ok. She doesn’t feel as good as she used to feel. She’s tired. I get the sense that there is an overarching umbrella of depression which covers her and follows her everywhere. I ask Margie if there’s anything society should change about how it deal with older people, and she says that society shouldn’t forget about them. She has the sense that her children have forgotten her, and she wonders if the mothering care she provided for them as children wasn’t enough to keep them devoted to her needs as she ages. At one point, tears roll down Margie’s face. â€Å"What can I do, an old lady, to make my children love me more? I just don’t know. † In speaking with Margie, I have to wonder if it’s truly her fault. Could it be the fault of her children? Did they change, get swept up in capitalism, forget their duty to care for their older parents? She’s too upset to ask her these questions. I ask her if she’s like to take a stroll through the garden together, and we do. Older aged people need as much or even more care as any other individuals. It makes sense for the younger generation to remember the needs of their parents and older relatives, to help them and to provide them with care. However, it is also important for people in general to recognize that if they want their children to be around for them in their later years, then parents and need to form strong relationships with their children, honorable and respectful relationships which can carry them throughout the span of time. Generativity in later years is marked by security in personal relationships. The successful and happy older individuals are the one who are now reaping the benefits of what they have planted. As Margie says, â€Å"The birds all stick together in that one tree, and they’re happy. †