Dinner at the Homesick Restaurant

AP Book Report 1. Title of Work: Dinner at the Homesick Restaurant 2. Author and date written: Anne Tyler, written during the 1970s-1980s. 3. Country of author: Baltimore, Maryland, United States of America 4. Characters: Pearl Tull (major)- The single mother of three children, Cody, Ezra, and Jenny. She is very independent and resourceful. Pearl sets very high standards for herself and does not want assistance from anyone. Ezra Tull (major)- Ezra is the middle child and the youngest son of Pearl. He is the most sympathetic character in the novel. Throughout the novel, Ezra is noted to be the favored child of the three. Cody Tull (major)- Cody is the eldest son of Pearl. He is the least sympathetic character in the novel is very straightforward. He grew up with a troubled childhood and usually takes most of his anger, hatred, and jealousy on his brother, Ezra. He dominates the novel because Tyler has given him more chapters on his point of view than others. Jenny Tull (major)- The is the youngest and only daughter of Pearl Tull. Jenny often recalls painful events of her childhood, most of which involves her mother. She grows up to become a pediatrician and is married three times. Towards the end, she realizes she has a lot in common with her mother. Beck Tull (minor)- The husband of Pearl and father of the three children. He is handsome, fragile man who is employed as salesman. Beck abandons Pearl after fifteen years of marriage claiming that his company has relocated. Mrs. Scarlatti (minor)- Ezra's business partner and the owner of Scarlatti's Restaurant. She is also like a mother figure to Ezra. Mrs. Scarlatti is a relaxed and flexible character. She leaves the restaurant to Ezra after she dies and he changes the name to Dinner at the Homesick Restaurant. 5. Major settings: The story is mainly set around Baltimore, Maryland. Pearl, Ezra, and Jenny, with the exception of her college and medical school years, have resided in Baltimore most of their lives. Cody spends the less time in Baltimore because his job requires traveling. However, he purposely decides to choose a place away from home. The novel takes place from the 1920s to 1979. 6. Plot Outline: The novel starts with Pearl Tull lying in the hospital bed dying. She is reminiscing while her youngest son, Ezra is by her side. The story then slowly flashes back to when her kids were younger. It begins when the Tull family is abandoned by their father. Pearl is left to raise three kids on her own ithout the assistance of others. The story progresses as each of her children tells of their past experiences. Her oldest son Cody, often criticized his mother on his upbringing. He is jealous of his brother, Ezra, claiming that he is his mother's favorite. Ezra, on the other hand is the most innocent child of the three. He is closest to his mother and apprecia tes her. Ezra was part of the military but later decided to come back to Baltimore and work at Scarlatti's Restaurant, owned by Mrs. Scarlatti. After becoming a favorite of his boss, who he also considers a surrogate mother, he ends up owing part of the restaurant. When Mrs. Scarlatti dies, Ezra is left with the restaurant and he renames it to â€Å"Dinner at the Homesick Restaurant†. Her youngest child, Jenny, is the first one of her children to get married. Jenny runs into trouble in all her marriages. She has divorced and married three times. However, Jenny seems to be the only one that is able to find happiness. She works as a successful pediatrician and is raising kids as well. The main goal in the novel is to complete a family meal. The Tulls will often gather together at Ezra's restaurant, but every time the dinner starts, it always ends in an argument. In the end, Pearl dies and is not able to join her children for a complete meal, but they have their father present to take her place. 7. Major themes: Alienation and Loneliness- Pearl Tull is portrayed as an extremely alienated individual. After her husband leaves her to care for three children, she is determined to raise her kids without assistance from anyone. She won't even inform her best friend about her husband, and when the neighbors ask about him, she tells them he's on a business trip. This distance she has with the community affects her children as well. They long to see her gossiping with other women or having some outside connection with others. Growth and Development- Each of the characters in the novel have grown or developed in one way or another. As time passes, Jenny begins to realize that she's acquired some of her mother's good and bad traits. Ezra, however, remains somewhat of a child as he grows up. Nonetheless, he shows the most concern for others, even non-family members. Cody still remains as competitive as he was as a child. He doesn't find much happiness and is confused about his motivation until he confronts his father. He then begins to realize his actions and reactions in the past. 8. Symbols in the book: One of the symbols in the novel is the restaurant. The restaurant is a symbol of togetherness in the family. The restaurant and the Tull family are not very stable, and both have Ezra trying to keep them from falling apart. After Ezra is left with the restaurant, her changes the name and tries to keep it running. In addition to that, he is also trying to bring his family together. He often calls them for a family dinner. However, the dinners always end up in some sort of argument. Another symbol in the novel is vision. In the novel, Pearl's vision is slowly dissapearing. This symbol represents that she is starting to lose her children. She only remembers them as children and doesn't know them as adults. However, when there's a lot of light in the room, she can see the silhouette of Ezra, which shows that he is closest to her. 9. Significant Imagery: Dinner at the Homesick Restaurant is a novel that suggests a homely, everyday activity. In this novel, the action is eating. Ezra, the cook in his restaurant is the central image. He serves food that is not only for consuming but also medicinal and curative. The colors, textures, and feel of the delicious food serve as an essential component in both cooking an eating. The novel revolves mostly around olfactory images. 10. Significance of title of work: The title of the novel is the name of Ezra's restaurant. â€Å"Homesick† can be interpreted in many ways, as it is in the novel. Someone can be â€Å"sick for home†, â€Å"sick at home†, and â€Å"sick from home†. The Tull family often has family dinners, but they always go unfinished due to an argument. However, these dinners are what keep the family together. In the end, everyone but Pearl has a finished dinner. The pressure might have lessened after she died. 1. Author's techniques that are important to this work: Anne Tyler tells Dinner at the Homesick Restaurant from many different viewpoints. Each of the chapters is told from a characters perspective. These chapters also reveals something that is unique or unusual about the character. By alternating the di fferent viewpoints, the reader understands the characters better than they understand themselves. Another technique Tyler uses is the emotional tone of the novel. Throughout the novel, majority of the conversations have an overwhelming emotion in it. This suggests that the family lives under a lot of pressure.

Research Papers on Ready to Eat Food

CRISES Paul Krugman, January 2010 As this is formally billed on this program as the Nobel lecture, I suppose that I’m expected to focus on the work for which I was honored with the prize. And yet †¦ proud as I am of the work I and many others did on increasing-returns trade and economic geography, given what is happening in the world – and given what I’ve largely been working on these past dozen years – that work is not uppermost in my mind. Fortunately, there’s an out. The Nobel committee did cite another line of work that goes back to the first good paper I ever wrote: â€Å"A model of balance of payments crises†, published in 1979 but originally written while I was in still in grad school. When I’m in an expansive mood, I like to say that I invented currency crises – not the thing itself, which goes back to the invention of paper money, but the modern academic literature. And business has been good ever since. Now, most of what has gone wrong with the world these past two years has not taken the form of classic currency crises (though give it time – the Baltic nations, in particular, seem well positioned to follow in Argentina’s footsteps). But there are strong parallels between the kinds of crises we actually have been experiencing and what those of us in the currency crisis biz call â€Å"third-generation† crises. Both the similarities and the differences are, I think, illuminating. 1 So without further ado, let me launch into a discussion of currency crises, their relationship to financial crises in general, and what all of that tells us about current prospects. A history of violence The sudden implosion of world financial markets, trade, and industrial production in 2008 shocked many if not most economists. I think it’s fair to say, however, that international macroeconomists were less startled. That’s not to say that we predicted the crisis: speaking personally, I saw that we had a monstrous housing bubble and expected bad things as it deflated, but both the form and the scale of the collapse surprised me. What is true, however, is that international macroeconomists were aware, in a way those who focused mainly on domestic data were not, that the world economy has a history of violence. Drastic events – sudden speculative attacks that emerge out of a seemingly clear blue sky, abrupt economic implosions that slash real GDP by 5, 10, even 15 percent – are regular occurrences on the international scene. Let me illustrate the point with the figure below, which shows peak-to-trough declines in real GDP during â€Å"third generation† currency crises (a term I’ll explain in a little while). This list is close to, but not identical to, the Reinhart and Rogoff (2009) list of banking crises: as R&R point out, crises often combine elements of several of their ideal types. What I’ve done in this case – in a poor man’s homage to Reinhart and Rogoff’s awesome data-collection effort – is scan the Total Economy Database for all cases of sharp GDP declines in high-and middle-income countries since 1950, then do some cursory historical research to ask whether they fit the profile of a third-generation crisis. 2 GDP declines in third-generation currency crises Mexico 1994 Korea 1997 Chile 1981 Malaysia 1997 Finland 1990 Thailand 1997 Indonesia 1997 Argentina 2002 5 10 15 20 A few observations: First of all, we’re talking huge declines here – Depression-level, in some cases. You can see why international macroeconomists were more attuned to the possibility of disaster than domestic macroeconomists: if you were looking only at US data, your idea of a really bad slump would be 1981-1982, when real GDP fell only 2. 3 percent. Second, if you know a bit about the history, you get a very strong sense of just how wrong conventional wisdom can be. Reinhart and Rogoff emphasize the â€Å"this time is different† syndrome, the way people wave off clear parallels to earlier crises. I’d go a bit further and argue that there’s a strong â€Å"pride goeth before a fall† syndrome. In many if not all of these cases, the country in question was everybody’s darling just before the disaster. Chile was a showpiece for Chicago School policies in action. I remember personally the enormous optimism about Mexico on the eve of the tequila crisis; I was very unpopular at a 1993 meeting of investors where I raised some questions about prospects. Argentina’s currency board was lionized by the Cato Institute, the Wall Street Journal editorial page, and so forth. The countries caught up in the East Asian crisis were the subject of glowing reports, including a major World Bank study. 3 After the fact, of course, everybody saw many flaws in each afflicted country’s economic model – just as everyone now sees the rottenness of the U. S. financial system, a system that was being praised just yesterday as one of the wonders of the world. Finally, note that half my examples are from the late-90s East Asian crisis. That crisis had a profound effect on some of us. Nouriel Roubini was transformed from a mild-mannered macroeconomist into Doctor Doom. I lost my faith in the healing powers of central bankers, and wrote the original edition of The Return of Depression Economics. In essence, the East Asian crisis awakened us to the fact that there were more dangers in the world economy than were dreamt of in textbook macro. But what were these dangers, anyway? Generat(ion)ing crisis All crises are divided into three parts. OK, maybe not. But the currency risis literature has evolved in three â€Å"generations†, successive accounts of what can cause sudden speculative attacks on currencies. First-generation models began, at least in my mind, with wise words from the governor of the Bank of Portugal. Back in 1976, a group of MIT graduate students was working at the Bank, thanks to a personal connection between the governor and Dick Eckaus. Portugal at the time was 4 a bit of a crazy place, still suffering from the mild chaos that followed the overthrow of the dictatorship the year before. The economy had stabilized after an initial slump, but the currency was under pressure, with reserves rapidly dwindling. It turned out later that most of the reserve loss was due to foreign exchange hoarding by commercial banks – which was kind of funny, since at the time those banks were state –owned. But in any case, the governor made a remark that intrigued me: â€Å"When I have six months of reserves,† he said, â€Å"I will have no reserves. † What he meant was that once reserves dropped below some critical level, there would be a run on the currency that would quickly exhaust whatever was left. There were already economic models like this, albeit of very recent vintage – and not exactly about foreign exchange. Notably, Salant and Henderson (1978, but circulated as a working paper in 1976), in an analysis of gold prices, devoted part of their paper to attempts to stabilize gold prices with stockpiles. They showed that an unsustainable stabilization scheme would eventually collapse in a speculative run that quickly exhausted the remaining stock, which is more or less what happened in March 1968. I realized that this was in effect what Silva Lopes had been saying about the escudo. Translating that insight into a fully-specified model was a bit tricky. Krugman (1979) was more complicated than it should have been; it took the work of Flood and Garber (1984) to get it in comprehensible form. But the result was a highly suggestive analysis of speculative attacks on fixed exchange rates. 5 But there were problems with that analysis. Some complained about the asymmetry between super smart speculators and super stupid governments. More compelling, in my view, was the fact that the story didn’t seem to fit very well with what actually happened in many currency crises, especially in advanced countries. For example, neither the sterling crisis of 1931 nor that of 1992 seemed to be mainly about dwindling foreign exchange reserves. Instead, both seemed to be about governments who found that their commitment to a fixed exchange rate was interfering with attempts to achieve domestic objectives, especially full employment. When speculators began to bet on an abandonment of the currency peg to deal with pressing domestic concerns, spiking interest rates sharply increased the cost of defending that peg – hence, a crisis, with speculators in effect forcing the government’s hand. In an influential survey of evidence from the 1992-1993 European crisis, of which the fall of sterling was one component, Eichengreen, Rose, and Wyplosz (1995) coined the term â€Å"secondgeneration models† to describe models that tried to capture this quite different kind of crisis dynamics. The most influential modeling came from Obstfeld (1994), who showed that this kind of analysis strongly suggested the possibility of multiple equilibria: countries in a vulnerable state could experience a currency crisis whenever investors believed that such a crisis was imminent, or for that matter believed that other investors believed in a crisis. But two generations of crisis theory, it turned out, were not enough. Second-generation crisis models suggested that succumbing to a speculative attack should be good for employment and GDP: no longer constrained by the exchange rate commitment, a government would be free to 6 expand demand. That is, in fact, what happened in the aftermath of the two sterling crises, 60 years apart: I used to joke that Britain should erect a statue of George Soros in Trafalgar Square, to thank him for getting the UK out of the ERM. But it’s not what happened to Mexico after the tequila crisis, or the East Asian economies after the crises of 1997, or Argentina after the collapse of convertibility in 2002. In all these cases the collapse of a fixed rate under speculative attack was followed by a severe contraction in the real economy. Hence the development of third-generation models. These models – e. g. Krugman (1999), Aghion et al (2001), Chang and Velasco (1999) – emphasized private-sector balance sheets, especially firms or banks with foreign-currency debt. The key argument was that a currency depreciation set off by speculative attack would sharply worsen balance sheets, as the domesticcurrency value of foreign-currency debt rose. This in turn would damage the economy, e. g. by depressing investment, which would feed back into further currency depreciation, and so on. Some models stressed the possibility of multiple equilibria, but even without such multiplicity there was the clear possibility of disproportionate depreciation and output decline from an adverse shock, including the end of a bubble financed by foreign capital. Or to put it a different way, what happens in a third-generation currency crisis is a vicious circle of deleveraging. Hence the severe cost to the real economy. One question you might ask is whether this diagnosis is all ex-post rationalization. Did the theory of third-generation currency crises actually succeed in predicting any crises? The answer is yes: Argentina, which, alas, played out exactly as expected. 7 Before I proceed to the relationship between currency crises and the financial crises that have afflicted all of us recently, let me briefly ighlight two policy issues that arise in the context of third-generation crises. First, does this analysis argue that troubled economies with large foreign-currency debt should avoid currency depreciation? This is a highly relevant question right now for the Baltics, which, as I’ve already mentioned, are currently in a situation highly reminiscent of Argentina’s position just before the collapse. It might seem, given the a ccount I’ve just provided, that Latvia or Estonia should do anything possible to avoid devaluation. But that’s not right. Suppose that the underlying problem is a level of prices and wages that makes your production uncompetitive – typically the consequence of an earlier period of excessive capital inflows. Then what must happen, sooner or later, is a decline in prices and wages relative to those in your trading partners – a real depreciation. This can happen through nominal currency depreciation – but this has the unpleasant consequence that the real value of foreign currency debt will rise, creating a deleveraging crisis. Unfortunately, the alternative is worse. Real depreciation without nominal depreciation must take place through deflation. And this means that the real value of all debt, not just foreigncurrency debt, rises. So the deleveraging crisis will be even worse if you don’t depreciate. 8 A second issue concerns the role of capital mobility. Clearly, substantial capital mobility is a prerequisite for third-generation crises, which can’t happen unless you’ve already run up a large foreign-currency debt. And in the crisis, it’s capital flight that leads to the large depreciation that in turn worsens balance sheets. So there is a clear case for temporary capital controls – a sort of curfew on capital flight – in the heat of a third-generation currency crisis. But what does all this have to do with the current problems of the United States and other advanced countries? Deleveraging crises: similarities and differences In the movie The Longest Day there’s a scene involving a German general who is first shown preparing for a war game in which he will play the American commander. He tells his aide that he plans to surprise everyone by landing, not at Calais, but in Normandy – but not to worry, the Americans would never do that. Then, when the invasion begins, he mutters, â€Å"Normandy! How stupid of me! † Now you know how some of us felt as the current crisis unfolded. By 2006, huge U. S. urrent account deficits suggested that the dollar would have to fall eventually, and the fact that U. S. real interest rates weren’t significantly higher than rates in other major economies suggested that markets weren’t taking that fact into account. So there was reason to expect a Wile E. Coyote moment – a moment of sudden realization – leading to a 9 sudden dollar fall. But U. S. external debt, although large, is overwhelmingly dollar-denominated. So America didn’t seem vulnerable to a third-generation currency crisis. No worries, then, right? Yet the logic of the models should have suggested that there were, in fact, reasons to worry. After all, a vicious circle of deleveraging could arise as easily on the asset side as on the liability side, as noted in Krugman (2002). It should have been easy to put the evidence of a mammoth housing bubble together with the concepts of third-generation crisis theory to see how a nasty deleveraging cycle could occur without the â€Å"original sin† of dependence on foreign-currency debt. Sadly, almost nobody – certainly not yours truly – put the pieces together. Even those of us who diagnosed that housing bubble correctly failed to foresee the financial implosion that would follow. Normandy! How stupid of me! But now it has happened. How does the crisis we have actually stumbled into compare with a currency crisis, both in terms of outlook and in terms of the policy response? One difference one might have expected to be important is the role of monetary policy. The normal front line of defense against recession involves cutting interest rates. For a country facing a currency crisis, however, that defense is of ambiguous value: cutting rates may help domestic demand, but it may also weaken the currency, intensifying the vicious circle. For a country facing an asset-side deleveraging spiral, however, interest rate reductions are all good: in 10 addition to their usual effects, they support asset prices and help balance sheets. So you might have expected central banks to be very effective in fighting asset-price-driven deleveraging. In reality, however, the monetary line of defense was quickly overrun: reductions in policy rates quickly ran up against the zero lower bound, and that was that, at least as far as conventional monetary policy was concerned. We should have seen this coming: Krugman (2002) laid it all out, but nobody – the author included – took the message to heart. Meanwhile, there’s another difference between currency crises and asset-side crises that makes the latter look worse: namely, the fact that asset-price deflation, unlike currency depreciation, has no indirect stimulative effect on the economy. As Calvo et al (2006) have stressed, financial crises in emerging markets are often followed by â€Å"phoenix-like† recoveries, with the downturn giving way to very rapid growth. Key to these recoveries is the fact that a severely depreciated currency makes exports extremely competitive, leading to a large positive swing in the trade balance. As with the output declines associated with third-generation crises, the violence of these turnarounds is startling to economists accustomed to the tameness of U. S. data. The figure below shows the â€Å"current account reversal† for each of the cases shown at the beginning of this paper – that is, the extent of the swing from current account deficit on the eve of the crisis to the maximum current account surplus following the crisis. 1 Current account reversal as % of GDP 0 Mexico 1994 Korea 1997 Chile 1981 Malaysia 1997 Finland 1990 Thailand 1997 Indonesia 1997 Argentina 2002 5 10 15 20 25 These are awesomely large swings. In part, no doubt, they were due to the import-compressing effect of recession. But mostly they represent a gain in competitiveness due to plunging currencies. Plunging prices of house s and CDOs, unfortunately, don’t produce any corresponding macroeconomic silver lining. This suggests that we’re unlikely to see a phoenix-like recovery from the current slump. How long should recovery be expected to take? Well, there aren’t many useful historical models. But the example that comes closest to the situation facing the United States today is that of Japan after its late-80s bubble burst, leaving serious debt problems behind. And a maximum-likelihood estimate of how long it will take to recover, based on the Japanese example, is †¦ forever. OK, strictly speaking it’s 18 years, since that’s how long it has been since the Japanese bubble burst, and Japan has never really escaped from its deflationary trap. 2 This line of thought explains why I’m skeptical about the optimism that’s widespread right now about recovery prospects. The main argument behind this optimism seems to be that in the past, big downturns in the world’s major economies have been followed by fast recoveries. But past downturns had very different causes, and there’s no good reason to regard them as good precedents. Living in a crisis-ridden world Looking back at U. S. commentary on past currency crises, what’s striking is the combination of moralizing and complacency. Other countries had crises because they did it wrong; we weren’t going to have one because we do it right. As I’ve stressed, however, crises often – perhaps usually – happen to countries with great press. They’re only reclassified as sinners and deadbeats after things go wrong. And so it has proved for us, too. And despite the praise being handed out to those who helped us avoid the worst, we are not handling the crisis well: fiscal stimulus has been inadequate, financial support has contained the damage but not restored a healthy banking system. All indications are that we’re going to have seriously depressed output for years to come. It’s what I feared/predicted in that 2001 paper: â€Å"[I]ntellectually consistent solutions to a domestic financial crisis of this type, like solutions to a third-generation currency crisis, are likely to seem too radical to be implemented in practice. And partial measures are likely to fail. † 13 Maybe policymakers will become wiser in the future. Maybe financial reform will reduce the occurrence of crises: major financial crises were much rarer between the end of World War II and the rise of financial deregulation after 1980 than they were before or since. Meanwhile, however, the fact is that the economic world is a surprisingly dangerous place. REFERENCES Aghion, Philippe, Philippe Bacchetta, and Abhijit Banerjee, 2000, â€Å"Currency Crises and Monetary Policy with Credit Constraints† (unpublished; Cambridge, Massachusetts: Harvard University). Chang, Roberto and Andres Velasco 1999, â€Å"Liquidity Crises in Emerging Markets: Theory and Policy,† NBER Working Paper No. 7272. Eichengreen, Barry, Rose, Andrew, Wyplosz, Charles and Dumas, Bernard, â€Å"Exchange Market Mayhem: The Antecedents and Aftermath of Speculative Attacks†, Economic Policy, October. Flood, Robert, and Peter Garber 1984, â€Å"Collapsing Exchange Rate Regimes: Some Linear Examples,† Journal of International Economics, Vol. 17, pp. 1–13. Krugman, Paul, 1979, â€Å"A Model of Balance of Payments Crises,† Journal of Money, Credit and Banking, Vol. 11, pp. 311-325. Krugman, Paul, 1999, â€Å"Balance Sheets, The Transfer Problem, and Financial Crises,† in Flood, Robert, Isard, Peter, Razin, Assaf, and Rose, Andrew, eds. , International finance and financial crises: essays in honor of Robert P . Flood, Jr. , Kluwer. Krugman, Paul 2002, â€Å"Crises: the next generation† in Assaf Razin, Elhanan Helpman, and Efraim Sadka, eds. , Economic policy in the international economy: essays in honor of Assaf Razin, Cambridge. Obstfeld, Maurice; 1994, â€Å"The Logic of Currency Crises,† Cahiers Economiques et Monetaires, Bank of France, Vol. 43, pp. 189-213. Reinhart, Carmen and Rogoff, Kenneth 2009, This Time is Different: Eight Centuries of Financial Folly, Princeton. Salant, Stephen and Henderson, Dale 1978, â€Å"Market Anticipations of Government Policies and the Price of Gold†, Journal of Political Economy 14

Coronary Artery Disease Nursing Care Plan

Coronary Artery Disease Tabatha Turner Practicum I Arkansas Tech University Coronary Artery Disease â€Å"Acute coronary syndromes represent a spectrum of clinical conditions that are associated with acute myocardial ischemia† (Gulanick & Myers, 2011). Coronary Artery Disease (CAD) is one of these clinical conditions that affect approximately 13 million people (Rimmerman, 2011). Because coronary diseases are the leading cause of death in men and women, nurses need to be involved in the care and education of people with or without CAD. Prevention is the best cure. Nurses play an important role in the treatment of CAD by offering and supplying comfort for anxiety and pain, minimizing symptoms and side effects, educating patients on the disease process, and helping to reduce risks and promote healthier lifestyles. Pathophysiology The heart is supplied blood, oxygen, and nutrients by the coronary arteries. When functioning normally, the coronary arteries ensure adequate oxygenation of the myocardium at all levels of cardiac activity (Klabunde, 2010). CAD is a heart disease that is caused by impaired blood flow to or through the coronary arteries. Several disorders can arise from the disease ranging from myocardial ischemia to myocardial infarction. Blood flow through the coronary arteries is usually dictated by the heart’s need for oxygen. It is controlled by physical, metabolic and neural factors and uses 60 to 80% of the oxygen in the blood that flows through the coronary arteries (Porth, 2011). When this blood flow is interrupted, damage ensues. Blood flow can be blocked by atherosclerosis, the buildup of fats and cholesterol in and on the artery walls (plaques) (Mayo Clinic, 2012). These buildups can be either stable and obstruct blood flow or unstable, â€Å"which can rupture and cause platelet adhesion and thrombus formation† (Porth, 2011). When the plaques are disrupted and a thrombus is formed, blood flow is obstructed and a myocardial infarction (MI) can occur. This obstruction starves the heart of oxygen and can cause angina (chest pain) and necrosis of the heart muscle. Risk Factors There are modifiable and non-modifiable risk factors for CAD. Patient teaching should include modifiable risks that can be avoided such as smoking, obesity, uncontrolled hypertension, high LDL levels and low HDL levels, uncontrolled diabetes, high stress, and sedentary lifestyles (Mayo Clinic, 2012). Many of these can be controlled by diet, exercise, and smoking cessation. Non-modifiable risk factor include age, gender (men are more at risk for CAD but women’s risk increases after menopause), and family history. According to the Mayo Clinic, the patient’s risk is highest if their father or brother was diagnosed with heart disease before age 55, or their mother or sister developed it before age 65. Since these factors cannot be controlled, it is extremely important to control the modifiable ones especially if the patient is at greater risk due to non-modifiable factors. Pathophysiology of MI Myocardial infarctions affect approximately ? million people each year in the US. 50% of the people affected die before reaching the hospital (KU, 2012). MI is characterized by the ischemic death of myocardial tissue associated with CAD. This occurs when blood flow through the coronary arteries is significantly reduced or blocked and the heart muscle does not receive enough oxygen. A â€Å"heart attack† usually has a quick onset with chest pain being the significant symptom due to the lack of oxygen (Porth, 2011). Other symptoms can be fatigue, dyspnea, and heart palpitations. Treatment for CAD The goal in treating CAD is to restore adequate coronary perfusion. If that is not possible, medications can be used to reduce the oxygen demand by the heart (Klabunde, 2011). Treatment options for CAD include reducing risk factors, use of medications, and surgery. Patients can slow the disease process by stopping smoking, eating healthier, and participating in more active lifestyles. Medications that can be used are anti-platelets and anticoagulants that dissolve clots, or anti-angina drugs such as beta blockers (decrease myocardial oxygen consumption by decreasing the actions of the sympathetic nervous system), calcium channel blockers (decreases eart rate and strength of contraction and relaxes blood vessels, decreasing blood pressure), or nitroglycerin (dilates the arteries to increase blood flow, reducing myocardial oxygen consumption) (Smeltzer, S. , Hinkle J. , Bare, B. , & Cheever, K. 2010). Usually cardiac catheterizations are done to determine blockage percentages (Appendix B). In extreme cases of CAD, stents can be implanted within the artery to restore blood flow or bypass grafts can be placed from an artery or vein elsewhere in the body to bypass the diseased segment (Klamunde, 2010). Nursing Diagnoses CAD can be life threatening if the disease is allowed to progress. Therefore measures should be taken to prevent progression. Proper, thorough assessment and nursing interventions can help. The first priority nursing diagnosis for a patient with CAD would be: Ineffective cardiac tissue perfusion related to reduced coronary blood flow secondary to CAD as evidenced by chest pain, blood pressure of 164/88, and pulse ox of 90% on room air. This is the first priority because if the heart is not properly fed, the pump can fail and will result in inadequate circulation for the whole body which could cause death. The second priority nursing diagnosis would be: Acute pain related to ischemia secondary to CAD as evidenced by restlessness, increased blood pressure, 143/88, and verbal report of pain in left shoulder and left jaw of 8/10 (on a numeric 1-10 scale) that has been unrelieved by over the counter medications. If pain is not managed, the body systems will continue to respond increasing vasoconstriction which in turn increases BP which could eventually lead to a cardiovascular accident or death. The third nursing diagnosis for a patient with CAD that is a smoker and has an unhealthy diet is: Risk prone health behavior related to inadequate comprehension of disease process as evidenced by patient smoking ? a pack of cigarettes a day and eating fast food and fried foods regularly. These behaviors are both modifiable risk factors and should be included in the patient teaching. Nursing Goals For the priority nursing diagnosis of Ineffective Cardiac Tissue Perfusion, he goals would be:Patient will attain adequate tissue perfusion and cellular oxygenation as evidenced by a pulse ox of 96% or above on 2L oxygen by nasal cannula within 8 hoursPatient will verbalize an understanding of the disease process and the therapy regimen by discharge.The goals for the diagnosis of Acute Pain would be:Patient will verbally describe the level (using a numeric 1-10 scale) and characteristics of their pain every 2 hoursPatient will report pain goal of

Policies to Enhance the Safety Measures Essay Example | Topics and Well Written Essays - 3000 words

Policies to Enhance the Safety Measures - Essay Example The health and social care organisations are often exposed to major health related risks. It is obvious that a workplace should possess its own set of schedules and norms to maintain standard health and safety practices for the service providers. Since, the health and the social workers work in a dynamic and hazardous environment, which is exposed to severe risk, the requirement for safety is at the maximum for these workers (Health and Social Care Board, 2011). Health & Safety measures adopted in health and social care workplace represents that the people working in hazardous situations are protected with negative or adverse consequences. The practitioners providing services are most exposed to the risks rising at the social as well as healthcare centres. It is worth mentioning that effective communication of information about such policies is one of the important practices, which has the potentiality to ensure greater health along with safety of the individuals working in a particu lar workplace. Again, in order to maintain safety at workplace, it should be mandatory for all the employees to follow the legislative regulations laid down by their respective companies to form as well as develop a secured environment (Health and Social Care Board, 2011).. In order to develop the health and safety measures in the healthcare organisations, the Director of such organisations must pass a mandate with written norms of health and safety measures, which need to be followed for enhancing safety at workplace. To maintain greater health and safety at the workplace, the Director should follow the systems and the procedures that entail implementing policies within his directorate, disseminating those within the staff by explaining the area of responsibility and including new staff as a part of induction plan. In order to enhance the overall performance, the policies would also incorporate the measures like providing leadership.

Business Process Analysis Essay Example | Topics and Well Written Essays - 500 words

Business Process Analysis - Essay Example of undertakings under operation management may include acknowledgement of stakeholders’ interests, sustainable organizational development, among others. The goods firms are some how different while being compared to the services companies with operations management in focus. Some of the attributes to consider for an operations management in a services firm are; information distribution, transformation of information, financial functions, transportation and movement of people and goods, and experience generation. (Nankervis, 2005) This study is going to analyze the Southwest Airlines’ four processes that are linked to the daily operations and performance determination. To this, this question is to be answered in a comprehensive approach,† Which four processes can be identified in SWA (Southwest Airlines) and that are utilized to determine its daily business performance?† Several functions are going to be analyzed and which are unique to SWA. One of the main processes is the supplier information function, which according to SWA is highly dedicated to ensure quality services to customers alongside a company spirit. The company is also committed to ensure that employees are provided with a stable environment of work. The section strives to make air fares stand at their lowest levels. Therefore, the company seeks to all suppliers to quote lower prices so as to ensure that the costs are low enough to keep their commitments. Secondly, at SWA there’s the customers service commitment. The company ensures highest quality of customer service under this section. SWA is committed toward delivery of flights at a frequent rate. The organization in its entirety empowers every of its employees to make decisions so as to ensure high quality of customer service is enhanced. (SWA, 2009) Also the Airlines is committed towards ensuring that there is total safety when it comes to employees and customers. The company has a strong culture of maintaining safety as regards

Policy and procedure writing exercise Assignment

Policy and procedure writing exercise - Assignment Example This makes our premises very busy with visitors, making it an easy target for terrorist attacks. Therefore, to help the organization deal with such threats, it has been decided that the backdoor shall henceforth remain closed, and all the visitors to the premises shall be using the front door, both for entry and exit. The back door had been designed to facilitate easy exit of all the visitors to the premises, leaving the front door for entrance only. However, it has been noted that such a strategy has created an opportunity for prospective terrorists to gain unauthorized entry into the premises, through using the back door which is meant for exit. This has necessitated the need for closure of the backdoor, to ensure that all visitors enter and leave the premises through the front door. All the visitors to the premises will be frisked, and their luggage checked for any material or items that could be a security threat to the organization. Frisking will be done at the entrance gate by the security agents placed at the entrance. There shall be an identification procedure for all the visitors to the premises at the entrance gate, where all the visitors will be required to produce their identification documents, such as their passports, Identity Cards or driving licenses. After producing the documents, the visitors will be registered in the visitors’ book by our staff, who will be situated at the gate. The registrations will entail the names of the visitor, the time they enter the gate, their purpose to the premises and the department they will be visiting. After the details of the visitor are registered, they will be required to leave their identification documents at the entrance gate, and instead will be issued with a gate pass and a visitor’s card, which is indicates the visitor’s respective department of interest. After the visitors are through with their businesses in the

El Mozote Essay Example | Topics and Well Written Essays - 500 words

El Mozote - Essay Example Its mission was Operacion Rescate or in other words Operation Rescue, was to abolish the revolutionary existence in a small district of northern Morazan, where the FMLN had a base camp and a training area. On the arrival of the armed forces, the soldiers not merely found the villagers but the campaigners who have constructed a refuge in the neighborhood area. The military forces asked the villagers about the guerrillas and told them to lock themselves in their houses1. In the next two days, soldiers separated men and women plus children as well. During the morning they grilled torture and finished the men in various locations. After killing the men, they took women and older girls in groups, raped them and than killed them from their machine guns. Girls of age 12 were also raped under the alleged reason of supporting the guerillas. After killing the whole inhabitants, soldiers set up fire to the buildings. On December 13, they went to the village of Los Toriles, which is 2 km away from El Mozote. A lot of inhabitants managed to escape but the unfortunate were lined up and shot dead. However, the same thing was repeated in La Joya canton on December 11, in the village of La Rancheria on December 12 and in the village of Jocote Amarillo plus Cerro Pando canton on December 13. The victims of El Mozote were left unburied2. The guerrilla's secret radio station start

International Business - Change Management Case Study

International Business - Change Management - Case Study Example It has won the following awards: the Northern Ireland Quality Award (twice); the Supreme Irish Quality Award; the parent company's overall quality award (four times); and the British Quality Award. With a turnover f around 258 million, it is among the top 10 companies in Northern Ireland, and is viewed as an exemplar by many local organizations. In addition, BTNI is one f the few companies in Ulster to have undertaken both TQM and large-scale BPR. The need for effective change management dates back to the mid-1980s when the parent company was privatized. Its former monopoly status and Civil Service ethos did little to equip the company to survive and prosper in a market-place which was changing at a rapid rate and becoming increasingly competitive. It quickly became apparent that a new culture, skills and value system were needed--the customer could no longer remain out f sight and out f mind'. Accordingly, this subsidiary, which with around 2600 employees is the smallest f the nine geographical zones' that together cover the whole f the UK, began its formal total quality journey in 1986. Senior management, with involvement from the corporate chief executive office, drew up the company's vision statement and quality policy, and its first cost f quality exercise was undertaken. This revealed that BTNI was overmanned, inefficient and expensive. Benchmarking exercises indicated that BT had approximately 10 times more staff than some f its major competitors. At this point the company could be described as being in crisis'. Its response to this crisis is interesting and informative. Response to crisis. Many writers believe that companies which regard themselves as being in crisis have no option but to re-engineer. It is also argued that the potential risks f BPR make it a last option for businesses, used only for company turnaround. Ryan (1994), for example, states that, in reality, crisis is the necessary trigger to push companies into such radical change. Talwar (1993) takes the opposite view, arguing that high-performing companies are more likely to undertake BPR. This is consistent with Bashein et al. (1994), who consider that re-engineering in a crisis may be inappropriate, as crisis can promote fear and even panic, neither f which is conducive to focused BPR. At BTNI, rather than immediately rushing into re-engineering, senior management developed a complex and long-term change strategy, key elements f which were BS 5750/ISO 9000 accreditation, total quality and, finally, process re-engineering. BTNI's improvement journey. Once the vision statement and quality policy were in place, a Quality Council was established to drive the company's improvement efforts. Figure 1, which maps the company's improvement journey, is revealing. As can be seen, early moves towards TQM in the mid-1980s proved less than successful, when compared with the rate f improvement achieved after BS 5750 accreditation. This was awarded for the company's maintenance operations in 1988/89 and for installation in 1991, followed by ISO 9001 accreditation for all parts f the company in 1993. BTNI's experience is consistent with

Unit-4 Discussion Research Paper Example | Topics and Well Written Essays - 250 words

Unit-4 Discussion - Research Paper Example e, teenagers start driving practice with a minimum age of 151/2, and during the practice, the teenager is expected to be in the company of 25 years and above adult. Responsibility as a driver is also instilled in New Hampshire by the law that states that young drivers can only transport a single passenger below 25 years at a time, but this change when the driver is in the company of an adult above 25 years. Another law against drinking and driving entail a fine of $500 towards a first offence (Chen, 2006). A second state, which has put restrictions that have helped in reducing teenage fatalities because of car accident, is Illinois. Graduated Driver Licensing (GDL) Program in Illinois has been effective in that it has increased driving privileges for responsible and safe drivers while at the same time identified reckless and dangerous drivers. Through the program, driving restriction on teenagers who drive safely is loosened from one driving staged to another (Chen, 2006). Various studies have indicated that there is a correlation between GDL policies and reduction of car accidents caused by teenage drivers. In particular, GDL has led to reduction of accidents caused by 16-year-old teenage drivers (Chen,

Thanksgiving Rituals Essay Example | Topics and Well Written Essays - 1000 words

Thanksgiving Rituals - Essay Example One might be inclined to think of it as limited to the holiday that everyone looks forward to as the month of November nears. This event does not occur only in a single day every year. It transpires whenever someone chooses to allow it to. There is an abundance of incidents to feel grateful for and extend appreciation to—from the healing of an illness or the beginning of new life with birth to the occurrence of long awaited paydays or simply waking up the next morning. These are all meaningful instances on the accounts of a person. How are thanksgiving rituals carried out? These do vary from culture, religion, beliefs and other personal influences. There is none other practice of gratitude grander and more elaborate than the Thanksgiving day most commonly observed in the North America or particularly the United States. This event happens every fourth Thursday of the month of November. The typical scenario on this day is a family gathering with an extravagant feast of Turkey an d wine before them. It started out as a tradition of the Native Americans who primarily acquire their food from their harvest planted on their own land. As the Natives reap their produce for the season, they hold a ceremony as a symbol of their gratefulness (Schuh 9). In the modern times, things have evolved for the more magnificent difference from before. Every year, they hold a large parade where people crowd to behold large floats and balloons. It is an event both for the young and old as they marvel at the huge and famous cartoon and children’s book characters such as the famous Mickey Mouse as well as Santa Claus. The people behind this thanksgiving parade have been investing a considerable amount of time and effort for the preparation of the renowned event that leads to the doors of Macy’s (Grippo 9). This is the practice of thanksgiving in the United States. Their festivity and grandiose is a signature all over the world. Moving on across a different region in t he United States of America, the indigenous tribes of the Iroquois have a different ritual for thanksgiving. Their religion and beliefs dictate a different method and period of thanksgiving. There are six occurrences annually based on their own calendar. The purpose of this event is to signify their gratitude and the continuance of the spirits providing the natural resources (Pandian 199). It mostly involves a gathering filled with expressions of gratitude and welcome. This is for the purpose of the continuance of the prosperity of their land and the crops that grow in it as well as the life that thrives in it (Roeber 186). The Chinese also have a colorful celebration distinct from those of the American people. It is composed of three phases and called inoko for the locals. This is a festival to commemorate the successful harvest and takes place every year. They first present fruits to the spirits they believe in and then perform the reaping of their crops. The last stage is the rit es of thanksgiving where every person regardless of social standing is signified (Hendry 21). The act of harvest itself is their way of celebrating their appreciation. This bears close similarities to the Japanese method of giving thanks or expressing of gratitude. The sole difference being that their traditional ceremonies are repeated for four times annually (Hendry 21). The modern way of celebrating Thanksgiving in China is called Moon Festival or Mid-Autumn Festival after its timing. It has a considerable popularity all over the world because of their uniquely lavish way of celebrating their prosperous years bearing crops. Instead of the Americans way of feasting with

Accounting Information system Article Critique Essay

Accounting Information system Article Critique - Essay Example The main aim of this paper is to provide a critical review of the article â€Å"Accounting Information System Selection in Small Organizations: Incongruences between Accounting Professionals† by Glen L. Gray. This paper will provide a brief overview of the article following which the findings and limitations of the article will be discussed. The next section will deal with the importance of the article and the reasons for choice. The article by Gray, is one which focuses on small organisations and their need for accounting information systems. The article is of great importance to the field of study as it touches upon some essential aspects of the overall systems in the companies. It is essential to note here that the author has touched upon essential reasons that can sometimes cause the failures of the systems, i.e. the incongruences. This article is of immense importance for the field of study as it helps identify the possible issues and also clearly brings out the incongruences, which help the companies identify where the corrections can be made to improve the use of the systems. The article can prove to be a major contributor to the literature in the field and can assists readers to correctly and effectively understand the incongruences between people. It also acts as a clear literature to identify, â€Å"The existence of incongruences between different groups of accounting professionals participating i n this study (who have at least similar educational backgrounds) could indicate an even higher potential for incongruences between accounting professionals and clients (who have more dissimilar backgrounds)† (Gray, 1991). The article also helps in more informed decision making and will prove to assist the readers with better understanding of what parts of the accounting information systems is going wrong and to correct it accordingly. The article clearly pays a lot to the literature in the field and as a student this helps in identifying the areas

Philosophy of Truth Essay Example for Free

Philosophy of Truth Essay There are many theories on the meaning of truth, and with those theories come beliefs and questions as to why one is more adequate than the others. The theory that I will discuss as the most adequate is the correspondence theory. Honestly, I dont possess the capabilities to fully determine the most sufficient theory of truth. I do, however, have empirical evidence and solid reasoning to support the correspondence theory. There are many valid arguments and questions of this theory that I am not qualified to completely refute. For the sake of this essay I am only able to continue this age old discussion, not to conclude with an exact theory of truth to follow. First I will introduce the basic ideas of the correspondence theory and then I will show why I support these ideas. Then I will present what some other philosophers have said in regards to the correspondence theory and how I interpret these statements. To end, I will discuss the basic arguments against the correspondence theory, and show reasons as to why these arguments are applicable to any theory. The concept of the correspondence theory says that a statement is true only if the facts given match up with reality. (Solomon p. 268) This can be a very simple approach to determining the truth. The basic idea is that if, based on my understanding of reality, the statement given matches that reality then the statement is true. If the statement does not correspond to reality then it is false. A statement is a sentence that can be determined to be true or false but not both at the same time. So ultimately I use past experiences and beliefs to determine my concept of reality. Then, based on my idea of reality, I determine if a statement is either true or false. To say of what is that it is not, or of what is not that it is, is false, while to say of what is that it is, or of what is not that it is not, is true (Solomon p 268) This was Aristotles belief in Metaphysics and seems to be a very clear-cut statement on how to determine truth. Either a statement is true or false. The law of contradiction says that a statement and its denial cannot both be true. (Solomon p. 266) This reinforces the belief that a statement cannot be true and false at the same time. As Aristotle also said in Metaphysics It is impossible for the same man to suppose at the same time that the same thing is and is not. (Solomon p 266) This however, as some still argue, does not solve the problem that what may true to one, may be false to another. If reality is based on my experiences, then having different experiences can cause different perceptions of reality. The argument of whom or what would determine the final truth is well beyond my qualifications. This can cause a contradiction of truth. This contradiction, based on an individuals idea of reality, is another concept that I am able to only understand and take a position. I do not have the final answers to these arguments but I do have a perspective. An individuals concept of reality is unique to that individual. Based on ones experiences comes that persons concept of reality. Just because someones experiences cause them to believe one truth, doesnt mean they are wrong if I believe another truth. This idea of reality is what causes philosophers to discuss different theories of truth and their credibilitys on many different levels. These extreme cases and abstract ideas is where the correspondence theory draws in the critics. I feel that some of these arguments, though valid, are applicable to any theory. The first argument of this theory roots from the name itself. This argument of the correspondence theory states that there is no such thing as a statement or belief that by itself is capable of corresponding to anything. (Solomon p268) This means that mainly because our words have different meanings in different languages there is not one single statement that can correspond to anything. I feel that this is a weak argument in that it would mean that nothing can be true. There are many different languages and there is no single word I know of that is universal. This argument could be applied to any theory of truth. If what I say is not true to everyone, then it is false. That seems to be the basis of this argument and because of this belief nothing could be true. To me that is an outrageous and un-realistic argument. The next point critics of the correspondence theory make is that there in some cases may be physical implications with verifying correspondence. One example of this for me may be my diabetes. If I say my blood sugar is low the only way to verify if that is true is through the use of my glucose meter. Without the correct equipment there is no way to tell if that statement is true. (At least until Im in a coma! ). To me this still seems to have a simple solution; the truth isnt known until it can be verified. I truly do not know if my blood sugar is low until I have tested it. This may cause me to have to rely on another persons statement but then I can only form an opinion. If I cannot verify the truth physically then I do not know if it is true. This brings up the next argument. The final point I will talk about is that of abstract ideas. Some people will argue that the correspondence theory does not work for abstract ideas, such as love and feelings. These are difficult to verify since they are mostly feelings. There is no concrete source to match them up with. To find the truth in these areas is very difficult with any theory of truth. The best answer I have to counter this objection is that the truth to these abstract ideas is unique to every individual and is really more of an opinion. If someone says I am hungry that is really more of an opinion than a statement. Therefore these claims cannot be either true or false, they are a feeling and that is not for me to judge as truth or not. This leads me to conclude that the correspondence theory is the most adequate theory for determining truth. As long as a belief or statement corresponds with my perception of reality then it is the truth. Though there are valid arguments against this theory I feel that they are a stretch and can be argued against any theory of truth. Bibliography Solomon, Robert, Introducing Philosophy, 8th edition, (Oxford University Press, NY 2005) pp266-279.

Self Reflection Analysis In The Social Work Sector Social Work Essay

Self Reflection Analysis In The Social Work Sector Social Work Essay Social work practice can be seen as a very complex process as it seeks to promote social change, social justice, equality, anti-discriminatory and anti-oppressive practices and also social inclusion. It is therefore significant that as social workers, we reflect and evaluate our practice in order that the values we stand for are promoted and adhered to. Reflective practice is therefore a way of making social work professionals more accountable through an ongoing scrutiny of the principles upon which the profession is based (Fook, 2002). However, Ixer (1999) criticizes that reflective practice has simply become uncritical and orthodox mainly because it can be applied in many ways and across many professions. None the less, Donald Schà ¶n (1983) a key theorist of reflective practice, saw reflective practice as a way forward for professionals to bridge the gap between the theoretical and practical aspect of their work by unearthing the actual theory which is embedded in what they do, r ather than what they say they do. He made it clear that by being reflect practitioner, one is aware of the theories or assumptions underlining your practice and what actions to take in improving your practice or providing better services for the service user. To me reflective practice is therefore like a looking glass or mirror where you as a practitioner have the opportunity to correct or redirect your course of action. For the purpose of this assignment, I am going to use a case study from my previous practice placement to illustrate my reflection and evaluation of my own practice, how the use of self, my beliefs and values might have influenced my actions, how I have developed new meaning and understanding through peer supervision/feedback and the unit lectures and how theories underpinning reflective practice may help in improving my practice as a social worker. Case study I e-mailed the learning mentor at N. Middle School concerning a boy named J (for confidentiality purposes). A 12-year old, of White- British background, who was referred to my previous placement agency for having behavioural problems (such as fighting with his peers, being disruptive during lessons, disrespecting his teacher and general misconduct) at school. J from an early age of about 6 had witnessed Domestic Violence in his family. My concern was that J had revealed very confidential information to me regarding his mum and her ex-boyfriend (his mums ex-boyfriend was violent toward his mum and he witness it as well). J was worried that this might happen again since his mums ex-boyfriend was back into his mums life and sleeps over sometimes at the family home. I informed the school about this revelation since it was a school referral and also because J had mentioned that any time his mums ex sleeps over it affects him and his behaviour at school becomes disruptive due to the worrie s he has. When I passed this information to the school authorities, the school also informed Js mum about it which I felt was not appropriate due to the fact that Js mum had been very wary as to what information or issues J would reveal to professionals. In my email I also pointed out the fact that the trust and confidence J had towards me could be undermined since his mum got informed about this although it was suppose to be confidential among professionals. Reflection and Evaluation of my practice In this case study, I felt that the school authorities should have acted more professionally. They should have contacted me first before informing Js mum but this was not the case. I only got to know that they had informed Js mum when she asked me questions or tried to clarify the issues that J had revealed to me. Although, this situation didnt mar my professional relationship with the school authorities at the time, it has made me wary of how much information I can share with other professionals and how that particular information should be treated (if very confidential). I felt that I had eroded the trust and confidence between J and I because his mum got to know about what J had revealed to me although he did not want her knowing. Order to maintain the trust and confidence we had, I should have sought Js consent first. Also the school should have contacted me first before informing Js mum so that my trust and confidence in the school could be maintained as well. I also felt that this broken trust and confidence might extend to other professions who might be working with J in future. This experience could therefore distance J from other professionals (including myself). He might view all professionals as untrustworthy and as enemies rather helpers. This therefore meant that I did uphold public trust and confidence in social care services as enshrined in the code of practice for social workers (TOPPS, 2004) I felt that J was very opened and honest to me. He had trust and confidence in me as well. I listened to him as a friend in a professional capacity which I feel he needed. However, I felt I let him down in this situation because he was not made aware that his mum would be informed (issue of consent). This issue of confidentiality posed as a big ethical dilemma for me, in that I questioned myself whether it was right for the school to have informed Js mum about his revelation? Have I broken Js trust and confidence by informing the school about this? And am I right to question the school authorities why they shared the information with Js mum even though the referral was made by the school. These were ethical dilemmas I was faced with before emailing the Learning mentor. I was therefore aware of these ethical dilemmas and conflict of interest and the implication to my practice (social work value A). However, not sharing the information could also mean that I would be held responsible for my actions if something went wrong. Furthermore, I felt this could have been an issue of potential discrimination, in that the school had overlooked the effect on J, and also the relationship between mother and son, this could have potentially estranged Js relationship with his mum, the school and even me. If this happened, he would be reluctant in dealing with professionals and this may pose as a barrier to him accessing the needed support he may require. Theories used in case study In this case study, the gathering and use of information was the main focus. Establishing service user confidentiality is as important as providing the need/service for him/her. However, though the issue of confidentiality is usually negotiated and established during the agreement meeting with the service user, there are lots of ethical dilemmas surrounding this (as to whom you can share the information with and how much of that information can be shared. Seden (2005) mentioned clearly that in working with Children services it is particularly difficult to have total confidentiality because a child may reveal something or an issue in confidence which may be a child protection issue. And as a professional you would have to share this information with others so that prompt action can be taken. It highlights the fact that in child protection issues, safeguarding and promoting the childs welfare is paramount (Children Act 1989) rather than confidentiality. Yet the Data protection Act 1998 and my previous placement agencys policy on confidentiality also informed me of my practice. In accordance with the Data Protection Act 1998, it entreats all agencies that have access to peoples personal information to keep it safe and must only use the information solely for the purpose for which the information was sought. It also means that if personal information about people fall into the wrong hands it can be used maliciously and our right to private and family life (Human Rights Act 1998) could be contravened. Personal data can further be use to enforce discriminatory and oppressive practice by using it to categorise people in terms of service delivery. Another important theory in this case study was multi-disciplinary and multi-agency working. The Working together document (DOH, 2006) highlights the importance of multidisciplinary and inter agency working in children work force. This document was put together by Department Of Health, Department for Education and Employment and the Home Office. It serves as a guide to inter-agency working to safeguard and promote the welfare of children as well. In my first placement setting, it was good practice to liaise with the lead professional/organisation that carried out the assessment and referred the case to my agency. All relevant information and process of the intervention were shared with the other agencies involved. In this way I was working according to my agency policy of liaising with other agencies, following the legal requirement of the working together document and meeting unit 17 of the National Occupational Standards (TOPPS 2004). In doing so I was able to communicate effective ly with other professionals and this also facilitated information sharing between professionals. Theories of Reflection Using the case study as a reference point, I realised that most of the reflection I did took place after the event. This is what Schà ¶n (1998) referred to as reflection-on-action. According to Schà ¶n (1998), reflection-on-action therefore means that as a professional, I only sit back after I have undertaken the intervention to think about what I did, how I did and whether there were any ethical considerations I took for granted. In doing so I am able to analyse and critical evaluate my actions and practice and improve on my shortcoming. For example, in the case study scenario, I realised that the trust and confidence J had in me was eroded once his mum was informed about his revelation to me. Had I reflected before the event or during my meeting with J (reflection-in-action), I would have made him aware that his mum would hear about it and hence J and I could have come to an amicable agreement as to how to inform his mum. This might have provided a more positive outcome rather th an the presented outcome in the case study. This same model of reflection-on-action can be related to Gibbs model of reflection. In Gibbs (1988) model, he identified six key stages of reflection; Stage 1: Description of the event A detailed description of the event you are reflecting on. Stage 2: Feelings and Thoughts (Self awareness) Recalling and exploring those things that were going on inside your head. Stage 3: Evaluation- making a judgment about what has happened. Consider what was good about the experience and what was bad about the experience or what did or didnt go so well Stage 4: Analysis- Breaking the event down into its component parts so they can be explored separately. Stage 5: Conclusion (Synthesis) -Here you have explored the issue from different angles and have a lot of information to base your judgement. It is here that you are likely to develop insight into you own and other peoples behaviour in terms of how they contributed to the outcome of the event. The purpose of reflection at this stage is to learn from the experience. Stage 6: Action Plan-During this stage you should think forward into encountering the event again and to plan what you would do would you act differently or would you likely to do the same? These six stages of Gibbs model serve as aiding tools to help professionals critically reflect on their experiences. For instance, through detail description in my case study I am able reflect on my feelings and thoughts towards the school authorities and how my actions may have affected the welfare of J. I have also been able to identify that I did not promote the social work code of practice (upholding public trust and confidence in social services). When faced with a similar situation like this in future or in practice, I believe I would think critically and reflect critically before passing information to other professionals with the view that the information will be used solely for the intended purpose. However, another reflective model is that developed by David Kolb (1984) on experiential learning. Kolb (1984) created his famous model out of four elements: concrete experience, observation and reflection, the formation of abstract concepts and testing in new situations. These entire four elements are connected in a circular way. Kolb (1984) argued that the experiential learning cycle can begin at any one of the four points and that it should really be consider as a continuous and unending process. Meaning, the learning process often begins with a person carrying out a particular action and then seeing the effect of the action in the given event or intervention. Following this, the second stage is reached in which the professional/learner understands these effects in the event or intervention so that if the same action was taken in the same circumstances it would be possible to anticipate what would follow from the action. With this understanding, the third stage is to understand th e general principle under which the particular instance happens. Generalising may involve actions over a range of situations/events for the professional or learner to gain experience beyond the particular instance and suggest the general principle. Understanding the general principle does not imply, in this sequence, an ability to express the principle in a symbolic medium but rather implies only the ability to see a connection between the actions and effects over a range of circumstances. When the general principle is understood, the last stage is the application through action in a new circumstance within the range of generalisations. Thus the action is taking place in a different set of circumstances and the learner is now able to anticipate the possible effects of the action. Two aspects can be seen as especially noteworthy: the use of concrete, here-and-now experience to test ideas; and use of feedback to change practices and theories (Kolb 1984: 21-22). Relating Kolb model to my case study, I felt that by emailing my concerns to the school mentor about how the information was treated seemed a more professional way of dealing with the issue. As the school authorities later apologised to me about their actions. I do believe that if I am faced with a similar situation with other professionals I would elegantly challenge their actions in a similar manner as I have done before and if it works I might generalise that this approach works well. This would therefore give me new meaning and a new perspective as to how to work with other professional collaborative in achieving the desired outcomes for service users. Feedback from my peers. During the learning sets meetings, I presented his case study to my peers and one the learning points from them was that I had assumed that the school authorities would not inform Js mum about the revelation and because of that I hadnt insisted on them keeping the information as confidential as possible until such a time when consent had been sought from J. I in my view this is what Brookfield (1988) called assumption analysis in critical reflection. To him, Assumption analysis describes the activity adults engage in to bring to awareness beliefs, values, cultural practices, and social structures regulating behaviour and to assess their impact on our dad to day activities. Assumptions may therefore be paradigmatic, prescriptive, or causal (Brookfield 1995). He stresses that assumptions structure our way of seeing reality, govern our behavior, and describe how relationships should be ordered. Assumption analysis as a first step in the critical reflection process makes explicit our tak enà ¢Ã¢â€š ¬Ã¢â‚¬Ëœforà ¢Ã¢â€š ¬Ã¢â‚¬Ëœgranted notions of reality. Members of the learning set also raised my awareness to the fact that the underlying assumption I had about the case could possibly being derived from my own beliefs, value base, cultural and social background, agency policies, my gender and race. Brookfield (1995) highlighted this by noting that a contextual awareness is achieved when adult learners come to realise that their assumptions are socially and personally created in a specific historical and cultural context. I should therefore have been self aware of the influences my personal, cultural and social (Thompson, 2006) may have had in the given case study. Also, the learning sets helped me to unearthing or understand more about the power imbalances that exist between service users and professionals. One of my group members made it clear that possibly the school authorities acted the way they did because they had the power to do so and as a way of proving to his mum that the boys problem was generated from home rather at school because the mum blames the school authorities constantly for her sons behaviour. According to Mandell (2008), power affects the experience and behaviour of both the practitioner and service user and so the practitioner needs to ask, or be asked, where does power lie in his/her relationship, how does it operate and who is defining the character and direction of whats taking place. Therefore, to be a critical reflective practitioner I need to acknowledge the power imbalances in my practice before making decisions or embarking on a course of action. Its also important for me to consider all the angles and checks out all the details before taking the plunge (Payne, 2002, p124) so that a more opened, honest, fair, just, anti-discriminatory and anti-oppressive practice can be achieved in my service delivery. The case study analysis with my peers provided me yet with another very important learning point. Thus, in sharing the information with the school authorities, I was focusing more on the theory (the Every Child Matters and working together agenda) for off the peg solution (Thompson, 2005, p146) or what Schà ¶n (1998) calls technical rationality, the belief that well developed theory can provide solutions for professionals. Rather, I should have used both my theoretical background and past experiences to help inform me of my practice. This would have had a more balancing effect or less impact on J. With this now, I am confident that my decisions and actions in future placements would be drawn from my theoretical or formal knowledge and that of my past experiences or informal knowledge. Conclusion Summing up, I feel that this unit has provided me with greater insight about how my actions or decisions are influenced by my belief system, culture, values, gender, religion, assumptions, political and social orientation. It have also learnt that drawing from the views of others, I would be able to see the issue or problem from a different perspective and this might help me develop a new meaning of the event. Mezirow (2000) called the process of developing this new meaning of the event as perspective transformation. I now also understand that as a social worker, t would have draw on knowledge from all sources (theoretical and non-theoretical) in order to address the messy complexities of real-life situations and to consider each individual situation or event unique (Yelloly Henkel, 1995). Therefore, the way forward for me as a social worker is to critical reflect on the use of self, the awareness of power imbalances (deconstruction) and the development of new meaning/ perspective( re-construction) illustrated by Howe (2008).

Biological And Psychological Theory Of Crime Criminology Essay

Biological And Psychological Theory Of Crime Criminology Essay In this paper I am going to discuss a biological and psychological theory of crime and to differentiate between the two perspectives, highlighting the advantages and disadvantages of each. The purpose of this assignment is to critically assess the strengths and weakness of various criminological theories. Crime is a phenomenon of deviant behavior, representing a high risk to people, and therefore punishable by law. In modern society, crime is considered to be a socially dangerous act, prohibited by law under the threat of punishment. Crime is the most dangerous kind of a social pathology deviating from the norm, deviant behavior. Therefore, the main backbone elements of crime are personality traits of a potential criminal and the social conditions of life. Biological theory The first attempts to explain the term crime were of a biological character. Scientists have searched for natural causes due to the tendency of some people to crime. In 1870 an Italian criminologist Cesare Lombroso concluded that some people were born with criminal tendencies. In his point of view, criminal types can be identified by their shape of skull. Lombroso did not deny the fact that society could influence on the development of criminal behavior, but believed that most perpetrators are biologically degenerative. Subsequently, the idea of a biological predisposition to crime has been subjected to criticism. In the second half of the XX century attempts were made to link the criminal tendencies of a certain set of chromosomes in the genetic code. In several studies conducted in prisons, medium security, the result was obtained, showing that such a deviation was one of hundreds of prisoners, compared with one person per thousand for the general population. However, it soon emerged among researchers surmise that this result is due to small sample sizes. Studies on larger tracts of the population showed that men with abnormal chromosome no more likely to commit violent acts than the usual set. Thus, the biological approach to the explanation of crime has failed. Lombroso saw in the offender characteristics of a primitive prehistoric man and animal and developed his concept of a born criminal that is the basis for biological theories of crime in criminology. Lombrosos concept of a born criminal has a thesis about natural character and eternal existence of crime in human society. According to this concept the type of criminal rights is characterized by certain stigmata (signs or marks, supposedly distinguish it from the type of a person impregnable). The basis of this classification served as his research of about 400 Italian criminals in prisons. Subsequently, through research it was found that the methods applied by Lombroso, were not adequate, and the study group was not representative. Lombroso compared his criminals with a mixed control group consisting of Italian soldiers. Finding in 43% of criminals more than five physical anomalies at each, Lombroso concluded that this confirms his hypothesis of the existence of a congenital criminal type, which is present a genetic shift to earlier forms of animal life. Classification of a born criminal is a significant part of the whole concept of Lombroso, clearly confirming the primitive simpl icity and at the same time, anti-humanism of this concept and its political reaction. In addition, Lombroso studied 79 teenagers at age of 12 years old, placed in a correctional home. They included 40 people who had committed theft, 27 vagrants and 7 of the killers. Its position regarding the causes of juvenile crime based on the results of his study Lombroso expressed in the following conclusion that the moral anomalies, which would create a reference to an adult crime, manifested in children in a much larger scale and with the same symptoms, especially due to hereditary reasons. In this respect, education can do nothing. It cannot change those who were born with perverted instincts. This statement fully reflects Lombrosos general methodological position about the presence of a special type such as a criminal person with the congenital criminal traits and innate propensity to commit crimes. The fact that the study of juvenile delinquency has become an integral part of the work, which was presented Lombrosos main theoretical concept once again confirms that it applies to juvenile delinquency all the main provisions of the concept. It is important to mention that British researchers have concluded that the differences between criminals and criminals are practically absent, and therefore such a phenomenon as a criminal type does not exist. Psychological theory Psychological theory of crime, as well as biological one, associates with criminal inclinations of a particular type of personality. In the XX century some psychologists, based on Sigmund Freuds ideas, have suggested that a small percentage of people develop immoral, or psychopathic personality. According to Freud, most of our moral values come from the self-restraint, which we are learnt from our early childhood. Due to the special nature of the relationship with parents, some children do not produce the similar self-restraint, and, accordingly, there is the lack of basic sense of morality. Psychopaths can be described as a closed people finding a big pleasure in violence. Psychological theory of crime has, in contrast to biological one, the rational core. However, they only can explain some aspects of crime. Although a small minority of criminals do have the personal characteristics that are different from the rest of the population, but such features have not all violators of the law. It is necessary to mention that Freud thought that any actions of people are rushing out unconscious instincts or inclinations. When the controlling volitional factor is not able to suppress the natural instinct there is a conflict, spilling into a crime. Other psychological theory states that the commission of crimes is a sign of mental illness or other psychopathological disorders. Bandura in his social learning theory admits that Learning would be exceedingly laboriousà ¢Ã¢â€š ¬Ã‚ ¦if people had to rely solely on the effects of their own actions to inform them what to doà ¢Ã¢â€š ¬Ã‚ ¦ from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action (Bandura, 1977). Kohlberg identified six stages of moral development, which replace one another in a strict sequence and are similar to the cognitive stages of Piaget. He stated that concern for others was not based on intrinsic respect or loyalty, but rather was based on you scratch my back, and Ill scratch yours mentality (Kohlberg, 1973). The transition from one stage to another occurs as a result of improving cognitive skills and the ability to empathize (empathy). Unlike Piaget, Kohlberg does not bind moral developments periods of the personality of a certain age. While most people reach for at least the third stage, some fo r life are morally immature. To sum up the above-stated information I want to admit that the causes of crime are analyzed by many sciences, lawyers, sociologists, psychologists, economists, and even biologists. However, none of the existing theories provide an exhaustive explanation of all types of crime.

The Search Essay example -- Creative Writing Search and Rescue Essays

The Search   Ã‚  Ã‚  Ã‚  Ã‚  I used to work for the F.B.I., in the Portland office. It was my childhood dream to be the one who gets the bad guy. My fiftieth birthday was in just three months. I had a wife and three children, still do, and the same job I'd had since my graduation from Quantico. We were living just outside Portland. My oldest son, John jr., was in his third year at Washington. The twins were high school seniors at this time and my pride and joy, daddy's little girls. Carolyn and I had celebrated our twenty- fifth anniversary, that's the silver one I think, the previous Thursday night. That warm July morning, I dressed for work as I had every other. Black socks and slacks, a pin striped white dress shirt, and a black jacket. I slipped on my loafers but was lost in the search for my tie. Coffee stained and still unwashed, I found it laying on the laundry room floor. I swore to myself to let Carolyn know about that. I walked into John's empty room, knowing he owned some ties. It was just as he had left it, I guess, because I'd never really gone in his room. I picked the red one he wore in his graduation pictures and slipped it over my head. I stepped into the bathroom, combed back my whitening hair, and left for the office. The early morning sun shone in through the broken blinds that I noticed hadn't been replaced as I asked. I looked over the pile of paperwork awaiting me. â€Å"Why the hell do I gotta do all these damn reports?† "Actually, you don't, not today." I turned to see a man much like myself, but older and with his piece on. He was a little taller, but with the same sagging features and large belly of my body. â€Å"I've come here to give you something new.† With that, I was handed a thick manila folder. It felt like it contained a video cassette. â€Å"All you need is in there, including my card. This is top priority, Agent Caulsworth. You will report to me on the hour with your progress. The paperwork here will wait.† The man turned and left. Outside, I heard a jet-copter quietly lift off. Funny I hadn't heard it land. I poured out the contents of the folder, the federal statement, a case history, vid cassette, and a dossier. The card that fell to the floor read 'Federal Marshall Wilson R. Franklin'. He was from the Boise office. "Must be real important for him to come all the way out here." Steve Menschke was my oldest fr... ...was the only thing that mattered to me, and he's all that's left."   Ã‚  Ã‚  Ã‚  Ã‚  I reached into my pocket and withdrew the tie. Mud concealed the red fabric. I tried to think of John. My mind strained to see his face, hear his voice. A tear rolled down my cheek and fell off my chin onto the tie. I loosened the knot and slipped it back over my head. With my sleeve, I wiped my face. I lifted the flashlight, switched it off and tossed it to him. "Take it." I turned away and started back into the world. Hendricks' team found me a few miles west of the hole. They airlifted me to the Olympia hospital. I was treated for a broken clavicle and shoulder blade, along with my ribs. The tissue damage to my back and side was extensive and I have little use of either. After two days they released me. The next day, I received a call from Franklin, in Boise. I was commended by him for putting myself on the line. He granted me early retirement, and a bonus for being injured. He asked if I might know anything about the disappearance of David Brown from his grandparents' house in the middle of the night. I told him I did not. I bid him farewell, hung up, and dialed John's number at school.

Male Specific Neurons In Flies Essay -- Biology Fly

Have you watched a fly chase another fly all around the room and ever wonder how they manage to always be so close together even though the prey is trying its best to get away? Well, some scientists wondered. They were intrigued with this "mating chase" of the male fly after the female fly. You could say that the female was trying to play hard to get while the male lustily engages the pursuit. The male nearly always gets his "prey". However, if the female fly tried to chase the male, she would have no such luck. This is due to the sexual dimorphism of the fly. The male fly has a superior visual system to the female which he can use to locate and intercept the female fly in flight; however, the female fly does not have this advantage. The male-specific neurons that control the fly's superior visual system are complicated and intricate. The history behind the study of the fly's neurons begins with a 19th Century scientist by the name of Cajal. He studied neural systems and was the first to isolate nerve cells near the surface of the brain. His work led to a greater study of neurobiology and the passion for attempting to understand the workings of the nervous system. However, real progress in this field did not culminate until Land and Collett established a remarkable theoretical model of the two part visual system of the fly's brain. This model was incredibly close to the actual structure and function of the male fly's visual system. The structure of the male's eyes are even different to the female's. When looking at the two side by side, one can readily see the differences. Even these outer physical differences attribute to the male's superiority with his binocular vision and the ability to keep a target continually in his... ...y will compensate, yaw, pitch, and thrust, to return the target image into the area of male specific neurons. This behavior is found only in male flies, and while female flies are attracted to flickering objects as males are, they do not use have a different system to control yaw torque as males do. The males employ a position- independent system of tracking using yaw adjustments, relying on direction. This allows the males to intercept a target or change direction in tracking without overshooting the target. Females are unable to do this. The males also use pitch and thrust to pursue other flies. The position of the target in the mid-sagittal plane drives the pitch, based on the elevation of the target's image. Thrust relates to the distance between the pursuer and the target. The relationship between target range and velocity is shown to be male-specific behavior.

Voting Rights Act

Movement was a social revolution that had been an Important part of the united States for decades, but it wasn't until the sass's that the movement actually began to actively affect the daily lives of Americans. Previously, the Civil Rights advocates had been attempting to simply integrate themselves into the whole of America as a result of the discriminatory mindset of many whites and the unfair treatment of blacks, but this goal shifted dramatically during the sixties as the movement pushed forward.These early Integration attempts Included non-violent ethos such as sit-ins, demonstrations In Birmingham, and the March on Washington, yet even though the protesters were persistent and used non-violent methods to accomplish this early goal, much of America still refused to listen. In 1964, the Civil Rights Act outlawed segregation in public accommodations, which was monumental to the Civil Rights Movement because It shattered the Jim Crow system.The year after, the Voting Rights Act wa s passed which prohibited racial delimitation while voting. However, even with the ability to fairly vote and with discrimination outlawed by the Civil Rights Act, blacks still found themselves in a seer position than most whites in society and began to strive for higher goals than just integration. Once they had more or less achieved desegregation, many blacks wanted to advance their goal beyond desegregation and into black power.Because of the Civil Rights Act of 1964 and the Voting Rights Act of 1965, the goals and strategies of the Civil Rights Movement shifted from non-violent civil disobedience to more militant methods in favor of self-defense and black power even though there was a scarcity of white support. Before the Civil Rights act of 1 964 and the Voting Rights Act f 1965, much of the Civil Rights Movement focused on achieving desegregation and equality.For example, the (The Student Nonviolent Coordinating Committee) was founded by college students in 1960 with the goal of equality and integration, and specifically sought for a social order of Justice permeated of love. Martin Luther King and the people who protested in Birmingham believed that Injustice threatened America, and sought to bring this to the attention of the country. The tactics of the pre-1965 Civil Rights movement varied in specifics, but the overall strategy followed nonviolent methods.Groups such as the SYNC strove for courage, love, acceptance and hope through nonviolent methods, while protesters around the country had similar tactics. For example, in 1963 in Birmingham, Alabama, call rights protesters stood up against unfair laws and police brutality without raising a hand to defend themselves. In such demonstrations, they relied on the media and the pictures taken of their efforts to spread their message across America and raise support.These actions were modeled after other nonviolent movements throughout history such as the Indian Independence Movement in the early sass's. Mo re specific strategies of the Civil Rights Movement included bus boycotts to Integrate public transportation, sit-ins to Integrate public the movement didn't aim to overcome discrimination swiftly; they were thorough and won victories slowly. Movement had moderate goals, and generally did not aim to overcome prejudice in a swift and aggressive manner.Document A: SYNC (The Student Nonviolent Coordinating Committee) was founded by college students in 1960 with the purpose of equality, integration, and with the hope for an integrated society using non-violent methods. Document B: In 1963, civil rights workers protested the treatment of African-Americans in Birmingham, Alabama, and workers including Martin Luther King were arrested. While in Jail, King wrote a letter from Birmingham Jail to the Episcopal clergy of Birmingham with the intent of persuading the people to take action.Injustice anywhere is a threat to Justice everywhere. Document C: Document D: In 1963 President Kennedy told the nation about his goal to provide all Americans equal rights and equal opportunities by asking the United States Congress to act on the subject of equal laws for all citizens of America. As an indirect result of this report, the Civil Rights Act was passed in 1964, which outlawed many forms of discrimination, amended unfair voter registration requirements, and ended racial segregation in public accommodations.Document E: By 1966, the goals of the Civil Rights Movement had shifted from national integration and brotherhood to a more powerful role of black people in society. People such as Stokers Carmichael and other activists for black power aimed for well- off black communities in which humanistic love would prevail. Document F: Civil rights protesters became impatient with the slow-moving pace of non-violent, defenseless demonstrations that had been taking place in the earlier years of the sass's. As a result, groups such as the Black Panther Party were formed, which called Ame ricans. Document G:As a result of both the Voting Rights Act of 1965 and the Freedom Summer, the percentage of registered African-American voters increased significantly in the south, showing that many of the strategies of previous civil rights workers had begun to change the unjust laws of the American society. Document H: Despite the committed efforts of the civil rights workers to integrate the American society, there were still millions of whites who disagreed with racial equality and the consequences that came with it, as shown by the 1968 election statistics in which nearly ten million people voted for segregationist George Wallace.