Good Bye Mr. Chips free essay sample

With gentle wit and kindness, however, Chips quickly earns enough respect from his boys to teach well, if not brilliantly. As he approaches middle age he is content enough at Brookfield, although he knows something is missing. As the novel puts it, Chips â€Å"had been there long enough to have established himself as a decent fellow and a hard worker, but just too long for anyone to believe him capable of ever being much more. † But when Chips meets and marries Kathie on a holiday from school, everything changes: he becomes â€Å"to all appearances a new man. Although Kathie dies in childbirth just a year later, Chips carries his new confidence into life at Brookfield and becomes not just respected but beloved. When World War I breaks out, Chips is finally asked to take over as headmaster of the school. â€Å"For the first time in his life,† Hilton writes, â€Å"he felt necessary — and necessary to something that was nearest his heart. We will write a custom essay sample on Good Bye Mr. Chips or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page † Mr. Chips’s calm wisdom sees the school through the war. When he dies peacefully in his bed years later his last words are the names of the boys he taught over the years. BEFORE AND AFTER WORLD WAR I The world changed completely during the years in which Mr. Chips was at Brookfield. He would have entered the school in the late Victorian era, taught through the Edwardian era, and died between the two great wars of the 20th century, thus witnessing the dawn of the modern world. This was a time of dizzying technological advance: the early years of the 20th century saw the first electric lights, telephone, telegraph, transatlantic cable, elevator, car, and airplane flight. It was also a time when Britain went from being at the height of its imperial power — with countries under its flag around the globe –to seeing its might begin to wane as other nations ompeted for technological, political, and economic advantage. As Mr. Chips began his tenure at Brookfield, English class structure was still rigidly defined — everyone had a place in society, and everyone knew his or her place. But the changes wrought by World War I opened up new opportunities for women, as well as for the working classes. In their first meeting, Kathie asks Chips his opinion on women’s suffrage. By 1906 women were taking to the streets to demonstrate for the right to vote. Public sympathy for the cause grew, and when women had to take on the jobs that men left behind during World War I, they proved their capability. In 1918 women won the right to vote in Britain. For an evocative look at English life in Edwardian time, you may want to view portions of the PBS television series The Manor House, which portrays modern-day volunteers going â€Å"back in time† to become an upper-class family and their servants. Other films that portray this era are Gosford Park and The Shooting Party. WORLD WAR I AND PUBLIC SCHOOLS When World War I broke out in 1914, it became the largest conflict history had ever seen. In the end, the British Empire sent nine million men to war and lost nearly one million of them. Of these men, many were public school boys like those in Goodbye, Mr. Chips. The film shows the first ominous stirrings of war as the new headmaster brings in an Officer Training Corps, and the boys develop a growing distrust of the German teacher, Herr Staefel. When the war first began, many in England thought it would end soon and be â€Å"the war to end all wars. † With this attitude, and with propaganda everywhere urging young men to join the troops, it became embarrassing for a man of military age not to be enlisted. But as the war wore on and uses of new weapons like automatic machine guns, poison gas, tanks, and trench warfare began to claim thousands of lives, public opinion began to shift. Each week newspapers published lengthy casualty lists like those Chips reads to his students. CHARACTER OF MR. CHIPS. Mr. Chips is the central character of the novel â€Å"Good Bye Mr. Chips†. It is really one man story. The character of Mr. Chips is superb stroke of the writer’s pen. The characterization is so artistic that the reader seems to fall in love with this old chap. Mr. Chips was a capable teacher. He loved his profession. He was devoted to his students and teaching. He was very hard working as it was shown by his devotion during the war. He intended to develop an overall development of his students’ personality. He was liked and loved by his pupils as well as by his colleagues. He left an everlasting impression on their minds and hearts and a good number of them came to visit him even after joining their practical life. Chips was a simple and straight forward gentleman. He was first taken to be weak which caused trouble in his class. As a reaction to that he became strict and rigid. This rigidity, however, lost its intensity under the influence of his wife and Katherine and he treated the students as his own sons. His jokes not only made children laugh but also left lasting impressions on their minds. His memories of the fathers and grandfathers of his pupils gave rise to delightful jokes in the class. Chips was a teacher of classical languages He was prominent for his pronunciation, which he did not care to improve. He was traditional conservative in other walk of life. All new trends in fashion and the new movements of women’s freedom did not win favour for him. Mr. Chips was not only practically strong but also had a strong heart, which throbbed in the broad chest. He was not a man who always tried to show his physical strength. His affairs with Mr. Ralston showed the firmness of his belief and ideas, and warmth of his passion. His courage also inspired his students. He even did not care for the exploding bombs during the war and conducted his class successfully. Chips married very late. His married life was the result of accidental meeting with Katherine Bridges, who expired in a delivery case. In spite of the ideological difference, there was an enviable adjustment between them. Under the influence of Katherine Chips, humour became more mature and his discipline also improved . his dealings with the students became appropriate and realistic. He started taking more interest in his school activities. It created in him a new sense of confidence and he became more popular with his students. Chips was a true patriot and he believed that institutions like Brookfield were steams, which fed the mighty river, which was England. So, as a teacher, he had a very clear concept of his national duty, as he taught with courage during the war. Mr. Chips is a remarkable character, who impresses the readers, his personality, his habits, his devotion towards his profession, loyalty towards the ideals and above all his unsuppressed humour made him a person never to be forgotten. KATHERINE BRIDGES Katherine Bridges was a young and beautiful girl of twenty-five. She had blue, flashing eyes, freckled cheeks and smooth straw coloured hair. She was a governess out of job. She gave the impression of being soberly beautiful and not aggressively glamorous (alluring or tempting) . Mr. Chips came across her during his visit to the Lake District. Before meeting her, Chips had never shown any interest in feminine charms and had never thought of family or marriage. But her sweet, free, frank, fearless and impressive manners won Chips heart. She was social and liberal. She was interested in the revolutionary ideas of the writers like Bernard Shaw, Ibsen and William Morris. She was a radical socialist. She was in favour of equality, fraternity and freedom of women. She was revolutionary and was in favour of women’s right of voting. She was the most daring, dazzling and the most modern woman in that old Victorian society of Brookfield. Being a woman did not bar Katherine from climbing hills and riding bicycles. Victorians frowned upon a woman visiting a man living alone, but Katherine did not hesitate to visit Mr. Chips when he was injured. In fact, she wanted woman to be having equal right like men by being admitted to universities and being allowed to vote. Before his marriage, Chips was a dull, dry and neutral sort of person. . He had confidence, satisfaction, everything except inspiration. He drifted aimlessly through life and his teaching lacked orientation. Katherine became a star by which he was to steer his life Katherine made him a new man. With her impressive and charming personality, she induced a new life in the old mind and body of Mr. Chips. She broadened his views and opinions, improved his discipline and sharpened his sense of humour. He was honoured and obeyed by everyone but after his marriage people began to love him due to great change in him. Katherine gave a new dimension to the future of Brookfield. She entered like a gleam of modernity in the ancient surrounding of Brookfield. She was the centre of attention, wherever she went. In other words, like Caser, she came, she saw and she conquered. She persuaded Chips and other teachers to invite the football team of missionary school to play a match with the boys of Brookfield school. That’s why she was popular among the boys and teacher at Brookfield. The sweeter the fragrance, the sooner it is wafted (vanished) away; similarly, Katherine’s life was short and beautiful. She died one year after her marriage on April 1st, 1898 during child birth. She appeared like a shooting-star on the skies of Brookfield. Though she died, yet she lived in the heart and mind of Mr. Chips. Her life left an everlasting impression on Mr. Chips life and behind the serious and sad demeanour (manner) of Mr. Chips, there was always embedded the vivacious(full of life) smile of Katherine Bridges. THE ROW WITH MR. RALSTON The gulf between the past and the future is always unbridgeable. When they do come together, there is bound to be discord. Rarely, does it result in harmony; as with Katherine and Chips. In their case, love proved to be the binding factor. On the other hand, Chips and Ralston had a plain professional relationship which was liable to conflict. This conflict was mainly generated by the difference in their ages and ides. Both held views which were poles apart in all aspects. Ralston was a young man of thirty-seven when eh joined Brookfield as headmaster. His academic record had been brilliant all along. He came to the job full of bright new ideas for the future of the school. Chipshad to step down from the post of acting Headmaster, but this did not disappoint him at all. He was well into his fifties and had become an institution within an institution. The staff and students considered him an integral part of the school, and he felt himself above minor considerations of rank and posting. After Katherine’s death, his attitude to life had become somewhat philosophical. The initial shock had slowly dissolved into a calm acceptance of the fact and her memory lived on like a soft glow in his thoughts. Being thus adjusted in his personal life, he could sit back and bask in the honour and esteem showered on him by both pupils and colleagues. He began to develop many harmless eccentricities (peculiarities) usually found in old school teachers. These quirks of behaviour were not only accepted but even glorified by the students and teachers. So, it was a rude shock for Chips when Ralston called him to his office and asked him to retire. To be sure, he was now sixty years old, but the thought of leaving Brookfield had simply never crossed his mind. He told Ralston he didn’t even want to consider retirement. A long argument ensued and at last Ralston erupted into an insulting tirade. The old teacher couldn’t understand why the headmaster considered his tattered old gown to be slovenly. Ralston had been offended by Chips’ repeated disregard for his orders. He conveyed this to the old teacher in a surprisingly delicate manner. But, Chips saw nothing wrong in his own ways. He couldn’t bring himself to teach the old languages in a new and artificial way. Ralston also pointed out that his pupils were doing miserably in examination. Here to Chips held his own opinion. He believed that education was something more than just passing examinations. For him, it meant the inculcation of a sense of proportion in the students. He thought that Ralston wanted to make Brookfield a snob factory by introducing artificial methods of teaching. The young headmaster was in the habit of going to London to mix with the newly wealthy class. In this way, he would rope in admissions for the school. This had a salutary effect on the finances of Brookfield. But, Chips saw it as an obvious sale of education; totally against the spirit of democracy. He thought over these things silently. Then he rose, gathered his tattered gown and walked to the door. There, he turned and declared his intention of not resigning at all. Having flung the gauntlet at Ralston, he left the room. At the same moment, a little boy who had been listening outside spread the tale around. Both Chips and Ralston were not ready for the reaction. The whole school rose up in favour of the old teacher. There was even talk of a riot if Ralston forced Chips to resign. News of the tussle reached the Board of Governors. One day, the Chairman, Sir John Rivers, visited the school. Significantly, he ignored Ralston and went straight to Chips. During the conversation, he assured him that he could work at Brookfield for as long as he liked. Chips was overwhelmed by this show of love and loyalty. Perhaps, no one else knew that Sir John Rivers had been his pupil. Ralston could never have imagined how deeply Chips had taken root in the hearts of his pupils and colleagues. He learned to his chagrin that some values, however, old fashioned, cannot be simply wiped away. He had the best intentions for Brookfield, but could not compare with chips because the old teacher has given the best part of his life to the school. Brookfield was an old foundation and was established as a grammar school in the reign of Elizabeth I. Externally, it gave the glimpse of a group of eighteen century building centered upon a quadrangle with acres of playground beyond. The village around it was surrounded by an open fen country (marshy place). Chips joined the Brookfield in 1870 and considered it one of the streams, which fed the mighty river that was England. However, in this context, Brookfield was more a leisurely brook than a swiftly flowing stream. Unfortunately, Brookfield could acquire the status of first-rank; the school went up and down, dwindling almost to non-existence at one time and becoming almost illustrious at another. Weatherly took over the charge as headmaster during mid-Victorian days when the school was on the decline. He restored its fortunes somewhat; but it remained, at best a good school of the second rank. Had it not been so, Chips would have never been able to join it. As a matter of fact, both school and schoolmaster mirrored each other perfectly. Brookfield took pride in its relaxed atmosphere, stubbornly refusing to match the place of the outer world. Similarly, Chips held tenaciously on to his cherished old world values. The fact that several notable families supported the school shows that it could inspire loyalty among certain judicious people. The same quality was to be found in Chips. Both of them stood for these precious, though unglamorous sentiments Quite a few students of Brookfield joined the ranks of history makers as judges, members of Parliament, colonial administrators, peers and bishops. But, mainly, the school turned out merchants, manufacturers professional men, country squires and parsons. Such people constitute the very backbone of a society; and, by educating the middle class, Brookfield rendered yeoman’s service to the country. In this regard too, Chips was in complete harmony with the school. Throughout his career, he cared to remember only the boys who became soldiers, professionals and the like, and not the peers and administrators. Conscious of its own easy-going dignified ways, Brookfield had little tolerance for modern methods of commercialized education. This was amply demonstrated by what happened to Ralston. This hotheaded young headmaster came fired with visions of leading the school into the future. Significantly, he clashed with none other than chips; for, the old teacher had now become Brookfield itself. The whole school rallied round Chips and Ralston had to concede defeat. Actually, he was not at all wrong. He only made the mistake of losing the historical perspective. He forgot that some values have a time-honoured sanctity, and therefore, ought to be treated with reverence. He thought that Chips was an impediment (hurdle) to progress. Little did he realize that, by belittling the old man, he was triking at the very roots of what Brookfield stood for. The school and the schoolmaster proved that dignity, honour and a sense of proportion were far more important than glamour and commercialism. MR. CHIPS’ FAREWELL SPEECH â€Å"Parting is such a sweet sorrow†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬  There can hardly be anything sweet in the sorrow of saying farewell to life itself. A shadow of pathos always lurks behind the good-natured banter at farewell parties. Farewells remind us that, after all, everything and everyone must come to an end. Therefore, they are always heart wrenching and odd how much it hurts when a friend or loving one moves away and leaves behind silence. In the novel â€Å"Goodbye Mr. Chips† Chips deserves credit for not letting his farewell degenerate into sentimental squalor (unpleasantness) As a teacher he always avoided to burden his students with dejected thoughts. In fact his speech was replete with crispy jokes underlying moral ideals. Despite the frequent roars of laughter, he managed to reach out and delicately touch the hearts of all the students and teachers. The captain of the school, in his speech, had paid glowing tributes to the services rendered by Chips. In all modesty, the old teacher attributed it to the Captain’s habit of exaggeration. He remarked that it ran in the family because he had punished the Captain’s father for the same failing. The ensuing laughter covered up Chip’s embarrassment at receiving such fulsome praise. Farewell speeches are usually composed of sweet and everlasting memories of past; and that evening Mr. Chips also looked back over the forty two years he had been with Brookfield. But , he chose not to dwell on the burdensome aspect of the past . he mentioned only the sweet memories associated with the school. e. g. He remembered the first bicycle to be used there. He told the boys about the time when there was no gas or electricity at Brookfield. It was interesting g to learn that the staff had nominated a lamp-boy, whose job was to clean, trim and light lamps. Once, there had been a long frost and the whole school had learnt to skate on the fens. During his speech, he also narrated the time when two-third of the school went down with German measles and Big Hall was turned into hospital. The situation became more humorous when Chips related the incident, which occurred on the Mafeking night. Inadvertently, a bonfire was lit too near the pavilion and the fire –brigade had to be called. The Firemen were having their own celebrations and arrived in drunken condition. Towards the end of his speech, Chips stuck a tender note. He said that he would never forget the face of his students. If, later in life, he ever failed to recognize anyone, it would only because of the changed features of that boy. He also owed that he would always remember them as they were. He turned the track of his farewell speech from sadness to fun by mentioning the Chairman, who had unruly hair and poor grammar when he was a little boy. In this way, he felt his pupils as he had always kept them; happy and light hearted. By the skillful use of humour he avoided exploiting the emotions of the innocent students. Actually he did not need any display of sympathy from them because his calm and poise won by devotion and service to Brookfield transcended such pretty consideration. Even his parting words carried only a hint of the wistfulness in his heart: â€Å"Think of me sometime, as I shall certainly think of you†. GOOD BYE MR. CHIPS HAS ANTIWAR THEME What a cruel thing is war: to separate and destroy families and friends, and mar the purest joys and happiness God has granted us in this world; to fill our hearts with hatred instead of love for our neighbors, and to devastate the fair face of this beautiful world. War cannot be justified under any rhyme and reason. When the World War I broke out in 1914, it became the largest conflict that the history had ever seen. The British Empire sent nine million men to war and lost nearly one million of them. Most of them were the public school boys like those mentioned in the â€Å"Goodbye Mr. Chips†. This war was â€Å"the first shock and then the first optimism† as many in England thought it would end soon and be â€Å"the war to end all wars†. With this attitude and propaganda everywhere the army was urging the young men to join the troops regardless of age and height. As in chapter No. 3, it has been quoted that Forrester was the smallest boy at Brookfield, who was killed in 1918. Older men declare war. But it’s the youth who must fight and die! {Herbert Hoover} To Mr. Chips, it seemed tragically sensational when the first old Broofieldian was killed in action. Mr. Chips criticized the Officer Training Corps in the follo wing words, when he came to know that the boys from the same school fought against France hundred years ago:- â€Å"Strange, in a way, that the sacrifices of one generation cancel out those of another† For the first time in history, new weapons of mass destruction ere used killing hundred thousand of citizens. Each week newspapers published lengthy casualty lists like those Chips or Chatteris read out on every Sunday night. Brookfield was an educational institution yet the Military Campus sprung up near Brookfield and Brookfield OTC was developed swiftly; that’s why most of the younger masters were in military uniform for training. The Antiwar theme has also been depicted through Mr. Chips comments about food rationing system during the war as he called the rissole (cake of minced meet â€Å"abhorrendum† i. e. meat to be abhorred. Mr. Chips had sympathy for Max Staefel, the German master, while other had despised him because he belonged to an enemy country although he served at Brookfield. Mr. Chips had anti-war ideas i. e. â€Å"the ideas of dignity and generosity that were becoming rare in a frantic world†. About â€Å"bayonet-practice† Chips held the view that it was a very vulgar way of killing people†. According to him all the explosives used in the war were the invention of a new kind of mischief by some stink merchant in his laboratory. Moreover, the affairs of war were least important to him as he kept his usual lecture even during the air-raid. Through the ideas and comments of Mr. Chips James Hilton has very aptly highlighted war as unwelcomed evil passion. War is only a cowardly escape from the problems of peace. ~Thomas Mann OBJECTIVE. a. The writer of the Novel â€Å"Goodbye Mr. Chips† is JAMES HILTON. b. The real name of Mr. Chips was MR. CHIPPING c. Mr. Chips was born in 1848. d. Mr. Chips lived at Mrs. Wickett’s after his retirement. e. Mr. Chips joined Brookfield in 1870. f. Mr. Wetherby was the headmaster when Mr. Chips joined Brookfield g. Mr. Chips taught at Melbury Public School for one year. . Brookfield was established in the reign of Queen Elizabeth, as a grammar school. i. The school was rebuilt in the reign of George I. j. Mr. Wetherby joined Brookfield in 1840. k. Mr. Chips retired at the age of Sixty-Five. l. At the time of retirement, Mr. Chips was presented with Cheque, a Writing desk and a Clock. m. Mr. Chips met Katherine Bridges in 1896 during the summer vacation in Lake District while climbing Great Gable. n. Mr. Chips was Forty-Eight when he met Katherine. o. Katherine was Twenty-five when she met Mr. Chips. p. Mr. Chips married Katherine in London a week before the beginning the Autumn Term. q. Mr. Meldrum died in 1900 after serving the school for thirty years. r. Chip’s wife and child died on April 1st 1898. s. After the death of Mr. Meldrum, Mr. Chips became the Acting Headmaster of the school. t. Mr. Ralston was thirty-seven when he joined the Brookfield. u. In 1913 Chips decided to retire at the age of 65. v. In July 1916 Chatteris met Chips at Mrs. Wickett’s with a request to join the school once again. w. On November 11th, 1918 Chips caught cold. x. Mr. Chips spent last fifteen years of his age at Mrs. Wickett’s.

english 115 Essay

english 115 Essay english 115 Essay English 115/76 "Wal-Mart is all about the money" "At Wal-Mart we have a 10 foot attitude." I will too if I steal my employees money. At the Wal-Mart stores they do not only have always low prices, they also have always low wages for their employees. They have a very well structured program to control and train their employees to make them believe that Wal-Mart is a great place to work. I t is crucial that the very first day that you start working at Wal-Mart they play they training-brainwashing videos. Some of these videos consist of telling you that you made a good choice and that you can make a difference by working at Wal-Mart. The most important institution in American society are school, work and family. Interestingly, Wal-Mart focuses on these fundamental institutions to brainwash their employees by using very philosophical phases. "You do not need to have a career to work at Wal-Mart, at Wal-Mart you can start your own career." This is one of the famous phases they use to brainwash people. They make their employees believe that the work they perform at Wal-Mart is enough to call it a career. They imply that you do not need to go to school to get a career; here at Wal-Mart we make you feel that you have a career. Like in most career you have to work hard to get through and eventually obtain a degree. At Wal-Mart you work very hard and never get through or earn any kind of degree or a better wages. It is true that you do not need a career to work at Wal-Mart because if you had one you would not be seeking for a job at Wal-Mart. It is not true that you can start your own career at Wal-Mart because if you want to have a real career, for that you will go to school. "You do not need anyone to speak for yourself, at Wal-Mart you can speak for yourself." This phase refers to a video on Unions. In this video we learn of how expensive and unnecessary it is to waste your money on having someone to represent you. It explains that if employees would have a Union if will make it u npleasant and difficult to work together. It also explains that the employee would not be able to communicate directly with their supervisors. Wal-Mart wants to make your job easy and pleasant for you, so, that is why they have an "open door" a free way of communication. The Union Organization will guarantee workers better wages and knows what are the workers' rights. It is as if we had a lawyer to represent us in legal matter. Wal-Mart does not want people to be represented by the Union because that means that they will have to pay more money for their employees and would be able to brainwash their employees. "At Wal-Mart we are a family, and like a family, we care." Wal-Mart wants their employees to feel that they have a family working environment to make them happily do everything they want .

Question and answer Essay Example | Topics and Well Written Essays - 500 words

Question and answer - Essay Example The theory requires that the goods should be tradable to enable high cost countries to import goods from low-cost countries; therefore, forcing currency values back to purchasing power parity. The big mac index has relevance because although there are other methods of comparing efforts the Big Mac index receives a lot of attention. For example, the United Nations and the OCED are involved in the International Price Comparison Programme, which analyses a wide range of prices; hence, producing more demanding estimates of the exchange rates that would eradicate price dissimilarities between their members (Carbaugh 394). I would not substitute it with a basket of goods index because it reflects more than just the cost of meat, bread and vegetables, but also non-tradable elements such as labor and rent; hence, comparing countries roughly at the same stage of development. The basket of goods looks at the non-tradable imports and services indicating that they should be alike in different countries. The global consumption habits can be derived by establishing the international correlation risk where inequalities in food consumption should be determined. The basket of goods reflects the inequality in food consumption where the little there is in the food basket it reflects how the global market is working. The between link currency and international trade is determined by various factors such as differential inflation where a country with low inflation rates exhibits a rising currency values. Secondly, the link between the two is differential interest rates where exchange, interest, and inflation rates are highly correlated because by manipulating interest rates the central banks exert influence over inflation. Additionally, the link between currency and international trade is brought about by public debt and current account deficits where some countries work with money that they do not have in

An Exploration into the impact of working with a dying client on the Essay

An Exploration into the impact of working with a dying client on the Humanistic PersonCentred Psychotherapist - Essay Example The death or dying condition of the client has a profound impact on the therapist who not only witnesses the gradual demise of a person he knew closely but also the dissociation of a relationship that may have developed over years in which the client and the therapist were part of deeper thought processes and the therapist became aware of the inner mental processes of the client. Considering that the therapist may well have been the closest person to the client, and the client revealed many secrets to the therapist, the bond may have been especially strong between the client and the therapist. Clients in many cases are closest to their therapists than even to their family members and the client therapist relationship is defined by trust as the client reveals many personal facets to the therapist which the world may not even know. The therapist and client thus develop a mutual attachment and that is why being attached to a dying client and witnessing a close person's death could have a significant impact on the psychotherapist. It is difficult to gauge what sort of impact this could be and whether this would be positive or negative for the therapist but it is expected that the therapist would learn from the experience so it would be positive in an experiential sense although the emotional impact being significant, the whole experience could be negative and di sturbing for the psychotherapist. The case placed here is that of a terminally ill cancer patient, 60 year old John P who joined a clinical centre and therapeutic group initially to overcome his emotional problems following the discovery of his life threatening illness. John P was then recommended to a psychotherapist who practiced person centered humanistic approaches and therapeutic sessions began after a first introductory visit by John p to the therapist's chamber. The client therapist mutual relationship soon developed as a bond and an attachment as John P revealed his inner fears, his emotional strengths and weaknesses and his general attitude towards life and death and reflected on his illness. The therapy continued to help John greatly as he found a confidante and a friend in the therapist and their mutual relationship strengthened as the therapist focused more on the humanistic approach and showed concerns about John's emotional and personal needs, his aspirations, and goals and what he wanted in life. The opportunity to share his thoughts and feelings with the therapist infused confidence in John P and the therapeutic sessions turn out to be advantageous for John especially during his end of life stage when he faces the prospect of rapid health deterioration due to his terminal illness. The focus however is the impact of the professional relationship which can even border on the personal, on the therapist who will live with the memories of the client and having developed an attachment or bond with the client may find it difficult to cope with the loss of daily interaction with the patient when John P dies or becomes incapable of attending sessions any further.

The Adult -Gerontology Nurse Practitioner Research Paper

The Adult -Gerontology Nurse Practitioner - Research Paper Example It is therefore the duty of an adult-gerontology nurse practitioner to provide the required care for these patients. Reason for choosing adult-gerontology I chose the adult nurse practitioner with the emphasis on gerontology because I have previously worked in a geriatric population in the nursing homes and with hospice. My interaction with the geriatrics in these homes was an inspiration to a new challenge in advanced nursing practice. In addition, through the interaction, I gained a lot of knowledge and experience in this advanced nursing field. Also, the elderly people suffer from many ailments that result from their low immunity hence provide room for more research and experience in the nursing field thus influenced me to choose to choose this topic. Roles of an adult-gerontology nurse An adult gerontology nurse provides a special care to the old people in the nursing homes. He or she is charged with the responsibility of ensuring that the nutrition levels of the patients are as required, the patients receive medication at the correct time, the patients undergo the required daily exercises and in some instances, they are charged with the responsibility of providing psychological support to the patients. ... Apart from going to the nursing colleges, nurses they require further training in seminars and workshops organized by their institutions or even their affiliate associations (Paige and Loney, 1977). Some states are also strict on the issuance of certifications before a nurse can fully practice. Scope of practice The American Nurses Association has a set of the scope and revised guidelines for nursing practices to be followed by all nurses operating in the United States. Adult nurse practitioners are allowed to asses and diagnose patients with injuries and other common diseases. He or she is able to order for lab examination of the patient and also analyze the lab reports so as to suggest the best nursing intervention. In addition, it is within the scope of the adult nursing practitioner to have a personal relationship with the patient that would be beneficial for the treatment of the patient. However, the adult nurse practitioners are limited to make some decisions on their own. This is because certain decisions require the consent of the family members who may be absent at that time. Comparison between adult nursing practitioner and family nursing practitioner A family nursing practitioner has the skills of prevention and containing of diseases. He or she is charged with the responsibility of assessing, diagnosis and treatment of patients with acute symptoms. Due to their expertise in general medical knowledge, they can be able to handle both the young and the older patients. In addition, family nurse practitioners require only a bachelor’s degree in nursing and a license from the state government in order to operate legally. However, an adult nurse practitioner is an advanced nurse with a specialization in the care of the

Organizational Structure And The Relationship To The Mission

Organizational Structure And The Relationship To The Mission Nowadays, with the increase of living quality, more high standard health organizations or facilities are required to meet the population demand of health care. According to the change of the plan of New South Wales Health, the Childrens hospital at Westmead (CHW) determines future developmental direction and formulates its own strategies, vision and mission (The Childrens Hospital at Westmead 2007). In a word, the CHW sticks to respect both children and their families in spite of the change of hospital strategies, mission and vision (The Childrens Hospital at Westmead 2008). Actually, the organizational structure of hospital has relevant relationship that can not be neglected and obliterated with mission and vision. Thus, it is considered that the establishment of hospital structure can help to complete the mission and vision that are designed by organization (University of Western Sydney 2009); meanwhile, mission and vision can impact the hospital structure that is set up (Madden et al. 2006). The purpose of this article is to critically analyse the structure, mission, vision and goals of the CWH, and analyse interaction between organizational structure and mission or vision. Initially, according to the Childrens Hospital at Westmead (2008), the CHW adopts line structure to administer the whole operation of hospital. The mission, vision and goals impacts organizational structure of CHW designed; meanwhile, the aim of the structure is to complete the mission, vision and goals (University of Western Sydney 2010). For instance, workforce development which is involved in organizational structure is designed to offer high skill practitioners of tertiary and quaternary care (CHW annual report 2008), so that it can meet the demand of mission to complete the promise of hospital. The relationship between clinical operations and department of nursing shows the influence of mission statement which mentions to set up good consociation. In addition, it can be seen from the organizational chart (The Childrens Hospital at Westmead 2008) that there are many departments found for economics, treatment, health care and training and education. All of them established a susta inable foundation for the achievement of hospital vision, which shows that healthy children for healthy future (The Childrens Hospital at Westmead 2008). At last, the CHW goals direct the development of finance, emergency, health care and other services; it also requires the high quality of staffs. Secondly, line structure has both negative and positive impacts on the development of hospital. Admittedly, the line structure of CHW is clear and simple. It shows the clear relationship between each department. Moreover, the organizational chart shows distinct superior-subordinate relationship. For example, according to the organizational chart, clinical operation directly administers allied health, diagnostics, medical, critical care and emergency services; at the same time, clinical operation hands in summary of annual work and feedback from lower levels to the highest level named chief executive(The Childrens Health at Westmead 2008). Another advantage of CHW structure is that not only one authority to judge all things. It is shown by the Childrens Hospital at Westmead (2008) that internal audit has right to supervise the action of chief executive. Even so, there are also some disadvantages of this line structure. Less communication of parallel departments which may decrease the quality of health service is demonstrated obviously. For instance, it is hypothesised that one child is sent immediately into critical care because of emergency situation, but he has renal disease that has not been checked out. If there is no contact with medical and critical care, this child would have life risk. What is worse, sometimes, highest authority can not receive the feedback immediately or receive untruthful information due to the incautiously negligence or deliberately concealing of middle or lower departments (Marquis Huston 2009). Therefore, the problems of line structure will result in medical issues and descend the health care level of children. Thirdly, according to the CHW goals (The Childrens Hospital at Westmead 2008), one main line of authority and responsibility is combined by finance and corporate services, community relations and marketing and information services and planning. It is believed that excellent staffs are an important foundation of the high quality health care. It is considered that appropriate incentives can retain the health professionals in different environment, especially in rural and remote areas (Dassault and Franceschini 2006). In addition, high standard of meals and accommodation promote the health care condition. Internet service can help families to solve problems at home; as well as, it can help to book the services, which saves time if it is not emergency problem but some small health issue. Furthermore, fundraising from companies or individuals creates equal chance for every child to accept treatment. It is shown by The Childrens Hospital at Westmead (2008), clinical operation and its subor dinate departments combined into another main line push hospital to realize the goals. For example, hospital strengthens the infrastructures (such as advanced equipments) of emergency services, so that patients can accept efficient cure in time. The increase of whole level of clinical services improves the clinical safety and helps to practice good quality health care. Moreover, some parts of the CHW structure can help to achieve the hospital mission to a certain extent. For example, Allied health in the structure provides the service to meet the requirement of chronic and complex care which is mentioned in hospital mission (The Childrens Hospital at Westmead 2008). There is a relationship between clinical operation and nursing. Nurses and clinical staffs keep in touch and share working experience with each other to establish good partnership described in mission (The Childrens Hospital at Westmead 2008). Nurses also can express the requirement or complain of patients to clinical practitioners, so that hospital could ensure the profits of children. Whats more, training and education bring up professionals to keep the high quality services. Admittedly, the organizational structure helps to reach the goals. For instance, internet service provides a link to save time of patients or their families to book services. Allied health service offer various h ealth services to detective health issues in the early stage of children. Finally, some aspects of the CHW structure could assist the development of hospital and solve some problems. It has been mentioned that there is an internal audit existing with chief executive, so it enhances hospitals monitoring, which may avoid the appearance of bureaucracy to a certain degree (Withey Gellatly 2007). The good cohesion and cooperation between different services can make sure the high quality health service and medical safety of patient. One exact situation is that nurses and clinical operations have built a good relationship, which could be useful to operate clinically and solve problems such as conflict between patients and doctors (The Childrens Hospital at Westmead 2008). However, some aspects of this structure also can have negative impacts on the development of hospital and the solution of problems. In spite of the relationship between nursing and clinical operations, it is not enough partnerships for the hospital to promote its health care quality. For exampl e, the lack of linkage between the department of workforce development and clinical operations is one important issue. It is stressed that the method of training workforce is changing with the change of clinical demand (Withey Gellatly 2007). As a result, the lacking communication between these two departments may lead to the waste of resources including human resources and material resources. Thus, to sum up, the line structure of the CHW is designed to reach the hospital mission, vision and goals; meanwhile, organizational structure is impacted by mission, vision and goals. Moreover, line structure has both merits and demerits in supply of health care services. In addition, there are two main lines of authority and responsibility which boost the completeness of hospital goals. Furthermore, some functions of hospital structure are useful for hospital to achieve its mission and goals. At last, the aspects of line structure both assist and descend the development of the CHW. Consequently, mission, vision and goals impact the establishment of organizational structure; and organizational structure can help to achieve them. It is recommended that the hospital should change the settled mode of line structure into the informal mode that is more flexible; and hospital might increase the chances of lateral communication as vertical communication (University of Western Sydney 2010) .

Private Schools vs. Public Schools :: Private Schools vs. Public Schools

  Ã‚  Ã‚  Ã‚  Ã‚  Many people in today’s society believe it’s wise to send their children to private schools. In making the decision on whether to put children in public or private schools, they look to four main factors: curriculum, class size, the graduation rate, and cost. When people have to pay for something, their first thought is, â€Å"Will I be getting what I’m paying for?† With a private school education, the amount you have to pay is usually well worth it. Public schools offer diversity. Here students can find people who are just like them and can associate better. Wherever you live, you have to send your child to the closest school. There’s no choice on what public school you can send your child to, whereas for private schools you can pick to send your child there. It’s not an easy choice for parents to decide, but many factors point toward a guarantee that a good education would be achieved, which is most important.   Ã‚  Ã‚  Ã‚  Ã‚   In general, private schools are more focused and dedicated to the education of children. Teachers in private schools often earn more and can be more dedicated when working with parents who are as equally dedicated to their children. Your school is an investment in your child’s future and not a decision to be made lightly. ( http://scsc.essortment.com) In public schools, students are inclined to misbehave because they feel that teachers don’t care about them anyway so they go in thinking that they can do whatever they want and get away with it. Private schools have their own curriculum and if it’s not being followed they don’t have to keep you in their school. With this curriculum come certain rules one must follow while being there. For teachers, some rules that apply are that they set their own standards. Teachers here don’t have a guideline that they all must follow. Each teacher is different and has their own way of teaching that doesn’t have to follow the other teachers way of teaching. In public schools, teachers have a certain curriculum to follow based on the school district in which they teach in.   Ã‚  Ã‚  Ã‚  Ã‚  Class Size is another issue. In private schools there’s usually smaller classes, so students are getting more attention. This makes it better for the students because if they need help, then it’s easier to get help from the teachers and to be more focused because of less noise and easier for teachers to control their classrooms.

Does Patriotism Still Matter?

Does Patriotism still Matter? Ah! You ask me,† Does patriotism still matter? † Well of course patriotism still matters! When you think of all of the love you receive for yourself, shouldn’t you apply that similar love to your country? I could definitely dig out a few explanations. Well first of all, without patriotism we wouldn’t have peace or stability. A good supportive foundation wouldn’t hurt, but bring healing to our soldiers who risk their lives to sacrifice themselves for the love, or patriotism, for their country.Also, during a present war, without patriotism, what is left in this world to support! Pretty much everything that our world is revolving around is war. Lastly, the peace and stability for one’s country is provided by their citizens who show their true patriotism. Second of all, a country without patriotism is like a dog without an owner. When a pup is hungry, an owner’s duty is to feed it, right? Well it’s the sa me with a country, because when a country is empty for patriotism it’s our duty to feed it with patriotism! What kind of a country would it be without the symbol of patriotism?We would be a stray! On top of that, countries are supposed to be united! Patriotism keeps countries together like a family. Being patriotic helps us recollect those who have lost their lives battling and fighting for the rights we own today. Just think, â€Å"What if I had family who fought and lost their life fighting for me? † Think back in history, even during the civil war when to regions of the U. S. were bludgeoning each other for the right of freedom of slavery. One of the most famous Generals, Stonewall Jackson, was killed fighting for his region.Patriotism is what held him up to lead up to his death. He was confident and patriotism motivated him. Or what about Major General Howe who lost his life in the Battle of Bunker Hill? He also was physically and emotionally motivated by patriotis m. Okay, I think that I have specified my hypothesis. The answer to the question, is patriotism still important, is strictly, yes! Patriotism plays a major role in modern society and is one of the main components in our political office. All I know is, I love my country like hot fudge on ice cream!

Kant The Problem of Modern Philosophy Essay Example

Kant The Problem of Modern Philosophy Essay Example Kant The Problem of Modern Philosophy Essay Kant The Problem of Modern Philosophy Essay Metaphysics in Kants Work In Immaneul Kants work, Prolegomena to Any Future Metaphysics, the principle idea or question of discussion is whether or not metaphysics is possible.Although this is clearly the objective of his argument, the author is not concerned with constructing metaphysics.Rather he uses this question as a method of articulating the problem of modern philosophy, for by creating an inquiry of the theory of metaphysics one is forced to examine its conditions of possibility.This problem of modern philosophy is based on the gap between the phenomenal and the noumenal, or the experience of reality and the knowledge of reality, as illustrated by the renowned empiricist, David Hume.According to Hume, we are fundamentally limited to the phenomenal, holding only our impressions as true based on perception.In contrast, Kant introduced the idea that the mind leaves an impression on perception, which illustrates cooperation between the mind and experience based on their conformity, t! hus explaining know ledge.This innate form has been given to us, and through time and space we are allowed a certain amount of flexibility within boundaries.The genius of Kant lies in the fact that he created an image of reality that was not possible with Hume, for he instilled a level of confidence through recognition of our limits.Therefore, the significance of Kants work is that it portrays the parameters within the mind, which in effect turns Humes skepticism into positive reinforcement of experience. It was Humes belief that you must have experience to have anything at all, for existence must be perceived through impression.The problem of this lies within the fact that our knowledge is restricted to appearances, for we will never know the true nature of things as they are in themselves. Moral law in Kants Conception Kant identifies something as the moral law as it is this purity that Kant acknowledges to exist withoutfirst needing to be perceived (which would therefore rely on that perception to validate it), and rightly claims as the absolute.He further argues that since this true and pure is omnipresent, then it is humanitys duty to hold itself to it, no matter how the inclination or desire to reason away from, or to ignore it, may tempt us.Kant then concludes that since it is this moral law that all beings are based, it is thusly imperative for the collective method, which we so direly depend upon to interpret and utilize the universe, should at its roots solely rely upon that knowledge given to us innately, and not upon empirical and anthropological grounds. Kant identifies this moral law by recognizing the innate sense of duty bestowed upon every being. That there must be such a [pure] philosophy is evident from the common idea of duty and of moral laws.Everyone must admit that if a law is to be morally valid, i.e., is to be valid as a ground of obligation, then it must carry with it absolute necessity. If a being has this idea of duty, of the need to fulfill, it is obvious that it should and must live in accordance to that obligation at every moment and in every way.The concept of survival in the animal kingdom supports this idea well.If we examine an animal and its daily activities, such as hunting for food, protecting its territory, and mating among others, we observe a duty in that animal to stay alive, to see another day. Those who have a Kantian way of thought believe in the universal laws which is when something is commonly known as right or wrong. People like this believe that an action has moral worth if it is done as the right thing to do. In this situation, the right thing to do would be to not cheat on the test because it is commonly known that cheating on a test is wrong. Kantians dont think too much about the consequences of the action or the effects it will have on others. They believe that people should treat others the way they want to be treated. For example, would you want someone in your class to cheat on a test when you’ve worked hard studying? This is known as the Categorical Imperative.

The Stanford Prison Experiment Essays - Psychology, Conformity

The Stanford Prison Experiment Essays - Psychology, Conformity The Stanford Prison Experiment "Evil is knowing better, but willingly doing worse." (Philip Zimbardo) Amongst various famous psychological experiments exist a few infamous and terrifying psychological experiments. Psychologist Philip Zimbardo's Stanford Prison Experiment of 1971 involved 24 innocent, middle-class men and countless acts of dehumanization and brutality. This experiment took place in a mock prison in a basement of Stanford University in Stanford, California. The Stanford Prison Experiment was a study of the psychological effects of becoming a prisoner. This was a touching experiment because it showed how an environment manipulates good-natured people and gets them to commit unforgiving acts. Zimbardo wanted to show what happened when individuality and dignity was stripped away from humans. He wanted to know how individuals would feel if their lives were completely controlled. Zimbardo wanted to investigate the impact of situational variables on human behavior. Zimbardo's aim was to bring forth the reactions of both, the participants and the guards. The experiment included two main variables: assigned roles and changes in behavior. Assigned roles were known to be independent variables. Prisoners were picked up from their homes. Upon reaching the mock prison, the jailbirds were thoroughly searched and fingerprinted. After the jailbirds were dressed in smocks with no underclothes, they were placed in holding cells. In addition, they were given identification numbers and were forbidden to use names. In contrast, the guards were given no special training. Guards had the free right to do whatever necessary to maintain law and order and command respect. The so-called protectors were dressed in identical uniforms, carried whistles and batons, and they wore mirrored sunglasses to make themselves appear less human. The dependent variables were the changes in behavior. Prisoners rebelled by removing their stocking caps, scratching off their numbers, and barricading themselves in cells. After at least 36 hours of the experiment, the pri soners were emotionally disturbed and were crying uncontrollably with rage. Thus, the initially two-week planned experiment was called off after just six days. On the other hand, guards forced prisoners to perform exercises. The guards sprayed prisoners with fire extinguishers, and stripped their prisoners naked. The security officers who were to maintain peace and protect their prisoners promoted aggression between inmates and forced prisoners to defecate in buckets instead of toilets. In addition, they forced prisoners to clean toilets with their bare hands. The researchers created a mock prison in the basement of Stanford University and randomly assigned people as prisoners or guards to note their reactions. Advertisements were placed in local newspapers, offering "$15 a day to participate" (Zimbardo 2) in the experiment. Only "24 male subjects, physically and mentally healthy" (Zimbardo 2), were chosen as the participants of the experiment. Prior to being selected, the participants were randomly divided into two groups; there were 12 prisoners and 12 guards. The Palo Alto Police of Palo Alto, California, "Agreed to arrest' the prisoners" (Zimbardo 2). The prisoners were treated like real-life suspects. They had their rights read and fingerprints taken. Zimbardo acted as the warden for the duration of the experiment. He informed the guards that the guards were expected to abide only one rule: no physical punishment was allowed. Other than that one rule, guards were to do what pleased them best. The guards addressed prisoners by the c aptives' identification numbers. Prisoners had a small chain around one ankle to remind them that they were inmates. Conditions were tough throughout the experiment. Prisoners were supplied with basic sleeping mattresses and simple food. Throughout the experiment, Zimbardo acted as a spectator as well as an observer and note taker. Data collected was both quantitative and qualitative. Video recording equipment was placed behind an observation screen. Within days, the guards became sadistic and the prisoners were recipients of countless beatings and emotional breakdown. A few participants were released early because of extreme stress. Zimbardo continued to overlook the abusive behavior of the prison guards. That is, until "A new assistant professor at the University of California at Berkeley" (Zimbardo 3), Christina Maslach, voiced objections to the conditions of the prison and the continuation of the experiment. The simulation became so real that the experiment had to be shut down a fter only six days rather than the

Media Ethic personal statement Essay Example | Topics and Well Written Essays - 500 words

Media Ethic personal statement - Essay Example ay I decide to report events can either create peace or chaos in a certain situation and therefore, I must constantly adhere to the highest principles of media ethics as I go about completing my tasks on the job. I was amazed to learn that as a media practitioner, I would oftentimes find myself at the crossroads of having to deal with news manipulation versus reporting the truth, or having to choose between public interest and the right of a person to privacy, and most specially, I found myself highly concerned by the fact that the interests of the media when it comes to reporting and informing the public may oftentimes find roadblocks in terms of our national laws. As a journalist, I would definitely have my work cut out for me in the future. But, if I had chosen to take the path of entertainment media instead, I would find myself having to deal with the ethics of censorship and the right of people to choose. There is also the problem posed by conflict of interest regarding product placement in shows that I might become involved with. Not to mention having to deal with the constant stereotyping in Hollywood that often leads to the presentation of taboo topics that most audience members and censors may deem unethical. However, since i trained for the job, I will know exactly how to strike a very delicate balance among all the factors involved. It wont be easy but, thanks to my ethics classes, I will know exactly how to handle the situation should it arise. Having been educated by our classes in the various types of ethics involved in media relations, I have come to realize that ethics as a moral philosophy is something that I shall have to deal with on a daily basis in my line of work because I will be constantly defending and recommending concepts of right and wrong to various people whom I work with very closely. That is because I now understand that every action I choose to take will result in certain positive or negative consequences for other people.

CRJS478IP3 Research Paper Example | Topics and Well Written Essays - 1000 words

CRJS478IP3 - Research Paper Example The focus of this process is on the short tandem repeats (STR) that have short units of DNA that are repeated several times in a row. After the DNA is isolated and amplified it is treated with restriction enzymes. The process cuts the DNA strands at definite sequences called restriction fragment length polymorphisms (RFLPs). Since everybody’s DNA is different the resulting RFLPs will be of different sizes. These fragments are observed in gel electrophoresis; a process that separates DNA based on the size of fragments (Brown, 2010). RFLP analysis is based on the fact that since everyone’s genetic sequence or the variable number of tandem repeats is different this result in the different sizes of RFLPs. Gel electrophoresis involves separation of the fragments of DNA as they migrate through an agarose gel when an electric current is applied to the gel. The DNA that has separated is then drawn out of the gel with a nylon membrane which is treated to break the hydrogen bonds holding the DNA strands together. The separated strands of the DNA are then incubated using a radioactive probe and cross-linked to the nylon membrane of a strand comparable to the VNTRs. The radioactive probe is visible on a photographic film as a dark spot is left on the film because of the light that is given off when the probe decays. Different people have different patterns and these constitute the fingerprints. This protocol of DNA fingerprinting is called Southern blotting (Brown, 2010). The main objective of DNA analysis is to obtain an observable representation of the DNA from the crime. The DNA profile obtained from DNA fingerprinting must match the DNA from the suspect or a profile in the DNA database. The three possible results from comparing a DNA profile of the sample to the suspects DNA profile and it can either be inclusive, exclusive or inconclusive. Inclusions occur where the suspects DNA