The Imaginary Indian and the Noble Savage Essay Example | Topics and Well Written Essays - 250 words

The Imaginary Indian and the Noble Savage - Essay Example ..collecting and displaying "Indian" objects and†¦"Indians" as objects or human specimens, constructing pseudo-Indians in literature...dominating or colonizing First Nations people†¦salvaging...material fragments of a supposedly dying native culture...† (p. 267). She notes that many modern Native Americans wanted to be â€Å"white† or at least not different, even as Native Americans are considered exotic. The â€Å"imaginary Indian†, then, is the mythological construct of the Native American (and, to an extent, aboriginal peoples in general) by people in the West who seek out what they want in this definition: Constructing the savage as violent and warlike if the goal is conquest, as shamanic and in touch with nature when Western anxieties over their own relationship to nature and God is being threatened or challenged. But the definition itself requires reference to other concepts, like â€Å"postmodernism†, or a challenge to unrestrained narrativ es of progress created by modernity; â€Å"fine arts institution†, itself an abstract concept based on cultural definitions of â€Å"fine art† dominated by social elites; â€Å"colonization†, or the intellectual and physical process of domination of other societies; and â€Å"hegemony†, or discursive dominance by established groups.

James Madison Essay Example | Topics and Well Written Essays - 1500 words

James Madison - Essay Example Madison firmly believed in the strong unification of the country. Origin The fourth President of United States, James Madison (16th March, 1751- 28th June, 1886) made a massive contribution towards building the foundation of the nation. This great leader was born at Belle Grove Plantation situated near Port Conway, Virginia. His father, James Madison Senior was the largest landowner (with 5000 acres of land) and a leading citizen of the Orange Country. His mother, Nelly Conway Madison was the daughter of a prominent planter 2 and tobacco merchant. Thus, Madison was born in quite a prosperous family and as the oldest of 12 children was given suitable education at each step of his life. Both his parents had a considerable influence on him and his career. James Madison attended Princeton College (previously named College of New Jersey) and graduated in 1771. On 15th September, 1794, James married a widow, Dolley Payne Todd (20th May, 1768) and adopted her son, John Payne Todd. Dolley wa s the sister of Lucy Payne who married one of President Washington’s nephews, George Steptoe Washington. Dolley was expelled from the Society of Friends for marrying a non-Quaker. Ratification of Constitution Madison greatly contributed towards the ratification of Constitution by writing several Federal essays along with John Jay and Alexander Hamilton. Madison had extensively studied the ancient and modern confederacies and he understood that the republic would perish if it did not have a strong central government. He contributed twenty nine out of eighty five articles that were published in various newspapers. At 1787 Constitutional Convention, Madison’s draft of Virginia Plan and his revolutionary three-branch federal system became the basis for the American Constitution of Today. Afterwards when addressed as the â€Å"Father of the 3 Constitution†, Madison deliberately played it down by saying that the document was not â€Å"the off-spring of a single brain †, but â€Å"the work of many heads and many hands.† Political Views James was very much a liberal politically. He believed that as the governments were formed after a formal election and by popular choice of people, hence if that government failed and became oppressive then people should have the full right to cause a revolt and overthrow that government. James respected privatization in the form of properties and religious liberties. James Madison had helped to write the Federalists Papers. According to him, the national government should be empowered to act directly on persons while safeguarding the integrity of the State Sovereignty. Hence, this also makes him Federalist in a political way. James was a republic too. His life was devoted to the cause of self government. Dislike of Slavery James Madison regarded slavery as a form of cruelty where one person was treated as a property of another individual and traded in the same way as human does. In a letter to Robert J. Evans, Madison writes, â€Å"[I]f slavery, as a national evil, is to be abolished, and it be just that it be done at the national expense, the amount of the expense is not a paramount consideration.† 4 James Madison appealed to the public to abolish slavery and to treat the slaves as human beings and not merely as property. Favored Congress Over State Legislature James Madison favored the Congress over the

Media Trial Essay Example | Topics and Well Written Essays - 500 words

Media Trial - Essay Example The three most common types of media trials utilize narratives taken directly from entertainment media: abuse of power, the sinful rich, and evil strangers. These themes provide the news media with powerful pre-established conceptual frameworks to present and mold the various aspects of a trial's coverage." President Clinton is accused of obstruction of justice and perjury while attempting to conceal an affair with a White House intern. Verdict: The president is found innocent of the charges as U.S Senate votes on both articles of impeachment fall short of the two-thirds majority required to convict. Defendants: Clinton impeachment (1999) The impeachment trial of President Bill Clinton followed the lawsuit filed by Paula Jones on May 6, 1994 in the United States District Court for Eastern Arkansas for violations of her federal civil rights in 1991 by the president while he was governor of Arkansas and she was an Arkansas state employee, during which time Governor Clinton allegedly made crude sexual advances which she rejected. The name of Monica Lewinsky, who had worked as a White House intern in 1995 was included in a list of potential witnesses prepared by the attorneys for Ms. Jones that was submitted to the President's legal team. Ms.

Strategic Management and Governance Essay Example | Topics and Well Written Essays - 2500 words

Strategic Management and Governance - Essay Example According to research, the inclusion of sustainable considerations in the process of formulation usually forms the basis of sustainable competitive advantage for most of the firms. In this relation, it is apparent that it is essential to have a sustainability focus during the formulation of strategy. Subsequently, it is important to critically analyze how this process has helped firms to achieve complete sustainable competitive advantage. Besides, this paper will also evaluate the relevance of the sustainable considerations during the formulation of strategy when an economic recession period is being experienced. In strategy formulation, sustainable consideration refers to environmental, social and economic considerations use din strategy formulation. Therefore, there is a great importance that lies in the ability to consolidate various factors that play a certain role in the organization of effective processes and activities within any organization or firm. In the current environment, there are various environmental, social and economic terms that have been developed to refer to the concept of sustainable development. This is in relation to the organization. The most common ones are corporate social responsibility, sustainability and corporate citizenry. The aspect of sustainability is based on one of the simplest principles. It entails the need to put everything that is required for survival and wellbeing independent on the natural environment in either a direct or indirect way. In this sense, with sustainability, human beings and nature are able to create and sustain an environment that produces product harmony. In turn, this environment can permit the fulfillment of the economic and social requirements among other needs of the present and future generations. Sustainability is a crucial element in the process of corporate management where environmental, financial and social performance in the effort to achieve competitive

Read the three articles in the instructions . Then, write three Assignment

Read the three articles in the instructions . Then, write three synopsis of the work - Assignment Example uses direct communication). He comments that the concepts of high-context and low-context cultures and polychronic (i.e. multitasking) versus monochronic time (i.e. one thing at a time) orientation are useful, but ambiguous. The next theory comes from Hofstede’s cultural dimensions. These dimensions pertain to: power distance, individualism /collectivism, masculinity/femininity and uncertainty avoidance (Dahl 12). Dahl commends the model for its simplicity and widespread application on different cultural interactions. Dahl also explains Trompenaars and Hampden-Turner’s seven value orientations. These orientations are: universalism versus particularism; communitarianism versus individualism; neutral versus emotional; defuse versus specific cultures; achievement versus ascription; human-time relationship and; human-nature relationship (Dahl 14). Dahl explains the connections between these orientations and other intercultural theories. In addition, Dahl describes Shalom Schwartz’s Schwartz Value Inventory (SVI). SVI has two categories: individual-level analysis and cultural-level analysis. Dahl concludes that there is no one theory of cultural dimensions. In the article, â€Å"What Do Employers Really Want? Top Skills and Values Employers Seek from Job-Seekers,† Randall S. Hansen and Katharine Hansen discuss the major skills and values that employers desire from their employees. They want to help job-seekers become more employable for target employers by explaining these skills and values and how the latter can appear in resumes, cover letters, and interviews. Hansen and Hansen discuss that the top main skills that employers want from employees are: communication skills, analytical/research skills, technical literacy, flexibility, interpersonal abilities, leadership and management skills, multicultural sensitivity, planning and organizing skills, problem-solving/reasoning/creativity skills, and teamwork

Food Crisis Essay Example for Free

Food Crisis Essay According to World Bank, they blame that the food crisis in Africa are causing by trade barrier. A lot of countries in Africa are restricted importing food from the border. Due to unfertilized land in a lot of parts in Africa, it causes people to discourage to be a farmer, so the food supply is less. However, African population is increasing rapidly. Therefore, the demand for food will just keep increasing. As a result, the demand for food would exceed supply for food in Africa. Before I move on to the next examples, I need to explain about the result of the demand exceed supply. Identical products around the world should fix in the law of one price, which mean that the identical products should sell at the same price around the world. This is because if it is not the same price, the country that sell high price would go to buy the low price product from another country and sell it to their country. Therefore, the country that sell product for low price with get a result in increasing demand which result in increasing in price. The supply for the high price product will be more because people import to sell in country, which result in decreasing in price. At the result, both countries will sell product at the same price. This will cause the exporter by the rest of the world need to sell the product at the same price (world price). Therefore, we can draw it in the graph as vertical lines while the supply in the country as an upward-sloping and the demand is downward-sloping, but food is necessary product, so the line should be more inelastic. Now we can plot all of this in to a graph, and a graph will look like this. The import is horizontal because of the world price, so they need to supply at this price. As you can see from the graph, the import is restrict at only the small amount according to Africa, only 5 percent of the food import, which resulting in demand exceeding supply, so we can apply this to the food crisis by trade restriction. Therefore, the price of food is increasing because there is high demand for food than supply in Africa, while the farmer is not encouraging by the government because only a little profit goes to them even though the price is high due to the government policy, so he Africa people suffer from hunger due to the unaffordable price of food. Not only Africa that face food crisis, but also the world is suffered during 2008. According to Europe, they claim that the world food crisis is because the trade restriction of many countries in the world such as Argentina, Russia, Japan and South Korea. These trade restrictions cause the price of food in the world to increase. People cannot afford the high price. Thus, the food crisis occurs and suffers many countries around the world. Food crisis occur in the country may lead to other problem. For example, the protest in Egypt also cause by raising cost of food in the country because of trade restriction. In long term solution to solve food crisis should be that the government should not intervene food price because food is necessary product; they choose restrict on the unnecessary product such as cigarette or alcohol instead. 20 million people in Africa are suffering from hunger nowadays due to this food crisis causing by trade restriction.

Reflection on Inter-professional (IP) Working

Reflection on Inter-professional (IP) Working Introduction. Professional development and up to date practice is a requirement of the nursing profession. Reflection is a vital component of this (Gustafson and Fagerberg, 2004) and allows nurses to critically and actively evaluate their practice in the light of current research and their own learning. Reflection has been defined as a process of describing experiences and then using reflection as a basis from which to ask questions about practice (Bowden, 2003). The NMC (2004) states that nurses should use professional standards of practice to self-assess performance. This essay evaluates my own learning in relation to the NMC Standards through the use of a reflective cycle by Gibbs (1998) (see Appendix). The focus of the reflection is Inter-professional (IP) working. IP is a fundamental component of education programmes for Nursing, Midwifery and Allied Health Professions (Pollard et al, 2004). The NMC (2004) states in the standards of proficiency for entry to the register that student nurses sh ould: â€Å"consult other health care professionals when individual or group needs fall outside the scope of nursing practice.† (p26). â€Å"utilise a range of effective and appropriate communication and engagement skills† (p 27). â€Å"seek specialist/expert advice as appropriate.† (p28) â€Å"establish and maintain collaborative working relationships with members of the health and social care team and others.† (p32) â€Å"participate with members of the health and social care team in decision-making concerning patients and clients.† (p32) â€Å"review and evaluate care with members of the health and social care team and others.† (p32) Description: What Happened. In providing care for clients allocated to me on the general medical ward, I engaged with the case of Mrs B, who had been admitted seven days previously from a nursing home with dehydration and confusion. Mrs B was registered blind, and required full nursing care which was delivered according to a care plan. Having been treated with IV fluids and encouraged with diet and oral fluids, she had made a good recovery and my role was to implement a discharge planning process with her, so that she could return to the nursing home. In order to assess her discharge needs, I consulted occupational therapy colleagues, dieticians, medical colleagues and social work colleagues to ensure that her needs would be met in her home environment. I also attended the ward rounds with the medical consultant and his team, to gain the expert advice needed to ensure all Mrs B’s needs were met and that she was well enough for discharge. In collaboration with other nursing colleagues and the occupational therapist, dietician and social worker, I reviewed the care plan, carried out a thorough reassessment and evaluation of Mrs B’s condition, medication and ongoing care needs, and drew up a comprehensive discharge plan, including communication to the receiving nursing home. I also discussed all of her needs with Mrs B, and her family, and ensured their input was included into the discharge plan. Feelings The sense of responsibility attached to discharge planning is considerable, and I was aware that I needed to ensure all Mrs B’s needs had been addressed. I felt uncomfortable in some of my interactions with other professionals, and frustrated at times with communication issues. Evaluation I felt confident in care planning and evaluation, having had ample opportunities to develop these skills over my training, but was also aware of the scrutiny of colleagues. This kind of scrutiny was double-edged, in that I felt uncomfortable to be the subject of scrutiny but that it also helped me to focus on the highest standards of care. It was difficult sometimes to ensure timely communication with these colleagues, and the responsibility for ensuring collaborative working and good communication was also somewhat stressful. Analysis At this stage of my training, I was very aware of requirements that I meet standards of competency related to the nursing role. This led to an initial reconsideration of what competency actually is. For example, competency has been described as being able to complete tasks (Gonczi 1993), but professional competence is much more than this. In this case, the ability to complete single tasks was evident in my ability to plan and manage care. Identifying individual nursing tasks in relation to Mrs B was a part of this process, and the process contains in-built mechanisms of evaluation which, if applied objectively, allow the nurse to ‘tick off’ tasks as achieved or in progress. But the complexity of care planning does not led itself to a simple task-based approach, and it is here that the greatest challenge to competence can be identified. The holistic approach to nursing requires the nurse work in a collaborative, inter-professional manner. In particular, it is important to take into account the context of nursing care and presence and contribution of others, including their effect on performance (Ashworth and Saxton, 1990; Field, 1991; Collins, 1991). The NSF for Older People demands the provision of care services which are based around the needs of older people and their carers (DOH, 2001). In order to meet these needs, there is a need to employ â€Å"an integrated approach to service provision†¦ regardless of professional or organisational boundaries.† (DOH, 2001, p9.) Thus IP working can be seen to be fundamental to the process of discharge planning for Mrs B. One of the challenges for my practice was to identify all the other professionals who might need to be engaged in this process. Some of these were obvious, such as the medical team, other nurses, and the dietician, who already played a fundamental role in her care management and implementation. The other professionals involved were not as obvious, and I had to consult with senior nurses to identify where other professional colleagues might be important in discharge planning. There were also other challenges in this process, in engaging with other professionals and carrying out individualised discharge planning. The NSF for Older People recognises that this has been a problem in the past, acknowledging that organisational structures have hitherto had the effect of impeding the provision of individualised care management packages (DOH, 2001.) One of the difficulties I reflected upon was the conflicting demands of such an individualised process which formed only one of my many nursing duties in a busy medical ward environment. And the sense of achievement I felt in taking such responsible role was not always reflected in the ways in which other colleagues interacted with me. Discussion with other nursing colleagues, and some exploration of the theoretical and research literature on this subject identified that this is no new experience for nurses engaged in IP working. Research seems to indicate that medical hegemony leads to the pivotal role of nurses in IP working being largely unacknowledged, which can affect the development of collaborative care practices (Coombs and Ersser, 2004). However, a new awareness of this issue made me more confident and proactive in engaging with other professionals, which led to a negotiation of sorts, during the communication process, between my role and some of their perceptions of my role and position in the institutional hierarchy. There were definite lessons to be learned from this in particular. Adapting modes of communication, paying attention to communication, and formalising communication through detailed record keeping all supported this process. I also learned how vital the nursing role is in inter-professional, client-centred working, if the highest standards of care are to be consistently achieved and maintained for every client. Some authors argue that nurses, as the primary care contact for the majority of patients, should seek to distinguish and celebrate their practice as professionally discrete from that of others because of their intimate and sustained knowledge of their clients (Price, 2006). This is a really important point, and one which allows me to take my experience forward into future practice and build on my confidence in addressing challenging situations. Conclusion I felt that I ‘matured’ through this particular care incident and my own reflections upon it, coming to terms with a sometimes uncomfortable reality of persistent hierarchies, stereotypical beliefs and defensive protection of professional role boundaries. My own competence in achieving an excellent discharge process, engaging in communication despite considerable challenges, and ensuring individualised care in an IP context were all signposts of considerable achievement in my professional journey. However, I could also have perhaps worked more collaboratively with other colleagues, qualified nursing colleagues in particular, who might have been able to give me some advance warning of these issues and perhaps identified ways in which I could overcome them. Instead, I learned the hard way. Action Plan Explore alternative strategies for inter-professional communication. Carry out further research into the challenges of IP working and its benefits. Explore ways to safely challenge rigid roles and hierarchies whilst still providing client-centred care. Seek out support from colleagues when challenging situations arise and build on this experience in future nursing practice. Carry out future cycles of reflection on similar clinical issues, and compare these to previous reflections to clearly signpost my own learning and development. References Ashworth, P. and Saxton, J. (1990).On competence. Journal of Further and Higher Education, 14, 3-25. Bowden, S.D. (2003) Enhancing your professional nursing practice through critical reflection. Abu Dhabi Nurse Summer 28-31. Collins, M. (1991). Adult education as vocation. London: Routledge. Coombs, M. Ersser, S.J. (2004) Medical hegemony in decision-making – a barrier to interdisciplinary working in intensive care? Journal of Advanced Nursing 46 (3) 245-252. Department of Health, (2001) National Service Framework for Older People. Available from www.dh.gov.uk/publications accessed 22-3-07. Field, J. (1991). Competency and pedagogy of labour. Studies in Education of Adults, 33(1), 41-52. Gonczi, A. (1993). Competence and competencies: A global perspective. Paper presented at the First National Conference on Competencies in Nursing Adelaide: Australian Nursing Federation (SA Branch) Gibbs, G. (1988) Learning by Doing. A Guide to Teaching and Learning Methods Further Education Unit, Oxford Polytechnic, Oxford Gustafsson, C. and Fagerberg, I. (2004) Reflection: the way to professional development? Journal of Clinical Nursing 13 271-280. Knight, P. (1995) Assessment for Learning in Higher Education London: Kogan Page. Neary, M. (2000) Responsive assessment of clinical competence. Nursing Standard 15 (10) 35-40. Nursing and Midwifery Council (2004) Code of Conduct Available from www.nmc-uk.org Accessed 30-4-07. Pollard, K.C., Miers, M.E. Gilchrist, M. (2004) Collaborative learning for collaborative working? Initial findings from a longitudinal study of health and social care students. Health and Social Care in the Community 12 (4) 346-358. Price, B. (2006) Exploring person-centred care. Nursing Standard 20 (50) 49-56. Appendix Gibbs (1988) Cycle of Reflection http://www.nursesnetwork.co.uk/images/reflectivecycle.gif