Asl: Going Deaf for a Day Essay

Going deaf was a different experience for me. It was the most difficult challenge I’ve ever done. It completely sucked that I couldn’t use most of my electronics. I couldn’t use my phone to call my mom but I was able to text her. I couldn’t listen to music which was the worst because I have to listen to music when I’m working out, cooking or doing work for school. But being deaf wasn’t all that bad. One of the best things of being deaf was not listening to my mom complain! My mom couldn’t get mad me because she knew I couldn’t hear anything. It was also very peaceful around the house for me. I don’t have to listen to loud vehicles that come down my street, neighbors dog barking and my neighbor’s loud spanish music. There some things that I did have to adjust to my daily life. I usually have to call my younger sister to tell her that the food is done or clean her room, but my sister never hears me so I have physically grab her attention. Instead I used a bell to call her or throw a ball at her to get her attention. Also I usually watch my anime shows but since I can’t hear anything, I watched it with subtitles without sound. People usually responded to me screaming at me but they forgot that was going death for a day. My mom had throw something at me to get my attention and my sister would grab me if she needed anything. Or they would write their questions on paper but most of the time I would read their lips There were few difficult things that I went through. When I have no internet, I couldn’t watch my anime or other shows. I had to put my phone on vibrate and always to have it with me. There wasn’t much difficulties besides these but everything else was easy. I’m Khmer/Laotian and it was hard for me to understand my grandparents since they don’t speak english. I learned that without hearing, it’s hard to communicate with other people and family. Without language, it’s hard to understand somebody’s culture. ‘

Culture and Special Education Essay

In this paper we concern ourselves with the ways in which schools in general and special education procedures in particular tend to not be successful for those of our students who are from a different culture. (While we focus on Canadian Aboriginals, we also extend our thinking to those children who come from different races, ethnicities, socio-economic backgrounds, etc. ) We outline the stories that have brought us to this place. We then go on to suggest that the adoption of different understandings and approaches could lead to the academic success of children from a variety of different cultures and backgrounds. We conclude with some direction for change. In this paper we, two white educators, concern ourselves with the education of those students of Aboriginal descent who are seen by the school system as special. Our concerns are based on the stories we use to understand ourselves and our actions – stories of mistold history, socio-political issues, racism, the misuse of science – and the ways those stories disadvantage those who are different. Our hope is that we can begin to explore different more hopeful and empowering stories. There are many reasons to be concerned about the existing state of special education, particularly with our Aboriginal students. Currently the following are common; 1. Our special education classes are top-heavy with Aboriginal and disadvantaged students. 2. We tend to focus on the deficits in other children rather than on the possibilities. We could embrace the position of William Glasser (1986): we choose to be whom and what we, and others, believe we are. [1] 3. We do not concern ourselves with the differences brought to school by children from other than the dominant culture. [2] 4. We are asking all small school children to do the pretty much the same thing at pretty much the same time and to meet some arbitrary standard of what they should or should not be able to do. We act despite current research concerning physiology and early childhood experience, which suggests that children are not ready for the same task at the same time. 5. The tests that we give children to determine the reasons for failure at school tasks are fallible and culturally insensitive and subjective. 6. A label tends to freeze a child in the definition attached to the label. 7. We have a tendency to blame the victim or to blame the social background rather than look at ways we can change. Clearly we need to find another way of viewing children and their learning. We are hoping to uncover stories that currently mediate, impair and colonize our special education practices, thereby beginning a dialogue concerning alternative stories of strength, knowing and power. Stories that Get in the Way History Stories Malia Kan’iaupuni (2005) tells us how archeologists and historians have accepted a theory of accidental migration from Polynesia to the Hawaiian Islands to explain a 2200-mile voyage on the open seas. This in spite of evidence to the contrary, which makes it clear that the early Polynesian explorers did indeed have the sophisticated system of navigation needed for a planned and successful voyage. Malia Kan’iaupuni’s point is that the assumption of a people with no learning, no culture, no anything but maybe good luck, made it possible for colonizers to take on – in their own minds – the mantle of rescuer. Iseke-Barnes (2005) is also concerned about the misrepresentation of Indigenous history and science. She wants us to challenge those assumptions that the colonizers found a people in need of saving from their own ignorance. Paulo Freire (1971, 1997) has spent many years studying the impact of oppression on the colonized. In the name of saving a backward people from themselves the colonizers were able to perpetuate acts of cultural genocide and worse. The use of this story continues to impact on how the dominant cultures act out their oppression. History is written by the winner, therefore we need to be highly critical of the history we read. While more blatant misrepresentations of the history of Canada are beginning to disappear, the whole story of colonization is not being told or written or disseminated. Instead, we are still trying to save lost Aboriginal souls. History stories mediate, impair and colonize special education practice, which we will illustrate by describing a socio-political and a scientific rigor story. A Socio-Political Story This is a story of the purpose of education. We suppose schools are places where children are educated. But what are children educated to do or be? Gitlin (2005) gives a disturbing answer to this question: [Public education is] not intended to fill the young of the species with knowledge and awaken their intelligence †¦Nothing could be further from the truth. The aim †¦is simply to reduce as many individuals as possible to the safe level, to breed and train a standardized citizenry, to put down dissent and originality. That is its aim in the United States†¦ and that is its aim everywhere else. (p. 22) Many may disagree with this disturbing answer, suggesting that school graduates, for the most part, go on to become productive citizens. But citizenry becomes problematic when referring to Aboriginal peoples – it seems clear that, for the most part, people of Aboriginal heritage do not go on to become productive citizens within the dominant culture. A lack of successful citizenry by Aboriginal peoples seems to justify special education programs that are top heavy with Aboriginal students. But success is politicized. Skovsmose (2005) outlines how schools practice both classic[3] and progressive[4] racism. Such practice allows us as educators not to have to take any responsibility for the failure of the child, as clearly the child brings the cause for his or her weak performance into school. Therefore: Many deficiency theories (theories of the deprived child) follow the approach of racism in explaining away the socio-political dimension of school performances, by privatizing and personalizing the causes of such performance. (p. 5) So: The epistemic interpretation of learning obstacle is not the only one possible. However, processes of exclusion in education can be dressed up in such a way that their political dimension becomes hidden and ignored. It could appear that exclusion is not imposed on students. Instead, exclusion may appear as a consequence of some students’ so-called low achievement. (p. 4) He goes on to say that this leads to a particular way of organizing teaching/learning processes in ways that prevent students from acting like learners. In other words our story leads to actions that support the story. A Scientific Story A scientifically rigorous story dominates special education practice. The story, in brief, is that learning disability can be attributed to biological and environmental factors. Current models of abnormality are often based on the premise that a person will have a biological disposition toward a disorder, but that the presence of a disorder will also depend on environmental factors (Wortman, Loftus, & Weaver, 1999). Brain function consists of biological processes involving genetic tendencies, chemical levels and electrical activity. Normal brain function can be delineated according to normal biological processes. In other words, we assume that learning disability is at least partially caused by excessive deviation from a normal range of biological processes. These biological processes can be measured in terms of genetic profiles, chemical levels (e. g. , hormones found in blood) and electrical levels in the brain. Hence, it is assumed that learning disability can be measured using physiological properties of the brain. These ideas are supported by a dominant scientific culture, where scientific evidence generates facts that cannot be refuted. Special education for children of Aboriginal heritage has been colonized by this scientific rigor story. In schools, we identify learning disabilities as follows: A teacher identifies a student who appears to be struggling, and refers the student to a team of specialists. The specialist tests, diagnoses, labels and sets out a remediation program. The teacher implements the program. It seems like a perfectly reasonable system of trying to help those with disabilities, based on scientifically rigorous knowledge. But the story is flawed in three ways. First, the story of scientific rigor is told by a dominant culture. The colonizers write the books of knowledge, thereby attempting to establish without doubt what is true and what evidence is required to make a truth claim. Culturally laden epistemology certainty invades special education. For example, based on research literature generated by the dominant scientific culture, there is currently little scientific evidence to support a biological cause or disposition for most disorders of the brain (Wortman, et. al. , 1999). It is assumed that biological roots exist that accurately captures a disability label. There is no scientific rigor in labels. The assumptions have pervaded special education and are taken as scientific fact. This is a writing of special education knowledge by colonizers. Second, this scientific rigor story is based on behaviour and biology, while special education practice is based solely on behavior. Teachers, resource teachers, special education consultants and school psychologists base their labels on observing behaviour. Medical technologies are not used to detect genetic make-up, chemical levels or electrical activity in the brain, generating a diagnosis based on deviations from a normal range. We assume that our interpretation of behavior correctly identifies mental disability. But as we are caught inside stories that get in the way, we should not accept our interpretations of behaviour without question. Third, this scientific rigor story is enacted in contradictory ways. To see the contradiction, we need to set the stage by describing physiological and behavioural evidence generated by scientific research. Studies of the physiology of the forebrain and hindbrain have shown that the slow processing of learning cannot occur during a moment of fear (Kalat, 1988). Based on this physiological evidence, educators might wonder about school and classroom environment. If a child is afraid, or afraid to learn, then they will not learn. Researchers have found connections between emotional states and learning (Zimbardo & Gerrig, 1996). Evidence of a connection between learning and emotion is accumulating to such an extent that there is a branch of psychological and educational research concerning emotional intelligence (EQ). For example, researchers have found correlations between EQ and ability to learn (Goleman, 1998). It is concluded that emotions should be nurtured as part of intellectual growth. Moving from physiology to behaviour, psychologists have found evidence to support a strong connection between emotion and behaviour. Notable among this research is Glasser’s (1986) claim that as learners we need to have the mental image of ourselves doing that task, we need to know we can do it. For children if we firmly believe that a child could do something and bring them to the same belief, then learning previously thought impossible takes place. We suspect other teachers, based on their personal experiences, have similar beliefs concerning the potential of children to learn. Coupling the physiological and behavioural evidence above suggests that a label is as much responsible for a child’s learning success as any other biological or environmental factor. The stage has been sent for noticing a contradiction in the scientific rigor story within special education. We are colonized to believe the scientific truth that disability is biological and behavioural. Hence, we label disability in hopes of solving the problem. But the same scientific culture generates the truth that labeling at least partially causes the behaviors associated with a disability. We label behaviour, not noticing that our stories mediate, impair and colonize our interpretations of behaviour. Conceptualizing Change There is no doubt in our minds that we are working with the best of intentions. We are not setting out to further disadvantage those who come to us from already established positions of disadvantage – impoverished backgrounds, different cultures, stressed families. We are doing the best we can with the knowledge and resources we have. What gets in our way is lack of imagination. We assume that the way we do things is the way to do things. We may be comfortable with some tinkering. But we see ourselves as educated people who are neither racist nor biased, and who are working in a good system, but with damaged and/or deficient people – this story concludes that systemic changes are not required. We have a rigid educational system that states that success is measured in yearly doses and in each of those years students are expected to master a particular body of knowledge. It is an expected linear progression to success. Certain cultural imperatives are in place so that children from the dominant culture will more likely be successful. If you are not successful you are treated. The process of treatment takes away from your sense of competence as a learner, particularly in the school setting. Here we want to become specific. The focus of this paper is on the teaching of Aboriginal learners, and what stops us from being successful. The linear model used in our factory model schools gets in our way. The assumption that we have the one right way gets in our way. History gets in our way. Racism gets in our way. Scientism gets in our way. We are not noticing alternative stories. Previously we wrote (Betts& Bailey, in press) about using a different metaphor for education, one that was not linear. We suggested that we use the metaphor of fractal geometry (and all that means in terms of quantum mechanics and chaos theory). In fractal geometry the smallest part is a reflection of the whole. For example a twig is really a little tree. In Aboriginal cosmology the basic unit is the Medicine Wheel, by definition a circular model so nothing is more important than anything else, all is of equal value. Each member of the community is an essential part of the whole. Earth, flora, fauna, human are all part of the circle of life required for existence. Education was a part of the whole, an on-going component of life (Courtney, 1986, Graveline, 1998, Regnier, 1995). We illustrated that a non-linear and holistic story of education was tell-able within ultra-modern Western thinking and within the ancient wisdom of Aboriginal cosmologies. We saw with alternative stories. To see education for children, all of whom are special, rather than special education, as non-linear and holistic seems a place to begin. We also see that a starting part is not enough to catalyze change. It is clear to us that the foreground must be that Aboriginal peoples have been and are oppressed and colonized. We do not need to go into the history of the subjugation of an entire race practiced over the years by the European colonizers. We all know the steps that were taken to destroy any vestige of the civilization that was in place at the time of contact. We get confused as to what to do about it now. After all, it was our ancestors, not us. [5] We see what we are doing now in schools as an extension of that destructive process. Our governments are slowly beginning to allow for the full participation of Aboriginals in our world. But in many small and highly destructive ways we continue to contribute to the marginalization of that population. The world of special education is one place where we continue to do so. Knowing that a high proportion of the identified special population is Aboriginal, we continue to act as we always have, even in the face of evidence that the actions we take are not effective. Paulo Freire (1971) suggests that it takes several generations for a culture to overcome the impact of oppression. Certainly we can see the truth of that statement as we watch many colonized peoples re-learn how to care for and govern themselves. In Canada, Aboriginal peoples are slowly, and over generations, learning how to be who they are, and to be successful in both cultures. This will not happen quickly, but it will happen surely. In the meantime there is no question that our Aboriginal population is dealing with serious problems and some of those impact on the ability of their children to learn, especially using the mores of another culture. Our typical reaction as white educators is to want the Aboriginals to change. All would be right if only kids would come to school and on time. All would be well if their parents would stop drinking. All would be well if so much money wasn’t being squandered on band council trips to Las Vegas. All of which may be factual, but does not excuse us from doing what we can to better the situation for the special children. The current reality of an oppressed population does not give us the right to blame the victim. Rather, as Skovsmose points out: †¦Ã¢â‚¬Å"meanings of learning,† â€Å"meanings for students,† and â€Å"each student’s meaning production† must be investigated and interpreted with reference to the dispositions of the student (including their background and foreground). Meaning production takes place in terms of what the students see as their opportunities, including motives, perspectives, hope and aspirations (p. 8). Therefore in conceptualizing change we of the dominant culture need to place that conceptualization in hands other than ours, in the hands of those who know and honour their unique history and ways of being, who can best find the organic ways of empowering themselves and their children. Having said that we do have some notions of what white educators can do. 1. Overcome our own racism. Get facts and information. Use our intelligence and face ourselves. 2. Accept the conditions. Things are as they are. Oppression has happened. It will take, according to the Bible and past experience, seven generations for the sins of the fathers to be expiated. In the meantime we have been given the task of teaching the children of oppression. What changes can we make to be more successful at that task? 3. Resist labels. Resist the push to find something wrong with the victim, rather change how we do things, how we approach the task. 4. Give our special kids the confidence to learn. Teachers are in positions of authority. Children really do think we know what we are talking about. If we consistently make it clear to children that they are capable of succeeding at the tasks we give them, sooner or later they will believe us. But first we have to genuinely believe that what we say is true. We cannot be faking it. From there we need to practice power-with rather than power-over. [6] 5. Thus we give our special kids the power to learn. We work with them so that they are taking charge of their own learning; we give them agency. This is a difficult task for us to undertake. It means giving up some control, it means not taking the linear approach that gives us comfort and assurance through its familiarity. But difficult is not impossible. 6. Above all be patient. We are not going to get it perfect ever, but we will get better at working with rather than doing to, and the students will get better at taking responsibility and determining what they need to be successful. [7] 7. Then celebrate when a child tells you that they can finally do it because no one ever told them they could before. Maybe the best suggestion we found came from a Native Hawaiian educator, a member of a population that is also dealing with the fall-out of oppression. Malia Kan’iaupuni (2005) strongly advocates for using the heritage and knowledge of the children’s culture: As others before me have done, I end by calling for a new framework that brings to the fore Native Hawaiian strengths that have been too long misinterpreted, misrecognised, and undervalued. (p. 32). In his work he makes a convincing argument for strengths-based education, for using a structure that by definition builds on the knowledge and strengths the children bring into the classroom and at the same time begins to change the socio-political conditions. First let’s be clear that by strengths based, I do not mean glossing over problems in favour of a rosy picture. Strengths-based research, in my view, begins with the premise of creating social change. In contrast to the expert-driven, top-down approach assumed by deficit models, it means treating the subjects of study as actors within multi-layered contexts and employing the multiple strengths of individuals, families and communities to overcome or prevent difficulties. It is also about empowerment, where the purpose of strengths-based research and evaluation is to benefit the people involved in the study by giving them voice, insight, and political power. †¦ As such it means empowering communities. (p. 35) It would seem obvious that such could be done here for those children who are the fruits of colonial oppression. The work of understanding, telling different stories and taking action continues. Conclusion We are not naive. We know that the process of labeling is the result of the need for funding. We know that with classrooms of more than 20 that kind of individual attention is very difficult. We know that you will be surrounded by administrators, other teachers, parents, even the special children who will tell you to get the testing done and treatment program in place. We know that in the process of de-colonization the oppressed can take on the qualities of the oppressor. But we can become resistors, working with a sure knowledge that we know what doesn’t work and that it is way past time to try something radically different. It is clear that the past hundred years or so of schooling directed at Aboriginals has not been a big success. Indeed rather than educating Aboriginals to be successful in the dominant culture, we have an abysmal history of abuse and cultural genocide through education. Many of the abuses of the past are in the past. However, with kindness and deep concern we are using the special education system to continue to marginalize and discredit a large number of Aboriginal children[8]. We are suggesting that maybe things could be better. References Bishop, A. (2002). Becoming an ally: Breaking the cycle of oppression. Fernwood Publishing; Halifax Bloom, B. (1981). All our children learning: A primer for parents, teachers and other educators. McGraw-Hill: New York. Courtney, R. (1986). Island of remorse: Amerindian education in the contemporary world. Curriculum Inquiry, 16(1), pp. 43-65. Freire, P. (1971). Pedagogy of the Oppressed. Herder and Herder: New York Freire, P. (1998). Pedagogy of Freedom. Rowman & Littlefield: New York. Gitlin, A. (2005). Inquiry, imagination, and the search for a deep politic. Educational Researcher 34 (3), pp. 15-24. Glasser, W. (1986). Control theory in the classroom. Harper and Rowe: New York. Goleman, D. (1998). Working with emotional intelligence. New York. Bantam Books. Graveline, F. J. (1998). Circle works: Transforming Eurocentric consciousness:Halifax: Fernwood. Iseke-Barnes. J. (2005). Misrepresentation of Indigenous history and science: Public broadcasting, the internet, and education. Discourses: studies on the cultural politics of education 26 (2), pp. 149-165. Kalat, J. (1988). Biological psychology (3rd. ed). Belmont, CA: Wadsworth. Malia Kana’iaupuni, S. (2005). K’akalai Ku Kanaka: A call for strengths-based approaches from a Native Hawaiian perspective. Educational Researcher 34(5), pp. 32-37 Regnier, R. (1995). The sacred circle: An Aboriginal approach to healing education at an Urban high school. In M. Battiste & J. Barman (Eds. ), First nations Education: The Circle Unfolds (pp. 313-330. (Vancouver: UBC Press) Skovsmose, O. (2005), Foregrounds and politics of learning obstacles. For the learning of mathematics 25 (1), pp. 4-10. Wortman,C. , Loftus, E. , & Weaver, C. (1999). Psychology (5th ed. ). New York: Harper Collins College. Zimbardo, P. & Gerrig, R. (1996). Psychology and life. New York: Harper Collins College. ———————– [1] Bloom (1981) believes that the intellectual potential of all students is pretty much the same. The difference is in history. Malia Kan’iaupuni (2005) is concerned that if you focus on a deficit-based approach to education then you often miss the expertise that exists in communities and families, viewing instead outside experts as the only ones capable of â€Å"fixing† our problems. [2] Including Aboriginal, Black, Hispanic, recent immigrants and the poor. [3] Classic racism assumes that the obstacles to learning are to be found in the child. [4] Progressive racism assumes that any weakness in the child is the result of social background. [5] In July 2005, the descendants of the colonizer who razed an Indian village at Clyaquot Sound returned to the village to apologize for the deeds of their forefathers. [6] Anne Bishop in Becoming an Ally: Breaking the Cycle of Oppression (2002), explicates the difference between power-over and power-with, although we tend to think the concept is somewhat self-explanatory [7] Children also fall into the patterns of self-excuse – I have already been told that I can’t read so why would I work at it. Don’t you know I can’t do that. [8] We do believe that this is the case with all children designated special needs. We may not have the answers but we are pretty clear that we do have a considerable problem that we are not prepared to look at squarely.

Law and Hickey Judicial Body

Case 9-1 PERFROMING RIGHT SOCIETY, LIMITED v. HICKEY Judicial Body: Zambia, High Court at Lusaka, 1978, Judge Sakala Facts: Copyright infringement, Innocence of infringement; Injunction for damages Issue: Defendant played records of copyright music during a public performance. Defendant also performed the song without the permission of the copyright owner. This is an infringement and the song’s composer wants to be compensated for the use of his song. History: Defendant violated copyright laws by performing and playing records at his disco. Defendant did admit, but did not understand that he had violated any law. Plaintiff filed for an injunction of damages, and any profits earned during the time that his songs were performed and played. Decision: Zambia, High Court at Lusaka ruled that the defendant was not clear about the copyright laws and did not intentionally set out to violate the laws. The court ordered that defendant would be liable for any profits made the night of the disco. Relevancy: This case provides a reminder that any invasion of a right of property gives cause of action to the owner against the person responsible for the invasion, regardless it was intentional or not. If an infringement is admitted , but at the time of the infringement the defendant was not aware and had no reasonable grounds for suspecting copyright subsisted in the work , or other subject matter to which the action relates, plaintiff is not entitled to damages , but is entitled to an account of profits. The judge was very understanding; defendant claims that he was not aware of copyright infringement. I think one needs to consider moral rights, as a business owner, one knows that licenses are usually needed to run a restaurant , disco , and club. A license is needed for the business establishment, a license if needed to serve alcohol, I suppose it slipped his mind in regards to the music he chose to play and perform. Reference: International Business Law, Text, Cases, and Readings, August, Mayer, and Bixby, Fifth Edition

Report Coursework Example | Topics and Well Written Essays - 1000 words - 9

Report - Coursework Example The difference between maximum and minimum heights for The Giant roller coaster is 132.868 metres. The maximum possible area of the rectangular enclosure found to be 2601 square metres when the width is 51 metres. The dimensions of the snack box that would give the maximum volume found to be 6.67 cm x 13.33 cm x 26.67 cm. The maximum volume of the snack box found to be 2370.37 cubic cm. Mathematical modelling is a method for solving problems mathematically. A mathematical model is a mathematical representation of the relationship between two or more variables relevant to a given situation or problem. Mathematical modelling is used to investigate important questions about the observed world, to describe real-world incident, to explain real-world incident, to test ideas and to make predictions about the real-world. In this report, mathematical modelling will be used to answer the real-world questions. The formulation, analysis (using differentiation, maxima and minima), interpretation and test will be done to answer the real-world questions. The mathematical modelling will be used to find the difference between maximum and minimum height for the Feel the Fear and The Giant roller coasters. It will be also used for finding maximum possible area of fixed fence enclosure and the dimensions of a snack box that would give the maximum volume. The maximum height of the Feel the Fear roller coaster is 36 meters and the minimum height is about -14.815 metres (14.815 below ground level). Therefore, the difference between maximum and minimum heights for the Feel the Fear roller coaster is about 50.815 metres. The maximum height of The Giant roller coaster is about 36.434 meters and the minimum height is about -96.434 metres (96.434 below ground level). Therefore, the difference between maximum and minimum heights for The Giant roller coaster is about 132.868 metres. The snacks

The Dark Child -Cmr Ly - Novel Essay Example | Topics and Well Written Essays - 500 words

The Dark Child -Cmr Ly - Novel - Essay Example The story is told by a grown-up narrator-protagonist who recalls his years as a young boy. The autobiographical characteristic of the novel leads the reader to assume that this young boy (Fatoman), who is the main character of the book, is Camara Laye himself. Laye traces the development of his cultural and personal values as a young man coming of age within the Malinke tribe. He portrays nostalgically his happy childhood, his parents, education, initiation of Malinke culture, ritual circumcision, and the end of his youth. He then goes to Conakry for higher education; after completing it, he gets a scholarship to go to Paris for further higher studies. The story starts with the young 6 year old Fatoman (Laye himself) playing in his village Kouroussa. â€Å"I was a little boy playing around my father’s hut† (Laye 17). The relationship with his parents, especially his mother, is the link between the boy and his African roots. Laye is very proud of his parents, depicting both as outstanding characters. His father, a reputed blacksmith in the village, is also endowed with spiritualistic powers. His father tells Laye: â€Å"The snake is the guiding spirit of our race. Can you understand that?† (Laye 69). Although theirs is a patriarchal society where the father is the head of the family, in Laye’s household it was his mother who was dominant. â€Å"I realize that my mother’s authoritarian attitudes may appear surprising; generally the role of the African woman is thought to be a ridiculously humble one, but Africa is vast, with a diversity equal to its vastness.† (Laye 69). His mother had spiritual powers as well. â€Å"It was due to the strange powers she possessed.† (Laye 69). Among these powers was the ability to persuade animals to obey her commands and being able to approach crocodiles without being harmed. Laye lays great emphasis on

Harold and Maude A Meditation on Life and Death Essay

Harold and Maude A Meditation on Life and Death - Essay Example It is also a well known fact that Carpenter Square Theatre opened its twenty-first season with Harold and Maude, the stage version of the 1970s cult classic film by the same name from 03-25 Sept. 2005. The main thesis of such a popular comedy is depiction of two scenarios of human life. One is an introvert, Harold, twenty year old, who has evolved as a dramatic recluse as a result of receiving consistent neglect from his mother. Secondly, it is Maude, a septuagenarian who is an extrovert and freely living woman having no hassles. Both are representing two extremes. The movie's real concern is that "there is a time to live and time to die" (Canby, 1971). All that occurs is on the road to life and As such, Harold (Bud Cort) loves feigning suicide attempts. He does them in front of his mother, Mrs. Chasen (Vivian Pickles). She is then infuriated instead of being frightened by such repeated attempts. Harold pretends to drown, shoot, hang, slit his wrists, chop off his hand and immolate himself. Nothing of this sort affects his mother. Yes, his mother arranges computer dates for Harold which he promptly scares away. Harold enjoys driving a hearse and frequents funerals of people he doesn't know. He is also fond of spending time at junk yards. Then there emerges his match in Maude (Ruth Gordon). ... Then there emerges his match in Maude (Ruth Gordon). She is an expert at stealing cars and so many other things. She is still full of life. Her friendship with Harold starts at a funeral where she is having a solo picnic of her own. Harold learns to love life, to embrace it and nurture it only from Maude. There is so much of happening on the highway to life and death in this film that Harold - representing death, and Maude - depicting life, have numerous 'meditations' to share mutually. This ultimately brings them, first, to the altar of marriage and, then, separation in the suicide of Maude. This is the communion of Death in Life and Life in Death. Author's last name HYPOTHESES 1. There are varied streams of consciousness in this film. These diverse levels of consciousness show "cinematic representation of mental processes occurring in the minds of fictional characters simultaneously with the external action, granting a penetration into their inner life" (Callev, 1997). This is reflected in Uncle Victor, Mrs. Chasen, Sunshine, Edith and other girls from Dating Service, Police Cops, Nurses and Priest etc. in the film Harold and Maude. 2. One of the most interesting aspect in this movie is its emphasis on 'self'. What 'this over-concern with self can bring about' is shown in diversity of character and their behavior. Different roles and dispositions are shown in the film. That is why it is also branded as a black comedy. For instance, Nurses do not listen to Harold when he is asking them to immediately treat Maude to save her life. Another similar example is there in the acts of Harold presenting Maude with an 'I Love You' memento and, Maude, on the other hand, throwing it into ocean depths instantly! 3. All these characters and

Transmission Electron Microscopy Coursework Example | Topics and Well Written Essays - 3000 words

Transmission Electron Microscopy - Coursework Example With the support of ray, diagrams explain how the images were obtained. Your explanation must include comments about the location and use of the objective and selected area apertures. A TEM consists of condenser lenses to focus the electron beam on the specimen, an objective lens to form diffraction in the BFP (Back focal plane) and the image in the image plane, and other lenses to magnify the image or the diffraction pattern on the screen. In order to obtain images in TEM, we either focus on the central spot (direct beam), or on the scattered electrons (diffracted beam). This is done by inserting an aperture (selected area aperture) into the BFP of the objective lens followed by selecting the appropriate beam. Bright field image (Figure 1) The given micrograph depicts a dark MgO crystal on a light and bright background. The topography on the face of the crystal is very clear. Such an image is called a bright field image and has a very high contrast. ...The parts of the crystal in Br agg orientation appear dark, and the amorphous parts of the crystal are bright. The objective diaphragm is adjusted in such a way that an aperture appears in the back focal plane of the objective lens, allowing only the direct beam to enter and blocking the diffracted beam. The objective aperture, when inserted, controls the collection angle. The placement of the SAD (selected area aperture) is critical as it should be adjusted to obtain only the direct beam in this case. Darkfield image (Figure 2) The micrograph in figure two depicts a bright MgO crystal on a dark background. Such an image is obtained by selecting only the scattered electrons using a selected area aperture, enabling them to reach the image plane. The electrons that are not in the direct beam are selected to form a dark field image. The objective aperture is moved sideways to select the un-scattered electrons. This method is of high utility in case of observing certain specific crystallographic orientations of the s pecimen. The dark field image can also be obtained through another method, called centered dark field operation. In this case, the objective aperture is not shifted and the primary/direct beam is used instead. "The beam is tilted in order to allow only the scattered/diffracted electrons to go through the objective aperture (William and Carter 2009). Selected area diffraction pattern SAED (Figure 7) The given micrograph clearly depicts the symmetry of the lattice of MgO crystal through a selected area diffraction pattern. Selected area diffraction patterns are obtained by inserting the SAD aperture into the image plane of the objective lens and aperture on the optic axis in the middle of the viewing screen (William and Carter 2009).

Marketing Case Problem Solving Essay Example | Topics and Well Written Essays - 750 words

Marketing Case Problem Solving - Essay Example The dips are marketed along with the Frito Lay’s Brand name which is household to other various salty snack foods and is nationally recognised. There are a variety of dip flavours and these account for various percentage sales depending on their popularity. Vegetable dips are popular and are located everywhere in the supermarkets. On the other hand, popularity of cheese dips for instance was in response to growth of Mexican food phenomenon spreading across the country. A close analysis of the case study reveals that the current strategy used for marketing dips is a joint effort where they are promoted under the umbrella of Frito Lay’s brand name which is known across the spectrum and is very popular with the consumers. The dips are not marketed as single entities since these often play an accompaniment role to other meals. The majority of Frito Lay’s dips were sold in supermarkets though a smaller percentage was sold through small grocery stores, service stations as well as other different private institutions. Their current sales and distribution strategy is time consuming where the sales person/distributor will perform all the tasks from unloading to packing the shelve as well as approving in store merchandising. The marketing strategy was product oriented which was also innovative. The merchandising location next to salty snacks is another marketing strategy that is employed by Frito Lay’s Dips. For most part, dips are jointly promoted together with Frito Lay snacks as these are complimentary products. In most cases, dips are not consumed alone but they often go along with another meal or as desert after a meal. Aggressive marketing of these as single entities can be costly and can result in the loss of customers since they may end up being confused as a result of the numerous varieties of dips on offer. Whilst it cannot be ascertained which is more popular between chip and vegetable

Close Analysis of A Fable for Tomorrow Essay Example | Topics and Well Written Essays - 500 words

Close Analysis of A Fable for Tomorrow - Essay Example Once Carson establishes the setting, she proceeds to vividly describe the colors and plant and animal life. For the first two paragraphs, the sentences are complex, and the writing is lyrical. Commas allow for smooth transitions and maintain the length of the sentences while creating a poetic sound. Words such as harmony, prosperous, delighted, and beauty highlight the positive nature of these paragraphs as well. The colorful description takes a turn in the third paragraph. As the story turns ugly, Carson turns the actual prose ugly. Sentences shorten and become more limited in their content. Colons, semicolons, and dashes reduce the lyrical quality found in at the beginning of the fable. Even the description, so vibrant and beautiful at the outset, disappears. Carson relies on a new set of words to set the tone for this portion of the fable. Blight, evil, and illness all help to characterise the change to a negative mood. As the fable continues and the tone becomes dark and disturbing, sentences adopt a droning quality. Carson begins to use alliteration, which actually adds an element of style to the choppy sentences. Mysterious maladies, stricken suddenly, and strange stillness emphasise the horror of her words and make them stick in the mind. By th

British English Dialectology Essay Example | Topics and Well Written Essays - 2000 words

British English Dialectology - Essay Example Indeed, the precise condition of these variables has been a basis for debate for students. If the graduates were considered as forms of Caribbean Standard English, varying English tongues, or enunciations of British English linguistics could have been imposed among its variables. While one cannot take note of the fact that there are variations to be made between the numerous Caribbean varieties, the general imprint as stated by David Cystal, is one of a compilation of expressions close affiliated with framework and language (Pietsch, Kortmann & Wagner, 2005, p. 5). This is a perspective shared by Loreto Toddsince he clearly claims that there are inadequate collective-core facets to allow people to regard us to consider them as a logically standardized philological group. Several universal syntactic outlines have been seen in all the variables, even if variations in enunciation or presaging reduce the similarities less understandable. According to leading English dialects and scholars , there is adequacy in regularity between the creolized English of one part of the Caribbean and another for there to be a prospective Caribbean English for writers to make use of with influence, whatever listeners they are focusing on having a huge impact on. The following paper will look into the various variables that have come to define a characteristic of a particular diversity of English. The essay will be followed by an immediate survey of the literature done on British English linguistics, whether in enunciation, grammar or bilingual dictionary. A. Variables that define a characteristic of British English dialectology I. Geographical variation Demographical variation is additionally complex by the fact that every zonal will adjust in register in accordance with the environment of the language (Pietsch, Kortmann & Wagner, 2005, p. 12). It is currently generally believed that the linguistic condition in the Carribean could be best defined in terms of a variety with wide Creole , or the basilect at a single end and average English, or the Creole at the other. In between are to be discovered the language outlines or mesolects. The Barbadian writer George laming, composing a majority of these literary works concerning English writers’ who support the thesis that the language these works were composed in English, a West Indian language. Whilst African and Indian author composing in English define personalities whose beliefs would not on the whole be in English, West Indian authors do not have to confront a similar issue (Gorlach & Schneider, 1997, p. 140). Nevertheless, renowned literature composers claimed that that it is English that is not regulated, imported, learned English, but that of the submerged surrealist experience and sensibility that has consistently been present. It is currently increasingly coming to the surface and affecting the idea of short-term Caribbean people. Even so, if the word Caribbean implies to a broad range and diverse fie ld, the people have a joint experience and resembling worries when it comes to the issues of uniqueness and linguistics (Pietsch, Kortmann & Wagner, 2005, p.20). II. Social variables Such a range of variables can be affiliated with a detailed place or field instead, more astonishingly it also might be affiliated with a definite communal group. It could be male or female, youthful or aged are aspects that define the social variable of the

Indigenous Peoples of the Americas and Brand New Way Essay Example for Free

Indigenous Peoples of the Americas and Brand New Way Essay Indigenous people are those that are native to an area. Throughout the world, there are many groups or tribes of people that have been taken over by the Europeans in their early conquests throughout the seventeenth and eighteenth centuries, by immigrating groups of individuals, and by greedy corporate businesses trying to take their land. The people indigenous to Australia, Brazil and South America, and Hawaii are currently fighting for their rights as people: the rights to own land, to be free from prejudice, and to have their lands protected from society. Indigenous People of Brazil and South America The people indigenous to Brazil and South America are an extremely noteworthy group. The Brazilian population originally derives from four ethnic sources. From the beginning, the country has been a mixture of many races of people. Of these, are the native Indians, the colonizing Portuguese, the enslaved African blacks, and the various immigrant groups from Europe and Asia. Many of the indigenous tribes are quarreling with Brazils officials and businesses. Rainforests are depleting at a rapid rate and, as they are a home to many indigenous tribes, is causing great turmoil. Although the Constitution of 1988 claims to recognize the indians original land rights to the lands they traditionally occupy and promise that these lands will be demarcated and protected, the Government Agency Funai is charged with the demarcation of of nearly fifty percent of the lands(PeaceNet). The report claims that, in reality, most most indian lands whether demarcated or not are coveted for some form of development. This claim is substantiated by the fact that mineral concessions have been made on fifty-eight percent of all demarcated indian lands, while thirteen percent are affected by hydroelectric projects, (PeaceNet) The link between global environmental change and the rights of indigenous populations results from the close relationship between indigenous peoples cultural and economic situations and their environmental settings. Therefore, if the environment of the native Indians of Brazil continues to be changed and removed, the people born on these lands will be exterminated out of existence. Additionally, many societal views of the indigenous people is killing them. The Amnesty International report, as commented upon by PeaceNet cites one occasion in which a thirty-five year old Macuxi Indian by the name of Damiao Mendes was found lying face down on a muddy riverbank, shot in the neck. Nearby lay his nineteen year-old nephew, murdered by the same means. Opposition from local ranchers stalled the demarcation of the land belonging to the Macuxi Indians. The Macuxi are a group whose ancestral lands lie on the plains of Roraima. The Indians claim to the land has resulted in the attacks, and thusfar have forced many to abandon the ancestral grasslands. The report continues, Damaio Mendes and Mario Davis were killed for land. The investigation into the killing was cursory. No one has been brought to justice. Dozens of Indians in Brazil have been murdered in similar circumstances. One group, the leaders of the Mexica Movement, accuse Europeans of invading their lands in 1492 and and 1519, and breaking up our lands that they call Mexico(1821), Central America(1823), and the U. S. Southwest(Texas in 1836 and the rest in 1848). (Mexica, 2) They also point out that In the last 500 years, in addition to the theft of our lands, we have seen the destruction of of our Anahuac cities, the execution of our leaders, the genocide if 23 million of our people (95% of our population killed), the theft of our wealth, the theft of out labor, and most importantly, the theft of our true Anahuac identity, history, heritage, and theology. They point out many of the successes of the Anahuac civilization, including developed sciences, agriculture, philosophies, all of the civilized arts, and three cities larger than Europes largest city. Powerful phrases are used, such as racial rape and cultural castration of our population, and claim that the the influx of Europeans caused the Anahuac to become a society riddled with ignorance, poor education, low-self-esteem, poverty, crime, gangs, dropouts, lack of indigenous representation, and and an inferiority complex of the worst kind: the self-hate of an entire people. The Mexica Movement believes that the best way to solve this problem that they, as a society, are faced with, is to provide knowledge of its history and true heritage. They believe that Knowledge, vision, courage, and perseverance will change our people into an authentically proud people, and a revived creative world force We will hold our heads and hearts proudly. We will happily know who we are. Indigenous People of Australia The Aborigines are an indigenous group from Australia. They were the first human inhabitants of this land. The word Aborigine is actually from Latin language, meaning from the beginning. The Europeans gave this name to native Australians, but this is not what they call themselves. They prefer to be called Koori (Ponnamperuma). They adapted to their environment well: the people in the colder southeast tended to be short and thick-set which was useful for conserving body heat, and the people in the hot desert were taller and lean. The Aboriginals lived solely by hunting and food gathering. Each group accumulated detailed knowledge of the habits, cycles, and and food values of the plants, insects reptiles, marsupials, and fish found in its area, developing methods and equipment for obtaining them and, when necessary, for making them edible. The behavior of one insect, plant, or animal was a sign the condition or appearance of certain others, each in its own place in time. When one population group of natives increased beyond the number that could live within practical range, some of its members moved to the next unoccupied area, and still held kinship, social, economic, and ritual ties with the original group. By this process, all of Australia was occupied. The basic part of Aboriginal life was complete dependence on nature and on intelligent adaptation through knowledge and skill. This equilibrium between the native people and nature was hugely upset by European settlements beginning in 1788. The better lands were seized, and the food-gathering, theology, and social activities were stringently changed. The groups located near white settlements became more on an unbalanced diet furnished by whites. The inevitable result was the economic decline of the native people. The Aboriginals did, however, adjust to their new environment. For example, some Aboriginals in the northern cattle area were employed as stockmen. The Australian Federal Government is working along with natives to employ gradual self-determination and consultation in decision making. (Altman) However, continuing impoverished lifestyles of many groups of Aboriginals continues to be a problem. Education is poor and housing is inadequate(Real Borges 5 World). They received the right to vote in 1967, and are continuing to be successful in continuously demanding their rights as people (Ponnamperuma). Indigenous People of Hawaii In 1893, the United States Government along with U. S. Minister John L. Stevens, through covert operations, overthrew the Hawaiian monarch led by Queen Liliuokalani and helped to establish a Provisional Government which took full possession of all government functions and buildings of the Hawaiian islands. That same year, President Grover Cleveland submitted to Congress a full report that condemned the role of the American minister and the U. S. Marines and called for a restoration of the Hawaiian monarchy. In 1898, Congress ignored President Clevelands previous request and brought into the Union the Hawaiian Islands through the Newlands Resolution This was legally questioned as to whether the U. S. Congress had authority to admit territory into the Union because it is not specified that it had right to acquire land other than through conquest or treaty. The Japanese American Citizens League (JACL) realizes that the actions taken by the U. S. are illegal and thus are the basis for their legal claims for the restoration of human, civil, property, and sovereign rights of Hawaiis indigenous people. The JACL believes that the unlawful overthrow holds special significance, as it has neither been addressed nor remedied for over a century. This loss of self-rule, according to the JACL remains an important cultural and political factor today (Costanha). Additionally, the JACL believes that unresolved justice to one is harm endured by all full range or consideration of Hawaiis peoples rights and freedoms must be completely explored in order to bring about harmony within Hawaiis society,(Costanha). The JACL Many Hawaiians are bitter about the current hip Hawaiian culture, with hula girls and surfers. Many believe that they are being exploited, including one of the leaders of the native Hawaiians sovereignty movement, Haunani-Kay Trask (Nakao, 1). There are two proposed plans for a sovereign Hawaii. One is the nation within a nation model in which 4. 2 million square acres are set aside as Hawaiian homeland and residents pay taxes to elected Hawaiian representatives. The United States would still be in charge of defense and most legal matters, but Hawaii would have control over its land and resources. The other plan is that of complete sovereignty, in which Hawaii holds complete rule. The countries of Brazil and Australia and the state of Hawaii all have things in common: internal conflict, one group thriving at the bottom of a social hierarchy, and that same group fighting for their rights. These groups need and deserve to be given the land that Europeans have taken from them, and also should be treated equally. Indigenous People Indigenous people are those that are native to an area. Throughout the world, there are many groups or tribes of people that have been taken over by the Europeans in their early conquests throughout the seventeenth and eighteenth centuries, by immigrating groups of individuals, and by greedy corporate businesses trying to take their land. The people indigenous to Australia, Brazil and South America, and Hawaii are currently fighting for their rights as people: the rights to own land, to be free from prejudice, and to have their lands protected from society. Indigenous People of Brazil and South America The people indigenous to Brazil and South America are an extremely noteworthy group. The Brazilian population originally derives from four ethnic sources. From the beginning, the country has been a mixture of many races of people. Of these, are the native Indians, the colonizing Portuguese, the enslaved African blacks, and the various immigrant groups from Europe and Asia. Many of the indigenous tribes are quarreling with Brazils officials and businesses. Rainforests are depleting at a rapid rate and, as they are a home to many indigenous tribes, is causing great turmoil. Although the Constitution of 1988 claims to recognize the indians original land rights to the lands they traditionally occupy and promise that these lands will be demarcated and protected, the Government Agency Funai is charged with the demarcation of of nearly fifty percent of the lands(PeaceNet). The report claims that, in reality, most most indian lands whether demarcated or not are coveted for some form of development. This claim is substantiated by the fact that mineral concessions have been made on fifty-eight percent of all demarcated indian lands, while thirteen percent are affected by hydroelectric projects, (PeaceNet) The link between global environmental change and the rights of indigenous populations results from the close relationship between indigenous peoples cultural and economic situations and their environmental settings. Therefore, if the environment of the native Indians of Brazil continues to be changed and removed, the people born on these lands will be exterminated out of existence. Additionally, many societal views of the indigenous people is killing them. The Amnesty International report, as commented upon by PeaceNet cites one occasion in which a thirty-five year old Macuxi Indian by the name of Damiao Mendes was found lying face down on a muddy riverbank, shot in the neck. Nearby lay his nineteen year-old nephew, murdered by the same means. Opposition from local ranchers stalled the demarcation of the land belonging to the Macuxi Indians. The Macuxi are a group whose ancestral lands lie on the plains of Roraima. The Indians claim to the land has resulted in the attacks, and thusfar have forced many to abandon the ancestral grasslands. The report continues, Damaio Mendes and Mario Davis were killed for land. The investigation into the killing was cursory. No one has been brought to justice. Dozens of Indians in Brazil have been murdered in similar circumstances. One group, the leaders of the Mexica Movement, accuse Europeans of invading their lands in 1492 and and 1519, and breaking up our lands that they call Mexico(1821), Central America(1823), and the U. S. Southwest(Texas in 1836 and the rest in 1848). (Mexica, 2) They also point out that In the last 500 years, in addition to the theft of our lands, we have seen the destruction of of our Anahuac cities, the execution of our leaders, the genocide if 23 million of our people (95% of our population killed), the theft of our wealth, the theft of out labor, and most importantly, the theft of our true Anahuac identity, history, heritage, and theology. They point out many of the successes of the Anahuac civilization, including developed sciences, agriculture, philosophies, all of the civilized arts, and three cities larger than Europes largest city. Powerful phrases are used, such as racial rape and cultural castration of our population, and claim that the the influx of Europeans caused the Anahuac to become a society riddled with ignorance, poor education, low-self-esteem, poverty, crime, gangs, dropouts, lack of indigenous representation, and and an inferiority complex of the worst kind: the self-hate of an entire people. The Mexica Movement believes that the best way to solve this problem that they, as a society, are faced with, is to provide knowledge of its history and true heritage. They believe that Knowledge, vision, courage, and perseverance will change our people into an authentically proud people, and a revived creative world force We will hold our heads and hearts proudly. We will happily know who we are. Indigenous People of Australia The Aborigines are an indigenous group from Australia. They were the first human inhabitants of this land. The word Aborigine is actually from Latin language, meaning from the beginning. The Europeans gave this name to native Australians, but this is not what they call themselves. They prefer to be called Koori (Ponnamperuma). They adapted to their environment well: the people in the colder southeast tended to be short and thick-set which was useful for conserving body heat, and the people in the hot desert were taller and lean. The Aboriginals lived solely by hunting and food gathering. Each group accumulated detailed knowledge of the habits, cycles, and and food values of the plants, insects reptiles, marsupials, and fish found in its area, developing methods and equipment for obtaining them and, when necessary, for making them edible. The behavior of one insect, plant, or animal was a sign the condition or appearance of certain others, each in its own place in time. When one population group of natives increased beyond the number that could live within practical range, some of its members moved to the next unoccupied area, and still held kinship, social, economic, and ritual ties with the original group. By this process, all of Australia was occupied. The basic part of Aboriginal life was complete dependence on nature and on intelligent adaptation through knowledge and skill. This equilibrium between the native people and nature was hugely upset by European settlements beginning in 1788. The better lands were seized, and the food-gathering, theology, and social activities were stringently changed. The groups located near white settlements became more on an unbalanced diet furnished by whites. The inevitable result was the economic decline of the native people. The Aboriginals did, however, adjust to their new environment. For example, some Aboriginals in the northern cattle area were employed as stockmen. The Australian Federal Government is working along with natives to employ gradual self-determination and consultation in decision making. (Altman) However, continuing impoverished lifestyles of many groups of Aboriginals continues to be a problem. Education is poor and housing is inadequate(Real Borges 5 World). They received the right to vote in 1967, and are continuing to be successful in continuously demanding their rights as people (Ponnamperuma). Indigenous People of Hawaii In 1893, the United States Government along with U. S. Minister John L. Stevens, through covert operations, overthrew the Hawaiian monarch led by Queen Liliuokalani and helped to establish a Provisional Government which took full possession of all government functions and buildings of the Hawaiian islands. That same year, President Grover Cleveland submitted to Congress a full report that condemned the role of the American minister and the U. S. Marines and called for a restoration of the Hawaiian monarchy. In 1898, Congress ignored President Clevelands previous request and brought into the Union the Hawaiian Islands through the Newlands Resolution This was legally questioned as to whether the U. S. Congress had authority to admit territory into the Union because it is not specified that it had right to acquire land other than through conquest or treaty. The Japanese American Citizens League (JACL) realizes that the actions taken by the U. S. are illegal and thus are the basis for their legal claims for the restoration of human, civil, property, and sovereign rights of Hawaiis indigenous people. The JACL believes that the unlawful overthrow holds special significance, as it has neither been addressed nor remedied for over a century. This loss of self-rule, according to the JACL remains an important cultural and political factor today (Costanha). Additionally, the JACL believes that unresolved justice to one is harm endured by all full range or consideration of Hawaiis peoples rights and freedoms must be completely explored in order to bring about harmony within Hawaiis society,(Costanha). The JACL Many Hawaiians are bitter about the current hip Hawaiian culture, with hula girls and surfers. Many believe that they are being exploited, including one of the leaders of the native Hawaiians sovereignty movement, Haunani-Kay Trask (Nakao, 1). There are two proposed plans for a sovereign Hawaii. One is the nation within a nation model in which 4. 2 million square acres are set aside as Hawaiian homeland and residents pay taxes to elected Hawaiian representatives. The United States would still be in charge of defense and most legal matters, but Hawaii would have control over its land and resources. The other plan is that of complete sovereignty, in which Hawaii holds complete rule. The countries of Brazil and Australia and the state of Hawaii all have things in common: internal conflict, one group thriving at the bottom of a social hierarchy, and that same group fighting for their rights. These groups need and deserve to be given the land that Europeans have taken from them, and also should be treated equally. Indigenous People. Indigenous people are those that are native to an area. Throughout the world, there are many groups or tribes of people that have been taken over by the Europeans in their early conquests throughout the seventeenth and eighteenth centuries, by immigrating groups of individuals, and by greedy corporate businesses trying to take their land. The people indigenous to Australia, Brazil and South America, and Hawaii are currently fighting for their rights as people: the rights to own land, to be free from prejudice, and to have their lands protected from society. Indigenous People of Brazil and South America The people indigenous to Brazil and South America are an extremely noteworthy group. The Brazilian population originally derives from four ethnic sources. From the beginning, the country has been a mixture of many races of people. Of these, are the native Indians, the colonizing Portuguese, the enslaved African blacks, and the various immigrant groups from Europe and Asia. Many of the indigenous tribes are quarreling with Brazils officials and businesses. Rainforests are depleting at a rapid rate and, as they are a home to many indigenous tribes, is causing great turmoil. Although the Constitution of 1988 claims to recognize the indians original land rights to the lands they traditionally occupy and promise that these lands will be demarcated and protected, the Government Agency Funai is charged with the demarcation of of nearly fifty percent of the lands(PeaceNet). The report claims that, in reality, most most indian lands whether demarcated or not are coveted for some form of development. This claim is substantiated by the fact that mineral concessions have been made on fifty-eight percent of all demarcated indian lands, while thirteen percent are affected by hydroelectric projects, (PeaceNet) The link between global environmental change and the rights of indigenous populations results from the close relationship between indigenous peoples cultural and economic situations and their environmental settings. Therefore, if the environment of the native Indians of Brazil continues to be changed and removed, the people born on these lands will be exterminated out of existence. Additionally, many societal views of the indigenous people is killing them. The Amnesty International report, as commented upon by PeaceNet cites one occasion in which a thirty-five year old Macuxi Indian by the name of Damiao Mendes was found lying face down on a muddy riverbank, shot in the neck. Nearby lay his nineteen year-old nephew, murdered by the same means. Opposition from local ranchers stalled the demarcation of the land belonging to the Macuxi Indians. The Macuxi are a group whose ancestral lands lie on the plains of Roraima. The Indians claim to the land has resulted in the attacks, and thusfar have forced many to abandon the ancestral grasslands. The report continues, Damaio Mendes and Mario Davis were killed for land. The investigation into the killing was cursory. No one has been brought to justice. Dozens of Indians in Brazil have been murdered in similar circumstances. One group, the leaders of the Mexica Movement, accuse Europeans of invading their lands in 1492 and and 1519, and breaking up our lands that they call Mexico(1821), Central America(1823), and the U. S. Southwest(Texas in 1836 and the rest in 1848). (Mexica, 2) They also point out that In the last 500 years, in addition to the theft of our lands, we have seen the destruction of of our Anahuac cities, the execution of our leaders, the genocide if 23 million of our people (95% of our population killed), the theft of our wealth, the theft of out labor, and most importantly, the theft of our true Anahuac identity, history, heritage, and theology. They point out many of the successes of the Anahuac civilization, including developed sciences, agriculture, philosophies, all of the civilized arts, and three cities larger than Europes largest city. Powerful phrases are used, such as racial rape and cultural castration of our population, and claim that the the influx of Europeans caused the Anahuac to become a society riddled with ignorance, poor education, low-self-esteem, poverty, crime, gangs, dropouts, lack of indigenous representation, and and an inferiority complex of the worst kind: the self-hate of an entire people. The Mexica Movement believes that the best way to solve this problem that they, as a society, are faced with, is to provide knowledge of its history and true heritage. They believe that Knowledge, vision, courage, and perseverance will change our people into an authentically proud people, and a revived creative world force We will hold our heads and hearts proudly. We will happily know who we are. Indigenous People of Australia The Aborigines are an indigenous group from Australia. They were the first human inhabitants of this land. The word Aborigine is actually from Latin language, meaning from the beginning. The Europeans gave this name to native Australians, but this is not what they call themselves. They prefer to be called Koori (Ponnamperuma). They adapted to their environment well: the people in the colder southeast tended to be short and thick-set which was useful for conserving body heat, and the people in the hot desert were taller and lean. The Aboriginals lived solely by hunting and food gathering. Each group accumulated detailed knowledge of the habits, cycles, and and food values of the plants, insects reptiles, marsupials, and fish found in its area, developing methods and equipment for obtaining them and, when necessary, for making them edible. The behavior of one insect, plant, or animal was a sign the condition or appearance of certain others, each in its own place in time. When one population group of natives increased beyond the number that could live within practical range, some of its members moved to the next unoccupied area, and still held kinship, social, economic, and ritual ties with the original group. By this process, all of Australia was occupied. The basic part of Aboriginal life was complete dependence on nature and on intelligent adaptation through knowledge and skill. This equilibrium between the native people and nature was hugely upset by European settlements beginning in 1788. The better lands were seized, and the food-gathering, theology, and social activities were stringently changed. The groups located near white settlements became more on an unbalanced diet furnished by whites. The inevitable result was the economic decline of the native people. The Aboriginals did, however, adjust to their new environment. For example, some Aboriginals in the northern cattle area were employed as stockmen. The Australian Federal Government is working along with natives to employ gradual self-determination and consultation in decision making. (Altman) However, continuing impoverished lifestyles of many groups of Aboriginals continues to be a problem. Education is poor and housing is inadequate(Real Borges 5 World). They received the right to vote in 1967, and are continuing to be successful in continuously demanding their rights as people (Ponnamperuma). Indigenous People of Hawaii. In 1893, the United States Government along with U. S. Minister John L. Stevens, through covert operations, overthrew the Hawaiian monarch led by Queen Liliuokalani and helped to establish a Provisional Government which took full possession of all government functions and buildings of the Hawaiian islands. That same year, President Grover Cleveland submitted to Congress a full report that condemned the role of the American minister and the U. S. Marines and called for a restoration of the Hawaiian monarchy. In 1898, Congress ignored President Clevelands previous request and brought into the Union the Hawaiian Islands through the Newlands Resolution This was legally questioned as to whether the U. S. Congress had authority to admit territory into the Union because it is not specified that it had right to acquire land other than through conquest or treaty. The Japanese American Citizens League (JACL) realizes that the actions taken by the U. S. are illegal and thus are the basis for their legal claims for the restoration of human, civil, property, and sovereign rights of Hawaiis indigenous people. The JACL believes that the unlawful overthrow holds special significance, as it has neither been addressed nor remedied for over a century. This loss of self-rule, according to the JACL remains an important cultural and political factor today (Costanha). Additionally, the JACL believes that unresolved justice to one is harm endured by all full range or consideration of Hawaiis peoples rights and freedoms must be completely explored in order to bring about harmony within Hawaiis society,(Costanha). The JACL Many Hawaiians are bitter about the current hip Hawaiian culture, with hula girls and surfers. Many believe that they are being exploited, including one of the leaders of the native Hawaiians sovereignty movement, Haunani-Kay Trask (Nakao, 1). There are two proposed plans for a sovereign Hawaii. One is the nation within a nation model in which 4. 2 million square acres are set aside as Hawaiian homeland and residents pay taxes to elected Hawaiian representatives. The United States would still be in charge of defense and most legal matters, but Hawaii would have control over its land and resources. The other plan is that of complete sovereignty, in which Hawaii holds complete rule. The countries of Brazil and Australia and the state of Hawaii all have things in common: internal conflict, one group thriving at the bottom of a social hierarchy, and that same group fighting for their rights. These groups need and deserve to be given the land that Europeans have taken from them, and also should be treated equally.

Great Expectations and April Raintree Essay Example for Free

Great Expectations and April Raintree Essay A key theme in Great Expectations and April Raintree is the growth and change of the characters towards their acceptance of social class. This will be proven by Pip not accepting himself in the lower class and April not accepting herself in the native class. Then, there will be proof of how Pip and April attempted to change their social class. Finally the proof of how Pip accepted himself in the social class he was in and how April accepted herself as a Mà ¯Ã‚ ¿Ã‚ ½tis. Pip did not accept himself in the lower class. He wanted to be in the upper class just like Miss Havisham is. Pip was ashamed of his family and its lower class status. How he wasnt as fortunate as Estella who is a member of the higher class, especially when Estella insulted Pip saying that he is common and how he has coarse hands. He did not have a reason to think about his class status before this, and now that he does, hes disturbed to think he might be just common. This ensured Pip to not accept himself in the lower class. He didnt see any good from it. Pip felt he needed to impress Estella. She was the one who changed Pips perspective in everything. Before meeting Estella, Pip really looked up to Joe, blacksmith or a gentleman, Joes class status makes no difference. It is not until later, when he learns that the world cares about class, thats when Joes status mattered to Pip. After seeing Estellas house and everything she had, he wanted more to look forward to. Pip did not accept his life in the lower class. April is a young woman who has so many issues with her family and the people in her life. April always hid her feelings of shame from her sister Cheryl. April did not accept herself in the native class. Although she did not look native, she was sometimes ashamed that her sister Cheryl looked more native than she did. There were two different groups of children that went to the park. One group was brown-skinned children who looked like Cheryl in most ways. They were dirty-looking and they dressed in real raggedy cloths. I didnt care to play with them at all. The other group was fair-skinned and I envied them especially the girls with blonde hair and blue eyes. They seemed so clean and fresh. Some of them were freckled but they didnt seem to mind. To me, I imagined they were very rich and lived in big, beautiful houses. I wondered what their lives were like and I wished we could play with them. But they didnt care to play with Cheryl and me. They just called us names and bullied us. (Pg. 6) Since April was young, she always wanted to be with the people who were fair-skinned. She didnt like seeing her sister being called names especially, when they had to live with the DeRosiers. Half breeds were all that was said in that house. I heard you half breeds were dirty but now I can see that its true. (Unknown :() At one point, April hated being Mà ¯Ã‚ ¿Ã‚ ½tis. She felt that being Mà ¯Ã‚ ¿Ã‚ ½tis changed her life because when you think of Mà ¯Ã‚ ¿Ã‚ ½tis, you think of living off the streets and bums on Main Street. She wasnt any of these and she didnt want to be labelled as them. She was not happy being the person she knew she was. April did not accept her life in the native class. Pip changed his social class by going off to school to become a gentleman. He was lucky to have a benefactor. Ive put away money, only for you to spend. When I was a hired-out shepherd in a solitary hut, not seeing no faces but faces of sheep till I half-forgot wot mens and womens faces wos like, I see yourn. . . . I see you there a many times plain as ever I see you on them misty marshes. Lord strike me dead! I says each time-and I goes out in the open air to say it under the open heavens-but wot, if I gets liberty and money, Ill make that boy a gentleman! And I done it. (pg. 340) Magwitch reveals himself as Pips secret benefactor and how he got all his wealth. This quote changed Pips idealistic view of wealth and social class by forcing him to realize that his own status as a gentleman is owed to the loyalty of a lower-class criminal. Year after year, he moved further away from Joe and his lower class. Pip, dear old chap, life is made of ever so many partings welded together, as I may say, and one mans a blacksmith, and ones a whitesmith, and ones a goldsmith, and ones a coppersmith. Divisions among such must come, and must be met as they come. (pg. 236) Joe comes with a smart and content attitude toward the changes in Pips social class that have driven them apart, and he shows his goodness and loyalty by blaming the division not on Pip but on the unchangeable nature of the human condition. Pip as a gentleman makes a lot of money and as he gets wealthy, he forgets his family and the people that are important to him. In other words, he worries about trying to impress people, rather than being moral. April Raintree changed her identity of a native by marrying a rich white man named Bob Radcliff. She always wanted to be rich and forget about her heritage. She moved away from Winnipeg to Toronto. She tried running away from the life she did not want, to try to live a life she wanted. You think I dont know why you married Bob? It was to get away from me, thats why. Ill be you wished you were an only child. I bet you wished I was dead. (pg. 155) It was almost like she did not want Cheryl in her life at all. You never loved that man. You loved his money. You figured you were going to be Miss High Society. (pg. 158) April did not love Bob Radcliff; she only married him for his money. Pip learns from his mistakes growing up. After realizing what kind of person he has become, and how he has treated his loved ones, he felt he was better off being in the lower class. Pip realized that wealth and class are less important than affection, loyalty, and inner worth. When he is finally able to understand that, besides the esteem in which he holds Estella, someones social status is not what so ever connected to that someones character. Bentley Drummle is a symbol to this because even though he is a minor character, he gave an important message. Drummle is an upper class member. He gave Pip proof that social class has no connection to attitude, personality or moral worth. Drummles negative example helps Pip to see the inner worth of characters such as Magwitch and Joe, and Pip eventually scraped his immature fantasies about wealth and class. Everything changes for Pip after he learns the class status of his benefactor because he realized that Magwitch, a kind-hearted man who was never able to come out of the status into which he was born but in the end he was able to get wealthy. April realized that she wasnt happy with Bob, so they got a divorce. From that divorce, she received a good amount of money. She immediately went back home to her sister, but things were not good between Cheryl and April. After Cheryl committed suicide, April found her diaries and read them. She finally realized what Cheryl has gone through while April wasnt in her life and what she thought of everything especially what she thought of April. April accepted being Mà ¯Ã‚ ¿Ã‚ ½tis then and there. Like her sister, she is proud to be Mà ¯Ã‚ ¿Ã‚ ½tis. Since she loved Cheryl, she was glad that a part of Cheryl was alive in her son, Henry Liberty. All life dies to give new life. (pg. 184) It was tragic that it had taken Cheryls death to bring April to accept her identity but she would strive for a better tomorrow now. For her sister and her son, her parents and her people. In conclusion, Pip accepted himself in the social class that he used to be in. Even though he remained in the higher class, Pip realized that he still cared for his loved ones in the lower class. For April, she accepted herself in the social class she was born in. Even though Cheryls life had to be taken away before April realized how important her heritage was. Pip carried a snobby attitude for a great portion of his life. He treated the people he loved without realization of how he wasnt respectful towards them. April had tried hiding, she had attempted to be someone shes not, she had tried being with someone she didnt love, and she had also undertook to blocking her own sister out of her life. No matter what April did, she couldnt get away from what she really was inside. She was born Mà ¯Ã‚ ¿Ã‚ ½tis. She just didnt feel proud of it nor did she want to be Mà ¯Ã‚ ¿Ã‚ ½tis. Pip and April both had issues with the people in their lives and they both found their true identities from being ashamed of their social class to peace with their lives.

Evidence-based Practice in Wound Cleansing

Evidence-based Practice in Wound Cleansing Introduction This essay defines the concept of evidence-based practice and discusses the importance of evidence-based practice for professional practice. The essay also selects an aspect of practice that is relevant to adult nursing, namely the use of water vs. saline for wound cleansing, provides a rationale for choosing that aspect within the context of evidence based practice, and, drawing on practice experience and examples of approbate evidence, discusses the extent to which the aspect of professional practice is informed by different types of evidence. In addition, the essay, with reference to the selected aspect of professional practice, discusses the factors that can hinder, or hinder the implementation of, evidence-based practice. Evidence-based practice is usually taken to mean using â€Å"the current best evidence in making decisions about the care of individual patients† (see Sackett et al., 1996), with a more recent definition being, â€Å"Evidence-based practice requires that decisions about health care are based on best available, current, valid and relevant evidence. These decisions should be made by those receiving care, informed by the tacit and explicit knowledge of those providing care, within the context of available resources† (see Dawes et al., 2005). The importance of evidence-based practice for professional practice In terms of the importance of evidence-based practice for professional nursing practice, offering evidence-based assessments and treatments has become widespread across the nursing profession due to the need for the NHS to be seen to be accountable to their patients as part of the NHS Plan (see Griepp, 1992). In essence, in the context of the NHS Plan and the consequences of this for professional practice, the aim of evidence-based nursing practice is to treat the patient in the best possible way, as dictated by the most up-to-date evidence available, in a timely manner, in order to ensure the highest possible quality of care for that individual patient (Cluett and Bluff, 2000). Within the framework of the NHS, the NHS Plan has meant many changes to nursing practice, including improvements in the delivery of service but mainly placing emphasis on the prompt delivery of evidence-based care and the pro-active involvement of the patient in their own care. As part of this change, which is a sea-change in the way in which the NHS has traditionally viewed care, nursing staff need to commit themselves to lifelong learning and professional development, within an evidence-based practice framework. This evidence-based framework dictates that nursing staff must use the current best evidence when making decisions about patient care, in order to conform to the dictates of their particular guidelines for professional practice. This is especially pertinent considering the need to empower patients through involvement in patient care, under the dictates of the NHS Plan: as Playle and Keeley (1998) argue, patients are no longer passive receivers of care as the NHS now needs to be seen to be accountable to their patients. Offering evidence-based assessments and treatments fulfills the requirements to be accountable to patients through the use of up-to-date research to inform treatment practices, for example (see also Griepp, 1992). Rationale for choosing the use of water vs. saline in wound cleansing This section of the essay discusses an aspect of practice that is relevant to adult nursing, namely the use of water vs. saline for wound cleansing, and provides a rationale for choosing that aspect within the context of evidence-based practice. This aspect practice has been chosen as it is commonly found in nursing practice: many individuals present with wounds at all nursing levels, including AE, community nursing and intensive care, amongst others. The issue thus has widespread importance in nursing practice across many different areas of practice. An analysis of the extent to which the use of water vs. saline for wound cleansing is informed by different types of evidence This section of the essay will now draw on my practice experience, and, using examples of appropriate evidence, will discuss the extent to which the use of water vs. saline for wound cleansing is informed by different types of evidence. Cunliffe and Fawcett (2002) found that nurses are presented with a variety of wound cleansing options, from the products that can be used to cleanse wounds to the dressings that can be used. The work found that this makes it difficult for nurses to make decisions about patient treatment, which means that nursing staff, instead of looking to the literature for advice, turn to the RCN guidelines, which is not an ideal basis for evidence-based practice (Cunliffe and Fawcett, 2002). Betts (2003) found that wound cleansing with water does not differ from wound cleansing with other substances, in terms of wound infection and wound healing (similarly to Gannon, 2007; Hall, 2007 and Griffiths et al., 2001). Fernandez and Griffiths (2008) conducted a systematic review of the literature on the use of water for wound cleansing and found that, whilst saline is usually favoured for wound cleansing, tap water is also a viable alternative, as it does not increase infection and there is some evidence that using tap water actually reduces the risk of infection, even in acute wounds. Their conclusion was that boiled tap water can be used as a wound cleansing agent (Fernandez and Griffiths, 2008), a conclusion also reached by Moscati et al. (2007), O’Neill (2002), Valente et al. (2003), Whaley (2004) and Riyat and Quinton (1997). Thus, the evidence from the research conducted on this subject suggests, overwhelmingly, that tap water is a viable alternative to saline for wound cleansing. The RCN guidelines for wound cleansing still, however, state that saline should be used for wound cleansing. The next section will look at this discrepancy in detail. The factors that facilitate or hinder the implementation of evidence-based practice in wound cleansing This section makes reference to the selected aspect of professional practice in order to discuss the factors that facilitate or hinder the implementation of evidence-based practice. There are many structures designed to support evidence-based nursing practice, including research and development that translates in to best practice guidelines. However, whilst it is clear that nursing staff, under the dictates of the NHS Plan, need to work within an evidence-based care framework, there are no guidelines as to how research is best incorporated in to their practice, in terms of what research should be used or what questions should be asked of that research, and so nursing staff often end up following guidelines that are produced for them, by the NHS. These guidelines are based on current research, and so do provide evidence-based care for patients, in some sense, but following guidelines does not involve nursing staff being directly involved in evidence-based care. As one of the main principles of evidence-based practice is that decisions about care should be based on the best currently available evidence from research, this situation is not ideal. Under a true evidence-based practice framework, nursing staff should be regularly undertaking literature searches themselves, to ensure that they themselves keep up to date with the research, and that they are aware of any new recommendations for nursing practice that are suggested by this research. They should then be implementing these new recommendations. This, however, provides difficulties, in that nurses are bound, by their professional training, to provide the usual standards of care, with the possible implication that, should a nurse try a new treatment method on a patient, following their research on a subject, as part of the evidence-based framework, and this treatment is not successful, the nurse would have let the patient down, under the guidelines provided for their professional practice. This, thus, provides a dilemma for nursing staff, who are bound to work under an evidence-based framework, but who are – in practice reliant on the timely provision of updates to treatment guidelines, which are based on an evidence-based framework but which have not been researched individually by the nursing staff. For example, as has been seen, there are many research publications that show how water can be beneficial in cleansing wounds, but the current recommended practice from the RCN guidelines is that â€Å"irrigation of the wound with saline is usually sufficient† with the provided rationale for this being that, â€Å"cleansing traumatic wounds with saline was associated with a lower rate of clinical infection when compared to tap water (Angeras et al., 1992)†, the RCN guidelines do concede that no clinical trials have been performed comparing tap water and saline water in wound cleansing and, as such, that there is no real evidence-base for these recommendations. Nursing staff working within an evidence-based framework could read the literature supporting water as an effective wound cleanser, and could base their treatment on this literature, which, whilst being within the scope of evidence-based practice, as recommended by the NHS Plan, would go against what they are recommended to do by their professional body. In the example discussed in this essay, therefore, the evidence as provided by the research has not yet been translated in to an up-to-date set of guidelines for nursing staff to follow. It seems, therefore, that patients are not being treated according to the best possible set of treatments according to the research, but, as the RCN guidelines state, there has, as yet, been no clinical trial of wound cleansing with water vs. saline, and so, even if the research suggests tap water is an effective, if not more effective wound cleanser than saline, until a clinical trial has been undertaken testing this, the recommendations for treatme nt will not change. In this case, however, a clinical trial is extremely difficult to imagine, due to the temporary and highly individual nature of wounds, which makes it impossible to provide clinical trial conditions to test water vs. saline as wound cleansing agents. As such, even though the literature suggests that tap water is an effective, if not more effective, wound cleanser than saline, saline will still continue to be used, as this has been used historically, and because no clinical trial has been set up proving the effectiveness of tap water, meaning that tap water cannot be recommended as a wound cleanser, in that it is not recommended in the RCN guidelines for nursing staff. Nursing staff are, however, under the evidence-based practice framework, able to apply, monitor and record wound cleansing using tap water. This approach allows nursing staff to approach the process of evidence-based practice in a series of steps (as recommended by Cluett and Bluff, 2000), within the guidelines provided by the RCN. The first step is defining the research question, based on evidence gained from treating patients in practice, which, in this case would be, â€Å"What is the best way to cleanse a patients wound, using tap water or saline?†. The next step would be to search for and to read all the relevant literature, and then to decide, on the basis of that literature, what the best treatment options are for the patient. This would, as has been seen, overwhelmingly suggest that tap water is the best treatment option, but the RCN guidelines would suggest that saline is the best treatment option. The nurse would thus be obliged to use saline but could apply, monitor and record wound cleansing using tap water, as part of the evidence-based framework they are encouraged to follow. Evaluation of the care provided and the processes through which the care was decided upon and administered would constitute the third and final step of the evidence-based framework (as given by Cluett and Bluff, 2000), which would gather all the relevant information and then would evaluate the results of this treatment in terms of finding a better solution for wound cleansing. This step-by-step approach to evidence-based practice allows for gradual improvements in the delivery of patient care through a process of gathering evidence of best practice. As has been seen, however, often nursing staff are not encouraged to follow this pathway as they are obliged to be bound by the guidelines for treatment provided by their professional body, the RCN, which, in this case, recommends a treatment option that seems outdated, according to the current research. Conclusion As shown by the appraisal of evidence for the use of tap water vs. saline as a wound cleanser, evidence-based practice in a nurses working life can be hindered by their professional guidelines, which, in this case, have not been updated based on the findings of current research. Whilst evidence-based practice facilitates best treatment practice for patients (as dictated by the NHS Plan) through the step-by-step approach outlined by Cluett and Bluff (2000), in this case, this facilitation is not enabled through the failure of the RCN to update their guidelines. Angeras M.H. et al. (1992). Comparison between sterile saline and tap water for the cleaning of acute traumatic soft tissue wounds. European Journal of Surgery, 158; 6-7: 347-50. Betts, J. (2003). Review: wound cleansing with water does not differ from no cleansing or cleansing with other solutions for rates of wound infection or healing. Evidence Based Nursing 6, pp.81. Cluett, E. and Bluff, R. (eds.), 2000. Principles and Practice of research in midwifery. Bailliere Tindall. Cormack, D., 2000. The research process in nursing. Oxford: Blackwell Science. Cunliffe, P.J. and Fawcett, T.N. (2002). Wound cleansing: the evidence for the techniques and solutions used. Professional Nursing 18, pp.95-99. Dawes, M. et al., 2005. Sicily statement on evidence-based practice. BMC Medical Education 5, pp.1-2. Fernandez, R. and Griffiths, R. (2008). Water for wound cleansing. Cochrane Systematic Syst Rev 23, pp. CD003861. Gannon, R. (2007). Wound cleansing: sterile water or saline? Nursing Times 103, pp.44-46. Goldenberg, M.A., 2006. On evidence and evidence-based medicine: a commentary on common criticisms. CMAJ 163(7), pp.837-841. Griepp, m.E, 1992. Undermedication for pain: an ethical model. Advances in Nursing Science 15. pp.44-53. Griffiths, R.D. et al. (2001). Is tap water a safe alternative to normal saline for wound irrigation in the community setting? Journal of Wound care 10, pp.407-411. Guyatt, G. et al., 2004. Evidence-based medicine has come a long way. BMJ 329, pp.990-991. Hall, S. (2007). A review of the effect of tap water vs. normal saline on infection rates in acute traumatic wounds. Journal of Wound Care 16, pp.38-41. Hinchiff, S. et al. (2003). Nursing practice and health care. Hodder Arnold. LoBiondon-Wood, G. Haber, J. (2006) Nursing Research: Methods and Critical Appraisal for Evidence-Based Practice. St. Louis. Mosby. Moscati, R.M. et al. (2007). A multicenter comparison of tap water vs. saline for wound irrigation. Acad Emerg Med 14, pp.404-409. NLH (2006). What is the evidence-based method of wound cleansing either with tap water or normal saline? Available from http://www.clinicalanswers.nhs.uk/index.cfm?question=2518 [Accessed 20th March 2008]. O’Neill, D. (2002). Can tap water be used to irrigate wounds in AE? Nursing Times 98, pp.56-59. Patel, S. and Beldon, P. (2003). Examining the literature on using tap water in wound cleansing. Nursing Times 99, pp.22-24. Riyat, M.S. and Quinton, D.N. (1997). Tap water as a wound cleansing agent in AE. J Accid Emerg Med 14, pp.165-166. Sachine-Kardase A, et al. (1992). Study of clean versus aseptic technique of tracheotomy care based on the level of pulmonary infection. Noseleutike 31(141), pp.201-11. Sackett et al., 1996. Evidence-based medicine: what it is and what it isn’t. BMJ, 312, pp.71-2. Salami, A.A. et al. (2006). A comparison of the effect of chlorohexidine, tap water and normal saline on healing wounds. Int J Morph 24, pp.673-676. Valente, J.H. et al. (2003). Wound irrigation in children: saline solution or tap water? Ann Emerg Med 41, pp.609-616. Watret L., Armitage M.A. (2002). Making Sense of Wound Cleansing. Journal of Community Nursing, 16(4), pp.27, 29-32, 34. Whaley, S. (2004). Tap water or normal saline for cleansing traumatic wounds? Br J Comm Nurs 9, pp.471-478.