The Youth Criminal Justice Act - 893 Words

In Spring 2009, three offenders, all in grade eleven , set two houses is Sherwood park on fire. The youth criminal justice Act (YCJA) provided opportunities for them to reintegrate and rehabilitate, instead of throwing them in jail. YCJA covers kids between the ages twelve to seventeen years old. It s purpose is to handle youth offenders more differently than adults because of their undeveloped minds. The YCJA was released back in 2003. By protecting the rights and providing Youth Canadians the support they need, the YCJA benefits the offenders in a positive way. The act gentrust the youth a second chance to make sure they don t reoffend by rehabilitating and reintegrating them. Also youth over the age 14 years can get an adult sentence if necessary. Therefore, the YCJA is an effective law because it supports everyone; youth will acquire the help they need and Public Safety is insured. One of the most important components in the YCJA is that it allows youth to receive a second chance. After they have been rehabilitated, and five years have passed, their criminal record will be sealed. In addition, the act will enforce and conceal the identity of the young offender. The media ban allows the twelve year old girl who murdered her family (consists of three people) will eventually be able to apply for the job of her preference. She is less likely to be rejected and the will not be recognized by the public since she was covered by the media ban. Criminal recordShow MoreRelated Youth Criminal Justice Act (YCJA) Essay872 Words   |  4 Pages Youth crime is a growing epidemic that affects most teenagers at one point in their life. There is no question in society to whether or not youths are committing crimes. It has been shown that since 1986 to 1998 violent crime committed by youth jumped approximately 120% (CITE). The most controversial debate in Canadian histor y would have to be about the Young Offenders Act (YOA). In 1982, Parliament passed the Young Offenders Act (YOA). Effective since 1984, the Young Offenders Act replaced theRead MoreThe Youth Criminal Justice Act879 Words   |  4 Pagesâ€Å"I have always found that mercy bears richer fruits than strict justice† –Abraham Lincoln Why is it that gardeners spend so much time nurturing their precious flowers? Perhaps the answer lies in the satisfaction which is gained from raising beautiful blooms. In like manner, Canada’s government believes that their flourishing youth deserve care and support in their journey of learning morals. The Youth Criminal Justice Act is a system which enforces the punishment of teenagers from the ages of 12-17Read MoreYouth Criminal Justice Act1532 Words   |  7 PagesThe Youth Criminal Justice Act is a piece of Canadian legislation...that determines the way in which youths are prosecuted under Canadas criminal justice system. The act was implemented April 1, 2003, after 7 years, 3 drafts, and more than 160 amendments. The clearly stated purpose of the Youth Criminal Justice Act is protection of the public through crime prevention, rehabilitation, and meaningful consequences (s.3(1)(a)(I-iii)). For a better understanding on whether the courts were followingRead MoreThe Yo uth Criminal Justice Act873 Words   |  4 PagesDear Mike Wallace, chair of the Justice and Human Rights Committee, I am writing today with reference to the recent amendments being proposed to the Youth Criminal Justice Act, contained within Bill C-10. This bill proposes a multitude of amendments that should be made to the current Youth Criminal Justice Act. One of the major amendments that Bill C-10 proposes is in relation to the location of detention for young offenders. Currently, a young offender, under the age of eighteen, can be orderedRead MoreThe Youth Criminal Justice Act Essay2429 Words   |  10 Pagesin accordance with the Youth Criminal Justice Act. The Youth Criminal Justice Act was created in 2003. The main objective of this legislation is to hold youth accountable for their actions through the promotion of â€Å"rehabilitation† and â€Å"reintegration† (Youth Criminal Justice Act, 2002, S.3a(ii)). Within the Canadian court system, there is a youth court for individuals who get in trouble with the law while they are still under the age of 18 years. In Calgary, Albert a the youth courtrooms are locatedRead MoreYouth Criminal Justice Act881 Words   |  4 PagesWhen someone mentions the Youth Criminal Justice Act (YCJA), some would argue that there is no purpose for it. Some believe that the age boundary is inappropriate; some believe that children should not have reduced sentences and special rights; and some may think that a youth’s criminal record should be accessible in the future. If one would look at all of the positive aspects, statistics, and examples that apply to the YCJA, then they would better appreciate the statute that applies to the youngRead MoreThe Youth Criminal Justice Act2109 Words   |  9 PagesIntroduction: Since the youth justice legislation has begun, there have been three youth justice statutes: the Juvenile Delinquents Act (1908-1984), the Young Offenders Act (YOA) (1984-2003), and the Youth Criminal Justice Act (YCJA) (2003-present). Canada’s youth criminal justice system doesn’t set up a different set of laws for young people. The same things are illegal for both adolescents and adults. The Youth Criminal Justice Act (YCJA) explains the criminal laws for young people livingRead MoreThe Youth Criminal Justice Act Essay1471 Words   |  6 Pagesin accordance with the Youth Criminal Justice Act. The Youth Criminal Justice Act was created in 2003. The main objective of this legislation is to hold youth accountable for their actions through the promotion of â€Å"rehabilitation† and â€Å"reintegration† (Youth Criminal Justice Act, 2002, S.3). Within the Canadian court system there is a youth court for individuals who get in trouble with the law while they are still under the legal age of 18 years. In Calgary, Alberta the youth courtrooms are locatedRead MoreYouth Criminal Justice Act Essay1257 Words   |  6 Pagescontinue the government established the Youth Criminal Justice Act (YCJA) which gives young offenders a chance to better themselves, and. By doing so, the YCJA helps teach youth that their actions are unacceptable and the punishments impose d are lesser then an adult. Through the analysis of their unacceptable actions, lesser punishments and a better future, it is clear that YCJA is highly effective at giving youth a better chance in society. The YCJA teaches youth that their actions were unacceptableRead MoreIs The Youth Criminal Justice Act Really A Deterrent?3036 Words   |  13 PagesIs the Youth in Criminal Justice Act really a deterrent to youth? The Youth in Criminal Justice Act often gets a bad rap for not being hard enough on its young offenders. There is a divide between those who would like to see these youth rehabilitated, and those who like to see them punished with lengthy prison sentences. The following case of R. v. G.-E.(A.), is a prime example of how difficult it can be to chose the most appropriate sentence for a youth offender with the Youth in Criminal Justice

Macbeth by William Shakespeare - 1154 Words

Macbeth is a play written by Shakespeare in the 1603; it is based on themes of ambition, power and authority. Macbeth is a tragic hero who becomes ‘Thane of Cawdor’ and meets three witches that predict he will become a king, which leads him to commit the regicide. Rupert Goold and many other directors have altered and interpreted Macbeth in many ways. In this essay I will compare and contrast the ways in which Lady Macbeth is presented in the original play and Gold’s 2010 film adaptation. Shakespeare introduces us to Lady Macbeth in act 1 scene 5. She receives a letter from Macbeth telling her about the witches’ prediction and she quickly begins to plan the regicide of King Duncan. Her ugly intentions are shown when she makes an appeal to the supernatural force to â€Å"come you spirits† and â€Å"unsex† her and to â€Å"fill her from the crown to the toe top-full of direst cruelty†. She then betrays her femininity by asking the spirits to come to her â€Å"breast† and exchange her â€Å"milk for gall†. This gives us the impression that she is ready to ‘transform’ so she can have the power to commit the crime. The â€Å"breast† and â€Å"milk† perhaps symbolizes her nurturing and loving feelings that a mother has for her child again emphasizing the fact that she needs to give these qualities up to have the factors to kill. Shakespeare makes reference to the â€Å"Crown† which traditionally rep resents power, victory and legitimacy to display her confidence and ambition to become queen. Lady Macbeth is presented asShow MoreRelatedMacbeth by William Shakespeare770 Words   |  3 PagesThe play Macbeth is written by William Shakespeare. It is believed to be written between 1603 and 1607 and set in eleventh century Scotland. It is also believed to be first performed in 1606. It is considered to be one of the darkest and most powerful tragedies. Macbeth, set in Scotland, dramatizes the psychological and political effects produced when evil is chosen to fulfill the ambition of power. The Tragedy of Macbeth is Shakespeare’s shortest tragedy and tells the story of Macbeth, a ScottishRead MoreMacbeth, By William Shakespeare1425 Words   |  6 PagesMacbeth Just Can’t Wait To Be King Everyone has a quality that they do not like about themselves. Some people struggle to be social, others may be too controlling of people. The list goes on and on, but the point is that everybody has a particular quality that they must learn to control or else that particular quality can get out of hand. Of course, one could write a list of characters that have major flaws. There is no better example than William Shakespeare’s character, Macbeth, in The TragedyRead MoreMacbeth, By William Shakespeare1409 Words   |  6 Pages â€Å"Fair is foul, and foul is fair: Hover through the fog and filthy air.† On October 17th, I had the pleasure of going to see Macbeth performed at the Shakespeare Tavern. Along with its reputation for being â€Å"cursed,† Macbeth is also known as one of the crown jewels of William Shakespeare’s repertoire. In my opinion, the central concept of this particular retelling of the play was the murkiness of character. Throughout the pla y, the many characters go through fierce temptation and strife, and noneRead MoreMacbeth, By William Shakespeare1203 Words   |  5 PagesMacbeth is a play based on King James I, it was written by William Shakespeare, however this play isn’t a king and queen fairy tale, but it’s a play about greed and guilt, chaos and murder and three evil witches who use prophecies to influence Macbeth to do bad things, using flattery would instigate his inner ambition to become king, which in the end doesn’t lead to a very happy ending. Shakespeare’s, Macbeth, was written in the early Jacobean period. During those times, women had no power, theyRead MoreMacbeth, By William Shakespeare1243 Words   |  5 PagesIn William Shakespeare’s â€Å"Macbeth†, the author portrays the main character Macbeth as a very tortured and flawed individual whose actions only serve to further unravel him. He is conflicted and power hungry, which drives him to perform evil murders and become a ruthless person. Macbeth’s moral compass is not resilient enough to withstand his wife’s manipulations and he is provoked to act on his malicious thoughts of murder. The author explores the terrible effects that ambition and guilt can haveRead MoreMacbeth, By William Shakespeare Essay1487 Words   |  6 Pagesreaction†. Macbeth by William Shakespeare is a tale which illuminates the consequences of violating the â€Å"Natural order†, the hierarchy of beings in the universe. When Macbeth, a warrior wel l-known for his courage and bravery, murders King Duncan acting on his unchecked ambition to claim the throne, the order was disrupted, the result†¦chaos. Shakespeare uses symbolism to illustrate the atmosphere of the play as the natural order is flung into a state of turmoil. These techniques used by Shakespeare is usedRead MoreMacbeth, By William Shakespeare1483 Words   |  6 Pagesdifferent references in the play of how a king deals with power and if they use it for better or for their own personal gain. In the play Macbeth, by William Shakespeare, Macbeth’s obsession with his journey to power leads to his failure. This obsession is demonstrated through the prophecies, the murder of his best friend Banquo, and his own demise. Macbeth demonstrates that he is incapable of mastering the power and responsibilities of being a king. This is indicated throughout the play with theRead MoreMacbeth, By William Shakespeare1045 Words   |  5 PagesBlood appears in only two forms, but many times in Macbeth by William Shakespeare; between the war scene at the beginning of the play and the lifting of Macbeth’s severed being lifted by Macduff at the end. It can be said that Macbeth could have been written in blood that there is such a large amount. What is unique about blood in Macbeth is that the â€Å"imaginary blood† or the guilt that the murderer feels plays more of a role of understand and amplifying the theme of the play, that blood is guiltRead MoreMacbeth, By William Shakespeare1431 Words   |  6 Pages Macbeth, though originally a valiant and prudent soldier, deteriorates into an unwise king whose rash decisions conclusively end in the atrophy of his title, power, and position. Several facto rs contribute to the downfall of Macbeth, which produce a contagion effect and ultimately end with his demise. He receives help from his â€Å"inner ambitions and external urgings† which result in his downfall (Bernad 49). The â€Å"external urgings† consist of the weird sisters who disclose his prophecies, which enlightenRead MoreMacbeth, By William Shakespeare1320 Words   |  6 PagesThe oxford dictionary definition of guilt, 1, the fact of having committed a specified or implied offence or crime, 1.1, a feeling of having committed wrong or failed in obligation. In Macbeth written by William Shakespeare, Macbeth, the titular character and his wife Lady Macbeth kill the King in order to become King and Queen themselves, this came with consequences which are still relevant in society today. The guilt they felt and the relevance to sleeplessness are common topics almost four hundred

The Causes Of The Great Depression Essay Example For Students

The Causes Of The Great Depression Essay Causes of the Great DepressionIn 1929 the stock market crashed, triggering the worst depression ever in U.S. history, which lasted for about a decade. During the 1920s, the unequal distribution of wealth and the stock market speculation combined to create an unstable economy by the end of the decade. The unequal distribution of the wealth had several outlets. Money was distributed between industry and agriculture within the U.S.; in social classes, between the rich and middle class; and lastly in world markets, between America and Europe. Due to the imbalance of the wealth, the economy became very unstable. The stock market crashed because of the excessive speculation in the 1920s, which made the stock market artificially high (Galbraith 175). The poor distribution of the wealth, excessive speculation, and the stock market crashes caused the U.S. economy to fail, signaling the start of the Great Depression. The 1920s were a time when the American people and the economy were thriving. This period of time was called the Roaring Twenties. Unemployment dropped as low as 3 percent, prices held steady, and the gross national product climbed from $70 billion in 1922 to nearly $100 billion in1929 (EV 525). However, the prosperity of the 1920s was not shared evenly among the social classes in America. A study conducted by the Brookings Institution stated, 78 percent of all American families had incomes of less than $3,000. Forty percent had family incomes of less than $1,500. Only 2.3 percent of the population enjoyed incomes of over $10,000. Sixty thousand American families held savings which amounted to the total held by the bottom 25 million families. (Goldston 26). The 40 percent of Americans at the lowest end of the economic scale received only 12 percent of the national income by 1929 (EV 549). This maldistribution of income between the rich and the middle class increased throughout the 19 20s. A major reason for this large and growing gap between the upper class and the working class Americans was that the manufacturing output increased throughout this period. As the production costs fell, wages went up slowly, and prices for goods remained at a constant. The majority of the benefits created by increased productivity fell into the hands of corporate owners. The federal government also helped to make the growing gap between the upper and middle classes. President Calvin Coolidges administration favored business, and as a result, the wealthy invested in these businesses. An example of this type of legislation is the Revenue Act of 1926, which significantly reduced income and inheritance taxes (Goldston 23). The introduction of credit to the American public proved to choke the economy rather than to stimulate it. To make an economy run properly, the total demand must equal total supply. The economy of the 1920s produced an over supply of goods. It was not that the surpl us products were not wanted, but that the people who needed them could not afford the products. The working class spent most of their money on things they needed: food, shelter, and clothes. They also purchased some luxury items, but their income limited them to only a few of these purchases. Meanwhile, the rich were enjoying their increased profits. While the vast majority did not have enough money to satisfy all of their material wants and needs, the manufactures continued to produce surplus goods. Recognizing that the surpluses could be sold if consumers were financially able to buy them, the concept of buying on credit was established. Credit was immediately popular. Nearing the end of the decade, 75 percent of all automobiles were purchased on credit (EV 526). The credit system created artificial demand for products which people could not usually buy. People could not spend their regular wages to purchase products, because much of their income went toward their credit payments. .uc239fb4420ff1cc3bd7fa382727cf55b , .uc239fb4420ff1cc3bd7fa382727cf55b .postImageUrl , .uc239fb4420ff1cc3bd7fa382727cf55b .centered-text-area { min-height: 80px; position: relative; } .uc239fb4420ff1cc3bd7fa382727cf55b , .uc239fb4420ff1cc3bd7fa382727cf55b:hover , .uc239fb4420ff1cc3bd7fa382727cf55b:visited , .uc239fb4420ff1cc3bd7fa382727cf55b:active { border:0!important; } .uc239fb4420ff1cc3bd7fa382727cf55b .clearfix:after { content: ""; display: table; clear: both; } .uc239fb4420ff1cc3bd7fa382727cf55b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc239fb4420ff1cc3bd7fa382727cf55b:active , .uc239fb4420ff1cc3bd7fa382727cf55b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc239fb4420ff1cc3bd7fa382727cf55b .centered-text-area { width: 100%; position: relative ; } .uc239fb4420ff1cc3bd7fa382727cf55b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc239fb4420ff1cc3bd7fa382727cf55b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc239fb4420ff1cc3bd7fa382727cf55b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc239fb4420ff1cc3bd7fa382727cf55b:hover .ctaButton { background-color: #34495E!important; } .uc239fb4420ff1cc3bd7fa382727cf55b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc239fb4420ff1cc3bd7fa382727cf55b .uc239fb4420ff1cc3bd7fa382727cf55b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc239fb4420ff1cc3bd7fa382727cf55b:after { content: ""; display: block; clear: both; } READ: Black Elk Speaks EssayThe poor distribution of wealth within the U.S extended to entire industries, helping one at the expense of another. The prosperity of the decade was not shared among the industries equally. While the automotive industry was thriving in the 1920s, some industries, such as agriculture, were declining steadily. Most of the industries that were prospering in the 1920s were in some

Summary of the Ballot or the Bullet free essay sample

Malcolm X emphasizes voting as a solution to ending discrimination against Blacks. He addresses the poor leaders and the denial of voting rights to Blacks. He saw that elections had been narrowly decided and that the Black vote was the deciding factor in these elections. (PARAGRAPH 10) He wanted people to understand that when candidates promise to pass legislation favorable to Blacks, those candidates must be held accountable after the elections and that these empty remises and stall tactics needed to end. PARAGRAPH 16) He pointed out that in the south, Blacks were completely being denied their voting privileges while in the north, politicians would remap the district voting lines where Blacks are a majority, to prevent those that the politicians did not want in office from getting elected. (PARAGRAPH 20) Malcolm X says that either the ballot or the bullet are the only solutions to the civil rights struggle they face.That through legislation, the government must allow Blacks proper voting rights or a violent approach will be their method to influence government into that decision. We will write a custom essay sample on Summary of the Ballot or the Bullet or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He also stated that because of the corruption of the government, they had to appeal to the world and not Just the United States. The issue of Black discrimination needed to rise from a civil rights issue too human rights Issue, allowing their case to be taken too United Nations omitted that deals with human rights.This plan would have America being forced to deal with the issue of Black civil rights on a world stage In front of a General Assembly. (PARAGRAPH 32-33) Malcolm X believes that the Black community needs to put aside their differences and unite and tell the leaders of the communities and country that legislation change must come and a decision needs to be made Immediately or else those leaders will force a hostile climate.

Investigating the nursing process and nursing care Essays

Investigating the nursing process and nursing care Essays Investigating the nursing process and nursing care Essay Investigating the nursing process and nursing care Essay In this essay I will use the nursing process which is an individualised problem-solving approach to nursing care. It involves four stages: assessment (of the patients problems), planning (how to resolve them), implementation (of the plans), and evaluation (of their success). (Oxford Nurses Dictionary, Fifth edition, 2003 New York). I shall be focusing on one aspect of the nursing process, which will be implementation. The implementation phase is when you put your care plan into action. Implementation encompasses all nursing interventions directed at solving the patients problems and meeting health care needs. While you co-ordinate implementation, you also seek help from the patient, the patients family, and other members of the health-care team. (Lippencott, Williams and Wilkins, Medical-Surgical Nursing Made Incredibly Easy, 2004). I have already used the process of planning to work out the solutions to my Patients needs. I referred to the workings of the SMART (Specific, measurable, achievable, realistic and time orientated) principle. (Hinchcliff, S, 2004) and the 12 activities of living by Roper, Logan and Tierney (Roper, N et al 2001) in order to help me achieve that. Egan explains that a helping model is like a map that helps you know what to do in your interactions with clients. At any given moment, it also helps you orient yourself, to understand where you are with the client and what kind of intervention would be most useful. (G. Egan, The Skilled Helper: A problem Management Approach to Helping 6th Edition). I have used a pseudonym to comply with my patients confidentiality as stated in the NMC (Nursing and Midwifery council) guidelines (NMC Code of Conduct clause 5. 1 2004). My patients name will be changed to Rachel; she is 35-year-old lady who has been admitted to have a bilateral breast reduction. She has been admitted to a surgical ward within the local trust. Rachel is married with two children who are two and four. She lives with her husband and children in the local area, with her husband being her next of kin. I have focused on one aspect of care that was highlighted from the planning process, which is Rachels post-operative care. The nurse in charge explained the hospitals policies and procedures for when the patient is received back into the ward from recovery. This was to check the airway is patent and the patient is breathing adequately. (Botti, M. and Hunt, J. (2000) The routine of post anesthetic observations. Contemporary Nurse 3(2): 52-57. ) The nurse explained that usually the patient is conscious before leaving the recovery room. Then I was told to record her temperature, pulse, blood pressure and oxygen saturation and compare the results with the patients pre-operative recordings. One of the most significant nursing activities in relation to prevention being the key is to keep observing patient/ client (Kenworthy. N, Snowley. G, C.? Ask christy. Common Foundation Studies in Nursing, third edition 2002). The nurse told me to observe the wound and any drains that may be present. Such as a Redivac or a catheter. I was told that I will need to check, if an intravenous infusion is present, and that I should inform the nurse in charge of her care, so she can check the intravenous infusion is functioning according to medical staff instructions. The nurse explained to me how important it is to read the patients theatre notes to confirm the surgical procedure, which has been carried out and ascertain any instructions from the surgeon or anaesthetist. For example, positioning of the patient, oxygen therapy. I was explained that I will have to ensure that the patient is lying in the most comfortable position possible, and that the limbs are positioned in a manner, which will not endanger muscle and nerve tissue. The nurse informed me, she would administer analgesia as required by the patient and as prescribed by the medical staff on her drug chart, as explained in the NMC guidelines for the administration of medicines london 2004. I was instructed to record blood pressure, pulse, oxygen saturation and respiration rates until they were within normal range and stable. Also to encourage and assist patient with breathing exercises to promote lung expansion, and therefore prevent chest infection. Simple nursing interventions, such as early mobilization and encouraging patients to do leg exercises while in bed, can help to reduce the risk of thrombus formation as well as urinary tract infections, pressure ulcers and constipation. The nurse told me that the policy was also to allow graduated amounts of fluid unless contra-indicated (e. g. the presence of a naso-gastric tube), then gradually introduce solid food if there is no vomiting and if bowel sounds are present. Also to record the amount and time when the patient passes urine and when the patient has a first bowel movement. The nurse asked me to ensure patient has adequate periods of rest. I was told to carry out these observations by my mentor. Some of these observations such as record blood pressure, pulse, and oxygen saturation and respiration rates should be carried out every fifteen minutes for an hour, then every half hour for four hours, then after that hourly for a certain period of time. The patients observations should be monitored for twenty-four hours closely. This does not always mean carrying out clinical measurement with special equipment although of course this is carried out a great deal. It means, literally, look at your patient frequently, and get used to how they appear and behave when they are stable and comfortable. Because we are then able to notice even the very slightest changes in the patients condition and these observations can be life saving. When Rachel was brought back to the ward from recovery, I came to meet her in her room. I greeted Rachel and asked her how she was feeling, and whether she was nauseous or in any pain. Pain is what the patient says it is, existing when he says it does. (M. McCaffery, Nursing the patient in pain, 1983) I needed to find this out for her post operative chart. Rachel then replied that she wasnt in any pain and not feeling nauseous. I then asked Rachel if she was comfortable or needed anything, Rachel replied that she was fine but feeling a little tired. Individuals are primarily social beings and a major part of living involves communicating with other people in one way or another (Roper et al applying the model in practice 1996). I then went on to assess her level of consciousness and discovered that Rachel was still slightly drowsy which was not abnormal as she had just returned from theatre. I recorded the results clearly and in such a manner that the text can not be erased. I also recognized that I should not include abbreviations, jargon, meaningless phrases, irrelevant speculation and offensive subjective statements. As stated by the NMC (Nursing and Midwifery Council, Guidelines for records and record keeping, London 2005) Then Rachel gave consent for me to conduct her observations I started by taking her blood pressure. Blood pressure is always undertaken on admission so we have a normal range for the individual patient and thereafter if required and according to the patients care plan. This is an important clinical measurement of cardiovascular function and one that denotes critical changes or potential changes in a patients condition. Post operatively, it is important to check and record frequently. Blood pressure is the force extended by the blood as it flows through the blood vessels. It is arterial blood pressure, which is normally recorded. Blood pressure increases with age, weight gain, stress anxiety. Normal range is considered to be from 100/60 to 140/90 mm Hg. The term hypotension is used when the blood pressure is lower than the normal range. The term hypertension is used when the systolic or diastolic blood pressure is elevated above the normal range. The correct size of cuff must be used to ensure accurate recordings. (Mallett, J. and Dougherty, L. (2000) Observations. Manual of Clinical Nursing Procedures Oxford: Blackwell Science. Ch. 28 pp 402-432) After making sure that the bladder inside the cuff was covering at least 80%of the circumference of the upper arm (Nicol. M, Bavin, C, Bedford-Turner. S, Cronin. P, Rawlings-Anderson, Essential Nursing Skills, Second Edition Mosby london. 004). I informed Rachel that the cuff was about to inflate, and asked her if she could keep her arm straight and relax. Rachels blood pressure 120/80 the first number is the systolic pressure taken just after the ventricles contract: the second number is the diastolic pressure, taken when the ventricles relax, (Smart. T, Human Body, Dorling kindersley limited London 2001) During the time whilst taking Rachels blood pressure I decided to t ake her pulse oximetry. This as a sophisticated and painless test. In which a small sensor is placed on the patients finger or earlobe, for measuring the proportion of oxygenated haemoglobin (oxyhaemoglobin) in the patients blood. It works by measuring the amount of specific types of light that are absorbed by body tissue. An Alternative term is called an Oxygen Saturation Test. (2000-2006 HealthCentersOnline, Inc. ) Rachels oxygen level in her blood was 98%, which is within her normal range. I recorded this and her blood pressure results on her observation chart. I then informed Rachel that I was about to take her temperature and received her consent. Checking the temperature regularly is very important because an increased temperature maybe a sign that the patient could have an infection, or may have an allergic reaction to the medication she may have been given. Sites for recording body temperature include the axilla, rectum and ear. For each patient, the site for temperature measurement should be consistent. The normal range of body temperature is between 36Â °C and 37. 5Â °C. (Anon. (2001) Essential skills: a monthly collectable guide to core clinical procedures. Observation and monitoring. 13. Recording temperature. Nursing Standard 15(38): insert-12. In order to take her temperature I used a Tympanic and inserted the probe into the outer ear, adjacent to but not touching the tympanic membrane. Before I use the Tympanic I had to check a few things to make sure I didnt get an inaccurate reading. Such as wax in the ear, a cracked or dirty lens, and poor fitting in the ear and if the patient has been recently lying on the ear that is used, (Jevon. P, Using a Tympanic thermometer, Nursing Times 2001, 97(9): 43-44) Next I took Rachels respiratory rate, which is thought to be the most sensitive indicatory of a patients physiological well being. This is logical because respiratory rate reflects not only respiratory function as in hypoxia or hypercapnia, but also cardiovascular status as in pulmonary oedema, and metabolic imbalance such as that seen in diabetic ketoacidosis (DKA). (Kenwood G, Hodgetts T, Castle N. Time to put the R back in TPR. Nursing Times. 2001; 97:32-33. ) Respiration is the exchange of oxygen and carbon dioxide between the cells of the body and the environment through rhythmic expansion and deflation of the lungs. Each respiration consists of an inhalation, exhalation and the pause, which follows. (Stevens, S. and Becker, K. L. (1988) How to perform picture-perfect respiratory assessment. Nursing 18(1): 57-63. ) When I assessed Rachels respiration, I had to ensure she was relaxed and unaware of the counting process, I then had to count the respiratory rate and observe the depth and pattern of respiration and count the number of respirations for at least 30 seconds. (Finesilver, C. (1992) Respiratory assessment. RN 55(2): 22-30) I did this by asking Rachel whether I could take her pulse and counted her respirations for 60 seconds. Her respiratory rate was 14. Normal respiratory rates can vary according to age. The accepted normal range for healthy adults is 14 20 per minute. (Torrance, C. and Elley, K. (1997) Practical procedures for nurses. Respiration: technique and observation 2 no. 4. 2. Nursing Times 93(44): insert-Nov. Torrance, C. and Elley,) I recorded the rest of Rachels results on her observation chart and informed the nurse in charge of Rachels care that her observation were in a normal range and showed her the chart just to double check my knowledge of this subject was accurate. The nurse in charge checked the results on the chart and informed me that my decision was correct and her observations were within normal range. In conclusion with the help of nursing models I have used previously. I feel that I have implemented my patients care effectively and efficiently. The Roper, Logan and Tierney model (Roper, N et al 2001) which I used in my patients assessment, helped me break down my patients care to find out what my targets were, in order to treat her care holistically. I then used the SMART principle (Hinchcliff, S, 2004) in the planning of Rachels care. It helped me turn the issues highlighted into more achievable and measurable goals. I feel that if I never used these models then Rachels care would not have been implemented properly.

100 Spanish Words You Should Know

100 Spanish Words You Should Know Obviously, youre not going to be able to say everything you want to say with only 100 Spanish words - although you could do surprisingly well with fewer than 1,000. But if you can learn these 100 words and understand how theyre used, youll be a long way toward being able to communicate freely in Spanish. Definitions below are for quick reference; all the words can be translated in additional ways. Top 100 Spanish Words 1. gracias (thanks)2. ser (be)3. a (to)4. ir (to go)5. estar (to be)6. bueno (good)7. de (of, from)8. su (your, her, his, their)9. hacer (to do, to make)10. amigo (friend)11. por favor (please)12. no (no)13. en (on, in)14. haber (to have as an auxiliary verb)15. tener (to have, to possess)16. un, uno, una (a, one)17. ahora (now)18. y (and)19. que, quà © (that, what)20. por (for, by)21. amar (to love)22. quià ©n (who)23. para (for, to)24. venir (to come)25. porque (because)26. el, la, los, las (the)27. antes (before)28. ms (more)29. bien (well as an adverb)30. aquà ­, allà ­ (here, there)31. querer (to want, to love)32. hola (hello)33. tà º (you)34. poder (to be able)35. gustar (to be pleasing)36. poner (to put)37. casi (almost)38. saber (to know)39. como (like, as)40. donde (where)41. dar (to give)42. pero (but)43. se (itself, herself, himself, themselves)44. mucho (much)45. nuevo (new)46. cuando (when)47. chico, chica (boy, girl)48. entender (to understand)49. si (if)50.  o ( or)51. feliz (happy)52. todo (all, every)53. mismo (same)54. muy (very)55. nunca (never)56. yo, me (I, me)57. sà ­ (yes)58. grande, gran  (big, great)59. deber (to owe, should)60. usted (you)61. bajo (low, under)62. otro (other)63. salir (to leave)64. hora (hour; see also lesson on telling time)65. desde (from)66. ver (to see)67. malo, mal (bad)68. pensar (to think)69. hasta (until)70. tanto, tan (used in making comparisons)71. entre (between, among)72. durante (during)73. llevar (to wear, to carry)74. siempre (always)75. empezar (to begin)76. à ©l, ella, ellos, ellas (he, she, they)77. leer (to read)78. cosa (thing)79. sacar (to take out, to remove)80. conocer (to know)81. primero (first)82. andar (to walk)83. sobre (over, about)84. echar (to throw)85. sin (without)86. decir (to say)87. trabajar (to work)88. nosotros (we, us)89. tambià ©n (also)90. adià ³s (goodbye)91. comer (to eat)92. triste (sad)93. paà ­s (country)94. escuchar (to listen, to listen to)95. hombre (man)96. mujer (woman)97. le (in direct-object pronoun)98. creer (to believe, to think)99. encontrar (to find)100. beber (to drink) And a Few More Here are some other words that very well could have made the list: 101. hablar (to speak)102. ese, esa (demonstrative that; also see the demonstrative pronouns)103. baà ±o (bathroom)104. despuà ©s (afterwards, later)105. gente (people)106. ciudad (city)106. sentir (to feel)107. llegar (to arrive)108. pequeà ±o (small)109. escribir (to write)110. aà ±o (year)111. menos (minus, except)112. lo (various uses)113. cual (that, which)114. este, esta (this)115. dejar (to leave)116. parte (part)117. nada (nothing)118.  cada (each)119. seguir (to continue, to follow)120. partir (to divide)121. ya (still, already)122. parecer (to seem)

Characters of Dexter and Missie May Essay Example | Topics and Well Written Essays - 1000 words

Characters of Dexter and Missie May - Essay Example The characters Dexter and Missie May Banks have been presented with memorable roles in developing the stories in Winter Dreams, and The Gilded Six-Bite respectively to achieve the themes within the stories. Winter Dreams as written by Scott Fitzgerald has been based on the events that affect the leading character Dexter Green as presented by the girl in his life. Although his background fails to meet the standards presented in the story, Dexter depicts the desire to meet satisfaction from material wealth. His definition of a perfect life had been inhabited by wealth, money and comfort in the arms of Judy Jones. Judy becomes the key to reveal Dexter’s potential as she advocates for him to be successful. The leading themes in power, beauty and success are represented through the leading character when Dexter desires the luxurious lifestyle. Dexter’s Character Dexter is hardworking, and we are told of the role that he features to be a caddie in the search for money (Fitzge rald). He had further sough to gain success ad wealth when he had declined his position as a caddie to join the ranks of the wealthy class. Dexter strives to lead a more flourishing lifestyle and he demonstrates the fete through joining the Eastern University. The more enthusiastic Dexter proves to be enterprising and ambitious. This is more evident when he borrows money to invest in the laundry hustle that made him borrow $1,000. Dexter’s ability to seek the determination needed to acquire wealth saw him become a leading entrepreneur at the young age of 27. Dexter presents the image required to reflect him as a hard worker and an individual who requires progress. He rises from his neighborhood in Keeble to become a prominent personality within the community. Dexter toils to rise the ranks into a group that holds more wealth within the society and differentiates from the class that had been created by the failure within the society to offer a counter measure. The winter dream s theme had been created to be based on the expectations needed by the young Dexter who works as a caddie and dreams of playing with the established personalities. He further improves his relationship with Judy after acquiring the wealth required to accord a complete life. However, the satisfaction that he presents in Judy is not fully presented because he loses interest as her beauty fades. He is depicted as an inconsiderate character after leaving her first wife Irene for Judy. Dexter places most effort on the image he relays towards the society as he values the wealth and power that he had worked hard to acquire. â€Å"The Gilded Six-Bite† by Zora Neal Hurston is written to delve on the theme of love betrayal and the desire to reconcile with those that share love. The story set in Eatonville depicts Missie May who is eager to impress her new husband Joe. However, their relationship is threatened by, the new wealthy, personality in Otis Slemmons. Joe brags of the wealth tha t Slemmons holds and acknowledges the power presented in the wealth realized in Slemmons but acknowledges that the power he holds is in his beautiful Missie. These fantasies push Missie to the arms of Slemmons who seizes the opportunity to lay with her in exchange for a gold coin. Although these events lead to tension between the couple, Joe forgives his wife, and they reconcile their differences (Hurston 53). Missie May’