Leadership Theories Of The 20th Century - 2090 Words

According to a Gallup survey conducted last year, just about half of the people who quit their jobs do so because they want to â€Å"get away from their manager† (Snyder). It’s easy to say that a good boss can improve productivity and moral, but what exactly makes a â€Å"good boss†? Evidently, this has been a question that men and women have been trying to answer for over a hundred years. In this paper, a number of different leadership theories will be described that date back to the early 20th century. One of the first leadership theories of the 20th century came from Frederick Winslow Taylor. Taylor believed that making employees work as hard as possible was not as efficient as optimizing the way work was done. Taylor’s movement was called â€Å"Scientific Management† (aka Taylorism). Scientific Management was based on four principles. First, each specific task should be analyzed using the scientific method to determine a more efficient way of completing that task. Second, rather than assigning workers just any task, tasks should be matched to workers based on their capabilities, and the workers should be specifically trained for that task to maximize efficiency. Third, managers should monitor worker performance, and provide instruction to workers who are not maximizing efficiency. And fourth, allocate work between managers and workers so that managers spend their time planning and training (Mindtools.com â€Å"Frederick Taylor and†¦Ã¢â‚¬ ). Scientific management was a revelation because upShow MoreRelatedPrinciples And Characteristics Of Laissez Faire1114 Words   |  5 Pagesthe late Steve Jobs perfectly captures the essence of laissez faire leadership. The model is rather a paradox within the leadership theories, because of its hands-off nature. The leader and subordinate roles are almost turned upside down, making it a difficult theory to grasp. So what does it take to lead with a laissez faire philosophy? In this guide, we’ll explore what is the definition and history behind laissez faire leadership. We’ll analyse the essential characteristics of the framework, togetherRead MoreThe Role And Professional Position Of The School Principal944 Words   |  4 Pagesthe importance of understanding the need for ethical and/or moral leadership, it is important to present the development of the role of school principals and its eventual need for the inclusion of ethics and moral into school leadership. The role and professional position of the school principal began to be shaped during the early 19th century with the development of â€Å"head teacher† (Brown, 2011). Next, at the turn of the 20th century, the position of school principal began to gain both stature andRead MoreClassical Viewpoint of Management1088 Words   |  5 PagesClassical management theory Classical management theory was introduced in the late 19th century. It became widespread in the first half of the 20th century, as organizations tried to address issues of industrial management, including specialization, efficiency, higher quality, cost reduction and management-worker relationships. While other management theories have evolved since then, classical management approaches are still used today by many small-business owners to build their companies and toRead MoreThe Bankruptcy Of Marxist Ideology : The Dilution And Variability Essay1720 Words   |  7 PagesMarxist Ideology: The Dilution and Variability of Marxist and Neo-Marxist Theory in the Post-WWI Era Introduction: This economic study will define the dilution and variability of Marxist and Neo-Marxist Theory in the post-WWII era. The slow dissolution of Marxist theory as as a 19th century economic concept defines the rise of capitalism and the neoliberal ideology that has permeated the latter half of the 20th century. The fall of communism in the late 1980s reveals the bankruptcy of communismRead MoreU.s. Government s Department Of Defense1238 Words   |  5 Pagesthere are leaders within the DoD who practice more lateral or flat approaches to leadership. Furthermore, the DoD has both a military side where leadership is hierarchal as well as transactional, as well as a civilian side which is much more transformational. These varying leadership approaches within the DoD s macro-level, micro-level, military, and civilian structure are all very appropriate and effective leadership approaches for this large organization. Furthermore, the various approaches usedRead MoreManagement Administrati ve Theory1585 Words   |  7 Pages and have even described her as thoroughly modern . What were Mary Parker Follett s main contributions to management thought and practice; how do they relate to classical management theory and practice and how are they relevant to managers in contemporary organisations? Ever since the early of 20th century, management has been studied as a science due to its important role in influencing various factors of life: from economic, technological to political. Many scholars tried to give us theRead MoreMcGregor’s Theory X and Y Essay1213 Words   |  5 Pagesprosperity. Therefore, the management theory is constantly developing. In 20th century, there were several management theories proposed such as scientific management, administrative management, behavioural management, etc. as increasingly aware of human are crucial element of the organisation and vital in influencing overall organisational performance, Douglas McGregor who studied about how workers’ behaviour effect the manager’s leadership, proposed Theory X and Y (Waddell et al. 2007). It is noRead MoreOne Of The Major Factors Militating Against The Development1434 Words   |  6 Pageslonger be ignored at various sectors of the economy and spheres of life. The author adds t hat this text thus takes a critical look at topical issues in sports administration and management, dwelling on theories and principles of modern trends in sports administration and management such as leadership, organisation, planning, motivation, etc. The text contains 16 chapters. Chapter one is christened the concept of sports management. Here, Awoyinfa says management is a concept that implies differentRead MoreThe History of Nursing Science1076 Words   |  4 Pagescomplexities, and because nursing science is so intimately tied to nursing practice, it may be simplest and most appropriate to place the birth of nursing science with the establishment of professional nursing and nursing education in the early 19th century. The most popular version of the founding of the nursing profession revolves around Florence Nightingale, a wealthy British woman who organized a group of female nurses to tend to soldiers in the Crimea in 1854 and subsequently established nursingRead MoreEssay about Communism579 Words   |  3 Pagesof the greatest political impacts than any other political ideas in the 20th century around the world. What is important and interesting about communism is its background, concept, and why many countries apply to this idea. This essay will generally focus on the background, ideology, and why the countries and political parties applied to this idea. nbsp;nbsp;nbsp;nbsp;nbsp;Communism did not exist until the 18th century. The idea of communism originated from the industrial revolution in Great

Cognitive Therapy And Cognitive Behavioral Therapy Essay

Since the beginning of psychotherapy as a discipline and theoretical body of knowledge, there has been many different psychotherapies developed and practiced. Some psychotherapies share similarities and, at times, use the same mechanisms of change (e.g., cognitive therapy and cognitive behavioral therapy) while other psychotherapies are fundamentally distinct from each other (e.g., psychoanalysis and acceptance and commitment therapy). The integration of the mechanisms and theoretical basses of two or more psychotherapies has been sought out as a means to create methods of psychotherapy that are increasingly effective and useful for practitioners. Integrating aspects of different psychotherapies has been attempted in four ways; by using assimilative integration, technical eclecticism, theoretical integration, and common factors (CF). Assimilative integration is a popular method of practice that relies on the practitioner having one dominant theoretical grounding and using methods from other psychotherapies when they are seen to be useful in therapy. In other words, the therapist dominantly practices one theoretical orientation, which he or she uses for the fundamental cause of pathology and most therapeutic techniques, while using techniques from other theoretical orientations when they would benefit particular patients or be suitable in certain situations. An example of the assimilative integration approach is when a cognitive behavioral therapy (CBT) practitioner decidesShow MoreRelatedBehavioral Therapy And Cognitive Therapy869 Words   |  4 Pagespaper, I will compare and contrast Group Therapy and Cognitive therapy, more specifically, dialectical behavioral therapy, and the differences between assessment types that clinicians use to determine a diagnosis and therapy that would best benefit their client. In the second part of my paper, I will discuss and address different considerations in which a therapist should make in order to provide a safe and effectively therapeutic environment. Though therapy is a largely utilized form of mental healthRead MoreCognitive Therapies And Behavioral Therapy982 Words   |  4 PagesCognitive behavioral therapy, on the contrary, utilizes directive consulting tools to control and guide its patients. These include such things as asking questions, interpreting, and providing direction to a client’s attention and emotions. â€Å"Aaron Beck developed cognitive therapy, an approach that focuses on recognizing and changing negative thoughts and maladaptive beliefs into more realistic and constructive thoughts and beliefs† (Erford, 2014). It is believed that cognitive behavioral therapyRead MoreBehavioral Therapies : Cognitive Behavioral Therapy1752 Words   |  8 PagesFrom the lens of a Cognitive Behavioral Therapist, an integrated mix of b oth cognitive and behavioral approaches is best suited the treatment of clients. All the approaches under Cognitive Behavioral Therapy require several different attributes. Some of them being; the need for a positive working relationship between client and therapist, the belief that distress is a cognitive process, treatment is a focus in changing cognitions to create positive change in mood or behavior. Changing irrationalRead MoreCognitive Behavioral Therapy2168 Words   |  9 PagesBackground Developed in the mid 1960s by Aaron Beck, the Cognitive Behavioral Therapy (CBT) model theorizes that the interpretation of both external and internal events is biased, and can tap unhealthy underlying beliefs that potentially lead to emotional distress (Beck, 2005). Over the years CBT has accumulated an impressive track record in the treatment of a variety of mood disorders. In 1985, a review of 220 studies using CBT in the treatment of depression concluded that 91% supported the modelRead MoreCognitive Psychology : Cognitive Behavioral Therapy1447 Words   |  6 PagesCognitive Behavioral Therapy Djiedjorm Doe (Dede) Middlesex Community College Cognitive behavioral therapy, commonly known as CBT, is a systematic process by which we learn to change our negative thought into more positive ones. CBT is a combination of two types of therapy, cognitive therapy and behavioral therapy. cognition is our thought, so cognitive behavioral therapy combines working with our thought process and changing our behavior at the same time. Cognitive behavioral therapistsRead MoreCognitive Psychology : Cognitive Behavioral Therapy1502 Words   |  7 PagesCognitive Behavioral Therapy, in its most modern form, was developed in 1960 by Aaron T. Beck. However, CBT has an interesting history dating back to the 1920s in the United States and even earlier in other parts of the world. â€Å"Precursors of certain fundamental aspects of CBT have been identified in various ancient philosophical traditions, particularly Stoicism. Stoic philosophers, particularly Epictetus, believed logic could be used to identify and discard false beliefs that lead to destructiveRead MoreCognitive Behavioral Therapy1766 Words   |  8 PagesCritique on: Cognitive Behavioral and Reality Therapy Liberty College Debra Borzym Cognitive Behavioral Therapy Aaron Beck is known as the pioneer of cognitive therapy, which has been a utilized approach to psychotherapy.   Beck attempted to further Freud’s theory of depression; however, the research moved more towards errors in logic, coined â€Å"cognitive distortions† which were deemed the basis of underlying dysfunction and depression.   The fundamental aspect of cognitive therapy, whichRead MoreCognitive Behavioral Therapy And Narrative Therapy1706 Words   |  7 Pagesgoing on in his every day life. The two that we have chosen are Cognitive-behavioral therapy and Narrative therapy. We will look into both of these and also as we do that we will find out what the role of the social worker is in both cases. Cognitive-behavioral therapy can help you notice the discouraging thoughts that make you feel bad. These thoughts are sometimes called irrational or automatic thoughts. Using Cognitive-behavioral therapy you can learn to stop these thoughts and replace them with helpfulRead MoreCognitive Behavioral Therapy And Narrative Therapy1706 Words   |  7 Pagesgoing on in his every day life. The two that we have chosen are Cognitive-behavioral therapy and Narrative therapy. We will look into both of these and also as we do that we will find out what the role of the social worker is in both cases. Cognitive-behavioral therapy can help you notice the discouraging thoughts that make you feel bad. These thoughts are sometimes called irrational or automatic thoughts. Using Cognitive-behavioral therapy you can learn to stop these thoughts and replace them with helpfulRead MoreCognitive Behavioral Therapy As The Talking Therapy2088 Words   |  9 PagesThe Royal College of Psychiatrists describes cognitive behavioral therapy as the talking therapy, its aim to help people understand how a problem began, why it’s still a problem and what’s keeping the problem going (RCP, 2016). Cognitive behavioral therapy also links between thoughts, feeling and behavior, in simpler words, it links between the process of our thoughts and what we feel and what we do (Becks,1995 ). Cognitive behavioral therapy has been found to be very effective in treating wide

Consolidated Portfolio for Planning and Control - MyAssignmenthelp

Question: Discuss about theConsolidated Portfolio for Planning and Control. Answer: Personal Reflection: Consolidated Portfolio In the first week, I learnt and understood about project management and why every organization requires unique project management methodology and consistent utilization of it. Project management and related procedures are implemented in the organization for reaching success in any project with effective communication planning for the organization. Moreover, skilful person is to be chosen as project manager who should be responsible for managing the entire project and conducting project management procedures. Successful project management required suitable project management methodology adoption based on project scope, nature, and business requirements. The project manager should be responsible for resolving individual issue for subordinates and perform decision-making from organization perspective. Moreover, project manager should be committed towards strategy development and application for project implementation. In second week, I learnt about primary aspects that could be causing project failure during year 1980 and 1990. Major failure factors in this context were lack of effectiveness in planning, faulty estimation, lack of cost control, delays in issue resolving, and communication lacking. As per my experience, while I used to work at catering services, one busy weekend was ruined due to improper planning. Customers were not served with quality food within time and this led to dissatisfaction to the customers. Hence, improper planning could cause failure to project and I gained this understanding that planning should be performed beforehand properly. I identified that appropriate methodology can reduce chances of project failure as well as project managers maturity level. In third week, I learnt about project roles and requirements of project management so that easily any project can be managed. Primarily, any project requires project manager, financial manager, and team members as essential and mandatory roles. Project manager should have proper leadership and communication skills in order to manage and communicate with all individuals. As per my experience in this context, while I worked in Vodafone store, I made some mistakes and could not finish targets in time. Later, I applied project management methodology and I resolved my mistakes. After this situation, I realized about each member roles and their individual responsibility in project. In fourth week, I learnt about successful project manager hiring and his/her skills so that I can easily understand project manager necessity. Successful project manager should be chosen based on his/her expertise and as per projects importance. Project manager should be able to align the objectives with strategy. Project manager should be able to handle risks and wrongly chosen project manager can lack project success. Modern project manager and traditional project manager differs from each other as visibility, accessibility, and priority differs from their viewpoint. As per my experience, good project manager should be dedicated to critical projects and he/she should provide guidance to complete project processes and utilize individual skills. In fifth week, I identified that opportunity cost is valued with pursuing projects and opportunity cost is of significant value so that decision-making can be performed for managements. As per my experience, I believe that being successful can be achieved with hard work and achieving all goals and objectives in the context. Prediction of success depends over achieving all desired requirements. Proper planning can enable appropriate implementation, monitoring, and reviewing of project. My best practice in real life for project management was too provide proper effort to achieve project objectives. In sixth week, I learnt about types of project and role of project manager in each type of project. Furthermore, I understood about efficiency in functional team performance. As per organizational team and structure, I needed to learn about supportive roles and activities in the project. For implementation of project management, I found out that commitment is essential for any project to be successful. Moreover, the strategies should be covered in the project for determining the project success. In seventh week, I understood about certain challenges that could be main hindrances to the project management approach. The challenges are identified as failure to assign proper project manager, lack of finances, lack of designed procedures, and lack of effective communication. In eighth week, I understood that methodology adherence is applicable for ever research and outcomes. Methodology and related tools and techniques are essential for projects successful completion. I learnt that project scheduling can incorporate reaching all objectives of any project, moreover, the deliverables of project can be necessary for managing budget, scope, and risks associated. I understood that planning process should prevent deviations from planned approach for any project. Resolving project conflict is another important step for project management in order to assess risks and provide quality service delivery. In ninth week, I understood about continuous improvement and its importance over project management. Quality management can focus over customer satisfaction and can produce satisfactory results regarding customer requirement. Change management is required to be implemented so that business resources and allocation of resources can be performed accordingly. Moreover, project manager needed to develop specified deliverables before starting any project. In best practice approach, the work breakdown structure would be helpful for segmenting each activity as per dependencies. In final week, I learnt about continuous improvement over recognizing proper approach for streamlining work with managing the project. Instance for any project can be applicable for improving the project management approach with earning practical aspects of any project. I identified that quality could be essential for meeting ability to meet desired project outcome for any system within the project. Moreover, I understood that process of delivered quality should be measured along with delivered outcome. I used to measure the efficiency of product within meeting setting benchmark of the ideal project outcome. As per my learning, I should introduce continuous improvement in practice with resolving the mistakes and delivering the project with mitigation of the issues. Project manager should be able to determine the idea for reaching project development flawlessly. Moreover, project manager should develop proper planning to address future scopes of the project. Project management software could be helpful for completion of the management process within stipulated time and budget. I identified that conducting continuous improvement can be performed identifying the current stage as well. Bibliography Bredillet, C 2010, Blowing hot and cold on project management. Project Management Journal, 41(3), 4-20. Burke, R 2013, Project management: planning and control techniques.New Jersey, USA. Heagney, J 2016, Fundamentals of project management. AMACOM Div American Mgmt Assn. Kerzner, H 2013,Project management: a systems approach to planning, scheduling, and controlling. John Wiley Sons. Kerzner, H 2013,Project management: a systems approach to planning, scheduling, and controlling. John Wiley Sons. Martinelli, R.J Milosevic, D.Z 2016,Project management toolbox: tools and techniques for the practicing project manager. John Wiley Sons. Medina, R Medina, A 2014, The project manager and the organisation's long-term competence goal.International Journal of Project Management,32(8), pp.1459-1470. Munns, A. K Bjeirmi, B. F 1996, The role of project management in achieving project success. International journal of project management, 14(2), 81-87. Project Management Institute 2017, Ethics in Project Management. Race, P 2010, A Practical Guide to Assessment, Learning and Teaching. Abingdon, England: Routledge. Timmins, F 2008, Making Sense of Portfolios: An Introduction to Portfolio use for Nursing Students. Glasgow, Scotland: McGraw-Hill Education. Vareilles, E Coudert, T Aldanondo, M Geneste, L Abeille, J 2015, System design and project planning: Model and rules to manage their interactions.Integrated Computer-Aided Engineering,22(4), 327-342.

The Likely Manifestations of Terrorist Act Globally Essay Example

The Likely Manifestations of Terrorist Act Globally Essay The likely manifestations of terrorist act globally Its nature and spread by 2030-2035 Statement of the job: This paper aims to sketch major hereafter tendencies in terrorist act and through this, predict the hereafter of terrorist act with a position to analyze the pendulumic displacement from State sponsored terrorist act, to non-state histrion groups, back towards new province sponsored terrorist act for Radical Militant Islamic Groups ( RMIGs ) . Aims: 1. Show the manifestation of RMIGs off from decentralized leading and back to centralise leading staged from anarchic countries in bing state provinces. 2. Show the menace this poses to the marks of these RMIGs Hypothesis: As military and jurisprudence enforcement forces have begun to take away the safe oasiss for RMIGs, the menace will switch as these groups: settle into anarchic provinces set up their ain authoritiess, inhabit weak provinces by intimidating and corrupting the current authorities to supply sanctuary within the province boundaries, and finally out-breed the current people in non-Islamic provinces past bulk population and so vote in anti-western Islamic provinces with purposes to back up terrorist act. Chapter 1 Introduction The Menace from Terrorism We will write a custom essay sample on The Likely Manifestations of Terrorist Act Globally specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Likely Manifestations of Terrorist Act Globally specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Likely Manifestations of Terrorist Act Globally specifically for you FOR ONLY $16.38 $13.9/page Hire Writer There are really few worlds in the universe today who have non had their lives altered or affected in some manner through terrorist Acts of the Apostless or the menace from terrorist act. The extremely publicised terrorist onslaughts in the United States, London, Madrid, and Mumbai were seen worldwide and have lead to sweeping alterations in the security positions of many western and developed states, every bit good as to a multi-nation war in Afghanistan. For those that have non felt the direct effects by losing person near to them, there are many life changing after-shocks have had planetary range and therefore have effected about everyone. Every individual who uses public transit, drives in a plane/train, or crosses an international boundary line will experience the effects of international terrorist act through immensely increased security steps. Terrorism has changed foreign policy for many states and has lead to wars. [ 1 ] In all, terrorist act is rewriting the geopolitical ma p as we see it now and in the decennaries to come, will go on to alter the universe as we know it. Extremist Militant Islamic Groups There are many faiths and political cabals that have terrorist cells. In fact, in this twenty-four hours and age, one would be hard pressed to happen a state or faith that does non hold some signifier of cardinal or radicalized terrorist group in its thick. Groups adopting panic find roots in Christianity, Islam, Judaism, Buddhism and Hinduism. [ 2 ] This being said, in recent times, the most unsafe menace to western and developed states comes from the Radical Militant Islamic Groups. These Muslim Militants have non merely local and national range, but can project their influence regionally and even globally ( as seen with Al Qaeda and Hezbollah ) , and therefore will be the focal point of this thesis. Switching Littorals: Since as far back as history day of the months, there has been war between peoples. Sometimes these peoples were equally matched, and the conflicts pitted big ground forcess against one another. Yet at other times, the odds were to a great extent in favour of one side, and the lesser of these groups had to fall back to non-traditional warfare to bring down losingss on their enemy. Sometimes these onslaughts were focused on the enemy s military, and sometimes these onslaughts were focused on the people of the enemy state. The enemies could be state vs state or sometimes they were state vs a non-state histrion group. The pendulum has swung back and Forth throughout history as to what is the root of terrorist groups. With the outgrowth of Al Qaeda we have seen that in the present twenty-four hours the non-state histrion terrorist groups have taken centre phase, though this may be about to alter. Attempt to foretell the hereafter This paper engages the chance of foretelling the hereafter of planetary terrorist act. This is achieved by analysing the history of the beginnings and conceptual alterations of terrorist act over old ages past and current tendencies of terrorist act as seen through the informations available from the terrorist act bookmans of today. Though terrorist act is non a wholly Muslim phenomena, this paper will concentrate on terrorist act from Radical Militant Islamic Groups, as this is the most prevailing signifier of terrorist act seen in the present twenty-four hours. It will try to put out the development of terrorist act to give some footing for a reappraisal of the current most of import tendencies in terrorist act. It will discourse the beginnings of ethno-nationalist ( or province sponsored ) terrorist act and farther discourse how this has morphed into the new multinational ( or non-state histrion ) terrorist act of today. Finally the paper will put the phase for the anticipation of a hereafter displacement back to province sponsored terrorist act and sketch the grounds why this is traveling to happen. Chapter II Development of Terrorism Historical Rootss Quotation mark here about terrorist act s history and importance Pre-Modern World: first Century BC to the thirteenth Century The history of terrorist act is every bit old as worlds preparedness to utilize force to impact political relations. A first century Jewish group known as the Sicarii murdered their enemies and Roman confederates in their run to throw out the Roman swayers from their fatherland in Judea. [ 3 ] The Hashhashin, whose name gave us the English word bravos, were a close Islamic religious order active in Iran and Syria from the 11th to the thirteenth century. [ 4 ] Their dramatic blackwashs of rival political figures terrified their coevalss. [ 5 ] Zealots and bravos were non, nevertheless, terrorists in the modern sense. It can be argued that terrorist act is best idea of as a more current phenomenon. Its features stem from the international system of national sovereignty or nation-states, and its success depends on the capableness to keep a loyal dedicated following to transport out operations and the ability to publicise their violent Acts of the Apostless ( or menace of violent Acts of the Apostless ) to distribute fright among the mark people. [ 6 ] 1793: The Origins of Modern Terrorism In 1793, following the Gallic revolution, Maximilien Robespierre instigated a reign of panic on those who opposed the Gallic revolution. [ 7 ] Insert a image of Robespierre with his quotation mark below This reign of panic is conventionally known as the place of birth of the word Terrorism. [ 8 ] ( The term Terror comes from a Latin word intending to scare ) . Robespierre, one of 12 caputs of the new province, viciously had his enemies killed, and installed a absolutism to stabilise the state, warranting his methods as necessary to transform the state into a democratic province, stating: Subdue by terror the enemies of autonomy, and you will be right, as laminitiss of the Republic. [ 9 ] Robespierre s sentiment is the anchor in the beliefs of many modern terrorists, who consider force the best and most efficient manner to acquire to their desired result. As decennaries passed, the classification of terrorist act as a province action has blurred, as the thought of terrorist act as an onslaught against an bing political order became more outstanding. fiftiess: The Rise of Non-State Terrorism Terrorism in the 1950 s got its start from the guerrilla warfare tactics popular with many seditious groups of the clip. This rise of guerilla tactics by non-state histrions in the last half of the 20th century was due to several factors. These included the flowering of cultural patriotism ( e.g. Irish, Basque, Zionist ) , anti-colonial sentiments in the huge British, Gallic and Dutch imperiums, and new political orientations such as communism. In close recent times, terrorist groups with nationalist dockets have sprung up in every portion of the universe. For illustration, the Irish Republican Army grew from the desire of Irish Catholics to organize an independent democracy, and interrupt their ties with Great Britain. [ 10 ] Similarly, the Kurds, a distinguishable cultural and lingual group in Turkey, Syria, Iran and Iraq, have sought national liberty since the beginning of the twentieth Century. [ 11 ] The Kurdistan Worker s Party ( PKK ) , formed in the 1970s, use terrorist tactics to intimidate the authorities of Turkey and highlight its end of an independent Kurdish province. [ 12 ] The Sri Lankan Liberation Tigers of Tamil, though late brought down by the Sri Lankan Military, used self-destruction bombardment and other deadly tactics to pay a conflict for independency against the Sinhala bulk authorities. [ 13 ] seventiess: The International Turn of Terrorism International terrorist act came to the head as a outstanding issue in the late sixtiess, when highjacking of big airliners became a favorite maneuver. In 1968, the Popular Front for the Liberation of Palestine became the first group to commandeer an aircraft. [ 14 ] Twenty old ages subsequently, the bombardment of Pan Am flight 103 over Lockerbie, Scotland, shocked the universe. [ 15 ] The epoch besides gave us our contemporary thought of terrorist act as extremely theatrical, symbolic Acts of the Apostless of force, were carried out by organized groups with specific political grudges as was brought out in Munich in 1972. The bloody events at the 1972 Munich Olympics were politically motivated when the Palestinian group Black September, kidnapped and killed Israeli jocks fixing to vie in the games. [ 16 ] Black September s political end was to convey international attending to help in the dialogue for the release of Palestinian captives held by Israel. [ 17 ] The violent Acts of the Apostless in Munich radically changed the universe s ideas on, and handling of, terrorist act, and it was at this point when the footings counter-terrorism and international terrorist act entered the political duologue. [ 18 ] ninetiess: twenty-first Century: The Rise of Religious Terrorism Though an statement can be made that the rise of sacredly motivated terrorist act got its modern twenty-four hours get down in Iran and Afghanistan to counter the political issues of the Shah and the Soviet Union, it came to the head with many extremely seeable A ; violent Acts of the Apostless committed during the 1990 s. Groups that justify their force on Islamic evidences Al Qaeda, Hamas, and Hezbollah semen to mind first. But Christianity, Judaism, Hinduism and other faiths have given rise to their ain signifiers of hawkish extremism. [ 19 ] In recent old ages RMIGs have taken centre phase for their astoundingly violent Acts of the Apostless perpetrated against the people of non-Muslim civilizations. Chapter III Tendencies in Terrorism Quotation mark here about tendencies in terrorist act or past terrorist act or anticipation of terrorist act Major Changes are Ahead There are major alterations coming to terrorist act in the old ages in front. These alterations can be seen from the tendencies of today, and will basically change both the terrorist menace to aim states and the footings on which we must contend the war against RMIGs. The top tendencies that will act upon the alterations in Terrorism Globally are summarized below. Birthrate rates will take Western Countries to come under Islamic regulation In contrast to the underdeveloped universe, many industrialized states are presently, or will shortly, see birthrate rates below the replacing degree and hence important diminutions in populations, excepting the effects of in-migration [ 20 ] . This means the population of developed states will fall from 14 per centum of the entire universe population in 2000, to merely 10 per centum in 2050. [ 21 ] By 2015, the work force in Japan and much of Europe will be shriveling by 1 per centum per twelvemonth. By the 2030s, it will contract by 1.5 per centum yearly. [ 22 ] Militant Islam continues to turn in both rank and power It has been clear for old ages that many Islamic states face terrible jobs with spiritual extremists who are dedicated to progressing their political, societal, and ideological positions by any agencies necessary. [ 23 ] About all of the Muslim lands are overcrowded and short of resources. Many are hapless, salvage for the oil-rich provinces of the Middle East. [ 24 ] Virtually all Islamic states have big unemployed populations of immature work forces, who are often attracted to violent anti-western extremist motions and the chumminess and position that fall ining one of these groups brings. [ 25 ] During its proxy war with the Soviet Union in Afghanistan, the United States extensively equipped the Muslim extremist substructure by providing it with money, weaponries, and, above all, preparation. [ 26 ] We see a similar error today in Iraq as the war in that state has inspired a new coevals of Jihadists, who have been trained and battle-hardened in the turning insurgence. In a now-declassified National Security Estimate, the American intelligence community concluded that Al Qaeda was more powerful in 2007 than it had been before the alleged war on panic began-more unsafe even than it had been when i t planned the onslaughts of September 11, 2001. [ 27 ] The Terrorist Ranks Are Turning The station 9/11 invasion of Afghanistan that lead to the unseating of the Taliban government deprived Al Qaeda of a safe oasis, striking a major blow against the planetary terrorist motion, yet by neglecting to follow up on that success efficaciously, much of the benefit that should hold been gained from that first measure in the war has been lost. Additionally, with the invasion of Iraq, Al Qaeda and its sympathisers now have a new cause around which to beat up their existing forces and, more significantly, enroll new 1s. [ 28 ] As a consequence, the menace from RMIGs is now turning stronger, non weaker. [ 29 ] The grounds that supports this belief is voluminous. Upwards of 30,000 foreign combatants are believed to hold infiltrated into Iraq, where they are now deriving experience and contacts that will function them good in future runs against their western or western supported enemies. [ 30 ] In kernel, Iraq is now functioning the map of the preparation and vetting centre for pla netary terrorist act that Afghanistan provided in the 1980s. [ 31 ] Though the war in Iraq did function to liberate a people from a ruthless dictator, it is now constructing a skilled, disciplined, and good affiliated terrorist cell that will ramify out to the far reaches of the Earth. [ 32 ] At the bosom of the Middle East fundamentalist motion are the wahabists of Saudi Arabia. Saudi Arabia has late been forced to ordain a plan designed to maintain Muslim work forces from traveling to Iraq to pay war against the alliance forces in a planetary jehad. [ 33 ] The Wahhid ( the dominant Muslim religious order in Saudi Arabia ) , has stated that fall ining the jehad is the Muslim adult male s second-greatest responsibility, after traveling to Mecca. [ 34 ] The Wahhid is prophesying that able bodied work forces must contend in Iraq, so that they can return and contend for fundamentalist Islam in Saudi Arabia. [ 35 ] In this manner, the foundation for terrorist cells are built which are independent of Al Qaeda but resolutely committed to the same aims. Examples of this have been seen in the Madrid railroad bombardments which were carried out by a semi-independent terrorist cell based in Morocco whose members cited the invasion of Iraq as one inspiration for their attempts. [ 36 ] In Britain, the London metro bombardments in 2005 were the work of a little, independent set of British citizens inspired by Al Qaeda. [ 37 ] In France and Australia, governments have arrested a figure of Western converts to Islam, many of whom are believed to hold joined Al Qaeda or associated organisations since the invasion of Afghanistan. [ 38 ] A study by Gallic intelligence functionaries estimates that there were between 30,000 and 50,000 such converts, and by deduction, possible terrorists, in France entirely. [ 39 ] It is clear that RMIGs have important understanding among Europe s Muslim population. The Gallic public violences of October and November 2005 affected at least 20 metropoliss in that state, ensuing in 2,888 apprehensions, and touched off lesser force in Belgium, Denmark, Greece, the Netherlands, Spain, and even Switzerland. [ 40 ] Saudi Arabia financess an extended web of spiritual schools, from New York to Pakistan. [ 41 ] Saudi governments have admitted that every bit much as 10 per centum of the course of study in those schools contains material sermon hatred of other faiths, the West, and the United States. [ 42 ] At times, those schools have gone so far as to organize their discourses to present similar anti-Western messages in far-distant venues. In a survey in 2003, Dr. Borik Zadeh, of the Battelle Institute, found that mosques in Ohio, London, Frankfurt, and Paris delivered about indistinguishable discourses in the same hebdomad, the cardinal message of which was blessing of the planetary war against the West. [ 43 ] In Pakistan, where Saudi Arabia s Wahhabi motion supports 1000s of madrassas, the call to jehad is even more ardent. Those schools are enrolling extremists, pumping money and combatants into Iraq and Afghanistan, and methodically constructing a nucleus of extremists that will prosecute the jehad against the West for coevalss to come. [ 44 ] They are most unsafe in their mark countries: Saudi Arabia, Australia, Europe, and to a much lesser extent the United States, which is protected by distance and the much smaller size of its Muslim population. [ 45 ] Persons from Europe and the Middle East are absorbing the extremist credo, traveling to Iraq and larning to contend, and returning to their ain states. France, Great Britain, Denmark, Saudi Arabia, and excessively many other lands are now place to revolutionists with all the rights of citizens. RMIGs Will Gain Access to Weapons of Mass Destruction It must be assumed that tomorrow s terrorists will do every attempt to guarantee that they have more than unconventional sums of conventional explosives with which to do their violent point. [ 46 ] Pakistan s atomic arms are in the custodies of a delicate corrupt authorities surrounded by extremists who view the atomic arms as Islamic Bombs . [ 47 ] Pakistan represents by far the greatest chance for manque atomic terrorists to go atomic terrorists. If Moslem extremists can non derive entree to stolen arms from the former Soviet Republics, they may shortly be able to obtain them from Islamabad. Thankfully, this seems non to be a warrant that terrorists will utilize atomic arms against the possible western marks. RMIGs will most probably receive big, difficult to hide, low-yield devices that will be hard to smuggle to their mark. Though one can be certain that terrorist organisations will seek anyhow, other arms of mass devastation ( WMD ) look to be a much more likely option. Clouds of toxic gas or incompletely weaponized bacteriums could happen their manner into New York City, London or Paris. Even more likely is the chemical arm menace. As the Nipponese cult Aum Shinrikyo, demonstrated in a Tokyo metro in 1995, chemical arms are available to basically anyone who wants them severely plenty to set in a modest attempt to do or purchase them. [ 48 ] The Home Grown menace from Muslim extremists is on the rise A 1994 terrorist act survey by the US Department of Defense predicted that by 2020 a bulk of the universe s most of import Muslim lands could be controlled by extremist spiritual authoritiess. [ 49 ] The West should anticipate more violent and more legion Acts of the Apostless of terrorist act for the following 20+ old ages. [ 50 ] Europe faces a important homegrown Muslim extremist menace right now, and the United States may besides in the following 2-3 decennaries. [ 51 ] Thanks mostly to moving ridges of in-migration since the 1980s and a birth rate that is the highest in the universe, Islam is the fastest-growing faith in the universe, to include both Europe and North America. [ 52 ] Extremist churchmans in Europe are enrolling immature Moslems to the cause of jehad against the places they were born and raised in. [ 53 ] Beyond that, for the first clip, an Islamic state, Pakistan, has atomic arms. As antecedently mentioned, Muslim extremists view this engineering as an Muslim bo mb that could be used to advance their revelatory political orientation, doing atomic terrorist act a realistic menace. This menace will turn as Iraq, Sudan, Saudi Arabia, and other states set up fundamentalist governments that are willing to endorse the cause of jehad against the West. Saudi Arabia is good on the way to be taken over by a fundamentalist government, and to try to prorogue this, the Saud household will go on to supply more support to extremists and enterprise to direct the RMIGs attending to the West. [ 54 ] The overthrow of the Taliban in Afghanistan and the war in Iraq have strengthened the planetary Jihadist motion, given them a preparation land and built up the contacts for future terrorist Acts of the Apostless. The spread between the Have s and the Have Not s will go on to increase The turning spread in wealth between the rich and hapless states looks as if it will further destabilise the universe order, go oning to promote prospective RMIGs in the less developed states to agitate force against the rich in their ain states, or when available against western marks. This lifting spread in wealth within many comfortable states has the possibility to put off discontent among the less well-off, perchance assisting to animate random force and Acts of the Apostless of domestic terrorist act in the West. The turning spread in wealth and income between the rich and the hapless besides may animate transition to Islam in the West, chiefly among the underprivileged. As seen in England and Australia, this can be a beginning of violent extremism among both immigrant and native populations. [ 55 ] Population growing is highest in those states least able to back up the growing The greatest birthrate rates are found in those states least able to back up their existing populations: the largest population additions projected between 2000 and 2050 include the Palestinian Territory ( 217 per centum ) , Niger ( 205 per centum ) , Yemen ( 168 per centum ) , Angola ( 162 per centum ) , the Democratic Republic of Congo ( 161 per centum ) , and Uganda ( 133 per centum ) . [ 56 ] The Muslim universe is reproducing at an highly high rate, with birthrate rates of 7.5 in Afghanistan, 6.0 in Yemen, and 4.9 in Iraq. [ 57 ] Harmonizing to the Center for Strategic International Studies ( CSIS ) , of the jutting 2.7 billion more people in the universe in 2050, approximately 40 per centum will populate in sub-Saharan Africa and 30 per centum in the Muslim universe. [ 58 ] Even these estimations appear to be on the low side. Harmonizing to CSIS, most official projections underestimate both the birthrate rates and age of mortality, every bit good as doing the premise that life anticipation will turn more easy in the hereafter, which seems improbable as universe health care merely continues to acquire better. Turning Western prosperity relative to other states with quickly turning populations and bowed down economic systems will go on to do the developed states a mark for terrorist act. Deficits of nutrient could assist to actuate extremism unless the industrialised states make a determined, seeable attempt to supply for the universe s hapless. ( As much nutrient will necessitate to be produced in the following 40 old ages as has been produced in the universe since the morning of clip ) . [ 59 ] Urbanization, will go on to increase quickly Harmonizing to the Population Reference Bureau s 2006 World Population Data Sheet, Forty-eight per centum of the universe s population presently lives in metropoliss. By 2030 that figure is expected to turn to 60 per centum, as about 2.1 billion more people move to the universe s urban centres. [ 60 ] In industrialised states, on norm, more than three-quarterss of the population lives in metropoliss. [ 61 ] In North America, urbanisation is the highest at 79 per centum, but metropoliss are turning fastest in the underdeveloped states of the universe. [ 62 ] By 2015, at the current growing rate, there are estimated to be 59 megacities in the universe ( metropoliss with over 5 million people ) , 48 of them in less developed states. [ 63 ] Of these, 23 will hold populations over 10 million, all but four in the development lands. [ 64 ] Right now, there are about 1 billion people who live in urban countries who lack equal clean H2O, shelter, lavatories and hygiene countries, and/or electricity. [ 65 ] The jobs this raises with mention to offense, force, and spiritual extremism is readily evident. Concentrating the hapless, laden and powerless in big cloistral urban centres produces conditions ideal for the spread of offense and the type of spiritual extremism that lends itself to viol ent political orientations. Chapter IV Old Terrorism Quotation mark about province sponsored terrorist act Old Terrorism Ethno-nationalist or Ideological, and province sponsored Is there a difference between terrorist act and legitimate tactics used by governments that exploit fright and panic? States frequently resort to force to act upon sections of their population, or rely on coercive facets of province establishments. [ 66 ] There are those who equate any usage of authorities power directed at the population, in any signifier, as terrorist act, but this point of view blurs what should and should non be considered terrorist act, as it elevates the result over the purpose. Suppression of a public violence by jurisprudence enforcement forces may in fact expose some of the population ( the rioters and some guiltless looker-ons ) to force and fright, but with the purpose to protect the larger civil order. On the other manus, maltreatment of the right of legitimized force by the governments is a offense. Governments will, at times, involve themselves in terrorist act to carry through their aims or transport out the desires of single swayers. Internal security forces can utilize panic to assistance in quashing dissent, and intelligence or military organisations may execute Acts of the Apostless designed to do panic to foster a province s policies. A authorities that is an antagonist of Country B may use panic tactics in an attempt to do up for existent or sensed insufficiencies in conventional warfare capablenesss. Repression through panic of the autochthonal population of their ain state would take topographic point to forestall internal dissent and rebellion that Country B might work. Particular Operations forces, paramilitary forces and province intelligence assets could carry on terrorist operations against Country B involvements both inter-regionally and as far abroad as their capablenesss allow to destabilise Country B and convey coveted visibleness to the sponsoring authorities s issues. Finally, onslaughts on Country B on their place dirt could be executed by province sponsored terrorist organisations or by domestic placeholders. This is being seen today in Iraq with the Persian engagement to destabilise Iraq and kill alliance military mans, every bit good as Pakistan s attempts to destabilise the Jammu and Kashmi r part of India. The four different ways that provinces can prosecute in the usage of panic Governmental or State panic State engagement in panic State sponsorship of terrorist act Turning a blind oculus to the harboring/funding of panic groups in their boundary lines Governmental or State panic Governmental or State panic is usually seen when a authorities terrorizes its ain population to command or quash them. These actions are about ever with the cognition of the authorities and are portion of the policy ( written or unwritten ) of the authorities. They will do usage of official organic structures such as the armed forces, constabulary, intelligence, bench or other authorities bureaus. Changes can be made to the legal system which license or promote violent death, anguish, or belongings confiscation/destruction in chase of governmental desires. As an illustration of this, after presuming power, official Nazi policy was aimed at the deliberate devastation of province enemies ( viz. the Jewish community ) taking to the ensuing bullying of the remainder of the population. [ 67 ] Stalin s purges of the 1930s is a farther illustration of prosecuting the machinery of the province to terrorise an full population. The methods he used included such actions as trials of his o ppositions who were found guilty of some trumped up charge, penalizing household or friends of suspected enemies of the government, and utmost extra-legal usage of constabulary or military force against the population. [ 68 ] In more recent times, Saddam Hussein used chemical arms on the Kurdish population of Iraq. [ 69 ] These arms were non used against the bulk Muslim population in the southern 2/3 of Iraq, where he accomplished his ends utilizing conventional province panic methods. State engagement in panic State engagement in panic includes the activities where authorities forces execute operations utilizing panic tactics that are directed against other states involvements, persons or private groups that have opposing or controversial opinions/actions viewed as counter to that of the province. In kernel, it is terrorist act under official countenance, although such mandate is seldom acknowledged openly. Historical illustrations include the Soviet and Persian blackwash runs against dissenters who had fled abroad, and the North Korean and Libyan intelligence secret agents blowing up international airliners. [ 70 ] Another type of State engagement in panic are the decease squads or personal ground forces s used for unofficial actions taken by province functionaries or lesser ranking members of a government ( such as members of constabulary or intelligence organisations ) against their ain population to quash or intimidate. While these functionaries do non claim the executing of such act ivities, and in fact usually seek to mask their engagement, it is frequently clear that they are moving with province consent. Keeping such activities unofficial permits the governments to keep a degree of plausible deniability and avoids the necessity of altering legal and judicial procedures to warrant subjugation, therefore denying the international community a bridgehead to step in. A farther signifier of province engagement in panic is pro-state panic, which is conducted by groups or individuals with no official standing and without official encouragement. While pro-state panic may ensue in positive results for the governments, their employment of condemnable methods ( normally violent ) and deficiency of official standing in governmental processs can ensue in disclaimer and penalty of the terrorists, depending on the morality of the government in inquiry. State sponsorship of terrorist act State sponsorship of terrorist act, besides referred to as province supported terrorist act, represents a state of affairs when authoritiess provide supplies, preparation, and other signifiers of support to non-state terrorist organisations. One of the most fruitful facets of this support is the providing of safe oasiss for terrorists organisations. [ 71 ] These safe oasiss give the terrorist leading a opportunity to be after, develop and decently fit their overzealous cells. [ 72 ] Another critical service a province patron can supply to terrorist organisati

Developing practitioner The WritePass Journal

Developing practitioner Introduction Developing practitioner IntroductionReflection in nursingConclusion ReferencesRelated Introduction Reflection has increasingly become an essential element of nursing professionalism. However, the term ‘reflection’ is not clearly defined in the literature and most definitions could be described as complex or vague (Atkins and Murphy 1993). Williams and Lowes (2001) define reflection as; ‘.a way of exploring and evaluating previous experiences and appreciating their value on personal practice and self.’ (pg. 1) Reflection is important to student nurses as it enables us to look at ourselves and our practice objectively. However, Mackintosh (1998), as well as other authors, are dubious that reflection can do all that it claims to do. What is agreed by nursing writers is that we can grow and mature as both a professional and a person by integrating our theory and knowledge into practice. The process of reflection can help move us from a student, to a nurse, and later to a competent and expert practitioner (Benner 1984). As nurses we should have the competencies to identify and respond to issues and make decisions that are informed and based on knowledge. All healthcare professionals make daily decisions that have ethical implications. Ethics for student nurses can be challenging as many of these decisions are emotive and students find these feelings hard to dismiss and difficult to rationalise (Clarke 2003). In their study, Ellis and Hartley (2001) found that student nurses expressed concerns over ethical problems and their ability to deal effectively with them. With the focus on a legal and ethical issue which I encountered whilst on clinical placement, I will reflect upon and critically analyse the issues raised in the incident using a recognised model of reflection. The model which I have chosen for this purpose is Borton’s Reflective Framework (1970, in Jasper 2003) which is increasingly being used by healthcare professionals as an approach for reflection. Jasper (2003) describes Borton’s model as simple and pragmatic, which meets the needs of practitioners to describe, make sense of and respond to situations. Howev er, the model has been criticised and Rolfe et al (2001) suggest it does not include the finer details of reflection and offers no prompts as to how reflection is to be conducted within each stage of the process. Even so, Rolfe et al (2001) do state that in comparison to Gibbs’s (1988, in Jasper 2003) and Johns (1998, in Johns 2005) models of reflection, it can be seen that the activity of reflection leads to action being taken in Borton’s framework, rather than just proposed, therefore moving from the realms of ‘maybe’ back into the reality of practice. The simplicity of the model and the proposal of action being taken in future situations prompted me to consider this model for this assignment purpose. Also, when reviewing the literature around reflective models, I found evidence by Burrows (1995) to suggest that nursing students under the age of 25 do not have the cognitive abilities and experience to reflect and alter their practice. Bulman and Schutz ( 2004) reiterate this perspective by implying that less mature students are more inclined to use more descriptive models such as Gibbs rather than more advanced, as these may not be of any use to them. As I would consider myself a mature student and want to develop my knowledge beyond that of a novice practitioner, taking into account the simple structure of the model as discussed, I feel that Borton’s Reflective Framework (1970) is an appropriate choice to use as a guide to my reflective account. The incident I have identified to reflect upon involves the refusal of further treatment by a patient who is terminally ill. With a view to gaining new knowledge, insights and to further develop as a nurse practitioner, I will reflect upon the ethical and legal issues that arose from this encounter. These include autonomy, beneficence, capacity and informed consent, as well as my own feelings and preconceptions. I will maintain confidentiality throughout this assignment by changing the names of those persons involved incompliance with the Nursing Midwifery Council (NMC) ‘Code’ (2008). Reflection in nursing Reflection is not just about adding to our knowledge; it is about challenging the concepts and theories as we try to make sense of that knowledge (Burton 2000). Kim (1999) argues that constructing knowledge from clinical practice is not enough and that nurses must also reflect on how that knowledge can lead to intentions to act. Several authors distinguish a gap between theory and practice in nursing (Conway 1994; Lauder 1994) and suggest that reflective practice may be the process with which to alleviate this. However, these authors do not support their claims with any evidence and are only offering opinion. The question still remains as to whether reflective practice produces better patient care as intended as there is very little research evidence on the benefits of reflective practice in nursing (Hargreaves 1997). Burton (2000) further reiterates this point by recognising that reflection relies entirely on information from patients and claims to be to their benefit, but is resear ched solely in the terms of the effects on practitioners. Reflective practice is also a fundamental concept of nurse education, with students encouraged to challenge their clinical practice and widen their knowledge base. However, Mackintosh (1998) stated that; ‘The implementation of reflection for students is as uncertain as its definition, with no guidelines or uniform method of application available.’(pg. 7) This criticism is evident in more recent literature, with Ireland (2008) and Hong and Chew (2008) both recognising that there are no definite guidelines on how to structure reflective practice in education. Writing reflective journals is one way reflective practice is encouraged in education as it allows students privacy and also to look back at previous entries to see how they have developed as nurse practitioners. However, Hargreaves (1997) suggests that reflective journals can be repetitive and time consuming, leading to boredom for the student. Hargreaves (1997) also proposes that when students are required to reflect in groups, this can lead to low self esteem as there is a lack of privacy. Also, when reflecting-on-action for assessment purposes, students may feel anxious about writing open and honest accounts in case of bad marks, leading to them writing what they think others want to hear and not the truth (Teekman 2000). When reflecting-on-action for this assignment purpose, I have been aware of these issues and this has encouraged me to reflect a true account of the incident, regardless of how difficult I may have found it to expose myself in such a way. Ethical issues relating to confidentiality also arise when reflecting, both for the person writing them and for the patient, as writing ‘stories’ about them without their consent can been seen as bad practice. However, Hargreaves (1997) argues that nurses have always ‘used’ patients and it is these experiences with patients that shape practice and it can be proposed that if a patient’s case is discussed but she has no knowledge then it can cause no harm and may actually benefit the patient directly or indirectly (Hargreaves 1997). Despite these criticisms, as opposed to giving care uncritically, reflection allows nurses to examine, question and learn from their experience and Andrews et al. (1998) recognise a danger of nursing care becoming ritualistic if it is not challenged. Using the three basic starting points in Borton’s Reflective Framework (1970) as a guide to the structure of my account, I am now going to reflect on the ethical and legal issue which I encountered recently whilst on clinical placement. What? It is important to recognise before recounting the incident, that as well as students being inclined to alter the scenario when reflecting-on-action as acknowledged, hindsight bias (Jones 1995) is also a concept by which a person’s recollection of events is influenced once they know the final outcome of the situation. Factors involved in hindsight bias are the desire to appear correct, maintain self esteem and to enhance feelings of competence (Jones 1995). Also stressful situations can affect attention and Saylor (1990) concluded in his study on recall, that for novice nurses and students in difficult interpersonal situations, such as topics on death, these are likely to cause stress resulting in less important issues being remembered. I had been involved in Mrs Jones’s care for a number of weeks and I was aware that she had returned from theatre the day before where she was to have had a secondary tumour removed. I was also aware, as was she, that she was terminally ill. I was in the room with Mrs Jones and her husband and we were chatting as I did her clinical observations. She was telling me that she was not afraid of dying and that she had been very lucky and had had a wonderful life. I felt very saddened by this and can clearly remember thinking to myself that I must remember what they told us in University about communicating with the dying patient, as I didn’t know what I was going to say once she finished speaking. In the end I decided that it was best if I say nothing rather than saying something inappropriate. This made me feel guilty at my own incompetence. The consultant then entered the room with my mentor and I asked my mentor if I should leave, but Mrs Jones insisted that I stay. The consultant then told Mrs Jones that they had been unable to remove the tumour. Mrs Jones nodded at this and said that she thought that would be the case. I suddenly felt out of my depth and wished I could just leave the room. The consultant continued by saying that he could offer Mrs Jones radiotherapy to try and shrink the tumour and prolong her life. He told her the side effects of the treatment, the frequency and also that it would not cure her, only ‘give her more time’. Mrs Jones stated that she did not want any more radiotherapy and just wanted to be pain free. I felt quite upset at this point and was trying not to make eye contact with anyone else in the room as I knew I would probably cry. The consultant continued by saying that although radiotherapy had side effects, it could add months to her life, and that there were options avai lable to help counter the side effects and that it might be worth considering. I remember thinking that Mrs Jones will probably decide on the radiotherapy if the doctor says it is the best thing to do, I couldn’t make sense of why she wouldn’t. Mrs Jones stated again that she did not want any further treatment, that she had discussed it with her family and that all she wanted was for her kids to see that she was happy, pain free and peaceful. Mrs Jones’ husband was crying at this point but told the consultant that they had talked about it and that he respected his wife’s decision and they would now like some time alone. At that the consultant, myself and my mentor left the room. The incident played on my mind immediately afterwards and although I wanted to talk with someone about it, I knew if I opened my mouth to speak I would cry so I busied myself with other things. So What? I had nursed Mrs Jones for a number of weeks and felt personally affected by her prognosis and her refusal of treatment to prolong her life. Mrs Jones was the same age as my own mother and had similar family dynamics to myself. I felt guilty that I could not offer some sort of comforting response when talking with her and during her interaction with the consultant. The feeling of guilt elevated as I felt inadequate to respond in what I felt was an appropriate manner. A study carried out by Kelly (1991) found that feelings of guilt are evident in students and appear more frequently as students gain experience. These findings are similar to those of Smith (1998) who concludes that guilt feelings in students are associated with a perceived inadequacy of personal responses and ethical dilemmas. The more experience gained, the more students felt fearful and guilty as they worry about what will be expected of them. I can relate to this evidence having worked in the health care setting for a number of years prior to starting my nurse training and now being in my second year, I have high expectations of myself and my practice. I feel that if I don’t match up to these expectations, and what I believe other people expect from me, I am letting myself and others down. Smith (1998) recognises that students develop coping mechanisms such as detachment and adopt these when they are in situations that are difficult for them. I tried to detach myself from the situation by not making eye contact or speaking as I felt out of my depth within the situation. Although detachment can be seen as a threat to the nurse-patient relationship, Smith (1998) concluded that some degree of detachment is necessary for students to maintain the ability to function and prevent breakdown. I adopted this coping mechanism to prevent myself from crying and upsetting the situation further, which appears to support the findings proposed by Smith. However in a study carried out by Kralik et al (1997) on patient’s experiences in hospital, the participants stated that, when cared for by nurses who appeared detached, it was a negative experience and they felt vulnerable and insecure. I am aware that if I allow detachment to become embedded within my future practice it may aff ect my ability to offer compassionate care to patients. Although I was aware of the knowledge around communication with the terminally ill, I was unable to reflect-in-action and apply this knowledge to practice. Schon (1983) describes reflection-in-action as the way that nurses think and theorise about practice whilst they are doing it. This is seen as an automatic activity that occurs subconsciously in practice. According to Street (1992), students experience difficulty connecting theory with the realities of practice. However, Street does suggest that there are indications that students are able to integrate theory gained in the classroom with practice, but at first it is deliberate and conscious. This evidence suggests that reflection-in-action is developed through experience. I felt upset that Mrs Jones did not want any further treatment and I kept thinking that if it was my own mother I would want her to stay alive as long as possible. I may have felt like this as I did not want to experience the grief that comes with death, which appears now to be a selfish act. The refusal of treatment with a view to end of life can sometimes be associated with voluntary euthanasia. This term involves the deliberate intervention or omission with the intent of ending an individual’s life at their request (Saunders and Chaloner 2007). Despite a Bill passing before parliament on assisted dying or assisted suicide, existing laws remain unchanged and euthanasia of any sort is illegal in the UK. However a person’s right to refuse treatment is legal in the UK and is supported in the NMC ‘Code’ (2008) which states; ‘You must respect and support peoples rights to accept or decline treatment and care’. Although the consultant was persistent in his offer of further treatment, he did not at any time disregard Mrs Jones’s decision to refuse treatment. UK law goes to great lengths to protect a person of full age and capacity from interference with personal liberty. In the case of Sidaway v Bethlem Royal Hospital (1985) it wa s stated that; ‘a capable adult has an absolute right to refuse to consent to medical treatment for any reason, rational or irrational, or for no reason at all, even where that decision may lead to their own death.’ (Lord Scarman 1985 pg. 3) This absolute right has been upheld in more recent cases such as Re T (adult: refusal of medical treatment) (1997) and Re B (adult: refusal of medical treatment) (2002). The courts also recognise that in law there is a distinction between letting die (refusal of treatment) and killing a person (euthanasia), even though this is not accepted by some philosophers (Dimond 2005). Saunders and Chaloner (2007) question whether there is a moral distinction between withholding life sustaining treatment at the patients request and actively taking steps to end the patient’s life at their request. However, a concept that is shared amongst UK law, literature and philosophers is the respect for a person’s autonomy. This makes me consider whether the consultant, despite his persistence, did not disregard Mrs Jones’s decision as he was respecting her right to be autonomous. Buka (2008) proposes that to be autonomous means to be able to choose for oneself and involves individuals being able to formulate and determine the course of their own life. Autonomy consists of values and beliefs that are unique to the individual and that change with circumstances, so what Mrs Jones considered to be of value to her prior to her illness could well have changed at the time of the incident. Also what Mrs Jones believed to be of value to her could very well be different to what I would consider to be of importance. Begley (2008) acknowledges that dying well involves living well until the end of life and living well throughout the dying process depends on the responses of each unique person to the conditions in which they find themselves. Mrs Jones spoke about wanting her kids to see she was happy, pain free and peaceful, which appeared to me to be her main priority. Mrs Jones also spoke about how she was not afraid to die and that she had had a wonderful life. In their study of patients with incurable cancer, Voogt et al. (2005) found that while approximately a third of the participants strove for length of life, a third wanted quality of life. Mrs Jones’s values and beliefs may have been intertwined with an autonomous decision to die with dignity. Radley and Payne (2009) suggest that when people refuse treatment later on they want to spend quality time with their family without the side effects of treatment. Tingle and Cribb (2007) also recognise that although medicine can now provide the means of staving off death, the cost to the individual may be too high. Some may not want to spend their last days or weeks attached to tubes and drips. Tingle and Cribb further reiterate their point by proposing that it needs to be recognised that even if the pain of those who are terminally ill can be controlled, what they may fear the most is the technology that potentially leads to a loss of self-respect and self esteem. The concept of dying with dig nity is supported in UK law, and Article 3 of the Human Rights Act (1998) states that ‘no-one shall be subjected to torture or inhuman or degrading treatment or punishment’, an article which can be used to support cases of withdrawal of treatment. An autonomous person is also defined by Beauchamp and Childress (2001) as an individual who has the capacity to make decisions for themselves, as well as being competent to evaluate and deliberate information in order to reflect their own life plan. Capacity in the law is defined as the ability to understand information and make a balanced decision (Griffith 2007). Capacity is a fundamental component of autonomy and the Mental Capacity Act’s (2005) starting point is the presumption that a person has the capacity to make decisions for themselves unless it can be shown that they are incapable. Mrs Jones had been involved in decisions to do with her care throughout her treatment and the consultant knew her well. However, Tingle and Cribb (2007) suggest that patients are not very good at saying when they don’t understand and Pellegrino (2004, in Harrison et al. 2008) found in his study that patients suffering from cancer are on a negative spiral of events which may diminish their clinical competence and result in feelings of ‘powerlessness’. This evidence could suggest that Mrs Jones may have felt that she did not have the power to not only make a competent decision, but to tell the consultant that she did not understand what he was saying. The decision of whether a person has capacity is to be made at the time of the decision making (MCA 2005) and Larcher (2005) acknowledges that clinical competence may fluctuate, depending on the circumstances and compounding factors such as pain. Mrs Jones had regular analgesia to control her pain and did not before, during or after the encounter make any complaints of discomfort. She had support from her husband and was familiar with her surroundings as well as the staff present in the room. All these factors indicate to me now that Mrs Jones had the capacity to evaluate and deliberate the information given to her and make a decision that reflected her own life plan. The main principle of the Mental Capacity Act (2005) stresses that a person’s right to autonomy must be respected and can be further supported by requiring steps to be taken to maximise decision making capacity. One of these steps is informed consent. The Mental Capacity Act (2005) states that information given must include the nature of the decision, the purpose for which it is needed and the likely effects of any decision made. The need to weigh the information as part of the process of making the decision has been described by the courts as; ‘The ability to weigh all relevant information in the balance as part of the process of making a decision and then use that information to arrive at a decision.’ (Re MB Caesarean section 1997, in Griffith 2007). The consultant gave Mrs Jones information about her prognosis and treatment in compliance with the Mental Capacity Act (2005) as well as other health care policies (DOH 2007; 2008). He disclosed the factual details such as the advantages and disadvantages of the treatment and the potential side effects of undertaking further radiotherapy. However questions still arise as to how much information needs to be disclosed to the patient before consent can truly be said to be informed. As a moral matter it has been suggested that you should disclose whatever information a reasonable person would want to know plus whatever further information the actual individual wants to know (Radley and Payne 2009). However, research carried out by Clarke (2003) does suggest that patients demonstrate poor levels of knowledge and comprehension, particularly where bad news has been given. When the consultant told Mrs Jones that they hadn’t been able to remove the tumour she had replied that she had t hought that might have been the case. This indicates to me that Mrs Jones had already taken the time to consider her options and the possibility that the tumour may not be removed, prior to the encounter with the consultant. Seymour (2001) proposes that the informed decision to refuse treatment may be about regaining control in a situation where there may be few desirable options. Radley and Payne (2009) suggest that the decision to refuse treatment, is not a rejection of medicine but a rejection of false hope or an acceptance of another sort of hope in which quality of life is preferred over quantity of life. Mrs Jones had undergone intensive treatment in the months leading up to this final prognosis and I now consider that the finality of this diagnosis may have given her not the opportunity to ‘give up’ but to spend quality time with her family without the side effects of a treatment which was not going to cure her. Therefore Mrs Jones was taking positive steps to safeguard the death she wanted. After Mrs Jones initially refused the treatment the consultant went on again to say that ‘it could add months to her life’. I thought at the time that Mrs Jones may take time to consider this again given that the consultant was to me the ‘expert’. From a medical viewpoint, death is seen as a failure, rather than as an important part of life (Smith 2000), so there may be a conflict when a patient chooses to make a decision that is likely to end in death. Physicians who are unable to keep patients alive may struggle to avoid experiencing an inevitable sense of failure (Clarke 2003) as it is widely accepted that medicine’s primary goal is to restore a person’s health (Heaney et al. 2007). By offering Mrs Jones a treatment to delay the inevitable the consultant was acting in a beneficent manner and tension can arise when beneficence and autonomy are in conflict. With advanced medicines today life can be sustained for longer periods, however Van Kle ffens et al (2004) found in their study that for the patients who refused the treatment, their decision was not based on the pros and cons of treatment from a medical perspective but a ‘circumstantial basis’. In a further study by Van Kleffens in 2005, the patients who decided not to accept further treatment said it was based on their own experiences, values and meanings in life. Voogt et al (2005) also proposed that physicians do not engage sufficiently with the world of the patient that extends outside of medicine. So although the consultant knew Mrs Jones well and had been involved in her care for many months, he had only been associated with her in the medical concept. Contemporary opinion suggests that where there is tension between autonomy and beneficence, autonomy should take precedence (Dimond 2005). Now What? Mrs Jones passed away how she wished, in hospital surrounded by her family. Consideration of the ethical and legal principles discussed required a depth of knowledge that I as a student did not hold for this particular situation which was to me personal, complex and difficult to define. From reflection on this incident I recognise now that I have gaps in interpreting theory into practice. Benner’s (1984) work proposes that nurses move from novice to expert as a result of both experiences and training. By analysing the situation with reference to theories and concepts, I have come to realise that only through experience, greater knowledge and confidence will these gaps begin to close. I now know that no one solution was correct nor was it incorrect. Nurses have a legal and moral duty to act in a beneficent way which at times may conflict with the autonomy of the patient. However, providing the patient is of age and has the capabilities to make informed and balanced decisions, in cases of conflict the law will favour autonomy over beneficence. I have come to appreciate that the patient is the only one who can decide what matters to them and what is good based on the information given and as a nurse I am in a position to recognise when patient autonomy is at risk of not being respected and help to restore it. This would then result in the principles of autonomy and beneficence working in partnership rather than in conflict, with the act of beneficence being the action that increases the autonomy of the patient. The process of reflection can bring up painful emotions again but if followed properly and supported appropriately, it can help the reflector to come to terms with their emotions and move on. I now know that the feelings I expressed were natural for a novice like me. Should this particular situation arise again I know I would be able to take this new knowledge with me but am unsure as to whether it would diminish my feelings of sadness, I am however confident that I could now put them to one side. Conclusion Reflection is an important aspect of nurse education and can assist student nurses in linking theory and practice and in developing self-awareness skills. Borton’s (1970 in Jasper 2003) reflective framework has assisted me in both reflecting on what was to me a difficult and personal experience and being able to structure an academic assignment based on it. Even though critics claim that Borton does not include the finer details of reflection or any guide as to how reflection is to be conducted within each stage of the process, I found that these omissions allowed me a wider scope and more freedom to analyse and challenge the situation and my own feelings. Had I used a model such as Gibbs (1988 in Jasper 2003), which consists of prompt questions, it may have restricted my reflection as I tried to answer the specific questions. I am aware of the negative elements of reflection but feel that by acknowledging these within my assignment I was able to conduct a reflection that was an honest and true account. The ethical and legal issues that arose in the incident were autonomy, beneficence, capacity and informed consent. All these issues are interlinked and have an impact on each other and I now understand that each must be considered both as individual components and together in order to gain an accurate perception of a situation and provide patient centred care. My professional knowledge and understanding of these issues and the importance of reflection in nursing has increased considerably by completing this reflective assignment. I understand that by reflecting on situations that occur within clinical practice I will gain new insights, knowledge and understanding therefore empowering me in my practice. This will enhance my nursing practice in future in variety of ways, in particular by assisting me in conti nuous professional development throughout my nursing career, as required by the NMC (2008). References ANDREWS, M.; GIDMAN, J., and HUMPHREYS, A., 1998. Reflection: does it enhance professional nursing practice? British Journal of Nursing 7, 413-417 ATKINS, S.; MURPHY, K., 1993. Reflection: a review of the literature. Journal of Advanced Nursing 18, 1188-1192 BEAUCHAMP, T.L.; CHILDRESS, J.F., 2001. Principles of Biomedical Ethics, 5th edition. Oxford: Oxford University Press BEGLEY, A.M., 2008. Guilty but Good: Defending voluntary active euthanasia from a virtue perspective. Nursing Ethics 15(4), 434-445 BENNER, P., 1984. From Novice to Expert. California: Addison-Wesley BORTON, T., 1970. Reach, Touch and Teach. London: Hodder Arnold cited in M. JASPER, 2003. Beginning Reflective Practice (Foundations in Nursing and Health Care). Cheltenham: Nelson Thomas LTD B, RE (adult: refusal of medical treatment).; 2002. 1 FLR 1090. Available from: bailii.org/ew/cases/EWHC/Fam/2002/429.html (Accessed 14th May 2011) BUKA, P., 2008. Patients’ Rights, Law and Ethics for Nurses: A practical guide. London: Hodder Arnold BULMAN, C.; SCHUTZ, S., 2004. Reflective Practice in Nursing, 3rd edition. Oxford: Blackwell Publishing LTD BURROWS, D., 1995. The nurse teacher’s role in the promotion of reflective practice. Nurse Education Today 15, 346-50 BURTON, A.J., 2000. Reflection: nursing’s practice and education panacea? Journal of Advanced Nursing 31(5) 1009-1017 CLARKE, J., 2003. Patient centred death. British Medical Journal 327, 174-175 CONWAY, J., 1994. Reflection, the art and science of nursing and the theory-practice gap. British Journal of Nursing 3, 114-118 DEPARTMENT OF HEALTH., 2007. Cancer reform strategy. London: Crown Publications DEPARTMENT OF HEALTH., 2008. End of life care strategy. London: Department of Health DIMOND, B., 2005. Legal Aspects of Nursing, 4th edition. London: Pearson Education Limited ELLIS, J.R.; HARTLEY, C.L., 2001. Nursing in today’s world: Challenges, Issues and Trends. Philadelphia: Lippincott GIBBS, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods. Oxford: Blackwell Publishing cited in M. JASPER, 2003. Beginning Reflective Practice (Foundations in Nursing and Health Care). Cheltenham: Nelson Thomas LTD GREAT BRITAIN. Human Rights Act 1998: Elizabeth ll. Chapter 42. 1998. London: The Stationery Office. Available from: legislation.gov.uk/ukpga/1998/42/contents (accessed on 14th May 2011) Great Britain. Mental Capacity Act 2005: Elizabeth II. Chapter 9. 2005 London: The Stationery Office. Available from: legislation.gov.uk/ukpga/2005/9/contents (Accessed on 15th May 2011) GRIFFITH, R., 2007. Making decisions for incapable adults 1: Capacity and best interest. British Journal of Community Nursing 11(3), 119-125 HARGREAVES, J., 1997. Using patients: exploring the ethical dimension of reflective practice in nurse education. Journal of Advanced Nursing 25, 223-228 HEANEY, M.; FOOT, C,. and FREEMAN, W., 2007. Ethical issues in withholding and withdrawing life-prolonging medical treatment in the IC U. Current Anaesthesia Critical Care 18, 5-6, 277-283 HONG, L.P.; CHEW, L., 2008. Reflective practice from the perspectives of the bachelor of nursing students in International Medical University (IMU). Singapore Nursing Journal 35(3), 5-6,8-10,12-15 JASPER, M., 2003. Beginning Reflective Practice (Foundations in Nursing and Health Care). Cheltenham: Nelson Thomas LTD JOHNS, C., 1998. Opening the Doors of Perception. Oxford: Blackwell Science cited in C. Johns and D. Freshwater, 2005 (eds), Transforming Nursing through Reflective Practice. Oxford: Blackwell Science JONES, P.R., 1995. Hindsight bias in reflective practice: An empirical investigation. Journal of Advanced Nursing 21, 783-788 KELLY, B., 1991. The professional values of English undergraduates. Journal of Advanced Nursing 16, 867-872 KIM, H.S., 1999. Critical Reflective inquiry for knowledge development in nursing practice. Journal of Advanced Nursing 29(5), 1205-12 KRALIK, D.; KOCH,T., and WOTTON K., 1997. Engagement and detachment: Understanding patients’ experiencing with nursing. Journal of Advanced Nursing 26(2), 399-407 LARCHER, V., 2005. Consent, competence and confidentiality. British Medical Journal 330, 7487, 353-356. LAUDER, W., 1994. Beyond reflection: practical wisdom and the practical syllogism. Nurse Education Today 14, 91-98 MACKINTOSH, C., 1998. Reflection: a flawed strategy for the nursing professional. Nurse Education Today 18, 553-7 MB, RE (Caesarean Section)., 1997. 2 F.L.R. 426 cited in R., Griffith., 2007. Making decisions for incapable adults 1: Capacity and best interest. British Journal of Community Nursing 11(3), 119-125 NURSING MIDWIFERY COUNCIL, 2008. The code: standards of conduct, performance and ethics for nurses and midwifes. London: NMC PELLEGRINO, E., 2004. Ethical considerations in head and neck cancer. California: Addison-Wesley cited in L, Harrison., R, Sessions., W, Hong., 2008 (eds). Head and Neck Cancer: A Multidisciplinary Approach, 2nd edition. Philadelphia: Lippincott Williams Wilkins RADLEY, A.; PAYNE, S.A., 2009. A sociological commentary on the refusal of treatment by patients with cancer. Mortality 14(4), 309-24 REID, B., 1993. ‘But we’re doing it already!’ Exploring a response to the concept of Reflective Practice in order to improve its facilitation. Nurse Education Today 13(4), 305-309 ROLFE, G.; FRESHWATER, D.; and JASPER, M., 2001. Critical Reflection for Nursing. Hampshire: Palgrave Macmillan SAUNDERS, K.; CHALONER, C., 2007. Voluntary euthanasia: ethical concepts and definitions. Nursing Standard 21(35) 41-44 SAYLOR, C.R., 1990. Reflection and professional education: art, science and competency. Nurse Educator 15(2), 8-11 SCHON, D., 1983. The Reflective Practitioner: How professionals think in action. London: Temple Smith SEYMOUR, J.R., 2001. Critical moments: death and dying in intensive care. Buckingham: Open University Press SIDAWAY V BETHLEM ROYAL HOSPITAL.; 1985. AC 871, 1985 1 All ER 643, 1985 2 WLR 480. Available from: bailii.org/uk/cases/UKHL/1985/1.html (Accessed 14th May 2011) SMITH, A., 1998. Learning about reflection. Journal of Advanced Nursing 28(4), 891-898 SMITH, R., 2000. A good death: an important aim for health services and for us all. British Medical Journal 320, 7228, 129-130 STREET, A.F., 1992. Inside nursing- A clinical ethnography of Clinical Nursing Practice. New York: Albany TEEKMAN, B., 2000. Exploring reflective thinking in nursing practice. Journal of Advanced Nursing 31(5), 1125-1135 TINGLE, J.; CRIBB, A., 2007. Nursing Law and Ethics, 3rd edition. Oxford: Blackwell Publishing LTD VAN KLEFFENS, T.; VAN BAARSEN, B., and VAN LEEUWEN, E., 2004. The medical practise of patient autonomy and cancer treatment refusals: a patients’ and physicians’ perspective. Social Science Medicine 58, 2325–2336 VAN KLEFFENS, T.; VAN LEEUWEN, E., 2005. Physicians’ evaluations of patients’ decisions to refuse oncological treatment. Journal of Medical Ethics 31, 131–136 VOOGT, E.; VAN DER HEIDE, A.; RIETJENS, J.A.C.; VAN LEEUWEN, A.F.; VISER, A.P.; VAN DER RIJT, C.C.D., 2005. Attitudes of patients with incurable cancer towards medical treatment in the last phase of life. Journal of Oncology 23, 2012-2019 WILLIAMS, G.R.; LOWES, L., 2001. Reflective practice. Reflection: Possible strategies to improve its use by qualified staff. British Journal of Nursing 10(22), 1482-8

Dont Be Despondent Over Slough and Slew

Dont Be Despondent Over Slough and Slew Don’t Be Despondent Over Slough and Slew Don’t Be Despondent Over Slough and Slew By Maeve Maddox The spelling slough represents two meanings and two distinct pronunciations. 1. slough (rhymes with now) noun: soft, miry, muddy ground. This is the kind of slough that John Bunyan describes in his allegory, The Pilgrim’s Progress: Now I saw in my dream, that, just as they [Christian and Pliable] had ended this talk, they drew nigh to a very miry Slough that was in the midst of the plain; and they, being heedless, did both fall suddenly into the bog; the name of the Slough was Despond. Here, therefore, they wallowed for a time, being grievously bedaubed with the dirt; and Christian, because of the burden that was on his back, began to sink in the mire. 2. slough (rhymes with muff) noun: of a serpent or similar reptile, the cast-off skin. verb: to cast or shed the skin. Often used figuratively: Putin, like Yeltsin, is constantly looking for ways to  slough off responsibility  for  his  decisions and their consequences- RussiaLost in Transition, by Liliia Fedorovna Shevtsova. Slew, sometimes spelled slue, has more than one meaning. The verb slew originated as a nautical term meaning â€Å"to turn a thing round upon its own axis, or without shifting it from its place. Slewed became nautical slang for â€Å"drunk† and a slew-foot was â€Å"a clumsy person who walks with feet turned out.† In Texas folklore, Pecos Bill marries a woman named â€Å"Slue-Foot Sue.† The usual modern meaning of slew as a verb is â€Å"to turn a thing around on its own axis.† Here’s an example from fiction: Near the top of the ramp a motorist in a gray Toyota panicked, slamming into the car behind it. Chrome and plastic hanging from its front, it  slewed around  blocking both lanes, effectively cutting off the Aviator. Robert Ludlums (TM) The Bourne Betrayal, Eric Van Lustbader. As a noun, slew means â€Å"a very large number† or â€Å"a great amount.† For example: Baltimore City legislators  prepare  for new Annapolis session with  a slew of  bills.  City Paper, Baltimore. A less common use of slew (also spelled slue) is in reference to â€Å"a marshy or reedy pool, pond, small lake, backwater, or inlet,† as in this description of a journey along the upper Mississippi River: A continual variation of scene now opened to the view, marred only by an occasional ungraceful slew or marsh Some American speakers conflate the spelling and pronunciation of the words slough (miry ground) and slew (wetlands). They take their cue from Merriam-Webster whose entry for slough lumps the following definitions together: 1a. a place of deep mud or mire. 1b. a small marshy place. 1c. also slew or slue, a side channel or inlet I’ll give the last word on the spelling and pronunciation of these words to The Chicago Manual of Style: slew; slough; slue Slew is an informal word equivalent to many or lots (you have a slew of cattle). It is sometimes misspelled slough (a legitimate noun meaning â€Å"a grimy swamp† and pronounced to rhyme with now) or slue (a legitimate verb meaning â€Å"to swing around†). The phrase slough of despond (from Bunyan’s Pilgrim’s Progress [1678]) means a state of depression. This is etymologically different from slough (/slÉ™f/), meaning â€Å"to discard† (slough off dry skin). Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:20 Computer Terms You Should KnowEmpathy "With" or Empathy "For"?Types of Plots

Alkaline phosphatase enzyme Essay Example | Topics and Well Written Essays - 1250 words

Alkaline phosphatase enzyme - Essay Example The enzyme acts by splitting off phosphorous creating an alkaline pH. Even though the physiological function of the alkaline phosphatase enzyme is not clear it still plays a vital role in the phosphate metabolism. A gene known as ALPL gives instructions for making the alkaline phosphatase enzyme. The role played by alkaline phosphatase enzyme is very important. It helps in the growth and development of bones and teeth. It is active in many other tissues in the body such as liver and kidneys. The enzyme plays an important role in the growth and development of bones and teeth. It is also active in many other tissues, particularly in the liver and kidneys. This enzyme operates as a phosphatase; it means that helps in removing clusters of oxygen and phosphorus atoms from other molecules. This enzyme is also important for recycling phosphate in the living cells. It is common in tissues that transport nutrients including intestine and kidney. In addition to the above mentioned function, alkaline phosphatase is one of the essential elements for the process of mineralization. In this process, minerals such as calcium and phosphorus are deposited in the developing teeth and bones. The process of mineralization is important for the formation of teeth which can endure chewing and grinding and for formation of bones that are strong and rigid. According to a research undertaken by Prof. Herbert Fleisch and Prof. Gideon Rodan in an article published under the name of â€Å"In searching a bone quality marker. What about Bone Mineral Density?† the biological role of alkaline phosphatase enzyme in mammals includes the following: The first three are articulated in a tissue-specific manner. The last one is ubiquitous but is abundant in liver, bone and kidney. The gene sequence of isoenzymes of alkaline phosphatase shows that the nascent polypeptide has a short signal sequence of 17 and 21 residues of amino-acid and at its c terminal site a hydrophobic

Functions of Re-appropriation in Contemporary Texts About Historical Essay

Functions of Re-appropriation in Contemporary Texts About Historical Events - Essay Example However, reviewing the horrific events there are two sides of the coin. The perpetrators justify their actions while the victims are forced to fight for justice. Any form of violence such as genocide should not be justified but the account of the perpetrators should be considered when trying to understand the motive and the influencing factor leading to a horrific event. Regardless of the accounts of the victim and the perpetrator, the legal framework within which a horrific event occurred should also be evaluated. In the text by Philip the re-appropriation of these legal documents should be done on each and every horrific account to enable the neutral members of the society to understand the psychology of both the victim and perpetrator. This paper will highlight the major horrific events in the modern era. Additionally, the paper will evaluate the legal framework responsible for these events. The accounts of both the victims and perpetrators will be analyzed and how the re-appropriation of specific legal documents may help understand the vents leading to a horrific event. The paper will be compiled in consideration of the works by Heimrad Backer and Nourbese Philip on their different accounts on the modern day horrific events. The main function of re-appropriation of legal documents is to minimize the risks of a repetition of a particular horrific event. For instance, after the occurrence of the holocaust the rivalry between the Jews and the Nazis become more serious. The holocaust was an event where thousands of Jews were massacred in the hands of the Nazis. From this point, the common Jew and the Nazi were mortal enemies. Additionally, the publication and legal address of the events did not ease the pressure between the two functions. In an argument by Backer major publications and legal definitions on the holocaust has