“The Seven Storey Mountain” by Thomas Merton Essay Example for Free

â€Å"The Seven Storey Mountain† by Thomas Merton Essay Introduction Thomas Merton went through a significant conversion in his youth and turned into a prominent Catholic author and spiritualist. His autobiography â€Å"The Seven Storey Mountain† discusses his life from childhood to adult and the conversion to Roman Catholicism and entry into a monastery.   The title and the sequence of this book were enthused by Dante’s â€Å"The Divine Comedy†. Merton’s autobiography is divided into three parts: The first describes his life without God (â€Å"Hell†); the second, the beginning of his search for God (â€Å"Purgatory†); and the third, his baptism and entrance into a monastic order (â€Å"Paradise†). Discussion Thomas Merton’s autobiographical work â€Å"The Seven Storey Mountain† marked the true beginning of his outstanding literary career. Seven years before, he came into the Trappist abbey of Gethsemani in Kentucky. Inspired by his abbot; Dom Frederic Dunne, Merton wrote his biography in order to explain his conversion from a non-believing Anglican into a transformed to Catholicism who left a promising educational career in order to join a secluded monastery. (Merton, 121) In the last several years of Merton’s life, he wrote comprehensively on such varied subjects like warfare and tranquility, the civil movement, racial and social discrimination, Eastern and Western monasticism, and the associations between conventional Christian values and the contemporary world. Merton divided his autobiography into three sections. The first part deals with the years between his childhood and the physical collapse he suffered in 1936. The second section explains his extensive period of convalescence, his transformation to Catholicism in 1938, and his choice in late 1939 to join a institution. The last part discusses his views previous to and subsequent to his entrance in the Gethsemani Monastery. The heading of Merton’s autobiography depicts the seven levels in Dante’s Purgatory. (Zuercher, 67) The celestial elegance allowed him to shift from the lowest to the highest degree of divine knowledge. The book â€Å"Seven Storey Mountain† explains in a clear and unassuming way Merton’s steady transformation from a conceited and indifferent youngster into a keen and mature believer who retrieved satisfaction as a meditative preacher. From the time of its publication in 1948, the book â€Å"The Seven Storey Mountain† has affected many readers in a positive way. (Merton, 129) The author in the starting of the book â€Å"The Seven Storey Mountain† describes himself as a captive of a worldly and selfish world. This evaluation of the new world to a reformatory has struck most of the readers as extreme. The well-known British writer Evelyn Waugh published a well modified story of â€Å"The Seven Storey Mountain† in the title Elected Silence in 1949. Waugh removed what he thought as the overstatement in both Merton’s way and his judgment of the world out of his monastery. Even though Waugh improved many parts of the text in Merton’s book, Merton thought that the polished and sophisticated way chosen by Waugh could not appropriately put across to the audience his intuitive response to his knowledge before and after his transformation. Merton wanted the readers of â€Å"The Seven Storey Mountain† to know that his life would have been worthless if he had not got the gift of belief from God; his conversion had drastically transformed his perception of the world. The book â€Å"The Seven Storey Mountain† has been favorably compared to such classic autobiographies as those of Michel Eyquem de Montaigne, Saint Augustine, and Jean-Jacques Rousseau. Such praise of Merton’s autobiography is entirely appropriate because he also analyzed with almost brutal honesty the weaknesses and strengths of his character. Merton never attempted to mislead his readers by presenting himself in an overly positive light. His subjective analysis of his own life never seems artificial. His consistent attempt to understand the true motivation for his moral choices persuades his readers both to respect Merton’s perception of the world and to appreciate the universal elements in Merton’s spiritual and psychological growth: The chronological structure of this autobiography enables the reader to understand the gradual changes which caused Thomas Merton to convert to Roman Catholicism and then to enter a cloistered monastery. (Zuercher, 71) Thomas Merton had a difficult childhood. He was born near the Spanish border in the French village of Prades on January 31, 1915. His parents were both artists, and they moved frequently. His mother, an American, would die in 1921 and his father, a New Zealander, would die nearly ten years later. Merton spent his childhood and adolescence in France, England, Bermuda, and the United States but never felt at home anywhere. The artificiality and selfishness of modern society depressed him. Because of his profound sense of alienation, Merton yielded too many self-destructive urges: After he joined the University of Cambridge in 1933, he began to drink heavily and then fathered a child out of wedlock.   His previous mistress and their son both would die during a Nazi air attack on London. During writing his autobiography, Merton thought of a friend from Cambridge who had committed suicide. He was certain that only the love of God had sheltered him from the same destiny and that he had achieved nothing constructive all this time he had spent in England. He went to America in 1934 and then never came back to Europe. In the first section of â€Å"The Seven Storey Mountain†, the misery and isolation which many people experience after the dreadfulness of the Holocaust and the devastation of World War II is strongly and emotively expressed. In the second section of â€Å"The Seven Storey Mountain†, Merton disclosed that he required celestial grace and the ethical support of his friends both in order to nurture spiritually. Once Merton reached America, he registered at Columbia University, where he met two professors, Mark Van Doren and Dan Walsh, who intensely persuaded his personal growth. Van Doren trained Merton to think seriously, to give importance to truth for itself, and to disbelieve all types of baseless reasoning. Sarcastically, Merton had never planned to meet Van Doren. In the commencement of his junior year at Columbia, Merton went to the wrong classroom by mistake. (Zuercher, 81) When Van Doren came in and started talking, Merton decided to take that course in its place and gave up history course which he actually wanted to take. Merton thought of this unexpected accident as part of a divine plan to help him understand the gift of faith. Van Doren, who was a Protestant, became one of Merton’s best friends, corresponding with him for years and often visiting him at Gethsemani. Even though he did not share Merton’s religious beliefs, Van Doren strongly supported both his conversion to Catholicism and his decision to enter the monastery. Whenever he had personal problems, Merton knew that Van Doren would be there to help and guide him. Another close friend from Columbia was Robert Lax. He encouraged Merton to take a course on medieval Scholasticism which Dan Walsh, a visiting professor of philosophy from Sacred Heart College, was to teach at Columbia. Walsh taught Merton that no opposition need exist between the acceptance of traditional Christian beliefs and the philosophical search for truth. After he became a Catholic, Merton spoke to Walsh of his interest in the priesthood, and Walsh suggested the Trappist monastery in Gethsemani. At first, Merton rejected this suggestion, but within two years he would become a Trappist. Most of his friends at Columbia were not Catholic. Nevertheless, they attended his baptism in 1938. Eleven years later, his Columbia friends would travel to Gethsemani for his ordination. Friendship enriched Merton’s life and gave him the inner peace which he needed in order to accept the gift of faith. (Merton, 135) Whatever their religious beliefs; his readers can identify with Merton’s thoughtful analysis of the close link between friendship and the search for happiness. The third part of â€Å"The Seven Storey Mountain† describes his reasons for entering the Cistercian monastery and the great joy which active meditation brought to him there. After considering a few religious orders, he at first left the confined life. Nonetheless, after many conversations with his friends from Columbia and two retreats in Cistercian monasteries, Merton drew a conclusion that only the meditative life would allow him to grow spiritually. He wrote to Gethsemani and was accepted for what he was: a scrape whom the free gift of faith had transformed into a fervent believer. At Gethsemani, Merton would experience for the first time the pleasures of true emotional and intellectual satisfaction. When Merton reached Gethsemani on December 10, 1941, he saw the words Pax intrantibus (peace to those who enter) inscribed over the entrance gate. In Merton’s mind, this Latin greeting defined the paradoxical nature of the monastic life. The numerous and often-petty rules in a contemplative order are in fact designed to bring monks inner peace by freeing them from the artificiality of the materialistic world. (Zuercher, 82). Therefore, the peace he wished to acquire was the wisdom to accept everything as part of the divine plan. Yet this trust in divine providence would soon be severely tested. Only a few months after his arrival at Gethsemani, he was called to his abbot’s office. Merton’s brother, John Paul, then a sergeant in the British army, had come to the abbey in order to receive religious instruction, wanting to be baptized as soon as possible. By a curious coincidence, Father James Fox, who would serve as Thomas’ abbot and spiritual mentor from 1948 until early 1968, was asked to prepare John Paul for baptism. As his newly baptized brother was walking away from the monastery, Thomas suddenly realized that they â€Å"would never see each other on earth again.† Within a year the recently married John Paul was killed in action. Thomas coped with his grief first by praying and then by writing â€Å"Sweet Brother, If I Do Not Sleep.† His complete acceptance of divine benevolence persuaded Thomas that John Paul’s â€Å"unhappy spirit† had finally been called â€Å"home† by God. Only a brief epilogue, â€Å"Meditation of a Poor Man in Solitude† follows this powerful analysis of the last meeting between Thomas Merton and his only sibling. (Giroux, 145)    Reasons for Conversion Merton’s religious themes are centered in pre-Vatican II Roman Catholic spirituality and theology, but much of his writing concerns universal Christian ideas. A chief theme is the importance of grace. Life is empty without God and offers only empty pleasures and inescapable woes. Modern society enslaves its members with distractions and material goods; self-sacrifice can help people distance themselves from the false promises of the world. According to Merton, only through the sanctifying grace of God, which is the full participation in God’s life that supports us to good actions, peace and happiness can be found. (Merton, 147) Natural goodness is transformed by grace to bring us and others closer to God. Grace thus saves us and allows us to become our best selves. As Merton experienced it, conversion was preceded by grace-filled moments provided by good people, reading and contemplation, and the inspiration of an â€Å"inner voice† that directed him to carry out his thoughts. However, even baptism was not sufficient for true conversion. After his baptism, Merton continued acting as he had previously. Only after a while did he realize that conversion means conversion of every moment of each day, of turning toward God in thought and action constantly. Conversion means disregarding the concerns of the world, even denying pleasures to one’s self. (Zuercher, 87)   Conversion means abandoning the self to the will of God; understanding this led Merton to decide to join a monastery and become a priest. True happiness and true freedom come from giving all to God. The giving is easy and the rewards are great, says Merton. While this involves a kind of loss of self, in the end it allows for growth of the real self in God. Conclusion Merton’s life and that of the narrator of â€Å"The Divine Comedy† followed a same sequence. That narrator begins the poem in the middle of his life, and Merton wrote â€Å"The Seven Storey Mountain† in the middle of his life; he died at the untimely age of fifty-three. Works Cited Giroux, Robert. The Seven Storey Mountain. 50th anniversary ed. Introduction by. New York: Harcourt, Brace, 1998. pg 145. Merton, Thomas. The Seven Storey Mountain. Harvest Books; Anv edition (1999). ISBN-10: 0156010860. pg 98-210. Zuercher, Suzanne. Merton: An Enneagram Profile. Notre Dame, Ind.: Ave Maria Press, 2001. pg 58-99.

Reflection on theory and knowledge in nursing

Reflection on theory and knowledge in nursing The aim of this report is look at a critical incident that occurred in practice and relates this to the theory and knowledge regarding communication and interpersonal skills, so as to demonstrate an understanding of my views on the art and science of reflection and the issues surrounding reflective practice; that is to say, what skills were and were not used at the time of the incident. Confidentiality will be maintained as required by the Nursing Midwifery Council Code (NMC, 2008).    There is a discussion appraising the concept of reflection both generally, and in my particular area of practice of urgent care. Reflection is part of reflective practice and is a skill that is developed. It can be seen as a way of adjusting to life as a qualified healthcare professional and enhancing the development of a professional identity (Atwal Jones, 2009). Reflection is defined as a process of reviewing an experience which involves description, analysis and evaluation to enhance learning in practice (Rolfe et al 2001).  This is supported by (Fleming, 2006), who described it as a process of reasoned thought. It enables the practitioner to critically assess self and their approach to practice. Reflective practice is advocated in healthcare as a learning process that encourages self-evaluation with subsequent professional development planning (Zuzelo, 2009). Reflective practice has been identified as one of the key ways in which we can learn from our experiences. Reflective practice can mean taking our experiences as an initial point for our learning and developing practice (Jasper, 2003). Many literatures have been written in the past that suggest the use of reflective assignments and journaling as tools to improve reflection and thinking skills in healthcare (Chapman et al, 2008). Reflective journals are an ideal way to be actively involved in learning (Millinkovic Field, 2005) and can be implemented to allow practitioners to record events and document their thoughts and actions on daily situations, and how this may affect their future practice (Williams Wessel, 2004). MODELS In order to provide a framework for methods, practices and processes for building knowledge from practice there are several models of reflection available. All can help to direct individual reflection. Some may be particularly useful for superficial problem solving, and other better when a deeper reflective process is required. Reflective models however are not meant to be used as a rigid set of questions to be answered but to give some structure and encourage making a record of the activity. Johns (2004) reflects on uncovering the knowledge behind the incident and the actions of others present. It is a good tool for thinking, exploring ideas, clarifying opinions and supports learning. Kolbs Learning Cycle (1984) is a cycle that reflects a process individuals, teams and organisations attend to; and understands their experiences and subsequently, modifies their behaviour. Schà ¶n (1987), however, identifies two types of reflection that can be applied in healthcare, Reflection-in-action and Reflection-on-action. Reflection-in-action can also be described as thinking whilst doing. Reflection-on-action involves revisiting experiences and further analysing them to improve skills and enhance to future practice. Atkins and Murphys model of reflection (1994) take this idea one step further and suggest that for reflection to make a real difference to practice we follow this with a commitment to action as a result. Terry Bortons (1970) 3 stem questions:  What?,  So What?  and  Now What?  were developed by John Driscoll in 1994, 2000 and 2007. Driscoll matched the 3 questions to the stages of an  experiential learning cycle, and added trigger questions that can be used to complete the cycle. Gibbs (1988) reflective cycle is fairly straightforward and encourages a clear description of the situation, analysis of feelings, evaluation of the experience, analysis to make sense of the experience, conclusion where other options are considered and reflection upon experience to examine what you would do if the situation arose again. CHOSEN MODEL The reflective model that I have chosen to use is Gibbs Reflective Cycle (1988) as a framework, because it focuses on different aspects of an experience and allows the learner to revisit the event fully. Gibbs (1988) will help me to explore the experience further, using a staged framework as guidance ad I feel that this is a simple model, which is well structured and easy to use at this early stage in my course. By contemplating it thus, I am able to appreciate it and guided to where future development work is required. Before the critical incident is examined it is important to look at what a critical incident is and why it is important to nursing practice. Girot (1997), cited in Maslin-Prothero, (1997) states that critical incidents are a means of exploring a certain situation in practice and recognising what has been learned from the situation. Benner (1984, cited by Kacperek, 1997) argues that nurses cannot increase or develop their knowledge to its full potential unless they examine their own practice. Context of incident In the scenario the patients name will be given as Xst.   Ã‚  The consequences of my actions for the client will be explained and how they might have been improved, including what I learned from the experience. My feelings about the clinical skills used to manage the clients care will be established and my new understanding of the situation especially in relation to evidence based practice will be considered.   I will finally reflect on what actions I will take in order to ensure my continued professional development and learning.    Description Miss Xst is 55 year old woman who has a 10 year old daughter.   She suffers from psychiatric problems, lack of motivation and has difficulties in maintaining her personal hygiene and the cleanliness of her flat. She was one of my mentors clients to whom I had been assigned to coordinate and oversee her care. Mental health Nurses owe their patients a duty of care and are expected to offer a high standard of care based on current best practise, (NMC 2008).   Ã‚   Miss Xst had been prescribed Risperidone Consta 37.5mg fortnightly, which is a moderate medication. Risperidone belongs to a group of medicines called antipsychotic, which are usually used to help treat people with schizophrenia and similar condition such as psychosis. Although her condition is acute, it is not extreme and the reason for this medication is to help Miss Xst to stabilise her thought so she is able to support herself in the community (Healey, 2006). Miss Xst did not like attending depot clinic and she missed three consecutive appointments. My mentor decided after the third non-attendance to raise the issue in the handover meeting where it was decided to see Miss Xst in the morning but when we arrived she was not there. We left a note for her to call the office. We did not hear from her and a further home visit was carried out to arrange for her next depot clinic appointment. I called a meeting of the multi-disciplinary team (MDT) who agreed that there would be a problem if the next injections were missed. The social worker who was part of the team said that she will arrange for a community support worker to help clean Miss Xsts flat on a weekly basis (Adams 2008). We waited for about an hour for Miss Xst to attend the clinic for her depot injection but she failed to attend. I then informed the Community Psychiatry Nurse (CPN) that Miss Xst had expressed negative feelings about her medication and thought she did not need them; she had claimed she was already feeling well and therefore wanted the medications to be discontinued.   At a subsequent meeting with the patient, she agreed a joint visit with the CPN and myself to re-assess her condition and consider if it was necessary to   Ã‚  refer her case to the consultant (Barker, 2003).   I was given the opportunity to carry out the initial assessment, which showed that her behaviour was very unpredictable and very forgetful. Her inability to take her medication and to manage her personal hygiene clearly demonstrated that she was not well. The assessment tool I used was the Mental State Examination which helps determine the level of her insight into her illness and indeed I found out that she was in denial (Barker, 2004). I talked to Miss Xst about her non-concordance with her medication, but she persisted in saying she was well.   I reminded her that continuous use of the medication would benefit her mental health and protect her against relapse.   We agreed that she could discuss this with the doctor on her next outpatient appointment, with the option of reviewing or reducing her medication. I stressed the importance of her communicating any side effects or reservations she may have about the medication to doctor. She appeared to understand this and following the discussion, she finally complied with her depot injection. Even though the NMC (2008) maintains that nurses have a responsibility to empower patient in their care and to identify and minimise risk to patient. The principle of beneficence (to do well) must be balanced against no maleficence (doing no harm) (Beauchamp and Childress, 2001).   All these transactions were recorded in Miss Xsts care plan file and in computer. Good record keeping is an integral part of nursing and midwifery practice, and is essential to the provision of safe and effective care. It is not an optional extra to be fitted in if circumstances allow NMC (2009).   The consequences of my actions for the patient and her daughter were that she attended to her daughters needs and to her personal hygiene, and made regular fortnightly visits to the clinic. Her mental condition was improved, she was allowed to continue on her moderate medication and she did not have to be readmitted in the hospital. Feeling During the handover, I was nervous as I felt uncomfortable about giving feedback to the whole team. I was worried about making mistakes during my handover that could lead to inappropriate care being given to Miss Xst or could cause her   readmission to hospital. As a student nurse I felt I lacked the necessary experience to be passing information to a group of qualified staff members.   However, I dealt with the situation with outward calm and in a professional manner. I was very pleased that my mentor was available during the handover to offer me support and this increased my confidence. Evaluation What was good about the experience was that I was able to carry out the initial assessment and identify what caused Miss Xst failure to comply with the treatment regime.   From my assessment I documented the outcome and related what had happened to the MDT with minimal assistance. Accurate documentation of patients care and treatment should communicate to other members of the team in order to provide continuity of care (NMC, 2008).   The experience has improved my communication skills immensely, I felt supported throughout the handover by my mentor who was constantly involved when I missed out any information. Thomas et al, (1997) explains that supervision is an important development tool for all learners. The team were very supportive throughout the process as they took my information without doubt.   What was not good about the experience was the fact that my mentor had not informed me that I was going to handover the information; as a result I had not mentally prepared myself for it.   I also felt that I needed more time to observe other professionals in the team carrying out their handovers before I attempted to carry out mine.   During the original MDT meeting, I felt that we did not provide enough time to freely interact with Miss Xst to identify other psychosocial needs that could impact on her health. However, in any event, she was unable to fully engage because of her mental state. Turley (2000) suggests that nursing staff should include their interaction with the patient when recording assessment details, which can be used to provide evidence for future planning and delivery of care. Dougherty and Lister (2004) have suggested that healthcare professionals should use listening as part of assessing patient problems, needs and resources.      Analysis The literature regarding communication and interpersonal skills is vast and extensive. Upon reading a small amount of the vast literature available, the student was able to analyse the incident, and look at how badly this situation was handled. I realised communication is the main key in the nursing profession as suggested by Long (1999) who states that interpersonal skills are a form of tool that is necessary for effective communication. I found it difficult to communicate with a patient because I did not understand her condition. It was also difficult for me not to take her behaviour to heart and show emotion at the time, it is clear that this is an area I need to build on for the future. However, Bulman Schutz (2008) argue that this is failure to educate and for us to learn from practice and develop thinking skills. I would agree with them, as I learn best from practical experience, and build on it to improve my skills. With this is mind, I am now going to focus on my weaknesses, in both theory and practice, and state how, when and why I plan to improve on these. Through effective communication I was able to convince Miss Xst of the need to take her medication. I was able to pass on the information to the MDT for continuity of care.     Roger et al (2003) concluded that communication is an on-going process but can be a difficult process when dealing with mental health problems.   During the handover I was pleased that the MDT members were supportive and interested in what I was saying and they asked questions.   The patient had no recollection of what she had said to me and since the incident she has made these comments to other staff, which has put me at ease and made me realise that I had done nothing wrong. My mentor explained that a patient with Parkinsons can often behave like this as they develop dementia, which Noble (2007) also confirms. Since the incident I have read about Parkinsons and am now aware that the patients expressionless face Netdoctor (2008), also made her comments appear more confusing and aggressive. Conclusion   In conclusion, I have learnt that through effective communication, any problem can be solved regardless of the environment, circumstances or its complexity.   Therefore, nurses must ensure they are effective communicators.   I have identified the weaknesses that should be turned to strengths. I am now working on strengthening my assertiveness, confidence and communication skills. Participating in the care of Miss Xst, I have realised that a good background information and feedback about mental health problems before providing care to a clients can assist in accurate diagnosis and progress monitoring.  Ã‚   A good relationship between client and staff nurse is therapeutic and help in building trust.   This can be achieved by a free communication that allows the client to express their feelings and concern without the fear of intimidation.   From the experience, I feel the knowledge I have acquired will aid me in future while in practice should such situation arise again. ACTION PLAN FOR MY LEARNING NEEDS So that I could identify my strengths and weaknesses in both theory and practice easily, I found that the use of a SWOT analysis provided a good framework to follow. I have then built on this by producing a development plan that focuses on my weaknesses and how, when and why I plan to improve on them. I will now begin to work on these, the main reason being of course, that I am determined to be a competent, professional nurse in the future. I am now more prepared for any future patients with this disease as I have researched it. I will take the time to talk to them, to make sure they are at ease with me, before providing any care. If they appear distressed I would get another member of staff to help me to reassure them. Learning Need Planned action to meet this learning need Target time to meet the learning need. To improve my knowledge about patients illnesses and the risks of relapse associated with not taking Medication. Read books about different illnesses and causes of relapse End of third year To identify and have good background information and feedback about patients mental health problems before providing care to them To read my patients notes. On- going To ensure a good rapport exist between my patient and I, in order to build up a therapeutic relationship with them and to gain their trust. I will have regular meeting with my client On-going Effective communication with the patients and other members of the multidisciplinary team A locating time to talk to patients and their relatives participating in the ward round. On-going skills to develop throughout the training. Being prepared Talking with senior members of staff On-going CONCLUSION I have clearly demonstrated that by using a reflective model as a guide I have been able to break down, make sense of, and learn from my experience during my placement. At the time of the incident I felt very inadequate It was also difficult for me not to take her behaviour to heart and show emotion at the time, it is clear that this is an area I need to build on for the future. According to Bulman Schutz (2008), nursing requires effective preparation so that we can care competently, with knowledge and professional skills being developed over a professional lifetime. One way this can be achieved is through what Schon (1987) refers to as technical rationality, where professionals are problem solvers that select technical means best suited to particular purposes. Problems are solved by applying theory and technique. REFERENCES Adams, L. (2008). Mental Health Nurses can Play a Role in Physical Health. Mental Health Today. October 2008 pp27 Barker, P. (2004). Assessment in Psychiatric and Mental Health Nursing. Cheltenham, Nelson Thornes Barker, P.   Ed (2003). Psychiatric and mental health nursing: The craft of caring Arnold, London Beauchamp, T. and Childress, J. (2001) Principles of Biomedical Ethics, (5th   Edition): Oxford University   Press. Bolton, G. (2001) Reflective Practice. Writing and Professional Development. Paul Chapman Publishing Limited, London. Bulman, C. Schutz, S. (2008) An Introduction to Reflection. In: Bulman, C. Schutz, S. (ed.) Reflective Practice in Nursing, 4th edition. Oxford, Blackwell Publishing Ltd, pp 6 8 Burns, T. Sinfield, S. (2008a) How to organise yourself for independent study. In: Essential Study Skills The Complete Guide to Success at University. 2nd edition. London, Sage Publications Ltd, p 64. Burns, T. Sinfield, S. (2008b) Going to University. In: Essential Study Skills The Complete Guide to Success at University. 2nd edition. London, Sage Publications Ltd, p 16. Dougherty, L. and Lister, S. (2004) Royal Marsden of clinical nursing procedures. 6th edition. London: Blackwell publishers.   Gamble, C and Brennan, G (2005) Working with serious mental illness: a manual for clinical practice. Oxford: Bailliere Tindall. Kenworthy et al (2003) Marrelli, T. M (2004) The Nurse Managers Survival Guide: Practical Answer to Everyday Problems, United States of America : Elsevier Nursing and Midwifery Council (2004) Code of Professional Conduct NMC: London. Nursing and Midwifery Council (2008) The Code Standards of conduct, Performance and Ethics for Nurses and Midwives. London: Nursing and Midwifery Council. Nursing and Midwifery Council (2009) Record keeping: Guidance for nurses and midwives. London: Nursing and Midwifery Council.  Ã‚   Rolfe,   G., Freshwater, D. Jasper, M (2001) Critical Reflection for Nursing and the Helping professor; a Users Guide. Palgrave Macmillan, London. Roger, B. Ellis, Bob Gates, Neil Kenworthy. (2003) Interpersonal Communication in Nursing: Theory and Practice, 2nd edn. Churchill Livingstone, London, UK. Schon, D.A. (1983) The Reflective Practitioner. Basic books. Harper Collins, San Francisco Schon, D. (1987) Preparing Professionals for the Demands of Practice. Educating the Reflective Practitioner. San Francisco, Jossey Bass, pp3 21. Thomas, B. Hardy, S. and Cutting, P. (1997) Mental health Nursing: Principles and Practice London: Mosby Turley, J.P.( 2000) toward and integrated view of health informatics. Information Technology in Nursing 12 (13).

Celine Dion :: essays research papers

Celine Dion, the youngest of 14 children, was born on March 30th, 1968 in Charlemagne, Quebec, Canada. Charlemagne is on the north shore of the St. Lawrence River, on the east end of the Montreal Island. She has Hazel eyes and is 5 feet 7.5 inches tall. Her qualities are self-determination, professionalism and discipline. She is so disciplined that she has actually spent three weeks without making any sound to give her vocal cords a rest. She does have her failings though. She is sometimes impatient, especially in the mornings. Her lucky number is five. She even keeps a five-cent coin that was minted in 1968, that she found on the ground. Her favorite perfume is Channel #5, and her favorite colors are black, white and red. Celine collects miniature cups and crystal objects. She also collects shoes, having over 400 pairs! She enjoys snow and water skiing, and roller blading. Her second career choice would be to be a professional model, and her favorite musical instrument is a piano. C eline’s favorite female singers are Natalie Cole, Barbara Streisand, and Ginette Reno, and her favorite male singers are Stevie Wonder and Micheal Jackson. Micheal Jackson even sent her a signed photo stating “To Celine with love.';, (Http://www.celineonline.com/bio1.html.) and the hat he wore in the Billy Jean clip, which was also signed. Her first name comes from a song (Celine, sang by Hugues Aufray and written in 1966 by Vline Buggy) that her mother was singing while she was pregnant. Celine has a large family. Her mother is Therese Tanguay Dion, and her father is Adhemar Dion. She also has eight sisters: Denise, Claudette, Liette, Louise, Ghislaine, Linda, Manon, and Pauline. Her five brothers are Clement, Michel, Jacques, Daniel, and Paul. Paul and Pauline are twins. Celine’s family is very musical. Claudette, and Michel have both recorded albums, and Michel is part of a band named Le Show. Celine’s parents own Le vieux Baril (The Old Barrel), a piano-bar restaurant in their hometown. The children did waitressing and singing for the customers. Adhemar played the accordion and Therese played violin, while the children sang. Celine first stood on top of a table and sang a Ginette Reno song when she was only five! She also sang a song at her brother Michel’s wedding. The town’s people called her “la p’tite Quebecoise';, or “the little Quebecer';. When Celine was 12, she and her mother wrote the song Ce n’etait qu̵ 7;un reve (It was only a dream).

The electrolysis of copper sulphate solution and copper electrodes Essa

The electrolysis of copper sulphate solution and copper electrodes Introduction: For my GCSE Chemistry assessment I will be investigating the electrolysis of copper sulphate solution with the copper (ii) plates. Aim: My intention for this observation is to find out how the current has an effect on the mass of copper deposited in the electrolysis of copper sulphate and copper (ii) plates. Safety Precautions: In this investigation I will make sure that everything is as safe as possible and that there are no chances of accidents occurring. (1) I will wear safety glasses and a lab coat to avoid any danger. (2) I will tie my hair back, which will prevent any accidents from occurring. (3) I will keep the area around me clear to prevent any accidents from occurring. (4) Benches should be tucked under the table so that nobody trips over. (5) As copper sulphate indicates the symbol, which means toxic, I will be careful that it is kept away from my skin and I am not able to smell it. The reason for this is that it can cause death. (6) Copper sulphate will be placed in the tray at all times so that if it spills it will only spill in the tray. (7) I will not keep the power on more than 10 minutes, as keeping the power on for too long can change the resistance of the wire. (8) As the copper sulphate is dangerous I will wash my hands after each experiment. Apparatus: The apparatus that I require in this investigation is: (1) Measuring cylinder- This will be used to measure 150ml of the copper sulphate solution (2) Ammeter- This will be used to se how much current is flowing through the circuit (3) Stop watch- This will be used to time how long the practical will be on for. (4) Auto... ...lts: I know that this is a straight line graph and that the gradient is positive by looking at the graph. I can now interpret from this graph that this investigation matches the law of Michel Faraday, the first law that I mentioned in the scientific background knowledge is: The quantity of electricity passed is proportional to the amount of substance discharged at an electrode. This law infant matches my results that I have gained, I can now confidently say that the results that I obtained were accurate. As I increased the voltage and the current there was a larger mass in the cathode. Therefore this proves that my prediction which I made is correct: As the current increases the amount of copper deposited will also increase. In this electrolysis both the oxidation and reduction reactions have been used, the oxidation in the anode and the reduction in the cathode. The electrolysis of copper sulphate solution and copper electrodes Essa The electrolysis of copper sulphate solution and copper electrodes Introduction: For my GCSE Chemistry assessment I will be investigating the electrolysis of copper sulphate solution with the copper (ii) plates. Aim: My intention for this observation is to find out how the current has an effect on the mass of copper deposited in the electrolysis of copper sulphate and copper (ii) plates. Safety Precautions: In this investigation I will make sure that everything is as safe as possible and that there are no chances of accidents occurring. (1) I will wear safety glasses and a lab coat to avoid any danger. (2) I will tie my hair back, which will prevent any accidents from occurring. (3) I will keep the area around me clear to prevent any accidents from occurring. (4) Benches should be tucked under the table so that nobody trips over. (5) As copper sulphate indicates the symbol, which means toxic, I will be careful that it is kept away from my skin and I am not able to smell it. The reason for this is that it can cause death. (6) Copper sulphate will be placed in the tray at all times so that if it spills it will only spill in the tray. (7) I will not keep the power on more than 10 minutes, as keeping the power on for too long can change the resistance of the wire. (8) As the copper sulphate is dangerous I will wash my hands after each experiment. Apparatus: The apparatus that I require in this investigation is: (1) Measuring cylinder- This will be used to measure 150ml of the copper sulphate solution (2) Ammeter- This will be used to se how much current is flowing through the circuit (3) Stop watch- This will be used to time how long the practical will be on for. (4) Auto... ...lts: I know that this is a straight line graph and that the gradient is positive by looking at the graph. I can now interpret from this graph that this investigation matches the law of Michel Faraday, the first law that I mentioned in the scientific background knowledge is: The quantity of electricity passed is proportional to the amount of substance discharged at an electrode. This law infant matches my results that I have gained, I can now confidently say that the results that I obtained were accurate. As I increased the voltage and the current there was a larger mass in the cathode. Therefore this proves that my prediction which I made is correct: As the current increases the amount of copper deposited will also increase. In this electrolysis both the oxidation and reduction reactions have been used, the oxidation in the anode and the reduction in the cathode.

Dunny Takes The Fifth Essay -- essays research papers

Dunny Takes The Fifth The roles which, being neither those of Hero nor Heroine, Confidante nor Villian, but which were none-theless essential to bring about the Recognition or the denoument...Fifth Business, as defined in the book. The book Fifth Business is testimony of events in the life of the main character Dunstable (later renamed Dunstan) Ramsay. Dunstan feels that his whole life has been spent as the "fifth business" in the lives of others. There is a lot of truth and relevence to this. Dunstan was the "fifth business" in the lives Paul and Mary Dempster, and Boy Staunton because he altered their lives without it ever being distinctly for the better or worse. Dunstan Ramsay was the "fifth business" in the life of Paul Dempster. Dunstan had a great deal of impact on the life of Paul even before his birth, at the simple toss of a snowball. If Dunstan wouldn't have had the instinct to move out of the path of the "snowball", that caused him so much mental anguish in the future, then Paul would not have been born premature and almost still. Ramsay took it upon himself to educate Paul, though the material he used to do this with was highly unheard of, in order to help reduce some of the guilt Dunstan still had with Pauls birth. This new interest of magic and saints is what later led Paul to chose the path he did when he ran away from home....

International Issues Essay

Abstract No two countries have the same political and legal system. Each country has its own laws and regulations on business and products. When doing business in another country it is important to know the laws and abide by them. Culture plays a huge part in a business’s success when venturing into a foreign market. Being sensitive to the cultural and religious beliefs in that country is important to a business’s long term success. A business needs to be educated in the laws, customs and cultures of that country so that business will be able to comply and coincide with that country. A business needs to know how and where to resolve any legal issues that may arise while doing business in that country. Disputes need to be handled in a way that is respectful to that country and adheres to the contract in which the parties agreed. International Issues Issues in Legal Disputes in International Transactions â€Å"International transactions and dispute resolution requires both an understanding of the law and a sensitivity to foreign culture, politics, formal and informal power structures and decision-making approaches† (White and Williams LLP, 2013). When entering into a contract with a foreign country, one needs to be very specific in the contract about how to resolve any issues that could come up between the two companies. Deciding and agreeing on where issues will be resolved is a key element in the contract. Going to court can be costly for both companies and the decision made by the court could take an extended amount of time. If the companies were to go to court, deciding in where the court hearing would take place is another issue. If the hearing was to be held in the foreign country, the laws might not be the same and that country might not have much experience in international disputes. If the hearing was to be held in the United States, the other company and the country’s government it resides in could become hostile and not uphold the ruling. Arbitration would be the best way to resolve any disputes between the two countries. Arbitration can save a lot of time and money for both companies while also protecting the images of both companies by not having a lengthy trial in the press. â€Å"Arbitration is often less costly, less litigious, and less time-consuming, and offers more privacy to the parties than litigation† (Companies Export, 2008).The ruling from the arbitration could be binding or non-binding depending on what is agreed upon in the contract. Practical Considerations When trying to resolve a dispute with a company in a foreign country, one would need to look over the written contract that was drawn up at the beginning of the relationship. â€Å"The governing law clause will set out which country’s law will apply to any dispute under the contract, and the jurisdiction clause will state in which country the legal action must be taken† (Smith, 2007). The U.S. based company needs to be aware of the laws that affect the company and the business dealings in the other country. The company needs to consider the cultural aspects, the ethical behavior, and the legal structure within that country. â€Å"U.S. laws governing the international business activities of the U.S. companies fall into two categories. The first consists of laws, such as antitrust, employment, and economic-espionage laws, that are also applied frequently in the domestic context. With respect to these laws, the international business activities of the U.S. companies are a rguably at special risk because management educated and trained outside the United States might be less familiar with these laws than management educated and trained in the United States† (Winer, 2013). Bribery is also a consideration when taking legal action against a foreign business partner because this is illegal under the U.S. Foreign Corrupt Practices Act (FCPA). In some countries, bribery and gift giving is not seen as an illegal or unethical act but a form of showing respect and gratitude. A company needs to be careful on how this is perceived because it could be seen as an illegal act on the company’s part. Factors against CadMex Time and money would work against CadMex in the sublicensing agreements. In the simunlation, Candore is under an epidemic and needs the medicine ViroBlax at a subsidized price. There would not be enough time, due to the epidemic, to work out a contract that both parties will agree upon. Each separate pharmaceutical company in Candore would have to be sought out and a new contract would have to be drawn up for each different company. This is not only costing CadMex time but countless dollars on man hours. CadMex would have to invest a lot of money into properly training the employees and building the proper facilities. CadMex would also have to insure that the generic products were to the proper standards and up to regulation. Even if CadMex was to invest the time and the money into sublicensing the drug, CadMex would lose money because the drug is being sold at a subsidized price. The royalties that would be paid out with sublicensing still would not gap the margin of loss that CadMe x has. When Customs and Laws Conflict When the local customs and the local laws conflict with the customs and laws of an organization operating abroad; the organization should look at the customs and laws in which it is operating under and those should prevail, as long as the company is following the laws in which it is to operate by. When operating abroad, it is important to be aware and sensitive to the customs of that country. Allowing employees to observe religious and cultural holidays will not only keep moral high but also will keep the company within the laws that country has. Knowing the cultural normalities and integrating those into the business model will allow for the employees and members of the community to feel that the business has their interests mind. Being able to comply with the laws of the country in which the business is in while also complying with the laws set by the country, in which the mother company resides, can be a hard line to walk. Complying with the laws of the country in which was agreed upon in the contract at the onset of the partnership would prevail. Making sure to follow the rules of the country that the business is in is important because that is where the business will produce its goods. â€Å"Employees who engage in international business are responsible for knowing and complying with both the laws and regulations of the countries in which the businesses operate and the U.S. law and regulations that apply outside U.S. borders. If U.S. law conflicts with the local customs, or if the local law is more restrictive than U.S. laws or company policies, one must follow the more restrictive law, custom or policy† (Olin, 2012). Resolving Domestic and International Issues Resolving domestic issues can be done through arbitration or through the court system. It can be as simple as suing a party and showing up to court. When trying to resolve an issue domestically, the laws are well known for both parties and the venue in which the issue will be settled is easily accessible to both parties. Resolving an issue internationally is more work involved. The issue has to be resolved through which venue both parties agreed upon when signing the contract. Both companies need to know the laws of that country and travel might be needed. If arbitration was selected, both parties would need to submit all paperwork to a panel of arbitrators and adhere to the judgment in which the panel decides. If one party does not comply with the ruling, then legal action must be taken. Conclusion When doing business internationally, a company needs to be aware of many factors. Conforming to the culture and abiding by the laws that are set in that country are essential to that business and its success. A company needs to know how to resolve issues that will come up in the daily running of the business. Being sensitive to religious and cultural norms will not only help with the moral of employees but the community as well. Adhering to the contract in which the company agreed upon will help avoid any legal action being taken against them. By following the laws and cultures of the country the business resides in will ensure success of the company and future dealings in that country. References Companies Export. (6/4/2008). Retrieved from http://export.gov/regulation/eg_main_018226.asp Olin. (2012). International Business. Retrieved from http://www.b2i.us/profiles/investor/fullpage.asp?BzID=1548&to=cp&Nav=0&LangID

Human resource management Specialisation Essay

Concept of compensation-Exploring and defining the compensation context–System of compensating–compensation dimensions-concept of reward–Role of compensation in Organization- Non-financial compensation system–Concept of total reward system-New trends in compensation management–The 3-P compensation concept. Compensation and Employee Behaviour: Bases For Traditional Pay System and Modern Pay System–Establishing Pay Plans–Aligning Compensation Strategy with HR Strategy and Business Strategy-Seniority and Longevity pay- Linking Merit Pay with Competitive Strategy-Incentive Pay-Person focus to Pay–Team Based Pay. Designing Compensation System: Building internally consistent Compensation System-Creating Internal Equity through Job Analysis and Job Valuation-Building Market Competitive Compensation System-Compensation Surveys– Integrating Internal Job Structure with External Market Pay Rates-Building Pay Structures that Recognize Individual Contributions-Constructing a Pay Structure-Designing Pay for Knowledge Program. Employee Benefits Management: Components-Legally required Benefits–Benefits Administration–Employee Benefits and Employee Services–Funding Benefits through VEBA–Costing the Benefits–Components of Discretionary Core Fringe Compensation-Designing and Planning Benefit Program–Totally Integrated Employee Benefit Program. Contemporary Strategic Compensation Challenges: International Compensation and Competitive Strategies-Executive Compensation Packages– Compensating Executives-Compensating the Flexible Workforce-Contingent Employees and Flexible Work Schedules–Compensation for Expatriates and Repatriates–Strategic Issues and Choices in Using Contingent and Flexible Workers. Introduction: Definition, concerns and scope of PM. Performance Appraisals. Determinants of job performance. Mapping, process, sequence and cycle of PM. Performance planning and Role clarity. KPAs- Performance Targets. Trait, Behavior and Results approaches to measuring performance. The impact of HRM practices on performance. Performance Appraisal: Assessment center-psychometric tests. Role Play–Self-appraisal-360 Degree appraisals-Rating-less 14 appraisals for the future of PMS. Critical incidents worksheet, Combining behavior and outcomes, Attribution theory-Causal matrix. Diagnosis and Performance improvement. Performance review, Performance analysis. Performance Bench marking: Human information processing and performance loop, performance shaping factors–Yerkes– Dodson’s Law-Corporate performance management-EFQM Excellence model–Diagnostic and Process bench marking. PM Audit, PM pathway analysis. The impact of Performance Management on Line managers and Employees. Competency mapping and Pay Plans: Competency Mapping–Mercer’s Human Capital Wheel–Human Asset worth estimator and Accession rate-CIPD Human Capital framework, Performance, Competence and Contribution related pay models. Cafeteria benefits plan, call back pay. The McBer Generic managerial competency model- Competency causal flow model-Competency gap–Competency Assessment-Balanced Score Card framework. Performance Metrics and Models: Performance measures pyramid. Steps for designing metrics, Wang Lab, Smart pyramid, Conceptual, DHL, RCN Models of PM, Gilbert’s performance matrix and Behavior Engineering model. Direction of trouble shooting with Behavior model–Mager and Pipes trouble shooting model – ATI performance improvement model, Spangenberg’s Integrated model of PM, Sears model for organizational performance.