Reflection Upon A Critical Incident Essay - 2677 Words

This paper will reflect upon and explore a critical incident which occurred whilst attending a clinical placement. Reflective practice has become very popular over the last few decades throughout a variety of professions. In some professions it has become one of the defining features of competence. The wide spread utilization of reflective practice is due to the fact that it ‘rings true’ (Loughran, 2000). Within different disciplines, what is understood by reflective practice varies considerably (Fook et al, 2006). Despite this, some agreement has been achieved. In general, reflective practice is understood as the process of learning through and from experience towards gaining new insights of self and/or practice (Boud et al 1985;†¦show more content†¦The model encourages the person to think systematically about and experience or activity and allows the opportunity to recognise areas that can be improved upon or developed. The model takes the form of a cycle, which uses a six step approach covering a description, feelings, analysis, evaluation, conclusion and finally action plan. My choice of model, over Johns (2000) model for example, was due to its clear structured cycle which allows the opportunity to renter a stage in order to try and improve upon a situation. Where as Johns (2000) model, does not allow this opportunity although it is a useful model as a guide for analysi s of a critical incident. Although, I will have to develop the model to ensure that I critically analyse in order for it be of a higher standard at this stage of the training. The topic of reflection is a potential drug error made whilst on my clinical practise placement. The area of drug administration is an important role for nurses and therefore I will incorporate research evidence, policies and guidelines surrounding drug administration, discuss how the area can be developed and applied in professional practise. The National Patient Safety Agency (NPSA 2010), defines a drug error as ‘any preventable event that may cause or lead to inappropriate use of patient harm. Although not all drug errors have lead to patient harm it is important to recognise that if a mistakes has beenShow MoreRelated Reflection Upon A Critical Incident Essays1428 Words   |  6 PagesReflection has its importance in clinical practice; we always seek to be successful and that can be achieved by learning every day of our life through experiences we encounter. In that way we can reconsider and rethink our previous knowledge and add new learning to our knowledge base so as to inform our practice. Learning new skills does not stop upon qualifying; this should become second nature to thinking professionals as they continue their professional development throughout their careers (JasperRead MoreCritical Angle And Total Internal Reflection1312 Words   |  6 PagesCritical Angle Total Internal Reflection Kate Graham Partner: Samantha Dekart Monday, November 9, 2015 SNC2D Ms. Vink Purpose: See attached sheet, labelled â€Å"SNC2D Lab Sheet†. Related Theory: Law of Reflection: Reflection and refraction are common properties of light. When a ray of light comes into contact with the surface of some material, part of the ray is reflected and part of it is absorbed. In other words, reflection occursRead MoreReflective Practice And Professional Development921 Words   |  4 Pagesfrom two critical friends, one who is a 20 year old male based in the outdoor sector and another from outside the outdoor sector who is 29years old also male but based outside the outdoor sector as his occupation is a university lecturer and corporal in the British army. it must be recognised that there may be a possibility that critical friends may be biased. Critical friends are an effective way to gain an outsiders analysis of an incident, Kosta and Kalick 1993 state that A critical friend asRead MoreEssay on Critical Incident1728 Words   |  7 PagesWithin this essay, the author will reflect on a critical incident using a reflective model. In order to guide the author undertake this reflection, Johns (2002) reflective model will be utilised. As the first stage of Johns reflective model asks for the description of the event, the descriptive part will be attached (see appendix A). In accordance with the NMC Code of Professional Conduct (2008) the names of the individual involved have been changed using pseudonym in the form of James, JenniferRead MoreReflection: Surgery and Reflective Practice1110 Words   |  5 Pagespractice with regards to a clinical placement I undertook. In the following critical incident that I encountered I will utilize the Gibbs Reflective Model. Gibbs reflective model is fairly straightforward and encourage a clear description of the situation. Analysis of feelings, evaluation of the experience, analysis to make sense of the experience, conclusion and action plan where other options are considered and reflection upon experience to examine what you would do if the situation arose again (GibbsRead MoreCritical Reflection In Nursing1335 Words   |  6 PagesCritical reflection is vital to develop evidence based practice for safe and quality approaches to professional nursing practice. Nursing professionals should critically reflect on events to identify what health professionals might do to improve their practice and reduce the risk of a similar error. Reflective practice can help to learn from their mistakes, be empowered and most importantly to deliver best possible care to patient as nurses must work closely with their patients to develop a therapeuticRead MoreReflection on Action1452 Words   |  6 PagesReflection on action Introduction Reflection now a days is very important in health practises as it allows the practitioners to gain understandings from their professional and personal experiences .It has proven to be an essential utensil for development in their area. Reflection is seen as an influential resource of seeing accustomed events as fresh and inspiring. It is a way for critical thinking and learning. Thinkers have warned of the dangers of a life spent without reflection, but whatRead MoreBreastfeeding Critical Incident Essay1276 Words   |  6 Pagesand analyses a critical incident which occurred on a postnatal ward during my first clinical placement as a student midwife. The incident relates to breastfeeding practices on the ward and is classed as critical because it triggered an instinctual response in me which made me feel it was not right or helpful. My response and feelings at the time were not grounded in theoretical knowledge but rather an instinctual feeling. As a result of this instinctual feeling, the incident was explored.Read MoreReflection Of Risk Assessment Learning Contract1131 Words   |  5 Pages Reflection of Risk Assessment Learning Contract In this essay, I will focus on a particular risk to a service user at the workplace. This risk will recognised in the risk assessment tool used to minimise the trigger and harm to the patients, which is very efficient. Furthermore, deal with resource of the patients and carers. I will also mention the experience that I discourse about on learning contract regarding medication error which involves risk assessment. This will ensure the care professionalRead MorePhysics Assignment : Medical Imaging1672 Words   |  7 PagesAcoustic impedance is the ratio of pressure over an imagined surface, in a sound wave to the rate of partial flow across it’s surface. Acoustic impedance can be used to determine the reflection and the transmission of sound. b. Explain either what effect the density of a material, or the frequency of the sound would have upon the attenuation of sound travelling through that material. (Chose one or the other) Attenuation is the gradual decrease of intensity of any flux, through a medium. I.e. lead attenuates

Essay on Primary Sources for the Salem Witch Trials

By the reign of William III, there were becoming increasingly less cases of witch-hunting/trails and ultimate executions. The last recorded execution in England of an alleged witch is in 1682, though trials and accusations would still be brought alleged witches right up until the 1800’s both in England and on the continent in most cases /crown rule where witch-hunting/trials and executions took place, probably the most famous and certainly one of the most written about witching episodes is that of Witch Trials of Salem, Massachusetts. The Salem Trials took place between the 10th of June and the 22nd of 1692 and in this time nineteen people. In addition to this one man was pressed to death and over 150 people where sent to jail where four†¦show more content†¦Tituba was accused of witchcraft by two young girls (Betty Parris and Abigail Williams) after showing them and several others a number of things what could be described has having a voodoo origin. Though Tituba’s actions and beliefs were strange to those of a Puritan Salem, she may have very well believed in it all. Whilst other religious beliefs may not have been acceptable to the people, their own religious beliefs where very important to them. At the root of Puritan belief were three key points. The first that the bible was 100% accurate and should be followed down to every letter so if one should find a witch then they should be punished for the bible says ‘ Thou shalt not suffer a witch to live’ . Secondly perhaps most importantly is the belief that the Devil was real and the power to corrupt people and make them do his bidding, this belief is clearly visible as the Devil is mentioned in one form or another time again in the records of the trials. One such example is in the case of Martha Carrier in which the accusers claim to have see a black man either in the company of Martha Carrier or in the court room during the trial, time and again Martha is asked ‘What black man is that†¦or What black man do youShow MoreRelatedSalem Witch Trials : A Public Choice Perspective843 Words   |  4 PagesThe Salem witch trials are a memorable period in time that had a huge impact on American society. Many peop le are still questioning this historical event and what lead to the people of Salem developing that particular mentality. Benjamin Ray’s, â€Å"Salem witch trials† grants primary source historical documents to support the allegations of the witch trials in that period. On the other hand, Franklin and Len’s â€Å"The allocation of death in the Salem witch trials: A public choice perspective† focuses primarilyRead MoreThe Crucible : Fictional Account Of The Salem Witch Trials1303 Words   |  6 PagesThe 1996 film The Crucible is a fictional account of the Salem witch trials. While there are many historical inaccuracies in the movie, it does capture some of the themes in scholarship on the period. The film presents the town of Salem in a similar way to how it is depicted in the textbook. The film gets the basic outline of the Salem witch trials right. A group of girls started a panic by accusing an enslaved woman and two other women of bewitching them. Dur ing the event more than 200 people wereRead MoreThe Witches : Suspicions, Betrayals And Hysteria Of The Salem Witch Trials Essay1169 Words   |  5 Pagesbetrayals and hysteria of the Salem Witch Trials. In 1692, the commonwealth of Massachusetts executed five men, fourteen women, and two dogs for witchcraft. One might wonder how and why this Puritan colony became so caught up in this witch frenzy. In this book she is able to paint a clear picture of the panic that occurred among the people of Salem. â€Å"In three hundred years, we have not adequately penetrated nine months of Massachusetts history.If we knew more about Salem, we might attend to it lessRead MoreThe Witch Trials : Witchcraft And The Devil Swept Through The Little Salem Village1589 Words   |  7 Pagesterror of witchcraft and the devil swept through the little Salem village. When the trials came about people turned on their enemies and even family turned on other family members with accusations of witchcraft. Throughout this process many people were hung or stoned to death because they were found guilty of having relations with the devil or for not admitting to witchcraft. Many books and articles have been published about the Salem witch trials but most of them were written in different ways by theRead MoreI Chose To Analyze The Primary Source Of â€Å"The Wonders Of1192 Words   |  5 PagesI chose to analyze the primary source of â€Å"The Wonders of the Invisible World,† written by Cotton Mather. H e was born on February 12th of 1663 into a wealthy family of New England Puritan ministers. Cotton Mather started school at the age of twelve at Harvard College. He graduated and chose to become a member of the clergy but was unable to because of a speech impediment. He was able to overcome this however and a number of years later he was ordained in 1685. He became a very revered and influentialRead MoreSalem Witches and Ergot of Rye Essay1055 Words   |  5 PagesSalem Witches and Ergot of Rye While researching texts written about the Salem Witch Trials, I found a few authors who published articles and books about the Salem Witch Trials. These authors often showed that the most likely cause of the fits coming from the victims was produced by ergot of rye. However, I could not find much discussion about another important source of the fits’ cause: witchcraft. My goal in this paper is to produce a convincing argument that the victims during the Salem WitchRead MoreThe Trial And Free Salem1311 Words   |  6 Pagesmaintain the sanctity of the province. This situation manifests itself in Salem, where, in order to further their own personal desires to continue the trials and free Salem, the judges and prosecutors prefer to preserve their own veneer of authority over administering justice, rely on unreliable and easily manipulative witnesses, and fail to provide full legal rights to their defendants, rather than fairly adjudicating the trials. As some of most prestigious members of society, the magistrates commandedRead MoreThe Salem Witch Trials : Crisis1601 Words   |  7 PagesThe Salem Witch Trials: Crisis in Salem Village Many people know of the Salem witch trials that took place in Salem, Massachusetts in the year 1692 spilling over into the year 1693. But for those who do not know, the Salem witch trials were a series of trials against men, women, and children accused of being a witch and or practicing witchcraft. In â€Å"The Devils Snare: The Salem Witch Trials of 1692† by Mary Beth Norton, the author recollects the stories of real life accounts of those accusers andRead MoreThe Mccarthy Hearings Vs The Salem Witch Trials Essay1011 Words   |  5 PagesHearings vs The Salem Witch Trials The McCarthy Hearings and the Salem Witch Trials both transformed the thought process of Americans today. Despite being described as completely unique and distinguished events, they both are eerily similar in appearance. The Salem Witch Trials and McCarthyism are both described as witch hunts with several similarities in the way the inspired fear but they have several differences in the motivation and the end of each event. The Salem Witch Trials is know for itsRead MoreThe Trials Of The Salem Witch Trials1455 Words   |  6 Pageshundred people from the Salem Town, Salem Village, and surrounding areas of Massachusetts were accused of witchcraft, leading to numerous arrests and even executions. The events that transpired in the small New England colony have intrigued, seduced, and baffled historians since their occurrence hundreds of years ago. The majority of these historians have conducted extensive amounts of research with the goal of determining the origins and factors that prompted these witch trials. While many attribute

Eating Christmas in the Kalahari free essay sample

The paper â€Å"Eating Christmas in the Kalahari†, written by Richard Lee, it describes his experience living with the Kung Bushmen of the Kalahari Desert in south central Africa. The story goes into depth about the experiences and cultural differences that caused him to almost quit his three year study. The study serves as documentation of another instance of how different societies of people distinguish themselves from one another and how they conduct themselves on a daily basis. Lee is a believer in Christmas and therefore feels that it’s a day of friendship and brotherly love. He decided to buy the largest and meatiest ox that money could buy all for the corporation of the Bushmen for the past year. After purchasing the ox the Bushmen teased him that he purchased a â€Å"bag of bones†. They filled his saying that the ox was old and had no fat on it. When â€Å"Whitey† went hunting with his friend he was once again teased whether he hit his prey or not. We will write a custom essay sample on Eating Christmas in the Kalahari or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I think that this is a great example of agents of socialization. His peers were teasing him in order to keep him in his place so he doesn’t become arrogant. In the Bushmen culture arrogance is considered to be a leading factor in killing each other. Lee is a social anthropologist working with the Coon Bushmen. He came to study hunting and gathering substance economy. For Lee it was essential not to provide food or share his food or participate in their gathering. However he could hand out tobacco and medical supply. Often in the story Lee was accused of being stingy and cold hearted. In the Bushmen eyes he was considered to be a miser. They felt this way because he has a two month supply of food yet they don’t even have a days’ worth. Bushmen live straight off the land. I think all of this is an example of status. The other key term is mechanical and social solidarity. I think the best example of this is the fact that Lee doesn’t have to hunt or grow his food. He is considered to be wealthy since he has two months’ worth of food. The Bushmen have to live day to day hunting for their food. They actually have to work for the food they eat. When the â€Å"Whitey† decides that one day out of the whole year he wants to share his food and feed the Bushmen they aren’t necessarily thankful. The Bushmen share food with each other all year long. Personally I think the Bushmen look at Lee like he is greedy. Gemeinschaft is translated as community and society. The story relates to this term in many ways. Lee is an outsider of the Bushmen community. He is an anthropologist that is there to observe and the only thing he can offer them is cigarettes and medicine. Lee cannot interfere in their food gathering and their way of life. When Lee decides to feed them for the Christmas customer he expects gratitude and praise. Instead the Bushmen tease him and are somewhat derisive to him. Lee begins to doubt himself because of all the things they have filled his head with. Personally I think that the Bushmen envy Lee; therefore they are sort of cruel to him. It states that he is the only source of tobacco of tobacco in a thousand miles. Because of this I think they hate that they have to rely on him for the supplies he can offer. I think that the Bushmen are grateful for the fact Lee has medicine and tobacco, but they prefer to do things on their own. Although Lee feels down about himself and is second guessing his ox it is all actually a misunderstanding. Lee being an anthropologist living with an unfamiliar group of people that have much cultural differences misunderstandings are bound to happen. When he is confused about why he isn’t receiving the gratitude that he was expecting for slaughtering the ox it arises a conflict. In our culture when someone presents an act of kindness we are appreciative, but in the Kung Bushmen culture it is completely different. Instead of the gratitude they ridicule and degrade the gift. The reason they act so for lack of a better word â€Å"rude†, is because they don’t want no one man to perceive himself greater than others just because he can bring home food. In the story one of the members of the Kung Bushmen says, â€Å"We insult men after they make a kill because of arrogance. † They feel that when a young man kills so much meat he starts to think of himself of as chief or a big man. Once someone starts feeling like this they begin to think everyone else is beneath them. In conclusion â€Å"Eating Christmas in the Kalahari† was a great story teaching us about our culture as well as vividly describing the way the Bushmen culture think. They are a society that strongly holds onto humility. In their culture bragging and boasting leads to killing; therefore taunting will keep everyone in their place. Although they made Lee feel bad about his gift, I think that they truly were appreciative for everything he has provided to them. They just show their appreciation in a completely different way, which Lee later realizes and understands that’s part of the way they live.

Mankinds phobias in the 21st century What do the Essays - Phobias

Mankind's phobias in the 21st century: What do they result from? Author: Julia Stefaska Supervisor: mgr Tomasz Sutarzewicz In a time when people in a moment cover the distance that even 100 years ago occupied a few days, have cellphones, computers and broadband Internet access, and most deadly diseases are treatable, why are there still u nsolved problems for humanity? Our ancestors fought a war virtually non-stop, lived shorter and less comfortable, so in comparison, contemporary people are lucky. In developed countries, the new mental health problem is related to scientific and technical progress and urbanization. The fast pace of life, fear of job loss are causing severe stress and neuroses. Emerging new inventions and improvements of already known devices cause new phobias, such as fear of losing a mobile phone ( nomophobia ), fear of Facebook ( editiovultaphobia ) or fear of texting ( methylchloroisothiazolinonephobia ). A phobia can develop during childhood, adolescence or early adulthood, it is unusual for it to start after the age of 30. However, it is not alwa ys clear why some phobias occur, it can be virtually anything. Some of them can often be linked to an earl y negative childhood experience, stressful situation, a frightening event someone do not want to repeat, because even the thought of it inspires the same terror. O thers may be acquired by observational learning - witnessing and becoming aware of parent' s or household member's phobia. Through observational learning, humans are able to learn to fear potentially dangerous objects . S o cial networking sites can be s tressful for some people, too. For older generation s ometimes stress factor is how to use the technology, whereas t een ager s can be affected by high levels of anxiety when they e xperience some form s of cyber-bullying or when troublesome photo graphs go viral, especially with developed social phobia or low self-esteem . For younger people, surfing the Internet and using social networking sites is a norm, and even far-reaching, drastic consequences such as nausea or panic attacks cannot stop them. Low self-esteem and difficulties in social relationships are risk factors also for nomophobia ( which includes anxiety and stress to lose the phone or do not have coverage to be connected ) and methylchloroisothiazolinonephobi a (a fear of texting). The research show that nearly 53 percent of mobile phone users in Britain are apt to be anxious when they "lose their mobile phone, run out of battery or credit, or have no network coverage." For average mobile phone user t he problem with the phone is that it implicates that any received message must be important and should be responded to immediately , regardless of user's action at the time of getting call or message. Addiction to smartphones occurs probably due to their technical possibilities (other devices have similar options, but none combines all of them equally in such elegant way) and the clever emotional game in which it engages the user. It uses the natural human need to be up to date with everything th at is happening in the social group, and attaches itself to the the user mercilessly. In comparison with traditional e-mail is as non-invasive as traditional paper mail. User can respon d to an e-mail at once , but also can do it later - a nd indeed it often leads to not answering at all . Mobile phones and social media sites operate with subtle psychological pressure, which exer ts a need to participate in the social life , with a bit of fun. Insecurity, lack of self control t hat leads the person towards addiction, impatience that makes a person anxious to talk someone as keeps staring at a cell phone, bored om that forces the victim to keep him/her busy in using social media and other activities are main factors contributing to progress of nomophobia . One may feel insecure regarding data saved on their device . People fear that if they keep their phone away from them, someone might steal their personal information - that is why they always keep it within their range. Sometimes the phone can become a partner and a friend in adverse social

Schools curricula in the late imperial period (1914-1945) and the development of negative racial attitudes The WritePass Journal

Schools curricula in the late imperial period (1914-1945) and the development of negative racial attitudes Abstract Schools curricula in the late imperial period (1914-1945) and the development of negative racial attitudes ). Racism is clearly illustrated to have the potential to alter education, work and lifestyles of the oppressed culture (McKinney 2013).   The education system was utilized by the ruling class as one of the major promoters of racism in European powers (Bonilla-Silva 2013). The suppression of one culture in favour of another has led to a perception of unequal opportunity for those of colour (McKinney 2013). The approach taken in school curricula is credited for much of the learned negative racial attitudes visible in the world (Fredrickson 2009). This paper analyses how the negative racism attitudes were promoted in the late imperial period through the approach to educational curriculum. 2 School Curriculum and Racism The late imperial period was marred by world wars that were majorly based on the fight for supremacy (Jackson Weidman 2004).   The development of nationalistic ideas and spread of propaganda of cultural superiority were hallmarks of the era. Educational school curriculum offered during the late imperial period was focussed on developing personnel to maximize the benefits of the colonial powers in order to ensure the relevance of a specific European power (Fredrickson 2009).   Others cite the educational system as teaching varied lessons to separate areas in an effort to guide their development (McKinney 2013). During this period, schools were developed in colonies or protectorates for motives including the peaceful integration of the populations that were taken by the nation during negotiation or discovery (Jackson Weidman 2004). Education was one of the fundamental social requirements for comfort of the settlers and was expected to be provided with quality. It is argued that the colonial powers were aware that an effective education would result complications making the unique applications of knowledge essential (Elman Woodside 1995).   It was common for the ruling power to offer substandard education to the locals in areas under their influence (Elman Woodside 1995). This resulted to two forms of education curricula administered at the same time in the same country. One was meant for the dominant culture, the Anglo or whites, and the other was meant for the locals or people of colour (McKinney 2013). This kind of education system was not limited to the territories, mandates, protect orates, colonies, and dominions of the European powers.   This same system was implemented as the expansion efforts of the period created huge numbers of immigrants in Europe (Fredrickson 2009). To maintain control, the ruling party influenced the educational avenues of the incoming populations, thereby cutting their available opportunities (McKinney 2013).   This perception of imbalance created negative attitudes that were exhibited by both the ‘whites’ and other ‘coloured’ races. The education system used during the late imperial period was based on the class system, providing the elites with a better quality education (Tamanji 2011). This form of segregation was used to maintain a strict infrastructure that allowed for the ruling culture to remain dominant (McKinney 2013). This system of education was centralised and focused on industrialised societies and the capacity to spread to other parts. Nations including Britain, France, Germany, USSR, and Italy were focused on building a community that believed in their unique cultural superiority (Jackson Weidman 2004).   During this period, the colonial powers had successfully managed to secure and develop influence across many parts of the world, making their choice of education influential on a global scale (Elman Woodside 1995). The colonial powers established school curriculum that was meant to spread their cultural practices (Bale 2011). Others cite the ease of population control and influence through the advent of education (McKinney 2013).   Ã‚  This resulted in a perception that specific races were being underrated creating a primary contributor to the negative racism attitudes (Tamanji 2011). Further, the dominant culture has used the education system to spread the propaganda of their superiority among their people, establishing their overall dominance (Frederickson 2009). The discriminatory education curriculum resulted in the oppressed classes being unable to match the competencies of the colonialists (Tamanji 2011). This created another form of cultural division as the best jobs were taken by the better educated (McKinney 2013).   The fact that the school curriculum of the 1914-1945 periods advocated for strategies aimed at maintaining the supremacy of the white race made it unwelcoming by and clearly illustrates the practice of discrimination (Jackson Weidman 2004). The fundamental concept credited with the spread of Racism rests in that the dominant culture believed that good education was meant for   Ã‚  them alone as they were responsible for civilizing the world (McKinney 2013). Other races were to be provided with limited education so as to enable them to perform their normal duties with minimal complications.   The dominant culture not only assumed the role of civilizing the world, but also took the best education can offer (Jackson W eidman, 2004). This made the next generation developing under that education system feel superior to other races as they were taught courses that were not similar to other races and at the same time advocated for their superiority (Tamanji 2011).   The curriculum impacted the perception of the students and allowed them to look down upon the other races, thereby developing negative racism attitudes. With a poor educational curriculum, other races were exposed to inferior educational system that limited their levels of achievement (Jackson Weidman 2004). In a very real sense this limitation directly impacted their capacity to get a job.   They could not rise up the ranks as the position held by people in the society was determined by the levels of education (McKinney 2013). Frustration and the perception of oppression made the oppressed populations develop hatred for the dominant culture as they perceived inequality to be behind their limited capabilities in life. This further contributed to the development of negative perception of the dominant culture due to the quality of life that they led (Elman Woodside 1995).   Children from other races grew up knowing that the whites were being favoured by the education system during the late imperial period (Elman Woodside 1995).   This provided the foundation for developing negative racist attitude among the other races (Jackso n Weidman 2004). During the late imperial period the education system applied high levels of segregation where the whites were segregated from the other races (Bale 2011).   Illustrating the stark division of culture, in the United States, there were schools for whites and schools for the blacks (Bale, 2011). In nearly every way the white school was far superior to the materials provided to the African American students (McKinney 2013).   Segregation was not only was in place, but was a subject of passion and controversy (Bale 2011). There was no way a black student would be found in the same school as a white student. This promoted isolation and indifferences that cultivated negative racist attitudes among the white and the other races during those times (Elman Woodside 1995). Another key feature of the school curricula of the late imperial period was the language of learning that was designed for both whites and the other races (Fredrickson 2009). The language of teaching was chosen to promote nationalistic attitudes towards western powers for the dominant culture while developing negative attitudes by the non-whites due to segregation (Fredrickson 2009). The fact that the education system increased levels of exposure and use of specific languages such as English and French promoted the development of pride among the students whose primary language of communication was the language used in learning (Bale 2011). This pride resulted increased the perception of superiority with the argument that their language was the most civilised (Sylvester 2005). This factor is a further link to the education system of that period to the increased development of negative racism attitudes. Education was an avenue that provided a platform for spreading the propaganda of racism (Jackson Weidman 2004). The school curriculum was designed to incorporate government policies that advocated racist policy.   This was evident during the Nazi years in Germany where education system was ideology based (McKinney 2013).   The Germans utilized essays that spread the propaganda of racism and superiority of their race and students during this period were focused on developing ideologies and propaganda that they were superior to the other races (Fredrickson 2009). The German education system put more emphasis on physical education and racial doctrines while ignoring the facet of intellectual pursuit (Fredrickson 2009). This provided a platform for racism as the students were limited to learning about how important they were through the lens of education. Reduced levels of acuity in the society resulted to high levels of acceptance of the propaganda that they were superior races hen ce developing a negative racial attitude against other races (Jackson Weidman 2004). Europe during this period was marred with several wars fighting for superiority (McKinney 2013).   In nearly every case it was a cultural dispute centred on the need for a nation, and the inherent population, to be dominant in the region. The late imperial period was also characterised by changes in subject contents in most countries in Europe (Wood 2009). This was due to the fact that most nations were investing heavily in military due to fight for supremacy and did not have proper educational resources (Wood 2009).   There was only the need for a basic education that after the war left the individual unprepared.   Grammar was highly regarded with a focus on all students of a specific nation in Europe to speak one language that was considered superior (Fredrickson 2009). Further, three subjects were given more weight in school: biology, history, and language (McKinney 2013). Schools were focused on teaching students the historical importance of their race in the evolution of the world (Jackson Weidman, 2004). As an extension of this approach biology was credited with enhancing the heredity and race. The educational curriculum of the period was created to ensure that superior language became the preferred tool (Mina 2011). Others firmly believe this effort was made to force other cultures to conform and therefore gain social influence for the dominant culture (McKinney 2013). A combination of limited education that emphasised on physical education produced people that had limited opportunity to view humanity as equals.   The imperial period was focussed on ensuring that the superiority of the dominant culture is passed on to and utilized school curricula to accomplish this goal (Fredrickson 2009). This effort contributed to cultivation of the negative racism attitude among the population. 3 Conclusion Educational curriculum has had a profound impact on the state of racism during the late imperial period. Others cite the attitudes and perceptions that created the curriculum as having a larger impact. Two separate methods within the school curricula promoted negative racism attitudes: educational segregation and specialised education for the dominant culture.   Both of these concepts were promoted by the ruling regime, indicating a de facto acceptance of the racist philosophy. Further, education at this time was focused on communicating to the students how special they were as compared to other races, reinforcing their base perceptions. Conversely, the lesser classes were only given the education the establishment deemed appropriate. This approach of differential levels of education reduced the level of intellect in society, thereby allowing high levels racism being accepted. The school curriculum in this case promoted the negative racism attitudes by actively separating and culti vating the perception of varied class among school going students. The evidence presented illustrates that there were races that considered themselves superior and those that were considered inferior exhibited negative racist attitudes as a result of the approach adopted in the school curriculum that was focused on segregation and racial clustering.   Consequently, the heightened levels of racism in the world during this time were mainly as a result of it being cultivated in individuals at a very early age. This was possible as school going children were made to be clearly aware of their race and their place in the society based on what was being taught in school. This essay has illustrated that the educational curriculum was manipulated to cultivate negative racial attitudes among the young people of the early 20th century. The primary justification for this was in order to ensure the sustainability of the dominant culture. 4 References Bale, J., 2011a. Tongue-tied: Imperialism and Second Language Education in the United States, Critical Education, Vol. 2, No 8, 1920-4175. Bale, J., 2011b. The campaign for Spanish language education in the â€Å"Colossus of the North,† 1914–1945, Language Policy, Vol. 10, No. 2, pp 137-157. Bonilla-Silva, E. 2013.  Racism without Racists. Lanham: Rowman Littlefield Publishers. Elman, B. Woodside, A., 1995. Education and Society in Late Imperial China 1600-1900, The China Quarterly, 143, 902-904. Fredrickson, G. M., 2009. Racism: A Short History, Princeton, NJ: Princeton University Press. Jackson, J. P. Weidman, N. M., 2004. Race, Racism, and Science: Social Impact and Interaction, Santa Barbara, CA: ABC-CLIO Mckinney, K. D. 2013.  Being White. Hoboken: Taylor and Francis. Mina, H., 2011. National and colonial language discourses in Japan and its colonies, 1868-1945, Retrieved from http://hdl.handle.net/2429/38131 Sylvester, B.P., 2005.   Perceived negativity and the malleability of Blacks’ racial attitudes. Unpublished undergraduate honours thesis. Hanover, NH: Dartmouth College. Tamanji, A.C., 2011. Three Instances of Western Colonial Governments and Christian Missions in Cameroon Education: 1884-1961, Dissertations. Paper 106. Retrieved from http://ecommons.luc.edu/luc_diss/106 Wood, A. L., 2009.   Lynching and Spectacle: Witnessing Racial Violence in America, 1890-1940. North Carolina: The University of North Carolina Press.

The Pearl Review

'The Pearl' Review The Pearl (1947) is somewhat of a departure from some of  Ã¢â‚¬â€¹John Steinbecks earlier works. The novel has been compared to Ernest Hemingways The Old Man and the Sea (1952). The seeds of Steinbecks The Pearl began to germinate in 1940 when he was traveling in the Sea of Cortez and heard a story about a young man who found a large pearl. From that basic outline, Steinbeck reinvented the tale of Kino and his young family to include his own experiences, including in his novel the recent birth of a son, and how that exhilaration affects a young man. The novel is also, in some ways, a representation of his long appreciation of Mexican culture. He made the story into a parable, warning his readers of the corrupting influences of wealth.​ Be Careful What You Wish For... In The Pearl, Kinos neighbors all knew what good fortune could do to him, his wife, and his new baby boy. That good wife Juana, they said, and the beautiful baby Coyotito, and the others to come. What a pity it would be if the pearl should destroy them all.Even Juana tries to throw the pearl into the sea to free them from its poison. And she knew that Kino was half insane and half god... that the mountain would stand while the man broke himself; that the sea would surge while the man drowned in it. But, she needed him yet, and she would follow him, even as he admits to his brother: This pearl has become my soul... If I give it up I shall lose my soul.The pearl sings to Kino, telling him of a future where his son will read and he may become something more than a poor fisherman. In the end, the pearl doesnt fulfill any of its promises. It only brings death and emptiness. As the family returned to their old house, the people around them said that they seemed removed from human experienc e, that they had gone through pain and had come out the other side; that there was almost a magical protection about them.

The history of Yoga Essay Example | Topics and Well Written Essays - 750 words

The history of Yoga - Essay Example The practice did not take long to gain popularity as within a century it had already become a method of both mental and physical exercise in the Western world. There have also been several researches that have been carried out in an attempt to verify the psychological mechanism of action during yoga practice (De Michelis, 55-60). In addition, there has also been an attempt to use this practice as an alternative and complementary therapeutic intervention for patients suffering with psychological disorders such as schizophrenia, or other as you have chronic diseases such as heart disease, cancer or asthma. This paper will however focus on the history of this practice and how it has developed over the years. As mentioned above, yoga was practiced in several ancient cultures and it could be said that it is just as old as civilization. However, physically there is no evidence to support this theory and the earliest archaeological findings of yoga practice dates back to approximately 3000 BC (De Michelis, 55-60). However, some scholars have disapproved this theory and dates yoga back to Shamanism in the Stone Age. These scholars believe it was a key practice in therapeutic intervention during this period. ... The main characteristic features of yoga practice as stated in these readings includes ceremonies and rituals that were performed in order to perform certain actions that were physiologically limited by the mind. In this period, the practice was taught by rishis which were also educators on living a harmonious life. They were presumed to have the gift and ability to foresee past reality to their deep practice of spiritual rituals (Samuel, 12-23). Pre-Classical Yoga This period begins with the formation ofUpanishads, which contain 200 Scriptures (Samuel, 12-23). These describe internal perception of reality that is altered and intensified by one’s dedication to Brahman. There are three main principles that were explained in the Scriptures and they include Brahman, Atman and the interrelation between the two entities (Samuel, 12-23). In addition, the Scriptures give further insight on the teachings of the Vedas. In Buddhism, yoga can be traced back to the sixth century BC. In th is period, Buddha began spreading teachings on the religion and his main emphasis was meditation. Gautama was the first to practice yoga among all Buddhists and was able to gain enlightenment by the time was 35 years old (Samuel, 12-23). Around approximately 500 BC a text known as Bhagavad-Gita was formulated and is considered as the oldest documentation of yoga Scripture. In addition, it does not involve other aspects and is mainly focused on yoga. It emphasizes on activity as a form of being alive and importance of our actions exceeding our egos (Samuel, 12-23). Classical Period This phrase possesses another entity of Yoga known as Yoga Sutra. It is believed to have been written