Religion - Hinduism Essay Example | Topics and Well Written Essays - 750 words

Religion - Hinduism - Essay Example By the term ‘reincarnation’, it is believed by the Hindus that the soul is eternal and it lives several lifetimes. It is further believed that the soul at times is born in the human body, at times in the animal body and often in the plant body (Holisticonline, â€Å"Reincarnation, Samsara and Karma†). Hinduism states that not only the divine reincarnations like Lord Krishna but also the pure minded saints can remember their past reincarnations. It is further believed that reincarnation provides the person with the opportunity to evolve spiritually through different important experiences that he receives during his reincarnation. He may even reach the process of realizing God. The person in this stage is called a liberated soul (Bhaskaranada, â€Å"The Vedanta Society of Western Washington†).... The effects of the Karma are evident when the person is reincarnated. This can be explained with the help of an illustration. One child may be born blind while the other may be born with a perfect body. Now, one may say that it has happened according to God’s will. However, in this note it can be said that according to Hinduism the child has born blind because of the bad deeds conducted by him in his previous incarnations. It’s the stored up Karmaphala of the person’s past birth that has caused blindness in this birth. In order to get rid of Karma or to reduce the effects of bad karma, it would be advisable to perform activities without expecting the outcome of the actions. In order to release from the Karma, it would also be better to realize God. Hinduism states that the definitive solution to life’s basic problem is to be freed from Karma and achieve freedom from the cycle of rebirth. Idea of Reincarnation The idea that reincarnation generally takes pla ce because of the unfulfilled desire really makes sense. This is so because when the people die with certain strong unfulfilled desires that can only be fulfilled on earth, then it leads to the reincarnation of that soul. Difficulties All the souls have the opportunity to experience life in different forms, i.e. either in a human body or animal and plant body. This concept of rebirth is quite difficult to understand because a human soul cannot take the form of animal or plant. For instance, a mango seed will yield a mango tree and not an apple tree. Possibilities of Continued Existence There are possibilities of continued existence of the reincarnation according to the Hindu belief. The theories have revealed that in order to accomplish the desire that was

English 101 Essay Example | Topics and Well Written Essays - 750 words - 1

English 101 - Essay Example This essay disagrees that being optimistic is a sham and it will support its position by defining PT and PP and discussing their differences. As a branch of psychology, PP employs effective intervention and empirical understanding towards the achievement of happiness and satisfaction in life as opposed to simply treating mental illness. On the other hand, PT is a mental attitude founded on processes that create and convert the energy of thoughts into reality and drive individuals to expect favorable results. As seen from the video The Secret, this is the first step of understanding that the PT approach to happiness is not a scam. Further, although Ehrenreich (5) criticizes the concept of positive thinking, she also agrees that the practice of thinking in a positive way may not affect the physical world directly but negative thoughts will produce negative outcomes. On their part, positive thoughts such as confidence, contentment and gratitude will impact positively on health with the potential of lengthening lives (Ehrenreich 5). The Secret shows that through the law of attraction, people are able to attract to themselves whatever they think of and want to achieve. Agreeably, a thought in itself will not deliver a happy or successful life to the person thinking. However, it is equally critical to understand that that thought places an individual in the right state of mind to work towards what they want to achieve in life. In an attempt to show the limitations of the relationship between PT and happiness, PP has also shown that, for example, people who work in suits and those in higher socioeconomic classes are not necessarily happy (Halpern 25). In fact, studies conducted by proponents of PP have also found happy people among those belonging to much lower socioeconomic classes and the marginalized (Seligman 83). From this perspective, PT differs from PP because proponents of PT explain that seemingly successful members of

Health Visitor Reflective Essay

Health Visitor Reflective Essay I attended a core group meeting for a family with complex needs. Parents Poppy and Richard had struggled to overcome a class A drug addiction and that there were grave concerns about the wellbeing of the 4 children in the family home. I sat opposite Poppy across a small table as this was the last available seat in the room. Richard was unable to attend but it had a very positive start for Poppy who discussed some of the improvements since the last official meeting. She appeared content and motivated to ensure things continued to improve. I was aware that an important discussion was going to take place about a serious incident which had occurred within the family and had been observed by a health visitor visiting the family next door. The purpose of the discussion was to support Poppy to understand the risks of leaving children unattended in the car and readdress the on-going issue of smoking around the children in confined spaces. The issue was broached by the social worker and Poppy immediately expressed unease. She denied having been involved until Poppy was informed it had been witnessed by another health visitor. Poppy became very angry, very quickly and made reference to the name the health visitor (her name had not been disclosed in the meeting). Her anger was then directed at my community practice teacher and me as the health visitor/student in the room. Poppy maintained intense eye contact with me and when I glanced away she noticed and it escalated her anger. Amongst the shouting and swearing Poppy was asking why Health visitors always interfere with her family and she was expressing that there was nothing wrong with what she was alleged to have done. As the main receiver of Poppys upset I tried to put active listening skills in to practice. Chosen Reflective Model and Rationale: Reflection is described by Boud et al (1985 p43) as a generic term for those intellectual and affective activities in which individuals engage to explore their experiences in order to lead to a new understanding and appreciation . It is deemed a particularly valuable tool within the health profession for many reasons. Reflection is a tool which can be used at all levels within the health care setting and is arguably imperative within practice (Ralphe et al 2011). It facilitates critical thinking (Cotton 2011) and by scrutinizing experiences professionals are then able to decipher the evidence within their own practice. Moreover it supports practitioners to make more sense of difficult and complex situations (Driscoll and Teh 2001). The collection of knowledge of individuals and groups through the form of refelction helps people to look not only at the situation but at how to understand it enough to be able to commit to improve similar situations which may arise again. Thus leading to improved practice (Ghaye and Lillyman 2010) Examples of reflective models include Gibbs (1988), Johns (2004) and Driscol (2000). Johns model is recommended for more complex reflection and decision making (REF). On one hand this would work well as a basis for this assignment however the model looks at the situation which has been resolved and it could be argued that it does not consider how the situation can be taken forward (Rolfe 2001). Although this could be adapted the Gibbs model of reflection (Gibbs 1988) has been chosen as a guide for this assignment. Despite being a fairly straight forward model, it is favourable because it aids a clear description of the scenario, analysis of feelings, evaluation of the experience, analysis to make sense of the experience and conclusion for each point that will be reflected upon. This enables careful consideration on what I would do if the situation occurs again. Communicating in Difficult Circumstances and Relevance to Health Visiting: According to the Department of Health (2007) one of the key elements to health visiting practice is to deliver the healthy child programme (Department of health 2009). This outlines the role of the health visitor and this includes the need for the health visitor to reduce health inequalities and protect children at risk (Department of Health 2009). The distressing conversation for Poppy was aimed to protect the children from potential harm caused by cigarette smoke and also to protect the children from the harm of being left unattended in a smoky car. It was acknowledged that smoking cessation had been suggested to Poppy but denied with such ferocity that the idea was to put things in place to protect the children from being harmed as a result of her smoking. After all as professionals we have to remind ourselves that Poppy has a right to smoke if she chooses to. The safeguarding of the children is paramount and therefore despite it being a tricky issue to address, it was an issue wh ich was vital to work with in order to safeguard the children. It is important to recognise that delivering these messages set out in the healthy child programme (2009) are not always straight forward. The people at highest risk of poor health are often those who have a lesser understanding of the consequences of their actions on the health of themselves and their families. They are perhaps less likely to comprehend the information which is delivered to them and the fact that this information is often changing (Knai 2009). Good communication is therefore crucial. Communication is defined by Porche (2004 pp266) as The transfer of Information and the understanding of the information from one individual another. It is the process through which individuals share thoughts, ideas, facts, beliefs, values and traditions. The department of health (2012) recently published Developing the Culture of Compassionate Care, which highlights Communication as one of the 6 Cs (Care, Compassion, Competence, Communication, Courage, Commitment) required to maximise compassionate care. It acknowledges that good communication skills contributes to better listening which results in people receiving care feeling valued and therefore happier with the service they receive (Department of Health 2012). Focusing on communication in difficult situations is very relevant to Health visiting practice as there are frequent barriers which can effect delivering the public health messages. In this case the barrier was Poppys resistance as a loving Mother to acknowledge the risks which her actions may have on her children and the emotions this consequently provoked creating a difficult situation in which to communicate not just the public health messages but to support Poppy in de-escalation. Resistance to accept information and support from health visitors is an on-going issue (REF) so having the opportunity to critically reflect on the situation will support me to ensure better practice in futur Eye Contact Initially Poppy seemed calm and positive about the progress she had made with her children avoided eye contact. However when angry, Poppy maintained strong eye contact with me in particular. I was surprised at how intimidated I felt, not by the shouting and verbal abuse but by the intense way in which Poppy was looking at me. I glanced away and looked towards my community practice teacher. This move that for me seemed quick and subtle had a profound effect on Poppy and she demanded I look at her when she is talking to me and this was followed with a threat. As specialist community public health nurses it is important to recognise that communication goes way beyond the verbal conversations that we have with people. Nonverbal communication plays a very strong role in the impressions that we give to people therefore having an understanding of what happened with Poppy is key to furthering my communication skills and awareness in future. Non-verbal communication is profound. Eyes and eye contact are a major part of non-verbal communication and many messages are consequently sent and received by the eyes (Sieh and Brentin 1997). The person who is listening holds eye contact with the speaker in order to express that they are listening and taking on board what the speaker is saying. The speaker holds eye contact with the listener so that they will know that the conversation is being directed at them (Lerner 2002). It is a real challenge to define normal eye contact as it differs from person to person depending on personal preference and aspects such as culture. (REF something on culture). It is not possible to create a text book advising when to look and how long for (Rungapadiachy 1999). Therefore responses to eye contact are open to interpretation and could lead to confusion within communicative situations (Sieh and Brentin 1997). Eye contact can have a positive impact on people. A good level of eye contact from the listener can make the person speaking feel as if they are being listened to and listener is interested and focused (Rungapadiachy, 1999). Alternatively, any form of eye contact can cause some people to feel uncomfortable, self-conscious and threatened (Rungapadiachy, 1999). Minimal eye contact may indicate lack of interest (Sieh and Brentin 1997) but it is important to acknowledge that eye contact may be less prominent when engaging in difficult or intimate topics (Rungapadiachy, 1999). Knapp (1978, cited in Rungapadiachy, 1999, pp206) recognises that when a person is disapproving of something it can be displayed in aggressive and intimidating eye contact. Furthermore early signs of anger can be shown via intense and threatening eye contact (Neild-Anderson et al 1999). Poppy initially avoided eye contact. She may have felt self-conscious being surrounded by professionals and despite the discussion being originally very positive, the subject matter was also intimate and personal. Similarly possible that she was able to anticipate what was about to be said. As Health visitors the heart of what we do is safeguard children physically and emotionally. The information discussed was vital within our role but it was not easy for her to deliberate and acknowledge. The intimidating eye contact displayed could have been because she was feeling intimidated or she was not accepting of the information being given to her. Moreover, I broke the eye contact momentarily and this may have upset the foundation of the conversation. For Poppy this could very easily be construed as non-compliance to listen on my part (Kidwell 2006). If we feel that something is unacceptable then it is likely that our eye contact will decrease (Rungapadiachy 1999). I acknowledge that I looked away from Poppy whilst she was communicating with me. Consciously I feel this is because I felt intimidated. However perhaps subconsciously I was not accepting of what she was saying. I attempted to communicate to Poppy through non-verbal communication that I do care and I appreciate that the situation was not an easy one for her. This is much like the view of Chambers and Ryder (2012 p106) who acknowledge that many nurses have become very skilled at communicating messages and meaning without words. However in this case, either I was not portraying myself in the manner that I intended, or it went un noticed as a result of Poppys heightened state of anxiety and upset. At the time I did not consider that Poppy could have misinterpreted my eye contact for staring. Poppys behaviour was intimidating but this did not exempt her from feeling intimidated herself. It is possible she felt under attack as a result of the raised concerns and prolonged eye contact on my part could have been threatening (Duxbury, 2000).Moreover, averting my gaze suddenly, may also have signalled fear in me which could also have distracted Poppy from getting her point across (Manos and Braun 2006). Alternatively I acknowledge that eye contact is also natural process and the anger which Poppy displayed did frighten me thus triggering a fight or flight reaction (Manos and Braun 2006). I did not escape physically but there was a shift in my gaze in order to avoid a threatening glare and it could be argued that this does not assist good listening. Although it was not possible in this situation because of the room space, I understand the importance of positioning within a meeting. I was positioned directly opposite Poppy which meant that I was the centre of her vision and she of mine. This meant that where less intrusive peripheral eye contact may have worked better, I was holding what could have been construed intimidating contact (Duxbury, 2000). My Community Practice teacher fed back that my expressions and levels of eye contact were acceptable and skilled. She viewed the reaction as unavoidable because of Poppys nature and the topic of the conversation. I acknowledge that there were a number of factors which triggered Poppys anger and it is because I deem eye contact so important that I have prioritised it. It is very difficult to know whether it directly correlated with the escalation of her emotions and if it did which of the above discussions applied to her. However as a result I am more aware of different personalities and how communication methods can be interpreted and it is this which is so vital for future practice. Seih and Brentin (1997 p5) reinforce this by stating Being sensitive to your own eye contact patterns and the patterns of those with whom you communicate will help you be more perceptive of what is occurring in the communication process, Active Listening I was aware that Poppy needed support to deescalate. I was not confident addressing this myself despite having had years of experience deescalating distressed people who displayed challenging behaviour. This was different. There was pressure on me as Poppy had targeted me and I was feeling increasingly intimidated by what was happening. Whilst Poppy was shouting I nodded a few times so she would feel listened to. She made some unpleasant threats to my community practice teacher and me and was suggesting that there was no problem with leaving children unattended in a smoky car or in smoking with them on her lap. I was equally careful as I did not want to give the impression that I was condoning what was being said. When active listening was used Poppy did respond calmly on occasion. Verbal contributions which I made in response to Poppy included: Am I right in thinking that you feel that your privacy has not been respected? Are you saying you feel health visitors dont think you are a good mother? Active listening is central to good interpersonal skills (Wondrak 1998). Where listening may be deemed passive when a person is talking and another listening it is in fact very active. Active listening is defined by Arnold and Boggs (2007 pp201) as a dynamic, interactive process in which a nurse hears a clients message, decodes its meaning, and provides feedback to the client based on their understanding of what has been said. It is deemed an empathetic means of communication where the listener understands and shares the feelings of the person talking whilst recognising they are not their own feelings and opinions (Balzer-Riley 2008.) A significant advantage of active listening is that it prevents misunderstanding. By relaying back to the person what they say they are feeling it ensures that there is no guess work and thus confusion over what is being said (Balzer-Riley 2008). Active listening is therefore a useful tool in attempting to defuse situations involving conflict (Reznic et al 2012). It allows the individual to communicate and get a response when conversation is not appropriate. In these instances the use of active listening enables the person talking to feel like they are being engaged with but without bombarding them with information they are not in a position to receive (McBride and Maitland 2002). Actively listening gave me the opportunity to be proactive. I was embarrassed and threatened and felt that it was my fault that Poppy was upset (as a result of me diverting eye contact). I had a personal battle because on one hand I felt sad for Poppy as she was clearly distressed and I understand that she has a lot of difficulties in her life. On the other hand I was shocked that she said that she did not care about the issues in hand. It could be argued that she was being defensive because she felt uncomfortable in the situation; however the issued in hand were very real and reflected what she was saying. As theory suggests, active listening in this instance was useful. It enabled Poppy to feel that she was being listened to and perhaps even understood. Although Poppy appeared fraught, the fact that I was relaying to her what she had just told us seemed to gradually calm the situation. It was my hope that by actively listening we would eventually get to a point where Poppy was ready to talk and receive advice and information. I acknowledge this was perhaps naÃÆ' ¯ve but Poppy was empowered enough to make the decision to walk away to calm down. Despite the challenging situation there was no obvious misunderstanding to be resolved, more a serious issue which needed to be addressed. I would like to have been able to offer Poppy some space to calm down but this would not have fitted in with the core group. I was very conscious that there were a room full of people watching and that this would not have supported Poppy to deescalate. It was a relief that by actively listening to Poppy, my CPT was able to encourage her to make the decision. In contrast to the recommendation I made for future practice regarding eye contact, it is recommended that the listener sits squarely in front of the person talking and maintains good eye contact when engaging in active listening (Duxbury 2000). I would agree that this is the case when the conversation is calmer however I learnt that in this scenario this was not appropriate as I was sitting directly in front of Poppy. The verbal communication I contributed through the active listening process had a more positive impact than the way in which I was sitting. Linking in with the above reflection about eye contact, it is recommended to maintain good eye contact with the person talking if it is within their cultural boundaries (McBride and Mailtland 2002). Active listening will be a dynamic part of my communication methods in future and I aim to learn more about the effects of active listening on people who receive care. I would like to attend further training in this area as I now see it as a vital aspect of communication and I acknowledge that active listening skills can be improved. As an active listener, sensitivity is a key concept and I believe it is a method which could be particularly beneficial when communicating with women who are suffering with post natal depression. The concept of active listening is consistent however the ease in which we do it will vary from case to case as will the outcome. The situation described above was tense and it took self-discipline for all those involved not to engage in a conversation which could have caused the incident to worsen further and the non-verbal communication methods varied from what is recommended. In future I will be aware of adaptations which may be required rather than solely facing them at the time. Ultimately active listening will be valued as much as any other forms of communication. Leadership As previously established, communicating in difficult circumstances and communicating information which may be difficult for families to acknowledge is not unique in health visiting. As health visitors embrace new leadership challenges it is important to acknowledge the above reflection and consider how what has been learnt can be disseminated through teams. Throughout the SCPHN course communication skills such as active listening are taught and these skills are useful not only in communicating with families but also with teams. Building relationships and having the ability to communicate and negotiate successfully are key skills in leadership and being able to gage appropriate eye contact and active listening both come under the umbrella of communication (Adams 2010). Effective communication is a core competence in good leaders (Sobieraj 2012) and this is demonstrated in the NHS Leadership Framework (REF) which prioritizes communication as a key component. Recommendations for future Practice as a leader: Further training in non-verbal communication skills needs to be available to teams as this will benefit communication used with families and further professional relationships. Non-verbal communication skills should be discussed with all of the team regularly for example in team meeting s or supervision and used as a measure for understanding and success. Critical reflection on various scenarios should be carried out in order to further understanding in these areas and support the application of evidence based practice. Empower team members to communicate effectively and understand the importance of non-verbal communication strategies As a leader I will take what I have learnt with regards to this reflection and use the skills in communicating with both families and team members. When making recommendations be sure it doesnt start to sound like a shopping list balance this with the demands and pressures of the real world. Maybe find examples of where these suggestions have been put into practiceà ¢Ã¢â€š ¬Ã‚ ¦this helps to justify your recommendations etc. The above recommendations support the notion of leading with compassion. Offering team members with the compassion we want them to provide enables each individual to feel empowered to give effective and compassionate care of which non-verbal communication is so important (Sobieraj, 2012).

The Evolution of Federalism Essay -- History Historical Democracy Essa

The Evolution of Federalism American federalism has changed drastically since its genesis. In 1776 the thirteen colonies adopted the Articles of Confederation in order to coordinate their efforts in the war for independence. The Articles of Confederation bound the states together in two main aspects; foreign and military affairs. The Articles of Confederation worked well while all the states had a common cause. However, as soon as the war ended and interests began to change, it became obvious that the Articles were not enough. This brings on the creation of Federalism (Reinventing American Federalism).   Ã‚  Ã‚  Ã‚  Ã‚  In May of 1787, in the city of Philadelphia, delegates from all thirteen states met in order to â€Å"create a more perfect union†. The result was the Constitution of the United States. Delegates debated over which form of government would best suit both the security, and the freedom that many sought in this new government. The delegates rejected both confederal and unitary models of government for a new form of government called federalism. Federalism differs from the former two in that, unlike the unitary form of government, which is ruled by a central government, federalism is not based on a hierarchy in which the state levels of government perform the duties and tasks handed down by the central governmental system. Also, unlike the confederal system which gave all power to the states, only some of the power would be granted to the states. The federal government would handle foreign affairs, trade, military, and the economy (Reinventing American Federali sm).   Ã‚  Ã‚  Ã‚  Ã‚  Throughout the first half century of federalism, many argued over the roles that the federal and the state systems should play. By the time of the civil war, slavery was at the top of the debate. Should slavery be a national or a state issue? The end of the civil war brought an answer to this debate with the addition of the 13th, 14th, and 15th amendments (Hyde). These amendments ended slavery, and reduced the power of the states over civil rights matters.   Ã‚  Ã‚  Ã‚  Ã‚  The federal government started taking on a bigger role in the turn of the twentieth century. President Roosevelt expanded federal authority with his New Deal program. The New Deal program was funded by the federal government, but administered by the states. This brought on the grant-in-aid system, a system in which the federa... ...through the minds of every one of those delegates in Philadelphia. These questions are still being debated today. The role of the government is constantly changing. It has the great ability to adapt to the needs of the people. During the great depression, the federal government stepped in and gave aid to the needy. During the struggle for equality, the federal government gave rights to minorities when states would not. Federalism is perhaps the greatest form of government by the people and for the people because of its evolution. Because people and society change, so must the form of government that presides over them. Federalism allows the flexibility to do so. Works Cited Hyde, Henry. The Constitution of the United States of America.   Ã‚  Ã‚  Ã‚  Ã‚  Washington: United States Government Printing Office, 2000. Reinventing American Federalism. Issues of Democracy: Electronic Journals of the U.S. Information Agency. April, 1997 Volume 2, Issue 2. Sidlow, Edward, and Beth Henshcen eds. America at Odds 4th ed.   Ã‚  Ã‚  Ã‚  Ã‚  California: Wadsworth, Thomas Learning, 2004. Simon, Dennis. The Civil Rights Movement,   Ã‚  Ã‚  Ã‚  Ã‚  March 26, 2005. http://faculty.smu.edu/dsimon/Change-Civ%20Rts.html

Green Energy Essay

This is a serious issue in many countries and is harmful to humans’ and animals’ health, the environment and also increases pollution (Veziroglu 2007). Now, it is the time to face these problems by using clean energy such as solar, wind and water. Wagner & Mathur (2011) state that hydropower is the most efficient renewable energy, while Veziroglu (2007) claims that hydrogen is the key to the solution in the 21st century. Therefore, this essay will focus on energy sources water and hydrogen. The first part will analyse how to use water to produce a large amount of power in several ways. The second will discuss the effect of hydro energy. The third point will explain where hydrogen comes from and how to use it. The last section will describe the reason why many researchers and industrialists are interested in using hydrogen power. It is argued that using hydro power and hydrogen energy in many countries can decrease CO2 emissions that are the main cause of climate change and create an amount of clean energy, although these sources of energy have some negative impact and requires high investment costs. Hydro is a large natural resource that can be used to generate power in different ways. Hydro means water which is a significant power source to generate electricity. Destouni & Frank (2010) state that hydro-electric is a large resource, and it is more stable and reliable than other resources when they are compared. Additionally, the electric can be produced from water by using generator in many ways. Wagner & Mathur (2011) reveal that there are three ways which are river power plant, storage power plant and oceanic power plant. Firstly, they state that river power plants create power by the flowing and dropping of elevation of water. For storage power plants, they reveal that they generate electricity when the reservoir allows water to fall from natural resources such as Mountain Lake and artificial resources such as dam. For example, they point out that the biggest storage energy stations is the Three Gorges Dam in China which creates over 25 times more electricity than a coal-fired energy station on the basis of capacity. Secondly, another power plant uses water from the ocean such as wave, tide and the different temperatures of the sea to produce energy. Furthermore, hydro-energy is the main source of electricity in some countries. For instance, the percentage of using hydropower in Norway, Brazil and Canada are 99, 84 and 58, respectively (Wagner & Mathur 2011). In the future, the global product of hydro-electricity tends to be growth. Destouni and Frank (2010) suggest that it will increase around 20 percent by 2050 for decreasing the using of fossil fuel and carbon emission. Hydro energy has negative and positive sides that affect human lives. Firstly, all hydro power plants require a great amount of capital. Secondly, river plants produce small amounts of energy compared with other hydropower plants because this type does not use the full flow of the river, so the energy is not sufficient for many households. Thirdly, large dams could lead to floods in the cities which are situated lower than the dams because of overload caused by heavy rain or damage caused by earthquakes (Wagner & Mathur 2011). Moreover, hydro plants could impact on environment. For example, large dams can interrupt fish’s lives when fish try to swim upstream and deplete natural animal habitat for birds and ducks that have to move to another area as shown in the O’Shaughnessy Dam in the United State which destroyed some parts of Yosemite National Park. Moreover, over one million people were forced to move out their villages when China built the Three Gorges Dam project (National Geographic 2012). On the other hand, there are many advantages of hydro power plants. Wagner & Mathur (2011) indicate that storage power plants can generate large amount of energy, and when well managed can avoid flooding, and can provide water for farmers whenever they demand because the dams collect water all year. In addition, dams have the efficiency of controlling the water that can begin, stop and generate power immediately. Furthermore, the average cost to invest in this power is lower than the other sources, and it can be used longer than 50 years. For example, the plant in Darjeeling in India is installed in 1897 (Wagner & Mathur 2011). According to National Geographic (2012), hydropower is sustainable and clean source because of water cycle that water transforms to steam and come back to water again, and no greenhouse gases such as carbon dioxide which pollute into the air so that it decreases impact on environment and reduce the causes of global warming. Another widespread renewable energy is hydrogen which is a basic source which can be produced from natural and artificial resources and can use in many kinds of industries for reducing carbon dioxide emissions. Hydrogen is made from primary sources such as solar, nuclear, water and fossil fuel (Fig. 1). Edwards, Kuznetsov & David (2007) point out that a fuel cell is a device for generating electricity and recharging power by oxidation between hydrogen and oxygen from the air though electrodes and this process will continue until no fuel and air (Fig. 2). Therefore, many countries select hydrogen energy to solve climate change problems that are caused by the use of fossil fuel. For example, some countries which are interested in using hydrogen power are the United States and Japan who spend a lot of money investing in hydrogen energy projects both to decrease carbon emissions, and as an alternative power resource (European Commission 2003). Hydrogen energy and fuel cell have some pros and cons for decision to use in society such as vehicles, aerosol and stationary. The advantages of hydrogen power and fuel cell are cycling of water, low or zero carbon emission, high efficiency and power quality, and low noise. As a result, these advantages will reduce pollution and eliminate greenhouse gases which cause ozone layer depletion. Moreover, these systems are used in wide range such as hospitals, transport, and IT centres (Edwards, Kuznetsov & David 2007 and Veziroglu 2007). In transport, hydrogen energy has been used in transport because it provides good performance and high convenience such as smoothing and low noise, and also it is used for silent power of airspace and producing high levels of power for advanced soldier uniforms in military program. Furthermore, technology such as computers, telephone and radios also use hydrogen and fuel cell in recent year because it can provide long life batteries. However, it cost a great amount of money to hydrogen project and sometimes it can use in short time just thousands hours (European Commission 2003). In addition, Veziroglu (2007) reports that some process will produce other gases not only hydrogen such as nitrogen oxide group can cause global warming. In conclusion, the advantage of hydropower is providing the amount of energy that is sufficient for the requirements of every household, and the advantage of hydrogen energy is that it can be used in many industries such as cars and airplanes. Moreover, both of them, which are clean and sustainable energy systems, reduce carbon emissions. Furthermore, the cost of these kinds of energy will decrease as these systems become more prominent and will be used more widely in the future. Therefore, hydropower and hydrogen energy are likely to be used in the future to decrease the causes of climate change. Reference List Destouni, G & Frank, H 2010, ‘Renewable energy’, Ambio,  vol. 39, no. 1, pp. 18-21, viewed 1 December 2012, . Edwards, PP, Kuznetsov, VL & David, WIF 2007, ‘Hydrogen energy’, Philosophical Transactions: Mathematical, Physical, and Engineering Sciences, vol. 365, no. 1853, pp. 1043-1056, viewed 1 December 2012, . European commission 2003, Hydrogen energy and fuel cells: a vision of our future, European Communities, Luxembourg, viewed 28 November 2012, . National Geographic 2012, Hydroelectric energy, National Geographic Society, Washington, D. C. , viewed 28 November 2012, . Veziroglu, TN 2007, ‘21st century’s energy: hydrogen energy system’, in JW Sheffield ;  C Sheffield (eds), Assessment of hydrogen energy for sustainable development, Springer Netherlands, Dordrecht, pp. 9-31, viewed 23 November 2012, . Wagner, H ; Mathur, J 2011,  Introduction to hydro energy systems,  Springer, Dordrecht.

Helpful and intelligent Essay

From his hovel, the monster notices a nearby cottage occupied by the De Lacey family. He observes them cautiously from a safe distance as he now recognises man’s potential to be cruel. This shows us again that the monster is constantly developing, and experiencing a variety of different emotions, such as love. Love is portrayed in ‘Frankenstein’ after he watches the daily routine of the De Lacey’s (through a small gap in the wooden panes, previous to where the window was. This is a sign that they were not very wealthy). He discovers the sound of music through the old, blind man playing his recorder. This enchants him and he begins to admire this family. After this point his mixed emotions are so strong when watching Agathe and the old man, so strong that he cannot bear to watch the family anymore. (the music touched his heart and he felt a mixture of both pain and pleasure with love) He gradually learns more about them and increases his intelligence while doing so. He knows that they live in poverty and so his admiration grows for them, also for their wonderful appearance, as he is unaware of ugliness and deformity. He shows a caring side of himself when he became devoted to help the De Lacey’s by cutting wood. ‘This monster’ becomes generous, helpful and intelligent. He also decided to ‘satisfy himself with berries, nuts and roots’ instead of eating tastier food that they ate. This implies that this so called brute was also thoughtful. The monster’s narrative tells us that he is determined character who would do anything to belong, he attempted to learn the English language to hopefully reason with the De Lacey’s and make them realise that he wasn’t a wretched evil brute but a kind-hearted being. He was doing well until he saw his reflection in a pool of water. This part of the story (Chapter 12, page 109) is significant in tracing the change of his character because he was mortified with his appearance and became miserable. He now knew entirely why he was hated in the previous village; it was for his monstrous, alien appearance. He became aware of all the racial prejudice in the world and realised that this was the source of all his problems. Knowing this made the monster bitter at man, however he still thought of the De Lacey family as wonderful and still he wanted ‘to restore happiness to these deserving people’.  Other experiences the monster undergoes during Chapter 12 are his first realisations of the four seasons. This happens when he found that different flowers grew at different times of the year. This is another example of his developing intelligence. The next vital point in the development and change of the monster is the arrival of Safie, an Arabian woman not knowing the English language. This immensely profited him because during Safie’s stay with the De Lacey’s she began to take lessons to speak English. The monster therefore also learned the language at a rapid pace. Also in Chapter 13 we see a very sensitive side of the Monster when he is describing the nature surrounding him. (‘innumerable flowers, sweet to the scent and the eyes, stars of pale radiance among the moonlight woods’) While Safie remains in the De Lacey household the monster begins to learn more about human nature, especially involving the love between a man (Felix) and a woman (Safie). He could not believe the ecstatic joy that Felix was in when meeting Safie, when before he seemed to be so miserable. He realises that they were both ‘affected by different feelings’, Felix by the way ‘his cheeks flushed with pleasure’ and Safie by how she ‘wiped tears from her lovely eyes.’ The monster observes more involving human nature when he heard ‘of the difference of sexes and the birth and growth of children’, he also heard of the different relationships between humans such as mother, father, brother and sister. This is the first stage of his life when he asks himself, ‘where are my friends and relations?’ To his recollection he has had no one to care for him and remembers nothing before his first account in his narrative story. He genuinely questions what and who he is and so again we feel sympathy. The monster emotionally develops from what he learns of human nature, this occurs when Safie sings to Agatha and the old man. This deeply moves him as her voice ‘at once brought tears of delight and joy from his eyes.’ He described the music as ‘a rich cadence, swelling or dying away like a nightingale of the woods’.’ His reaction to her singing again brings out his sensitivity.  The monster while constantly developing his knowledge of English, (now with the help of Safie’s lessons) still longs companionship with the De Lacey’s. He feels that he needs to be part of this ‘wonderful family.’ Although he understands that he has been previously rejected and seen as an ‘ugly wretch’, he believes that the power of language can overcome the deformity of his face. However much he hopes that he will be accepted, he still remains conscious of his previous encounters with man. The monster remains fearful of how the De Lacey’s’ will react to him.  The next part of the monster’s narrative (Chapter 14) relates little to himself but his knowledge increases of the De Lacey’s history, before they moved to Germany. The monster discovered such information from several letters written from Safie to Felix. Here we find that he has learnt more skills, the skills to read and write. The monster later decides to copy these letters himself to bring truth to his tale, for Victor Frankenstein. From these letters we learn an awful lot about the De Lacey’s, such as that previously they led wealthy lifestyles in Paris. He learnt that their wealth was lost when a Turkish merchant was condemned to death for becoming obnoxious towards the French government. This affected the De Lacey’s because Felix vowed to help the Turk escape and did so. (In return he was offered a reward but he declined; however he agreed to marry the merchants daughter, Safie) When learning from the De Lacey’s he also confirmed the relationship between the family. The old man is known as De Lacey and is father to Felix and Agatha. It was of course illegal to do this and so this resulted in the De Lacey’s being exiled. Knowing all this improved the monsters understanding of why the De Lacey’s seemed so unhappy and he now fully realised the poverty they were in.

Program Overview Essays - Health Care, Health, Nursing, Free Essays

Program Overview Essays - Health Care, Health, Nursing, Free Essays Program Overview The School offers four programs: Bachelor of Science - a prelicensure program for undergraduate study; Master's Entry Clinical Nurse - for individuals with a baccalaureate degree in another discipline who are interested in a career in nursing; Advanced Practice - for nurses with a bachelor's degree in nursing; and PhD - for individuals who which to pursue a research trajectory. Education will be provided in both classroom and clinical settings.The curriculum is rigorous and students will leave with the knowledge, skills and abilities to respond to the healthcare needs of a diverse population, in whatever setting you decide to practice. The UCLA School of Nursing has an exceptionally well qualified faculty, many of whom have earned national and international reputations for excellence. Half of our faculty members are fellows in the prestigious American Academy of Nursing. Our faculty is dedicated to providing high-quality instruction, clinical supervision, and mentorship to students. Faculty members are involved in research in a wide array of areas and forge collaborative relationships with scientists and clinicians in other schools and departments at UCLA, within the University of California, at other university campuses, and at clinical and research-oriented institutions locally, regionally, and internationally. Admission Requirements for Bachelor of Science Program The UCLA School of Nursing will admit new undergraduate students once each year at the freshman level and a limited number of transfer students at the junior level. The School requires completion of a supplemental application to allow potential students the opportunity to provide additional information about their preparation for entry into the nursing profession. Freshman Applicants Freshman applicants must satisfy the general freshman admission requirements of the University of California and provide the information requested on the School of Nursing Supplemental Application for Freshman Admission. Transfer Applicants Transfer applicants must have completed all IGETC requirements or all general education requirements at the school where currently or previously enrolled and the equivalent of all of the non-nursing preparation for the major courses as follows: Chemistry 14A, B, C or Chemistry 20A, B 30A; Communications 1 or 10*; Life Sciences 2 3; Math 3A or 31A*; Microbiology*; Physiological Science 3 13; and Psychology 10*. *May be completed at UCLA. Course Descriptions All applicants to the M.S.N. Advanced Practice Registered Nurse/Post Licensure program must complete the following undergraduate courses prior to entering the program: statistics and nursing research. In addition, students admitted to the program in all specialties except nursing administration must have completed a human physiology course within five years and an approved physical assessment course prior to entering the program. Courses may be offered during the summer at UCLA for students who have not already completed an acceptable prerequisite course. Statistics: An upper division introductory or equivalent biostatistics course that covers the following topics: distributions, sampling, tests of hypotheses, estimation, types of error, significance and confidence intervals, and sample sizes (4 quarter units or equivalent; Biostatistics 100A at UCLA). Approved Statistics Courses Research: An upper division undergraduate level research in nursing course with content that focuses on planning a research project by teaching the student rules for definition of terms, alternative methods of writing proposals, selecting a sample, choosing a data collection instrument, planning for data analysis, protecting human rights, reading research reports and writing a research proposal (4 quarter units or equivalent; Nursing 173 at UCLA). Approved Research Courses Physical Assessment: A comprehensive physical assessment courses within the last three years providing an in-depth review and synthesis of physical assessment skills and knowledge covering the life span (4 quarter units or equivalent; Nursing 174 at UCLA). A course syllabus is required upon submission of your application. (not required for the Nursing Administration specialty.) Approved Physical Assessment Courses Human Physiology: An upper division or equivalent undergraduate level physiology course that includes human systems physiology through cell physiology with emphasis on membrane properties (4 quarter units or equivalent; Physiological Science3 at UCLA ). This course must have been completed within the last five years . Pathophysiology is not acceptable (not required for the Nursing Administration specialty). Approved Physiology Courses Students arerequired to have basic computer skills prior to admission. Admissions Information Sessions Advanced Practice Registered Nurse Admissions Information Sessions The UCLA School of Nursing schedules information