Black Elks Oral Narrative essays

Black Elks Oral Narrative essays John Neihardt was the one person that Black Elk would share his visions with. Black Elk wanted to pass along to future generations some of the reality of Oglala life. For this reason, Neihardt should have felt privileged and made it his main goal to make sure he interpreted everything in as much detail as possible. For Neihardt to suppress unnecessary details, alter awkward expressions, and introduce a tone of reverence and solemnity, takes away from the story that Black Elk was trying to relay. Black Elk probably wouldnt have even told his story to Neihardt had he knew the way Neihardt would write his story with so many missing details. For most general readers, the story was easier to follow without the detailed omissions. Neihardt most likely made theses omissions for the reason that it would be easier to understand. However, the detailed omissions are significant to some people such as anthropologists and people of religion. The transcript has all the specific details, but Neihardts story fails at relaying all Black Elk wanted to share with future generations. Black Elk intended for his whole oral narrative to be translated and put into his story, and Neihardt failed him. The ending does transmute the oral narrative into literature. Neihardt was trying to make the story more reader friendly, but he should have realized that this particular story should have been told the way Black Elk told the story. Neihardt ended the story as though it was him writing his own story. Neihardt should have just ended the story the way it should have been ended, and that is with the words of Black Elk. Neihardt was definitely the speaker at the end because Black Elk would not have said anything about not being sure whether that part of the story happened or not. Neihardt was basically ending the story in a way that he felt was a good way to end the story from a literature standpoint. ...

Look at Your Fish! by Samuel H. Scudder

'Look at Your Fish!' by Samuel H. Scudder Samuel H. Scudder (1837-1911) was an American entomologist who studied under the noted zoologist Jean Louis Rodolphe Agassiz (1807-1873) at Harvards Lawrence Scientific School. In the following narrative  essay, originally published anonymously in 1874, Scudder recalls his first encounter with Professor Agassiz, who subjected his research students to a rigorous exercise in close observation, analysis, and description  of details. Consider how the investigative process recounted here might be viewed as an aspect of critical thinking- and how that process can be just as important to writers as it is to scientists.   Look at Your Fish!* by Samuel Hubbard Scudder 1 It was more than fifteen years ago that I entered the laboratory of Professor Agassiz, and told him I had enrolled my name in the scientific school as a student of natural history. He asked me a few questions about my object in coming, my antecedents generally, the mode in which I afterward proposed to use the knowledge I might acquire, and finally, whether I wished to study any special branch. To the latter, I replied that while I wished to be well grounded in all departments of zoology, I purposed to devote myself specially to insects. 2 When do you wish to begin? he asked. 3 Now, I replied. 4 This seemed to please him, and with an energetic Very well, he reached from a shelf a huge jar of specimens in yellow alcohol. 5 Take this fish, said he, and look at it; we call it a haemulon; by and by I will ask what you have seen. 6 With that, he left me, but in a moment returned with explicit instructions as to the care of the object entrusted to me. 7 No man is fit to be a naturalist, said he, who does not know how to take care of specimens. 8 I was to keep the fish before me in a tin tray, and occasionally moisten the surface with alcohol from the jar, always taking care to replace the stopper tightly. Those were not the days of ground glass stoppers, and elegantly shaped exhibition jars; all the old students will recall the huge, neckless glass bottles with their leaky, wax-besmeared corks, half eaten by insects and begrimed with cellar dust. Entomology was a cleaner science than ichthyology, but the example of the professor, who had unhesitatingly plunged to the bottom of the jar to produce the fish, was infectious; and though this alcohol had a very ancient and fish-like smell, I really dared not show any aversion within these sacred precincts, and treated the alcohol as though it were pure water. Still, I was conscious of a passing feeling of disappointment, for gazing at a fish did not commend itself to an ardent entomologist. My friends at home, too, were annoyed, when they discovered that no eau de cologne would drown the perfume which haunted me like a shadow. 9 In ten minutes I had seen all that could be seen in that fish, and started in search of the professor, who had however left the museum; and when I returned, after lingering over some of the odd animals stored in the upper apartment, my specimen was dry all over. I dashed the fluid over the fish as if to resuscitate the beast from a fainting fit, and looked with anxiety for a return of the normal, sloppy appearance. This little excitement over, nothing was to be done but return to a steadfast gaze at my mute companion. Half an hour passed- an hour- another hour; the fish began to look loathsome. I turned it over and around; looked it in the face- ghastly; from behind, beneath, above, sideways, at a three-quarters view- just as ghastly. I was in despair; at an early hour I concluded that lunch was necessary; so, with infinite relief, the fish was carefully replaced in the jar, and for an hour I was free. 10 On my return, I learned that Professor Agassiz had been at the museum, but had gone and would not return for several hours. My fellow-students were too busy to be disturbed by continued conversation. Slowly I drew forth that hideous fish, and with a feeling of desperation again looked at it. I might not use a magnifying glass; instruments of all kinds were interdicted. My two hands, my two eyes, and the fish: it seemed a most limited field. I pushed my finger down its throat to feel how sharp the teeth were. I began to count the scales in the different rows until I was convinced that that was nonsense. At last a happy thought struck me- I would draw the fish, and now with surprise, I began to discover new features in the creature. Just then the professor returned. 11 That is right, said he; a pencil is one of the best of eyes. I am glad to notice, too, that you keep your specimen wet, and your bottle corked. 12 With these encouraging words, he added, Well, what is it like? 13 He listened attentively to my brief rehearsal of the structure of parts whose names were still unknown to me; the fringed gill-arches and movable operculum; the pores of the head, fleshy lips and lidless eyes; the lateral line, the spinous fins, and forked tail; the compressed and arched body. When I had finished, he waited as if expecting more, and then, with an air of disappointment: You have not looked very carefully; why, he continued, more earnestly, you havent even seen one of the most conspicuous features of the animal, which is as plainly before your eyes as the fish itself; look again, look again! and he left me to my misery. 14 I was piqued; I was mortified. Still more of that wretched fish! But now I set myself to my task with a will and discovered one new thing after another until I saw how just the professors criticism had been. The afternoon passed quickly, and when, towards its close, the professor inquired: 15 Do you see it yet? 16 No, I replied, I am certain I do not, but I see how little I saw before. 17 That is the next best, said he earnestly, but I wont hear you now; put away your fish and go home; perhaps you will be ready with a better answer in the morning. I will examine you before you look at the fish. 18 This was disconcerting; not only must I think of my fish all night, studying without the object before me, what this unknown but most visible feature might be; but also, without reviewing my new discoveries, I must give an exact account of them the next day. I had a bad memory; so I walked home by the Charles River in a distracted state, with my two perplexities. 19 The cordial greeting from the professor the next morning was reassuring; here was a man who seemed to be quite as anxious as I that I should see for myself what he saw. 20 Do you perhaps mean, I asked, that the fish has symmetrical sides with paired organs? 21 His thoroughly pleased Of course! of course! repaid the wakeful hours of the previous night. After he had discoursed most happily and enthusiastically- as he always did- upon the importance of this point, I ventured to ask what I should do next. 22 Oh, look at your fish! he said, and left me again to my own devices. In a little more than an hour he returned and heard my new catalog. 23 That is good, that is good! he repeated; but that is not all; go on; and so for three long days he placed that fish before my eyes; forbidding me to look at anything else, or to use any artificial aid. Look, look, look, was his repeated injunction. 24 This was the best entomological lesson I ever had- a lesson, whose influence has extended to the details of every subsequent study; a legacy the professor has left to me, as he has left it to many others, of inestimable value, which we could not buy, with which we cannot part. 25 A year afterward, some of us were amusing ourselves with chalking outlandish beasts upon the museum blackboard. We drew prancing star-fishes; frogs in mortal combat; hydra-headed worms; stately crawfishes, standing on their tails, bearing aloft umbrellas; and grotesque fishes with gaping mouths and staring eyes. The professor came in shortly after and was as amused as any at our experiments. He looked at the fishes. 26 Haemulons, every one of them, he said; Mr. - drew them. 27 True; and to this day, if I attempt a fish, I can draw nothing but haemulons. 28 The fourth day, a second fish of the same group was placed beside the first, and I was bidden to point out the resemblances and differences between the two; another and another followed, until the entire family lay before me, and a whole legion of jars covered the table and surrounding shelves; the odor had become a pleasant perfume; and even now, the sight of an old, six-inch, worm-eaten cork brings fragrant memories! 29 The whole group of haemulons was thus brought in review; and, whether engaged upon the dissection of the internal organs, the preparation and examination of the bony framework, or the description of the various parts, Agassizs training in the method of observing facts and their orderly arrangement, was ever accompanied by the urgent exhortation not to be content with them. 30 Facts are stupid things, he would say, until brought into connection with some general law. 31 At the end of eight months, it was almost with reluctance that I left these friends and turned to insects; but what I had gained by this outside experience has been of greater value than years of later investigation in my favorite groups.*This version of the essay Look at Your Fish! originally appeared in both  Every Saturday: A Journal of Choice Reading  (April 4, 1874) and the Manhattan and de la  Salle Monthly  (July 1874)  under the title In the Laboratory With Agassiz by A Former Pupil.

Integrative Customer Relationship Management Program for Royal Mail Essay

Integrative Customer Relationship Management Program for Royal Mail Group - Essay Example However, because of the challenges associated with the industry and this particular company itself. Parcel Force is in dire need of establishing a new source of competitive advantage. The pathway chosen to achieve this objective is the Customer Relationship Management Plan. (Smith, 2008) Customer Relationship Management is particularly necessary owing to the fact that the overall UK consumer has become more informed about what he or she is looking for in the postal service sector. Additionally, competition has heightened tremendously within this arena especially given the fact that postal services have become deregulated. Part of the reason for these occurrences is the advent of technology. Electronic dissemination of information has made the market and industry scene for Parcel Force to become quite competitive. On top of the latter, consumers now want faster delivery of their goods and are also looking for quality in service provision. (PA Consultant group, 2008) Given all the latter issues, there was a need to reorganize this company so as to provide excellence in service provision. Part of this reorganisation process is the creation of a three year long strategic plan that will be centred on creating a long term goal of success for this particular company. ... If the latter company sticks to the gaols of this program, then it may make it very difficult for other groups to try and imitate them. 3.0 Vision, Mission, Corporate Objectives 2.1 Vision "to create the most reputable and efficient mail service provider in the United Kingdom through focus on the consumer." 2.2 Mission "to enable all the consumers achieve their personal objectives through provision of sound and efficient solutions by Parcel force" 2.3 Corporate Objectives The corporate objectives will be covered under three major objectives; The company will focus upon expanding its current market. While the UK has a relatively positive image to the issue of postal services, it is imperative to reach those few numbers that are not using this service currently. The second objective will be providing quality services through greater innovation. In other words, technology will be a key factor in improving these matters. The last objective will reflect on the profitability of the latter company as a business enterprise - this means that the company will be one of the most profitable companies in the postal sector. (is4profit, 2008) 4.0 Situational Analysis 4.1 Macroeconomic analysis The UK mail service has been directly associated with growth in the population. This is largely because a rise in population means a larger customer base. However, the economy has embraced a lot of emailing thus diminishing the rate of growth of mails. On top of the latter issues, the UK economic situation is such that there is a direct relationship between mail growth volumes and Gross Domestic product level. Statistics have shown that the amount of mail volumes in the United Kingdom usually increase or decrease at

As Most Theories on Motivation Are Ethnocentric In Nature, They Have Essay

As Most Theories on Motivation Are Ethnocentric In Nature, They Have Little Value in A Geocentric World - Essay Example Ethnocentrism is considered as types of attitudes as well as behaviours of various individuals. Ethnocentrism behaviour involves cooperation of members within groups and absence of cooperation outside groups. An individual with ethnocentric behaviour considers one’s group as superior and outside group as inferior and disgraceful. The implication of ethnocentrism is not only present in war and conflict rather it may be available in consumer choice. It also arises from the competition between individuals. There is no precise difference between the evolutionary procedures in order to deal with own group members and members of other groups (Axelrod & Hammond, 2003). In ethnocentrism facts, the psychological aspects of individuals possess both negative and positive outcomes. It may also cause misunderstanding and intercultural-willingness-to-communicate may get decreased. When the sensitivity of intercultural communication increases, the competence level also rises, but ethnocentrism acts as ‘an obstacle to intercultural communication competence’. The sensitivity of intercultural communication as well as multiculturalism encourages cultural diversity and maintains cultural appreciation so as to motivate the people for eliminating ethnocentrism (Dong & Et. Al., n.d.). The policy of ethnocentrism may lead to â€Å"cultural myopia† and the staffing of ethnocentric brings restriction in the development of opportunities in host nations (Hill, 2008).

Hurricane Hits England and Search For My Tongue Essay Example for Free

Hurricane Hits England and Search For My Tongue Essay Compare how a persons culture is shown to be important in Hurricane Hits England and in one other poem. In both Hurricane Hits England and Search For My Tongue, the poems explore the theme of culture being important to person, both poems approach this theme in different ways. In Hurricane Hits England, the poet uses the method of flashbacks to explore the theme, whereas Search For My Tongue approaches this theme by putting us in the authors shoes. In Hurricane Hits England, the subject matter is based around the serious hurricane that hit Southern England 1987. This is a very rare life force that is unusual in this country, more frequently occurring in the Caribbean. This storm in England reminds Nichols about her culture and this life force has been able to break the frozen lake within her. This shows us, the reader her culture is important to her, by creating a fusion of human life and natural life forces; Talk to me HuracanTalk to me Shango. These gods that she is calling out to us the reader, makes us also think that she is trying to create a chant as if she sees the hurricane as both Fearful and reassuring. Although she is happy that the hurricane has come for it has been able to help her discover her culture again, she is also reminded about what damage this life force can do to a country, physically and emotionally. The poet is using this event in England to help call her back-home cousin. This is another reminder to us the reader that she wants this occasion to be a flashback of what would have happened if she was in the Caribbean. However, she knows that this is not the same as the storms in the Caribbean, as the trees are falling heavy as whales. This simile is used to represent the different types of ecosystems around the world, how different trees have different properties. If you go to the Caribbean, the types of trees are mainly palm trees, with the properties of having flexible bark. However, in England the types of trees are Oak and Pine which are quite heavy and inflexible. This makes the trees unsuitable for this type of weather, making this experience still remind the poet about her culture, but seeing this weather as a new experience. In Search For My Tongue, the way the poets shows us how culture is important to her is done in different ways, by showing us how it is to be in another country and not be able to express your mother tongue. In this poem, she describes how she is scared of loosing her mother tongue, how it would rot and she will have to spit it out. This demonstrates how her language is a very important part of her culture and heritage and during the first stanza in the poem; the use of botanical imagery shows a mood of death and decay. She explains how she could not create a hybrid tongue, the use of both languages; You could not use them both together. This botanical imagery is then used to help the re-growth of her mother tongue while she is having a dream; munay hutoo kay The way how she portrays this stanza of the poem, not only gives the impression of her doing a chant but also had a lyrical feeling towards it. This is then an awakening for her mother tongue to grow, thus rediscovering language and culture is obviously important to the poet. The final stanza is probably the most enlightening and meaningful stanza in the entire poem, for it finally concludes how culture can be extremely important to people and make them the way they are; the bud opens in my mouth. The use of botanical imagery has now been used to firstly represent death and decay, to now being represent growth and re-birth. This use of assonance in the last stanza also helps to change the mood of the entire poem, giving it a more positive feel to the poem; blossoms out of my mouth. This line not only tells us that she is happy with the culture that she has re-discovered, but it also means that she has found the item that she had lost; her tongue. We know this from the title of the poem Search For My Tongue. In conclusion, both of these poems have been able to show how a past culture can be important to a persons character and future growth. This could teach all of us a moral lesson, by telling us that culture is important to everybodys feeling of self by making it mould our characters to what we are today. In both these poems, they might have used different methods to portray these themes, with the outcome giving off the same message.

The Progression of a Hunter :: Hunting Sports Nature Papers

The Progression of a Hunter It's three o'clock in the morning. I've been sleeping since eight p.m., and now my alarm clock is telling me that it's time to wake up. Most people are sleeping at this hour of the night, but I'm just now waking up to pack up my gear and head into the forest for the morning. Last night I packed my .30-06, tree stand, a small cooler full of food and a rucksack full of hunting equipment including deer scent, camouflage paint and a flashlight. I've been planning a hunt for two weeks, and the weekend has finally come. I get up from bed, shake off the cold of the morning and get ready to leave by four. It's five a.m. when I get to the dirt road winding into Ocala National Forest. I park my car in a clearing gather my gear and head into the forest with my eyes to the trees. By five-thirty I'm set up in a tree, my rifle is loaded and I'm quietly sipping hot coffee from my plastic thermos cup. I'm well concealed by tree limbs, and I have a clear shot at the ground below within my line of sight. My camouflage pants and jacket keep me hidden from the poor eyesight of the deer below, and my height above the ground keeps the smell of a human away from the sensitive noses of animals on the ground. Six a.m. and the sky is turning a light blue. The night's shade is dissipating slowly, and I can begin to see my surroundings a little better. A shot rings out from the west, and that signals nearby hunters. I hope they drove some game my way. Within a few minutes, there is rustling in the brush below me. A young buck is coming within range. He's a big one too; I can see about eight points from where I am. He is cautious and sniffs at the air and flicks out his tongue often. His coat is a light brown color like khaki. There are white markings along his flank, and he has a stubby little white fluff of fur for a tail. I disengage the safety on my rifle. The bolt is forward on the gun, and I know there's a round in the chamber. I steady myself. I turn ever so slightly to get a better angle.

Cell Phones & Classrooms Essay

Cell phones are a relatively recent invention, but they have greatly improved our way of life. School-age children are now starting to get their own phones at earlier times, and with them obtaining their phones, they start to carry their phones everywhere; so therefore, there is a risk of the children using their phones during school. Now, one would think that this is something that should be punished, but in reality, it opens many doors for education and educators. Cell Phones should be allowed in class because of how much of an effect they would have on students, teachers, and school systems. Computers are very costly, and with the introduction of cell phones in the classroom, schools would not have to pay money for new computers. Spotsylvania County Schools are in somewhat of an economic downturn, and if no computers were bought, and students were allowed to use cell phones, then the County’s technology expenses would decrease. Cell phones cost less than computers, and no keyboards or mice need to be bought, saving even more money. Students and parents would pay for their own phones, lifting the burden off of the schools. Money is hard for most people and schools to come by in this day and age, and letting the students have their cell phones in class would allow the school system to spend more money on and fund more useful things, such as teachers and sports teams. Phones are more reasonable to have than large, bulky desktop computers. Desktops are becoming outdated and unnecessary because of how many pieces are necessary to be brought for the whole computer. Phones are just one piece small and light, making them extremely portable, unlike the colossal computers that the schools have. As a cause of this, it would make it easier for students to take their work home and do research, just because of how conveyable and convenient the phones are. With the implementation of phones in the classroom, it would render the desktop useless, saving the schools a large amount of money. Many people think that schools should ban cell phones completely, but that is just not true. What the people don’t understand is that the students can and will use their phones for educational purposes. There are now apps, such as Dropbox, that allow students to sync folders containing documents on their computers to their phones, which is an ultimately successful way to use the phone. People who oppose this also think that the phones wouldn’t be cost effective. If one compares the average price for a computer, around or above $700, and the average price for a smart phone, around $200, they can see that it is actually much more cost effective. No peripherals for the phones need to be purchased either, unlike for the computers. Some people think that cell phones are a bad thing, but when one looks at the effects it has on things, such as saving money and useful resources. Cell phones, at this time, are a very controversial topic, whether being used while driving or in the classroom. Cell phones are much more cost effective than computers. Cell phones are also infinitely more portable than desktop computers. The ability of students being able to have phones would allow them to see new things that change the way they think about life. Cell phones should be allowed in the schools because of the ultimate positive effect that they would have on the educators, students, and the overall school system.

Reflection on Assessment of Asthmatic Patient

In this essay, I need to reflect on the situation that taken place during my clinical assignment to develop and utilize my experiences on the assessment and intervention of asthmatic patient in my work place. In this reflection, I am going to use Gibbs (1988) Reflective Cycle. This model is a recognised framework for my reflection. Gibbs (1988) consists of six stages to complete one cycle which is able to improve my healthcare practices continuously and learning from the experience for better practice in the future. The cycle starts with a description of the situation, next is the analysis of the feelings, third is an evaluation of the experience, fourth stage is an analysis to make sense of the experience, fifth stage is a conclusion of what else could I have done and final stage is an action plan to prepare if the situation arose again (NHS, 2006). Baird and winter (2005, p. 156) gave some reasons why reflection is required in the reflective practice. They state that a reflection is to generate the practice knowledge, assist an ability to adapt new situations, develop self-esteem and satisfaction as well as to value, develop and professionalizing practice. However, Siviter (2004, p. 165) explain that reflection is about gaining self-confidence, identify when to improve, learning from own mistakes and behaviour, looking at other people perspectives, being self-aware and improving the future by learning the past. In my contact with the patient, it was important for me to establish a very good rapport which is the healthcare professional – patient relationship. There was a good mutual understanding exists between me and Mrs. A established from a sense of trust (Harkreader and Hogan, 2004, p. 243). Ruesch (1961) mentioned the purpose of the good communication is to improve the patient’s ability to function. According to Kathol (2003) healthcare provider must show up caring, sincerity, empathy and trustworthiness in order to build a warm relationship with patient. Those attitudes could be expressed by promoting the effective communication and relationships by the implementation of interpersonal skills. Thus, My reflection is about one patient whom I code her as Mrs. A, not a real name to protect the confidentiality of patient’s information (NMC, 2004). Description of the situation In this paragraph I would describe on the event that took place in assessing and provision of intervention to asthmatic patient in my work place. I was on a ward when Mrs. A was brought to the Accident & Emergency unit. She was a 76 years old been diagnosed of asthma. Mrs. A complainted of shortness of breath with audible wheezing. She could not walk herself and need to be assisted if she wanted to stand or walk. Her past medical history revealed diabetic and high blood pressure. Patient has taken her prescribed medication of ventolin at home without relief of symptom before coming to the Accident & Emergency. She was accessed and physical examination show the following: Respiratory rate 30, Heart rate 110, blood pressure 140/90, temperature 36. 2, and saturation 87. Auscultation reveals decreased breath sounds. Peak flow done before and after treatment was 125/250. Mrs. A was also coughing up small amount of sputum. Feelings In this paragraph, I would discuss on my feelings or thinking that took place in the event that happened. Before I started the assessment, I introduced myself and approached Mrs. A. So I tried to build a good rapport with her as I do not want her to feel strange as I was not her family members or her relatives. My first approach to her was to ask whether she wanted to take her lunch. She was on soft diet as she was having a difficulty in swallowing. Then I asked her permission to feed her. She looked at me and the pain was there. In this situation, I showed up my empathy as I put myself in her shoes and assuming I was having a breathing problem. According to Wold (2004, p73) empathy is about the willingness to understand the other person not just judging the person’s fact. Then, I touched her shoulder, kept saying, and raise my tone a bit because I was afraid if she had a hearing trouble. I was reassuring her she will be fine. In the meantime, I was thinking whether the English language was not her mother tongue but I kept myself communicate verbally with her including using my body gesturers and facial expression. Body gesturers and facial expressions are referred as a non-verbal communication (Funnell et al, 2005, p. 443). I thought of the language barrier that breaks our verbal communication. Castledine (2002, p. 923) mention that the language barrier arises when there are individuals comes from a different social background use their own slang or phrases in the conversations. Luckily, those particular body gesturers could make her understand that I was going to assess her. During the assessment I maintained the eye contact as I do not want her to feel shy. This is supported by Caris-Verhallen et al (1999) which mentioned that the direct of eye contact could express a sense of interest in the person to the other person involves in that communication. As a result, she gave a good cooperation and was very happy for the assessment until finished. Evaluation Developing my skills on assessment and intervention of asthmatic patient particularly an adult has been very challenging but rewarding. My learning style was kinaesthetic where I actually carried out physical activity in my work place. I was eager to try and explore the theory into practice by assessing Mrs. A under the supervision of a registered nurse. As a busy department it was difficult to get a nurse to supervise me, but the nurses were doing everything possible to make their selves available whenever I needed their help. The registered nurse asked me to assess Mrs A, at first I wasn’t confident because that was my first patient to assess. However, the more time I spent with Mrs A, the better I become. I was anxious to put theory into action by carrying out the assessment and taken part in the intervention. I took the challenge to revise the anatomy and physiology of the respiratory system. This was very helpful in understanding the changes in anatomy and physiology of a patient with asthma. The study deepened my confidence in demonstrating competences in carrying out assessment and dvising patients with asthma on the use of nebuliser. These skills have enabled me to know how to reassure patient when they come in with asthma attack. I have also developed the new skills to understand more about the trigger of asthma, symptoms, causes and intervention. It was also as my duty to feed Mrs A so that I could make sure the patient get the best care in the ward. Burnard (1990) and Stein-Parbury (1993) define attending to patient as a patient-centred process as wells as to fulfil the basic conditions as a healthcare professional to provide the genuineness, warmth and empathy towards the patient. I was able to improve my verbal and non-verbal communication skills in my conversation with her during the assessment as she was having a hearing problem and could not communicate in English language properly, so the non-verbal communication plays a role. Caris-Verhallen et al (1999, p. 809) state that the non-verbal communication becomes important when communicating with the elderly people who develop a hearing problem. Hollman et al (2005, p31) suggests some effective ways to maximize the communication with hearing impairment people such as always to gains the person’s attention before speaking, make yourself visible to prevent them feel frighten and try to use some sensitive touch. I feel this is a good experience to me because I learn to develop my verbal and non-verbal communication particularly. Furthermore, I also used my facial expressions to advise her when I finish. During meal time, she withdraws the meal after few seconds but I smiled and assured Mrs. A that it was good for her health to finish her meal. Therefore my facial expression worked out to encourage her to finish the meal. Although I could not explain detail to her about the important nutrition diet that she should take, but I could advocate her to finish the meal served because the meal was prepared according to her condition. I am also particularly impressed because I am now more experienced and confident in reassuring my patient and hence achieving my goal. Analysis In order to analyse the situation, I would add that my communication skills were very important to provide the best care to Mrs. A. My communication with Mrs. A was the interpersonal communication. This is because the interpersonal communication is a communication which involved of two persons (Funnell et al 2005, p. 438). I realized that my nonverbal communication did also help me a lot in my duty to provide the care to Mrs. A. Even though she could understand few simple English words when I was asking her some questions but I noticed that one of the problems occurs within the communication was the language barrier. Another was I could not get consent to assess and recommend treatment from Mrs A at first because she was on pain and did not want to speak. White (2005, p. 12) recommended that a healthcare professional should learn a few words or phrases in the predominant second language to put a patient at ease for better understanding. Moreover, though the registered nurses were able to help but due to the high demand of the nurses, it was not very easy to get nurse to supervise me initially because the department was very busy. Although, it was quite difficult because I am not allowed to assess patient without supervision but this really encouraged me to work very hard. She nodded her head to assign that she agreed with me or she was given me consent. In addition, Mrs. A also gave me a feedback that she understood my message by transmitting the message via her body gestures and eye behaviour. Delaune and Ladner (2002, p. 191) state a feedback is that the sender receives the information after the receiver react to the message. In a nutshell, my reflection explores my experiences in asthmatic patient intervention and assessment especially the adult. I was concern about my feeling and thoughts during the assessment so that I could improve more skills in my communication and confident. I successfully communicated with her effectively as she cooperated till the end of the assessment. So it was vital to build good rapport with her to encourage her ability to speak up verbally and non-verbal. Moreover, this ability could help her to communicate effectively with other staff nurses. She would not be neglected because of her age or her disability to understand the information given about her treatment. Hyland and Donaldson (1989), mention that communication expresses what the patients think and feel. In order to communicate with Mrs A, it was important to assess her common communication language and her ability to interact in the other languages. In my opinion, I evaluated that it does not matter whether it was a patient-centred communication or task-centred communication because both communication mentioned by McCabe (2004) actually does involves communication to the patients. So it was not a problem to argue which type of communication involves in my conversation with my patient. After I analysed the situation, I could conclude that I was able to know the skills for effective communication with the patient such as Mrs A, for example, active listening, concentration, empathy and support the patient emotions (Walsh, 2005, p. 34). Action Plan My action plan for the clinical practice in the future, if there were asthmatic patients that I need to help to assess and provide any medical intervention, I would prepare myself better to handle with the patients who would have some difficulty in communication. This is because, as one of the health care worker, I want the best care for my patients. So in related to deliver the best care to my patients, I need to understand them very well. I have to communicate effectively as this is important to know what they need most under my supervision as a Clinical assistant practitioner. According to my experience, I knew that communication was the fundamental part to develop a good relationship. Wood (2006, p. 13) express that a communication is the key foundation of relationship. Therefore a good communication is essential to get know the patient’s individual health status (Walsh, 2005, p. 30). Active listening could distinguish the existence of barrier communication when interacting with the patients. This is because, active listening means listening without making judgement to listen to the patients’ opinions or complaints which give me chances to be in the patients’ perspective (Arnold, 2007, p. 01). On the other hand, it is also crucial to avoid the barriers occurred in the communication with Mrs A. However, I would remind myself to be confident when dealing with the patient. I would make sure I remind myself not to assume or guess what my patient may have in mind. Walsh (2005) argued that making stereotyping and making assumptions about pa tients, perceptions and having first impression of patients and lack of awareness of communication skills are the main barriers in providing better care to patient. I must not judge the patients by making my first impression and assumption about the patients but I have to make patients feel valued as an individual. I should be capable to respect their fundamental values, beliefs, culture (Heath, 2000). I would be able to know on how to build rapport with the patients. There are eleven ways suggest by Crellin (1998, p. 49) which are becomes visible, anticipate needs, be reliable, listening, stay in control, self-disclosure, care for each patient as an individual, use humour when appropriate, educate the patient, give the patient some control, and use gestures to show some supports. This ways could help and give me some guidelines to improve my medical practice with patients. Another important thing to add on my action plan list is to know which the disabilities of the patients have such as hearing disability, visual impairment and mental disability. Once I could know the disability that a patient has, I could well-prepared my method of providing health care more effectively. To summarize for my action plan, I would start a communication with a good rapport to know what affects the patients’ ability to communicate well and to avoid barriers in effective communication in future. Conclusion In conclusion of my reflective essay, I mentioned the model that I chose, Gibbs (1988) Reflective Cycle as my framework of my reflective. The reason for choosing the model as well as some discussion on the important of doing reflection in medical practice. I am able to discuss every stage in the Gibbs (1988) Reflective Cycle about my ability to develop my experience in the assessment and intervention of asthmatic patient.

Connotations of 35 Words for Funny People

Connotations of 35 Words for Funny People Connotations of 35 Words for Funny People Connotations of 35 Words for Funny People By Mark Nichol Fun and folly are endemic elements of human nature, and the English language abounds with words to label people who inspire laughter, whether light-hearted or lacerating and whether intentional or otherwise. Here are terms describing funny and/or foolish individuals or characters. 1. Antic: now mostly confined to refer in plural noun form to humorous or playful behavior, traditionally described a comic entertainer whose performance is ridiculously comic; also a rare adjective meaning â€Å"absurd† or â€Å"playful† 2. Buffo: an opera singer who performs comic roles; a little-known synonym for clown as well 3. Buffoon: derived from buffo; is also a synonym for clown, though used as well to refer to an ignorant, stupid person 4. Card: an amusing person; possibly derives from the playing card designating a joker 5. Clown: a venerable term derived from a word for a clumsy person; refers to the traditional gaudily attired and made-up circus performer, or more loosely to a humorous performer or a person who jokes or acts foolishly; also connotes a boorish or simple-minded person, or someone who unintentionally invites derision 6-7. Comedian/comedienne: generally refers to a professional teller of jokes; comedienne is the traditional feminine form, though the original form usually applies to people of both sexes, making the feminine form superfluous 8. Comic: a synonym for comedian; as an adjective, it refers to something humorous 9. Cutup: a boisterously amusing person 10. Droll: usually employed as an adjective to describe odd or whimsical behavior; also applies to a comedian or jester 11. Farceur: a witty person, or one who writes stories or scripts that involve plots with ridiculous and often satirical elements 12. Fool: a traditional entertainer for the nobility with a costume and props that inspired modern-day clowns; by extension, it also refers to one who exercises poor judgment or is the victim of a prank, or to a mentally ill person whose behavior is suggestive of a fool; it also applies to people enthusiastic about or obsessed with something (â€Å"She’s a dancing fool†); the verb form means â€Å"to joke or trick,† and fool can also be an adjective meaning â€Å"foolish† (â€Å"He went around shouting his fool head off†) 13. Funnyman: synonymous with comedian or humorist 14-15. Gagman/gagster: variants referring to someone paid to write jokes or humorous sketches or to comedians; gagster can also mean â€Å"a practical joker† 16. Gracioso: a buffoon in traditional Spanish comedy 17. Harlequin: the name of a stock character in traditional comic performance, distinguished by a mask and patchwork tights; the latter feature prompted the extended meanings of textiles or animal markings resembling a patchwork; harlequin is also a synonym for clown 18. Humorist: a professional writer (or teller) of jokes or humorous stories or essays 19. Jester: in addition to being a synonym for fool, simply a term for one who jokes 20-21. Joker/jokester: someone who tells jokes or acts comically, but joker is also a synonym for fellow or guy, though it’s rarely neutral and is often at least mildly insulting; also the name of a wild card in card decks, as well as a term for a word, phrase, or clause that complicates a document or a legislative bill, or a similarly obstructive element, or a reference to a figurative wild card 22. Madcap: although best known as an adjective referring to capricious, foolish, or reckless behavior, can also be applied as a noun denoting a person who exhibits one or more of these characteristics 23. Merry-andrew: a clownish personality 24. Mime: a specific variety of clown who uses gestures and mimicry to entertain and does not speak; it also refers to traditional entertainments that are not necessarily comic in tone 25. Mimic: synonymous with mime but also refers to someone with skillful at imitation, impersonation, or impression; it’s also a verb that refers to imitation or simulation 26. Motley: a synonym for jester that derives from that particular type of performer’s characteristically patched-together-looking costume; the word also refers to the patchwork costume or to a random mixture or a ragtag ensemble; in adjectival form, it applies to the last two senses 27. Mummer: an actor in a pantomime, which isn’t necessarily humorous; also has a humorous connotation of someone who wears a costume or a disguise in a festival or public event and may act comically 28. Pantaloon (or pantalone): a stock character in traditional comedy distinguished by his namesake attire; the word also refers to various types of trousers (pants is a truncated form) 29. Scaramouch(e): a boastful but cowardly clown or a stock character with that personality in traditional comedy; also describes a mischievous or unprincipled person 30. Second banana: a comic entertainer who supports a featured performer; in general usage, a subordinate 31. Stand-up: a comedian who performs in front of a live audience; also, an adjective describing such a performance (or referring in general to an upright position or person) 32. Top banana: a featured comic performer; in general informal usage, a leader 33. Wag: a clever person, especially someone who introduces a punning or otherwise playful expression 34. Wit: synonymous with wag, but also applies to people who easily come up with amusing comments 35. Zany: best known as an adjective synonymous with wacky, but also a noun denoting a person who acts foolishly to entertain others; in addition, was specific jargon for a acrobat or clown who spoofed the antics of the principal performer; also, in general usage, describes someone who is sycophantic or crazy Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:15 Terms for Those Who Tell the FutureSocial vs. Societal20 Ways to Cry

8 Traits That Are More Important For Success Than Being Intelligent

8 Traits That Are More Important For Success Than Being Intelligent Being successful doesn’t always equal to having the highest IQ or being the top of your class. Your personality plays a big part in your success. People skills combined with hard-work are an unstoppable duo. Here are 8 social skills that can help you on your path to being successful. Source [Success]

Hypothetical Case Analysis (Contract Agreement) Study

Hypothetical Analysis (Contract Agreement) - Case Study Example An acceptance, therefore, is the act of the offeree of agreeing and approving the offer as it is. An offer may be responded to in 5 ways: (a) acceptance; (b) explicit rejection; (c) counter-offer, in which the offeree quotes, for example, a lower price; (d) a statement of neutrality (e.g. ‘I don’t know’ or ‘I’ll think about it’), and; (e) not answering at all (Schane 142). In the problem, at hand, Wally makes two kinds of response: (a) a statement of neutrality, viz. he will be asking his parents about it, which implied no effect on the offer, and; (b) a counter-offer to Eddie by agreeing to buy the computer at a lower price, i.e., $1000. There was no acceptance at this point but neither was there an explicit rejection. On the other hand, there is a counter-offer which needs an acceptance from Eddie. The legal effect of this letter is that even though a counter-offer is made, the original offer is left hanging, and not explicitly rejected, conditioned on the acquiescence of Wally’s offer. Assuming that there was still a valid offer by Eddie standing on July 19th, there is no binding contract between Eddie and Wally after Wally had accepted the offer through a fax on July 19 because the acceptance only validly took effect at the time it was received by Eddie which was on July 21, a day after the lapse of the period the offer is to take effect. The implication is that the revocation took effect before the acceptance, making the revocation valid. This is because under the rule of acceptance, the mailbox rule, which makes an acceptance effective the moment the offeree sends his/her acceptance, does not apply to instantaneous acceptance like fax (Miller & Jentz 181-182). An acceptance by fax, therefore, takes effect only, like all other instantaneous communication, after actual receipt of the acceptance by the offeror. Similarly, a revocation, on the other hand, takes effect only at

MID TERM Essay Example | Topics and Well Written Essays - 750 words

MID TERM - Essay Example Pick 5. Fill in spaces i to v, using short answers. Name the source; then, identify the problem(s) and the recommended (or inferred) solution. i ii iii iv v In a According to a study done by New Jersey by Dr. John Lamberth of Temple University in 1994, while African American drivers and Caucasian drivers committed roughly the same percentage of traffic violations, a startling statistic of 73.25 of the drivers stopped were African American drivers, while only 13.5% were of a different race. In 1993 a Maryland lawsuit named the police department as a defendant against Robert Wilkins, a Harvard Law student who felt that when the police stopped he and his family, searched them, and brought in drug sniffing dogs that it had been done due to his race. His point was proven â€Å"When a State Police memo surfaced during discovery instructing troopers to look for drug couriers who were described as "predominantly black males and black females,". (Harris) The use of racial profiling has created an atmosphere of hostility towards law enforcement within the African American community. Security becomes less stable when it has been made clear that o ne can do nothing other than wear a color skin in order to be subject to interruption of daily responsibilities. The issue extends to the statistics regarding length of sentences, incarcerations, leaving â€Å"In 1995, about one in three black men between the ages of 20 and 29 were under the control of the criminal justice system--either in prison or jail, on probation, or on parole.† (Harris) Gathering statistics on traffic stops is one way bring about awareness to law enforcement officials. Traffic stops can serve as a microcosm of the legal system. As well, a more uniform system of incarceration would help to lead the way in reducing the inequality of sentencing. Social reformation is needed to undermine the criminal stereotyping of African